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- Herausgeber: McNidder and Grace
- Kategorie: Sachliteratur, Reportagen, Biografien
- Sprache: Englisch
- Veröffentlichungsjahr: 2021
This book explores the human side to educators, by revealing their experiences and their personal stories; what has made them into the teachers they are today. From the tragic to the exciting, teachers have such amazing stories to tell and their passion and commitment shines out from every page. With contributions from a daughter of the teacher who lost her life at Dunblane to the first black head teacher in Inner London Yvonne Connolly as well as the amazing Rita Pierson from the US who has inspired so many teachers. By reading their stories we can appreciate how extraordinary their lives and their contributions to education are. Also with contributions from: Kierna Corr, Kyle Kiser, Marco Cimino, Toni Charlesworth, Ash Lucas, Julie Cassiano, Drew Povey, Bretta Townend-Jowitt, Brett Bigham, Allen Tsui, Michelle Alker, Dan Whittaker, FreakyHoody, Natalie Scott, Adam Henze, Jess Mahdavi-Gladwell, Luke Haisell, Lesley Douglas, Gwen Mayor, Debbie Buchanan, Maureen McDevitt, James Atkin, Katharine Birbalsingh, Hugh Ogilvie, Victoria Hewett, Penny Rabiger, Joe Gibbs, Helena Jockel, Yolana Wassersug, Caroline Riggs, Rachael Maddocks, Christine Owen, Sue Rogers, Kate McAllister, John Clifford, Dan Morrow, Rita Pierson, Sarah Dearden, Caroline Spalding, Vic Goddard and Mathew Milburn.
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Humans in the Classroom
Exploring the lives of extraordinary teachers
Haili Hughes
Foreword
Teachers are one of the most important assets needed by society. Not only do they teach our children the knowledge and skills that they need to survive and thrive in the world, but they provide encouragement and guidance in their most formative years, when their minds need the most nurturing. None of the other professions and roles we consider so vital to the smooth and prosperous running of society could exist without this. We live in an increasingly volatile world, where the socioeconomic pressures on families are manifold; there may be days when a smile or encouraging word from a teacher may make a child’s day and demonstrate that they are loved and accepted.
Covid times have shone an extremely bright light on the importance of education. Most people who work in it are motivated by the sense they are doing something important, that matters, that makes a difference. This is because we all know that ultimately education in all its forms has the power to transform lives, open gateways, ivchange individuals, the communities they live in, society - the world. Without education we would not have any of the other things upon which our civilised lives depend. A global pandemic has shown us more clearly than ever the importance of this. This means we need to look after our teaching profession.
It is therefore surprising that teachers can sometimes seem under-appreciated, with perceptions among the public that they have too many holidays or work much shorter hours than those in other industries. Those of us who know teachers – and particularly if we work with them – are extremely aware of how hard they work and the pressure they are under on a daily basis, to do the best by the pupils in their care.
As a teacher educator, I have the privilege of working with those who are at the start of their teaching journey. It is a pleasure to see their enthusiasm and excitement at the potential they hope they will have to really make a difference – have impact and potentially transform lives. There is, however, no doubt that it is a tough job, particularly at the start of the career when it can feel like there is a need to ‘hit the ground running’. This is why I am pleased to have been working with the Department for Education on the ‘Initial Teacher Training Framework’ which, when combined with ‘The Early Career Framework,’ will provide a minimum of three years’ guaranteed support for millions of newly qualified teachers, ensuring that they are improving the education system for the next generation’s best and brightest.
This book tells amazing stories of resilience, which will inspire both new teachers and experienced practitioners alike, but also details amazing careers teachers have had, before they entered the classroom. For those of us who have dedicated our lives to educating others, this book provides an amazing opportunity to reflect on the vital role that teachers play in shaping the world around us.v
Taking on the task of shaping young minds is a huge responsibility. Teachers have the capacity to change lives, whether that is through being a role model for their students, espousing the importance of education or simply providing guidance and support. An excellent teacher is worth their weight in gold.
As with many worthwhile careers, teaching can be a complex job: there are days that are tough to get through – it really is a roller-coaster. However, there is no doubt to those who have committed their lives to the profession, that they are lucky to be employed in the greatest job in the world. This book tells the stories of just a few of the brightest and most important adults that students will come across in their lives.
