Ep 127: Answering Your Questions: Controversial Teacher Opinions, TA Roles & Pointless Assessment

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Hello there everyone, and
welcome back to another episode

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of Teach Stick Repeat.
My name is Dylan and my name is

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Hayden.
And you might be thinking, why

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did you say another like that?
Well, it's because this is the

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second episode of the week.
Can you believe it?

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Hayden I can but not believe it,
actually.

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Why are we doing this?
Why am I?

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I'm forcing you.
I am the host of the podcast,

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You're my Co host.
You listen to what I say.

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And I just thought it'd be nice
to do a little bonus episode

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every little extra 1, but maybe
it'll turn into more of a kind

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of recurring thing where we
answer what the listeners want

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to hear.
Hayden.

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Oh, I love that.
Oh, not not just talk about the

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things that we want to.
Talk about and ignore everybody

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else.
Is that what you're saying?

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Exactly that.
Yeah, I guess we'll listen to

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other people's point of view,
but I'm hoping this can turn

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into something where we kind of
cover loads in one episode

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because we we we focus on one
thing a week, which is great.

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We're going to a deep dive.
I love that.

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I don't want to stop doing that,
but I'm hoping this with the

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input of you guys listening.
So do go to our Instagram or

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TikTok at teachers repeat
podcast, find us messages, send

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us some questions in because we
want to hear them and you might

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get mentioned in one of these
episodes.

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So I've got one straight away, a
little bit controversial.

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It's going to hopefully get
people's backs up and that's

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what we want.
I'm sure nothing less from this

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podcast.
It's podcast in this episode.

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OK.
Are you ready?

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Yeah.
What is your controversial?

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That's how I knew it'd be
controversial.

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What is your controversial
teacher opinion?

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The kind of thing that will
annoy other teachers if they

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hear you saying it.
Well done and you'll be pleased

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to know I have a couple but a.
100 episodes in, so yeah, you

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think?
That the the long term listeners

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might have picked up a couple on
the way.

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I do have one that I always feel
a little bit like scared to say.

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I feel like is this the place
to?

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Say, yeah, this is the place,
this is the safe space where

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thousands of people here, just
me and you.

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Yeah, yeah. 1000 people being
you and.

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I'll clip it so that you just
say the really controversial

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thing and there's no context.
Of the whole comments.

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Yeah, yeah, yeah, yeah, yeah.
Safe, safe space.

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I think any formal assessment
for the foundation subjects at

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primary school because they're
primary school teachers, any

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foundation subject assessment
pointless.

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Just don't do it.
It is just pointless.

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Go on.
OK, let's let's expand on this.

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I'm going to push you here.
I want you to push me when it

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comes to mine.
What?

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What do you?
How can it possibly be pointless

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to know where children are in
their learning?

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That's that.
No, that's, that's different.

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That's not pointless in general.
MMM Particularly for the core

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subjects that we are like super
harsh.

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On that, let's let's let's focus
on foundation.

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But foundation Why?
Is.

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Why should we not then record
and know where children are in

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those, you know, drug free
lessons, the tissue lessons?

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Because we just don't need to
know.

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Why?
You just don't need to know.

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Because it's irrelevant. 99% of
the time it's just irrelevant.

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OK, it doesn't matter.
Can you talk me through an

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example of then of what you mean
by being irrelevant?

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So you're in an Anglo-Saxon
topic.

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I can imagine you've just maybe
learned about the different

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types of people who have come
over to Britain.

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Yeah.
And why they've done that,

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perhaps.
Why is it pointless then as a

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teacher to kind of record where
your children?

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Are because it's just, it's just
a sequence of learning and then

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the next lessons normally on
something completely irrelevant

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to the last one.
Not completely in terms of it's

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in the same topic, but yeah.
It's usually chronological and

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it's usually the next thing that
comes along.

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Yeah, but I'm going to teach
anyway.

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I'm going to teach anyway.
Like with history and geography,

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it's just sequences of learning
that I'm not going to change and

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not based on formal assessments.
So let me make this really

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clear.
I'm not saying that in a lesson

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you should just be like blah,
blah, blah, fingers in your

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ears, ignoring everything the
kids do and pick up and say and

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contribute.
That's called assessment for

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learning.
You're gonna use that.

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And I will tweak my next lesson
a little bit if I need to, if I

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need to go, if I think to
myself.

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Oh, they really?
They really just couldn't

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remember this name of this
thing.

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Last episode.
Last episode.

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You're really deep in the
podcast and all.

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Teaching in episodes.
Now kids, welcome back to

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episode number 654 of Maths This
day, this lesson really please

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not to search.
We are symmetry.

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Now, who's heard of symmetry?
I don't know, he didn't form in

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this.
Session.

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He's got one of our listeners
we've written in.

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Actually, they're gonna ask us
how can you find all the

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symmetrical lines in a square?
Yeah.

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So, yeah, all more of my, all of
my lessons.

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Sorry, I can't remember what I'm
saying now, but I was, yeah.

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So the sequence of lessons, I'll
adapt it slightly.

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I might just make a little silly
thing in the next lesson of

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like, oh, who remembers that
thing from last week?

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Who remembers that thing of that
name?

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What was it we were struggling
to remember?

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I'll do a little bit of
assessment for learning, but I

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don't need any written, tracked
formal assessment in geography.

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I don't need it in history.
Like history is the best one

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because quite often it's topic
to topic as well.

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Yeah, I don't really need to
know genuinely if they struggle

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with something in the Romans
topic when I go on and do

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Greece, you know, I mean, I can.
It depends.

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It depends how much of a link
you've got between them, because

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good history teaching does a
link between things.

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And it would be helpful to
obviously understand if someone

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was struggling maybe with a
concept in a different era when

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you're then making links with
the new area you're teaching.

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They didn't quite understand
that that link would fall on

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deaf ears.
Yeah, I agree.

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So let me just get this straight
because it sounds as if what

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you're saying is obviously still
assess, obviously still

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understand where your children
are.

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But.
But I feel like there's two

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arguments almost going on
simultaneously here, which is an

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argument against knowing it
because it's pointless, and an

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argument which is against formal
recording of it, because I would

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push back heavily on it being
pointless at all.

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But I would probably agree with
you that the formal kind of

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recording of this is pointless.
Well, just think about your

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career and I agree.
That's, that is what I'm saying,

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by the way, I'm not saying it's
pointless to know ever in any

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aspect.
I'm saying I don't want to sit

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there at the end of a week, end
of a term, end of a unit,

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whatever your school's policy is
on tracking and writing down

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formal assessments for history
and and art and DT and stuff.

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Sat there with a bunch of
objectives because let's be

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honest, that's what it is.
It's not real.

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Sometimes it is, but it's not
always sat there going really

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thinking carefully about the
like the the skills of like was

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this child able to really think
about the chronology?

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Of this, I think, I think good
assessment does that.

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I think lots of assessment does
do that.

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A lot of assessment doesn't
know, I think.

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I think my whole career and
think your whole career of

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multiple different schools, it's
generally, generally just

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looking at objectives.
Have they understood the

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knowledge of this thing?
Yes or no, Who cares?

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Doesn't matter.
Doesn't matter if, if do you

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know what?
I'm still going to teach the

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next lesson in this sequence
regardless.

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I don't need to sit there and
write down which kids got that

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in the last lesson and which
kids didn't get it.

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As a good teacher, I'll be
picking up on the children in

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general who are struggling with
certain concepts of like being a

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historian or being a geographer.
Do you know what I mean?

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Like about the world.
I'll be picking up on those

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things in general because I'm a
teacher, of course, know which

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children struggle more in
general.

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I'll, I'll be putting in the
support for them ongoing,

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regardless of whether I sat down
and put a little tick or a green

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box or a list of names of all
children.

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Yeah.
Really understood this lesson on

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the Romans.
Who cares?

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It's a waste of, it's a waste of
my time.

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In 10 years of teaching, I never
once used it.

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It was never useful.
I never utilised it in any

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capacity ever.
And you know what?

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Nobody else did either.
And if they said they were,

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they're just just making it up.
OK, so why the point here then?

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Because this is really
interesting to me.

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I do kind of feel like I fall on
your side a bit of a lot of the

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formal assessment we do seems to
be because we should do it

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rather than how actually useful
it becomes.

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Where then in your, you know,
ideal way of doing things as a

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teacher does formal assessment
sit full stop.

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So you kind of made this
distinction between the

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foundation and the core
subjects.

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Why is it more important to have
formal written assessment for

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core subjects but not for
foundation subjects?

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Does that feel like you're
putting a wedge between them

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straight away?
Putting one on the pedestal?

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One's more important.
Why?

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Why is not the same logic you
have for why?

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It's points for history,
geography etcetera not applied

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then to English and maths.
I just think they're very

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different subject types.
I think the reason you can even

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distinguish between core
subjects and foundation subjects

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because they're just
intrinsically really different.

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Foundation subjects to me are
history, art, geography, those

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kind of things that are grounded
in enjoying a subject and a line

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of thinking, inquiry.
Whereas maths and English to me

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are core sets of objectives that
you revisit time and time and

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time again and you build on,
build on, build on, build on all

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the time.
And there's loads of them.

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You think of arithmetic in
maths, you're constantly

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revisiting and then introducing
new strands of arithmetic that

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build on the previous ones.
You need to keep track of it.

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You actually have to know that,
but that that logic just does

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doesn't apply to the foundation
subjects, in my opinion.

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So I just think we do it because
we're like, oh, we do it in

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maths English, It's important.
We can't be seen to not

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thinking.
These are important as well.

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So what?
And everyone with new policy now

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everyone for art and DT, you
have to now a hexagon, fill out

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a hexagon.
You have to now you have to

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green or pink or blue or orange.
This statement now in in design

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and technology after every unit
so that we know.

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So what do you mean so that we
know what so that would you

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think you really think any
teacher seriously is looking at

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that and then really seriously
completely replanning their next

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DT topic which is completely
decided not no primary over.

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Anyway, as a.
Primary school student.

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No, they're going to teach the
next one.

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And now remember last time?
Oh yeah, those kids weren't very

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good with scissors.
I'll help them.

