Ep 166: Answering Your Questions: Rigid & Boring Afternoon Lessons, Advice For Student Teachers & Improving Confidence

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Hello everyone, Welcome back to
another episode of Teach Sleep

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Repeat.
My name is Dylan, my name's

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Hayden.
I'm back with another question

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and answer episode.
All of these questions are from

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you, our lovely listeners,
Hayden.

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How can they put a question to
us?

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How can they put a question to
us, Dylan?

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They can join our WhatsApp
community.

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Use the link down below.
It's a fantastic place to be.

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It is, it's lovely, and we send
the link out for your anonymous

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questions.
Join us down below.

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And while you're here, why not
like this episode?

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Or follow us, or do whatever you
need to do, leave us a rating.

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It's just such a nice giving
thing, isn't it?

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Hayden, it's lovely, right?
Maybe you should stop talking

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now and I'll do a question.
How about that?

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Yeah.
From our listeners.

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From Kathy, she said.
What memory of an event,

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practise or activity from your
own school days do you wish?

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We're still around in schools
today.

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We used to do impromptu walks
out into the country on sunny

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days.
That's nice.

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Now it has to be pre planned
with permissions and risk

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assessments so invariably gets
cancelled due to bad weather.

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I always felt like when I was
teaching in school, when I'd

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look back at being in primary
school, there were way more

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rules that I had to follow as a
teacher.

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And again, maybe the teachers
back then had all these rules

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and regulations and things, but
it certainly does feel like

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there's way more like hoops to
jump through right now and

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things teachers have to do.
And or you can possibly be like

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it's wasting 5 minutes of
learning time.

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What do you mean the person next
door is doing this thing the

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exact same thing.
Chill out.

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Like my my favourite part about
primary school, and I don't know

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about you, I loved primary
school.

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It was just fun and I loved
learning.

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Was doing projects like just
having time in the afternoon,

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just a deep dive into like the
Romans or I did one about

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planets as well.
And currently that seems to only

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happen in year 6 when the Sats
are done.

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It's like, oh, we've done all
the important stuff, what can we

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do for a bit?
The very essence of what fun is

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and learning is.
In primary school, I did one

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about planets, I did one about
Romans, did acrostic poems, just

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got my head in a book about
facts and was writing them down

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and doing fact files.
And it wasn't so precious that

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we had to tick off all of these
different assessment things on

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this on this website that we've
gotten access to right now.

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And oh, it's gold in this, but
it's blue in that, and it's

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purple in this.
And, well, it's all it doesn't

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matter.
Chill out.

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Yeah, it's primary school.
I feel like you're going to

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rinse me for this next
statement, understandably.

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But there's some truth in it,
right?

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But I feel like I had a better
time at primary school than any

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of the kids that I've taught in
my career have ever had.

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Well, you were a teacher.
And I, and I know I knew what

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was coming from that.
I don't think that's because of

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the system.
There we go, but there's

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something to be said about that,
right.

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I don't know if you feel the
same like on on that meta level,

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but maybe it's like you said,
like the rules and the way

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things have changed.
I maybe it's that, you know,

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rose tinted glasses, whatever
you're looking back and you

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think, OK, great, My I had a
great time.

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But I, I do think it's true
though, because if I think back,

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I did have those days where it
was like we'd, I remember

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distinctly going out of my
school and the teacher was like,

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right, everyone grab your art
books.

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I was like, what are we doing?
We walked out the school, we sat

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outside drawing trees and
things.

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And then we went down to the
beach because we were, I mean,

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we were very lucky to be failed
near a beach, went down to the

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beach, did some project stuff
and then came back and wrote it

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all up, started making a
booklet.

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And I just remember being
literally in my element and I

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feel like that happened all the
time in my head.

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And I don't feel like that
happened all the time during my

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career.
Or at least it was really hard

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to do those things because like
you said, you have to evidence

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so much other stuff.
So I don't know, practises I can

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bring back from my, from the old
days, literally being able to

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just have days where you can
just work on projects and it's

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not at a great cost.
Or like you said, it's not

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because the Sats are over now.
Now we can enjoy our learning.

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Now can we just enjoy learning
all the time?

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Let's bring that back.
Can we enjoy learning all the

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time for the sake of enjoying
learning and and discovering a

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subject rather than for the sake
of, you know, league tables and

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results?
And, and even like when you

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think about, I was sure about
league tables and results and

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things like that.
But even currently when we do

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afternoon lessons, which are
nothing to do with the Sats,

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they do feel incredibly formal a
lot of the time.

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Like you've got to have these
worksheets where we have to do a

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retrieval task and then we must
do something to do with this.

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This certain type of worksheet
has to be completed every single

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time when you've got to put
something in the books and

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you've got to match up these
things and you've got to explain

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something and it feels so
forced.

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And I think personally, I, I had
a lot more as, as a pupil when I

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attended primary school in the
90s and the early 2000s, I felt

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like I had a lot more autonomy
just to love and enjoy learning.

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And I was given opportunities to
find things out and just listen

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to stories and just enjoy the
world around me and become

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inquisitive.
Whereas now it feels like

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everyone really does have to be
pencil pencilled or shoe horned

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in this exact way of learning
and this exact way of showing

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that you understand something.
There's a lot of ways of showing

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you understand something, and
it's not necessarily just, oh,

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we did a lesson last week.
We need to do 3 questions now

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and we need to mark you out of
three.

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I'm going to take your score and
I'm going to write it down on

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the assessment paper because
apparently that's important for

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some reason.
Who?

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Gives a who cares?
Like who cares genuinely, if you

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remember 3 out of three or two
out of three or one out of three

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when you're in primary school, I
get it.

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The older you are and you're
moving towards maybe your GCSE

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exams in history or you're going
towards your A levels, etcetera,

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sat there with cue cards,
memorising fact.

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That's all important, right?
But if we really think about the

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the role of these different
subjects, for me, when you're a

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7 or 8 year old in a primary
school, I just want to engage

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the children.
I want to make them love and

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enjoy learning.
I don't want them to think that

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they're being tested constantly
on what they remember for things

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that genuinely don't matter.
I think when you speak to

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teachers who were teaching when
we were kids, they do actually

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say this sort of stuff, like,
and then we were sort of being

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kind by being like, oh, maybe it
was the same then.

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It wasn't.
They literally I've had multiple

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conversations across my career
with people who taught when I

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was a kid who were like, no, no,
no.

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It was just much better and way
more easy then to just come in

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and have my post it note and be
like, ah, do you know what?

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We're going to do a project on
the mines this week.

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Yeah.
And it was like, that's just

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what they did because they had
that freedom and it was probably

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great.
Sure, it maybe open the door to

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bad practise more potentially by
not having all those

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constrictions and rules, but I
don't.

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I had a good time.
So yeah.

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I had a great time and I do
think it's just important that

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we don't forget that like in,
in, in this, in as we strive to

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make sure that there's a certain
level of practise that's the

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lowest possible, Let's not make
sure we're capping the top as

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well.
That's all I'd say.

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Like let's not make sure those
extraordinary teachers who

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inspire people and come up with
amazing activities aren't

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feeling like they're stunted as
well.

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We have to just trust the
profession a bit more.

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So that's what I would say.
It feels like there was a lot

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more trust back then.
If I was given free rein to do

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whatever I wanted with my class,
my class wouldn't suddenly not

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learn things.
My class would be doing way more

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interesting stuff in my opinion.
It's weird that we stripped the

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pay of teachers and then stop
trusting them as much, isn't it?

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I don't know if that linked.
Anyway, next question.

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Yeah, go on, this is anonymous.
So when looking for a job in

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primary school, would you choose
a job at a school you really

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love but would be teaching in a
year that wasn't your preferred

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one?
Or would you go and teach at a

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school that you didn't
particularly like, but you did

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have the preferred year group?
On the surface this sounds like

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a tricky question, but when I
think about it, it's very

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obviously the option where I
work in a school that I like.

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I thought that as well.
Yeah, why?

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Why did you think?
That because that's like that,

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that affects, I think that
affects you holistically.

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Do you not think working in a
different your group does?

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Like for example, you would put
an EYFS in a school you love, or

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year six in a school you didn't
love.

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Yeah, it's true.
It's true that that they're like

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the extremes, I guess, because
for me, like I would rather do

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Year 6 and sort of downwards
from there.

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I feel like UAFS is the absolute
opposite.

