Ep 31: What Is The Point Of Marking?

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Right here and we've not done.
We're not an introduction like

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you know a little skits we used
to do.

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Yeah.
We've not done in about, I don't

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know, like like literally 12
episodes.

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I really like doing them.
We should do them.

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We should do them.
Like make like maybe this will

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end up being one.
I don't know.

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But, but this is one thing they
just asked him in a while.

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Yeah, don't ask him to do much.
We're not an actual sponsor on

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the podcast.
Yeah or anything like that.

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But it does help when they give
us a 5 star review and follow

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us.
Are we gonna go there?

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Yep.
Yeah, it's a touchy subject, but

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touchy subject.
Listen, listen.

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Someone is unhinged enough to
listen to a podcast.

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And actually, I can't.
Actually not It happened.

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Yeah, we we talked about an
Apple podcast.

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Hmm, it happened on Spotify, now
with 4.9.

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I don't know what to say 4 point
4.9.

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What troll?
What troll thinks?

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I mean, it can't be a real.
Real, but we are not a five star

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review what we know.
And I'll tell you right now, we

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did the maths, we sat there and
we did the maths and we found

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out that it was a one star
review because Spotify does not

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show, we think is, we think it's
because it would be.

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Did the maths, didn't notice it
and then immediately think who

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did that?
Listen, It's obviously the same

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person.
It was one star.

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Same classic person.
It's weird because we did do a

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little Moan Never week as well.
We.

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Did so we always seem to moan.
It's weird about SLT, yeah.

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And then, weirdly, yeah, that
episode is rubbish.

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He's got one star podcast is.
It is it.

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I don't know.
Well, you've listened this far

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into this introduction, which we
have done.

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Off the cuff to try and beg of
you guys.

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It helps us so much.
Peace gives our review.

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Please give us a follow and
please actually know what they

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can do.
What's that?

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She had a podcast.
That's the number one thing.

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If you enjoyed the podcast,
share it with someone else.

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And I thought we just we just
stick that as a little intro.

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We moved away from me for a
reason.

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I mean at the back of me for not
speaking to the microphone.

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So if I look at you, I need to
be still facing this microphone

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right?
Too long Introduction.

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Give us a 5 star review, follow
us wherever you get your

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podcasts and share with a friend
and we get into.

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The episode?
Yeah, do it.

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Hello, and welcome back to
another episode of Teachers we

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put.
My name is Dylan.

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And my name is Hayden, and I
don't think any of those

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syllables actually work
together.

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Just spoke then.
Sorry, it's quick.

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I don't know what you said.
Is anyone listening right now in

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anything other than one time?
When you listen, when you listen

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to stuff, do you whack up the
speed?

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Because I'm saying I'm
impatient, I whack up the.

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Speed.
I have started to yeah since we

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were introduced to those loom
videos you sent where you can

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just put the speed in like 1.5.
Great about Loom.

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It tells you what the new length
of the video.

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Yeah and it's like ohh how far
can I go before I no longer

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understand what's happening.
Yeah, so I I am fully trained

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now at 1.5.
I can do 1.5 easy.

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Well, when we listen back
through this podcast, when we're

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editing it, we do generally
listen at two time speeds, but

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sometimes we realise we've zoned
out, have to go back and hang

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on.
We didn't actually.

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That's what we really rely on.
Mess ups like us being really

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obvious because there'll be
something kept.

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I think we've got this far
without leaving anything in that

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will get US1.
Day sack or something.

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But yeah, the sockets of
football.

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Sack, sack, man.
Anyway, hello guys, welcome

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back.
Yeah, I mean that.

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That's a good time then.
But yeah, listen to podcasting

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1.2.
It means you get to not only

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give us the plays, but you get
done more quickly so.

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This is a sure what are you
doing watching this.

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They are listening anyway.
Hayden.

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Hello.
Yeah.

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Hello mate.
How's it been?

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Yeah, OK, cool.
Yeah, yeah.

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I've got a couple of little
things.

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OK, cool.
It's been quite an event.

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Four weeks since we last
recorded.

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I've been away on a three day
stag do.

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Surprised.
I know you have.

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Yeah.
Ohh where I went.

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Where did you go?
And pretend you don't know that

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I went to Liverpool.
You Liverpool.

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I did go to Liverpool.
Wow.

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What made?
Why did they, Why did they

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choose for us a long way for
anyone listening, we live about

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300 miles away from them before,
so you know, obviously the stack

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has connections with Liverpool
has family up there.

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So no, no, no.
I don't actually know why.

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I don't actually know why.
I think you just wanted to go

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there.
Never been to Liverpool?

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Why not drag everyone up 300
miles?

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Tell you what though, have you
been there?

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Ohh be joking.
No, you know, I was.

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I lived about 10 miles away from
Liverpool for the first eight

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years.
Of mine is 10 miles away from

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Liverpool.
Liverpool.

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You think I'm not?
I don't know.

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I went to Liverpool like the end
of last year.

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Ohh.
Yeah.

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I forgot about that.
Anyway, yeah, it's cool.

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I I really liked it.
It's very modern.

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It's like really it basically
for me as someone who's like

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afraid of London because it's
just like opposite to where we

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live.
It was like the version of

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London that I wish existed.
It looked really cool, had the

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big architecture, had all the
cool big buildings and loads of

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stuff to do, but was nowhere
near as busy and like compact.

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There's a lot more open, which I
really liked.

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Yeah, yeah, yeah.
Very cool at the end.

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Of it, Yeah.
That's the end of that.

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OK, cool.
Don't give us any, you know,

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like you know really cool Stag.
Do you know stories or does what

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happened in Liverpool?
Statement on The Beatles tour,

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obviously.
How old was the stag?

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Can we just like ohh yeah.
So this was so my girlfriend's

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dad is the stag and he's in his
50s and most of the men that we

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went with her in the 50s was 25
year gap.

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Yeah, yeah, yeah.
I was the old one out, although

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we did make the joke that I
still managed to go bald quicker

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than all of them. 25 years on
me.

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Anyone watching the groups like
yes, but right.

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Hello.
Yeah, So yeah, age difference

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was quite funny.
But it's, I've got to that point

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now.
A life where it didn't really

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feel that weird.
If I think if I was maybe like

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2223 and the board, yeah, still
balls, still bold and they were

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50 odd, I think I would have
been like, I'm completely

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different from that.
But you know, well funny enough

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we were actually in London last
week and I must say guys, but

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you live in this city that I'm
sorry but it is not for me.

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Yeah it is not for me.
Like I'm so overly stimulated,

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just like existing in that
place, like turn around the

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corner there, there's 7000
people down there outside and

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like pubs are like packed, but
then there's like A2 metre

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radius around all the pubs of
more people with pints just

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drink ohh.
I'm sorry, but the tube, right?

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I don't mind the tube, it's
fine, but.

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It's so common that it has that
horrendous screeching noise that

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I and you look around everyone
just like, yeah, totally

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chilled.
And it's like the worst possible

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noise that could exist.
Us thinking that we're literally

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about to implode, Yeah.
Why is it horrendous like to

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London has just been like that,
yeah.

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Yeah, it's just that, well,
yeah, it's just, it's just the

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year switching between Victoria
Line and Bakerloo Street.

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So it's just the Old Street,
these bloody tourists, they

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think we're gonna crash.
So that is just horrible.

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I don't understand how people
can just get on that all the

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time.
You have the heat.

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Honestly, if you live in London,
fair play to you.

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But it's not for me.
Stop it.

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Stop.
Stop it.

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Could you all move on?
It's all sort that out, please.

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Anyway, well, because we have to
be teaching.

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So, yeah, in in school, a couple
of things.

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One thing that I think you'll
find quite funny.

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First one, just a funny story.
A child came into my classroom

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today from my class at
lunchtime.

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I shouldn't really be coming in,
but I was just sort of looking

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at anything.
You do go into his bag doing

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something.
He's a good kid.

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And I said, you know, he turned
around just as he was about to

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go back out with his hat on.
Yeah, yeah, yeah.

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You did so well.
Which has been dissecting before

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I go to secondary school.
And I was like, what are you

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talking about?
He was like, well, let's just

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say the head of the bee is now
in my bag.

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Bye.
It was right outside.

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He just, he came in to put the
head of me in his bag and I left

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it and I thought, yeah, fair
enough.

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His parents will enjoy that done
that.

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You've lost him, but he's told.
You.

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Yeah, Yeah.
He was quite happy.

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He was quite proud.
I I will tell you exactly why

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I've got B story from this.
What's your best?

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And I think it is linked or not
because earlier in the week some

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playground duty and this child
just came up to me and goes.

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Excuse me, sorry, could could we
please have some water and

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sugar?
No, I know exactly what this is

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for you.
But why?

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Why?
Why?

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You know, I said why?
Why what?

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What's going on?
Well, there's a bee.

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It needs some help.
These guys, like 5 kids stood

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around this thing on the floor,
right?

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They put leaves on top of the
bin, obviously.

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Yeah, otherwise it would.
Be it doesn't have a head, but

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it needs some water.
They took it off deadbeat.

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It was dead.
And I was like, oh, I don't

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know, chickens gonna help
because EAD, it's bad.

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And I just couldn't say it,
though I couldn't say that I was

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like, ohh, I don't, I'm not
sure.

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Like having a look.
And then, yeah, I was like, umm,

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has he moved?
No crying already.

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Surprise, he's he's not moved.
He's not moved in a while.

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00:09:08,450 --> 00:09:10,310
Ohh.
He is lying on his back with

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legs, yeah.
Bees don't normally do that.

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It could be hibernating.
Umm, always legs up.

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Dead, dead.
I was like, ohh, I think maybe

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we'll just leave him to it
shall.

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00:09:23,090 --> 00:09:25,750
We Let's see, should we see,
kids, let's see if the dead bees

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are alive.
I mean, the bees alive.

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Yeah.
So like they, you know, same.

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Same it might be, they might
have no, you know, kids are like

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they would have stashed it away.
And then then then that boy in

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00:09:37,940 --> 00:09:41,020
my class then was like, ohh,
wellow, what's?

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00:09:41,790 --> 00:09:44,550
Mr. Price deadbeat because my
scalpel.

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00:09:44,560 --> 00:09:46,630
I was wondering what bees head
looks like.

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Also what's up he's head is it
not?

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I know.
That's what I thought.

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I don't know.
And how have they dissected it?

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00:09:56,260 --> 00:10:00,840
I didn't think about that.
It's tiny teeth, at what point

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does it stop being the bees
head?

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So just.
Both.

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00:10:03,950 --> 00:10:06,500
Ohh, I don't know.
I kind of wish I'd asked to see

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it.
It's one of those moments I just

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couldn't be bothered.
I was like, OK.

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That you had in your back.
That's fine.

229
00:10:14,280 --> 00:10:17,650
Moments in the teacher.
You're like, ohh that I need to

230
00:10:17,660 --> 00:10:19,530
weigh up here whether it's worth
my effort.

231
00:10:20,170 --> 00:10:21,970
Yeah, exactly.
Just exactly.

232
00:10:22,880 --> 00:10:26,380
Eat my lunch or deal with this.
Lunch.

233
00:10:27,910 --> 00:10:29,730
Ohh.
Anyway, so that was that.

234
00:10:29,780 --> 00:10:31,470
Another quick story.
I think you like this one.

235
00:10:31,480 --> 00:10:36,430
OK, so in in my maths class I
haven't had a story about my

236
00:10:36,440 --> 00:10:37,950
mate.
I know I haven't done anything.

237
00:10:38,500 --> 00:10:41,410
I haven't had blown up mass or
anything that made this year.

238
00:10:41,880 --> 00:10:45,370
However, I have been a very,
very passionate maths teacher.

239
00:10:45,540 --> 00:10:48,930
I have had moments where I've
sort of gone off script for a

240
00:10:48,940 --> 00:10:51,310
minute because, you know, just
because it's like there's

241
00:10:51,320 --> 00:10:53,730
something related and I'm like,
oh, I kind of want the kids to

242
00:10:53,740 --> 00:10:56,270
know this.
And we were looking at the good

243
00:10:56,280 --> 00:10:58,270
old doubling factors and halving
factors.

244
00:10:58,350 --> 00:11:00,060
Now that doesn't change the
answer because we were trying to

245
00:11:00,070 --> 00:11:03,110
find factor pairs of numbers and
I just went off on it for ages,

246
00:11:03,120 --> 00:11:04,890
right?
So for anyone who doesn't know

247
00:11:04,900 --> 00:11:07,930
what we're talking about, it's
the idea that factors numbers

248
00:11:07,940 --> 00:11:12,810
you multiply together.
So if you have like 16 * 25,

249
00:11:13,040 --> 00:11:16,510
that's the same as eight.
If you're half the 16, double

250
00:11:16,520 --> 00:11:19,100
the 25.
Eight times. 58 * 50 is way

251
00:11:19,110 --> 00:11:21,480
easier to do than 16 times.
So it's like it's like

252
00:11:21,490 --> 00:11:22,390
efficiency.
Strategy.

253
00:11:22,400 --> 00:11:24,610
Yeah, exactly that.
So the kids would know, I'd say

254
00:11:24,620 --> 00:11:27,470
to them, I'd give them something
like 16 * 25 and I say solve

255
00:11:27,480 --> 00:11:28,790
that.
They go pick up, pick up.

256
00:11:28,860 --> 00:11:30,940
Depends on over in your head you
got 5 seconds.

257
00:11:30,950 --> 00:11:33,110
If you go like what?
What would you mean that's why

258
00:11:33,120 --> 00:11:34,950
they use that to then show them
and they cut.

259
00:11:34,960 --> 00:11:37,570
They were like, oh, it's like
one of your YouTube videos

260
00:11:37,690 --> 00:11:40,860
learning because we do like
educational stuff on YouTube.

261
00:11:40,910 --> 00:11:44,760
And now, since then, they've
coined it as It's Mr Stephens

262
00:11:44,770 --> 00:11:47,370
Mini YouTube.
Mini YouTube Time.

263
00:11:47,870 --> 00:11:50,350
And they're like, cool, can we
have more mini YouTube times?

264
00:11:50,360 --> 00:11:54,240
Way to hook them?
Because it wasn't really like it

265
00:11:54,250 --> 00:11:56,240
was just a separate thing.
It didn't really lend itself to

266
00:11:56,250 --> 00:11:59,590
a whole lesson, but it was a
kind of cool maths thing, like a

267
00:11:59,600 --> 00:12:01,280
segment to like our podcast or.
Something.

268
00:12:01,290 --> 00:12:04,430
Yeah, exactly.
That it's bitty YouTube time,

269
00:12:05,950 --> 00:12:08,080
No.
Time.

270
00:12:08,310 --> 00:12:10,380
Yeah.
So now we've got a thing, And

271
00:12:10,390 --> 00:12:12,200
one of the kids today, 'cause I
didn't do it, I just did a

272
00:12:12,210 --> 00:12:14,850
normal lesson and they're like,
are we gonna have many YouTube

273
00:12:14,860 --> 00:12:17,540
time today?
And I was like so many YouTube

274
00:12:17,550 --> 00:12:19,800
times, simply you say something
you've done in the YouTube video

275
00:12:19,810 --> 00:12:21,330
or?
Do you know it was the way I was

276
00:12:21,340 --> 00:12:23,180
presenting it?
I was doing quite and quite like

277
00:12:23,190 --> 00:12:25,980
a like a bit of anyway, I was
like over really over the top.

278
00:12:25,990 --> 00:12:28,280
And one of them was like, it's
like if you feel like I was

279
00:12:28,290 --> 00:12:30,610
presenting a video, yeah,
because all the other time you

280
00:12:30,620 --> 00:12:36,070
start going 4 + 4, do it Mini
YouTube, yeah, after you've done

281
00:12:36,080 --> 00:12:39,940
your maths.
Alright, yeah, so I thought that

282
00:12:39,950 --> 00:12:41,640
was quite sweet because I know
that's the kind of thing you

283
00:12:41,650 --> 00:12:43,930
probably do as well.
Yeah, no, definitely,

284
00:12:43,940 --> 00:12:45,420
definitely.
Think anything about in your

285
00:12:45,430 --> 00:12:48,420
week that you haven't mentioned.
Ohh, I'd have mentioned moving

286
00:12:48,430 --> 00:12:51,300
house in time time.
I don't know what I mentioned.

