Bitesize #1: Q&A Special: Leaving The Profession, Favourite Subjects & Our Worst Day Ever!

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Had I Everyone welcome to a
brand new Extra special episode.

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This is a Teach Seat repeat bite
size episode.

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Hayden, how we How we doing?
Ohh, I'm very well.

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I'm quite excited to be starting
a new little series here.

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I know we're back in opposite
ends of the world i.e.

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Two roads away because we live
together, recording remotely,

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and we're going to start off our
little Bite size episodes are

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gonna be shorter because I know
we end up getting longer and

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longer with the long form stuff.
So we're going to experiment

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with a nice little short episode
every now and then.

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We're going to call it Bite Size
like we mentioned, and we're

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starting off Hayden with a Q&A
special.

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So can I kick things off?
Yeah, please do.

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Let's get into it, because to
start off, we've actually

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written our own question to
start with and at the end we've

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got some questions from you guys
that you wrote.

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Into us.
So there is, believe it or not,

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some stuff I don't know about
Hayden yet.

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So I've written two questions.
Hayden written 2 We're just

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gonna get going and get to know
each other a bit.

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Better Hayden.
I'm not sure that's true, Dylan,

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considering how much I share
with you about my life.

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I know I was.
I was really struggling to think

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of two questions, but I do have
one.

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Are you ready?
OK go on then.

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You start.
So in terms of your enjoyment

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and in terms of your ability.
So I want 2 answers here.

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What is your favourite subject
to teach apart from maths?

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Because I know maths.
You probably think that the best

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at teaching maths in terms of
your best subject and it's your

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favourite.
So I want to know what are you

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best at teaching, but also what
do you enjoy because they might

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not be the same thing.
Yeah, they're not the same

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thing.
They're not the same thing.

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So the first thing that came to
my head, I'm going over my gut

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here because it's a hard
question.

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History.
I think I enjoy the most really.

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Yeah, I enjoy teaching history
the most over the maths and I

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think it's purely, I think it's
because.

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It's the most interesting to me,
and usually to the kids as well.

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If you get, if you get the right
topic right, you know, it's like

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World War 2 Classic Year six
topic.

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It's the kids love it every
year.

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They absolutely love it.
And I just get a lot of

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enjoyment out of that because
you can, I don't know, history.

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It's just interesting, isn't it?
A lot of people like history.

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I've got a history degree, so
I'm with you on that one.

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Yeah, yeah, exactly.
It's a very interesting topic.

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So that's the one I enjoy the
most.

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And what was the other one?
Which one I feel?

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What do you feel like you're
best at?

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Because, for example, I love
teaching history, but I would

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argue that there are a lot of
much better two teachers at me

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and I.
Wouldn't.

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Yeah.
Ohh, yeah.

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Yeah, me too.
Which is why I'm not picking

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that as the same one.
I don't think.

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I mean, you know what my brain
is like.

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I forget everything, so I'm not
very knowledgeable.

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I have to look up a lot of stuff
before.

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Ohh, my best that I don't know.
Obviously maths is my strength.

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I don't.
I'm not gonna say English

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because I still think there's
loads of improvement there.

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I mean, do you think, do you
think the sheer amount that you

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teach English?
Because I feel like this, the

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sheer amount I teach English
means that just over the years

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that's the thing I've refined
the most.

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And I would probably say English
for that reason.

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Yeah, probably, probably.
But I'm trying to be out.

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I think outside the box here I
reckon science.

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Ohh I just, I just, I've always
quite, I've always liked science

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and I find that with primary
school level science like

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obviously I remember all that
sort of stuff and it really

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interests me.
So I go I often.

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Quite often go off on a tangent
in the lessons and like we go

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deeper into like a into a
particular objective where I

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personally find it really
interesting and they ask

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questions and I often find that
I know the answers in science

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whereas in history I'm like, I
don't know, let's look that up.

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Yeah, yeah, Science, Science.
That's my answer.

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Ohh, that's interesting.
I I really thought you had gone

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for English, so that's that's
very interesting.

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Right over to me.
Yes, I was really good question

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by the way.
Thanks for that.

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Yeah, I really I I really tried
to be a question I actually want

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to know the answer to and that
was the one.

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Ohh see, mine are a bit more
rubbish.

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No, no, they're not.
Really.

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I guess they're not really about
like, your opinion on something.

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It's more philosophical, almost.
So first one is right.

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If you could go back in time and
you can meet yourself at 16

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years old, OK, what's your
advice?

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You only get a couple of minutes
with them and you want to make

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it a proper advice, not
something silly like actual

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something you've learned since
then.

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What's that advice and do you
want it to be into the

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professional?
Literally anything?

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No.
Anything.

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It could be anything.
I would say take the plunge and

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take more risks early on because
I think I've always been, you

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know, me, I've always been
someone to play it safe, you

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know, I mean, I went to, I went
to university very close to

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home.
I stayed at home for a year or

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even 2 years out of three.
I stayed at home.

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One year I went and it was only
half an hour from home.

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So it wasn't really like a big
plunge.

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I, you know, went into teaching,
obviously a very safe

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profession, something that you
kind of fall back into a lot of

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people, I would say the the old
cliche that I do think is true,

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I've not got any regrets because
I I I do love teaching and

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everything I did at the time I
chose for a reason.