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Like, come on, I don't need to
write this stuff down.

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It's just a waste of my time.
No, I think that's a hot take.

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I think, yeah.
I mean, I like your reasoning

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behind it.
I mean, in a world where we

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often like to pretend we care
about teacher well-being, etc,

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and stuff like that, I think we
have to look at some of the

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stuff we do as teachers and just
say how effective is this and

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actually having an impact on the
children.

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And I think whether or not in a
utopia, right, In a utopia,

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clearly it is better to have
individualised, written a formal

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00:08:41,280 --> 00:08:43,320
assessment for every single
child and everything they've

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00:08:43,320 --> 00:08:44,440
ever.
Of course it is.

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But does that time spent doing
that remotely way up with the

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impact I can have from the
information and then replanning

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stuff on top of that as well?
Honestly, 99% of the time, no,

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no.
Anyway, so that's my rant.

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What's your 1?
Minds, I feel like I'm going to

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get a lot of hate from my fellow
colleagues.

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00:09:01,840 --> 00:09:03,960
So I love you.
I love you all, OK, And maybe

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00:09:03,960 --> 00:09:07,800
you this is, this is a big one
because we're in the summer

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00:09:07,800 --> 00:09:10,360
holidays right now and there's a
huge debate.

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00:09:10,360 --> 00:09:12,520
We've done a whole episode on
should the summer holidays be

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00:09:12,520 --> 00:09:14,840
shortened or not?
Why it's vital that teachers get

243
00:09:14,840 --> 00:09:16,760
this time off and most
importantly, to be honest with

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00:09:16,760 --> 00:09:18,760
you, why children get that time
off as well.

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00:09:19,160 --> 00:09:22,960
And one massive pushback, which
I I completely get and, and I

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00:09:22,960 --> 00:09:27,320
understand is when people will
say that school and teachers is

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00:09:27,320 --> 00:09:31,160
not childcare.
My hot take is that it kind of

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00:09:31,160 --> 00:09:34,680
is OK it but it, but it kind of
is OK.

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00:09:34,920 --> 00:09:37,160
Like like school, of course it's
childcare.

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00:09:37,440 --> 00:09:40,920
That's why when children go to
school, you no longer need

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00:09:40,920 --> 00:09:43,200
childcare.
It's not because you suddenly

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00:09:43,200 --> 00:09:45,320
have lost the need for your
children to be looked after

253
00:09:45,320 --> 00:09:47,600
during the day whilst you go to
work and your children to be

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00:09:47,600 --> 00:09:49,560
cared for.
You don't lose that need.

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00:09:49,560 --> 00:09:51,960
Suddenly they are getting
childcare.

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00:09:52,360 --> 00:09:55,360
In school, do you not think
people know that already,

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00:09:55,360 --> 00:09:57,160
though?
And then and we're we're all me

258
00:09:57,160 --> 00:09:59,800
say childcare.
People are like it's like rage

259
00:09:59,800 --> 00:10:01,680
bait almost.
People are genuinely saying

260
00:10:01,960 --> 00:10:05,640
we're not literal childcare as
in like what we think of when we

261
00:10:05,640 --> 00:10:07,880
think of childcare, which is
where you just you just need

262
00:10:07,880 --> 00:10:09,600
help having your children looked
after for the.

263
00:10:09,600 --> 00:10:11,280
Day, sure.
Do people get really angry when

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00:10:11,440 --> 00:10:13,200
and say nurseries aren't
childcare because they're

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00:10:13,200 --> 00:10:15,760
learning at nursery?
Of course they don't because we

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00:10:15,760 --> 00:10:18,160
can have that nuance and
understanding that nurseries

267
00:10:18,160 --> 00:10:20,520
still childcare.
Of course it is.

268
00:10:20,760 --> 00:10:23,600
But whilst, whilst I'm getting
the childcare, I get an

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00:10:23,600 --> 00:10:25,320
unbelievable provision as well
from a nursery.

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00:10:25,440 --> 00:10:28,000
And do you know what I'm not
saying by the way?

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00:10:28,080 --> 00:10:30,800
The primary role of school is
childcare.

272
00:10:31,160 --> 00:10:34,560
Of course I'm not saying that.
That is absolutely something

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00:10:34,560 --> 00:10:36,440
that might be spun against what
I've said here.

274
00:10:36,600 --> 00:10:38,520
The primary role of school is
education.

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00:10:38,680 --> 00:10:40,960
The primary role of school is to
keep children safe as well.

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00:10:41,680 --> 00:10:43,920
Well, OK, we're going to look at
how important safeguarding is

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00:10:44,160 --> 00:10:47,160
and how it's vital that as a
school we build a community

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00:10:47,160 --> 00:10:49,200
where we can keep our most
vulnerable children as safe as

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00:10:49,200 --> 00:10:52,000
possible.
How, how can we not define that

280
00:10:52,000 --> 00:10:54,120
as childcare?
Of course, part of it is

281
00:10:54,120 --> 00:10:55,320
childcare.
Why do people get annoyed then?

282
00:10:55,320 --> 00:10:57,400
Because that seems, it seems
obviously true.

283
00:10:57,400 --> 00:10:59,640
The way you're pitching it is.
That's clearly true.

284
00:10:59,640 --> 00:11:02,600
Because here, here's the issue
and, and I'd push back on this

285
00:11:02,600 --> 00:11:05,400
as well, is people simplify
school as childcare.

286
00:11:05,520 --> 00:11:08,600
Yeah, OK, when I say school is
childcare, I'm not saying school

287
00:11:08,600 --> 00:11:10,840
is only childcare.
And that's the issue.

288
00:11:10,840 --> 00:11:12,440
And that's why people will
rightly get annoyed and that's

289
00:11:12,560 --> 00:11:14,680
why people will probably get
annoyed at me for saying that

290
00:11:14,880 --> 00:11:17,280
because some of them will go,
no, no, you're just emboldening

291
00:11:17,280 --> 00:11:19,320
those idiots who think school is
just childcare.

292
00:11:19,440 --> 00:11:21,760
When you sit there as a teacher
and say school is childcare,

293
00:11:21,880 --> 00:11:24,080
you'll be put on a pedestal by
these idiots who think that

294
00:11:24,080 --> 00:11:25,600
that's all that school is, which
is true.

295
00:11:25,920 --> 00:11:29,800
Maybe, but but what I'm saying
is it, I'm not going to lie

296
00:11:29,800 --> 00:11:33,680
though, like I can't, I can't
say it's not childcare because

297
00:11:33,680 --> 00:11:37,040
that's how society works.
If you have a 7 year old child

298
00:11:37,280 --> 00:11:40,080
and you need to go to work, you
have to find childcare.

299
00:11:40,160 --> 00:11:42,000
And do you know what the
ultimate the, the ultimate way

300
00:11:42,000 --> 00:11:44,760
of me just proving to someone
that is of course, of course

301
00:11:44,760 --> 00:11:48,320
it's childcare, is that you need
childcare when school's off and

302
00:11:48,320 --> 00:11:51,680
you don't need childcare when
school's on because school is

303
00:11:51,680 --> 00:11:54,840
childcare.
Such a good, that's such a good

304
00:11:54,840 --> 00:11:57,440
point.
Like we might not like it and

305
00:11:57,440 --> 00:11:59,960
I'm not saying let's frame it as
school's primary reason of

306
00:11:59,960 --> 00:12:02,720
existing is to look after your
children and that's that because

307
00:12:02,720 --> 00:12:05,240
that then goes down the route
of, well, therefore, yeah, just

308
00:12:05,240 --> 00:12:07,520
shorten the school holidays,
have teachers come in and just

309
00:12:07,520 --> 00:12:08,560
run clubs.
No, no, no, no.

310
00:12:08,560 --> 00:12:11,480
I'm not saying that teachers
aren't expected to run breakfast

311
00:12:11,480 --> 00:12:13,560
clubs at school.
Teachers aren't expected to run

312
00:12:13,560 --> 00:12:15,800
after school club when we get
wrap around provision and care.

313
00:12:16,080 --> 00:12:18,920
I'm not saying teachers should
be expected to be childcare all

314
00:12:18,920 --> 00:12:21,600
year round.
I'm saying school as an entity

315
00:12:21,600 --> 00:12:24,280
acts as childcare and saying it
doesn't.

316
00:12:24,280 --> 00:12:27,480
I think it's just wrong, OK?
I think that's a fairpoint.

317
00:12:27,720 --> 00:12:30,640
I think there's a potential.
There's two ways of looking at.

318
00:12:30,640 --> 00:12:32,520
I think it's really interesting.
We like you made me think about

319
00:12:32,520 --> 00:12:36,360
how when school started, you
know, I can't, but I can

320
00:12:36,360 --> 00:12:38,400
pinpoint, oh, this is when
school started because I'm aware

321
00:12:38,400 --> 00:12:40,280
that it was over a long period
of time and it became more

322
00:12:40,280 --> 00:12:41,600
popular than schooling in
general.

323
00:12:42,000 --> 00:12:45,400
But like, was it?
Was it genuinely the primary

324
00:12:45,400 --> 00:12:48,680
reason is that it's childcare so
that people can go out and work

325
00:12:48,680 --> 00:12:50,760
in the community.
I don't think so because again,

326
00:12:50,760 --> 00:12:52,680
if you look back in, you look
back in history when school

327
00:12:52,680 --> 00:12:54,640
started, it was for the
privileged, It was a way of

328
00:12:54,640 --> 00:12:57,360
educating the privileged and
enrich people's children to get

329
00:12:57,360 --> 00:12:58,880
the more education to have the
last life.

330
00:12:59,040 --> 00:13:01,840
So again, I'm not saying the
primary role of school is

331
00:13:01,840 --> 00:13:04,040
childcare.
What I am saying is though it

332
00:13:04,040 --> 00:13:07,400
does obviously act that way and
is childcare like, like it just

333
00:13:07,400 --> 00:13:08,480
is.
And I'm not, I'm not trying to

334
00:13:08,480 --> 00:13:10,240
belittle anyone.
I'm always on the side of

335
00:13:10,240 --> 00:13:12,120
teachers in school.
I'm literally have lived and

336
00:13:12,120 --> 00:13:14,520
briefed it for my whole career.
OK, I get it.