287
00:12:52,030 --> 00:12:53,780
That's great.
But I do have Internet now.

288
00:12:53,790 --> 00:12:56,200
So this is the first time we've
done the podcast where we had

289
00:12:56,210 --> 00:12:57,880
the choice whether to do it face
to face or not.

290
00:12:57,890 --> 00:13:00,060
And overwhelmingly people keep
choosing face to face.

291
00:13:00,070 --> 00:13:01,880
Yeah, I prefer face to face.
Yeah.

292
00:13:02,090 --> 00:13:04,400
So we're gonna carry on doing
like this, and eventually we'll

293
00:13:04,410 --> 00:13:06,720
have a actual little space I.
Hope, yeah.

294
00:13:06,870 --> 00:13:09,770
What the plan is, you guys, But
we would like to do something.

295
00:13:09,780 --> 00:13:11,970
If you guys keep listening and
it's, you know, it carries on

296
00:13:11,980 --> 00:13:13,990
being popular, then that is
something we'll do.

297
00:13:14,030 --> 00:13:17,040
Yeah, because we enjoy it.
But if we put the effort into do

298
00:13:17,050 --> 00:13:18,890
something like that, then you
guys want to listen to it.

299
00:13:18,900 --> 00:13:20,950
Absolutely brilliant.
A couple of things that just

300
00:13:20,960 --> 00:13:23,490
made me laugh and don't go too
deep into politics, but.

301
00:13:23,500 --> 00:13:25,190
Here he goes.
How long do they last?

302
00:13:25,350 --> 00:13:27,270
15 minutes?
15 minutes.

303
00:13:28,770 --> 00:13:30,770
I'm going to mention it because
it really made me laugh.

304
00:13:30,810 --> 00:13:32,540
Gillian Keegan again.
Anyone doesn't know the

305
00:13:32,550 --> 00:13:35,230
education secretary in charge of
education in the country.

306
00:13:35,300 --> 00:13:38,050
Yeah, was talking about the
whole rack thing, you know, the

307
00:13:38,060 --> 00:13:40,020
concrete stuff, which was a
couple weeks ago and how how

308
00:13:40,030 --> 00:13:42,570
we're reacting to it and the
fact that a lot of children have

309
00:13:42,580 --> 00:13:44,490
to be in like temporary
accommodation have basically up

310
00:13:44,500 --> 00:13:47,050
there the Porter cabins
essentials, of course.

311
00:13:47,060 --> 00:13:48,680
So she was talking about it,
talking about it, and she

312
00:13:48,690 --> 00:13:51,190
decided to say this thing, which
she thought was some kind of

313
00:13:51,200 --> 00:13:53,140
really cool win.
And it was like you could see

314
00:13:53,150 --> 00:13:55,700
the way she was saying it.
And actually she said this.

315
00:13:55,710 --> 00:13:58,820
She goes, and you know what, I
was actually in a school

316
00:13:58,830 --> 00:14:01,530
recently talking to some
children and they were in their

317
00:14:01,540 --> 00:14:03,870
Porta cabin and they said they
actually prefer the Portacabin

318
00:14:03,880 --> 00:14:08,800
to their regular classrooms.
And I was like, hmm, she was

319
00:14:08,810 --> 00:14:11,360
like, as if to say so clearly
the ports, cabins are great.

320
00:14:11,370 --> 00:14:15,820
I was like, oh, oh, or could it
be ohh, could it maybe be that

321
00:14:15,830 --> 00:14:17,420
they, the classrooms are
terrible.

322
00:14:17,570 --> 00:14:19,840
Yeah.
She, she listens to you pray the

323
00:14:19,850 --> 00:14:21,940
port comes to the classrooms.
I'll tell that to the House of

324
00:14:21,950 --> 00:14:23,860
Parliament.
That's something I want to post

325
00:14:23,870 --> 00:14:25,650
about as the education
secretary.

326
00:14:25,950 --> 00:14:28,010
The thing we actually plan for
them and built for them.

327
00:14:28,020 --> 00:14:28,810
Yeah.
Portacabin.

328
00:14:28,820 --> 00:14:32,020
Much better we do.
We do, Madame, because the

329
00:14:32,030 --> 00:14:34,500
Porter cabins have bruises on
them that don't leak.

330
00:14:35,360 --> 00:14:40,190
Ohh well ohh so that that made
me laugh because she she she

331
00:14:40,200 --> 00:14:42,710
said it in such a smarmy way.
And I'll have you know they

332
00:14:42,720 --> 00:14:47,770
prefer the awful bit like
alright anyway sounds good.

333
00:14:47,780 --> 00:14:51,190
And the other thing Martha
related I suppose the teacher,

334
00:14:51,380 --> 00:14:54,630
is they've set up another
workload task force for

335
00:14:54,640 --> 00:14:56,520
teachers.
It's got a whole bunch of people

336
00:14:56,530 --> 00:14:58,550
in their SLT, teachers, blah,
blah, blah.

337
00:14:59,240 --> 00:15:01,770
Again, set up by the government
to investigate workload.

338
00:15:01,820 --> 00:15:04,410
Don't investigate it.
I'll tell listen to listen to

339
00:15:04,420 --> 00:15:06,590
the podcast about whether don't
investigate it.

340
00:15:06,660 --> 00:15:10,290
There's no mystery here There's
no there's no delving to do.

341
00:15:10,440 --> 00:15:14,770
Ohh what is the problem of
teaching about Could it be

342
00:15:14,860 --> 00:15:17,580
literally everything we've ever
mentioned before Maybe we could

343
00:15:17,590 --> 00:15:19,810
start with that.
I don't spend money on

344
00:15:19,820 --> 00:15:22,530
investigation.
Yeah, let's just actually sort

345
00:15:22,540 --> 00:15:24,920
something out.
I saw someone I wonder what you

346
00:15:24,930 --> 00:15:27,480
think about this.
Said that they think we should

347
00:15:27,490 --> 00:15:30,110
stop thinking about workload in
terms of things.

348
00:15:30,120 --> 00:15:32,630
Teachers of today, yeah.
And start thinking about

349
00:15:32,640 --> 00:15:38,580
workload as an attitude and A
and a environment and a our

350
00:15:38,590 --> 00:15:41,100
attitude towards what we're
expected to do.

351
00:15:41,210 --> 00:15:43,240
Right.
And I was like at first I was

352
00:15:43,250 --> 00:15:45,460
like, well, it is just stuff
we've gotta do though, isn't it?

353
00:15:45,510 --> 00:15:48,640
But they they meant like we have
to fundamentally from the from

354
00:15:48,650 --> 00:15:52,400
the top down change our
attitudes towards this job.

355
00:15:52,450 --> 00:15:55,380
And the point was like, because
at the minute the job is simply

356
00:15:55,390 --> 00:15:58,460
and we've experienced this, oh,
this needs doing.

357
00:16:00,450 --> 00:16:01,540
That's the end of the
conversation.

358
00:16:01,550 --> 00:16:05,030
Yeah, Ohh.
This needs to do ohh cause I've

359
00:16:05,040 --> 00:16:08,850
already got a job and that's
teaching like that's that's

360
00:16:08,860 --> 00:16:10,670
doing my planning and my
teaching on my marking.

361
00:16:10,720 --> 00:16:12,630
Yeah.
And we'll talk about marking and

362
00:16:12,670 --> 00:16:13,970
it's Ohh.
Yeah, but you gotta do this

363
00:16:13,980 --> 00:16:15,230
thing.
Have I?

364
00:16:15,340 --> 00:16:20,450
OK.
When Ohh OK done.

365
00:16:20,620 --> 00:16:22,500
How many times did that happen
when someone like literally

366
00:16:22,510 --> 00:16:24,490
introduced something like yeah,
yeah, we're gonna start doing

367
00:16:24,500 --> 00:16:26,410
this.
I know it's tough.

368
00:16:26,420 --> 00:16:30,570
I know it's tricky.
But, but, but but can't do it.

369
00:16:30,580 --> 00:16:32,680
Please.
Yeah, it just.

370
00:16:32,840 --> 00:16:35,280
It winds me out.
I don't have any faith at all in

371
00:16:35,290 --> 00:16:35,980
there.
Yeah.

372
00:16:35,990 --> 00:16:37,610
Task Force.
I used to, I used to be a bit

373
00:16:37,620 --> 00:16:40,580
more susceptible to just be
like, yeah, OK, you know what?

374
00:16:40,640 --> 00:16:42,690
We're driving standards up and
that's part of our job.

375
00:16:42,700 --> 00:16:45,050
We are doing the best thing all
the time.

376
00:16:45,060 --> 00:16:48,210
I get it right?
Speaking to, speaking to one of

377
00:16:48,220 --> 00:16:49,940
the guys on the stag do, yeah,
on the train.

378
00:16:49,950 --> 00:16:52,380
It was a really nice
conversation and I was just, you

379
00:16:52,390 --> 00:16:55,350
know, expressing some of my
feelings and and he, as someone

380
00:16:55,360 --> 00:16:57,330
who's not in the teaching world,
was also expressing some of his

381
00:16:57,340 --> 00:16:59,660
opinions as well, just as an
onlooker.

382
00:16:59,740 --> 00:17:01,580
That's good though, to hear.
Yeah, it was.

383
00:17:01,590 --> 00:17:04,200
It was really interesting.
And he's kind of like feedback

384
00:17:04,210 --> 00:17:06,609
as someone who's really
interested in politics and all

385
00:17:06,619 --> 00:17:09,220
that sort of stuff was he was
like, we need to sort the system

386
00:17:09,230 --> 00:17:12,099
out.
He was in, in his opinion, like

387
00:17:12,270 --> 00:17:15,700
the strikes and were not strikes
actually, but the pay.

388
00:17:15,829 --> 00:17:17,359
The pay thing.
He was like, that's just a.

389
00:17:17,430 --> 00:17:18,690
Pasta.
Yeah, I agree.

390
00:17:18,940 --> 00:17:21,480
He was like because it doesn't
really fix anything, You'll just

391
00:17:21,490 --> 00:17:23,500
be paid a bit more and everyone
will still be unhappy and wanna

392
00:17:23,510 --> 00:17:27,440
be paid more next time.
And from my perspective, I made

393
00:17:27,450 --> 00:17:29,880
the point of saying I used to be
more up for.

394
00:17:30,690 --> 00:17:33,730
Doing like loads of extra in my
own time as like goodwill,

395
00:17:33,740 --> 00:17:36,390
because I felt like almost, I
don't know, Pride is not pride,

396
00:17:36,400 --> 00:17:38,030
it's, I don't know something I
felt something.

397
00:17:38,040 --> 00:17:40,020
I was like, yeah, I should,
yeah.

398
00:17:40,070 --> 00:17:42,980
And then and then I got up.
And then every single year.

399
00:17:44,070 --> 00:17:46,930
What I got as a reward from,
from our from our government,

400
00:17:46,940 --> 00:17:49,270
from our country was a pay cut.
Yeah.

401
00:17:49,330 --> 00:17:51,270
And I just and eventually it
just it's just like actually,

402
00:17:51,280 --> 00:17:53,630
you know what?
No, Yeah, like if seriously.

403
00:17:53,640 --> 00:17:56,290
Like, you really like what I've
slapped around the face.

404
00:17:56,300 --> 00:17:59,230
It's like clapping for the NHS.
Yeah, it's like, yeah, we really

405
00:17:59,240 --> 00:18:01,830
need you to do this whilst
taking away money out of our

406
00:18:01,840 --> 00:18:04,420
pockets.
Yeah, OK.

407
00:18:04,430 --> 00:18:06,550
I don't actually care if anyone
thinks teachers are paid too

408
00:18:06,560 --> 00:18:08,020
much or too little.
It's irrelevant.

409
00:18:08,030 --> 00:18:10,600
Yeah, because have a pay cut, A
pay cut.

410
00:18:10,810 --> 00:18:13,960
It has connotations in it.
We could be paid £1,000,000 a

411
00:18:13,970 --> 00:18:15,680
year.
Having it cut to 900 grand a

412
00:18:15,690 --> 00:18:19,700
year would still be essentially
someone saying you're worthless.

413
00:18:19,710 --> 00:18:22,730
We think you're worth less,
actually, than what you were

414
00:18:22,740 --> 00:18:24,100
before.
So we're taking it away.

415
00:18:24,110 --> 00:18:25,680
And that's the way I view it
now.

416
00:18:25,730 --> 00:18:27,760
So I'm more bitter about it.
I'm just like, no.

417
00:18:27,810 --> 00:18:28,640
Why?
Why?

418
00:18:28,690 --> 00:18:33,110
Why would in line with pay cut
we do more stuff?

419
00:18:33,740 --> 00:18:35,040
What backwards reasoning is
that?

420
00:18:35,050 --> 00:18:37,290
Well, you've been quite
passionate, haven't you, About,

421
00:18:37,300 --> 00:18:38,650
like, the whole point of
striking?

422
00:18:38,660 --> 00:18:40,170
Yes, like.
That workload.

423
00:18:40,180 --> 00:18:42,810
And it's just like, are we just
going to say it again for anyone

424
00:18:42,820 --> 00:18:45,110
listening?
Because I know for a fact that

425
00:18:45,120 --> 00:18:47,000
people listening to this for the
first time, we always get new

426
00:18:47,010 --> 00:18:49,370
listeners every week, but
everyone has heard it before.

427
00:18:49,380 --> 00:18:53,390
I please, please implore you to
be that person who's a bit

428
00:18:53,400 --> 00:18:55,650
snarky sometimes in your
workplace.

429
00:18:55,700 --> 00:18:59,670
To be that person who's a bit,
pushes the boat a bit but

430
00:18:59,680 --> 00:19:04,270
defends like basic rights and
stuff and just reminds everyone

431
00:19:04,470 --> 00:19:08,560
that we have not resolved the
issue of the strike action.

432
00:19:08,870 --> 00:19:11,840
It was for pay in line with
inflation and reduced workload.

433
00:19:11,950 --> 00:19:14,550
We didn't get pay in line with
inflation and nothing's changed

434
00:19:14,560 --> 00:19:16,620
for workload.
They might have some schools,

435
00:19:16,630 --> 00:19:17,900
some schools.
Absolutely.

436
00:19:17,910 --> 00:19:21,070
From a systemic level, it
hasn't, which goes back to your

437
00:19:21,080 --> 00:19:22,350
point, right.
So what is this thing about

438
00:19:22,360 --> 00:19:24,270
then?
This task force, task force.

439
00:19:24,280 --> 00:19:26,160
And it's really interesting
because it's full of basically

440
00:19:26,170 --> 00:19:29,960
SLT teachers, government
officials, etc.

441
00:19:30,070 --> 00:19:31,280
And again, someone replied to
it.

442
00:19:31,290 --> 00:19:32,590
It's really, really interesting
to me.

443
00:19:32,600 --> 00:19:33,680
It's all about retention as
well.

444
00:19:33,690 --> 00:19:37,480
Basically it's like we the they,
they do see workload as a way to

445
00:19:37,490 --> 00:19:40,160
improve retention because that
is the main thing driving people

446
00:19:40,170 --> 00:19:42,720
the job.
Like I love teaching.

447
00:19:42,770 --> 00:19:45,740
I love teaching.
If in five years I'm still

448
00:19:45,750 --> 00:19:48,800
teaching under the current
system, I'm complete failure

449
00:19:49,350 --> 00:19:52,080
because I should know I
shouldn't be what it means.

450
00:19:52,210 --> 00:19:53,800
Not not everyone's a failure who
does it.

451
00:19:53,810 --> 00:19:57,100
But my attitude now to teaching
is either something has to

452
00:19:57,110 --> 00:19:59,600
drastically change or I won't be
there, won't be doing it in five

453
00:19:59,610 --> 00:20:02,140
years, and I know I'm good at
teaching.