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So I don't, I'm not someone who
actually has huge regrets over

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anything, but I would say go
somewhere far away from

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university.
It would make you grow up

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quicker and mature more quickly,
which would have been helpful

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for me, I think.
But also, yeah, definitely just

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to take more risks and and I
think do things.

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Don't feel like you have to have
stuff store sorted early.

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I was like a saver.
I was like I always wanted to

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save money.
I was always wanting to be

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sensible.
I kind of wished that I'd just

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maybe took two years and gone
off somewhere, you know, I mean,

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even abroad is just travelling
or you know, money will find you

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again.
The early 20s is the time to do

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that because right now I've got
my lovely son.

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Obviously we've got our house
we've just moved into.

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Everything is literally perfect.
I've got nothing to complain

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about.
But I can't do that now.

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I can't go and go to Asia six
months I can't go and you know,

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try out this different
profession because I'm too far

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into teaching now.
So I would say experience as

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much as you can, as quickly as
you can whilst you're young

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because you always got time to
settle afterwards.

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Particularly if you're in a
privileged position where your

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life can be risk free.
Like we both lived with our

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parents, didn't we?
We were we weren't paying rent.

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I don't think you were anyway
right, you know, a nominal sum

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that parents asked for, I think.
So, and we were very lucky

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because a lot of my friends were
not in that situation.

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They were either they've already
moved out or they were paying

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rent and they have these
responsibilities.

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So I agree with you.
I kind of wish I'd spent more

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time doing some more risky
things back then.

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And I think there's a good point
because that advice is

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specifically to me, like you
asked, because that's not very

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helpful advice to someone who,
like you said, has to pay rent

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on their own flat.
Like, brilliant.

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Thank you.
I'll go to Asia for six months,

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shall I?
How?

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I've got no money like so.
Yeah, you you is coming from a

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privileged position.
Sure.

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Amazing.
OK.

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So back to me then.
My second question I wanted to

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ask you.
That was a good question as

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well, but don't yourself down.
That's a good question.

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So my second question to ask
you, I'm really, really

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interested in this because I
think we've touched on this

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before, but I want to pin you
down and try and get you on an

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exact number.
OK.

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At what point in terms of money
would you leave teaching and go

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and work in an office?
And what it mean is you're quite

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bored, you're you're
unfulfilled.

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It's not a job that you're
getting a lot of in terms of

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your personal gratification, but
you know, your work's finished

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when you leave the door, it's
nine to five.

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You don't get used to your
holidays, but there is

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absolutely no stress outside of
it.

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It's just a bit boring.
What multiplier on your current

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wage would you have to have to
be like, OK, I'm moving.

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Ohh man.
So just to put it into context,

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are we talking because me and
you are part time teachers now

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Are we talking?
I just have.

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Three days with I mean solely
on.

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Imagine the amount of work.
Ohh.

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Multiplayer, right.
It's a multiplier, yeah.

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So let's say even if you go into
doing 3 days in the office, like

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how much of it you were full
time Teacher in our full time,

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you end up doing probably a bit
less work overall, like we've

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discussed, because teacher eats
up lots of your spare time.

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But it's predictable.
You know it's nine to five.

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It's boring, but you get it done
and you.

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Leave.
This is a really, really tough

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one.
And I think it might shock you.

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I don't know because I reckon my
multiplier is honestly between

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one and 1.5.
Really.

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Yeah, because, because, because.
I think it Has that changed?

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Has that changed over the years?
I think it's gone down.

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Yeah, it's gone down as the job
has become less.

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Desirable, which spent a lot of
our episodes and you know, the

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pay has stagnated for such a
long time and and expectation

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just goes up, workload goes up.
I'm sort of, you know, and we're

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eight years, nine years in now
I'm like, OK, you know what?

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Especially as I'm about to have
a child and obviously you've had

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your child.
I think now more than ever if

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someone said to me, here's an
out, I know you love teaching

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and and it's not gonna be as fun
everyday, but you will get back

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10 hours a week of your time,
sure.

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For the same pay, I'd be very
tempted to take that and one for

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one pay.
So on that, one for one.

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Then I'm just going to ask a
follow-up question.

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Are you suggesting so?
Do you therefore believe that

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your holiday time that you get
as a teacher is not worth

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anything?
Because that's essentially what

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we're saying, The one for one,
are you saying that you're not

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being sure how much weekend work
you've got to do during term

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time working after school?
Would you say that's equivalent

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then to the pay off of of
holidays if you're thinking of

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just a straight up?
Swap.

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Yeah, When you when you put all
of the perks versus all the

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perks, then yeah, not just by
itself, like the holiday is

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great and I would miss it, but
if it was, you know, you lose

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the holiday, but you gain the 10
hours a week back.

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That to me is like, OK, that's a
that's a pretty fair trade and

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you still get and you still get
to book in holiday across the

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year like any normal job.
Yeah, I think that's always

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forgotten because you think of
13 weeks a year.

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I was like, well, yeah, but
everyone gets five weeks off.

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So it is not 13, you know, it's
still good, but it's not. 13 and

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I absolutely.
I know we always say this, I I

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definitely do not get 13 weeks
off a year 100%.

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That's not what I get.
You know, in in a good year I'll

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have 7-7 weeks off, 7-8 weeks
off.

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You know, I'm definitely working
for at least four weeks of

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00:09:13,570 --> 00:09:16,610
those.
Those holiday weeks, Yeah,

225
00:09:16,620 --> 00:09:19,920
because because 7 + 4 is 13, so
that does make sense, yeah.