337
00:13:14,520 --> 00:13:16,200
And I know it's so simple to say
school.

338
00:13:16,200 --> 00:13:18,800
School is childcare.
It's not just childcare, but

339
00:13:18,800 --> 00:13:21,520
it's one string to the bow of
what school is obviously.

340
00:13:21,520 --> 00:13:22,600
Yeah.
So you're kind of fighting back

341
00:13:22,600 --> 00:13:24,880
to people that are doing the
opposite and saying school is

342
00:13:24,880 --> 00:13:26,720
not childcare.
Well, it kind of is a bit.

343
00:13:26,840 --> 00:13:29,040
Yeah, exactly that because
because you asked me that this

344
00:13:29,040 --> 00:13:31,680
question here was what's my
controversial teacher opinion?

345
00:13:31,680 --> 00:13:34,680
And I think that me saying that
will get people's backs up.

346
00:13:34,760 --> 00:13:36,840
Yeah, but I'm willing to have a
discussion about it and I just

347
00:13:36,840 --> 00:13:38,480
think I've just explained it.
Yeah.

348
00:13:38,480 --> 00:13:38,920
Nice.
Essentially.

349
00:13:38,920 --> 00:13:40,840
Well, it's a good start because
now that everyone hates us, we

350
00:13:40,880 --> 00:13:42,640
can.
We can and talk about some of

351
00:13:42,640 --> 00:13:44,520
the other Q&A's lovely ones.
Perhaps this is a?

352
00:13:44,520 --> 00:13:47,080
Good thing, because we can look
back over hundreds of surgery,

353
00:13:47,080 --> 00:13:49,240
you can see that we're at least
consistent, right?

354
00:13:49,280 --> 00:13:50,760
I'm not.
We do consistently.

355
00:13:50,760 --> 00:13:51,280
Hate it.
Oh, I don't.

356
00:13:52,000 --> 00:13:54,480
I really.
Maybe maybe that was a bad one

357
00:13:54,480 --> 00:13:55,640
to stop.
Yeah.

358
00:13:56,160 --> 00:13:57,680
That's a good one.
But I'd be interested to see

359
00:13:57,680 --> 00:13:59,920
what people think.
This next question very

360
00:13:59,920 --> 00:14:03,360
interesting.
What is genuinely expected of a

361
00:14:03,480 --> 00:14:06,240
teaching assistant in your
classroom?

362
00:14:06,240 --> 00:14:09,080
And, and this was born of when
we spoke about the role of TA

363
00:14:09,440 --> 00:14:12,440
and how Tasmania can be taken
advantage of and have lots of

364
00:14:12,440 --> 00:14:15,160
cover, for example, and be asked
to, you know, be in charge of

365
00:14:15,160 --> 00:14:16,600
this class.
And can you do some planning by

366
00:14:16,600 --> 00:14:18,720
the way, because we, we needed
to do some planning, just do a

367
00:14:18,720 --> 00:14:21,280
bit of marking at the end, but
not necessarily being paid to do

368
00:14:21,280 --> 00:14:23,640
that.
And there was this whole kind of

369
00:14:24,040 --> 00:14:26,600
discussion again on lots of our
posts of I'm ATA and I'm

370
00:14:26,600 --> 00:14:28,800
expected to do this.
I'm ATA and I'm expected to do

371
00:14:28,800 --> 00:14:33,960
that because our point of view
what is genuinely expected or

372
00:14:33,960 --> 00:14:37,360
should be expected of ATA in
your classroom haven I.

373
00:14:37,360 --> 00:14:39,320
Think that's a really good
question because it's so easy to

374
00:14:39,320 --> 00:14:41,120
just say, oh, they're there to
support the teacher, but let's

375
00:14:41,120 --> 00:14:43,160
actually just break that down.
But what what does support the

376
00:14:43,160 --> 00:14:45,160
teacher mean for me?
Well, I'm going to go be really

377
00:14:45,160 --> 00:14:46,600
personal.
I don't know if this is the

378
00:14:46,600 --> 00:14:49,080
right way to do it.
But for me, if there's ATA in my

379
00:14:49,080 --> 00:14:51,600
class and the first thing I want
them doing to support me as a

380
00:14:51,600 --> 00:14:55,120
teacher is behaviour control.
I actually really like it when

381
00:14:55,120 --> 00:14:56,920
Tasmania are actively in the
classroom.

382
00:14:56,960 --> 00:15:00,160
They're just another body there.
If if I'm in the teaching part

383
00:15:00,160 --> 00:15:02,400
of the lesson where you're
heavily just you're talking and

384
00:15:02,400 --> 00:15:04,320
they're listening before you're
on like a task or whatever.

385
00:15:04,760 --> 00:15:07,920
I really like Tasmania who can
just be another pair of eyes and

386
00:15:07,920 --> 00:15:11,720
ears in the room, go around and
they can quietly help in the, in

387
00:15:11,720 --> 00:15:13,720
the, in the room, like someone's
being a bit silly over in the

388
00:15:13,720 --> 00:15:16,320
corner.
It's so much more efficient for

389
00:15:16,320 --> 00:15:18,000
ATA to go over and say, yeah,
put that down, come here, give

390
00:15:18,000 --> 00:15:19,080
me that pen.
Now you can have it back at

391
00:15:19,080 --> 00:15:20,440
break time.
You know, do those things that

392
00:15:20,440 --> 00:15:22,320
we all do as a teacher
constantly managing behaviour

393
00:15:22,520 --> 00:15:25,160
than it is for me, the teacher
to stop talking midway through

394
00:15:25,160 --> 00:15:26,760
because that happens a lot.
Let's be honest, when you

395
00:15:26,760 --> 00:15:28,560
haven't got ATA, you're
constantly stopping.

396
00:15:30,040 --> 00:15:31,320
OK, I'll just wait.
No, just waiting.

397
00:15:31,320 --> 00:15:33,360
Just one person just needs to
put their pen away, then we'll

398
00:15:33,360 --> 00:15:35,640
carry on.
You know, doing that rubbish all

399
00:15:35,640 --> 00:15:37,280
the time.
It just constantly disrupts your

400
00:15:37,280 --> 00:15:40,320
lesson.
Having ATA that can support that

401
00:15:40,320 --> 00:15:43,320
element of teaching to me is
like pucker, but obviously

402
00:15:43,320 --> 00:15:44,400
you're not doing that all the
time.

403
00:15:44,640 --> 00:15:47,040
So other things for me, like
this is where it gets tricky

404
00:15:47,040 --> 00:15:50,160
because it, some people I think
view Tasmania as their role as

405
00:15:50,160 --> 00:15:52,040
like a hierarchy of like they
should be doing this all the

406
00:15:52,040 --> 00:15:53,600
time.
First they're not doing this,

407
00:15:53,600 --> 00:15:54,960
then they should be doing this,
they should be doing this.

408
00:15:55,120 --> 00:15:57,160
I just think there's a few
things kind of at the top there.

409
00:15:57,400 --> 00:16:00,200
If I genuinely didn't need my TA
doing that for any any reason, I

410
00:16:00,200 --> 00:16:01,520
wouldn't therefore then be like
cool, do nothing.

411
00:16:01,520 --> 00:16:02,160
Doing what?
Then what?

412
00:16:02,160 --> 00:16:04,160
What would you want them to do?
If you walked into tears in your

413
00:16:04,160 --> 00:16:05,280
classroom, what would they be
doing?

414
00:16:05,280 --> 00:16:07,160
What do you expect of?
Them So what during a task?

415
00:16:07,160 --> 00:16:09,000
Yeah, anything if it's.
During a task I want to work

416
00:16:09,000 --> 00:16:09,680
with kids.
Yeah.

417
00:16:09,680 --> 00:16:12,280
What's your opinion on when
teaching assistants tend to be

418
00:16:12,280 --> 00:16:16,160
used as a kind of oh, brilliant.
You can work with this set of

419
00:16:16,160 --> 00:16:18,760
kids all of the time, ever
because they need support more

420
00:16:18,760 --> 00:16:19,760
often.
Yeah.

421
00:16:19,760 --> 00:16:22,440
And you can provide them with
that support, but you're going

422
00:16:22,440 --> 00:16:24,440
to be of those children.
Maybe they're behaviour issues,

423
00:16:24,440 --> 00:16:25,800
of course.
Yeah, I know you're not a one to

424
00:16:25,800 --> 00:16:28,440
one, but yeah, can you kind of
be a one to one for me, please?

425
00:16:28,440 --> 00:16:30,880
And just you go there, that's
where you gravitate to all of

426
00:16:30,880 --> 00:16:32,080
the time.
Because I know I've been guilty

427
00:16:32,080 --> 00:16:32,960
of doing that.
Yeah.

428
00:16:32,960 --> 00:16:34,000
I don't necessarily think it's
best.

429
00:16:34,000 --> 00:16:35,240
Practise.
No, I don't think, I don't think

430
00:16:35,240 --> 00:16:36,360
it's best practise at all all
the time.

431
00:16:36,360 --> 00:16:38,640
I don't think it's a problem for
obviously for the TA to work

432
00:16:38,640 --> 00:16:40,600
with the children.
Sometimes I think it can be

433
00:16:40,760 --> 00:16:43,520
insulting sometimes because what
normally people say is no, we

434
00:16:43,520 --> 00:16:44,760
should.
The rhetoric I think the last

435
00:16:44,760 --> 00:16:47,040
few years has been no, you're
the teacher, you're the, you're

436
00:16:47,040 --> 00:16:48,800
the teacher of the classroom.
You should be working with the

437
00:16:48,800 --> 00:16:50,680
children that need you the most
and the TA should be working

438
00:16:50,680 --> 00:16:51,920
with other children.
I do.

439
00:16:52,000 --> 00:16:54,120
I think that is true a lot of
the time, but I do also think it

440
00:16:54,120 --> 00:16:55,640
does.
It can become a bit insulting

441
00:16:55,640 --> 00:16:58,880
sometimes to suggest that ATA
couldn't possibly support a few

442
00:16:58,880 --> 00:17:00,000
8 year olds that were
struggling.