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Yeah.
And we, but we are also, I think

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in this situation, you're
probably thinking of the worst

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score and the best score.
So I think it's fair.

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It's fair to compare the
extremes any other way.

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OK.
Let's do that then, yeah.

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So would I rather work in the
worst school, but in year 6,

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let's say that's my favourite
year group.

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Or is it it's a year 6 or year
4?

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Yeah, OK.
I don't know, but it's certainly

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upper keys.
Let's say year 6, then you're

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not.
Upper keys age Yeah, key stage

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2.
Let's just say year 6 for the

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example.
Yeah, or the OR the best scope

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in keys in.
Way I think.

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I think I'd pick that just
thinking about it.

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I'm like, I feel like I'd be
happier.

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I could get over the fact that I
feel less confident with EYFS,

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and I know as a teacher, I'm
almost definitely just going to

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enjoy it.
Once I get used to it, I think I

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can get over that hurdle
quicker.

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The reason I don't want to go in
EYFS is because I don't feel

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confident with it.
I will do when I've taught it

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for a year.
Do you know what I mean?

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Like I didn't feel confident
about year six.

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It was scary.
And then I went into it and it

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was fine.
The reason you don't want to

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teach Ayfs is way more timid and
mild than the reason you don't

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want to work in a horrible
school.

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Yeah, well, here is a good
example.

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I've I've left schools before
working in year groups, my

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favourite year groups.
I've been in my favourite year

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group and wanted to leave the
school so badly that I left.

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Yeah, Do you know what I mean?
So like, I don't know, I'm just

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taking off my.
Experience that's a really,

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that's really interesting.
I do think as well when

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teachers, so every teacher out
there listening to this will

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have their preference of year
groups that they don't want to

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teach, right.
Yeah.

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But I, I, I, I can only speak
personally And the, the most

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obvious example for me was when
I worked in year 3.

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And this is not even extreme, to
be honest with you, but because

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I've worked in junior schools
for my whole career and year 3

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is obviously the lowest you can
go to.

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And I always used to think to
myself, oh God, not year 3, not

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year 3.
And I've told this story a

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billion times.
I has put in year 3 because I

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00:08:39,799 --> 00:08:43,600
think a lot of teachers in
Junior School have that mindset

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00:08:43,600 --> 00:08:45,920
of while the slightly older
ones, right, because they're in

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the Junior School to start with,
it kind of makes sense.

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And I, I said to their teacher,
Oh, I don't mind assuming

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multiple other people would say
they don't mind.

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But it turns out literally
everyone was like, oh, not year

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three got to my, got to my
application, let's call it, of

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saying what I don't mind doing
next year.

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00:09:02,320 --> 00:09:03,280
Oh God.
OK, cool.

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00:09:03,280 --> 00:09:04,480
We'll put, we'll put Denon in
there.

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00:09:04,480 --> 00:09:06,360
And I went to year 3 and I was
very apprehensive.

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00:09:06,360 --> 00:09:10,520
But like you said, very, very,
very quickly you realise that 80

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percent, 90% of the skills you
have as a teacher are just

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completely transferable down to
different year group.

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There maybe are some different
needs.

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00:09:16,520 --> 00:09:18,880
For example, like going to year
three, they were a bit more

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00:09:18,880 --> 00:09:20,400
needy.
It was a Junior School.

242
00:09:20,400 --> 00:09:22,800
So they were, they were all
brand new to the school.

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00:09:22,800 --> 00:09:25,560
So things like routines for the
entire community and getting to

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know adults, that was another
step that they didn't quite get

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00:09:28,640 --> 00:09:31,800
right.
So yeah, it was difficult, but I

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00:09:31,800 --> 00:09:35,360
can work through those things.
I can adapt, I can change and my

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00:09:35,360 --> 00:09:38,120
practise can still be good and,
and I can still have the trust

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00:09:38,120 --> 00:09:39,840
of my, of my SRT, which I did
have.

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00:09:40,280 --> 00:09:43,640
If you work in a bad school, it
doesn't matter how much you love

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00:09:43,640 --> 00:09:45,760
the ear group.
Maybe you don't have trust as a

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00:09:45,760 --> 00:09:48,160
professional.
Maybe you feel like you can't

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00:09:48,160 --> 00:09:51,880
affect change and you can't
actually make your way to being

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00:09:51,880 --> 00:09:54,160
happy.
So it's it's about control as

254
00:09:54,160 --> 00:09:56,080
well.
I think you can control a lot

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00:09:56,080 --> 00:09:58,080
more in a year group.
You don't want to teach, but

256
00:09:58,080 --> 00:10:00,680
you're in a good school as
compared to if you're in a

257
00:10:00,680 --> 00:10:01,800
Europe.
You do want to teach, but you're

258
00:10:01,800 --> 00:10:03,200
in a really negative.
School and in a good school

259
00:10:03,200 --> 00:10:04,800
you'll get the support.
If you're struggling with the

260
00:10:04,800 --> 00:10:06,280
year group, you don't want to
teach, you'll get the support

261
00:10:06,280 --> 00:10:08,320
because it's a good school so
that you know they'll make it

262
00:10:08,320 --> 00:10:08,800
better.
So.

263
00:10:08,960 --> 00:10:11,760
What's what's a year group then
out of interest that you least

264
00:10:11,760 --> 00:10:14,360
want to do, let's go from early
years to year 6.

265
00:10:14,360 --> 00:10:18,680
Is it just a straight line?
I ish I, I pretty much think so,

266
00:10:18,680 --> 00:10:19,920
yeah.
I think if we're simple it like

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00:10:19,920 --> 00:10:22,320
I said, year 4 and year 6, when
we get to the higher ones, year

268
00:10:22,320 --> 00:10:24,440
456, it might switch a little
bit.

269
00:10:24,440 --> 00:10:25,600
I think year 4 is probably my
peak.

270
00:10:25,920 --> 00:10:29,280
But yeah, as you go down, I
think I'd, I'd, yeah, rather

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00:10:29,280 --> 00:10:32,440
teach EYFS the least and then
year one and then year 2 and

272
00:10:32,440 --> 00:10:34,960
then year three and then year
456 can jump around, Yeah.

273
00:10:34,960 --> 00:10:36,080
Yeah.
Yeah, completely.

274
00:10:36,120 --> 00:10:37,800
But again, that's only because,
like you said, there's only

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because I've not had that much
experience.

276
00:10:39,360 --> 00:10:41,080
I wouldn't actually shy away
from it to be honest with you,

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00:10:41,080 --> 00:10:43,120
if I, if I had the opportunity
or not the opportunity, if I, if

278
00:10:43,120 --> 00:10:46,080
I was told in my career you have
to do this, I would have been a

279
00:10:46,080 --> 00:10:47,920
bit worried about it, but I
would have done it and I have

280
00:10:47,920 --> 00:10:50,480
enough confidence in myself to
think I probably would have just

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00:10:50,480 --> 00:10:52,640
enjoyed it once I'd got over
that initial hurdle.

282
00:10:52,640 --> 00:10:55,200
If you think about, I always
think about it's the most pure

283
00:10:55,200 --> 00:10:56,960
form of teaching.
Like I shouldn't really be

284
00:10:56,960 --> 00:10:58,520
aversed of it.
I should be really excited by

285
00:10:58,520 --> 00:10:59,840
it.
Because when they come to me in

286
00:10:59,840 --> 00:11:03,280
year 4, Year 5 or year 6,
there's a certain level for the

287
00:11:03,280 --> 00:11:05,200
vast majority of the children
where they can understand

288
00:11:05,200 --> 00:11:07,560
things, they can read and they
can do basic maths etcetera.

289
00:11:08,000 --> 00:11:11,400
Whereas there is something to be
said about how I'm full of

290
00:11:11,400 --> 00:11:13,520
respect for people who work low
down to policy because you're

291
00:11:13,520 --> 00:11:15,920
literally teaching children to
actually read.

292
00:11:16,000 --> 00:11:18,080
Yeah.
Like, to start physically, like,

293
00:11:18,080 --> 00:11:20,640
they can't read.
And then you teach them and they

294
00:11:20,640 --> 00:11:21,640
can read.
Yeah.

295
00:11:22,000 --> 00:11:24,960
What that.
Is there anything more like

296
00:11:24,960 --> 00:11:26,400
rewarding than that?
Like.