Professor Sam Twiselton OBE 2021
v
For the amazing teachers I have known. The one who taught me and made me love German, Melanie Burras. For the ones who shaped me as a teacher: Cathy Munroe, John Sharples and Hugh Chambers. Finally, for some inspirational colleagues: Jean Hensey-Reynard and Heather Michell. If I can be even half of the teacher you all are, I will be happy.
Contents
Introduction
Teachers change lives because of who we are as human beings: how well we listen, encourage, and help students believe in themselves.’
Robert John Meehan
It takes a special kind of person to become a teacher. This all-encompassing job will get under your skin and change you as a person … it really is an honour and a privilege to work with young people every day.
But this book is not just about teaching: there are a plethora of instructional manuals, educational texts and journal articles you can read if that is what you are looking for. Of course, teaching is a major theme which runs throughout its pages, as it is what connects the amazing people who have told their stories. But what is most important here are the real stories behind the educators who stand at the front of our classrooms every day. I wanted to focus on the humans behind the desk and what experiences have shaped them into the educators they have become.
But what does it mean to be human? It is a question that psychologists have explored for hundreds of years. Here I am not exploring the DNA and make up of humans as a species but instead, am seeking answers about our emotional experiences and empathy … what really makes us tick? Being human for me is more about how we see ourselves and how this concept creates a foundation for our values, morals, relationships and life choices.
In 18th-century Western Europe, the phrase “sentiment of humanity” was quite common (Mazlish, 2012). Humanity during this period was deeply connected to the notion of sympathy and benevolence and it would be fair to argue that these are two qualities an excellent teacher needs to possess today. Sometimes, our pupils and colleagues are going through emotional turmoil that 2we have no concept of, so we must be in tune with emotions, able to sympathise and empathise with a wide range of people. It’s clear to anyone who knows a teacher that it’s about much more than planning lessons and ensuring a pupil makes progress. So many colleagues recount stories of times when they have provided lunch for a student who has gone without, been a listening ear when someone in the class has been struggling with their sexuality or attended drama performances of one of their form in their own time – just to show their care. Perhaps ‘benevolence’ doesn’t encompass the kind-hearted humanity that educators possess.
Later, in one of the first handbooks for teachers, Jersild (1955) was one of the first academics to make a link between educator’s personal and professional lives. He explored the idea that in order to be an effective teacher, we must first know our own strengths and weaknesses, so that our own self-acceptance helps us become a better role model for our students. The dichotomy between professional and personal lives is something which still dominates teaching today. In my opinion, the most inspirational teachers are those who inject some of their own personality into their lessons and some of that will inevitably come from our own life experiences. We are not robots and we shouldn’t be scared to show our feelings or talk about our opinions. Rogers agreed that when we allow our own human qualities to shine through, we can be seen by pupils as a “person, not a faceless embodiment of a curricular requirement, or a sterile pipe through which knowledge is passed from one generation to the next” (Rogers, 1969: 107). In short, in order to nurture human qualities in others, a teacher must show their own compassion to their class and display their own humanity to others to lead from the front.
Then, with the neo-liberal rise of accountability measures in the 1980s and early 1990s, the human aspect of teaching lost importance and was replaced with standards and reports. The 3freedom that teachers had to express themselves and forge relationships with their students seemed destined to be replaced by box ticking and data exercises. The postmodern era of the late 1990s brought some relief, with its focus on multiculturalism and the understanding that students’ learning depended on aspects of their own culture. This meant teachers needed to get to know their students properly, in order to personalise their learning.
We have all had our own experiences of teachers; some of these will be positive and some negative. But we can all remember our favourite teacher … if we close our eyes, their image will come to mind. If we listen hard, we can still hear their voices and recall a memory of when they helped us or went above and beyond to help us grow. What made them such an excellent teacher was no doubt their human qualities. Research has often sought to define what the human qualities are that make a great teacher. Charisma is a quality mentioned in many studies, with Conroy stating, “I did not like decorum or rectitude in a classroom; I preferred a highly oxygenated atmosphere, a climate of intemperance, rhetoric and feverish melodrama” (Conroy, 1982: 271). Perhaps the current trend of silent classrooms may find this atmosphere she speaks of uncomfortable, but she speaks of a buzz here – a perceptible zing of learning which can only be created by a charismatic, human teacher.