454
00:20:02,230 --> 00:20:04,630
I know you're good at teaching.
I know so many amazing teachers

455
00:20:04,640 --> 00:20:08,390
who will leave because there's
no retention scheme, so workload

456
00:20:08,400 --> 00:20:10,250
is a way they can tackle
retention.

457
00:20:10,340 --> 00:20:13,530
But yes, someone said as well,
why do we constantly with these

458
00:20:13,540 --> 00:20:15,720
workforces?
Fill it with people who are

459
00:20:15,730 --> 00:20:19,500
teachers and SLT and people in
the system.

460
00:20:19,770 --> 00:20:21,640
They were saying.
What we need to do is look at

461
00:20:21,650 --> 00:20:25,140
other sectors where retention
and recruitment is really good,

462
00:20:25,330 --> 00:20:27,760
get their expertise almost like
that car you were talking to.

463
00:20:27,890 --> 00:20:29,180
He's like he's coming from the
outside.

464
00:20:29,190 --> 00:20:30,470
I think, well, this is clearly
broken.

465
00:20:30,480 --> 00:20:32,500
Yeah, like a business minded
business mindset.

466
00:20:32,510 --> 00:20:34,940
Something from a successful
place where where we've seen

467
00:20:34,950 --> 00:20:38,250
track record of it happening.
Maybe in a place where retention

468
00:20:38,260 --> 00:20:41,560
has been fantastic but pay has
stalled and thinking, OK, well

469
00:20:41,570 --> 00:20:43,520
if we can't, if we literally
can't afford to pay teachers

470
00:20:43,530 --> 00:20:45,540
anymore, then we have to repay
them somehow.

471
00:20:45,610 --> 00:20:47,550
And that could be with a more
easy lifestyle.

472
00:20:47,630 --> 00:20:49,320
Hmm.
So you know if we're gonna take

473
00:20:49,330 --> 00:20:52,680
a pay cut in real terms but it
affect my workload goes down and

474
00:20:52,690 --> 00:20:54,360
I can enjoy my time more than
that.

475
00:20:54,370 --> 00:20:56,030
OK.
It's still I've gotta pay my

476
00:20:56,040 --> 00:20:57,110
mortgage and stuff.
Yeah.

477
00:20:57,120 --> 00:20:59,320
But at least I can see some kind
of give and take there.

478
00:20:59,330 --> 00:21:02,520
Something that's logical
something has to give because it

479
00:21:02,530 --> 00:21:06,420
it has literally been 15 years
nearly of erode, erode, erode,

480
00:21:06,430 --> 00:21:09,060
erode and and genuinely workload
going up.

481
00:21:09,110 --> 00:21:10,990
Yeah.
And I know there's more work to

482
00:21:11,000 --> 00:21:14,060
do and we're going to cut your
pay because because it's

483
00:21:14,070 --> 00:21:18,020
insulting, I feel insulted, like
I take it.

484
00:21:18,090 --> 00:21:21,490
Personally, and it's ridiculous.
I'm being a child, I do.

485
00:21:21,500 --> 00:21:24,430
I take it personally and I'm
like and I get like, yeah, about

486
00:21:24,440 --> 00:21:26,790
it, you know?
But I don't know.

487
00:21:26,800 --> 00:21:29,010
People are better than me, that
they can look past it.

488
00:21:29,020 --> 00:21:34,140
But I think what we need to
remember is and look the people

489
00:21:34,150 --> 00:21:36,580
listening to you just moaning.
You're not an economist.

490
00:21:36,590 --> 00:21:40,150
You don't know what you do.
The guy in the right place.

491
00:21:40,160 --> 00:21:43,700
This dude.
Hey guys, give us five stars, 5

492
00:21:43,710 --> 00:21:47,070
star money.
Giving us that one star he's fed

493
00:21:47,080 --> 00:21:52,330
up of listening ohh trying to
pull completely.

494
00:21:52,820 --> 00:21:54,330
Sorry, I didn't even know we
were saying.

495
00:21:54,340 --> 00:21:55,770
It was as usual.
I wasn't listening.

496
00:21:58,520 --> 00:22:00,610
Ohh gosh.
Ohh.

497
00:22:01,720 --> 00:22:03,110
Ohh.
Anyway, I've changed.

498
00:22:04,620 --> 00:22:10,150
Harvest Festival, right, guys?
We're going to play the Jingle.

499
00:22:10,300 --> 00:22:14,130
We're gonna come back with some
memes about assembly.

500
00:22:17,220 --> 00:22:20,050
Dylan, I would like to start
this segment with a bit of a

501
00:22:20,060 --> 00:22:21,370
shout out.
I don't know what you're gonna

502
00:22:21,380 --> 00:22:22,940
say.
To one of our earliest fans,

503
00:22:23,130 --> 00:22:25,460
Sandy Sandy.
Sandy, if you're still

504
00:22:25,470 --> 00:22:27,000
listening, hope you stick
around.

505
00:22:27,010 --> 00:22:30,140
How's Danny Zuko?
It's not right.

506
00:22:30,510 --> 00:22:34,140
What is this Sandy from Greece?
Ohh, I was like, what are you

507
00:22:34,150 --> 00:22:36,880
talking about, Sandy?
Sandy, I don't know.

508
00:22:36,890 --> 00:22:40,010
Not much that.
Anyway, you've not sorry you've

509
00:22:40,020 --> 00:22:41,860
not watched Grease.
Ohh, I think I have, but I can't

510
00:22:41,870 --> 00:22:44,180
watch any of it.
You remember we have for dinner

511
00:22:44,190 --> 00:22:46,400
today with me 10 minutes.
Ago.

512
00:22:46,440 --> 00:22:47,810
I don't know what you left
though.

513
00:22:50,880 --> 00:22:53,440
Not gonna.
I don't all my dinner all the

514
00:22:53,450 --> 00:22:54,750
time, alright.
He's a child.

515
00:22:54,790 --> 00:22:56,530
Yeah.
Sandy, thanks for listening.

516
00:22:56,540 --> 00:22:58,630
Well, I did want to talk about
this a little bit because it is

517
00:22:58,640 --> 00:23:01,270
that time of the year and anyone
who's ever been in school,

518
00:23:01,340 --> 00:23:02,970
you'll be seeing the memes
online.

519
00:23:03,400 --> 00:23:10,090
Thank you for the it's obvious
this time it's obvious assembly.

520
00:23:10,140 --> 00:23:12,360
Yeah.
And and we do obviously every

521
00:23:12,370 --> 00:23:15,250
week and it's just.
I can't.

522
00:23:15,260 --> 00:23:17,230
It stays in my head.
You know what we're like Hayden.

523
00:23:17,300 --> 00:23:18,920
Yeah.
I'm the worst for it in the

524
00:23:18,930 --> 00:23:22,040
world.
Any Jingle any like advert that

525
00:23:22,050 --> 00:23:25,770
I've seen like it will stay in
my head and ring around and I

526
00:23:25,780 --> 00:23:30,200
literally go home.
Cabbages are green is it

527
00:23:30,210 --> 00:23:32,460
captures the green cabbages and
beans.

528
00:23:32,510 --> 00:23:33,920
No, wait.
Cabbages.

529
00:23:34,450 --> 00:23:36,560
Power Floppy.
No, I'm thinking of a different

530
00:23:36,570 --> 00:23:37,780
one.
Wait, what are you thinking of?

531
00:23:38,750 --> 00:23:40,150
No, it's not.
It's not.

532
00:23:40,330 --> 00:23:48,410
Hehe Yeah, there is a plethora
of the potatoes, but.

533
00:23:51,590 --> 00:23:53,990
Yeah, that would be when you're
in assembly, right?

534
00:23:54,000 --> 00:23:55,370
Yeah.
Do you join it?

535
00:23:56,830 --> 00:23:58,750
Don't know what teacher you are
used to.

536
00:23:58,820 --> 00:24:00,230
I don't know why.
I don't know.

537
00:24:00,240 --> 00:24:01,430
But I don't anymore.
Ohh.

538
00:24:01,440 --> 00:24:04,250
I sit there and I pretend I'm
watching you.

539
00:24:04,450 --> 00:24:07,370
And I'm watching them as if like
that's an so if any if any kid

540
00:24:07,380 --> 00:24:09,520
looks at me and judges me and
it's like, why isn't he singing

541
00:24:09,530 --> 00:24:12,510
They were looking ohh yeah, he's
scouring he's he's got his eyes

542
00:24:12,520 --> 00:24:13,340
over.
There's no one there.

543
00:24:13,350 --> 00:24:14,680
There's no one there doing
anything wrong.

544
00:24:14,690 --> 00:24:18,330
I'm like, I'm like this looking
intently as if I've seen

545
00:24:18,340 --> 00:24:23,200
something completely like 6
adults in the room obviously,

546
00:24:23,210 --> 00:24:25,000
right?
Every single one of them was

547
00:24:25,010 --> 00:24:27,570
both singing and doing actions
and I'm here like this, right?

548
00:24:27,580 --> 00:24:29,590
Should be watching.
I'm like, I'm gonna look at the

549
00:24:29,600 --> 00:24:35,780
camera.
Yeah, to the kids I'm looking at

550
00:24:35,790 --> 00:24:39,880
no one, by the way.
Yeah, let me because the room.

551
00:24:40,410 --> 00:24:43,460
But the problem is I I do find
with our voices particularly

552
00:24:43,910 --> 00:24:45,000
true.
It does.

553
00:24:45,010 --> 00:24:46,800
And the kids turn around and
look at you and then I'm

554
00:24:46,810 --> 00:24:48,600
embarrassed.
So like just buildings.

555
00:24:48,610 --> 00:24:50,820
You be the kids, you saying, OK,
and then I'm going to come in

556
00:24:50,830 --> 00:24:55,740
with my voice and just give me
oil in my lamp.

557
00:24:55,750 --> 00:25:00,620
Give me burning, give me oil.
And they're like, ohh, who's

558
00:25:00,630 --> 00:25:02,330
this guy?
Who's this guy?

559
00:25:02,340 --> 00:25:08,520
He's the go compare man.
No, But anyway, it's harvest

560
00:25:08,530 --> 00:25:09,980
festival time.
There's loads of beans on light

561
00:25:09,990 --> 00:25:11,150
and stuff.
I've seen so many different

562
00:25:11,160 --> 00:25:12,950
things, but it's so relatable
for people.

563
00:25:13,020 --> 00:25:15,710
Everyone knows it and I was
seeing one earlier that's

564
00:25:15,720 --> 00:25:16,700
different.
And you started singing

565
00:25:16,710 --> 00:25:18,830
conifers.
Fluffy, I wanna do a little

566
00:25:18,840 --> 00:25:20,710
thing.
I'm gonna test you.

567
00:25:20,780 --> 00:25:24,090
OK, So what I'm going to do is
I'm going to get the lyrics up

568
00:25:24,100 --> 00:25:25,470
to cauliflower.
Fluffy.

569
00:25:27,140 --> 00:25:29,490
Go on the flowers.
Fluffy and cabbages.

570
00:25:29,500 --> 00:25:31,360
Green.
You got that right.

571
00:25:31,370 --> 00:25:33,440
I'm gonna say the next bit, and
you're gonna tell me what they

572
00:25:33,450 --> 00:25:37,450
described as OK, so cauliflowers
are fluffy, cabbages are green.

573
00:25:37,500 --> 00:25:39,970
Strawberries are.
I don't know.

574
00:25:41,090 --> 00:25:42,730
I didn't know.
But you gotta say what comes.

575
00:25:45,000 --> 00:25:49,210
Right.
I don't know.

576
00:25:49,660 --> 00:25:53,150
I knew it was on the assembly
today and I don't know why.

577
00:25:56,750 --> 00:26:01,390
No, it's it's got sweeter than
I've ever seen beetroots.

578
00:26:04,050 --> 00:26:08,420
Yes, and onions, white all grows
steadily.

579
00:26:08,490 --> 00:26:11,980
Through the night.
I don't know what is it?

580
00:26:12,030 --> 00:26:14,860
Is it day and night?
Like, yeah.

581
00:26:17,640 --> 00:26:22,060
It's so hot in here, the apples
are green.

582
00:26:22,130 --> 00:26:25,650
Right, Right.
Ripe the plums are.

583
00:26:25,710 --> 00:26:29,380
Green doesn't make sense and
bums are red.

584
00:26:29,450 --> 00:26:31,260
The broad beans are sleeping in
A.

585
00:26:31,270 --> 00:26:35,470
Blankety bed blackberries are
also right.

586
00:26:36,850 --> 00:26:41,330
Every bazaar still ripe.
It was all night.

587
00:26:41,520 --> 00:26:46,350
How am I gooseberries?
Ripe.

588
00:26:48,150 --> 00:26:57,990
Let's just fat radish is round
and run rabies flat the apples.

589
00:26:58,000 --> 00:27:00,590
Are always still going pumps
red.

590
00:27:00,700 --> 00:27:03,630
The broad beans are sleeping.
In a blankety bed?

591
00:27:03,800 --> 00:27:10,890
Hey orangey, carrying on orange
carrots and turnips peel cream.

592
00:27:10,900 --> 00:27:12,030
Apparently Cream.
Yeah.

593
00:27:12,040 --> 00:27:16,140
Remember seeing Red dining?
But potatoes, tomatoes.

594
00:27:17,220 --> 00:27:22,790
No potatoes that used to be
green, brown, brown onions.

595
00:27:23,260 --> 00:27:29,530
Potatoes in little heaps down in
the darkness where the something

596
00:27:29,540 --> 00:27:30,410
please.
Celery.

597
00:27:30,480 --> 00:27:33,720
Celery sleeps.
The apples are ripe.

598
00:27:34,000 --> 00:27:38,950
The plums are already forgotten.
Red, broad pizza.

599
00:27:38,960 --> 00:27:46,960
Sleeping in a blankety if
they're still listening.

600
00:27:47,120 --> 00:27:50,090
It's embarrassing because I I
had it was on an assembly today,

601
00:27:50,310 --> 00:27:53,620
today, and I know for a fact on
the board, there's.

602
00:27:53,630 --> 00:27:55,960
Pictures and words, Yeah, yeah.
Ohh.

603
00:27:55,970 --> 00:27:57,120
I even joined him for a little
bit today.

604
00:27:57,130 --> 00:27:58,770
I actually did a bit for like 10
seconds.

605
00:27:58,780 --> 00:28:02,320
That's my favourite thing.
OK to finish off him, he's a new

606
00:28:02,330 --> 00:28:07,660
section.
Remember it's ohh well.

607
00:28:07,990 --> 00:28:09,660
Enjoyed that?
That's worth a 5 star, right?

608
00:28:10,050 --> 00:28:13,370
I want you to please lead the
singing something on time.

609
00:28:15,180 --> 00:28:19,600
Well, make it up.
Keep it in the in the right back

610
00:28:19,610 --> 00:28:22,480
of the car.
Ohh man.

611
00:28:22,670 --> 00:28:25,660
Well, I'm glad you enjoyed that.
That was something I thought,

612
00:28:25,670 --> 00:28:27,780
off the cuff would be funny, and
that was funnier than I.

613
00:28:27,950 --> 00:28:29,580
Yeah.
And now the temperature in here

614
00:28:29,590 --> 00:28:32,970
has risen to about 50 degrees.
It's like completely correlated

615
00:28:32,980 --> 00:28:35,160
to how much of a good time
having I was freezing earlier.

616
00:28:35,170 --> 00:28:37,050
The wetness of your face is
unreal.

617
00:28:37,060 --> 00:28:39,500
So wet.
Only the customers are watching

618
00:28:39,690 --> 00:28:41,460
your treat.
Should we do another little

619
00:28:41,470 --> 00:28:44,600
quick Jingle and actually going
to freshen up and go into what

620
00:28:44,610 --> 00:28:49,160
the actual we've done it again?
Come back because we're gonna

621
00:28:49,170 --> 00:28:54,330
talk about Mark.
See you soon, right guys, before

622
00:28:54,340 --> 00:28:56,640
we carry on and get into
actually talking about this

623
00:28:56,650 --> 00:28:58,470
episode, I just want to remind
you guys you can follow us on

624
00:28:58,480 --> 00:29:01,830
our socials at Teach Sleep
Repeat podcast on Instagram and

625
00:29:01,840 --> 00:29:06,220
threads. e-mail us at Tell Me
I'm still reading from that

626
00:29:06,230 --> 00:29:10,120
Singapore. e-mail us at
tcrepeatpod@gmail.com.