226
00:09:20,150 --> 00:09:24,040
Yeah, what I thought about.
You know the numbers?

227
00:09:24,050 --> 00:09:26,700
Maths maybe?
Maybe better quit for less money

228
00:09:26,710 --> 00:09:28,070
because I can't teach maths
anymore.

229
00:09:28,800 --> 00:09:30,510
Maybe I shouldn't have said
apart from that.

230
00:09:31,050 --> 00:09:33,020
Yeah, yeah, yeah.
Ohh.

231
00:09:33,030 --> 00:09:34,410
That's what my brain was
thinking there.

232
00:09:34,420 --> 00:09:36,280
But yeah, OK.
Good answer.

233
00:09:36,290 --> 00:09:36,750
Yeah.
Thank you.

234
00:09:37,650 --> 00:09:39,180
Cool.
Another question for you.

235
00:09:39,190 --> 00:09:40,640
This one.
It feels a bit more negative,

236
00:09:40,650 --> 00:09:43,290
but I don't mean it to be really
OK.

237
00:09:43,550 --> 00:09:46,420
Why are you such an idiot?
Just to be more self reflective.

238
00:09:46,430 --> 00:09:47,460
Yeah, yeah.
OK.

239
00:09:47,470 --> 00:09:50,330
It's just.
What are you not very good at?

240
00:09:50,790 --> 00:09:54,540
Ohh again, context here or is
this completely open?

241
00:09:54,610 --> 00:09:56,000
I I guess open enough.
Yeah.

242
00:09:56,010 --> 00:09:57,150
Open.
Because why not?

243
00:09:57,350 --> 00:09:58,890
OK, what are you?
Not I?

244
00:09:59,870 --> 00:10:04,000
This is gonna sound so unhinged.
I think.

245
00:10:04,790 --> 00:10:09,020
I say I think I am OK, here's
the context.

246
00:10:09,030 --> 00:10:12,350
When I think, when I have an
opinion on something, that

247
00:10:12,360 --> 00:10:17,210
opinion is formed in from my
point of view, from me sat there

248
00:10:17,220 --> 00:10:18,770
thinking about it really
carefully.

249
00:10:18,830 --> 00:10:22,010
So when I come to a conclusion
about something, for example, it

250
00:10:22,020 --> 00:10:24,300
could be the strikes.
OK, let's talk about the strikes

251
00:10:24,310 --> 00:10:27,170
for example.
I really sat and thought about

252
00:10:27,180 --> 00:10:30,070
my opinion on everything.
The pros are striking, the cons

253
00:10:30,080 --> 00:10:33,310
of striking, OK, the children
will miss out, but we've got to

254
00:10:33,320 --> 00:10:36,030
make a stand somehow.
But then the the media is going

255
00:10:36,040 --> 00:10:37,890
to be against us.
Is that long time good?

256
00:10:37,900 --> 00:10:39,340
Or the government blah, blah,
blah.

257
00:10:39,480 --> 00:10:41,930
I have that really nuanced
discussion almost in my own

258
00:10:41,940 --> 00:10:45,150
head.
OK then I come to a conclusion

259
00:10:45,220 --> 00:10:47,750
and and I form my opinion with
the strikes.

260
00:10:47,760 --> 00:10:50,000
My opinion was OK, we should
strike.

261
00:10:50,060 --> 00:10:53,070
We should absolutely strike.
Now what I'm really bad at is

262
00:10:53,080 --> 00:10:55,910
allowing that kind of what I do
in my own head.

263
00:10:55,920 --> 00:11:00,250
This debate between two sides.
I'm really bad at that being

264
00:11:00,260 --> 00:11:02,320
shown after I've made my
decision.

265
00:11:02,380 --> 00:11:06,040
So I I don't often.
I'm not very good at having that

266
00:11:06,050 --> 00:11:08,700
nuanced approach of like ohh I I
kind of I understand where

267
00:11:08,710 --> 00:11:11,610
you're coming from.
My my reaction instead would be,

268
00:11:11,660 --> 00:11:14,310
ohh no, I I get that argument.
But I've already wanted that in

269
00:11:14,320 --> 00:11:16,650
my head and and I've decided
that that's wrong.

270
00:11:16,660 --> 00:11:18,510
So therefore we should be
striking you're.

271
00:11:18,520 --> 00:11:21,020
Wrong.
I guess the the big floor in

272
00:11:21,030 --> 00:11:23,540
that because I know you do that
cause we've known each other for

273
00:11:23,550 --> 00:11:25,240
a long time.
But I guess the big floor, and

274
00:11:25,250 --> 00:11:29,600
that is assuming that your
internal conversations actually

275
00:11:29,610 --> 00:11:31,910
does explore all of the other
opinions.

276
00:11:31,920 --> 00:11:33,950
Like someone could still come in
with an opinion you've not

277
00:11:33,960 --> 00:11:35,840
thought about that might change
your view.

278
00:11:35,880 --> 00:11:38,700
Or an opinion I've thought
about, but I've just come to the

279
00:11:38,710 --> 00:11:40,530
wrong conclusion like I you
know.

280
00:11:40,580 --> 00:11:43,110
And not even a wrong conclusion,
just a different conclusion.