297
00:11:26,400 --> 00:11:28,200
It's insane.
That's why I think year one's on

298
00:11:28,200 --> 00:11:31,040
a bit of a pedestal for me.
For that reason, EYFS I think is

299
00:11:31,040 --> 00:11:33,920
more scary for me or something
like that's closer to me to like

300
00:11:33,920 --> 00:11:36,360
nursery in terms of like the
proper national curriculum

301
00:11:36,360 --> 00:11:38,880
starts, doesn't it, in year 1?
And isn't EYF guidance and

302
00:11:38,880 --> 00:11:40,400
framework, which is a bit more
loose?

303
00:11:40,400 --> 00:11:42,240
That scares me a bit more.
Because it's loose.

304
00:11:42,240 --> 00:11:42,880
Because.
It's loose.

305
00:11:42,880 --> 00:11:44,960
Whereas year one I'm a bit like,
OK, well, at least I know I've

306
00:11:44,960 --> 00:11:46,960
got these objections because I
can start, like you said, I can,

307
00:11:47,160 --> 00:11:48,640
I can really go off this
framework now.

308
00:11:48,640 --> 00:11:50,520
Whereas before that I'm like,
they're just a bit too young for

309
00:11:50,520 --> 00:11:51,080
me.
I think.

310
00:11:51,080 --> 00:11:53,800
I think I'd be way more like, I
don't know what I'm doing

311
00:11:53,920 --> 00:11:55,680
anyway.
I just went all over the place

312
00:11:55,680 --> 00:11:57,000
with year one, a little bit more
structure.

313
00:11:57,000 --> 00:11:58,720
I can, I can get with that.
And like you said, it's just

314
00:11:58,720 --> 00:12:01,400
such an important time, vital,
so important like getting the

315
00:12:01,400 --> 00:12:03,680
foundations right.
And we know if you look at data

316
00:12:04,000 --> 00:12:06,680
that, you know, although there's
obviously mobility in the way,

317
00:12:06,680 --> 00:12:10,080
in the way children perform and
change over time, those

318
00:12:10,080 --> 00:12:11,600
foundations do have a huge
impact though.

319
00:12:11,600 --> 00:12:14,480
Like getting it right in the 1st
place does really help kids

320
00:12:14,680 --> 00:12:17,320
trajectory as they go through
school and into life.

321
00:12:17,440 --> 00:12:19,320
So like, it's such a huge
important job.

322
00:12:19,440 --> 00:12:22,480
It's, you know, it's, it's a big
one.

323
00:12:22,560 --> 00:12:24,480
Unnerving.
Yeah, I think that's the word.

324
00:12:24,720 --> 00:12:26,120
Unnerving.
I'm not against it.

325
00:12:26,400 --> 00:12:28,000
Whereas a bad school I'm
against.

326
00:12:28,360 --> 00:12:29,320
Yeah.
Don't leave it to do it.

327
00:12:29,320 --> 00:12:30,080
Yeah, yeah, yeah.
Horrendous.

328
00:12:30,080 --> 00:12:31,240
So there's nothing I can do
there.

329
00:12:31,320 --> 00:12:32,760
I'm done.
Done with that.

330
00:12:32,880 --> 00:12:34,400
I have a podcast because of bad
schools.

331
00:12:34,400 --> 00:12:37,520
All right, Yeah.
Anything else shoot in the next

332
00:12:37,520 --> 00:12:38,600
one.
Yeah, go on, you can keep

333
00:12:38,600 --> 00:12:39,200
reading.
Oh, can I?

334
00:12:39,200 --> 00:12:40,600
That's nice.
This is from Jacob.

335
00:12:41,000 --> 00:12:43,960
I'm going to be starting my PGC
next year and I'm super excited.

336
00:12:43,960 --> 00:12:45,640
Well that's nice to hear.
I have a good amount of

337
00:12:45,640 --> 00:12:47,480
experience volunteering in
schools and working with

338
00:12:47,480 --> 00:12:50,520
children, but mostly in small
amounts through school holidays

339
00:12:50,520 --> 00:12:53,200
where I've been home from uni.
I know that a PGC is really

340
00:12:53,200 --> 00:12:54,760
intensive.
Do you have any advice for

341
00:12:54,760 --> 00:12:57,160
getting the most out of the
course or any prep I should be

342
00:12:57,160 --> 00:13:00,120
doing beforehand?
Love the enthusiasm.

343
00:13:00,560 --> 00:13:02,840
I say it one more time because
I've said it a million times in

344
00:13:02,840 --> 00:13:06,960
this podcast.
My PGCE year was my favourite

345
00:13:06,960 --> 00:13:09,920
year in education.
Really.

346
00:13:09,920 --> 00:13:11,440
Yeah.
And I count as education because

347
00:13:11,440 --> 00:13:12,600
I was, I was in university,
right?

348
00:13:12,600 --> 00:13:15,840
Yeah, Yeah, It was my favourite
single year in the whole of

349
00:13:15,840 --> 00:13:21,200
education because it was it was
so inspiring.

350
00:13:21,200 --> 00:13:23,720
I don't know, like it was, I
wanted to become a teacher.

351
00:13:23,720 --> 00:13:26,240
I was really excited by it and I
was in schools and I was working

352
00:13:26,240 --> 00:13:28,920
with kids and I was realising
how special this job was and how

353
00:13:29,080 --> 00:13:30,280
much of an impact you could
have.

354
00:13:30,840 --> 00:13:33,400
It was really intense.
You did a PGC as well.

355
00:13:33,760 --> 00:13:36,080
How did you feel about it in
general and audition tips?

356
00:13:36,080 --> 00:13:38,120
Well, yeah, it's interesting
because similar sort of

357
00:13:38,120 --> 00:13:39,800
feelings, but I took it really,
really seriously.

358
00:13:39,800 --> 00:13:41,720
I don't sound stupid, of course
you take it seriously, but I was

359
00:13:41,720 --> 00:13:44,200
the classic like at uni.
Before that I was a bit of a

360
00:13:44,200 --> 00:13:45,440
dosser.
I wasn't doing that much and

361
00:13:45,440 --> 00:13:47,560
even at the end of my school
career or sixth form, I was

362
00:13:47,560 --> 00:13:50,440
forming a level of education.
I was, I just wasn't giving it

363
00:13:50,440 --> 00:13:51,760
my all.
So I got used to doing things

364
00:13:51,760 --> 00:13:53,560
the last second.
Whereas with the PGCE, I really,

365
00:13:54,000 --> 00:13:56,600
really took it seriously and
properly dived into it.

366
00:13:56,600 --> 00:13:58,840
So I guess my, my first bit of
advice, I mean, I don't think I

367
00:13:58,840 --> 00:14:00,440
need to give it to Jacob.
It sounds like he's going to do

368
00:14:00,440 --> 00:14:03,200
this anyway, is to like fully,
fully immerse yourself in it.

369
00:14:03,400 --> 00:14:05,240
It can be a wonderful
experience.

370
00:14:05,600 --> 00:14:08,840
And yeah, we'll sit here and say
as ten years on, like, oh,

371
00:14:08,840 --> 00:14:10,400
teachers should be doing this
and should be doing that.

372
00:14:10,400 --> 00:14:12,080
If we're checking their
contracts and not getting taken

373
00:14:12,080 --> 00:14:13,920
advantage of.
It's almost a different

374
00:14:13,920 --> 00:14:16,600
conversation to that PGC year
because the PGCE year, I'd be

375
00:14:16,600 --> 00:14:20,640
saying honestly, just whatever
you want to give to it, give to

376
00:14:20,640 --> 00:14:22,400
it.
Like if you want to absorb your

377
00:14:22,400 --> 00:14:26,240
entire life into it, do that
because it is a fantastic way to

378
00:14:26,240 --> 00:14:28,680
learn and you are going to learn
a lot.

379
00:14:29,440 --> 00:14:31,480
Yeah, it's about rapid learning.
That's how I look at it.

380
00:14:31,480 --> 00:14:33,080
And the more you put in, the
more you get out.

381
00:14:33,360 --> 00:14:35,800
I think at that, at that level,
I do think there's lots of

382
00:14:35,800 --> 00:14:38,720
things out of your control.
Like you know who your mentor is

383
00:14:38,760 --> 00:14:40,560
can have a massive impact.
Having talked to a lot of

384
00:14:40,560 --> 00:14:41,800
people, I was lucky I had a good
mentor.