443
00:17:00,160 --> 00:17:03,400
I get it, as a teacher you're
perhaps more qualified to do so,

444
00:17:03,840 --> 00:17:05,319
but I just think there's a
balance.

445
00:17:05,319 --> 00:17:08,040
I think generally a teacher
should be working with the

446
00:17:08,040 --> 00:17:10,520
children that are struggling the
most, but I don't think there's

447
00:17:10,520 --> 00:17:12,119
a problem that ATA is
occasionally working with the

448
00:17:12,119 --> 00:17:13,280
group.
I do think there's a problem

449
00:17:13,680 --> 00:17:16,160
when it's always the case, when
it's just his all year.

450
00:17:16,160 --> 00:17:18,680
You have these four kids as a
teacher, I'm just going to kind

451
00:17:18,680 --> 00:17:20,000
of ignore them.
You're just working with them

452
00:17:20,000 --> 00:17:22,119
all the time, so they are right.
I'm going to focus on everybody

453
00:17:22,119 --> 00:17:23,240
else.
I think that's when it becomes a

454
00:17:23,240 --> 00:17:25,319
problem.
A big thing where that I think

455
00:17:25,319 --> 00:17:28,240
about working with teaching
assistants is I've, I've always

456
00:17:28,240 --> 00:17:31,240
tend to get the best out of us
as a team.

457
00:17:31,480 --> 00:17:34,920
When I look at it that way, that
we are a team and I, I, I really

458
00:17:34,920 --> 00:17:39,600
dislike the, the kind of the,
the roles in terms of I'm in

459
00:17:39,600 --> 00:17:42,640
charge of this room and you're
at my best and I want you to do

460
00:17:42,640 --> 00:17:43,920
this and this, please and do
that.

461
00:17:44,040 --> 00:17:45,840
There's obviously a role for
that because at the end of the

462
00:17:45,840 --> 00:17:47,760
day, as a teacher, it's your
classroom and you know what you

463
00:17:47,760 --> 00:17:49,720
have going on, you've planned
the lessons, etcetera.

464
00:17:49,880 --> 00:17:52,800
But that dialogue between you is
really important, I think.

465
00:17:53,080 --> 00:17:57,920
And having that conversation and
understanding beforehand means

466
00:17:57,920 --> 00:18:01,880
that it becomes way less of as
we go, me micromanaging.

467
00:18:02,000 --> 00:18:04,120
Because if you, if you create
that environment in the 1st

468
00:18:04,120 --> 00:18:06,360
place where you kind of know
your goals and your aims, and

469
00:18:06,360 --> 00:18:09,080
like you said, maybe this tool
kit of different things that a

470
00:18:09,160 --> 00:18:12,280
teaching assistant would do in
the classroom, then that can

471
00:18:12,280 --> 00:18:15,520
kind of happen as you go.
Yeah, you have worked in a

472
00:18:15,520 --> 00:18:20,400
school before where you would
have been ostracised, punished

473
00:18:20,440 --> 00:18:24,480
perhaps for having your TA if
your TA was caught mid lesson, I

474
00:18:24,480 --> 00:18:27,320
don't know, trimming some sheets
or putting up a display or doing

475
00:18:27,320 --> 00:18:30,400
something a bit more clerical.
Admini, what's your, what's your

476
00:18:30,400 --> 00:18:32,040
views on that?
Because obviously those jobs

477
00:18:32,040 --> 00:18:33,920
exist.
Do you think TA should be doing

478
00:18:33,920 --> 00:18:35,360
them?
Yeah, I don't listen.

479
00:18:35,360 --> 00:18:37,720
I don't think TA, I'm not that
person.

480
00:18:37,720 --> 00:18:39,960
It's like, yeah, it's a TA job
to do a display.

481
00:18:39,960 --> 00:18:42,680
I'm not doing one of them.
This, this jobs I don't like

482
00:18:42,680 --> 00:18:44,720
doing necessarily or can't have
time to do.

483
00:18:45,080 --> 00:18:50,040
And if in a lesson, there comes
an opportunity where my teaching

484
00:18:50,040 --> 00:18:52,120
assistant will say to me, oh, do
you want me to go and prep those

485
00:18:52,120 --> 00:18:53,320
sheets for you for this
afternoon?

486
00:18:53,520 --> 00:18:56,680
And actually at that point for 5
minutes, it's probably an

487
00:18:56,680 --> 00:18:59,880
overall good if they go and do
that in terms of it frees me up

488
00:18:59,880 --> 00:19:01,880
later on to do something else
that is important.

489
00:19:02,080 --> 00:19:04,760
But also at this moment in time,
I don't need those hands for

490
00:19:04,760 --> 00:19:06,880
these 5 minutes because they're
cracking on doing something.

491
00:19:07,200 --> 00:19:09,600
I think it has to be down to the
whim of the teacher and the

492
00:19:09,600 --> 00:19:11,840
teaching assistant.
They could have been, they could

493
00:19:11,840 --> 00:19:13,160
have been.
Of course they could have.

494
00:19:13,160 --> 00:19:15,800
They could have been doing lots
of things, but they also could

495
00:19:15,800 --> 00:19:17,040
have been doing a display for
me.

496
00:19:17,360 --> 00:19:19,400
And they also could have been
doing this shopping and trimming

497
00:19:19,400 --> 00:19:21,080
for me.
Not because I want to go home 5

498
00:19:21,080 --> 00:19:23,520
minutes earlier, but because it
frees me up to do something

499
00:19:23,520 --> 00:19:25,000
else.
I feel like this was all born

500
00:19:25,000 --> 00:19:28,000
from, I don't even have this
culture ever even really

501
00:19:28,000 --> 00:19:29,400
existed.
Maybe it did enough for this to

502
00:19:29,400 --> 00:19:32,120
happen where Tas were kind of
exclusively doing that.

503
00:19:32,240 --> 00:19:34,280
They were sort of always outside
the class and all sat in the

504
00:19:34,280 --> 00:19:37,320
shared area, just extreme
resources prepping things.

505
00:19:37,400 --> 00:19:38,520
I don't know.
That's why I feel like it seems

506
00:19:38,520 --> 00:19:40,720
a bit stupid, but I feel like
that's where it was born from.

507
00:19:40,720 --> 00:19:42,200
This idea of no, we have to stop
that.

508
00:19:42,360 --> 00:19:45,160
Tasmania are there to be with
the kids all the time and a lot

509
00:19:45,160 --> 00:19:47,720
of schools in the last,
particularly 10 years ago with

510
00:19:47,720 --> 00:19:49,920
the new curriculum, I, I felt
like it was a really big push

511
00:19:50,000 --> 00:19:52,680
with a lot of like outstanding
schools where it was like Nope,

512
00:19:52,680 --> 00:19:56,840
Rtas 100% of the time are always
working with children, they're

513
00:19:56,840 --> 00:19:59,840
always supporting children.
So do you think it is just a

514
00:19:59,840 --> 00:20:01,920
balance?
Do you think it's OK either end

515
00:20:01,920 --> 00:20:03,320
of the spectrum?
Do you think it's fine if ATA

516
00:20:03,320 --> 00:20:05,160
isn't in the classroom for the
whole lesson and they're

517
00:20:05,160 --> 00:20:06,440
outside?
They're just prepping some stuff

518
00:20:06,440 --> 00:20:07,760
because it's need needs to get
done?

519
00:20:07,800 --> 00:20:11,520
I think you cannot judge the
role of ATA in a classroom or

520
00:20:11,520 --> 00:20:14,120
how the team is getting on for a
2 minute snapshot walking

521
00:20:14,120 --> 00:20:16,200
through the room.
So if you if you drop into a

522
00:20:16,200 --> 00:20:19,720
room and you see a member of
staff doing a display while the

523
00:20:19,720 --> 00:20:21,640
teachers sat at the front maybe
working with one child and the

524
00:20:21,640 --> 00:20:24,320
rest of the class are cracking
on, that isn't automatically oh

525
00:20:24,320 --> 00:20:27,000
awful use of everyone's time,
which I think it used to kind of

526
00:20:27,000 --> 00:20:28,280
get into that mode of this is
awful.

527
00:20:28,280 --> 00:20:30,760
I can't see something every
single second happening.

528
00:20:31,240 --> 00:20:34,280
I think you have to take it as
a, as a macro view and as

529
00:20:34,280 --> 00:20:37,200
leadership see it from time and
time and time again, again,

530
00:20:37,200 --> 00:20:40,000
again, if it's constantly
happening that the children

531
00:20:40,000 --> 00:20:41,880
aren't getting that support from
that adult that you've got in

532
00:20:41,880 --> 00:20:43,280
the room, then that does become
a problem.

533
00:20:43,280 --> 00:20:45,040
Of course it does.
But ultimately, when I think of

534
00:20:45,040 --> 00:20:47,280
the role of ATA and going back
to the question, what is

535
00:20:47,280 --> 00:20:50,480
genuinely expected of ATA in
your classroom, I think you have

536
00:20:50,480 --> 00:20:54,080
to, it's asking what is expected
of the team of adults in your

537
00:20:54,080 --> 00:20:55,440
classroom.
That's what you need to ask.

538
00:20:55,440 --> 00:20:58,080
Because when you say, I'm not
saying this question is bad at

539
00:20:58,080 --> 00:21:00,320
all, because I get, I really
struggle with managing my TA for

540
00:21:00,320 --> 00:21:02,400
my whole career, to be honest
with you, I don't think it was

541
00:21:02,400 --> 00:21:03,480
ever something I was really,
really good at.

542
00:21:03,800 --> 00:21:06,960
But I kind of, I know.
And when I see successful teams,

543
00:21:06,960 --> 00:21:08,240
it's when they're acting as a
team.

544
00:21:08,680 --> 00:21:13,360
And the question to ask myself
more is there's two adults in

545
00:21:13,360 --> 00:21:17,440
this room right now.
What, what jobs in the classroom

546
00:21:17,440 --> 00:21:20,240
fit our respective skills skill
set best?