281
00:11:43,120 --> 00:11:46,110
Like for example, again, going
back to the strikes, the opinion

282
00:11:46,120 --> 00:11:49,680
that you absolutely do not want
children to miss any school

283
00:11:49,690 --> 00:11:51,960
extra than they already have
done because of COVID and

284
00:11:51,970 --> 00:11:55,400
absences being so high is a
really legitimate reason as

285
00:11:55,410 --> 00:11:58,010
someone who loves teaching and
and loves children and helping

286
00:11:58,020 --> 00:12:01,920
them to not want to strike.
But but I know that when people

287
00:12:01,930 --> 00:12:04,650
said that during the whole
striking thing, my thought was,

288
00:12:04,660 --> 00:12:06,450
no, that's wrong.
No, we've got to make a stand.

289
00:12:06,460 --> 00:12:08,000
That's the point.
Strikes are meant to be

290
00:12:08,010 --> 00:12:09,750
disruptive.
That's the whole issue.

291
00:12:10,030 --> 00:12:11,980
And and I was not very
empathetic I think.

292
00:12:11,990 --> 00:12:14,240
And I think that's where
sometimes I can come across like

293
00:12:14,250 --> 00:12:17,210
I think I like 50 sometimes
because I have.

294
00:12:17,260 --> 00:12:20,650
I feel like I've already made
that decision based on empirical

295
00:12:20,660 --> 00:12:22,130
evidence and it's not my
opinion.

296
00:12:22,140 --> 00:12:24,690
This is based on fact.
And I'm just wrong, you know,

297
00:12:24,700 --> 00:12:26,170
most of the time with that.
Yeah.

298
00:12:26,210 --> 00:12:28,110
Ohh, that's very interesting.
Well, thank you for the insight

299
00:12:28,120 --> 00:12:30,360
into your brain.
It's always good to fine.

300
00:12:30,370 --> 00:12:33,890
You're so welcome.
Let's move on now because when

301
00:12:33,900 --> 00:12:36,210
we did this in the future, we
might do some kind of sporadic

302
00:12:36,220 --> 00:12:37,650
Q&A.
So we can't have our own ones

303
00:12:37,660 --> 00:12:40,330
there as our special First Bite
Size episode.

304
00:12:40,380 --> 00:12:43,300
But we did ask on Instagram for
some questions to be put forward

305
00:12:43,310 --> 00:12:44,880
to us.
I've done it a few times and

306
00:12:44,890 --> 00:12:47,490
I've actually get a whole bunch
of them as we've been going to

307
00:12:47,500 --> 00:12:50,640
build a bank up and lots of
people have asked us lots of

308
00:12:50,650 --> 00:12:53,370
questions, which is really,
really helpful for us because it

309
00:12:53,380 --> 00:12:55,780
just gives us something to go
off basically.

310
00:12:55,790 --> 00:12:59,140
So for the last half of this
bite sized episode, I just

311
00:12:59,150 --> 00:13:01,690
thought we'd go through some of
those hidden SO question from

312
00:13:01,700 --> 00:13:02,950
our listeners.
I'm not gonna name the

313
00:13:02,960 --> 00:13:04,380
listeners.
I think in the future I'll ask

314
00:13:04,390 --> 00:13:06,620
whether you want to be anonymous
or not, but I I know that some

315
00:13:06,630 --> 00:13:09,180
of these questions might lend
themselves to being anonymous.

316
00:13:09,780 --> 00:13:13,860
So first question to you,
Hayden, how important do you

317
00:13:13,870 --> 00:13:16,510
think displays are in the
primary classroom?

318
00:13:16,520 --> 00:13:20,010
And the context here is from
this person that they personally

319
00:13:20,020 --> 00:13:23,090
have not changed their displays
in over three years in their

320
00:13:23,100 --> 00:13:26,490
classroom and they do not feel
like it as remotely impacted

321
00:13:26,500 --> 00:13:29,710
anything with their learning.
But there's a culture among some

322
00:13:29,720 --> 00:13:32,990
of their colleagues that that's
a bad thing, that she's not done

323
00:13:33,060 --> 00:13:34,690
that changing for that.
Long sure.

324
00:13:34,760 --> 00:13:37,140
My opinion has changed on this a
couple of times in my career and

325
00:13:37,150 --> 00:13:40,090
probably come to a slight middle
ground recently actually.

326
00:13:40,160 --> 00:13:43,020
So if you ask me this any time
before now, I almost definitely

327
00:13:43,030 --> 00:13:45,550
have said yeah, I agree, display
is a complete waste of time,

328
00:13:46,260 --> 00:13:48,790
then then it.
Kind of transformed a little bit

329
00:13:48,800 --> 00:13:51,400
to actually, you know what I've
seen people use displays really

330
00:13:51,410 --> 00:13:54,390
effectively, so maybe it's not a
complete waste of time, it's

331
00:13:54,400 --> 00:13:57,010
just a tool.
So most of my narrative has been

332
00:13:57,060 --> 00:13:58,690
it's just a tool.
It's a tool.

333
00:13:58,700 --> 00:14:00,450
If you use it, it can be really
good.

334
00:14:00,460 --> 00:14:02,880
If you don't want to use it
though, then there's no point in

335
00:14:02,890 --> 00:14:04,670
being there.
It's going to do nothing.