385
00:14:42,080 --> 00:14:44,160
Who you're placed with, the
teacher you're placed with, how

386
00:14:44,160 --> 00:14:46,760
supportive are they?
A lot of teachers, from what

387
00:14:46,760 --> 00:14:48,840
I've heard can be a bit hands
off and be like, OK, you're my

388
00:14:48,840 --> 00:14:50,880
student, off you go teach.
I'm going to go and put a bit of

389
00:14:50,880 --> 00:14:51,360
extra.
Time.

390
00:14:51,360 --> 00:14:53,680
Yeah, just using time.
I was again very lucky with my

391
00:14:53,680 --> 00:14:56,240
teachers that they were not only
fantastic teachers but really

392
00:14:56,240 --> 00:14:58,600
helped me as well.
But that's things you can't

393
00:14:58,600 --> 00:15:00,080
control.
Talking about things you can

394
00:15:00,080 --> 00:15:01,480
control, I absolutely agree with
you.

395
00:15:02,520 --> 00:15:05,320
Plough yourself into this, do
everything, say yes to

396
00:15:05,320 --> 00:15:07,920
everything you can possibly say
yes to because it is exciting,

397
00:15:07,920 --> 00:15:10,600
it is fun and most importantly,
you're there to learn.

398
00:15:11,000 --> 00:15:15,080
At this point it isn't a job.
Absolutely.

399
00:15:15,080 --> 00:15:17,720
I understand there's a lot of
training courses out there that

400
00:15:17,720 --> 00:15:19,440
are treated like jobs and you
get paid for your time.

401
00:15:19,640 --> 00:15:21,040
I understand the importance of
that.

402
00:15:21,160 --> 00:15:24,240
But when I say it's not a job,
what I'm saying is your primary

403
00:15:24,240 --> 00:15:25,760
focus there is not to earn a
living.

404
00:15:25,960 --> 00:15:28,880
Your primary focus when you're
doing PGC is to learn as rapidly

405
00:15:28,880 --> 00:15:30,520
as you can.
So whatever works for you, go

406
00:15:30,520 --> 00:15:32,200
for that.
And I found that the more I put

407
00:15:32,200 --> 00:15:35,080
in, the more I got out and the
more you do earlier on in your

408
00:15:35,080 --> 00:15:37,240
career, you will thank yourself
later.

409
00:15:37,720 --> 00:15:41,120
I'll give one example.
How many lesson plans I had to

410
00:15:41,120 --> 00:15:44,520
write that were pages long for
one lesson?

411
00:15:44,600 --> 00:15:47,040
Or even I remember the first bit
of teaching I ever did was a

412
00:15:47,040 --> 00:15:50,960
math starter and I wrote a page
and a half of plan for what I

413
00:15:50,960 --> 00:15:52,960
would do for this 10 minute math
starter.

414
00:15:52,960 --> 00:15:54,280
Right?
Ridiculous.

415
00:15:54,280 --> 00:15:56,080
I'd never do it today if someone
asked me to.

416
00:15:56,080 --> 00:15:57,920
Like what is wrong with you?
Of course I'm not going to do

417
00:15:57,920 --> 00:16:01,240
it.
However, if I was 22 again doing

418
00:16:01,240 --> 00:16:04,160
my PGCA, I would do exactly that
again.

419
00:16:04,320 --> 00:16:07,120
I agree.
Because it's in doing that for

420
00:16:07,120 --> 00:16:09,400
the first few times yourself
that you learn what works and

421
00:16:09,400 --> 00:16:12,040
what doesn't.
You realise yourself what is

422
00:16:12,040 --> 00:16:14,320
best for you.
You see what's a waste of time.

423
00:16:14,320 --> 00:16:16,520
You see what works and you learn
and you learn and you learn.

424
00:16:16,520 --> 00:16:19,880
And over time you can strip that
back because you become the

425
00:16:19,880 --> 00:16:22,320
expert.
You're not the expert yet, and

426
00:16:22,320 --> 00:16:25,600
that's OK to understand.
I absolutely agree.

427
00:16:25,600 --> 00:16:27,520
And I even took on the whole
like lesson because I remember a

428
00:16:27,520 --> 00:16:28,720
lot of people moaned about
lesson planning.

429
00:16:28,720 --> 00:16:30,720
They were like, oh, the other
teachers don't have to write all

430
00:16:30,720 --> 00:16:32,720
these lesson plans out and we're
training and we've got to do

431
00:16:32,720 --> 00:16:33,920
essays.
Why am I writing these lesson

432
00:16:33,920 --> 00:16:36,280
plans out?
And I was never on that line of

433
00:16:36,280 --> 00:16:37,800
thinking.
I was always like, because we

434
00:16:37,800 --> 00:16:39,920
don't know it yet, because we
haven't absorbed it yet.

435
00:16:39,920 --> 00:16:42,960
And I really think it helped me
become a better teacher by I

436
00:16:42,960 --> 00:16:44,880
actually continued it into my
first year of teaching.

437
00:16:44,880 --> 00:16:47,480
I didn't do after that, but in
my first year of teaching, I

438
00:16:47,480 --> 00:16:49,600
continued to, especially for
observations and things,

439
00:16:49,880 --> 00:16:52,160
properly write out my lessons
exactly.

440
00:16:52,160 --> 00:16:53,880
All of the pedagogies, I was
thinking everything I wanted to

441
00:16:53,880 --> 00:16:56,600
achieve in that lesson, and it
would be like 2 pages sometimes.

442
00:16:56,960 --> 00:16:59,760
But eventually that just became
my second nature because I feel

443
00:16:59,760 --> 00:17:01,720
like I absorbed it so much
because I was thinking so

444
00:17:01,720 --> 00:17:04,240
critically and deeply about all
of these things I've learned and

445
00:17:04,240 --> 00:17:05,920
all these practises I want to
put in place that yeah, the

446
00:17:05,920 --> 00:17:07,480
other teachers were just doing
naturally and they weren't

447
00:17:07,480 --> 00:17:09,920
writing all this stuff down.
But I knew that difference and I

448
00:17:09,920 --> 00:17:12,160
knew that I'd get to that point.
And there were some teachers who

449
00:17:12,160 --> 00:17:14,440
were like very quickly, like, Oh
yeah, I'm never doing that

450
00:17:14,440 --> 00:17:15,760
again.
I was rubbish on writing down

451
00:17:15,760 --> 00:17:18,520
lesson plans.
OK, that's fine, but I feel like

452
00:17:18,520 --> 00:17:21,160
I benefit a lot from that.
So yeah, absorb yourself into

453
00:17:21,160 --> 00:17:22,440
that process.
Trust the process.

454
00:17:22,520 --> 00:17:24,839
Yeah, definitely.
And when you first do it, you're

455
00:17:24,839 --> 00:17:28,359
not planning 15 lessons a week.
So for example, when I, when I

456
00:17:28,359 --> 00:17:31,120
planned my starter, right, Oh,
the teacher's not doing that.

457
00:17:31,120 --> 00:17:32,720
No, the teacher's planning 15
lessons.

458
00:17:33,320 --> 00:17:34,600
I'm planning a 10 minute
starter.

459
00:17:34,600 --> 00:17:37,320
I'm writing a page and a half.
Like I was interested in it.

460
00:17:37,320 --> 00:17:40,000
I wanted it to be good.
So I put that time into that.

461
00:17:40,000 --> 00:17:43,200
And yeah, I'll just say right
now, just for balance here, I

462
00:17:43,200 --> 00:17:45,680
think in my ECT year, I very
quickly got rid of those very,

463
00:17:45,680 --> 00:17:47,920
very detailed written plans for
every single lesson because I

464
00:17:47,920 --> 00:17:51,360
found it unsustainable and also
not very helpful eventually.

465
00:17:51,760 --> 00:17:54,600
And it didn't mean that I was
doing it under duress in my PGC

466
00:17:54,600 --> 00:17:56,560
year.
I actually throughout my PGC

467
00:17:56,560 --> 00:17:59,520
year managed to draw that back.
Draw it back because you have to

468
00:17:59,520 --> 00:18:01,640
be thinking as well, what's the
end goal of your PGC?

469
00:18:01,640 --> 00:18:02,760
You want a career in teaching?
Yeah.

470
00:18:02,960 --> 00:18:06,160
So you have to think, OK, I'm
going to be in ECT next year.

471
00:18:06,520 --> 00:18:07,960
I'm going to be teaching this
much.

