Lazy Stereotypes? Schools thrive on relationships but not like these.

How many great films about schools and teaching come to mind? Dead Poets Society? The History Boys? To Sir, with Love? The Breakfast Club? Each film has an ‘edge’, and an issue as the hook to its plot line: curriculum content, teaching styles, race, peer pressure

Television frequently uses the education setting too in serial drama (Teachers, Waterloo Road, Grange Hill), in comedy (Bad Education, Big School) and in reality programming (Educating Essex/Yorkshire/Cardiff) Each of these, like the films, at its heart is about the strength and impact of relationships in a school between and amongst teachers, pupils and parents.

It was with interest then that we looked what had been saved on the Healthy Toolkit HQ Digibox in the Summer Term. Ackley Bridge, a six part drama about the merger of two schools in a fictional Yorkshire town was shown on Channel 4 at 8pm, not their usual time for drama but a primetime slot aimed perhaps at a generation of viewers who as young teenagers might have watched any of a number of popular soap operas.

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As a vehicle for the undoubted talents of Jo Joyner and Adil Ray as well as a showcase for a range of terrific young actors, the programme certainly appealed to an audience who liked to see a few hard edged and real life issues. However there were, from an education perspective, a number of lazy stereotypes and a poor communication of the relationships that would be at play in a typical school. In fact much was unrealistic and in the realms that would have a school closely scrutinised in real life.

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The Headteacher

  • Mandy Carter (Jo Joyner) married to another member of staff Mr Bell (Paul Nicholls). Relationships between staff members develop in any workplace, not just in schools, but surely there would be some kind of expectation that a senior leader of a school would not be in a relationship with another staff member. Accusations of favourable treatment and of confidentiality would inevitably arise in such a situation. Codes of Conduct might discourage this, and a quiet sideways move to save professional integrity might have been in order. Kissing in the staffroom though? At least the laziest stereotype, the stationery cupboard was avoided.
  • Mandy has an affair, possibly a one night stand, with the school sponsor, Adil Ray. The lazy line of ‘it was a mistake, it was only once‘ is trotted out. His role however is portrayed as wealthy businessman with a sense of entitlement. He is outed, publicly, by his daughter and seems to pay the price at the hands of the Governors and his golf club. Ms Carter’s future remains unclear at the series end.

Ms Keane: English Teacher

A central role, Emma Keane (Liz White) would have been suspended or sacked several times over.

  • Emma arrives late for briefing on the first day of term, in flip-flops, straight off the plane. It is revealed that she missed the training day. Her friendship with Many saves her a telling off.
  • Estranged daughter arrives, drunk, at school and vomits in class. No school in their right mind would let her past reception. The bottle of fizz was a clear indication of her inebriation.
  • Said daughter takes mum’s phone, finds a topless picture from holiday and posts it on mother’s Twitter account with hashtag #AckleyBridge. Predictably picture goes viral. Emma escapes with little more than cosy chat with Ms Carter. Bringing the school and the profession into disrepute anyone?
  • The grandmother and carer of the key student character Missy Booth dies and Missy maintains a sense of normality for the sake of 15-year-old sister Hayley to stop her going into care. Once Emma finds out, no safeguarding procedures are followed; she takes on the matter herself. Once again when the correct authorities are involved, little more than a metaphorical slap on the wrist ensues.
  • Emma openly tries to pursue a relationship with another member of staff, Samir Qureshi, until his revelation of his engagement.

Mr Bell

Where to start?

  • Has already had an extra-marital affair resulting in a pregnancy. Great moral fibre!
  • Hit’s a boy and essentially acts to protect and support him to prevent being reported.
  • Same boy appears to have fathered a child, which he has in school in a sports bag! Mr Bell helps him keep the child safe (safeguarding) and to find the truth about the actual parentage of the baby.
  • I’m Mr Bell‘ he calls out on day one; insert your own response from the boys, it is that predictable a script.

Other issues

  • One teacher begins, then halts a relationship with a pupil. At least one pupil knew of this. No response has been apparent so far. We know these relationships occur and we know what the consequences of them should be. Here is an opportunity in a future series to explore this theme, fully and accurately.
  • Emma’s would be boyfriend reveals that he has been in jail for drug offences. The production company, The Forge, and Channel 4 must surely be aware of DBS. A jail term, and it must have been recent, would discount the teacher from a post. What school, in its right mind is even going to entertain the notion of employing somebody with any known link to drugs, user or dealer?
  • There is a stereotypical ‘school stud’ who chances his arm with any number of the young women students. Whilst again there will be characters like this, he had no depth other than an awareness of his image and at a different level from the school sponsor, to a sense of entitlement when it came to relationships.