547
00:21:20,360 --> 00:21:21,440
Yeah.
What's going to have the best

548
00:21:21,440 --> 00:21:24,960
impact overall, not only for the
children, but also for the

549
00:21:24,960 --> 00:21:27,040
adults in general of what they
can spend their time doing?

550
00:21:27,040 --> 00:21:28,560
Yeah, sure.
It has to be that question.

551
00:21:28,560 --> 00:21:30,920
And there isn't going to be 1
answer per teaching assistant.

552
00:21:30,920 --> 00:21:32,880
You have.
I, I've had teaching assistants

553
00:21:32,880 --> 00:21:36,320
before who are newer who are
learning the ropes and part of

554
00:21:36,320 --> 00:21:37,840
my job is to help them learn the
ropes.

555
00:21:37,840 --> 00:21:40,120
And they won't necessarily do
all these things automatic that

556
00:21:40,120 --> 00:21:42,040
we talked about earlier.
I've had teaching assistants

557
00:21:42,040 --> 00:21:43,800
who've been doing it three times
as long as me.

558
00:21:43,960 --> 00:21:45,560
And if anything, I'm learning
from them.

559
00:21:45,840 --> 00:21:48,440
And when someone comes in, they,
they should absolutely be

560
00:21:48,440 --> 00:21:50,200
looking at me as the teacher
more than the TA because the TA

561
00:21:50,200 --> 00:21:51,320
is just cracking on doing
something.

562
00:21:51,320 --> 00:21:54,640
So it has to be as a team.
Are you getting the most out of

563
00:21:54,640 --> 00:21:56,640
the skills?
It could be that your TA is a

564
00:21:56,640 --> 00:21:58,320
qualified teacher.
That happens a lot.

565
00:21:58,760 --> 00:22:00,960
Oh my God, they can take the
class, then whilst you're

566
00:22:00,960 --> 00:22:03,440
working with a group you can
have that dynamic, but if the

567
00:22:03,440 --> 00:22:04,840
teacher doesn't have that, then
they're going to have a

568
00:22:04,840 --> 00:22:06,080
different skill set they can
work from.

569
00:22:06,280 --> 00:22:10,120
So it has to be individual to
each team of adults in the

570
00:22:10,120 --> 00:22:11,000
classroom.
I like that.

571
00:22:11,160 --> 00:22:13,280
So for me that that if I was
taking that away as a teacher,

572
00:22:13,280 --> 00:22:16,760
I'd be thinking, do does my TA,
does my team, do we all have a

573
00:22:16,760 --> 00:22:18,320
shared vision?
Do we all know what we're trying

574
00:22:18,320 --> 00:22:19,920
to achieve?
And does everyone know that,

575
00:22:19,920 --> 00:22:21,880
that, that that vision is
flexible, We are working

576
00:22:21,880 --> 00:22:22,600
together.
I like that.

577
00:22:23,000 --> 00:22:24,080
Yeah, a lot.
Nice.

578
00:22:24,360 --> 00:22:26,960
So we're coming towards the end
of summer, and you know what

579
00:22:26,960 --> 00:22:29,040
that means, don't you?
We start going back to school,

580
00:22:29,040 --> 00:22:31,120
going back to work, going back
to work, and that means INSET

581
00:22:31,120 --> 00:22:33,000
days.
So a very simple question for

582
00:22:33,000 --> 00:22:35,680
you, Adam.
Why is INSET unbearably boring?

583
00:22:36,440 --> 00:22:37,640
Already dreading it.
I don't.

584
00:22:38,280 --> 00:22:40,600
Know it's probably because
teaching is intrinsically like

585
00:22:40,600 --> 00:22:44,280
the opposite thing, isn't it?
Teaching is so dynamic and fun

586
00:22:44,280 --> 00:22:46,120
and engaging.
Every moment's different.

587
00:22:46,120 --> 00:22:49,640
You've got loads of interactive
things, your brain is constantly

588
00:22:49,640 --> 00:22:52,040
stimulated to 100%.
The time goes like that.

589
00:22:52,040 --> 00:22:53,520
How many, how many lessons have
you taught where you think, Oh

590
00:22:53,520 --> 00:22:56,000
my God I just needed another 10
minutes and you're begging for

591
00:22:56,000 --> 00:22:58,080
more time?
Insets are kind of the opposite

592
00:22:58,280 --> 00:23:00,760
of that and they are generally
there's no kids there who are

593
00:23:00,760 --> 00:23:02,760
generally sat around just doing
some training.

594
00:23:02,880 --> 00:23:04,960
If you're lucky, you might get
some time to like prep your room

595
00:23:04,960 --> 00:23:07,120
or something like that.
It's just a bit more boring,

596
00:23:07,120 --> 00:23:09,760
isn't it?
I found I always find these

597
00:23:09,760 --> 00:23:13,000
comments really funny because
it's so true that we never ever

598
00:23:13,000 --> 00:23:15,760
seem to apply any of our
pedagogy and our teaching

599
00:23:15,760 --> 00:23:18,360
techniques and the ways of
making things engaging, which we

600
00:23:18,360 --> 00:23:21,040
do for our children when it
comes to giving some kind of

601
00:23:21,040 --> 00:23:23,440
training to the adults.
How many times have you sat in

602
00:23:23,440 --> 00:23:26,160
an insect looking at the clock
and it's it feels like half an

603
00:23:26,160 --> 00:23:28,920
hour has gone past and four
minutes have gone by and you're

604
00:23:28,920 --> 00:23:30,640
just like, and you've.
Got another two hours.

605
00:23:30,640 --> 00:23:34,120
Yeah, yeah, of having to sit
there and why is instant

606
00:23:34,120 --> 00:23:35,960
unbearably boring.
I think a lot of the time number

607
00:23:35,960 --> 00:23:39,800
one is because it just isn't
delivered by people who are, you

608
00:23:39,800 --> 00:23:42,800
know, trained in training.
It's just often not delivered by

609
00:23:42,800 --> 00:23:46,360
people who have the time or the
career to become really good at

610
00:23:46,360 --> 00:23:48,600
delivering training to adults.
It's a different skill set.

611
00:23:48,840 --> 00:23:51,800
So when you say to someone on
the INSET day, oh you're head of

612
00:23:51,800 --> 00:23:53,880
maths, can you deliver some
maths training for the whole

613
00:23:53,880 --> 00:23:56,520
school please?
Yeah, OK, sure you can, but it's

614
00:23:56,600 --> 00:23:59,520
obviously not going to be as
amazingly dynamic and

615
00:23:59,520 --> 00:24:02,040
interesting as if you got
someone in who is maybe a

616
00:24:02,040 --> 00:24:03,480
professional doing something
like that.

617
00:24:03,640 --> 00:24:06,240
And it is, it's it's a give and
take because I know of teachers

618
00:24:06,240 --> 00:24:08,400
as well.
If someone external comes in who

619
00:24:08,520 --> 00:24:11,160
isn't walking the walk and doing
it right there and then in the

620
00:24:11,160 --> 00:24:13,640
minute in the classroom
immediately can be like, what do

621
00:24:13,640 --> 00:24:15,840
they know?
So yeah, yeah, it's not, I guess

622
00:24:15,840 --> 00:24:18,200
my, my point here is inset is
not easy to get right.

623
00:24:18,200 --> 00:24:21,920
No, it's it's, it can be boring,
but I think there's lots of

624
00:24:21,920 --> 00:24:23,760
amazing inset out there as well.
Yeah, sure.

625
00:24:23,760 --> 00:24:25,600
But ultimately no one going to
teaching for that.

626
00:24:25,800 --> 00:24:27,160
Yeah.
So obviously you're you're

627
00:24:27,160 --> 00:24:28,760
naturally going to find
something like that a bit more

628
00:24:28,760 --> 00:24:30,240
boring because you've got into
teaching to teach.

629
00:24:30,240 --> 00:24:31,560
And that is, it's the bit that's
not teaching.

630
00:24:31,560 --> 00:24:33,560
So yeah.
How much, how much of the the

631
00:24:33,560 --> 00:24:35,280
kind of boredom and the
resentment and the growing

632
00:24:35,280 --> 00:24:37,800
frustration of insect do you
think is based on the fact that

633
00:24:37,800 --> 00:24:41,160
you have so much to do and it
feels like you're fitting insect

634
00:24:41,160 --> 00:24:43,040
for the sake of fitting insect
and you're doing some training

635
00:24:43,040 --> 00:24:45,440
you did three years ago and it's
just been recycled and I know

636
00:24:45,440 --> 00:24:46,720
how to teach maths.
I've been doing it for this

637
00:24:46,720 --> 00:24:48,840
long.
How much of that boredom do you

638
00:24:48,840 --> 00:24:52,880
think stems from also knowing
that your time could be spent so

639
00:24:52,880 --> 00:24:54,800
much more effectively doing
something else?

640
00:24:54,800 --> 00:24:57,120
The resentment entirely.
It's exactly the same as weekly

641
00:24:57,120 --> 00:24:59,920
staff meetings.
The majority of people I speak

642
00:24:59,920 --> 00:25:02,040
to, the majority of schools I've
seen and heard of and worked in

643
00:25:02,040 --> 00:25:06,920
myself, weekly staff meetings
and INSET days, I just filled

644
00:25:06,920 --> 00:25:11,040
the present because everyone in
the room knows that you've got

645
00:25:11,040 --> 00:25:14,840
to do a bunch of work in your
free time for free to get the

646
00:25:14,840 --> 00:25:16,240
job done.
But instead you're doing this

647
00:25:16,240 --> 00:25:18,880
and you just think, can I just
go and do the stuff?

648
00:25:18,880 --> 00:25:21,400
No, no, no, we're getting out
the A2 paper and the coloured

649
00:25:21,400 --> 00:25:23,640
markers and some post it notes
and you're going to write down

650
00:25:23,640 --> 00:25:25,640
why you love teaching maths.
Oh my God.

651
00:25:25,800 --> 00:25:27,880
I don't want to do this again as
well.