472
00:18:08,320 --> 00:18:11,480
So I'm going to start by doing 1
starter a week and I'm going to

473
00:18:11,480 --> 00:18:15,720
finish my PGCE at least being
able to manage teaching. 80%

474
00:18:15,720 --> 00:18:16,640
timetable for.
ECT.

475
00:18:16,640 --> 00:18:18,240
Yeah, yeah, yeah.
So you have to manage that

476
00:18:18,240 --> 00:18:23,520
journey and I think pushing your
awe into it and slowly thinking

477
00:18:23,520 --> 00:18:26,120
about, OK, well, actually it
will be unmanageable for me to

478
00:18:26,120 --> 00:18:28,880
write a two page plan for every
single lesson I do when I start

479
00:18:28,880 --> 00:18:31,520
my ACT, right?
So how can I work towards that

480
00:18:31,520 --> 00:18:33,720
goal as well, but still get the
most out of it?

481
00:18:34,280 --> 00:18:36,440
The second thing I want to talk
about, and I'm interested to get

482
00:18:36,440 --> 00:18:38,520
what you think from this,
because I was very much a last

483
00:18:38,520 --> 00:18:40,640
minute person, even though I
took it very seriously.

484
00:18:40,640 --> 00:18:42,280
My PGC in school was a job,
right?

485
00:18:42,360 --> 00:18:44,800
I treated it like a job was the
essays.

486
00:18:45,440 --> 00:18:49,000
They they, they ruined me a bit
because he's finally get to half

487
00:18:49,000 --> 00:18:51,600
term and it was like, OK, I can
switch off apart from I can't

488
00:18:51,600 --> 00:18:53,360
because my essay deadline is the
end of half term.

489
00:18:53,800 --> 00:18:56,920
How did you deal with that?
It was stressful, I won't lie.

490
00:18:56,920 --> 00:19:00,520
Like and previously, I was never
amazing at essays.

491
00:19:00,520 --> 00:19:03,000
I mean, my previous degree I
was, you know, I was all right,

492
00:19:03,000 --> 00:19:05,440
but they weren't great.
And I really did try extremely

493
00:19:05,440 --> 00:19:08,240
hard on these ones.
But I think back now, maybe

494
00:19:08,240 --> 00:19:11,560
passively, I picked up more than
I give credit for.

495
00:19:11,560 --> 00:19:14,240
I don't think considering how
much effort I put into essays, I

496
00:19:14,240 --> 00:19:18,200
don't really think I reaped
loads of rewards from the time

497
00:19:18,200 --> 00:19:21,360
input that I put in, when really
I probably could have just spent

498
00:19:21,360 --> 00:19:23,320
5 minutes reading some sort of
summary about Piaget.

499
00:19:23,720 --> 00:19:25,920
You you, you have such bad
advice of this.

500
00:19:25,920 --> 00:19:28,040
I need to I really disagree with
you completely.

501
00:19:28,040 --> 00:19:29,400
No, I don't think right.
I don't.

502
00:19:29,400 --> 00:19:30,640
I don't think spending is good
though.

503
00:19:30,680 --> 00:19:33,360
Talk about 30-40 hours.
Listen, you don't have to do

504
00:19:33,360 --> 00:19:35,280
that much.
Writing I I think you probably.

505
00:19:35,320 --> 00:19:38,600
No OK for any time, but writing
a 5 minute summary of Piaget is

506
00:19:38,640 --> 00:19:41,080
absolutely not getting at the
bottom of like what he was

507
00:19:41,080 --> 00:19:42,560
saying.
I don't know, I feel like I

508
00:19:42,560 --> 00:19:45,720
could I feel like I picked it up
pretty quick like back back in

509
00:19:45,720 --> 00:19:47,520
the day or if I got still
whatever, but OK, right, this

510
00:19:47,520 --> 00:19:49,720
is.
OK, in the same way that anyone

511
00:19:49,720 --> 00:19:52,520
off the street who's of a
certain intelligence, I can

512
00:19:52,560 --> 00:19:54,400
explain by Gottsky and they'll
say, oh, I get it.

513
00:19:54,560 --> 00:19:56,280
Yeah, they don't actually really
get it.

514
00:19:56,280 --> 00:20:00,200
They understand the vibe, right,
but, but, but you've got to say

515
00:20:00,200 --> 00:20:02,760
that there is a benefit to
reading in detail what these

516
00:20:02,760 --> 00:20:04,560
people are saying.
But it's a huge drop off is what

517
00:20:04,560 --> 00:20:06,640
I'm trying to say.
I got a huge benefit from that

518
00:20:06,640 --> 00:20:09,000
first hour, let's say of looking
that's different to a 5 minute

519
00:20:09,000 --> 00:20:09,960
summary.
OK, fine.

520
00:20:10,080 --> 00:20:11,760
Let's get an hour.
OK, But even still, an hour is

521
00:20:11,760 --> 00:20:13,600
nothing compared to how long
you'd spend writing this essay.

522
00:20:13,880 --> 00:20:15,000
Really.
Like in terms of the actual

523
00:20:15,000 --> 00:20:17,040
reading, if you did them
properly and you actually read

524
00:20:17,040 --> 00:20:18,800
the things which no one ever
does because they they were just

525
00:20:18,960 --> 00:20:21,440
skipping to bits in the books or
finding parts that they wanted

526
00:20:21,440 --> 00:20:23,080
to reference.
But I I felt like it was worse

527
00:20:23,080 --> 00:20:25,520
that I did that.
It probably was worse, but then

528
00:20:25,520 --> 00:20:27,840
the time was even, it was
completely unmanageable.

529
00:20:27,840 --> 00:20:30,040
And if it was actually like, you
actually do have to read these

530
00:20:30,040 --> 00:20:32,560
17 books that you've referenced,
is that OK?

531
00:20:32,560 --> 00:20:34,520
I can't act.
I don't even have, there's not

532
00:20:34,520 --> 00:20:36,880
even have hours in the day to
read this many books.

533
00:20:36,880 --> 00:20:39,080
Like, so I don't know.
I just feel like what I would

534
00:20:39,080 --> 00:20:41,200
have got, what I got from maybe
an hour of just looking at bits

535
00:20:41,200 --> 00:20:42,880
from Vygotsky and then having to
put in my essay.

536
00:20:42,880 --> 00:20:45,880
That was enough.
Then the 20 hours of writing the

537
00:20:45,880 --> 00:20:48,920
essay and referencing more
stuff, it was a huge drop off in

538
00:20:48,920 --> 00:20:50,800
terms of like, how much more I
was getting out of that.

539
00:20:50,960 --> 00:20:52,480
Yeah.
So I always resented that a

540
00:20:52,480 --> 00:20:53,360
little bit.
Yeah.

541
00:20:53,720 --> 00:20:55,080
Because I didn't feel like I got
much more.

542
00:20:55,080 --> 00:20:56,640
I could.
I could have just stopped 10% of

543
00:20:56,640 --> 00:20:58,520
the way into the journey and
probably got out of it what I

544
00:20:58,520 --> 00:21:00,360
needed.
And, and again, I think it's

545
00:21:00,360 --> 00:21:02,560
very easy later on in your
career to look back and say, oh,

546
00:21:02,560 --> 00:21:04,600
it's pointless, It's stupid.
Who cares about pedagogy?

547
00:21:04,600 --> 00:21:06,520
Vygotsky, who?
I never use PR anymore.

548
00:21:06,720 --> 00:21:08,560
You probably do.
Yeah, you do like, like you

549
00:21:08,560 --> 00:21:11,040
probably do because you, because
you put that time in in your

550
00:21:11,040 --> 00:21:15,120
PGCO, you sat through, you know,
people talking to you via

551
00:21:15,120 --> 00:21:16,960
lectures in university that you
thought were completely

552
00:21:16,960 --> 00:21:18,680
pointless or you went into
school.

553
00:21:18,800 --> 00:21:21,200
Naturally when you're planning
lessons, you will draw upon

554
00:21:21,200 --> 00:21:23,560
things subconsciously even that
you've listened to and read.

555
00:21:23,800 --> 00:21:27,680
So you know when people say that
they are kind of wrong, like,

556
00:21:28,120 --> 00:21:30,120
OK, yeah, it can be boring.
You don't want to listen.