Another frequently cited human quality of teachers is compassion: the exhilaration of knowing that our kindness and understanding has made a difference in somebody’s life. It is the “glue that binds everything that we do together in education” (Zehm and Kottler, 1993: 12). Within these pages, you will read incredible stories of compassion and kindness; the inspirational stories of humans in the classroom across the world. Their stories are unique, but it is their personal qualities that make each teacher in this book so influential. This is not something which can be imparted or learnt 4on a course or in a textbook. It’s intrinsic. Our children are lucky to have such amazing humans in the classroom, who can help them to see their own unique talents and find their own voice, to navigate their way, so they can flourish in an ever-changing world.
Therein lies the concept of this book. All educators have laughed when pupils have expressed shock and consternation at spotting them outside of the school grounds. Even doing mundane tasks such as a supermarket shop or having your hair done can elicit an extreme reaction when students realise that their teachers don’t live in the stock cupboard and do actually have a life. I find this rather sad. It is important for pupils to see us as human beings, with personalities and experiences and quirks, in order for us to be able to build a connection with them. Students often forget that we’re human too. That we have problems and challenges, just like they do. That we make mistakes too. We have interesting hobbies and full lives. We do other things apart from teach and all of these things influence us as teachers.
According to recent research by Endsleigh Insurance Services (2019), 45 per cent of British adults believe that if it was not for a particular inspirational secondary school teacher, their life would not be what it is today. After all, students don’t always remember what the lessons a teacher taught them were ––the memories of the way a teacher treated them and made them feel will last for much longer.
Our schools are full of passionate teachers, with amazing stories and backgrounds that have shaped and moulded them into the incredible educators they are today. This empowering collection of stories will remind teachers of why they came into the profession on those tough days and open up students’ minds about what makes their teachers tick. From exciting former jobs like the rock journalist, army officer and the teacher who worked in Hollywood, 5to the teachers who have experienced tragic losses that spurred them on to want to change children’s lives. I hope this book will be one that can be frequently re-read and dipped into, a reminder of why a good teacher is something that we never forget.
Haili Hughes: my story
My experiences would probably make me one of the least likely people to enter the teaching profession, yet now I cannot ever envisage doing anything else.
I grew up in a huge family of six siblings, on a council estate, in a Northern town, where most of my family had never studied post-16. I hated authority. So much so, that at sixteen I was asked to leave my secondary school just after Christmas in Year 11, but thankfully, was allowed to still sit my GCSE exams. Unfortunately, I didn’t learn my lesson and was also thrown out of sixth-form college for not attending lessons and shirking work. Somehow, I managed to gain a place at university and completed a degree, where I finally realised that if I wanted any kind of future and escape, I had to work hard and listen to those who were in charge.
All I had ever wanted to do was be a national newspaper writer. This determination saw me giving up my holidays to work for free at my 8local newspaper and spending Wednesday afternoons working at a local listing magazine – again free of charge. My mum thought I was crazy and that they were abusing my good will, but I knew that to stand out from all of the middle-class kids who had gone to private schools and Oxbridge, who I would no doubt be competing against, I had to put the work in.
Despite being repeatedly told it wasn’t possible by constant naysayers, I had my heart set on starting at the nationals and skipping local journalism. Therefore, I started to read the Guardian Media jobs page voraciously in my third year of my undergraduate studies, scanning for graduate traineeships that would give me that foot in the door. Around Christmas time, I spotted the advert for a two-year graduate traineeship at a huge tabloid Sunday newspaper. As part of the package, they would pay for my Postgraduate Diploma in Newspaper Journalism at a London university, where I already had a place. It seemed too good to be true, but I sent off my application and hoped for the best.
Weeks later, I still hadn’t heard anything and was getting increasingly worried about how I could afford to pay my university fees and move to London in a few months’ time. So rather bravely, I decided to telephone the newspaper and ask them whether they had shortlisted. After a nail-biting conversation with the Associate Editor, he informed me that they hadn’t yet decided and would be getting in contact with successful candidates in the next week. Just a few hours later, I received a phone call that would change my life forever… I had been shortlisted, with another five applicants. They had narrowed the field down from 600 and somehow, I had made it to the next stage. Was it my pluckiness and nerve at ringing them and asking? I am sure it must have contributed in some part.