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There was much to recommend the series though. It explored developing aspects of sexuality, cultural traditions in a changing society, social and class interaction as well as the integration of two school communities who we were led to believe were polarised.

The series has been commissioned for a further run of twelve episodes. Someone at Channel 4 must appreciate it.

The crux of the matter is that relationships are the key to the culture of a successful school. Get it right and the school will be a harmonious and trusting environment; get it wrong and toxicity reigns. Only this week Natasha Devon commented on how schools are getting the ‘S’ right in SRE but now need to focus on the ‘R’: well worth a read https://www.tes.com/news/school-news/breaking-views/schools-are-making-good-progress-s-sre-now-we-must-focus-r

We are teachers, not television executives, and we appreciate that teachers arguing makes better TV than teachers marking or answering emails. But if you are reading this at Channel 4 or The Forge, think about the importance of healthy relationships in a school and making them work to the advantage of everyone, not just to the viewing figures.

#AppetiteAugustHT: reflections upon our relationship with food

The most important relationship you would ever have is with yourself. This relationship can be displayed in many ways – in your thoughts and words, and in your actions. Wellbeing is a complex term that can not be reduced to a tick box exercise. Moreover, every single one of us will have a different understanding of what wellbeing actually is and what it means to us. In August we are launching a new hashtag – #AppetiteAugustHT to start a conversation about our relationship with food and look at how we could embed healthy eating habits and attitudes. Appetite can be defined as ‘‘a natural desire to satisfy a bodily need, especially for food.’’ However, how often are we satisfying our mental need through food.

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My relationship with food hasn’t been straightforward.  During challenging times, I used food as a satisfying treat. Everything around me might have been falling apart, but the taste and smell of a coffee and walnut cake somehow made things seem much more manageable. Other times, when I was running low on energy, I would convince myself that eating a cake would give me the desired sugar high to cope successfully with daily tasks. On both occasions, I was eating to satisfy my emotional rather than my physical hunger. During some grey periods of my life, I would stop eating and develop an unhealthy relationship with sport as the physical exertion and exhaustion would stop me from overthinking as I would literally be too tired to think. At other times, when things got really tough, food was there to make me, without fail, feel nauseous and generally unwell. I experienced a complete loss of appetite—a common anxiety food trap. When I was invited to join a modelling academy, I had to drastically reduce my food intake and follow a ridiculously restricted diet plan in order to meet the expectations shamelessly imposed on us by society. For weeks I would survive on a diet plan given to me by one of the ‘dieticians’ working there that suggested that one egg, one sausage, a couple of pieces of fruit and a yoghurt washed down with water would help me achieve the desired modelling weight. This is the photo of me when I was about 18-19 after graduating from the academy.

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Instead of following a straight path of healthy eating choices, for years I fluctuated between overeating and not eating enough as a reaction to my circumstances, or more importantly, to my mental state at the time.  Was it self-harm? Yes, definitely. The truth is that when someone mentions self-harming, the immediate reaction is to assume that the person is referring to cutting. When I was depriving my body of food and working out to the extreme, I was self-harming. I was trying to gain control of one area of my life when I lost it somewhere else. When I was comfort eating, I was self-harming too. I was trying to silence the chaos in my head by distracting myself with treats. It is only when I embarked on my coaching journey that I started to notice how the positive changes in my mental attitude were having a lasting effect on the food choices I was making. I made a conscious decision to make friends with food and take control of 50,000 of my daily thoughts. The fact is that 95% of our thoughts are repeated daily, so there is no surprise that, soon enough, we start believing all the negative things we are saying to ourselves.

I was introduced to NLP for the first time at some stage in my coaching journey. NLP stands for Neuro-Linguistic Programming and reinforces the link between the mind (neuro) and language (linguistic) and how they affect our behaviour (programming).  Although I wasn’t convinced at first, the simplicity and effectiveness of some suggestions made during the course truly won me over. It is not about changing everything you are used to and feel comfortable with.  We can’t change in one day and imposing unreasonable expectations on ourselves plants doubt and fear in our minds and convinces us that we are nothing but miserable failures. It is about a gradual change—the aggregation of marginal gains. In this blog post, I would like to share three practical strategies that can help us on our journey to a healthier diet.

  1. Re-programme the way you think about food.

How do you think about food? Do you imagine how it tastes or smells? Or do you visualise how appetising it looks? The trick is to replace these unhelpful thoughts that make you want to eat with more helpful thoughts that will encourage you to care about your body. For example, try thinking about your stomach and its reaction to the food that you consume. What is this food doing to you? How would your stomach react to the food? Would you feel bloated?