652
00:25:27,880 --> 00:25:30,240
I know especially the weekly
thing, it's like sometimes it's

653
00:25:30,240 --> 00:25:32,560
forced.
I'm sorry but it has to be

654
00:25:32,560 --> 00:25:34,560
forced sometimes, isn't it?
What are the chances that every

655
00:25:34,560 --> 00:25:36,720
school in the country just
happens to perfectly have one

656
00:25:36,720 --> 00:25:39,120
hour of CPDA week that they need
to deliver essentially to

657
00:25:39,120 --> 00:25:40,280
teachers?
Well, do you not think the

658
00:25:40,280 --> 00:25:42,040
pushback of that is, well,
there's more than an hour we

659
00:25:42,040 --> 00:25:43,520
could do every week.
We're just cramming in what we

660
00:25:43,520 --> 00:25:44,760
can.
Well, probably that's made

661
00:25:44,760 --> 00:25:47,160
potentially true, but a lot of
schools, I know just from

662
00:25:47,160 --> 00:25:49,360
experience, I just like we have
to do a meeting next week.

663
00:25:49,360 --> 00:25:50,760
We've not planned ahead.
Maybe it's just the fault of

664
00:25:50,760 --> 00:25:52,240
planning.
There probably is loads of good

665
00:25:52,240 --> 00:25:54,000
CPD out there but they just
haven't had time.

666
00:25:54,000 --> 00:25:55,560
Equally all the money to buy in
all.

667
00:25:55,560 --> 00:25:57,520
The money to buy in, you know,
so they just have to force

668
00:25:57,520 --> 00:25:58,880
something.
We've got a drug for the lead up

669
00:25:58,880 --> 00:26:00,440
today.
We told him yesterday to deliver

670
00:26:01,200 --> 00:26:03,640
some CPD on on this.
You're thinking, oh, OK, all

671
00:26:03,640 --> 00:26:05,520
right, I'll sit here for an hour
even though I've got tonnes of

672
00:26:05,520 --> 00:26:07,280
marketing.
I've got a really hypothetical

673
00:26:07,280 --> 00:26:12,840
question here.
What percentage of staff CPD so

674
00:26:12,840 --> 00:26:18,040
hour after school every week do
you think has been genuinely

675
00:26:18,040 --> 00:26:19,920
positively impactful on your
practise?

676
00:26:19,920 --> 00:26:21,360
5%.
Wow.

677
00:26:22,400 --> 00:26:23,800
That's straight.
I know what question is gonna be

678
00:26:23,800 --> 00:26:26,280
think about the whole time.
Yeah, I was thinking 10% like

679
00:26:26,280 --> 00:26:27,960
now it's not, not 10%.
There's no way.

680
00:26:27,960 --> 00:26:30,880
One in one in 21, in 21, in 20.
In school year.

681
00:26:30,960 --> 00:26:32,960
Couple two, Yeah, a couple of
year.

682
00:26:33,440 --> 00:26:34,800
And it's normally when someone
else comes in.

683
00:26:34,880 --> 00:26:36,640
Yeah, a couple of year.
Well, like a, like a.

684
00:26:36,760 --> 00:26:38,240
Like an actual professional
delivering.

685
00:26:38,240 --> 00:26:39,640
We've paid money to deliver CPD
well.

686
00:26:39,640 --> 00:26:41,520
Thank you everyone who's ever
given the CPD in the past.

687
00:26:41,840 --> 00:26:44,120
Yeah, yeah, sorry mate.
Including me.

688
00:26:44,120 --> 00:26:46,160
I've done CPD as well and I'm
sure people start there thinking

689
00:26:46,160 --> 00:26:46,720
the exact same.
Thing.

690
00:26:46,720 --> 00:26:48,360
Yeah, now I'm joking, you know?
But seriously, yeah, probably

691
00:26:48,360 --> 00:26:49,840
like 5%.
You think that's a fundamental

692
00:26:49,840 --> 00:26:51,560
problem then do you think that's
something we should look at

693
00:26:51,560 --> 00:26:54,800
like, because I guess what winds
me up is people do it because

694
00:26:54,800 --> 00:26:56,360
they're like, oh, we've got a
fill directed time.

695
00:26:56,800 --> 00:26:59,320
Do we?
Do we, Because I, I don't think

696
00:26:59,320 --> 00:27:01,560
you're counting my planning or
marking in that directed time

697
00:27:01,560 --> 00:27:03,160
actually.
So do we actually have to fill

698
00:27:03,160 --> 00:27:04,240
that?
You're not.

699
00:27:04,240 --> 00:27:06,640
You're not counting the time
that you've directed me to do

700
00:27:06,640 --> 00:27:10,280
implicitly outside of this label
of directed time, which is I

701
00:27:10,280 --> 00:27:11,680
have to mark and deep plan
lessons.

702
00:27:11,920 --> 00:27:15,240
Oh, we've not hit 1265, so we're
gonna have to do a staff meeting

703
00:27:15,240 --> 00:27:17,440
on what colour pen is more
useful to marking.

704
00:27:17,720 --> 00:27:19,800
And did you get that new unit of
planning down for history in

705
00:27:19,800 --> 00:27:21,560
that time, which is not remotely
accounted for?

706
00:27:21,560 --> 00:27:22,840
No.
Oh, we better do that then.

707
00:27:22,960 --> 00:27:23,960
Well, not now though.
Come here.

708
00:27:24,120 --> 00:27:26,160
We've got to talk about the
benefits of marking in purple.

709
00:27:26,400 --> 00:27:28,640
Yeah.
Honestly, yeah, back to your

710
00:27:28,640 --> 00:27:29,960
question, I do think there was a
problem.

711
00:27:30,040 --> 00:27:31,200
I do think it's a massive
problem.

712
00:27:31,200 --> 00:27:34,000
I think everything, most
problems boil down to funding at

713
00:27:34,000 --> 00:27:35,720
the end of the day.
I think if there was enough

714
00:27:35,720 --> 00:27:37,960
funding, firstly you'd have
enough bodies in the school to

715
00:27:37,960 --> 00:27:40,240
actually have a bit of time to
organise these things.

716
00:27:40,240 --> 00:27:42,360
Secondly, you'd have enough
money to actually buy in the

717
00:27:42,360 --> 00:27:44,240
good CPD, you know what I mean?
I do.

718
00:27:44,280 --> 00:27:47,400
I do think INSET is much better
opportunity to get quality

719
00:27:47,400 --> 00:27:48,760
training than an hour after
school.

720
00:27:48,760 --> 00:27:51,120
Yeah, definitely.
So like INSET I think can be

721
00:27:51,120 --> 00:27:52,800
great and there's lots of people
who do really good training.

722
00:27:53,120 --> 00:27:55,080
I've got one last question that
we're going to do in this part

723
00:27:55,080 --> 00:27:58,760
here.
What are your top three tips for

724
00:27:58,760 --> 00:28:02,120
moving up with your class to the
next year group?

725
00:28:02,720 --> 00:28:04,680
Oh, that's really interesting.
So when you take up the same

726
00:28:04,680 --> 00:28:06,880
class.
Have you ever done it?

727
00:28:07,360 --> 00:28:09,360
I'm just, I was literally just
thinking to myself, have I ever

728
00:28:09,360 --> 00:28:11,720
been in that situation?
I don't think I have.

729
00:28:11,720 --> 00:28:14,160
Yeah, I've known people have
done it and I've taken, I've

730
00:28:14,160 --> 00:28:16,200
gone from year three to year 4
and I've taught a lot of the

731
00:28:16,200 --> 00:28:18,040
same children, but things got
mixed up a little bit.

732
00:28:18,040 --> 00:28:22,040
Yeah, so I've kind of done.
It I've had a class in year 4

733
00:28:22,040 --> 00:28:24,680
that I then had again in year 6.
That's the closest thing I've

734
00:28:24,680 --> 00:28:26,760
had to, but I didn't take that
very much literally to the

735
00:28:26,760 --> 00:28:28,200
class.
So someone doing that?

736
00:28:28,200 --> 00:28:30,040
Yeah.
So someone taking up their

737
00:28:30,040 --> 00:28:32,240
literal class when it goes to
the next year group.

738
00:28:32,440 --> 00:28:35,240
I guess I can only draw on my
experience of having done that

739
00:28:35,240 --> 00:28:38,920
kind of with the year group.
But my first thing, my top tip

740
00:28:38,920 --> 00:28:44,600
immediately is you and your SLT
have to be so, so clear from the

741
00:28:44,600 --> 00:28:48,600
end of that year to the start of
the next, exactly what issues or

742
00:28:48,600 --> 00:28:51,160
problems you may have had with
parents, etcetera.

743
00:28:51,400 --> 00:28:54,120
Because I think sometimes the,
the really good thing about a

744
00:28:54,120 --> 00:28:58,880
fresh start every year is that
inevitably there might have been

745
00:28:58,880 --> 00:29:00,800
something that happened
throughout the year where

746
00:29:00,800 --> 00:29:02,640
actually a child's ready for a
new fresh start.

747
00:29:03,080 --> 00:29:05,040
Most, most of the class might be
absolutely willing to go.

748
00:29:05,040 --> 00:29:06,120
And it'd be a really amazing
thing.

749
00:29:06,120 --> 00:29:07,560
And we'll come onto those maybe
in a minute.

750
00:29:07,760 --> 00:29:11,960
But I just think everyone has to
be really, really happy with the

751
00:29:11,960 --> 00:29:14,720
fact that it's going to be OK in
terms of that relationship with

752
00:29:14,720 --> 00:29:16,240
parents as well and the children
in your class.

753
00:29:16,440 --> 00:29:19,200
And even if it is OK, just have
a knowledge of that because

754
00:29:19,480 --> 00:29:22,240
although that can be a useful
thing, I think unless everyone's

755
00:29:22,240 --> 00:29:25,000
on the same page and understands
it, you want it to come back to

756
00:29:25,000 --> 00:29:26,280
bite you in October.
Yeah.

757
00:29:26,280 --> 00:29:28,800
We could have just avoided this
by just having a different

758
00:29:28,800 --> 00:29:30,240
teacher, which would have been
so easy for us to do.