557
00:21:30,120 --> 00:21:31,120
You don't.
Not going to sit down to a

558
00:21:31,120 --> 00:21:33,480
lecture now and listen about
I've got skin Piage right 10

559
00:21:33,480 --> 00:21:34,640
years into the career of
teaching.

560
00:21:34,800 --> 00:21:37,400
However, to say it's pointless
isn't is the nonsense to me

561
00:21:37,400 --> 00:21:40,760
because it is it is important
and even if it feels like common

562
00:21:40,760 --> 00:21:42,640
sense, it's like, well yeah, but
they're the prevailing

563
00:21:42,640 --> 00:21:45,240
structures because because it's
common sense and because it

564
00:21:45,240 --> 00:21:47,600
works.
So I think but I but I, I must

565
00:21:47,600 --> 00:21:51,600
say coming full circle, I agree
with you that I got way more out

566
00:21:51,600 --> 00:21:55,480
of my time on the ground
teaching with quality teachers

567
00:21:55,720 --> 00:21:58,720
than I did or I felt like I did
at least out of writing essays

568
00:21:58,720 --> 00:22:00,440
or being in lectures because.
At the end of the day, it was

569
00:22:00,440 --> 00:22:02,480
PGC, right?
There were two parts to that.

570
00:22:02,480 --> 00:22:04,400
You were, you were doing the
degree element of it where you

571
00:22:04,440 --> 00:22:06,920
are in a degree, you generally
are expected to write essays and

572
00:22:06,920 --> 00:22:09,040
write at a really higher, higher
level education level.

573
00:22:09,480 --> 00:22:11,440
But then you were getting the
certificate of education, you

574
00:22:11,440 --> 00:22:13,840
were getting your QTS.
That's the one.

575
00:22:13,840 --> 00:22:16,000
So it was, you know, I think you
can just look at that and be

576
00:22:16,000 --> 00:22:19,240
like and appreciate that you are
doing both and yeah, OK, how

577
00:22:19,240 --> 00:22:21,560
much do do that?
Are they worth equal time?

578
00:22:21,880 --> 00:22:23,760
Yeah, probably not really Like
you're going to get more out of

579
00:22:23,760 --> 00:22:25,200
the placements.
Like you said, the essay, it's

580
00:22:25,200 --> 00:22:28,320
kind of I still reps like
somewhat enjoyed them.

581
00:22:28,320 --> 00:22:30,440
But when you say is it worth
equal time, I don't think

582
00:22:30,440 --> 00:22:33,280
anyone's suggesting it is
because everyone on the PGC

583
00:22:33,280 --> 00:22:35,880
spends way more time in a school
than writing essays.

584
00:22:35,880 --> 00:22:38,280
So like I just don't think it's
a fair compare.

585
00:22:38,280 --> 00:22:39,480
I think it gets a really bad
Rep.

586
00:22:39,480 --> 00:22:42,960
Basically it's like, I think the
the pedagogy version and the

587
00:22:42,960 --> 00:22:46,600
academic side of a PGC kind of
gets brushed under the carpet as

588
00:22:46,600 --> 00:22:48,080
like, well, it's not as
important as the school.

589
00:22:48,240 --> 00:22:51,160
No, it's not.
And it isn't like in the way

590
00:22:51,160 --> 00:22:53,280
it's set up like you have to do
3 essays a year.

591
00:22:53,600 --> 00:22:55,400
How many hours in a classroom
are you actually teaching?

592
00:22:55,400 --> 00:22:57,480
Like it?
It's probably the right amount

593
00:22:57,480 --> 00:22:58,520
of balance, right?
Ratio.

594
00:22:58,520 --> 00:23:00,600
Yeah, probably.
But like you said, it comes at

595
00:23:00,600 --> 00:23:01,920
half terms.
It's annoying because it's not

596
00:23:01,920 --> 00:23:03,920
like factored in time wise.
Yeah, it's not like you.

597
00:23:03,960 --> 00:23:05,960
Oh, this, this placement.
You have two weeks off to write

598
00:23:05,960 --> 00:23:07,240
those essays.
I know you've got to do on top.

599
00:23:07,280 --> 00:23:10,280
And I think it depends what kind
of essay and and piece of

600
00:23:10,280 --> 00:23:12,800
writing you're doing.
I remember vividly doing a bit

601
00:23:12,800 --> 00:23:14,720
of research.
I'm putting in inverted commas

602
00:23:14,720 --> 00:23:17,800
here, which is all about
manipulatives in maths and using

603
00:23:17,800 --> 00:23:20,400
manipulatives and seeing what
impact it had on children.

604
00:23:20,600 --> 00:23:22,920
And I would take some children
out of a lesson and teach them

605
00:23:22,960 --> 00:23:26,200
division with no manipulatives.
And I'd take other children out

606
00:23:26,200 --> 00:23:28,400
of the lesson and teach them
division with manipulatives.

607
00:23:28,640 --> 00:23:30,920
And then two or three weeks
later I'd go back and teach them

608
00:23:30,920 --> 00:23:33,000
again and see how they
understood things.

609
00:23:33,200 --> 00:23:36,280
And we'd be comparing scores and
seeing, you know, did it embed

610
00:23:36,280 --> 00:23:38,440
more in children who had
manipulatives and understanding

611
00:23:38,440 --> 00:23:41,040
compared to children who didn't?
That was really interesting.

612
00:23:41,040 --> 00:23:43,400
Like, and it was actually a
really good part of my practise

613
00:23:43,400 --> 00:23:45,760
where I could actually practise
it myself in children, but also

614
00:23:45,760 --> 00:23:48,920
with manipulatives, but then
also seeing what my results

615
00:23:48,920 --> 00:23:50,920
were.
And then comparing it to the

616
00:23:50,920 --> 00:23:54,400
wider selection of academics
that's out there who already

617
00:23:54,400 --> 00:23:56,040
have written about it and, and
done that.

618
00:23:56,240 --> 00:23:59,320
And actually I felt like I got
loads out of that, that really,

619
00:23:59,400 --> 00:24:02,160
you know, and then kept my kind
of attitude.

620
00:24:02,600 --> 00:24:05,120
People say like, what, why do
you like this mass mastery and

621
00:24:05,120 --> 00:24:06,400
stuff?
Why are you so invested in it?

622
00:24:06,400 --> 00:24:09,160
Why do you think it's so good?
Well, because I learnt through

623
00:24:09,160 --> 00:24:11,760
that in my lectures and because
the new curriculum was being

624
00:24:11,760 --> 00:24:13,880
embedded, but also because I did
that bit of research myself.

625
00:24:14,160 --> 00:24:17,800
And absolutely me seeing that
work was a big part of me

626
00:24:17,800 --> 00:24:20,760
thinking I really, this really
can have an impact.

627
00:24:20,800 --> 00:24:22,800
This informs my practise going
forward.

628
00:24:23,360 --> 00:24:26,560
And me writing that essay and
pulling together arguments and

629
00:24:26,560 --> 00:24:29,400
ideas from different sides made
me a better practitioner.

630
00:24:29,640 --> 00:24:31,240
That's, that's, that's
absolutely true.

631
00:24:31,240 --> 00:24:34,400
So I just think like sometimes
just brushing it aside is

632
00:24:34,400 --> 00:24:36,600
unimportant.
I I don't like that.

633
00:24:36,600 --> 00:24:38,840
And we talk a lot about how it's
important to get qualified

634
00:24:38,840 --> 00:24:40,040
teachers in who are
professionals.

635
00:24:40,040 --> 00:24:42,520
Yeah.
And I do think a chunk of that

636
00:24:42,520 --> 00:24:44,640
comes from that side of it as
well.

637
00:24:44,760 --> 00:24:48,320
That is important and does put
you in good stead compared to

638
00:24:48,480 --> 00:24:49,800
maybe someone who doesn't get
that at all.

639
00:24:49,840 --> 00:24:53,240
What's more about intelligence?
Academics that that side of it

640
00:24:53,240 --> 00:24:54,800
is like closer to that world of
life.

641
00:24:54,960 --> 00:24:56,520
I don't like that.
But it is though, isn't it?

642
00:24:56,520 --> 00:24:57,920
Like your?
Proof of being able to write a

643
00:24:57,920 --> 00:25:01,400
really well coherent like well
written coherent essay is more

644
00:25:01,400 --> 00:25:03,800
to me at that point about like
so you.