 

  1. Pay attention to the eating process.

I found the TATE (Trigger/Action/Target/Exit) eating model helpful.

Trigger –  the positive trigger for food is hunger; feeling angry or anxious are negative triggers. Be aware of your hunger triggers.

Action – is what we do once the trigger is activated. Enjoying food; chewing it slowly or eating the food fast; eating while watching TV. We make the choice.

Target – this is a very important step. This is when we make the decision to stop or carry on eating. What is your target? To empty the plate, to feel full or just to stop feeling hungry? Don’t overlook the difference between feeling full and not feeling hungry.

Exit – so what do you do when you’ve finished your meal? Do you start searching for a dessert, do you sit around or do you move on to something else? Plan your exit wisely.

 

  1. Be aware of and create your own anchors.

Anchoring simply means pairing and anchors are the stimuli that provoke certain feelings, thoughts or emotions. For example, I associate the smell of fresh bread with my childhood. It brings back memories of my grandmother letting me eat warm bread straight from the oven; it reminds me of the feelings of pleasure and fullness I had once I had eaten the bread. There are many different anchors that can make us feel hungry or want to eat.  Anchoring is often used in advertising.  For example, fast food chains might link their food to celebrations, family time, fun and enjoyment. The good thing is that we can also set our own positive anchors. For example, we can visualise how we’d like to look, what clothes we’d like to wear and link these positive visualisations to healthy food.

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In August we encourage you to share your tips and stories that could help us nurture positive relationships with food as well as healthy recipes that could help us stick to a healthy diet throughout the year. Please use the #AppetiteAugustHT hashtag so we could collate all the information at the end of the month.

 

#JourneyJulyHT

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Life is a journey and for those of us in education we look forward to the breaks in our travel. July is upon us already and with three weeks to go for most of us in England, thoughts turn to the summer break and beyond: new challenges; new post; new direction perhaps.

This month the team at Healthy Toolkit invite you share the tales of your journey be it through this past year, your whole career or through life. Tweet them, blog them, share them on Staffrm but most of all appreciate and celebrate them.

Our experiences are what motivate and make us, engage and energise us. Maybe sometimes they may try to bend and break us, but ultimately our experiences shape us. They guide our values, they help us in choosing our friends and associates and determine the paths that our personal and professional lives take. We owe our journeys to those we love and care for. Our parents and partners have held our hands and helped along the way. We should celebrate every step of our journeys, for good or otherwise.

So let us begin with the Healthy Toolkit journey. We came together as a group through Twitter, through a shared love of healthy, homemade and sometimes homegrown food. However we soon realised that we shared much more; values to be precise. Our shared values have guided the way we have moved forward as a team and they mark not only how we work as a group, but represent what we believe are the authentic values that the most effective school leaders should be promoting.

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Our concept of ‘Healthy’ has grown with us, from our initial thoughts about healthy eating and proper hydration, to healthy attitudes to colleagues, to healthy use of social media and digital interaction. We are absolutely dedicated to developing effective wellbeing not only in our own schools but in modelling it for others too. We believe that wellbeing needs to be real, hard and practical and based on genuine need because it impacts upon real people with a diverse range of strengths and abilities.

There is more to wellbeing than group hugs and motivational posters, though both have their place. Wellbeing thrives on relationships and culture. A culture of trust, equality, personal liberty and development where staff feel safe needs to be cultivated. Where culture promotes collaboration and celebration through shared values, healthy professional relationships will develop and be maintained. A culture of blame, of criticism and of sniping at the tiniest perceived affront, even down to semantics, is most unhealthy and would undermine any wellbeing initiative.

We have grown over the past year to believe that wellbeing is for everyone, led by everyone, for the benefit of everyone.

In a few sentences, this sums up Healthy Toolkit. We have grown, bonded, laughed and cried together in the last twelve months and have become genuine friends.

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That’s our journey. What’s yours?

Please let us hear how you have grown in life, in your teaching career or in recent months. Blog your journey or share using the https://staffrm.io platform.  Twitter is a great way to share. Use the hashtags #JourneyJulyHT and #SayYes2Wellbeing and to promote the influential Twitter friends you have made use #FFInspirational and tag in those educators who have truly inspired your journey. Thank you.

 

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#JukeboxJuneHT

“How soon is now?” asked one Steven Patrick Morrissey.

“Not soon enough!” reply all those teachers with report and exam marking deadlines looming.

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Unless you are in a school which has moved the bulk of written report writing to another point of the year, we can’t do much about the deadlines apart from ensure they are met. Public examinations and end of year testing are at this point of the year because it has always been the case!