759
00:29:30,240 --> 00:29:33,000
Yeah, definitely.
I think my one is mainly from

760
00:29:33,000 --> 00:29:35,240
conversations I've had with
people I I know I've worked with

761
00:29:35,240 --> 00:29:37,480
someone in the last sort of four
or five years who has done this

762
00:29:37,480 --> 00:29:39,200
loads of times.
They actually make it like, I

763
00:29:39,200 --> 00:29:40,480
think it's almost like on
purpose.

764
00:29:40,480 --> 00:29:42,920
They quite often go Tier 5 and
then take them up Tier 6.

765
00:29:43,080 --> 00:29:44,960
Just go back to your five, take
them up to your six.

766
00:29:44,960 --> 00:29:48,640
And my advice, but based on what
they've said, is take advantage

767
00:29:48,640 --> 00:29:50,320
of it.
Take advantage of the of the

768
00:29:50,320 --> 00:29:55,000
privilege of having a class
again because you know the

769
00:29:55,000 --> 00:29:58,440
children intricately better than
anyone else in the school who's

770
00:29:58,440 --> 00:30:00,560
got a fresh class.
So take advantage of that.

771
00:30:00,560 --> 00:30:03,800
Like use that to your advantage.
You know, you from speaking to

772
00:30:03,800 --> 00:30:06,480
this particular person, I have
in mind that they said, yeah,

773
00:30:06,480 --> 00:30:07,600
they won.
I know exactly what

774
00:30:07,600 --> 00:30:09,480
interventions to get going on
because it's just a follow on

775
00:30:09,480 --> 00:30:11,240
from year 5I.
I know exactly what they were

776
00:30:11,240 --> 00:30:12,400
struggling with at the end of
year five.

777
00:30:12,400 --> 00:30:13,560
I can just crack on, just keep
going.

778
00:30:13,560 --> 00:30:14,840
My assessment for learning is
there.

779
00:30:14,840 --> 00:30:16,680
I know the more I know their
behaviours in class, I know

780
00:30:16,680 --> 00:30:18,760
immediately where to sit them.
How many times have you started

781
00:30:18,760 --> 00:30:21,200
a new year within two years, two
weeks, you've got a new seating?

782
00:30:21,200 --> 00:30:22,880
Within two years?
In two years.

783
00:30:22,880 --> 00:30:24,320
You finally thought of a new
seating plan.

784
00:30:24,320 --> 00:30:26,600
Yeah, yeah, 100%.
Can you get to know them?

785
00:30:26,680 --> 00:30:28,200
Absolutely.
And you just you're just fast

786
00:30:28,200 --> 00:30:30,400
forwarding that all of the
formal it's an assessment that

787
00:30:30,400 --> 00:30:32,240
you've got from the last year
you couldn't, you don't need to

788
00:30:32,240 --> 00:30:32,920
use that.
It's fine.

789
00:30:33,800 --> 00:30:36,200
Like everybody else.
You know how everybody else

790
00:30:36,200 --> 00:30:38,080
ignores all of the formal
assessments from the previous

791
00:30:38,080 --> 00:30:40,360
teacher and you all just start
from fresh from your class

792
00:30:40,360 --> 00:30:41,480
because you want to get to know
them.

793
00:30:41,480 --> 00:30:44,160
You know how everyone does that?
You don't have to do that

794
00:30:44,160 --> 00:30:45,600
because you actually just know
them anyway.

795
00:30:45,600 --> 00:30:46,920
That's.
Brilliant.

796
00:30:47,280 --> 00:30:50,120
Yeah, I think you asked for top
three tips, so I guess my last

797
00:30:50,120 --> 00:30:53,040
one there would be.
Yeah, sure, take advantage of

798
00:30:53,040 --> 00:30:54,080
it.
I think everyone needs to be on

799
00:30:54,080 --> 00:30:59,800
the same page, but my number one
thing is, Oh my goodness me, the

800
00:30:59,800 --> 00:31:04,400
hardest part about teaching, I
think is inspiring your class is

801
00:31:04,400 --> 00:31:05,680
getting them on the same page as
you.

802
00:31:06,040 --> 00:31:07,840
And you can do that way more
quickly.

803
00:31:07,880 --> 00:31:09,760
It's like a, it's like a
narrowed down version of what

804
00:31:09,760 --> 00:31:11,800
you just said is sure you're
going to know everything about

805
00:31:11,800 --> 00:31:13,000
them, know their behaviour,
etcetera.

806
00:31:13,080 --> 00:31:14,960
But most importantly, you're
going to know what makes them

807
00:31:14,960 --> 00:31:17,840
tick.
And you know, you know from the

808
00:31:17,840 --> 00:31:20,920
start what you have to do to get
the most out of your children

809
00:31:21,040 --> 00:31:24,240
when you're taking them up.
So I would say taking them up, I

810
00:31:24,240 --> 00:31:27,280
think it's a really good thing.
And I think if you think about

811
00:31:27,280 --> 00:31:30,840
what makes you as a teacher,
you, you're going to be able to

812
00:31:30,840 --> 00:31:33,920
get there way more quickly, you
as a professional to get the

813
00:31:33,920 --> 00:31:37,120
most out of the children and all
of the things last year that you

814
00:31:37,120 --> 00:31:38,480
said I was going to skip over
that.

815
00:31:39,080 --> 00:31:40,000
I'm just going to skip over
that.

816
00:31:40,000 --> 00:31:42,480
That might not necessarily, like
we said there be picked up on

817
00:31:42,720 --> 00:31:46,080
when it goes to a new class.
You know for a fact, your class

818
00:31:46,320 --> 00:31:47,960
really didn't do very well on
time.

819
00:31:47,960 --> 00:31:50,000
You didn't spend much time on
teaching time.

820
00:31:50,240 --> 00:31:52,200
So you know that you can catch
up with it this time.

821
00:31:52,440 --> 00:31:54,120
And I just think, yeah, it's
it's a Fast forward.

822
00:31:54,200 --> 00:31:55,640
It's very much similar to what
you were just.

823
00:31:55,640 --> 00:31:57,520
Saying, you know, when you
taught them Romans and they

824
00:31:57,520 --> 00:31:58,960
struggled that you're never
going to teach it again.

825
00:31:58,960 --> 00:32:01,280
So you can, you can just look at
those formal assessments.

826
00:32:01,280 --> 00:32:02,920
You can look at them for another
year and just go.

827
00:32:03,320 --> 00:32:05,560
So glad I know this now even
though I'm never going to teach

828
00:32:05,560 --> 00:32:07,520
them Romans ever again because
that's how topic works.

829
00:32:08,280 --> 00:32:11,160
Last point then, on this, on
this moving, moving up with your

830
00:32:11,160 --> 00:32:13,680
class, Yeah.
Do you think the pros outweigh

831
00:32:13,680 --> 00:32:16,400
the cons so much that everyone
should just do it all the time?

832
00:32:16,520 --> 00:32:18,440
Sorry, I just got a laugh
because I've just seen your

833
00:32:18,440 --> 00:32:19,040
iPad.
Yeah.

834
00:32:19,040 --> 00:32:22,840
How big, big that you got?
It was just like because.

835
00:32:22,840 --> 00:32:25,400
You couldn't read that there.
I hope this person doesn't mind

836
00:32:25,400 --> 00:32:27,120
me showing them what their
Instagram is.

837
00:32:27,120 --> 00:32:28,120
Jack.
Thank you, Jack for the

838
00:32:28,120 --> 00:32:29,840
question.
Really expecting them to be like

839
00:32:29,880 --> 00:32:31,560
small.
On your screen filling up the

840
00:32:31,560 --> 00:32:34,240
iPad here, it's absolutely
massive.

841
00:32:34,320 --> 00:32:35,960
I don't know what my question
was like.

842
00:32:36,000 --> 00:32:38,240
Cracked me up, I wasn't even
listening, I was too really

843
00:32:38,240 --> 00:32:39,480
laughing.
I don't be able to not see the

844
00:32:39,480 --> 00:32:41,720
question I.
Would ignore whatever your

845
00:32:41,720 --> 00:32:43,400
question wasn't coming with
something asking this anyway, if

846
00:32:43,400 --> 00:32:44,960
that's all right.
Which is like a bonus stick

847
00:32:44,960 --> 00:32:47,040
because I think there's one
thing and I reckon the the

848
00:32:47,040 --> 00:32:48,120
person that wrote this was made
me.

849
00:32:48,120 --> 00:32:49,840
Thinking you really are ignoring
my question, I really.

850
00:32:49,840 --> 00:32:51,440
Am because I know what you said.
I was too busy laughing at the

851
00:32:51,440 --> 00:32:54,680
size of that font.
Size 412 please.

852
00:32:55,000 --> 00:32:58,680
I have my granddad reading his
phone so.

853
00:32:58,680 --> 00:33:00,360
But a little bonus tip is about
behaviour.

854
00:33:00,360 --> 00:33:02,280
I.
I think there's a weird thing.

855
00:33:02,280 --> 00:33:05,640
When you take a a class of, you
don't get that fresh class of

856
00:33:05,640 --> 00:33:06,560
behaviour.
You know, don't.

857
00:33:06,560 --> 00:33:09,040
Smile till Christmas.
You don't even do that.

858
00:33:09,040 --> 00:33:10,680
But yeah, but you know how
generally we get a fresh class.

859
00:33:10,840 --> 00:33:13,120
They are normally better behaved
because they just don't know you

860
00:33:13,120 --> 00:33:14,240
yet.
And obviously these kids know

861
00:33:14,240 --> 00:33:16,120
you really well.
Maybe if you're like me,

862
00:33:16,240 --> 00:33:18,800
expectations in that that last
term sometimes just slip a

863
00:33:18,800 --> 00:33:20,080
little bit where things get a
bit more fun.

864
00:33:20,080 --> 00:33:22,080
They know it's coming to an end
and you've been with them for a

865
00:33:22,080 --> 00:33:23,280
year.
So yeah, whatever.