645
00:25:04,160 --> 00:25:06,280
Your intelligence.
Like, I don't know if that's the

646
00:25:06,280 --> 00:25:07,720
right word.
I'm going to just try and be

647
00:25:07,720 --> 00:25:09,280
clear.
Here I I'm talking more about

648
00:25:09,280 --> 00:25:11,760
the process of doing that
research and putting things

649
00:25:11,760 --> 00:25:13,240
together and reading different
points of view.

650
00:25:13,240 --> 00:25:13,880
Right.
Yeah.

651
00:25:14,040 --> 00:25:17,080
How well and coherently I can
put together a written essay, I

652
00:25:17,080 --> 00:25:19,960
think isn't, isn't, is quite an
archaic way maybe of judging

653
00:25:19,960 --> 00:25:20,920
that process.
Right.

654
00:25:21,040 --> 00:25:22,640
Sure.
And, and I do agree with that

655
00:25:22,640 --> 00:25:25,200
because there's people who I
know who have dyslexia who could

656
00:25:25,200 --> 00:25:28,760
have gone through the exact same
process I did and produced a

657
00:25:28,760 --> 00:25:31,200
technically worse essay that
learned as much as you.

658
00:25:31,200 --> 00:25:33,480
Learned as much as me got.
As much from it informed their

659
00:25:33,480 --> 00:25:35,920
practise, as much became more of
a professional because of it.

660
00:25:36,360 --> 00:25:38,800
But when they put it in to turn
it in and their professor marked

661
00:25:38,800 --> 00:25:40,880
it, it wasn't quite coherent,
didn't quite flow, didn't quite

662
00:25:40,880 --> 00:25:43,360
follow the structure.
Yeah, so I agree, that's quite

663
00:25:43,360 --> 00:25:45,840
archaic to me.
But I think the process of that

664
00:25:45,840 --> 00:25:49,320
learning is important and should
still be put on a pedestal.

665
00:25:49,440 --> 00:25:51,400
Yeah, definitely, definitely so.
If you do your PGCE.

666
00:25:52,200 --> 00:25:53,280
Embrace it, that's what I'm
saying.

667
00:25:53,280 --> 00:25:56,400
Embrace all aspects of it and be
prepared to be knackered.

668
00:25:56,480 --> 00:25:57,800
I agree and after.
All this.

669
00:25:58,360 --> 00:26:00,640
Did you go back and do a
master's, an education after I

670
00:26:01,240 --> 00:26:04,240
No.
I didn't, but I did.

671
00:26:04,320 --> 00:26:07,720
It's because it's because my PGC
was math specialist.

672
00:26:07,720 --> 00:26:08,720
Was yours?
No, I did.

673
00:26:08,720 --> 00:26:10,440
Just think about when.
I went back and did a master's.

674
00:26:10,440 --> 00:26:13,080
No, you did a master's.
Isn't it weird how you went back

675
00:26:13,080 --> 00:26:14,960
and did a master's?
Oh, I think this is all

676
00:26:14,960 --> 00:26:16,960
important, pedicle.
It's very important.

677
00:26:16,960 --> 00:26:19,040
But I'll do a master's and go 6
grand extra into debt.

678
00:26:19,120 --> 00:26:20,240
Do you know?
Do you know why?

679
00:26:20,680 --> 00:26:23,960
I was too allured by when you do
a PGCE, you get a bunch of

680
00:26:23,960 --> 00:26:26,800
credits for your masters at the
end and it works out a third of

681
00:26:26,800 --> 00:26:28,600
your masters.
Yeah, it's like a club card

682
00:26:28,600 --> 00:26:30,720
price.
I looked at that yellow, yellow

683
00:26:30,720 --> 00:26:33,240
credits and I was like, I can't
not it's a third off.

684
00:26:33,400 --> 00:26:35,920
I can get a masters in 2/3 of
the time.

685
00:26:35,920 --> 00:26:37,440
Yeah, 6 grand instead of.
Nine.

686
00:26:37,440 --> 00:26:38,960
What a bargain.
And the school paid for it.

687
00:26:39,160 --> 00:26:40,880
They did, which I didn't.
You then pay back.

688
00:26:40,920 --> 00:26:42,200
I had to pay.
Back a chunk of it, yeah.

689
00:26:42,320 --> 00:26:43,920
Yeah, I had to stay at the
school for a certain amount of

690
00:26:43,920 --> 00:26:45,600
time afterwards.
What's that master's done for

691
00:26:45,600 --> 00:26:47,520
you?
Well, I get to write it down.

692
00:26:48,520 --> 00:26:49,560
You know, when did you write it
down?

693
00:26:49,560 --> 00:26:53,240
I get to put MA next to my name
in all of my research projects.

694
00:26:53,240 --> 00:26:54,320
When have you done a research
project?

695
00:26:54,320 --> 00:26:55,480
Well, they haven't happened yet,
no.

696
00:26:55,960 --> 00:26:57,800
So the only perk is you get.
To write MA down and you've

697
00:26:57,800 --> 00:27:01,040
never actually the only perk is.
I get to say I've done a masters

698
00:27:01,040 --> 00:27:03,840
on this podcast in front of you.
Who hasn't after trying to?

699
00:27:03,840 --> 00:27:06,360
Convince me it's unimportant to
do research in education.

700
00:27:06,360 --> 00:27:08,320
That's why I brought it up,
because I thought it's good.

701
00:27:08,320 --> 00:27:10,200
It's brilliant.
No, but it's funny because now I

702
00:27:10,200 --> 00:27:14,480
think it's pointless.
Just a round off.

703
00:27:14,840 --> 00:27:16,840
Just a round off.
I didn't really enjoy writing

704
00:27:16,840 --> 00:27:20,640
essays that much, all right,
except for my masters where it

705
00:27:20,640 --> 00:27:23,080
was extremely important and
valuable, which you did

706
00:27:23,080 --> 00:27:24,440
alongside.
Full time teaching?

707
00:27:24,720 --> 00:27:27,880
Yeah, I know, but.
A third off.

708
00:27:28,640 --> 00:27:30,880
So it was worth it.
I was like, I can't not.

709
00:27:30,960 --> 00:27:35,160
It's like Black Friday.
Isn't it what was 499 now 200?

710
00:27:35,160 --> 00:27:36,880
I'll get that.
Never to Didn't even need it.

711
00:27:36,880 --> 00:27:39,080
Didn't need it or.
Want it and it will be no use to

712
00:27:39,080 --> 00:27:40,560
you.
I'll read the next.

713
00:27:40,720 --> 00:27:44,480
One OK how about that anonymous
What is a good way to improve

714
00:27:44,480 --> 00:27:46,000
your confidence with public
speaking?

715
00:27:46,120 --> 00:27:49,200
I often find it daunting talking
in front of adults and my peers.

716
00:27:49,440 --> 00:27:52,240
Any advice is much welcome.
Fake it till you make.

717
00:27:52,240 --> 00:27:54,440
It baby, just make yourself do
it.

718
00:27:54,440 --> 00:27:59,360
Get up there, talk, sweat and
shake until you stop doing that.

719
00:27:59,880 --> 00:28:00,880
It's weird because you're still
on that.

720
00:28:00,880 --> 00:28:02,000
Journey to become more
confident.

721
00:28:02,120 --> 00:28:03,080
Yeah.
So what are you doing?

722
00:28:03,200 --> 00:28:06,280
I actually am like.
I can't say that if I was to

723
00:28:06,280 --> 00:28:09,680
stand up in front of 100 random
adults, I don't know that I

724
00:28:09,680 --> 00:28:11,440
wouldn't be nervous.
How about thousands in front of

725
00:28:11,440 --> 00:28:12,400
a?
Podcast that's fine because

726
00:28:12,400 --> 00:28:13,800
they're not there you.
Know what I mean?

727
00:28:13,800 --> 00:28:14,800
Just cameras.
Guys.

728
00:28:14,800 --> 00:28:16,920
Just you're not even there
really, are you?

729
00:28:17,440 --> 00:28:19,440
But but when there's, there's
something to be said, isn't

730
00:28:19,440 --> 00:28:20,600
there?
When you're standing on a stage

731
00:28:20,600 --> 00:28:22,360
with a microphone, there's loads
of people looking at you.

732
00:28:22,680 --> 00:28:26,680
It is quite unnerving.
But my only thing to say is it

733
00:28:26,680 --> 00:28:28,400
was probably the same experience
for most of you.