If you have been following the  #MindfulMayHT and #SayYes2Wellbeing hashtags, we hope you have found some useful advice and support which schools can embrace to support colleagues at this pressured time and which individuals can adopt to aid their focus and boost their self-confidence.

This month’s hashtag recognises the workload, so we ask only that you think of music!

Primary schools will often play music as the children enter assembly or as they come to class in the the morning. It is intended to be calming and sets the mood for the day and activities ahead.

Music, and singing in particular, can be unifying, team building and at the heart of a community. Do you include your parents in the songs in celebration assemblies?

Music can be regarded as healing; a couple of links with more expert opinion are http://www.bbc.co.uk/news/magazine-22553467 and http://jamesclear.com/music-therapy.

This June we ask you to do no more than select some great tunes. Do they inspire or relax? Do they play in the background as you mark or do they blast through the car stereo on the way home? Do you ‘air grab’ or are you more of an air guitar person? Do you belt out ‘Nessun Dorma’ at the traffic lights?

The team at Healthy Toolkit HQ have each selected one song to kick #JukeboxJuneHT off.

Robert Wyatt: Shipbuilding. An emotive reminder of lost heritage. https://www.youtube.com/watch?v=UjUkjpJa6bY

Kings of Leon: The Immortals. Freedom, possibility and be brave to yourself. https://www.youtube.com/watch?v=lICjZB-rp0w

The Jam: Going Underground. For the General Election. https://www.youtube.com/watch?v=AE1ct5yEuVY

Labi Siffre: Something Inside So Strong. Peaceable struggle. https://www.youtube.com/watch?v=7B-4Lsrx8IA

Louis Armstrong: What a Wonderful World. ‘I see trees of green..red roses too.’ https://www.youtube.com/watch?v=A3yCcXgbKrE

Simon and Garfunkel: Bridge Over Troubled Water. ‘When you’re weary…feeling small.’ https://www.youtube.com/watch?v=H_a46WJ1viA

Luke Britnell: Think Positive. Because we all should. https://www.youtube.com/watch?v=Z_aH1z8f6Hk

Primal Scream: Come Together. We are together, we are unified. https://www.youtube.com/watch?v=L3vvn2qOh58

Joe Cocker: N’oubliez jamais. Never forget what is at our heart and in our hearts. https://www.youtube.com/watch?v=_Xa_1KxR-8M

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It makes a difference if you want it to make a difference! Music can inspire, motivate, unite and build. Just look at the communal singing of ‘Don’t Look Back In Anger’ in response to the events in Manchester.

If you join in this month, add the hashtag #JukeboxJuneHT and  add the link your tune using YouTube or whichever other music sharing site you use.

Punk or Puccini?

Mozart or Madness?

Bach or Bon Jovi?

Elvis or Elgar?

Rachmaninoff or The Rolling Stones?

It doesn’t matter! Nobody judges you by your musical tastes.

We look forward to hearing your tunes. Let’s cheer up Morrissey!

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#MindfulMayHT

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How did we reach the cusp of May already? Spring has most definitely sprung, despite last week’s wintry intrusion, the blossoms are out, the evenings are drawing out and the teaching profession finds itself in the midst of exam season. At this high water mark of the academic year it is important to keep ourselves grounded and healthy for ourselves and for our learners.

Today we launch #MindfulMayHT, our theme to accompany the #SayYes2Wellbeing campaign. Through the month we would encourage you to be mindful of yourself and for yourself, as you would be mindful of others and for others. Please share your thoughts, ideas, links and motivational quotes through this challenging but ultimately rewarding month.

The benefits of being mindful are many fold. In a role which by its very nature is pressured, stressful, increasingly target driven, it is easy to lose sight of our personal priorities and of those of our loved ones. Poor sleep patterns, irregular mealtimes, lack of exercise and failure to remain hydrated may all result from work-life imbalance. Being self-aware is a challenge and often we are more aware of the needs of others than we are of our personal needs.

Being Mindful of Ourselves

This is far from a comprehensive list but here are a few strategies that school staff can try for themselves.