627
00:29:10,190 --> 00:29:12,970
And you know, I'm gonna delete
out of it soon because I can't

628
00:29:12,980 --> 00:29:13,530
do it.
What?

629
00:29:13,670 --> 00:29:16,600
Yeah, XI can't do it anymore.
Really.

630
00:29:16,610 --> 00:29:17,980
Yeah.
You're getting really into that,

631
00:29:18,020 --> 00:29:21,760
I know, but I just hate it.
Set a bit horrible Ran by an

632
00:29:21,770 --> 00:29:24,610
egomaniac idiot.
Hmm.

633
00:29:24,650 --> 00:29:25,750
I'm gonna be your thing.
I see.

634
00:29:25,790 --> 00:29:27,620
Ohh yeah, we'll see.
We'll see.

635
00:29:27,850 --> 00:29:29,950
But you know what?
I'm not on social media that

636
00:29:29,960 --> 00:29:31,120
much.
Anyway, best place to find is

637
00:29:31,130 --> 00:29:33,580
Instagram.
That's the place to to find us

638
00:29:33,590 --> 00:29:36,980
and all that good stuff.
But anyway, give us five stars

639
00:29:36,990 --> 00:29:39,030
and followers as well anyway.
Do you know we do like what we

640
00:29:39,040 --> 00:29:40,620
like?
We do like people writing into

641
00:29:40,630 --> 00:29:41,260
us.
Yeah, I know.

642
00:29:41,270 --> 00:29:42,830
And do you know what?
We've not been on top of that?

643
00:29:42,840 --> 00:29:44,340
Because I have had a couple,
yeah.

644
00:29:44,410 --> 00:29:47,580
And honestly, it's just been so
hectic in time time.

645
00:29:47,650 --> 00:29:48,960
So we will get back on the
stories.

646
00:29:48,970 --> 00:29:51,380
We've got at least two, I think.
If you told them he's moving as

647
00:29:51,390 --> 00:29:54,570
well, go through, he's moved
house, moving house guy and they

648
00:29:54,580 --> 00:29:57,660
were a little bit stressed, but
apart from that all good.

649
00:29:58,570 --> 00:30:01,740
Anyway, this podcast, now you
probably clicked on it thinking

650
00:30:01,830 --> 00:30:04,060
thank you, we're 35 minutes in
you haven't even talked about

651
00:30:04,070 --> 00:30:06,770
what this click bait title was.
Was a little bit of click bait.

652
00:30:06,840 --> 00:30:08,270
What's the point?
What is the point in mind?

653
00:30:08,280 --> 00:30:10,540
The point in marking, and I
suppose it's these two strands

654
00:30:10,550 --> 00:30:14,220
to this one, what is the literal
why do teachers mark?

655
00:30:14,230 --> 00:30:15,650
Yeah, like literally, why do
they mark?

656
00:30:15,660 --> 00:30:19,240
There's there is a point to it.
And the second one is why is the

657
00:30:19,290 --> 00:30:21,820
point marking?
Which if you're a teacher,

658
00:30:21,830 --> 00:30:23,460
you'll, you'll feel that one,
I'm sure.

659
00:30:23,470 --> 00:30:26,460
And it's a very popular view to
have that is completely

660
00:30:26,470 --> 00:30:27,340
pointless.
Yeah.

661
00:30:27,350 --> 00:30:28,900
So we're gonna dive into it.
Yeah.

662
00:30:28,940 --> 00:30:33,430
So for anyone watching who's not
a teacher and who anyone who is

663
00:30:33,440 --> 00:30:35,500
a teacher, I want this to be
quite useful because I think we

664
00:30:35,510 --> 00:30:38,630
have perspectives on marketing.
And I think again a lot of

665
00:30:38,640 --> 00:30:42,520
people who aren't in teaching
think I I remember secondary

666
00:30:42,530 --> 00:30:46,010
school more and in secondary
school the teacher barely marked

667
00:30:46,020 --> 00:30:47,400
the books.
You know it was just like ohh

668
00:30:47,410 --> 00:30:49,270
cause we've got cracking method
the assessments.

669
00:30:49,340 --> 00:30:51,970
Not saying secondary teachers
don't mark but it's much less

670
00:30:51,980 --> 00:30:53,960
intense for a primary school
isn't it?

671
00:30:54,000 --> 00:30:57,300
So for an average week in a
primary school, Hayden, I want

672
00:30:57,310 --> 00:31:00,700
you to lay out for people what
would the average teacher have

673
00:31:00,710 --> 00:31:03,670
to mark and roughly how?
Long so this is this is just

674
00:31:03,680 --> 00:31:05,060
normal.
Some schools do different

675
00:31:05,070 --> 00:31:06,610
things, right?
It's fine for traditional

676
00:31:06,620 --> 00:31:09,890
marketing, traditional
marketing, marketing, marketing,

677
00:31:10,400 --> 00:31:13,130
marketing had to spread this.
What caused?

678
00:31:14,070 --> 00:31:17,190
The national marking, right, You
are going to be marking 3

679
00:31:17,200 --> 00:31:18,760
lessons per day.
That is the average.

680
00:31:18,770 --> 00:31:21,090
You're going to be marking
maths, English and something in

681
00:31:21,100 --> 00:31:22,960
the afternoon.
That might even entail a bit

682
00:31:22,970 --> 00:31:25,960
more.
But on average 3 lessons a day

683
00:31:25,970 --> 00:31:28,010
only marking.
That's 32 books.

684
00:31:28,020 --> 00:31:31,080
Likely to have 32 books.
Unless you're a school that's

685
00:31:31,090 --> 00:31:33,890
lucky enough to have sets where
you might have like 24 and say,

686
00:31:33,900 --> 00:31:36,990
or 20 or even less.
But generally, teachers across

687
00:31:37,000 --> 00:31:40,660
the country are marking three
sets of 32 books in three

688
00:31:40,670 --> 00:31:42,880
different subjects.
Every single day.

689
00:31:43,620 --> 00:31:45,930
Give or take the odd afternoon,
but they might do something.

690
00:31:45,940 --> 00:31:47,430
Let's call it 80 bucks a day to
be fair.

691
00:31:47,500 --> 00:31:49,010
Yeah, because it drops off
sometimes.

692
00:31:49,020 --> 00:31:51,720
Yeah.
And some lessons you teach twice

693
00:31:51,730 --> 00:31:54,090
in the afternoon.
So it's a four sets of. 30 And

694
00:31:54,100 --> 00:31:56,330
other times you don't teach a
lesson that is in books.

695
00:31:56,340 --> 00:32:01,030
And 80 for argument's sake,
yeah, OK And marking, going

696
00:32:01,040 --> 00:32:04,430
through their work, checking it,
Mark, taking it, all that good

697
00:32:04,440 --> 00:32:05,960
stuff.
Realistic.

698
00:32:05,970 --> 00:32:07,820
Traditionally, how long would a
book take to mark?

699
00:32:07,830 --> 00:32:10,370
Well, depends on it's depend.
It does depend on what the

700
00:32:10,380 --> 00:32:12,750
subject is and also what Every
school has their own marking and

701
00:32:12,760 --> 00:32:15,740
feedback policy.
So every school must have one,

702
00:32:15,830 --> 00:32:20,460
and depending on that policy
could make dramatic changes to

703
00:32:20,470 --> 00:32:23,460
your workload.
So again, bang average score

704
00:32:23,470 --> 00:32:26,440
probably expects right, just
really normal marketing policy

705
00:32:26,650 --> 00:32:29,720
that the work is looked at,
everything that's been written

706
00:32:29,730 --> 00:32:34,180
is is read over by you, and
ticks or whatever their version

707
00:32:34,190 --> 00:32:36,800
of ticks in are put periodically
through the work to show the

708
00:32:36,810 --> 00:32:39,280
child that you've acknowledged
what they've done and it's

709
00:32:39,290 --> 00:32:41,440
correct.
And if it's really blindly

710
00:32:41,450 --> 00:32:44,370
incorrect, your job is to pick
out those mistakes and.

711
00:32:44,440 --> 00:32:47,380
Again, your policy might tell
you to circle it and they have

712
00:32:47,390 --> 00:32:49,340
to correct it the next day.
It might be just to fix the

713
00:32:49,350 --> 00:32:50,700
mistake for them so they can see
it.

714
00:32:50,750 --> 00:32:53,600
So it's quite involved,
particularly in English lessons

715
00:32:53,610 --> 00:32:55,630
because obviously you write a
lot in English.

716
00:32:55,850 --> 00:32:58,590
So yeah, it takes a long time
and there's different approaches

717
00:32:58,600 --> 00:33:00,850
like you said, and it does
depend score to score, but like

718
00:33:00,860 --> 00:33:03,400
thinking that like people,
teachers complaining about

719
00:33:03,410 --> 00:33:08,040
marking, what amazes me is how
different it can be score to

720
00:33:08,050 --> 00:33:10,720
score.
And I think as times gone on and

721
00:33:10,730 --> 00:33:13,460
we really do try and approach
workload in a way that's

722
00:33:13,470 --> 00:33:17,030
sensible and change attitudes to
me markings, the easy one

723
00:33:17,080 --> 00:33:21,050
marking is the number one way
that we can drastically improve

724
00:33:21,060 --> 00:33:24,850
well-being for teachers whilst
minimally decrementing any

725
00:33:24,860 --> 00:33:27,170
child's outcome.
Yeah, because I'm gonna tell you

726
00:33:27,180 --> 00:33:34,980
now, I can count probably on one
hand how many times I thought I

727
00:33:34,990 --> 00:33:38,720
count 2 hands in my career.
Honestly, where I thought that

728
00:33:38,780 --> 00:33:41,240
the time I spent marking was
proportionate to the outcome

729
00:33:41,250 --> 00:33:41,740
from.
Marketing.

730
00:33:41,750 --> 00:33:44,160
Yeah, yeah, yeah, yeah, I agree.
I reckon 0 times for me.

731
00:33:44,310 --> 00:33:48,790
Genuinely 0 times.
That doesn't mean that marking

732
00:33:48,800 --> 00:33:51,270
stuff is not useful.
It just means that the time well

733
00:33:51,280 --> 00:33:52,730
spent doing it.
Exactly.

734
00:33:52,740 --> 00:33:55,810
And the idea of marking, I think
we should, it should be changed

735
00:33:55,820 --> 00:33:58,040
to feedback.
Because obviously this is the

736
00:33:58,050 --> 00:34:00,490
thing where we, you know, do
this podcast sometimes and say

737
00:34:00,500 --> 00:34:02,430
stuff people must think we don't
want to do anything.

738
00:34:02,500 --> 00:34:04,120
As teachers, yeah, we obviously
do.

739
00:34:04,130 --> 00:34:06,620
And it's obviously important
that children know what they're

740
00:34:06,630 --> 00:34:09,590
doing, what's right with what's
wrong, how they can fix it.

741
00:34:09,800 --> 00:34:12,889
But the traditional way of at
5:00 PM sat in the classroom on

742
00:34:12,900 --> 00:34:15,659
my own, ticking a book and
writing in a book, hoping that

743
00:34:15,670 --> 00:34:18,050
the child picks up something in
the next day when they have 10

744
00:34:18,060 --> 00:34:19,449
seconds to read it.
Before we go, and I've just

745
00:34:19,460 --> 00:34:21,150
spent an hour trying to learn
it, yeah.

746
00:34:21,159 --> 00:34:23,550
And then we're expecting them to
correct all the mistakes they

747
00:34:23,560 --> 00:34:26,630
made by reading a little comment
in their book that's written by

748
00:34:26,639 --> 00:34:28,190
you.
Yeah, it doesn't work.

749
00:34:28,239 --> 00:34:32,350
It never has and it never will.
You guys, you've got to pick up

750
00:34:32,400 --> 00:34:34,909
every single time they miss a
capital letter.

751
00:34:34,980 --> 00:34:37,850
You've got to circle it and tell
them, ohh, that's funny because

752
00:34:37,860 --> 00:34:40,550
I literally in person said to
them five times during the

753
00:34:40,560 --> 00:34:42,460
lesson to remember that and they
still didn't.

754
00:34:42,520 --> 00:34:45,310
And so is me writing in their
book really gonna trigger that

755
00:34:45,320 --> 00:34:47,530
for them?
It's a catch 22 because if it

756
00:34:47,540 --> 00:34:49,389
worked, you wouldn't be doing it
for very long.

757
00:34:50,110 --> 00:34:52,190
Would you?
If it worked, then ohh, there

758
00:34:52,199 --> 00:34:53,460
you go.
You never have to do that again.

759
00:34:53,530 --> 00:34:56,560
But why is it then that four
years down the line we're still

760
00:34:56,570 --> 00:34:59,180
circling capital letters in the
same children's books?

761
00:34:59,290 --> 00:35:01,420
It didn't.
It hasn't worked for four years

762
00:35:01,430 --> 00:35:03,290
and helped them correct it then.
It's obviously not gonna work

763
00:35:03,300 --> 00:35:04,660
now.
We need a different approach.

764
00:35:05,970 --> 00:35:08,840
Really agree and you know, we,
you were talking earlier Hayden,

765
00:35:08,850 --> 00:35:11,390
about this kind of move that a
lot of schools have done

766
00:35:11,400 --> 00:35:13,510
towards, you know, whole class
feedback.

767
00:35:13,760 --> 00:35:17,060
And again, I think there has to
be a radical change and this is

768
00:35:17,070 --> 00:35:19,890
where we can do it because I
think if we radically change the

769
00:35:19,900 --> 00:35:23,150
time taken maybe to prepare
lessons that is going to have an

770
00:35:23,160 --> 00:35:25,360
adverse effect on outcomes in my
opinion.

771
00:35:25,480 --> 00:35:28,010
So unless, obviously, I'm not
talking about, you know,

772
00:35:28,160 --> 00:35:30,810
tweaking lessons you've already
planned and put time into, I

773
00:35:30,820 --> 00:35:32,890
mean, if we say, oh, you know
what, don't worry anymore.

774
00:35:32,900 --> 00:35:35,010
Yeah, we don't plan.
Lessons don't plan and just go

775
00:35:35,020 --> 00:35:37,130
in and teach them stuff.
Clearly we're not gonna cover

776
00:35:37,140 --> 00:35:38,480
the curriculum.
Clearly that will have a

777
00:35:38,490 --> 00:35:39,860
detrimental impact on my
opinion.

778
00:35:40,350 --> 00:35:41,550
Marking.
I don't see it.

779
00:35:41,630 --> 00:35:44,240
I don't.
I I this might be outlandish.

780
00:35:44,350 --> 00:35:47,880
I think that if I did not mark
their books for a whole term,

781
00:35:47,950 --> 00:35:49,940
nothing would be different.
Yeah, me too.

782
00:35:50,070 --> 00:35:51,660
Me too.
And I'll tell you nothing.

783
00:35:51,710 --> 00:35:54,580
And I think most people will
agree with this is because

784
00:35:54,850 --> 00:35:58,420
teaching is about feedback
within the lessons.

785
00:35:58,750 --> 00:36:02,530
And if the idea of marking right
because some people will argue

786
00:36:02,540 --> 00:36:04,760
this, they'll say you need to
mark the book so that you can

787
00:36:04,770 --> 00:36:06,640
find out what the kids can and
can't do.

788
00:36:06,710 --> 00:36:08,550
In a lesson, I did the.
Lesson.

789
00:36:08,600 --> 00:36:10,010
That's something people say
though, isn't it?

790
00:36:10,020 --> 00:36:11,530
I did the lesson.
And why is that wrong?

791
00:36:11,920 --> 00:36:13,340
Because I did the lesson with
them.

792
00:36:13,380 --> 00:36:16,300
So when I did the lesson with
them, I found out what they can

793
00:36:16,310 --> 00:36:19,010
and can't do.
Yeah, and I'm being perfectly

794
00:36:19,020 --> 00:36:22,250
honest here, right?
There's almost nothing that I

795
00:36:22,260 --> 00:36:25,210
teach that I won't recap over
and go over and get anyone.