336
00:14:05,140 --> 00:14:09,310
But I guess I changed my opinion
just ever so slightly in that I

337
00:14:09,320 --> 00:14:12,490
do think there is a slight
middle ground between it being a

338
00:14:12,500 --> 00:14:16,650
tool and actually they are just
useful in that, working walls in

339
00:14:16,660 --> 00:14:19,700
particular.
I think it's it is objectively

340
00:14:19,710 --> 00:14:21,390
better.
So what is a working wall?

341
00:14:21,400 --> 00:14:23,300
Just to clarify, anyone
listening who doesn't know what

342
00:14:23,310 --> 00:14:24,430
you're.
Doing so, working well.

343
00:14:24,440 --> 00:14:26,750
So if you think of a traditional
display in a classroom, it might

344
00:14:26,760 --> 00:14:28,650
be that, you know, the teachers
printed off some posters and

345
00:14:28,660 --> 00:14:31,470
things and put them up or made
like a really nice display of, I

346
00:14:31,480 --> 00:14:33,810
don't know, showing their
current topic or whatever.

347
00:14:34,600 --> 00:14:37,580
But working more is a bit more.
The idea is you can change it

348
00:14:37,590 --> 00:14:39,120
all the time.
Like it's easy to change.

349
00:14:39,130 --> 00:14:41,370
Like it might just be a massive
bit of paper on your wall and

350
00:14:41,380 --> 00:14:43,170
you rip it off and then you put
another one up there and you

351
00:14:43,180 --> 00:14:44,490
write what you're currently
doing.

352
00:14:44,680 --> 00:14:48,310
And particularly in maths, I
think to myself, oh, that would

353
00:14:48,320 --> 00:14:50,890
have been better that last week.
If I'd had a working wall up on

354
00:14:50,900 --> 00:14:53,790
the wall because my kids would
have benefited from seeing.

355
00:14:54,530 --> 00:14:56,490
A summary of like the three
things we've been learning this

356
00:14:56,500 --> 00:14:58,900
week because I've asked them to
put it all together today and

357
00:14:58,910 --> 00:15:00,780
it's not on the it's not on my
main board where I'm teaching

358
00:15:00,790 --> 00:15:03,200
cause I'm teaching stuff.
It would have been really useful

359
00:15:03,210 --> 00:15:05,410
for it to be over there and
because I didn't do it, because

360
00:15:05,420 --> 00:15:06,840
I'm like ohh displays are
useless.

361
00:15:06,900 --> 00:15:09,410
I think they would have had a
better genuinely I think it

362
00:15:09,420 --> 00:15:12,450
would have been better in any
situation to have that on the

363
00:15:12,460 --> 00:15:14,360
wall over there for that
particular lesson.

364
00:15:14,430 --> 00:15:17,060
So it is at all.
And sometimes if you don't use

365
00:15:17,070 --> 00:15:18,570
that at all, I think it is just
worse.

366
00:15:19,540 --> 00:15:21,310
Yeah.
And and and I guess you could

367
00:15:21,320 --> 00:15:22,870
expand that to most stuff,
couldn't you?

368
00:15:22,880 --> 00:15:25,610
Because where where does it end?
Because there's always going to

369
00:15:25,620 --> 00:15:26,610
be something that could be
better.

370
00:15:26,620 --> 00:15:29,130
And on this week's long longer
podcast we spoke about this.

371
00:15:29,140 --> 00:15:31,920
You know, this attitude of,
well, you of course you can sit

372
00:15:31,930 --> 00:15:34,650
there and go everything can
always be better but you just

373
00:15:34,660 --> 00:15:37,690
has to be a cut off point.
And I think demonising teachers

374
00:15:37,700 --> 00:15:41,110
for not using displays in a way
that you do is not a useful

375
00:15:41,120 --> 00:15:42,990
thing to do.
And and even though you can

376
00:15:43,000 --> 00:15:45,990
justify it like you just said
that objectively, you know,

377
00:15:46,000 --> 00:15:48,210
putting some of the work up and
doing it live for the children

378
00:15:48,220 --> 00:15:51,010
and then having something to
refer to is objectively good in

379
00:15:51,020 --> 00:15:54,690
many cases.
Is it worth demonising staff or

380
00:15:54,700 --> 00:15:56,650
getting them down because they
chose not to do that?

381
00:15:56,700 --> 00:15:58,350
I would argue no.
No.

382
00:15:58,360 --> 00:16:00,790
And also just to come in
straight against myself almost

383
00:16:00,800 --> 00:16:02,940
immediately is that you can
still just do those things in

384
00:16:02,950 --> 00:16:05,160
different ways anyway, It
doesn't need to be a display

385
00:16:05,170 --> 00:16:06,390
though.
What I just said about a working

386
00:16:06,400 --> 00:16:08,900
well could just be something
written on my whiteboard because

387
00:16:08,910 --> 00:16:10,340
I'm not using for the rest of
the week.

388
00:16:10,350 --> 00:16:12,190
OK, there it is on there.
It could just be a little sheet

389
00:16:12,200 --> 00:16:14,540
that they get in their book and
it's they stick it in the back

390
00:16:14,580 --> 00:16:16,630
and they refer back to that.
And I maybe I make one of them

391
00:16:16,640 --> 00:16:18,790
every every topic.
Like it doesn't have to be a

392
00:16:18,800 --> 00:16:20,770
display.
I just think there are some

393
00:16:20,780 --> 00:16:22,490
situations where display is like
the easiest.

394
00:16:22,560 --> 00:16:24,640
Option and I probably I probably
could have just used that.