  • Electronic shut down, digital detox, phone free Friday; call it what you will but devices do intrude on our lives and interactions with our peers in a face-to-face environment. Twitter won’t fall down without you!
  • Eat mindfully. Do you take the time to appreciate the flavours or textures of your food? If not, you may as well live on those gels the riders in the Tour de France consume. You may munch on a sandwich in your classroom while wading through marking. Even if you take just twenty minutes at lunch break, eating with your colleagues is a social interaction which can be good important for your wellbeing. Of course not everyone is comfortable in the staffroom situation, which we address in the section below.
  • Other eating habits to consider include alcohol free times, avoiding caffeine after a particular watershed, avoiding processed foods and of course remaining hydrated. We have also been looking at the health benefits of particular foods and would like to hear what you are trying this month or have adopted into your diet on a longer term basis. We have been particularly interested in the benefits of mint. mint-info
  • Have you considered meditation? There is a huge difference between ‘mindful meditation’  and full meditation. The first may take a few minutes and apps such as ‘Headspace’ and videos that can be found on YouTube support this, the latter would require an expert practitioner and a greater time commitment. However in our experience we have found positive impact from both.
  • Live for now! You are amazing, you are in the best and most rewarding profession that there is and what you do is for the good of others.mindful2

Being Mindful of Others

Particularly for School Leaders:

  • Trust your teachers. You employed them, so you know they will plan and deliver.
  • Don’t spring any surprises! Plenty of notice for all key events and deadlines is essential. Emergencies aside, nobody will appreciate ‘lastminute.com’ style leadership.
  • Be aware of who isn’t coming to the staffroom at lunch and breaks. They may be getting the job done, but there may be other reasons they aren’t joining their colleagues. Take the time to make sure they are doing alright. They may just be quiet; they may be managing their time; equally they may be masking something that may need some support, counselling or intervention.
  • Have a rule about emails that you model and set the example for. Have a cut off time, lets say 5pm, after which there is no expectation of emails being read or replied to and make sure this extends to weekends. You want your life; your staff want theirs.
  • Ultimately your staff need calm, safe and secure space to work. Your good intentions must be concrete not abstract.

For everyone:

  • Please appreciate boundaries. Don’t expect all of your colleagues to be the life and soul of the party. Respect their personal and professional privacy. It is ultimately up to the individual what they share about themselves in conversation.
  • Think about what you say before you say it. Appreciate the sensitivities of others. Some people can give as good as they get in staffroom banter, but others may feel uncomfortable.
  • Think before you post. Texts, emails and tweets composed in haste may upset of offend. ‘Send’ or ‘enter’ is a trigger without a withdrawal function.
  • Have you ever tried a random act of kindness? Do you make a pot of tea for your colleagues? Leave them a note to say ‘well done for….’? Leave an anonymous thoughtful gift in their pigeonhole or one their desk? Do you know the names of your colleagues’ children, what their partners do or ask after the health of their elderly parents? Small things: big difference. As that great philosopher says:mindful3

Please join us this month in #MindfulMayHT. Remember being mindful is about yourself and others. We look forward to you sharing what you are doing for yourself, for your colleagues and in your schools. Thank you.

Be mindful and help us all to #SayYes2Wellbeing.

#SayYes2Wellbeing

Since our foundation, the team at Healthy Toolkit HQ has promoted the importance of wellbeing in education. Wellbeing is high on the education agenda and, as we have identified before, it is on the development plan of many schools across the UK. As the Summer Term began, the Times Educational Supplement dedicated an edition to the subject, to which we made a contribution. We believe that wellbeing needs to remain in this prime position as its importance cannot be underestimated. It is from this premise that we announce our new hashtag #SayYes2Wellbeing.

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There is a significant issue, some call it a ‘crisis’, with retention and recruitment in the profession. Whilst recruitment is one particular challenge (persuading NQTs to relocate to the capital with high housing costs or to some coastal locations) retention is another matter. With some sources suggesting 30% of teachers are leaving the profession within five years of qualification https://www.teachers.org.uk/news-events/press-releases-england/teachers-leaving-profession and others identifying which subjects will be left wanting for staff http://www.independent.co.uk/voices/teachers-crisis-education-leaving-profession-jobs-market-droves-who-would-be-one-a7591821.html retaining our teachers has to be a priority for all schools.

And how do we retain them? By looking after them and by helping them to look after themselves. That is why schools, leaders, governors and especially teachers, driven by shared healthy values teaching assistants and other staff need to #SayYes2Wellbeing .

Culture and Principles

Do we want to see Hard Wellbeing or Soft Wellbeing?

Wellbeing is best promoted in schools where there is a positive culture, one in which everyone in the school, children and adults alike, can thrive, perform at their best and be happy. Happy. Key word that one. For many of our children, school offers the most stable part of their lives. They are going to be best served by teachers who are satisfied in their own environment, not by those who are grim-faced, snappy and stressed. Only this week children in the UK were categorised as ‘some of the unhappiest’ https://www.tes.com/news/school-news/breaking-news/uk-pupils-among-worlds-unhappiest

A positive and energising culture in a school has to be a starting point for any wellbeing process. Wellbeing can’t be ‘done to’ staff. It is a shared and egalitarian process which has to be there to benefit the whole school community equally. Generating this culture cannot be a top-down process, though leaders do need to set the example and take the lead in planning. A model of ‘sideways-in’ to which everyone can contribute is a way forward in developing and maintaining the appropriate culture.