The next week, dressed in a suit, I boarded a train from Leeds to London, first-class no less (paid for by the newspaper of course) 9and made my way to the offices for my interview, feeling like a queen with my complimentary coffee and pretzels. Starry-eyed, I passed Tower Bridge and the Tower of London, envisioning a life akin to Carrie Bradshaw from Sex in the City, where I swanned around the capital, wearing designer clothes and lunching at fabulous places.
Reader, I got the job … and prepared to move to London to embark on the rest of my exciting life.
If you would have told my twenty-one-year-old self that in just five years’ time, I would be studying for a PGCE, I would have laughed in your face. I am ashamed to say that my perception of teaching was like some of the general public’s: working for half a day, all of those holidays, etc… I used to joke with friends that teaching was for people who didn’t know what to do with their degrees and couldn’t do anything better. Now I realise how rude and misinformed I was.
My first year living in the capital was a real learning curve, but I took it in my stride. I stood out on my course as the token ‘working class’ Northern girl, surrounded by Oxford and Cambridge graduates or those whose mummy or daddy had been journalists themselves. Despite this, the other students on my course were some of the most amazing people I have ever met. This year was one of the happiest I have ever had, as my social circle increased and I was caught up in a whirlwind of evenings out, parties and dinners at restaurants. However, having no bank of mum and dad to fall back on and a very meagre salary from the newspaper, meant that I began to fall into financial difficulties. Trying to keep up with my friends, some of whom were being bankrolled by parents, while trying to singlehandedly pay the rent on my flat and tube fares led to me living on credit cards and overdrafts. I couldn’t sustain it any longer and my mental health began to decline – exacerbated by my working life after the course finished too. 10
Life at a national newspaper was hard. The paper I worked for was the biggest selling Sunday newspaper in the world; it wielded an awful power which could make or break careers. It was run by quite masochistic, overly macho men who looked more like Wall Street bankers than journalists, with their red ties and braces and pinstripe shirts. I remember one particular occasion I was asked to write something under quite a tight deadline and was typing as quickly as I could. Suddenly, the news editor stood next to me, screaming in my face for me to hurry up, swearing and sweating as he eyeballed me in a menacing manner. This was nothing out of the ordinary. Bullying tactics seemed to be the style of management as they knew they could get away with it. They constantly told me I was lucky. That there were hundreds of people queuing up round the block waiting for my job. They said it so often I believed it myself.
I was rapidly falling out of love with journalism, due to increasingly being asked to do things that jarred with my own ethics and were borderline illegal. It left me questioning myself as it was all I had ever wanted, and it no longer made me happy. Who was I? My family carried around my business cards in their purses and wallets, proudly telling people that their daughter was a national newspaper journalist in London. I didn’t want to let them down. It seemed like the whole weight of the world was on my shoulders and coupled with my money worries and the grief I was feeling at the premature death of my beloved grandad, I broke down. On a Christmas trip to Glasgow to spend time with my dad, I laid my soul bare and he gave me some sage advice: nobody would be disappointed – if I wasn’t happy, I had to leave and find something which fulfilled me more.
A few months later, I left the newspaper and moved back up North, leaving behind the friendships and connections I had made there. I watch how successful my former friends are now, filled with pride as I see them editing newspapers and magazines or appearing on 11TV shows. But I don’t mourn the potential of what my own glittering career could have been… I am much happier than I was then.
At home and back in my old bedroom, I was at a crossroads. What could I do with an English degree? With trepidation I applied for a PGCE and completed a voluntary placement in my old secondary school and have never looked back. Do I think my experiences have made me a better teacher? Absolutely. I know what it is to be lost, to hit rock bottom. To have the tenacity and bravery to try something new – I could help students who also felt like this.