395
00:16:24,650 --> 00:16:26,930
It would take Me 2 minutes to
update that working all over

396
00:16:26,940 --> 00:16:29,280
there and instead I've given
them nothing.

397
00:16:29,350 --> 00:16:30,740
OK, so I've got a question as
well.

398
00:16:31,530 --> 00:16:34,780
This one is really interesting
is what is your worst day of

399
00:16:34,790 --> 00:16:38,680
teaching ever?
And also I guess this person

400
00:16:38,690 --> 00:16:40,040
felt bad.
What's the best day?

401
00:16:41,620 --> 00:16:43,910
Always good to have balance,
Thank you very much.

402
00:16:44,460 --> 00:16:48,030
My worst day of teaching, the
one immediately comes to mind.

403
00:16:48,040 --> 00:16:49,860
I'm sure if I sit there and
think that I might be able to

404
00:16:49,870 --> 00:16:52,290
take a different one.
But one immediately comes to my

405
00:16:52,300 --> 00:16:55,340
mind and it was and and and.
I think people might be nodding

406
00:16:55,350 --> 00:16:56,720
here if they've been in their
class before.

407
00:16:56,730 --> 00:17:01,690
The day we met, I was so scared.
I don't love you.

408
00:17:01,770 --> 00:17:04,180
No.
The worst I've ever had was a

409
00:17:04,220 --> 00:17:06,900
when I was a year four teacher
and I think I was two years into

410
00:17:06,910 --> 00:17:11,569
the job, two or three years into
the job and it was DT day and it

411
00:17:11,579 --> 00:17:17,040
was the worst day ever because
DT design and technology we were

412
00:17:17,050 --> 00:17:20,660
building, it already designed
these lamps.

413
00:17:20,670 --> 00:17:24,680
So we were doing electricity in
science and we, you know,

414
00:17:24,690 --> 00:17:27,950
interwoven some DT for DT day.
And the children had designed

415
00:17:27,960 --> 00:17:31,440
this lamp and all it had to do
was have a switch, a battery and

416
00:17:31,450 --> 00:17:33,990
a light somewhere in it and they
could do whatever they wanted.

417
00:17:34,000 --> 00:17:36,120
And there were some really
amazing ideas from the children.

418
00:17:36,610 --> 00:17:38,780
But the reason it was the worst
they ever is because none of the

419
00:17:38,790 --> 00:17:41,450
batteries worked.
And I had children crying.

420
00:17:41,460 --> 00:17:44,820
They are, you know, half the
class struggled to make, you

421
00:17:44,830 --> 00:17:46,990
know, they have really over the
top of ideas.

422
00:17:47,000 --> 00:17:50,140
Yeah, I'm gonna make a whale and
the blowhole is going to be a

423
00:17:50,150 --> 00:17:51,420
light and it's going to be
awesome.

424
00:17:51,430 --> 00:17:54,580
Like, OK, let's temper temper
our expectations here.

425
00:17:54,590 --> 00:17:56,140
I don't think it's going to
quite work.

426
00:17:56,190 --> 00:17:58,660
So half the class are upset
because it looked rubbish

427
00:17:58,730 --> 00:18:00,160
because their seven-year old
have made it.

428
00:18:00,320 --> 00:18:02,800
Obviously it's not very good.
The other half of the class who

429
00:18:02,810 --> 00:18:06,160
had managed to get what they
wanted to, you know, have a look

430
00:18:06,170 --> 00:18:07,420
at the way they wanted it to
look.

431
00:18:07,490 --> 00:18:09,710
We're also crying because none
of the batteries worked and the

432
00:18:09,720 --> 00:18:11,820
lights weren't weren't turning
on whatsoever.

433
00:18:12,190 --> 00:18:14,900
Half the children didn't finish.
We finished that day, it was the

434
00:18:14,910 --> 00:18:16,410
end of DT day.
We didn't have any more time to

435
00:18:16,420 --> 00:18:17,520
do it.
So they took it all home.

436
00:18:17,590 --> 00:18:20,330
None of it worked.
And I was incredibly stressed

437
00:18:20,340 --> 00:18:22,060
because they had no other adults
in the room.

438
00:18:22,310 --> 00:18:25,580
Children were upset, they'd left
home and I had to tidy up for an

439
00:18:25,590 --> 00:18:28,240
hour and a half after school
knowing that it had been a

440
00:18:28,250 --> 00:18:30,290
complete failure.
So that was.

441
00:18:30,300 --> 00:18:31,810
Stressful.
There's no worse feeling as

442
00:18:31,820 --> 00:18:33,470
though than knowing.
Feeling like you've let the kids

443
00:18:33,480 --> 00:18:35,330
down is is a horrible, horrible
feeling.

444
00:18:35,390 --> 00:18:37,580
I I I know what you mean.
I can't really think of a worse

445
00:18:37,590 --> 00:18:38,860
day.
You know, like I I can't think

446
00:18:38,870 --> 00:18:40,850
of us like one particular day.
I think it will be an

447
00:18:40,860 --> 00:18:42,700
observation day.
I know that they always stress

448
00:18:42,710 --> 00:18:44,830
me out the most.
Like back in the early days of

449
00:18:44,840 --> 00:18:47,530
the career, have you ever
received an observation

450
00:18:47,540 --> 00:18:48,740
feedback?
Do you know the old days when it

451
00:18:48,750 --> 00:18:51,210
was graded?
Yeah, very rare now.