Wellbeing also needs to be principled, which we have blogged about before https://healthyteachertoolkit.wordpress.com/2016/12/18/putting-wellbeing-and-workload-into-practice/. Alongside developing an energising culture, principled wellbeing can actually determine direction and processes. Core principles and deeply held values can really demonstrate how committed the school is to the concept of wellbeing.

Culture needs to be driven by everyone; principles need to be bought into by everyone.

Hard wellbeing is driven by principles, by culture, by values and by planned actions and interventions. Soft wellbeing is characterised by gimmicks, fads and a tick-box approach to the care of staff.

Leadership

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The most committed leaders will know that wellbeing isn’t a simple concept to lead or manage as the graphic demonstrates. However modelling a sincere commitment to it demonstrates an empathy to our colleagues. Knowing what makes them tick, what their strengths and areas to support are, alongside showing that we wish to support our staff in their career path; these demarcate leaders with deeply held values and an ethical approach to their role. School leaders should be there to nurture their staff and children and to act in alignment with their healthy values so they can #SayYes2Wellbeing.

If the culture is one of ‘buy them in, burn them out, replace and repeat‘ such a cyclical approach does not allow for continuity, consistency or stability. Again from the press this week this piece https://www.tes.com/news/school-news/breaking-news/older-teachers-careers-destroyed-sake-saving-a-few-bucks is a concern. We face financial cutbacks, but playing games with experienced teachers careers also pays games with their mental health, with their financial wellbeing, with their mortgages, with their families and their relationships.

Another link on Twitter and Facebook this week brought up one school where plans had to be emailed to SLT by 5pm on Saturday and were returned by 7pm on Sunday with suggestions for improvement. This is too much. Weekends should be email free times. Teachers are not lazy. Each and every teacher will do what is best for the children in their class and that will involve a number of different strategies. To fret over an entire weekend will bring stress, burnout, anxiety and probably absence.

If as a leader you haven’t yet done so, we urge you to read and act upon the recommendations about workload. Planning, marking and assessment are addressed, and though far from perfect they do provide an excellent starting point for a professional conversation in school about the necessity and impact of some of the tasks we have to do.

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The best schools work on a good team culture. Staff support each other, step up when there are problems and leaders support them. If you are in such a school, celebrate it. Perfection does not exist. There will always be cause to evaluate, improve and to recognise mistakes.

Whether you are in such a setting or not, this graphic clearly demonstrates how positive thinking can help us as individuals to #SayYes2Wellbeing.

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Look after yourself. Seek support if you find things a challenge. The best colleagues and most supportive leaders won’t be judgemental and they will listen.

Take time for yourself, look after yourself.

Promote Healthy Values in your thoughts, words and actions, in the real world and on digital platforms.

Sleep well. Eat well. Teach well.

Show yourself, and your colleagues, some love.

#SayYes2Welleing

 

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Watercooler Wellbeing

We are delighted here at Healthy Toolkit HQ to launch our latest initiative which reflects our busy schedules but which allows us time to escape and share great ideas.

We are pleased to announce: WATERCOOLER WELLBEING!

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Watercooler Wellbeing: microchats which will run through the day but at given times, so we can look at Twitter, read and engage as much as we want to.

The idea is very simple. One theme will run each day, with each microchat of five minutes at 9am, 11am, 1pm, 3pm and 5pm; each one a Watercooler Moment, hence Watercooler Wellbeing.

Starting on Wednesday 5th April, and running on occasional days over the next two weeks, we will host the microchat at these times on a topic which will link with our current #AwarenessAprilHT campaign. We have a few questions in mind, but would be pleased to add your suggestions to the list.

Our first few topics include:

  • How can teachers destress during the Easter break?
  • Ways to use your ‘down time’ without planning or marking.
  • How do we support a colleague with their mental wellbeing?

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Microchats are ideal for our busy lives: log in, Tweet, log out and go! Just like we would do at the Watercooler, because we haven’t got the time to be on Twitter all day.

Who is with us?

Don’t forget to add the hashtag #WatercoolerWellbeing.

World Book Day: “Think before you speak. Read before you think.”

“A reader lives a thousand lives before he dies, said Jojen. The man who never reads lives only one.”
― George R.R. Martin, A Dance with Dragons

It is strange how an event aimed at promoting one of life’s simple pleasures seems to stimulate argument and World Book Day 2017 featured on social media and heavily this week, to a range of responses.