796
00:36:25,360 --> 00:36:28,680
So, like, I mean, there's very
rare instances, but I think as

797
00:36:28,690 --> 00:36:30,630
teacher judgments, we can just
be trusted to crack on with

798
00:36:30,640 --> 00:36:34,150
that, right?
Where, you know, actually, no,

799
00:36:34,160 --> 00:36:36,540
they need targeted now.
And it's because I've just read

800
00:36:36,550 --> 00:36:38,950
this.
If it's generic stuff like

801
00:36:38,960 --> 00:36:41,400
capital letters in their
writing, putting a full stop at

802
00:36:41,410 --> 00:36:43,990
the end things.
I know they know what to do, by

803
00:36:44,000 --> 00:36:44,710
the way.
Hmm.

804
00:36:45,690 --> 00:36:48,800
That I'm not gonna get anything
out of writing it and telling

805
00:36:48,810 --> 00:36:51,100
them, Yeah, because if you flick
through their book, this is

806
00:36:51,110 --> 00:36:53,320
weird.
You've done this every single

807
00:36:53,330 --> 00:36:56,480
time and followed this policy to
the team and they still can't do

808
00:36:56,490 --> 00:36:57,000
it.
Yeah.

809
00:36:57,010 --> 00:36:58,560
So that's not what is the app
like?

810
00:36:58,570 --> 00:37:02,100
What is the point of marking?
What is the point of marking?

811
00:37:02,110 --> 00:37:05,100
Is it to help them improve?
It's not doing that.

812
00:37:05,450 --> 00:37:06,380
Yeah.
Is it?

813
00:37:06,390 --> 00:37:08,100
So they know where they're going
wrong.

814
00:37:08,170 --> 00:37:10,960
I'm already doing that verbally
because I'm a teacher and if

815
00:37:10,970 --> 00:37:14,020
someone's not, of course I tell
them to do.

816
00:37:14,090 --> 00:37:15,820
That do you think it helps?
No children.

817
00:37:16,300 --> 00:37:19,100
Like there were zero children
that are benefiting from having

818
00:37:19,110 --> 00:37:21,290
stuff written in the book.
So, OK, look at it this way.

819
00:37:21,830 --> 00:37:24,550
That's it.
Are there children out there who

820
00:37:24,700 --> 00:37:26,710
having something written in
their book, they will read it

821
00:37:26,720 --> 00:37:29,270
and understand it and act on it?
Yes, of course there are.

822
00:37:29,640 --> 00:37:32,640
OK.
Is it a majority of children?

823
00:37:32,650 --> 00:37:33,840
Absolutely not.
Yeah.

824
00:37:33,890 --> 00:37:35,570
It is a small minority of
children.

825
00:37:35,580 --> 00:37:37,630
Yeah.
And I think, again, if we're

826
00:37:37,640 --> 00:37:40,790
looking at the holistic approach
of how we can hit the most

827
00:37:40,800 --> 00:37:43,180
children in the best way
possible through giving

828
00:37:43,190 --> 00:37:46,260
feedback, individual comments in
books is not going to do it.

829
00:37:46,270 --> 00:37:48,220
Yeah.
And I think if you've got that

830
00:37:48,230 --> 00:37:50,660
child, so, OK, imagine the
situation.

831
00:37:50,730 --> 00:37:53,340
Any child, in my opinion, who is
getting something out of

832
00:37:53,350 --> 00:37:56,060
individual feedback in their
book will have already got it

833
00:37:56,070 --> 00:37:57,590
for my verbal feedback.
Yeah.

834
00:37:57,630 --> 00:38:00,830
So that that child who doesn't
get it from me telling them, but

835
00:38:00,840 --> 00:38:02,130
does from their book.
Can exist.

836
00:38:02,220 --> 00:38:04,280
Here's the way I see it from a
time perspective, right?

837
00:38:04,900 --> 00:38:06,530
If I spend an hour teaching a
lesson.

838
00:38:07,170 --> 00:38:08,570
Genuinely, I'm I'm not making
this up.

839
00:38:08,580 --> 00:38:09,740
I'm exaggerating.
For those that are not.

840
00:38:09,750 --> 00:38:12,100
In the teaching world, it would
probably take on average one to

841
00:38:12,110 --> 00:38:14,570
one amount of time to mark a
lesson that you thought it would

842
00:38:14,580 --> 00:38:16,860
take me an hour to mark a set of
English books that I've just

843
00:38:16,870 --> 00:38:18,760
taught for I've done a writing
lesson for an hour.

844
00:38:18,850 --> 00:38:20,240
It will take me an hour, if not
more.

845
00:38:20,250 --> 00:38:22,100
It's only two minutes.
Mark them right now.

846
00:38:22,150 --> 00:38:28,090
I don't think that.
The impact from the second hour,

847
00:38:28,100 --> 00:38:32,290
the hour which I marked, is
anywhere near the impact that I

848
00:38:32,300 --> 00:38:34,080
would have on those children.
And they're learning their

849
00:38:34,090 --> 00:38:36,980
development in their hour of
teaching, but we spend the same

850
00:38:36,990 --> 00:38:40,410
amount of time doing so.
I'm like, OK, 95% of the of the

851
00:38:40,420 --> 00:38:42,730
learning and impact and
development of those children

852
00:38:42,920 --> 00:38:45,260
comes from me teaching them me
in the classroom as a

853
00:38:45,270 --> 00:38:47,930
professional who knows what
they're doing and giving them

854
00:38:47,940 --> 00:38:50,110
constant feedback on the go,
right?

855
00:38:50,160 --> 00:38:52,880
Delivering lessons and changing
how Adapting how I do things on

856
00:38:52,890 --> 00:38:58,040
the go and giving them verbal
feedback. 5%, I'd say, of what

857
00:38:58,290 --> 00:39:01,630
develops that children and helps
them learn comes from whatever I

858
00:39:01,640 --> 00:39:04,580
do in their book afterwards, yet
we spend equal time on it.

859
00:39:04,640 --> 00:39:06,220
That's the way I see, 5%
generous.

860
00:39:06,430 --> 00:39:10,740
Yeah, OK, that is generous.
But being in year six, I do see

861
00:39:10,750 --> 00:39:15,000
I get the outliers because being
in year 6, I teach a really,

862
00:39:15,010 --> 00:39:18,400
really great set of English, of
kids in English.

863
00:39:18,410 --> 00:39:21,020
OK, so like, kids that are just
really good at English.

864
00:39:21,290 --> 00:39:24,960
And those children are some of
those children.

865
00:39:24,970 --> 00:39:27,430
Not even all of them.
Some of those children really do

866
00:39:27,440 --> 00:39:29,590
respond.
I can write them like a whole

867
00:39:29,600 --> 00:39:32,570
sentence in their book of how to
how they should maybe have

868
00:39:32,580 --> 00:39:34,750
rethought about a paragraph or
something and they will

869
00:39:34,760 --> 00:39:35,650
understand it.
Sure.

870
00:39:35,720 --> 00:39:38,490
And they will read it and they
will actually have a go at like

871
00:39:38,500 --> 00:39:41,150
doing that thing.
And for those kids, I'm like,

872
00:39:41,160 --> 00:39:43,980
OK, that's cool, that's fine.
Also, I could have just said it

873
00:39:43,990 --> 00:39:46,950
to them so it didn't.
I didn't need to write that.

874
00:39:46,960 --> 00:39:50,860
I'm just saying that at least at
least for some kids, it it does

875
00:39:50,870 --> 00:39:53,850
have an impact, but I don't
think it's worth the time in

876
00:39:53,860 --> 00:39:56,890
general when I could have spent
an hour planning a really good

877
00:39:56,900 --> 00:39:59,090
lesson.
Instead exactly, and thinking

878
00:39:59,100 --> 00:40:01,440
about the feedback I'm going to
deliver to them all the next day

879
00:40:01,450 --> 00:40:03,540
and maybe join down on a post it
note instead.

880
00:40:03,550 --> 00:40:06,660
Just a couple of names with one
word summary next to them for

881
00:40:06,670 --> 00:40:09,100
me, just to remind me tomorrow.
Speak to that kid, speak to that

882
00:40:09,110 --> 00:40:11,290
kid about this thing, and then
you can actually show them live

883
00:40:11,300 --> 00:40:14,380
in front of them in their book.
You know, I think that's better.

884
00:40:14,470 --> 00:40:16,200
There there is.
I completely agree with you.

885
00:40:16,210 --> 00:40:19,360
Then there is this attitude
towards marking and I've heard

886
00:40:19,370 --> 00:40:22,580
this from teachers before and
it's it's maybe it's a hangover

887
00:40:22,590 --> 00:40:24,920
from when we were younger.
It's and.

888
00:40:24,930 --> 00:40:28,110
And we took our books on the end
of the year and I know for a

889
00:40:28,120 --> 00:40:31,410
fact there is some anxiety about
sending books home or or adults

890
00:40:31,420 --> 00:40:34,190
or parents seeing books.
And there's no marking.

891
00:40:34,200 --> 00:40:36,250
There's no traditional markings
from, again, from an outside

892
00:40:36,260 --> 00:40:39,310
point of view, if you don't see
those ticks in the book, you

893
00:40:39,320 --> 00:40:41,850
think that I don't understand
what's going on.

894
00:40:41,900 --> 00:40:44,370
And that's as simplistic as it
gets because you're not in the

895
00:40:44,380 --> 00:40:45,430
profession.
You don't understand.

896
00:40:45,440 --> 00:40:48,070
And that's a very small part of
how we assess your child.

897
00:40:48,120 --> 00:40:49,810
Yeah.
And but there is still a

898
00:40:49,820 --> 00:40:53,150
hangover from teachers who know
that marking doesn't have much

899
00:40:53,160 --> 00:40:55,810
of an impact, who still think
it's important to do because of

900
00:40:55,820 --> 00:40:59,440
the optics of it, of sending the
book home or or, you know,

901
00:40:59,510 --> 00:41:02,500
thinking Ofsted might come in or
a visitor might come in and

902
00:41:02,510 --> 00:41:03,440
flick through.
And.

903
00:41:03,450 --> 00:41:06,880
And there is this idea that if
we don't see teacher pen in the

904
00:41:06,890 --> 00:41:09,670
book, yeah, that it's
automatically bad teaching, no

905
00:41:09,680 --> 00:41:11,250
assessments going on.
You don't know how your kids are

906
00:41:11,260 --> 00:41:11,840
going on.
Yeah.

907
00:41:11,850 --> 00:41:14,320
And that needs to disappear.
Yeah, we have become obsessed

908
00:41:14,330 --> 00:41:17,360
with evidence in in teaching.
I don't know how long it's been

909
00:41:17,370 --> 00:41:18,820
like this, because it's been
like this the whole time I've

910
00:41:18,830 --> 00:41:20,060
been doing it.
But it is.

911
00:41:20,150 --> 00:41:21,770
We are.
It is obsessive.

912
00:41:22,410 --> 00:41:27,310
This idea of unless something is
evidenced on paper, it simply

913
00:41:27,320 --> 00:41:29,000
didn't happen.
And that is just the way this

914
00:41:29,010 --> 00:41:30,580
career works.
Do you know what the ultimate

915
00:41:30,590 --> 00:41:33,200
example of that is?
Go on verbal feedback stamp.

916
00:41:33,270 --> 00:41:35,940
Ohh yeah, what?
What do you mean?

917
00:41:36,050 --> 00:41:39,200
I have to stamp the book to say
I gave verbal feedback?

918
00:41:39,290 --> 00:41:42,780
That's my job.
That is literally my job.

919
00:41:42,830 --> 00:41:45,380
Like my job is to literally
verbally feedback to the.

920
00:41:45,390 --> 00:41:48,240
Children to people.
Well guys, if you're listening

921
00:41:48,250 --> 00:41:49,890
to this, go and vote in the poll
right now.

922
00:41:50,060 --> 00:41:53,630
Have you ever worked or do you
work in a school where you when

923
00:41:53,640 --> 00:41:55,960
you have the evidence, verbal
feedback that you've given?

924
00:41:55,970 --> 00:41:57,350
Yeah.
So it's just like a really

925
00:41:57,360 --> 00:41:59,890
pointless extra step just to
just to prove that you did.

926
00:41:59,900 --> 00:42:02,250
And again, you know, that
suggests books that don't have

927
00:42:02,260 --> 00:42:03,710
that stamp in.
You didn't talk to that kid.

928
00:42:05,140 --> 00:42:06,720
My goodness.
And I get it because there's

929
00:42:06,730 --> 00:42:09,760
nuance and people might say no
verbal feedback goes where you

930
00:42:09,770 --> 00:42:12,460
directly, you know, explain this
misconception to someone.

931
00:42:12,470 --> 00:42:15,300
Yeah, so you're.
But again, me putting that in as

932
00:42:15,310 --> 00:42:19,780
a stamp or not doesn't change
whether I did it like yeah, I

933
00:42:19,790 --> 00:42:21,910
even did it or I didn't.
It stops though, isn't it You.

934
00:42:21,920 --> 00:42:24,230
That's the optics like.
Realistically, they care more

935
00:42:24,240 --> 00:42:26,460
about will someone.
If someone sees that in the

936
00:42:26,470 --> 00:42:28,550
book, they're less likely to
judge and, you know, end.

937
00:42:28,560 --> 00:42:29,260
Up.
So it doesn't matter.

938
00:42:29,270 --> 00:42:32,330
It's real, Yeah, because I'm
going to be perfectly honest.

939
00:42:32,340 --> 00:42:34,580
I've done it a couple of times.
Well, let me ask people put in,

940
00:42:34,590 --> 00:42:36,800
have it, have done it.
Haven't put available feedback

941
00:42:36,810 --> 00:42:39,700
stamp in a while because I know
someone's gonna pick me up for

942
00:42:39,710 --> 00:42:41,100
not being available.
Feedback sticker.

943
00:42:41,190 --> 00:42:44,710
I know for a fact that I talked
to this kid, so when I'm marking

944
00:42:44,720 --> 00:42:45,840
it later, I'll go, OK, that'll
be.

945
00:42:45,850 --> 00:42:46,630
Back.
There you go.

946
00:42:46,640 --> 00:42:48,340
Yeah, because I know I did it
dumb.

947
00:42:48,350 --> 00:42:51,390
And it just another one of those
exercises a teacher where you do

948
00:42:51,400 --> 00:42:54,430
it and you think, what are we
doing to ourselves?

949
00:42:54,760 --> 00:42:57,070
We are obsessed with it.
And the other thing?

950
00:42:57,080 --> 00:43:00,360
Evidence going going further
here in terms of, I guess it's

951
00:43:00,370 --> 00:43:03,420
not marking, but you know, we
can't possibly have a lesson

952
00:43:03,430 --> 00:43:06,190
where nothing in the book.
Hmm, can't possibly do that.

953
00:43:06,280 --> 00:43:09,210
We have to put in the book that
we did a lesson where nothing

954
00:43:09,220 --> 00:43:10,610
was in the book.
We have to.

955
00:43:10,620 --> 00:43:13,280
We have to.
Put a picture in a show that

956
00:43:13,290 --> 00:43:16,720
they were really do anything in
the book that they know We just

957
00:43:16,730 --> 00:43:18,750
did something in the book to say
we did nothing in the book.

958
00:43:18,820 --> 00:43:21,120
Yeah.
What What You could have the

959
00:43:21,130 --> 00:43:21,550
thing.
Sorry.

960
00:43:21,560 --> 00:43:23,850
You got how many lessons have
you done when it's like

961
00:43:23,860 --> 00:43:26,450
practical or you're literally
doing something where you just

962
00:43:26,460 --> 00:43:29,840
happen to not be in a book
because slash you can learn

963
00:43:29,850 --> 00:43:31,530
about writing in a book.
Yeah.

964
00:43:31,570 --> 00:43:34,020
So how many times you and you've
not actually got the book

965
00:43:34,030 --> 00:43:35,360
out-of-the-box.
Never.