Over the next five years my life changed at a rapid rate. I met Mike, got married and had my son Hendrix Ramone, also managing to secure a job at my dream school. Life was good and I worked with a wonderful team, under an incredible Head of English, Cathy Munroe. We were working in a deprived area of Warrington, in a difficult school where we could really make a difference. The Head, John Sharples, was incredibly inspirational and encouraged teachers to be creative and show their personalities in their lessons. By this time, I had quite a lot of tattoos and was visibly alternative. I had been into dressing in an individual way since I was a teen, but when I was a journalist, I had been encouraged to be more corporate – I had even once been sent home from the office to change as I had worn a brown suit instead of black! I loved the fact that the management at the school saw through my appearance and knew that I was an excellent teacher, regardless of my hundreds of tattoos and vintage 1940s style. I progressed quickly through the school and quickly found myself in a leadership position, loving the challenges I faced every day.
Professionally I felt fulfilled, yet personally I felt my self-esteem diminishing due to my weight. A cycle of depression and stress had left me hugely overweight and unhealthy and after an unflattering prom picture, where I looked a bit like the dad from Family Guy, I 12joined a slimming group and started to do something about it. Just ten months later, I was seven and a half stone lighter and feeling so much better about myself. Then something remarkable happened and while at a tattoo convention with friends, I was spotted by an alternative modelling agency and asked to do some photoshoots and sign up to be represented by them. I thought “Why not?” and spoke to my headteacher to gain permission. He was happy for me to do it as long as I didn’t produce any images which could bring the school or my profession into disrepute.
My modelling was only ever meant to be a hobby, but it became much more than that: I ended up modelling for over 100 fashion brands and gracing the front cover of twenty-five magazines. This led to me becoming the Deputy Editor of a huge print vintage magazine and writing a column for a beautiful quarterly tattoo magazine. I had the opportunity to walk on the catwalk at London Fashion Week and compere at tattoo conventions and vintage festivals. I absolutely loved it and found myself gaining confidence every day. The kids at school thought it was pretty cool too as the local newspaper found out about me and profiled me – it seemed tattooed, pin-up model teachers were not the norm!
13Now I was fulfilled in my personal life, it was unfortunately my professional life that began to suffer, as the atmosphere at the school changed. A bad set of results meant that a visit from Ofsted loomed and the governing body needed scapegoats. Overnight, I suddenly witnessed those who were being lauded months ago being vilified, being put under pressure and forced out. I learnt a lot from this experience and vowed there and then that this was a style of leadership I would never advocate. I needed to do something drastic and step away from management. Rather bravely, I applied for a main scale teaching role sixty miles away from where I was living, stepped away from leadership and uprooted my family to swap urban living for a more rural country life, on the moors of Saddleworth. My former school has turned itself around and the incredible, hardworking staff there have achieved great things and although I still miss some of my old colleagues, I know I made the right decision.
Six years later and I love my job more than ever. I am even more tattooed and again, am trusted by leaders in the school to do my job. I feel like not being in management has made me develop my teaching skills and I am a far better teacher than I was, as I’m not forced to constantly check emails and plough through paperwork when I should be spending time with my class. I have no desire to move into a management position again, though I do now have a whole school role developing challenge across the school. This fits in perfectly with the research I am doing in my Doctorate and gives me plenty to write about in my columns for TES and the other writing I do.
Last year, after ten years of infertility and nine miscarriages, I finally gave birth to my daughter Frida Pearl and my family is 14now complete. It was hard to keep it together when I was going through all the losses, to be happy for pregnant colleagues and to not feel angry when I taught looked after children, who were living in children’s homes when I was desperate for another child to love. But through it all, the kids I taught kept me going. My form in particular were a joy. To see them grow and develop reminded me of why I came into the job. We lost a member of our form in Year 7, so had such a strong relationship.
Like many teachers in this book, I believe that teaching is all about relationships. I live a five-minute walk away from school and I often bump into kids and parents when I am out with my family at weekends. I have to love it, as I can’t escape it! I feel like all of the experiences I’ve had have contributed to the teacher I have become, and I often use anecdotes and examples from my life to illustrate points I am making in class. While I obviously don’t divulge all aspects of my personal life, I want students to see me as an open book who they can trust. I want them to remember my humanity as well as what I taught them about poetry or Shakespeare.
Contributors
Yvonne Conolly
I was the first black headteacher in Inner London, appointed in 1969, but it wasn’t my intention to blaze a trail.