866
00:33:23,640 --> 00:33:26,600
I think from the kids
perspective, you should really

867
00:33:26,600 --> 00:33:29,400
try to just restart the year.
I know from your perspective,

868
00:33:29,400 --> 00:33:31,360
I'm saying do the opposite.
Take advantage of the fact that

869
00:33:31,360 --> 00:33:33,200
you know them so well.
But for the kids, give a fresh

870
00:33:33,200 --> 00:33:34,760
start.
If you got that that child

871
00:33:34,760 --> 00:33:37,480
that's been that got in trouble
67 times in the last year.

872
00:33:37,480 --> 00:33:40,120
Do you know what give them a
fresh start as best as you can.

873
00:33:40,320 --> 00:33:42,760
This is a new year group now
normally have a new teacher like

874
00:33:42,760 --> 00:33:44,640
think about what they get if
they had a new teacher.

875
00:33:44,880 --> 00:33:47,440
Try to allow them that same
privilege of this is fresh.

876
00:33:47,440 --> 00:33:49,960
It's a new beginning.
We can look at the past and

877
00:33:49,960 --> 00:33:53,280
reflect on it, but it's done now
that chapter's over and still

878
00:33:53,280 --> 00:33:55,560
give them that feeling of it's a
brand new year group, it's a

879
00:33:55,560 --> 00:33:56,880
brand new teacher even though
it's not.

880
00:33:57,080 --> 00:34:00,080
So, OK, I'm going to kind of go
back to my question that you

881
00:34:00,080 --> 00:34:01,880
ignored completely because it
does link to what you're saying.

882
00:34:02,240 --> 00:34:04,880
You kind of just explored there
the pros and cons of both in

883
00:34:04,880 --> 00:34:07,000
terms of, yeah, the pros of
having a new teacher is it's a

884
00:34:07,000 --> 00:34:09,040
fresh start and some children
might relish in that fresh

885
00:34:09,040 --> 00:34:10,600
start.
But the pros of carrying on is

886
00:34:10,600 --> 00:34:12,040
that as the teacher's point of
view, you know where your

887
00:34:12,040 --> 00:34:14,320
children are, etcetera.
Which one do you think outweighs

888
00:34:14,320 --> 00:34:16,000
the other?
Do you think it's more of a pro

889
00:34:16,159 --> 00:34:19,280
to take them up or more cons to
take them up And and therefore

890
00:34:19,360 --> 00:34:22,639
4, do you think that we should
move to a model where we kind of

891
00:34:22,639 --> 00:34:25,400
stick with our classes longer
than just the year that we've

892
00:34:25,400 --> 00:34:27,600
decided is how long?
Because I know in lots of

893
00:34:27,600 --> 00:34:30,960
Scandinavian countries, etc.
It's quite normal as the teacher

894
00:34:30,960 --> 00:34:33,239
to kind of grow with your class
and taking through many.

895
00:34:33,239 --> 00:34:35,080
Years.
Yeah, Yeah, I think there are.

896
00:34:35,560 --> 00:34:38,280
Without getting too into it, I
think there are so many more

897
00:34:38,280 --> 00:34:40,960
pros and cons we've not even
talked about before.

898
00:34:40,960 --> 00:34:43,040
I spoke to this person I've got
in my head, I speak to at school

899
00:34:43,040 --> 00:34:44,840
who has done it loads of.
Times your imaginary friend my.

900
00:34:44,840 --> 00:34:46,560
Imaginary friend?
Any friends other than you?

901
00:34:46,639 --> 00:34:48,520
Not my friend.
You hate me before.

902
00:34:50,880 --> 00:34:51,840
Sorry, host.
That's fine.

903
00:34:52,080 --> 00:34:53,480
Did I interrupt you?
Sorry, I should have

904
00:34:53,480 --> 00:34:55,120
interrupted.
You can you just answer my

905
00:34:55,120 --> 00:34:56,080
question.
I'm so sorry.

906
00:34:56,080 --> 00:34:58,080
Thank you.
I've asked you it twice now I.

907
00:34:58,080 --> 00:35:02,200
Think you know your role as Mr.
Host question you bloody well

908
00:35:02,200 --> 00:35:03,960
answered.
I am here as a guest on this

909
00:35:03,960 --> 00:35:04,400
pod.
Come on.

910
00:35:04,760 --> 00:35:06,400
I am here as a guest.
You're the last person I love as

911
00:35:06,400 --> 00:35:07,640
a guest, pal, right?
Come on.

912
00:35:08,240 --> 00:35:11,720
I think.
But in general, yeah, keep

913
00:35:11,720 --> 00:35:13,320
stalling.
This is like Jimmy Carr when he

914
00:35:13,320 --> 00:35:14,440
gets heckled.
It's because I'm fine.

915
00:35:14,480 --> 00:35:17,280
It's so hard and.
Then he repeats the question

916
00:35:17,280 --> 00:35:19,640
really slowly.
So in time, people listen to

917
00:35:19,640 --> 00:35:21,400
this podcast are just like, oh,
honestly, come on.

918
00:35:21,520 --> 00:35:22,680
Yeah, they're dying to turn it
off, right?

919
00:35:22,680 --> 00:35:24,440
It's just a bonus episode.
We're already 40 minutes in.

920
00:35:24,880 --> 00:35:25,880
Here's my You ready for my
answer?

921
00:35:25,880 --> 00:35:28,000
Yeah, yeah.
Before recently, I would always

922
00:35:28,000 --> 00:35:31,120
have said I'd think children
should get new teachers.

923
00:35:31,760 --> 00:35:36,160
But having seen the benefits,
the advantages of having a class

924
00:35:36,160 --> 00:35:38,760
for multiple years, it did
really make me question like,

925
00:35:38,760 --> 00:35:41,800
you know, God, those kids really
did make phenomenal progress

926
00:35:42,000 --> 00:35:44,400
because they had someone who who
knew them inside out from day

927
00:35:44,400 --> 00:35:47,000
one in the second year.
So that really changed my

928
00:35:47,000 --> 00:35:49,080
challenged my my thoughts on
that.

929
00:35:49,080 --> 00:35:53,280
I think it is probably ever so
slightly better to have kids for

930
00:35:53,280 --> 00:35:55,840
multiple years.
I just, there's obviously risks

931
00:35:55,840 --> 00:35:57,040
to that.
If you, if you don't gaol with

932
00:35:57,040 --> 00:35:59,360
your teacher and you've got them
for two years now, that always

933
00:35:59,360 --> 00:36:02,480
sits my mind of, oh, I do I want
to risk playing that game.

934
00:36:02,560 --> 00:36:04,000
Yeah, yeah.
What do you think?

935
00:36:04,080 --> 00:36:05,480
Good answer.
I agree completely.

936
00:36:05,640 --> 00:36:08,480
I think where possible, you
should do as much as you can

937
00:36:08,960 --> 00:36:11,240
because we, we always say how
important it is to really

938
00:36:11,240 --> 00:36:13,240
quickly build those bonds with
your children, to understand

939
00:36:13,240 --> 00:36:14,520
your children as quickly as
possible.

940
00:36:14,720 --> 00:36:17,000
We're saying that's important
because it impacts your teaching

941
00:36:17,000 --> 00:36:19,600
and makes you a better teacher.
If we can skip all of that, it's

942
00:36:19,600 --> 00:36:22,400
obviously good.
So I, I think that like we, we

943
00:36:22,400 --> 00:36:24,600
always put on a pedestal how
important it is at the start of

944
00:36:24,600 --> 00:36:26,600
the year to start off right,
because it means we can more

945
00:36:26,600 --> 00:36:28,360
quickly get into our learning
and get into the groove of

946
00:36:28,360 --> 00:36:30,560
things.
If I can do that immediately

947
00:36:30,920 --> 00:36:32,680
through taking the class up,
that's obviously a good thing.

948
00:36:32,880 --> 00:36:34,520
And I think it tends to outweigh
the cons.

949
00:36:34,520 --> 00:36:37,360
And I think, like we, like I
said initially, I think SLT

950
00:36:37,360 --> 00:36:40,240
leadership, this, this, the
teacher themselves, the class,

951
00:36:40,240 --> 00:36:42,720
the parents all need to kind of
be on the same page for that.

952
00:36:43,000 --> 00:36:46,800
Because what you don't want is
just a leadership team deciding.

953
00:36:46,800 --> 00:36:48,320
Well, that's good because on
paper it's better.

954
00:36:48,320 --> 00:36:50,200
Like what I just heard on the
teach team with P pod class,

955
00:36:50,200 --> 00:36:52,520
that's great, But then actually
the teacher doesn't want to do

956
00:36:52,520 --> 00:36:53,520
it.
Half the class don't want to do

957
00:36:53,520 --> 00:36:54,560
it.
They need a fresh start.

958
00:36:55,080 --> 00:36:57,240
It's not automatically the
answer, but I think you should

959
00:36:57,240 --> 00:37:00,160
should definitely look into it
as this is good.

960
00:37:00,160 --> 00:37:01,880
So let's see.
Oh, this will work.

961
00:37:01,880 --> 00:37:03,880
Yes, let's at least explore
whether it will work, yeah?

962
00:37:03,880 --> 00:37:05,320
Definitely, definitely,
absolutely right, guys.

963
00:37:05,320 --> 00:37:06,600
That's that's going to be the
end of that.

964
00:37:06,600 --> 00:37:08,400
That was going to be a nice
little short episode then where

965
00:37:08,400 --> 00:37:10,360
we ended up.
So it could be, I don't know, an

966
00:37:10,360 --> 00:37:12,680
hour, an hour and two hours.
It felt like it felt like the

967
00:37:12,680 --> 00:37:14,520
answer to that question was
about 7 hours from you.

968
00:37:14,520 --> 00:37:16,400
So I don't know how.
Luckily we would have got more

969
00:37:16,400 --> 00:37:19,840
questions out, but Dylan can put
them on the screen so so maybe

970
00:37:19,840 --> 00:37:21,440
we'll come back to them another.
Time, right guys?

971
00:37:21,440 --> 00:37:24,000
Get in touch with us and ask us
any questions you might have

972
00:37:24,000 --> 00:37:26,520
because they might get featured
in the podcast in the future.

973
00:37:26,840 --> 00:37:29,720
And we'll catch you again next
time for another episode.

974
00:37:29,880 --> 00:37:30,320
See you then.