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The most common line of discussion is on dressing up as a book character and the impact that it has on the appreciation of books. The intrinsic value of dressing up is probably little; children will not become more skilled or knowledgeable readers by dressing as Willy Wonka, Matilda or The Cat in the Hat. Nor will decorating a potato as Little Miss Messy, Wally or Thing 1&2  necessarily motivate a child to pick up an unfamiliar text.

The fundamental point is that World Book Day is a celebration of reading, of authors, of the lives and settings they create and of the pathways to the imagination that they generate. Walk into any good primary school on any given day and the importance of reading will be evident through book corners, displays and, most crucially, children engaging in reading. On their own, completing online book quizzes, in pairs or groups, with the adults, with parent and volunteer readers; it is in the very fabric of the school day. World Book Day is just one day a year to mark reading in a slightly different manner.

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The costume aspect of World Book Day can of course be a challenge to parents, financially as well as creatively. For every parent with the time and resources to create sparkly red slippers for their little Dorothy or a tail and ears for Fantastic Mr Fox, there will be some for whom a purchased costume will be necessary. This has become a commercial opportunity particularly for the supermarkets, and in the vacuum between Valentine’s Day and Mothers’ Day the racks were filled with dressing up items. Just one look last weekend revealed that alongside Horrid Henry and The Gruffalo sat Batman, Spiderman, Hulk, Woody and Buzz Lightyear, several Imperial Stormtroopers and a sizable force of Disney Princesses. If anyone from the main supermarkets is reading this please think of the impact financially on parents, but also think about the difference between a film and a book.

World Book Day has become part of the cyclical routine which is at the heart of the familiar pattern of the year; Harvest, Nativity, Carol Service, the Easter Egg Hunt, Sports Day. Parents and children like this routine; it is safe, comforting and expected because primary schools have at their heart a sense of community, belonging and teamwork. And of fun… don’t forget that; that’s why teachers dress up too! At their heart though, schools and teachers are promoting the love of reading in itself as well as a means to future progress. Do you share your favourite books with your classes?

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Books aren’t just for World Book Day, they are for life. They are a healthy habit, and here at Healthy Toolkit HQ we believe that escaping into a good book is just as important to our wellbeing as exercise, good food and sleep.

Whether you like World Book Day or not, the best activity to promote reading is to read a book. Why not share your current and favourite reads or inspirational book quotes as part of #MagnifyMarchHT?

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“I find television very educating. Every time somebody turns on the set, I go into the other room and read a book.” Groucho Marx

#MagnifyMarchHT

Negativity comes easily to many. It is quick, simple and painless to deliver. A put down, a gesture, an ill-considered text or tweet; they fuel the ego but hurt the recipient. Negativity about ourselves comes equally easily. When we are negative about ourselves we don’t fuel egos but we can drag ourselves down.

Teachers are sadly very good at being negative about themselves and it is easy to see why. Teaching can be a lonely task at times. If you have had a tough day and it comes to 3.30 on a cold, damp and darkening winter afternoon, the children have gone and you might be alone with only a pile of books and your own melancholy to keep you company. We tend to be very self -critical as a profession and if we don’t self-manage workload or deadlines we can add to this.

Here at Healthy Toolkit HQ we like to accentuate the positive and in our latest themed month we urge everyone out there to be aware of what you and what others do well. Welcome to #MagnifyMarchHT.

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As we have outlined in previous posts, positive thoughts and comments can impact the mood of a whole staff in a way that can genuinely make someone feel good about themselves. However this does need to be authentic and reflect the integrity of the person delivering it. We all recognise the stilted communal praise that might come at the end of a term largely punctuated with criticism and may question the authenticity of it. Consider the difference that an aside, a note, card or even a simple gift can make. It becomes personal, real and memorable.

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This is where magnification comes into play. School leaders need to know that by identifying success and raising its profile we can boost the confidence and self image of the recipient. Authenticity is important here. Finding one nugget in a poor lesson shouldn’t divert from the priority of challenging the quality of teaching, but it may be a way into developing that teacher’s skillset. In a wider context, ‘thank you‘ and ‘well done‘ cost nothing, are polite, demonstrate good human values and they become habit forming. Creating and maintaining this positive culture in the school will show everyone is equally valued and encourage them to be positive about their own successes.