966
00:43:35,410 --> 00:43:36,660
No.
Because the book always comes

967
00:43:36,670 --> 00:43:38,800
out and it's so funny cause
always joke for my kids.

968
00:43:38,850 --> 00:43:40,740
Like, right kids we're gonna
write in the book today that

969
00:43:40,750 --> 00:43:42,680
we're not using the book and
they're like, what?

970
00:43:42,690 --> 00:43:44,320
And I'm like, yeah, exactly.
Yeah.

971
00:43:44,360 --> 00:43:46,390
We need to make sure everyone
knows not using the book today.

972
00:43:46,400 --> 00:43:48,380
So let's get the books out.
Otherwise what they think, kids,

973
00:43:48,390 --> 00:43:50,120
they might think we've gone down
the cinema again.

974
00:43:50,610 --> 00:43:52,540
That's a macaroni and cheese,
no?

975
00:43:52,750 --> 00:43:56,370
Like, come on.
Honestly, if you see a date

976
00:43:56,380 --> 00:43:59,010
missing, guess what?
I was doing something right in

977
00:43:59,020 --> 00:43:59,710
the book.
Yeah.

978
00:43:59,760 --> 00:44:03,260
Like there's your evidence.
Where's the lack of my evidence

979
00:44:03,270 --> 00:44:03,890
that I was?
Yeah.

980
00:44:03,900 --> 00:44:05,970
But today?
You knew I was in the class when

981
00:44:05,980 --> 00:44:08,230
I'm in one of my first years of
teaching when we were at the

982
00:44:08,240 --> 00:44:13,790
same school.
I was pulled up for like just

983
00:44:13,800 --> 00:44:15,690
something to do with it.
I can't remember what it was,

984
00:44:15,700 --> 00:44:17,910
but something to do with marking
like ohh, this isn't in your

985
00:44:17,920 --> 00:44:20,370
book or that's not in the books
or this isn't very clear.

986
00:44:20,380 --> 00:44:23,140
Something about my marking not
being good enough in the books I

987
00:44:23,150 --> 00:44:26,690
remember just sat there with
really, really, really good

988
00:44:26,700 --> 00:44:30,670
data.
Thinking, OK, which point?

989
00:44:30,720 --> 00:44:33,090
At which point do I show them
the outcomes or do they not

990
00:44:33,100 --> 00:44:34,150
matter?
Right.

991
00:44:34,160 --> 00:44:37,230
And again, it was like, yeah,
they don't matter in that

992
00:44:37,240 --> 00:44:38,670
moment.
They didn't matter because the

993
00:44:38,680 --> 00:44:41,490
only thing that that SLT were
interested in at the moment was

994
00:44:41,500 --> 00:44:44,810
the optics of the book and how
they looked and how they might

995
00:44:44,820 --> 00:44:46,950
be interpreted.
It didn't matter that my kids

996
00:44:46,960 --> 00:44:50,980
had absolutely smashed these
tests recently and got really

997
00:44:50,990 --> 00:44:53,010
good data that I was really
proud of and like, really hoping

998
00:44:53,020 --> 00:44:55,910
to show off.
There's a list of things.

999
00:44:55,920 --> 00:44:57,490
You've done wrong.
Didn't mark the book didn't do

1000
00:44:57,500 --> 00:44:58,730
that properly.
Like, yeah, it doesn't matter,

1001
00:44:58,740 --> 00:45:00,170
does it?
Because they they learned.

1002
00:45:00,180 --> 00:45:01,690
Clearly learned.
Here's the proof that they

1003
00:45:01,700 --> 00:45:03,370
actually learned.
Not the marking, the book.

1004
00:45:03,380 --> 00:45:06,370
Yeah, but this teacher's got
17%.

1005
00:45:07,730 --> 00:45:10,230
And they've got 12 verbal
feedback stamps.

1006
00:45:11,020 --> 00:45:13,560
Well OK, but they're dated.
Rubbish.

1007
00:45:13,570 --> 00:45:16,330
Ohh man.
So Ohh is that But that matters

1008
00:45:16,340 --> 00:45:18,470
more.
OK so like bring it back, let's

1009
00:45:18,480 --> 00:45:20,400
bring it back round cause we're
already going off on money one.

1010
00:45:20,410 --> 00:45:23,050
Yeah So what What can we do?
Like what what is good marking?

1011
00:45:23,060 --> 00:45:26,530
Cause Dylan said at the start
marking a feedback feedback to

1012
00:45:26,540 --> 00:45:29,810
the children is obviously vital.
We're not sat here saying yeah

1013
00:45:29,820 --> 00:45:31,910
just scrap marking another thing
we don't need to do.

1014
00:45:31,960 --> 00:45:34,510
We're saying scrap marking in
its current form because it

1015
00:45:34,520 --> 00:45:37,520
takes up an unbelievable amount
of time and has an unbelievably

1016
00:45:37,530 --> 00:45:39,730
small impact.
But replace it with something

1017
00:45:39,740 --> 00:45:41,070
better.
Maybe something that we already

1018
00:45:41,080 --> 00:45:42,720
already.
Actually naturally do all the

1019
00:45:42,730 --> 00:45:45,380
time.
So Dylan, what would you how

1020
00:45:45,390 --> 00:45:46,900
would your solution be?
Sure.

1021
00:45:46,970 --> 00:45:49,180
Your imaginary school.
Now, I'm going to simplify this,

1022
00:45:49,190 --> 00:45:51,020
right?
You know, really simplify this.

1023
00:45:51,290 --> 00:45:53,400
And I'm going to go back to what
we want the children to get out

1024
00:45:53,410 --> 00:45:54,400
of it.
OK, OK.

1025
00:45:54,410 --> 00:45:59,080
So I want the children to know
and understand what they've done

1026
00:45:59,090 --> 00:46:01,160
well and what they can do
better.

1027
00:46:02,030 --> 00:46:04,100
Yeah.
If the children understand that

1028
00:46:04,430 --> 00:46:07,960
and I give them an opportunity
to act on it and be taught

1029
00:46:07,970 --> 00:46:11,390
something again or practise
something again that that is the

1030
00:46:11,400 --> 00:46:13,960
goal achieved.
So I think we've marking what we

1031
00:46:13,970 --> 00:46:17,100
have to do is professional.
I start at the end goal, OK.

1032
00:46:17,170 --> 00:46:19,390
I know how the children are
getting on, they know how

1033
00:46:19,400 --> 00:46:21,820
they're getting on and we can
work towards filling those gaps

1034
00:46:21,830 --> 00:46:23,160
and reminders, et cetera, et
cetera.

1035
00:46:23,170 --> 00:46:24,440
And I can build that into my
teaching.

1036
00:46:24,510 --> 00:46:26,490
OK.
Then we have to work backwards

1037
00:46:26,500 --> 00:46:29,620
from that and say OK, what kind
of feedback policy will help

1038
00:46:29,630 --> 00:46:33,200
that be put in place.
And I think really strong verbal

1039
00:46:33,210 --> 00:46:35,820
communication as a professional,
which happens anyway.

1040
00:46:36,290 --> 00:46:39,440
I think really strong planning
because that that we know in the

1041
00:46:39,450 --> 00:46:43,180
1st place that this is being
addressed, reacting to what we,

1042
00:46:43,230 --> 00:46:46,130
having taught our class, know
that there are general

1043
00:46:46,140 --> 00:46:49,090
weaknesses and reacting to that
and putting it in place so they

1044
00:46:49,100 --> 00:46:50,360
can practise it again the next
day.

1045
00:46:51,220 --> 00:46:53,440
And having a really strong line
of communication with your

1046
00:46:53,450 --> 00:46:56,430
children in a much more
effective way, which is simply

1047
00:46:56,440 --> 00:46:59,350
talking to them and and and
acting on that in lesson.

1048
00:46:59,480 --> 00:47:01,890
Now, do I think we should still
mark stuff?

1049
00:47:02,240 --> 00:47:05,610
Actually, yes.
I think it's still good.

1050
00:47:05,680 --> 00:47:08,410
I think it's always more
powerful to mark with the

1051
00:47:08,420 --> 00:47:11,280
children in class because at
that point they're there, they

1052
00:47:11,290 --> 00:47:13,430
see what they did wrong.
You can literally explain it to

1053
00:47:13,440 --> 00:47:14,990
them.
I think it works a lot better in

1054
00:47:15,000 --> 00:47:18,040
maths and we literally do that
in maths where not only is it

1055
00:47:18,050 --> 00:47:21,170
you can mark with the children,
the policy is you should be

1056
00:47:21,180 --> 00:47:23,410
marking with the children
because you can immediately

1057
00:47:23,420 --> 00:47:25,570
address the feedback instant
feedback.

1058
00:47:25,640 --> 00:47:28,420
And then any children who really
were kind of didn't understand

1059
00:47:28,430 --> 00:47:30,380
that they you can do an
intervention with them straight

1060
00:47:30,390 --> 00:47:32,870
away and and and that's it.
That's all you need.

1061
00:47:33,160 --> 00:47:34,730
OK.
And will you have a cursory look

1062
00:47:34,740 --> 00:47:36,000
at the books?
Of course I will cause I wanna

1063
00:47:36,010 --> 00:47:38,650
check presentation.
I wanna make sure actually, ohh

1064
00:47:38,660 --> 00:47:41,970
I I noticed a few children were
marking it incorrectly and I'm

1065
00:47:41,980 --> 00:47:44,500
going to teach them how to mark
or I'll mark it with them in the

1066
00:47:44,510 --> 00:47:45,720
lesson while everyone else is
maybe.

1067
00:47:45,730 --> 00:47:46,320
Mark.
But doesn't.

1068
00:47:46,330 --> 00:47:48,590
How long does that take?
Not long like minutes.

1069
00:47:48,880 --> 00:47:50,790
Yeah, like a flick through the
books, right?

1070
00:47:50,800 --> 00:47:53,200
Ohh, flick through the books.
What per book, That's what I'm

1071
00:47:53,210 --> 00:47:55,480
saying at this point.
At this point in my career right

1072
00:47:55,490 --> 00:47:58,560
now, I can spend 10 seconds
looking at work and know what

1073
00:47:58,570 --> 00:48:00,270
misconceptions around and how
they're getting on.

1074
00:48:00,280 --> 00:48:02,870
Yeah, it might be when I was
when I was an ECT, maybe that

1075
00:48:02,880 --> 00:48:06,070
was 45 seconds a minute.
Yeah, OK, really looking

1076
00:48:06,080 --> 00:48:07,760
through.
But genuinely right now,

1077
00:48:07,970 --> 00:48:10,800
knowing, having experience,
knowing what the objective was

1078
00:48:10,810 --> 00:48:13,290
for that lesson, knowing the
weaknesses of the class, knowing

1079
00:48:13,300 --> 00:48:15,160
the weaknesses of the child.
Because I talked to them every

1080
00:48:15,170 --> 00:48:17,730
single day and I teach them.
I can look at a book if 15

1081
00:48:17,740 --> 00:48:19,050
seconds.
So you're telling me you don't

1082
00:48:19,060 --> 00:48:21,400
need to write a positive comment
in their book followed by a

1083
00:48:21,410 --> 00:48:23,820
verbal feedback?
Stick around.

1084
00:48:23,830 --> 00:48:25,010
Because you know what?
I'll do what?

1085
00:48:25,060 --> 00:48:26,290
I'll be really nice to them in
real.

1086
00:48:26,300 --> 00:48:28,420
Life.
Hmm, and I'll appreciate.

1087
00:48:28,430 --> 00:48:30,030
It when you're giving positive
feedback, you know it happens

1088
00:48:30,040 --> 00:48:31,150
sometimes, especially lower down
and.

1089
00:48:31,160 --> 00:48:34,110
We speak.
What does this say in my book?

1090
00:48:34,340 --> 00:48:36,520
So I've written it and I have to
go and tell them anyway.

1091
00:48:36,530 --> 00:48:38,330
Yeah, yeah, yeah.
So I could just told them it.

1092
00:48:38,340 --> 00:48:39,520
Yeah.
Just said come out.

1093
00:48:39,530 --> 00:48:43,000
What does this say that says you
must remember to actually write

1094
00:48:43,010 --> 00:48:46,150
down your sentences?
A lot of schools have come up

1095
00:48:46,160 --> 00:48:48,770
with ways you know how, that
children don't read the

1096
00:48:48,780 --> 00:48:50,310
feedback.
And a lot of a lot of schools

1097
00:48:50,320 --> 00:48:53,910
are ways it's OK right, to make
the kids to ensure they read it.

1098
00:48:53,990 --> 00:48:55,300
You have to read it and then
like put.

1099
00:48:55,310 --> 00:48:58,490
They have to even answer it or
put their initials next to like

1100
00:48:58,500 --> 00:49:00,420
that comment.
What's your thought on that?

1101
00:49:01,160 --> 00:49:05,230
It's so funny because you know a
big part of our, you know,

1102
00:49:05,240 --> 00:49:08,110
marking policy and again I think
it's a good thing is you might

1103
00:49:08,120 --> 00:49:11,470
have like generic next steps for
children like as a class after

1104
00:49:11,480 --> 00:49:14,770
this lesson that I taught you.
You know quite a lot of us

1105
00:49:14,820 --> 00:49:17,190
forgot to use a question mark
for a question.

1106
00:49:17,530 --> 00:49:20,370
So I know the next day as a
whole class we're gonna go

1107
00:49:20,380 --> 00:49:23,010
through this together.
But always with this kind of

1108
00:49:23,020 --> 00:49:26,250
approach of whole class you're
going to get 2-3 or four who

1109
00:49:26,260 --> 00:49:29,960
kind of have their own really
adamant that comes first ignore

1110
00:49:29,970 --> 00:49:32,710
questions because you literally
maybe you weren't forming your.

1111
00:49:32,720 --> 00:49:34,520
Left unique bit of feedback,
it's really unique.

1112
00:49:34,530 --> 00:49:35,570
Really relevant to everybody
else.

1113
00:49:35,580 --> 00:49:36,780
Yeah.
And it's more pressing.

1114
00:49:36,870 --> 00:49:37,940
Yeah.
So it's like, ohh.

1115
00:49:37,950 --> 00:49:39,860
It's not like Ohh.
You could add flair and detail

1116
00:49:39,870 --> 00:49:40,920
to your work.
OK, fine.

1117
00:49:40,930 --> 00:49:43,500
But let's practise this still.
It's like there's a more

1118
00:49:43,510 --> 00:49:44,520
pressing issue.
Yeah.

1119
00:49:44,530 --> 00:49:45,840
And I want to work with you
guys.

1120
00:49:46,880 --> 00:49:50,010
I think with with those guys,
it's important to give them

1121
00:49:50,020 --> 00:49:51,370
specific next steps.
Yeah.

1122
00:49:51,380 --> 00:49:53,770
But again, you'll be going to
work with them, you know, I

1123
00:49:53,780 --> 00:49:55,630
mean, you won't be leaving them
to do something.

1124
00:49:55,800 --> 00:49:58,160
I I just think you can hit
things like that much more

1125
00:49:58,170 --> 00:50:01,010
easily with generic next steps,
understanding your children.

1126
00:50:01,080 --> 00:50:04,070
You don't need to individually
write in the book.

1127
00:50:04,240 --> 00:50:07,220
I just don't think that's, yeah.
Do you know I would do?

1128
00:50:08,040 --> 00:50:11,250
In my imaginary school, and I
think it it relies on something

1129
00:50:11,260 --> 00:50:13,610
that just doesn't exist in our
profession anymore, which is

1130
00:50:13,620 --> 00:50:16,080
trust.
And it just doesn't though, does

1131
00:50:16,090 --> 00:50:17,510
it?
Like there really is no trust in

1132
00:50:17,520 --> 00:50:19,230
our profession anymore?
Like teacher assessments went

1133
00:50:19,240 --> 00:50:21,710
out the window years ago.
Nothing is teacher assessed

1134
00:50:21,720 --> 00:50:22,590
anymore.
What do you mean?

1135
00:50:22,600 --> 00:50:23,850
Because.
No, sorry.

1136
00:50:23,860 --> 00:50:26,350
As in like actual like Sats and
stuff, right.