452
00:18:51,220 --> 00:18:53,870
But when it was graded back in
the old days where you were

453
00:18:53,880 --> 00:18:56,550
graded as either requires
improvement or bad, have you

454
00:18:56,560 --> 00:19:00,680
ever had that?
No, luckily I've had I.

455
00:19:00,730 --> 00:19:03,120
But equally on the other flip
side, I never really got any

456
00:19:03,130 --> 00:19:05,380
that were like outstanding.
I was always just kind of

457
00:19:05,390 --> 00:19:08,850
mildly, which annoyed me because
I put so much work into it and

458
00:19:08,860 --> 00:19:12,220
I'm really trying to get that
top grade and I never did and it

459
00:19:12,230 --> 00:19:14,240
was just annoying.
Do you think that was kind of

460
00:19:14,250 --> 00:19:18,770
going off piece here?
But do you think that that is a

461
00:19:18,780 --> 00:19:21,390
good or a bad thing, that you
put so much effort into those

462
00:19:21,400 --> 00:19:23,550
observations?
I think it's a good thing.

463
00:19:23,640 --> 00:19:26,830
I know it sounds mad because I
often say like how stressful it

464
00:19:26,840 --> 00:19:30,150
is and we shouldn't be, but.
It did.

465
00:19:30,240 --> 00:19:32,950
When I used to write down my
lesson plans like every day for

466
00:19:32,960 --> 00:19:35,200
all my lessons, like that first
year of teaching, I used to do

467
00:19:35,210 --> 00:19:38,160
that.
And I'd probably write down my

468
00:19:38,170 --> 00:19:41,050
observation plans like really,
really detailed, like every

469
00:19:41,060 --> 00:19:42,990
every bit of thinking that went
into that lesson.

470
00:19:43,320 --> 00:19:45,260
It did kind of just make a lot
of those things become

471
00:19:45,270 --> 00:19:49,070
automatic, which I am quite
grateful for looking back on.

472
00:19:49,140 --> 00:19:50,750
But I don't know if that was
necessary.

473
00:19:50,760 --> 00:19:54,840
I think I attribute some of my
skills to that time.

474
00:19:55,840 --> 00:19:57,150
So I don't know.
OK.

475
00:19:57,160 --> 00:20:00,850
So yeah, it's interesting.
I'd say there's only thing I'd

476
00:20:00,860 --> 00:20:02,590
say to that is, is probably a
difference there between

477
00:20:02,600 --> 00:20:04,290
experienced staff and newer
staff.

478
00:20:04,300 --> 00:20:07,020
I don't, I'm not sure that
experienced staff needs to have

479
00:20:07,030 --> 00:20:08,750
that pressure on them when it
comes to observations.

480
00:20:08,760 --> 00:20:12,830
I think observations in general
need to just be, you know, a

481
00:20:12,840 --> 00:20:14,930
professional conversation,
rather than almost like an

482
00:20:14,940 --> 00:20:17,510
interview process with people
you've already hired that you're

483
00:20:17,520 --> 00:20:19,970
making feel bad.
Yeah, funny, because I'd say the

484
00:20:19,980 --> 00:20:22,350
actual, the point of the
observation didn't really help

485
00:20:22,360 --> 00:20:24,980
me at all.
But because it made me write

486
00:20:24,990 --> 00:20:27,630
down all my lesson, all my
ideas, I'm gonna teach this

487
00:20:27,640 --> 00:20:28,860
lesson.
I think that made me a better

488
00:20:28,870 --> 00:20:31,190
teacher at that part of it, That
process, which you didn't need

489
00:20:31,200 --> 00:20:32,190
to do.
I just did that because I

490
00:20:32,200 --> 00:20:34,500
thought it was the right thing
to do, the feedback and the

491
00:20:34,510 --> 00:20:36,210
doing the lesson, and I don't
really get anything from any of

492
00:20:36,220 --> 00:20:39,850
them.
So I guess the flip I'm gonna

493
00:20:39,860 --> 00:20:41,610
fit the question back to you for
the second part then.

494
00:20:41,820 --> 00:20:43,250
OK.
Do you have a best day?

495
00:20:44,660 --> 00:20:47,070
The best day.
Do you know what I don't know if

496
00:20:47,080 --> 00:20:48,920
it is the best day, but it's the
first one that came to my mind.

497
00:20:48,930 --> 00:20:51,980
OK And it was it sounds, it
sounds awful the way going to

498
00:20:51,990 --> 00:20:53,250
pitch this.
It was during COVID.

499
00:20:53,300 --> 00:20:55,150
I know that sounds terrible
because obviously it was a bad

500
00:20:55,160 --> 00:20:57,050
time.
But I did have one of my most

501
00:20:57,060 --> 00:21:00,000
enjoyable days at school and you
might there's two.

502
00:21:00,010 --> 00:21:01,820
And I'm not going to mention the
one that you might be thinking

503
00:21:01,830 --> 00:21:03,860
of because we've mentioned it
before on the podcast about the

504
00:21:03,870 --> 00:21:08,210
PPE day we had.
But it was it was a snow day and

505
00:21:08,600 --> 00:21:11,450
which we don't get that often
really like they are quite a

506
00:21:11,460 --> 00:21:14,390
privilege and we just went
outside at lunchtime.

507
00:21:14,710 --> 00:21:16,690
There must have been like 20
kids in.