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Most importantly, we should also magnify our own successes, as Honest Abe tells us. Find a positive in day and praise yourself for it. Even better find five or ten different things that went well, note them and refer back to them at the end of the week, month or year. Tweet it or blog it but not to the point of inflating your ego; we can all teach well, but we all do it in our way. Magnify your core rather than your ego because your core spirit and values, as well as our physical core, upholds you as an individual.

So this month we would love to see you sharing your successes: great displays; individual examples of progress; wonderful shared experiences like performances or school trips; the child you’ve helped all year suddenly showing independence. Share what you do outside too: climbing; baking; fitness. If it’s important to you, make it count and be proud of it.

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If we are authentic in our praise of others then we can be genuine in reflecting upon our own successes. In a successful team, a diverse range of talents makes the collective whole run smoothly. You might be the creative one, the philosophical one, the practical one or the organised one. Recognise yourself for what you do well as well as acknowledge the role of others.

Be you. Be brave. Be fabulous. Be kind. Be grounded. Be real. Be authentic. Be ordinary. Be extraordinary.

Just be…..

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We find our inspiration from normal people who go out of our their way to help other people and make a positive difference and who promote positive thinking. If you are an active user of social media, why not #FF your positive influences this month?

Negativity is lazy, instant and gratifying only to the perpetrator. It’s like a sugar rush leading to craving for more. Positive thinking is the complex carbohydrate of wellbeing; slowburning and ultimately more satisfying. Negativity is a drain on wellbeing but positivity promotes it.

The positive thinker sees the invisible, feels the intangible and achieves the impossible.‘- Winston Churchill

So in #MagnifyMarchHT why not dare to be optimistic?

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We can be Heroes….

A few days ago our inbox contained an invitation to consider nominations for the TES awards. One of the most intriguing was the Lifetime Achievement award.

The entry form can be found here. http://www.tesawards.co.uk/tessawards2017/en/page/entry-form

‘This award will reward someone who has made a significant contribution to education. It could be a well-known figure or a local hero. In your submission, explain exactly what the individual has achieved in their career and why you feel they deserve the trophy.’

‘… significant contribution …’

‘… well-known figure …’

‘… local hero …’

‘…exactly what the individual has achieved …’

Picking out the key phrases provides much food for thought. Few teachers are given the honour of being a dame or a knight outside a small group of leaders. Some are awarded other gongs, but of the tens of thousands of teachers in the UK, most will go unrecognised beyond the confines of their own school or setting.

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So who may deserve the lifetime achievement award? ‘Lifetime’ being the key word in this title.

The secretary of the local sports council who has held the post since 1972, run district teams every Saturday in the football season, single handedly ran cricket in the summer and who still organises everything despite retirement?

The school crossing patrol who has turned up in wind, snow, hail and blazing sunshine for thirty years and then pitches up in school to support readers?

The SENDCO who was a SENDCO before they even existed, who has literally as well as metaphorically given blood, sweat and tears for their children.

We can all think of someone who is truly committed and deserving of recognition for their tireless devotion, selflessness and refreshing lack of ego.  It is worth taking the time recognising them, even if they don’t reach the final stages of the process.

Maybe there is someone in Special Education deserving of recognition. We are in awe of the patience and professionalism shown in this sector. Meeting such complex needs; facing the daily challenges that can include verbal and physical assault; planning for and achieving the tiniest but most significant of steps; managing and challenging behaviours that even the police would find demanding; keeping these children, happy, safe and nurtured. If anyone is deserving of unsung hero status, look no further than the staff who work with those children with the most severe needs, behavioural and mental health concerns.

Primary teachers often receive some unfair criticism through social media, usually from someone who hasn’t been in a primary school since the age of 11. The groundwork that the primary sector provides, in social skills, behaviour for learning, manners and values is invaluable, as we are often told by Year 7 transition teachers. Primary education is not all glitter, glue, finger painting and discovery learning. There is plenty of direct instruction, rigour and firmness of discipline. Ask any adult to choose their best teacher. Chances are the majority will choose someone from their primary days.

So if primary school teachers are some of the heroes of education, don’t forget the ‘shock troops’ of the sector; those in EYFS. In Nursery and Reception classes these wonderful people are dealing with tears and snot, pooh and wee, tantrums and traumas. When you are three, and the firefighter’s outfit isn’t there, this is of lifestyle challenging significance. If you are in primary, go and visit your Reception and Nursery classes. Those aren’t painted smiles; there are no gritted teeth; this is dedication to love of learning in its simplest and purest form.

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The real heroes of education will stand in front of a whiteboard, not sit behind a keyboard. The vast majority will never appear on an award nomination list, the New Year Honours board or even have a bench with their name on. They are there on the frontline every day and for this their best reward is recognition of their strengths and acknowledgement of their wellbeing.