1137
00:50:26,360 --> 00:50:28,830
It's not like no one cares what
the teachers we still have to

1138
00:50:28,840 --> 00:50:29,950
do.
We still have to do.

1139
00:50:29,960 --> 00:50:32,110
Yeah, that's about the only one.
And even that's still.

1140
00:50:33,720 --> 00:50:35,500
Play goes through some sort of
moderation and all the

1141
00:50:35,510 --> 00:50:37,410
foundation subjects are teacher
assessed.

1142
00:50:37,800 --> 00:50:40,310
Yeah, yeah, but but the
government that.

1143
00:50:40,320 --> 00:50:41,260
Really cares.
Yeah, it's true.

1144
00:50:41,270 --> 00:50:42,810
They don't they.
Yeah, that's.

1145
00:50:42,820 --> 00:50:44,680
Not published.
They don't care about that.

1146
00:50:44,690 --> 00:50:46,280
They only care about the one
that's not.

1147
00:50:46,290 --> 00:50:47,810
That's that's my point.
We care about when they're

1148
00:50:47,820 --> 00:50:48,910
making you feel like rubbish
because.

1149
00:50:48,920 --> 00:50:51,010
You're not that one, Teachers
assessed.

1150
00:50:51,020 --> 00:50:53,190
We don't care about one.
Is this one an exam?

1151
00:50:53,200 --> 00:50:57,110
Brilliant, you know.
So anyway, so I think trust has

1152
00:50:57,120 --> 00:50:58,750
just gone out the window really
with teaching.

1153
00:50:59,440 --> 00:51:02,960
So what I would do if I was in
charge and I could and you know,

1154
00:51:02,970 --> 00:51:05,510
I had.
Employed my my teachers and I

1155
00:51:05,520 --> 00:51:07,240
trust them because I'm paying
them.

1156
00:51:07,630 --> 00:51:09,280
Well, yeah.
Of course I would.

1157
00:51:09,850 --> 00:51:12,550
It's I would say to them, and
it's not really a good policy

1158
00:51:12,560 --> 00:51:13,800
because it's not black and
white.

1159
00:51:13,810 --> 00:51:16,680
But I would say to them, if you
feel like by the end of you

1160
00:51:16,690 --> 00:51:19,780
teaching that lesson, you
already know what you need to

1161
00:51:19,790 --> 00:51:21,860
teach next lesson.
As in you've just gone around,

1162
00:51:21,870 --> 00:51:23,550
you've looked at the work,
you've helped them, you've

1163
00:51:23,560 --> 00:51:26,100
discussed with them, and you
already picked up what the next

1164
00:51:26,110 --> 00:51:27,810
steps are.
Generally, for your next lesson,

1165
00:51:27,820 --> 00:51:29,960
you don't need to open the books
and start writing that in them.

1166
00:51:30,200 --> 00:51:31,520
There you go, You have to mark
that lesson.

1167
00:51:31,570 --> 00:51:34,040
If you get to the end of the
lesson, however, and you think

1168
00:51:34,050 --> 00:51:36,290
it would be worth.
The time to flick through the

1169
00:51:36,300 --> 00:51:39,500
books and just check because you
don't feel confident that so and

1170
00:51:39,510 --> 00:51:41,250
so and so and so and all these
people over here, you're not

1171
00:51:41,260 --> 00:51:43,300
actually too sure you maybe
didn't get to see them much in

1172
00:51:43,310 --> 00:51:45,080
the less you're not too sure if
they got it or not.

1173
00:51:45,200 --> 00:51:47,830
Then flick through the books.
And if you want to mark them,

1174
00:51:47,840 --> 00:51:48,940
you can.
If you want to just take a post

1175
00:51:48,950 --> 00:51:51,060
it note to remind you of
something to say tomorrow,

1176
00:51:51,070 --> 00:51:53,460
that's fine.
Like, I just wish we had this

1177
00:51:53,470 --> 00:51:56,160
trust system of you're a
teacher, your job is literally

1178
00:51:56,170 --> 00:51:57,580
to get the best progress out of
them.

1179
00:51:57,650 --> 00:51:59,660
So of course you care about what
they've done in the lesson.

1180
00:51:59,700 --> 00:52:02,000
You don't need to mark
everything, but it might still

1181
00:52:02,010 --> 00:52:05,430
have a place sometimes.
So in your imagination, yeah,

1182
00:52:05,470 --> 00:52:08,520
how would you combat?
And we don't like saying this.

1183
00:52:08,930 --> 00:52:10,790
There will be teachers who
completely take advantage of

1184
00:52:10,800 --> 00:52:12,470
that.
Yeah, right.

1185
00:52:12,480 --> 00:52:14,450
Sure, sure.
How how would you combat that

1186
00:52:14,460 --> 00:52:16,770
without putting in place some
kind of stringent policy?

1187
00:52:16,860 --> 00:52:18,310
I just think measure the
progress.

1188
00:52:18,740 --> 00:52:20,330
So I think it's straightforward,
honestly.

1189
00:52:20,340 --> 00:52:22,700
Like if kids are making we know
average, how would you do that?

1190
00:52:22,710 --> 00:52:23,770
Would you pick up a book and
look at it?

1191
00:52:24,910 --> 00:52:26,660
No, I look at that as I look
like writing.

1192
00:52:26,670 --> 00:52:28,600
Let's say writing.
OK, so let's say it's English

1193
00:52:28,610 --> 00:52:30,380
writing.
Yeah, that's a really one way of

1194
00:52:30,390 --> 00:52:32,320
feedback I think is incredibly
important.

1195
00:52:32,330 --> 00:52:33,880
Yeah.
So we wanna make sure that that

1196
00:52:33,890 --> 00:52:36,640
that trust is great and for 90%
of it will be brilliant.

1197
00:52:36,680 --> 00:52:38,420
But there's maybe there's
someone who just isn't doing it,

1198
00:52:38,430 --> 00:52:41,250
isn't picking up on those basics
and and you know, you as SLT

1199
00:52:41,260 --> 00:52:41,780
have.
No way.

1200
00:52:41,790 --> 00:52:42,710
How?
How do I identify it?

1201
00:52:42,720 --> 00:52:44,700
So how would you identify it?
Because if your answer is you

1202
00:52:44,710 --> 00:52:47,380
pick up and look at the book,
you're saying that your staff,

1203
00:52:47,390 --> 00:52:50,040
your teacher doesn't even have
to do that, but you're gonna

1204
00:52:50,050 --> 00:52:51,630
then do that to judge.
So that's different.

1205
00:52:51,640 --> 00:52:53,040
So moderation to me is
different.

1206
00:52:53,050 --> 00:52:55,460
So I still think I still believe
in having like periods.

1207
00:52:55,720 --> 00:52:58,570
Set times across the year where
we measure it, we just assess

1208
00:52:58,580 --> 00:52:59,950
children and we measure
progress, right?

1209
00:52:59,960 --> 00:53:01,410
And that has to happen for the
subjects as a.

1210
00:53:01,420 --> 00:53:04,280
Group yeah.
As you know, everyone does all

1211
00:53:04,290 --> 00:53:05,850
the classes when it comes to
writing.

1212
00:53:05,900 --> 00:53:07,760
I think because it's such a
different subject.

1213
00:53:07,770 --> 00:53:09,130
Like with maths, you can be a
test.

1214
00:53:09,300 --> 00:53:10,980
With GPS it can be a test.
Reading can be a test.

1215
00:53:10,990 --> 00:53:12,650
With writing it can't really be
a test.

1216
00:53:12,660 --> 00:53:14,650
It probably could, but it just
isn't these days.

1217
00:53:15,280 --> 00:53:17,630
I think we just go to what we do
for that one and I just think we

1218
00:53:17,640 --> 00:53:20,390
have maybe at Christmas, Easter,
summer, there's just a

1219
00:53:20,400 --> 00:53:23,710
moderation and we sit down as a
staff team and we and we

1220
00:53:23,720 --> 00:53:26,150
moderate writing and we look and
that's how our STI.

1221
00:53:26,220 --> 00:53:28,740
Identify whether I'm thinking
something's going wrong in a

1222
00:53:28,750 --> 00:53:30,860
class, and at that point we'd
have you know, you'd have to get

1223
00:53:30,870 --> 00:53:33,000
involved.
Maybe that trust has been broken

1224
00:53:33,320 --> 00:53:35,280
at that point.
Things will change because at

1225
00:53:35,290 --> 00:53:37,430
the end of the day, you trusted
that teacher and if they've

1226
00:53:37,440 --> 00:53:40,310
broken your trust.
Then yeah, OK, other things

1227
00:53:40,320 --> 00:53:42,350
gonna have to be put in place
now that you didn't wouldn't

1228
00:53:42,360 --> 00:53:43,760
want to have in your normal
culture.

1229
00:53:43,800 --> 00:53:46,770
But I think for the teachers
that are just trustworthy and

1230
00:53:46,780 --> 00:53:50,310
doing the right thing, I think
is enough to just look at the

1231
00:53:50,320 --> 00:53:54,110
progress to every two terms and
just see if those kids are going

1232
00:53:54,120 --> 00:53:55,060
and heading in the right
direction.

1233
00:53:55,070 --> 00:53:58,130
We have so much data on children
nowadays, it's very easy to spot

1234
00:53:58,200 --> 00:54:00,990
if a child starts going off
track, really easy to spot that.

1235
00:54:01,460 --> 00:54:05,110
I think that'll be enough.
So do you think it's, do you

1236
00:54:05,120 --> 00:54:09,840
think that as as primary staff,
do you think it would be a good

1237
00:54:09,850 --> 00:54:11,840
idea, a good payoff?
Like we've been saying things

1238
00:54:11,850 --> 00:54:13,730
about pay off, we don't want to
give too much detriment to the

1239
00:54:13,740 --> 00:54:16,500
children at all.
Umm, do you think obviously

1240
00:54:16,510 --> 00:54:18,460
reducing what we write in the
books is obviously a really

1241
00:54:18,470 --> 00:54:23,120
quick way to lower that.
Do you think literally how long

1242
00:54:23,130 --> 00:54:25,580
will you go about looking at the
book would be acceptable to you

1243
00:54:26,430 --> 00:54:28,980
even looking at it?
Because, for example, I'd say

1244
00:54:28,990 --> 00:54:31,580
every single lesson.
I always look at that.

1245
00:54:31,590 --> 00:54:34,250
I always look at it, and I might
give it a cursory take if we

1246
00:54:34,290 --> 00:54:36,280
marked it together, or I might
not even do anything if we

1247
00:54:36,290 --> 00:54:38,280
marked it together.
I might highlight it.

1248
00:54:38,920 --> 00:54:40,090
What what would you say you
know?

1249
00:54:40,100 --> 00:54:44,060
Would you be happy if all week
of of history the teachers not

1250
00:54:44,070 --> 00:54:47,910
even look at the I think the 2nd
that in my imaginary world here

1251
00:54:47,920 --> 00:54:50,580
the 2nd that a number gets put
to that then the system failed

1252
00:54:50,590 --> 00:54:53,130
already but every day it would
just be like the standard.

1253
00:54:53,280 --> 00:54:57,130
So you would take away every day
and you'd say.

1254
00:54:57,800 --> 00:55:00,440
I literally wouldn't monitor it
if I'm in the perfect scenario

1255
00:55:00,450 --> 00:55:01,790
right way.
All my teachers are trustworthy,

1256
00:55:01,800 --> 00:55:03,030
right?
I'm not someone trying to take

1257
00:55:03,040 --> 00:55:04,570
advantage.
Doesn't matter.

1258
00:55:04,580 --> 00:55:06,250
It's literally relevant to me, I
suppose.

1259
00:55:06,260 --> 00:55:06,990
Two weeks?
Fine.

1260
00:55:07,000 --> 00:55:07,690
Three days?
Fine.

1261
00:55:07,700 --> 00:55:09,980
It is just, but the point is
fantastic.

1262
00:55:10,070 --> 00:55:12,100
Yeah, because I think the the
point is, you know, you said

1263
00:55:12,110 --> 00:55:15,490
it's the best situation where
everyone is that realistic.

1264
00:55:15,500 --> 00:55:17,720
I thought you meant realistic in
my imagination, no.

1265
00:55:19,010 --> 00:55:20,740
Is it realistic?
Yeah, because I'm living here

1266
00:55:20,750 --> 00:55:22,060
and I've forgot that it's not
real.

1267
00:55:23,400 --> 00:55:27,880
I know that's because I, I, I, I
I'm really stringently agreeing

1268
00:55:27,890 --> 00:55:29,960
with you.
I don't think that's realistic.

1269
00:55:29,970 --> 00:55:33,180
And I think we have to be
realistic sometimes and cut some

1270
00:55:33,190 --> 00:55:35,880
slack to people who put these
things in place because I think

1271
00:55:35,890 --> 00:55:38,430
they start off very much like,
OK, well we need to just make

1272
00:55:38,440 --> 00:55:39,960
sure that things are being done
properly.

1273
00:55:40,150 --> 00:55:42,700
I think very, very very rarely
does it start maliciously.

1274
00:55:42,710 --> 00:55:44,490
Like I'm gonna waste teachers
time, but.

1275
00:55:44,500 --> 00:55:46,880
The problem is, I've always,
always then just slits back

1276
00:55:46,890 --> 00:55:48,170
down.
It's just a slippery slope

1277
00:55:48,180 --> 00:55:51,540
immediately back down into
evidencing.

1278
00:55:51,670 --> 00:55:53,690
It just goes back down and then
you know what happens?

1279
00:55:53,700 --> 00:55:54,950
I've been there.
I've been there.

1280
00:55:55,270 --> 00:55:58,850
Hospital schools where the you
know the the best intention has

1281
00:55:58,860 --> 00:56:01,490
started something right.
And it's lasted a matter of

1282
00:56:01,500 --> 00:56:05,210
months before SLT start
twitching because there's just

1283
00:56:05,220 --> 00:56:06,920
not enough.
They just don't know if they're

1284
00:56:06,930 --> 00:56:09,220
teachers are doing good point
and then suddenly it's oh you

1285
00:56:09,230 --> 00:56:11,450
know that you know that feedback
you've been given.

1286
00:56:11,460 --> 00:56:14,430
I tell you what rather than just
giving it, would you mind just

1287
00:56:14,440 --> 00:56:17,200
writing it on this sheet, just
typing it up and saving in this

1288
00:56:17,210 --> 00:56:19,730
folder And I'll tell you what
I've been looking at that sheet

1289
00:56:19,900 --> 00:56:21,070
and it would be nice, wouldn't
it?

1290
00:56:21,080 --> 00:56:23,370
Along with that feedback, if you
did this and this and this, and

1291
00:56:23,380 --> 00:56:25,570
then you listed the top five in
the bottom five children as

1292
00:56:25,580 --> 00:56:27,350
well.
I tell you what and then it's

1293
00:56:27,360 --> 00:56:29,860
just something else.
Then suddenly doing this like

1294
00:56:29,870 --> 00:56:33,650
feedback to the class becomes a
a 35 minute job after school

1295
00:56:33,660 --> 00:56:35,380
where you have to type something
up for SLT.

1296
00:56:35,390 --> 00:56:37,300
Yeah, and it's like ohh, that's
how long it would take me to

1297
00:56:37,310 --> 00:56:40,900
mark the books.
So I think it always sits back

1298
00:56:40,910 --> 00:56:42,720
down.
I think the only way it's going

1299
00:56:42,730 --> 00:56:45,940
to work is with complete trust
and you need a really, really,

1300
00:56:45,950 --> 00:56:49,720
really strong SLT team who go
into classrooms all the time and

1301
00:56:49,730 --> 00:56:52,470
are like really involved with
their teachers and style, they

1302
00:56:52,480 --> 00:56:55,600
actually supporting them all the
time, who in the same way that

1303
00:56:55,610 --> 00:56:59,360
me of my class. 32 I'm
constantly, constantly assessing

1304
00:56:59,370 --> 00:57:01,700
the children in my class and I'm
knowing where they all are and

1305
00:57:01,710 --> 00:57:02,870
I'm knowing who's falling
behind.