508
00:21:16,700 --> 00:21:19,950
It was a key worker kids day and
a couple of staff go in.

509
00:21:19,960 --> 00:21:22,710
I was one of the staff for that
day and we went outside and we

510
00:21:22,720 --> 00:21:25,750
were making snow angels and we
had a little snow fight and it

511
00:21:25,760 --> 00:21:30,030
was just that it was pure joy,
like everyone was so happy and I

512
00:21:30,040 --> 00:21:32,150
just, I just really loved that
moment of just looking around

513
00:21:32,160 --> 00:21:34,480
and being like everyone is.
So we're in a really miserable

514
00:21:34,490 --> 00:21:35,950
time right now.
Everyone is feeling anxious this

515
00:21:35,960 --> 00:21:39,860
morning, but right now we're
having the best time and that, I

516
00:21:39,870 --> 00:21:41,620
don't know.
That's just a nice memory that

517
00:21:41,630 --> 00:21:43,960
stuck with me.
Yeah, I would say anytime I

518
00:21:43,970 --> 00:21:46,450
think of a best day, I'm not
thinking of a really good maths

519
00:21:46,460 --> 00:21:48,340
lesson.
I'm thinking of a day where

520
00:21:48,350 --> 00:21:51,720
children were extremely happy
and that could be trips that

521
00:21:51,730 --> 00:21:54,540
could be individual moments
where you've helped to child out

522
00:21:54,550 --> 00:21:56,940
personally.
Like those days where you feel

523
00:21:56,950 --> 00:21:59,170
you had a breakthrough of the
child, like they were really

524
00:21:59,180 --> 00:22:01,240
struggling about something and
they overcame it or you know,

525
00:22:01,250 --> 00:22:02,900
they were anxious and you helped
them.

526
00:22:03,000 --> 00:22:06,400
The best days as a teacher are
always when there's something

527
00:22:06,410 --> 00:22:09,380
personal with with the children
and they they they feel good

528
00:22:09,390 --> 00:22:11,920
about themselves.
And I think that's what keeps us

529
00:22:11,930 --> 00:22:14,470
coming back to this profession.
I think that's what's stopping a

530
00:22:14,480 --> 00:22:17,310
lot of people from jumping ship
and and leaving because a lot of

531
00:22:17,320 --> 00:22:20,290
people are leaving but the only
reason a lot more aren't is that

532
00:22:20,300 --> 00:22:23,460
kind of, you know that joy when
you managed to just spark

533
00:22:23,470 --> 00:22:26,170
something in the children that
they're the best days for me for

534
00:22:26,180 --> 00:22:29,290
sure.
So madness if we if we did the

535
00:22:29,300 --> 00:22:32,280
whole one, you know if I went
one times multiplier to another

536
00:22:32,290 --> 00:22:34,690
job I see I thought I'd miss.
I think that might be the thing

537
00:22:34,700 --> 00:22:35,740
that makes me regret that
choice.

538
00:22:35,750 --> 00:22:38,920
If I did take a job for the same
pay that's not teaching and be

539
00:22:38,930 --> 00:22:41,330
like ohh, I do really actually
miss those experiences with the

540
00:22:41,340 --> 00:22:43,700
kids.
Yeah, because you will struggle

541
00:22:43,710 --> 00:22:45,740
to get down and off.
If you're doing a job where you

542
00:22:45,750 --> 00:22:48,860
are just ticking boxes and doing
admin and stuff like that, you

543
00:22:48,870 --> 00:22:50,750
would just, you wouldn't, you
wouldn't get that.

544
00:22:50,790 --> 00:22:52,350
All right then.
So we're going to call it a day.

545
00:22:52,360 --> 00:22:54,720
We want this to be a short one
and they're like we're talking

546
00:22:54,730 --> 00:22:56,980
for another hour and suddenly a
bite size will become an hour

547
00:22:56,990 --> 00:22:59,340
and the real ones become too.
I know we'll like we'll use up

548
00:22:59,350 --> 00:23:01,450
all our ideas with we think of
stuff and we're like, yeah,

549
00:23:01,460 --> 00:23:03,320
these are good.
We do all the ideas in one, and

550
00:23:03,330 --> 00:23:04,850
then next episode we're like,
oh, we kind of did.

551
00:23:04,860 --> 00:23:07,070
Everything, let's call it there
shall.

552
00:23:07,080 --> 00:23:10,130
We OK, guys, let us know please,
what you think about this short

553
00:23:10,140 --> 00:23:11,850
form content.
It won't always be a Q&A.

554
00:23:11,860 --> 00:23:13,990
It might be something you want
to talk about just very, very

555
00:23:14,000 --> 00:23:14,960
briefly.
You might have forgotten

556
00:23:14,970 --> 00:23:16,250
something from the long form
one.

557
00:23:16,300 --> 00:23:17,670
Do you prefer it?
Do you like it?

558
00:23:17,680 --> 00:23:19,930
How do you listen?
Get in touch all the usual ways.

559
00:23:19,940 --> 00:23:22,990
Find us on Instagram is the best
way at Techsoup repeat podcast.

560
00:23:23,040 --> 00:23:25,320
Thank you for listening.
And Hayden, any parting words

561
00:23:25,330 --> 00:23:27,480
before we go?
My parting words are Have a

562
00:23:27,490 --> 00:23:29,440
great day, Goodbye.
Bye.