1306
00:57:02,880 --> 00:57:04,130
I'm knowing who's doing a good
job.

1307
00:57:04,180 --> 00:57:06,690
I think SLT should be doing the
same thing with their staff

1308
00:57:06,700 --> 00:57:08,290
team.
They are our managers.

1309
00:57:08,380 --> 00:57:10,710
They should be supporting us and
being involved and they should

1310
00:57:10,720 --> 00:57:12,670
know.
I think our SLT should be able

1311
00:57:12,680 --> 00:57:15,210
to tell us, like if someone
should be able to question them

1312
00:57:15,260 --> 00:57:17,920
and say what's you know, what's
what's Hayden Maths teaching

1313
00:57:17,930 --> 00:57:20,030
like, what's progress been like,
are his kids engaged and what

1314
00:57:20,040 --> 00:57:21,780
they're doing.
I think they should be able to

1315
00:57:21,790 --> 00:57:24,210
answer that question in the same
way I should be able to answer

1316
00:57:24,220 --> 00:57:26,620
the same question about a child
in my class, and I think that

1317
00:57:26,630 --> 00:57:29,490
should be enough.
Good assault team should be able

1318
00:57:29,500 --> 00:57:34,080
to say to the teachers.
Give feedback.

1319
00:57:34,150 --> 00:57:36,780
Make give feedback to make
progress.

1320
00:57:37,480 --> 00:57:40,960
We're not going to look in your
books unless we feel the need

1321
00:57:40,970 --> 00:57:41,980
to.
Unless something something's

1322
00:57:41,990 --> 00:57:43,940
arisen because we've been in a
room and we've noticed that

1323
00:57:43,950 --> 00:57:46,170
children are jumping on, but
then you know SLT will be

1324
00:57:46,180 --> 00:57:48,130
looking in books more often than
a teacher start basing.

1325
00:57:48,140 --> 00:57:49,160
Apology.
Yeah, that's fine.

1326
00:57:49,290 --> 00:57:51,810
That's fine, but then what are
SLT gonna see in the book?

1327
00:57:51,820 --> 00:57:52,970
Which is more important that
the.

1328
00:57:52,980 --> 00:57:54,540
Teacher.
Just little things, like if they

1329
00:57:54,550 --> 00:57:56,840
saw the children were behaving
right and they're worried that

1330
00:57:57,430 --> 00:58:01,160
the teacher was though right?
Yeah, this is different exactly.

1331
00:58:01,170 --> 00:58:02,400
So they're not looking for the
same.

1332
00:58:02,470 --> 00:58:03,660
Reasons like marking and
feedback.

1333
00:58:03,670 --> 00:58:06,810
They might have been checking it
just to make sure, like other

1334
00:58:06,820 --> 00:58:08,350
kids achieving it.
So you wouldn't, you wouldn't

1335
00:58:08,360 --> 00:58:09,910
say to check the book for
progress?

1336
00:58:10,880 --> 00:58:12,940
I'd I'd say use the assessment
points for that.

1337
00:58:13,490 --> 00:58:16,080
OK, but how?
How does going on here?

1338
00:58:16,090 --> 00:58:17,180
I wanna dive it?
How?

1339
00:58:17,190 --> 00:58:20,360
How would a teacher get accurate
assessment points for each

1340
00:58:20,370 --> 00:58:22,940
individual child without
literally looking at their work?

1341
00:58:23,360 --> 00:58:25,180
We're test.
I'm saying no, but like OK

1342
00:58:25,190 --> 00:58:28,090
English writing.
OK, no, I'm thinking of English

1343
00:58:28,100 --> 00:58:29,830
writing this time.
That's to me, that's the

1344
00:58:29,840 --> 00:58:32,100
ultimate marketing thing.
Like that's what takes longest.

1345
00:58:32,640 --> 00:58:34,140
So for sure.
OK, history then.

1346
00:58:34,730 --> 00:58:38,320
How can we know where a child is
on their chronological

1347
00:58:38,420 --> 00:58:42,280
awareness, or their ability to
explain the community aspect of

1348
00:58:42,290 --> 00:58:44,560
the history or the invasion or
anything like that?

1349
00:58:44,570 --> 00:58:46,830
Yeah, without looking.
At the way it depends what you

1350
00:58:46,840 --> 00:58:48,190
do.
Like I know our school we have

1351
00:58:48,200 --> 00:58:51,430
like an end of unit essentially
not a test but we do like a task

1352
00:58:51,440 --> 00:58:53,300
at the end which is like a
summary of all knowledge.

1353
00:58:53,310 --> 00:58:55,750
Look at that one.
But that goes back to my

1354
00:58:55,760 --> 00:58:59,170
original point was if you think
if you think you need to look at

1355
00:58:59,180 --> 00:59:01,970
the books to get, I'm not saying
never look at the books.

1356
00:59:01,980 --> 00:59:05,370
My point was if you get to the
end of the lesson and you feel

1357
00:59:05,380 --> 00:59:07,710
like you will gain nothing from
looking at the books then don't

1358
00:59:07,720 --> 00:59:10,790
waste your time.
If you feel like that you that

1359
00:59:10,800 --> 00:59:12,590
you should look at the books.
Because maybe you've missed

1360
00:59:12,600 --> 00:59:14,420
something or you just want to
check to see if you miss

1361
00:59:14,430 --> 00:59:15,750
something.
You should, just when it comes

1362
00:59:15,760 --> 00:59:17,620
to history, it's like, yeah,
maybe you'll teach the first

1363
00:59:17,630 --> 00:59:20,760
four lessons and you don't need
to look at the book any point in

1364
00:59:20,770 --> 00:59:22,490
those ones.
You're happy within the lessons.

1365
00:59:22,500 --> 00:59:23,860
You know what?
People have got to look at more

1366
00:59:23,870 --> 00:59:25,090
than one lesson at a time.
Yeah.

1367
00:59:25,100 --> 00:59:27,540
But when it comes to an
assessment point, which is we

1368
00:59:27,550 --> 00:59:30,620
legally have to do that, then
maybe it is wise then at the end

1369
00:59:30,630 --> 00:59:33,200
of that unit to do something
where you say, right, actually I

1370
00:59:33,210 --> 00:59:36,030
am going to look and mark this
one because it's specific to

1371
00:59:36,040 --> 00:59:37,620
this situation.
I do need to know how they've

1372
00:59:37,630 --> 00:59:40,320
gone and that's my assessment.
I just think that there's the

1373
00:59:40,330 --> 00:59:42,410
trust, you know, to say and mark
with the kids.

1374
00:59:42,580 --> 00:59:45,210
Yeah, yeah.
That's going to be a great way

1375
00:59:45,220 --> 00:59:47,080
for you not to have a look at
the books because you can just

1376
00:59:47,090 --> 00:59:48,650
see straight away.
But I don't know.

1377
00:59:48,660 --> 00:59:49,890
I hope that summarises.
No, no.

1378
00:59:49,900 --> 00:59:51,650
Yeah, yeah, definitely.
I'm digging because this

1379
00:59:51,660 --> 00:59:54,690
imaginary school, but I think
it's so easy for people like us

1380
00:59:54,700 --> 00:59:57,830
and we do it all the time, You
know, we'll think something's

1381
00:59:57,840 --> 01:00:00,210
wrong and then we'll go down
this idealistic route of what it

1382
01:00:00,220 --> 01:00:02,510
should be.
I just think with marking, I

1383
01:00:02,520 --> 01:00:06,350
think there's always going to be
this accountability and I don't

1384
01:00:06,360 --> 01:00:09,930
think that's necessarily a bad
thing, but I wouldn't know how

1385
01:00:09,940 --> 01:00:13,310
to tackle when it wasn't going
the way I wanted it to go.

1386
01:00:13,400 --> 01:00:16,670
Yeah, like if we give all that
complete freedom, which is great

1387
01:00:16,860 --> 01:00:20,520
for 99% of teachers.
If I was SLT and there were

1388
01:00:20,530 --> 01:00:22,990
thirty children who were under
my care literally because a

1389
01:00:23,000 --> 01:00:24,510
teacher wasn't doing something
properly.

1390
01:00:24,520 --> 01:00:26,530
Yeah, yeah.
And I just say, well I just

1391
01:00:26,540 --> 01:00:28,230
trust them.
But they weren't doing it.

1392
01:00:28,500 --> 01:00:31,000
I I can see there how?
OK, Ohh.

1393
01:00:31,010 --> 01:00:35,410
Let's just have this at least a
set of rules that we have to

1394
01:00:35,420 --> 01:00:37,640
follow to give feedback.
I think my response to that

1395
01:00:37,650 --> 01:00:40,340
whole point of that analogy
about like teachers may be

1396
01:00:40,350 --> 01:00:42,770
taking a teacher, taking
advantage right of that system

1397
01:00:42,780 --> 01:00:46,020
and then seeing as a way not to
do it, not doing it well, even

1398
01:00:46,030 --> 01:00:47,240
trying to do it.
But it's not good.

1399
01:00:47,250 --> 01:00:49,650
Let's just think just because
it's kind of separate, but like

1400
01:00:49,990 --> 01:00:52,550
the specific example of someone
being like, oh, I can get away

1401
01:00:52,560 --> 01:00:55,560
with not doing either, like not
really taking any feedback in

1402
01:00:55,570 --> 01:00:57,100
the lesson and just not walking
ever.

1403
01:00:57,470 --> 01:01:01,440
I like, I think my point, my
reply to someone saying that

1404
01:01:01,450 --> 01:01:03,320
feels like salt saying that's
why we shouldn't do it.

1405
01:01:03,330 --> 01:01:04,770
I say, OK, what does the current
system work?

1406
01:01:04,850 --> 01:01:07,810
You got no one taking advantage,
no one doing a bad job marking

1407
01:01:07,820 --> 01:01:10,040
correctly.
The same people were just abuse

1408
01:01:10,050 --> 01:01:12,100
the system like they just won't
mark correctly anyway.

1409
01:01:12,180 --> 01:01:15,320
Those same people are the ones
that will look at the book, put

1410
01:01:15,330 --> 01:01:20,160
Fortress strategically placed
ticks in places and rugby and

1411
01:01:20,170 --> 01:01:22,960
right VF somewhere and put a
sticker somewhere and but not

1412
01:01:22,970 --> 01:01:24,780
really taking anything because
I'm just trying to get it done.

1413
01:01:24,790 --> 01:01:26,130
They won't go.
They're not interested.

1414
01:01:26,140 --> 01:01:29,380
And the more stringent and, you
know, intensive the marking

1415
01:01:29,390 --> 01:01:32,380
policy, the less I marked
properly because I'm like, oh,

1416
01:01:32,390 --> 01:01:34,540
my God.
OK, well, I've got to check this

1417
01:01:34,550 --> 01:01:36,170
and this and this and this and
this.

1418
01:01:36,210 --> 01:01:37,410
Hmm.
OK, well, OK.

1419
01:01:37,420 --> 01:01:39,530
I'm gonna make it look OK.
OK, cool.

1420
01:01:39,680 --> 01:01:41,930
And then I just look at what I
think is actually the useful

1421
01:01:41,940 --> 01:01:43,510
thing and for my own benefit.
Yeah.

1422
01:01:43,520 --> 01:01:45,650
And I'm just like jumping
through hoops.

1423
01:01:45,660 --> 01:01:47,610
Like so You're already doing my
thing, yeah?

1424
01:01:47,660 --> 01:01:50,470
You do my thing, you're looking
for the bit that's useful to you

1425
01:01:50,520 --> 01:01:53,110
to give you actual assessment,
and you're playing ball by doing

1426
01:01:53,120 --> 01:01:55,130
the completely pointless bit
that takes up three hours.

1427
01:01:55,840 --> 01:01:58,000
So, well, there you go.
What's the point in marketing?

1428
01:01:58,010 --> 01:02:00,450
Yeah, what do you guys think?
I'm saying, what do you think?

1429
01:02:00,580 --> 01:02:02,750
I know most people.
Think you're made-up school?

1430
01:02:02,820 --> 01:02:04,200
What is it?
What's the marking policy?

1431
01:02:04,210 --> 01:02:06,530
What's the feedback?
Maybe that's like a future

1432
01:02:06,540 --> 01:02:08,370
podcast we do.
It's just like our imaginary

1433
01:02:08,380 --> 01:02:09,310
school.
You just build this.

1434
01:02:09,320 --> 01:02:10,290
School.
I do wanna do that.

1435
01:02:10,660 --> 01:02:12,770
I've mentioned that before.
Yeah, that's why it.

1436
01:02:12,780 --> 01:02:15,810
Would be quite fun your idea.
Now, I've mentioned that to you

1437
01:02:15,880 --> 01:02:18,320
off this podcast and he's just
said it on the podcast.

1438
01:02:21,220 --> 01:02:25,620
If we get some hymns and you
fill in the blanks, thank you

1439
01:02:25,630 --> 01:02:29,380
for being our haven't got there.
I'm literally, I'm, I'm here

1440
01:02:29,390 --> 01:02:31,350
right now.
Looking forward to listening to

1441
01:02:31,360 --> 01:02:33,680
that bit again because people
had their best time for half an

1442
01:02:33,690 --> 01:02:35,500
hour, then they listen to you go
on about marketing.

1443
01:02:35,600 --> 01:02:38,560
So I wanna know if you agree or
not, cause like Dylan said, we

1444
01:02:38,570 --> 01:02:41,170
do get into, we go down these
little thought trains and this

1445
01:02:41,180 --> 01:02:42,800
probably.
I hate it, I hate it, we missed.

1446
01:02:43,130 --> 01:02:47,620
That is the one thing that makes
me resent the job the most is

1447
01:02:47,630 --> 01:02:50,090
when I'm sat knowing I've got 90
bucks to get through life.

1448
01:02:51,490 --> 01:02:53,250
No, no.
And and 95% of this is

1449
01:02:53,260 --> 01:02:54,560
completely.
Irrelevant.

1450
01:02:54,570 --> 01:02:57,290
You're not gonna get home now
for for two more hours and

1451
01:02:57,300 --> 01:02:58,730
nothing will change and nothing
will change.

1452
01:02:58,740 --> 01:03:01,280
No better outcomes for the kids
and no information for you that

1453
01:03:01,290 --> 01:03:04,260
you didn't already know.
Yeah. 90% of the time.

1454
01:03:04,270 --> 01:03:06,390
So guys, moral of this story is,
what's the point in marking?

1455
01:03:08,140 --> 01:03:11,070
Not much, really.
All right.

1456
01:03:12,710 --> 01:03:13,720
You really want to say
something.

1457
01:03:15,130 --> 01:03:17,280
Yeah, what's the What's the
point in marking?

1458
01:03:17,330 --> 01:03:18,860
I don't know.
But what is the point in

1459
01:03:18,870 --> 01:03:20,820
marking?
Or the point of marking really

1460
01:03:20,830 --> 01:03:23,540
should be to be providing
children with feedback, say

1461
01:03:23,550 --> 01:03:24,970
point of marketing one more
time.

1462
01:03:25,210 --> 01:03:29,300
So the point of market, point of
marking is why are you mark this

1463
01:03:29,310 --> 01:03:32,760
podcast out of five stars?
I probably give it 4.9.

1464
01:03:33,800 --> 01:03:36,980
Would you ohh guys give us a 5
star review?

1465
01:03:36,990 --> 01:03:39,260
Team Ohh no.
Just disgruntled SLT members

1466
01:03:39,270 --> 01:03:41,350
that love marking policies.
Watching this today.

1467
01:03:41,540 --> 01:03:45,230
I love writing things down in
books that aren't read properly.

1468
01:03:47,050 --> 01:03:47,980
Right.
Yeah.

1469
01:03:48,110 --> 01:03:49,840
We go wrap up because we got on.
Yeah.

1470
01:03:49,850 --> 01:03:52,740
Two way while over an hour.
Hot again.

1471
01:03:52,950 --> 01:03:54,700
Yeah.
When will that end?

1472
01:03:54,710 --> 01:03:56,340
Yeah, right, Sandy.
Soon.

1473
01:03:56,510 --> 01:03:57,220
We'll see you next.