734
00:28:28,400 --> 00:28:31,720
It was for me when you first got
in front of the children and

735
00:28:31,720 --> 00:28:34,120
eventually it's nothing to you,
it's the same.

736
00:28:34,120 --> 00:28:37,360
I imagine it's the same with
speaking in front of adults.

737
00:28:37,440 --> 00:28:39,320
You do it enough times and it
just becomes nothing.

738
00:28:39,320 --> 00:28:41,400
So you've just got to do it.
I think a big A.

739
00:28:41,600 --> 00:28:44,880
Big piece of ice leading on from
that is that don't feel like

740
00:28:44,880 --> 00:28:48,440
nervousness or anxiety around
doing it means you can't do it.

741
00:28:49,640 --> 00:28:52,240
You'll be surprised how many
people who you see as very good

742
00:28:52,240 --> 00:28:54,800
public speakers still have that
nervousness beforehand.

743
00:28:54,840 --> 00:28:58,280
Like it's completely normal.
I actually genuinely every time

744
00:28:58,280 --> 00:29:01,040
in my career, I can't remember
now how many, you know, CPD

745
00:29:01,040 --> 00:29:02,840
sessions I would do as mass lead
it.

746
00:29:02,840 --> 00:29:06,040
It's probably 15 right in in my
career, I don't know, maybe it's

747
00:29:06,040 --> 00:29:09,160
probably more, I don't know, but
I would say there was not a

748
00:29:09,160 --> 00:29:12,320
single one where beforehand I
didn't have like it might feel

749
00:29:12,320 --> 00:29:14,600
like my heart dropping or a bit
of nervousness around it.

750
00:29:14,760 --> 00:29:16,960
Even though I knew these people
at the back of my hand, they

751
00:29:16,960 --> 00:29:18,840
were my colleagues for the last
eight years.

752
00:29:19,080 --> 00:29:20,840
I've done this millions of times
before.

753
00:29:21,200 --> 00:29:24,600
Still, even standing up in front
of just my colleagues, there's

754
00:29:24,600 --> 00:29:28,240
always that aspect of thinking,
oh, well, I'm the voice of

755
00:29:28,240 --> 00:29:30,560
reason here and I'm the person
telling them what to do and why

756
00:29:30,560 --> 00:29:32,640
it's good to do it.
Like, that's a bit nerve

757
00:29:32,640 --> 00:29:34,240
wracking as well.
It's not my comfort zone.

758
00:29:34,400 --> 00:29:35,840
My.
Comfort zone is speaking in

759
00:29:35,880 --> 00:29:38,240
front of 32 kids, not, not a
bunch of adults and maybe one

760
00:29:38,240 --> 00:29:38,880
TA.
Do you know what I mean?

761
00:29:38,880 --> 00:29:40,000
Like something like that if
you're lucky.

762
00:29:40,120 --> 00:29:42,240
Yeah, yeah, definitely.
But do you feel like it went

763
00:29:42,240 --> 00:29:43,880
down though over the years?
Like, do you feel like you got

764
00:29:43,880 --> 00:29:45,400
less even though you still had
that feeling?

765
00:29:45,400 --> 00:29:46,600
Did it?
Yeah, 100%.

766
00:29:47,080 --> 00:29:48,600
Because it's through doing it
and doing it.

767
00:29:48,760 --> 00:29:51,880
And I felt like the more often I
did it, the less nervous I was.

768
00:29:51,880 --> 00:29:54,400
And if for whatever reason there
was a bigger gap in between

769
00:29:54,400 --> 00:29:56,200
doing it, I'd start to feel a
bit more nervous again.

770
00:29:56,200 --> 00:29:58,560
And I think, oh gosh, I want to
make sure I say the right thing.

771
00:29:58,560 --> 00:30:01,200
I want to make sure what I'm
saying has has value.

772
00:30:01,400 --> 00:30:03,280
Like there was a mixture.
Actually, there was two things

773
00:30:03,280 --> 00:30:05,440
I'd think about, which is 1,
just the act of standing up and

774
00:30:05,440 --> 00:30:07,880
talking to people.
And there was 2 was the content

775
00:30:07,880 --> 00:30:10,440
of what I was saying.
Like I'd get nervous about both.

776
00:30:10,880 --> 00:30:13,400
And I felt like the act of
standing up and talking in front

777
00:30:13,400 --> 00:30:14,880
of people.
I actually got less and less and

778
00:30:14,880 --> 00:30:18,000
less nervous doing that.
Maybe teaching helped, right?

779
00:30:18,240 --> 00:30:22,640
But I did not really like it
took a long time for me to then

780
00:30:22,920 --> 00:30:25,640
more like that imposter syndrome
of why would they bother even

781
00:30:25,640 --> 00:30:27,440
listening to me.
That was like a separate thing

782
00:30:27,440 --> 00:30:29,760
almost and interesting.
If I'm, if I'm talking, if I'm

783
00:30:30,000 --> 00:30:32,760
giving advice now to someone who
gets nervous around talking

784
00:30:32,760 --> 00:30:36,760
around their colleagues, it
would genuinely be do it like

785
00:30:36,760 --> 00:30:38,480
put yourself out there, talk for
5 minutes.

786
00:30:38,720 --> 00:30:44,240
Even if you ask to maybe do a
part of the staff meeting that

787
00:30:44,240 --> 00:30:46,560
has nothing to do with your
personal, you know,

788
00:30:46,560 --> 00:30:48,320
responsibilities or thoughts on
something.

789
00:30:48,520 --> 00:30:50,640
You are simply relaying
information to the whole staff

790
00:30:50,640 --> 00:30:52,400
team.
So you don't have that part of

791
00:30:52,400 --> 00:30:54,960
you that's thinking always what
I'm saying relevant or is it

792
00:30:54,960 --> 00:30:56,440
useful?
Ignore that.

793
00:30:56,640 --> 00:31:00,080
Just literally maybe relay some
information in, you know, you

794
00:31:00,080 --> 00:31:01,760
might have a staff meeting in
the morning where everyone gets

795
00:31:01,760 --> 00:31:03,560
together 15 minutes.
We have a bulletin for the week.

796
00:31:04,640 --> 00:31:07,600
Use that you just just say 3 or
4 things Oh yeah, this week guys

797
00:31:08,120 --> 00:31:10,840
for this, this, this and this
this and this just information

798
00:31:11,000 --> 00:31:12,400
so that you can try and go over
that part.

799
00:31:12,800 --> 00:31:13,840
Yeah, definitely.
And talk to.

800
00:31:13,840 --> 00:31:15,440
Other people as well.
That's my last bit of advice.

801
00:31:15,440 --> 00:31:18,080
Talk to other people that do it
or just watch them when they do

802
00:31:18,080 --> 00:31:19,080
it and just think what they
doing.

803
00:31:19,080 --> 00:31:20,720
Is there anything they do with
their body language?

804
00:31:20,720 --> 00:31:22,760
They look nervous and then just
say to them, do you feel

805
00:31:22,760 --> 00:31:24,280
nervous?
And you'll find that most people

806
00:31:24,280 --> 00:31:26,160
be like, Oh yeah, always a
little bit, always a little bit.

807
00:31:26,160 --> 00:31:28,160
But then I just get into the
flow and it's all and it's fine.

808
00:31:28,160 --> 00:31:30,080
And it goes away over time.
So have you heard of that

809
00:31:30,080 --> 00:31:32,040
advice?
Before about public speaking,

810
00:31:32,040 --> 00:31:35,200
which is like before you go and
do it, just go to the toilet, go

811
00:31:35,200 --> 00:31:39,000
into a cubicle and literally
stand as tall as you can and put

812
00:31:39,000 --> 00:31:41,640
your feet wide right.
Stand there for the whole time

813
00:31:42,280 --> 00:31:44,480
and don't do the talk.
Don't do the talk and and put

814
00:31:44,480 --> 00:31:46,440
your arms out.
Yeah, and beat your chest out.

815
00:31:46,880 --> 00:31:49,760
And it's it's ridiculous because
it sounds crazy, right?

816
00:31:49,760 --> 00:31:53,760
Yeah, but it actually is backed
by science and works in terms of

817
00:31:54,000 --> 00:31:56,080
you, you'd open yourself up a
bit more.

818
00:31:56,400 --> 00:31:58,280
You are faking it until you make
it.

819
00:31:58,280 --> 00:32:00,080
You trick your body into finger,
then you're confident.

820
00:32:00,360 --> 00:32:02,200
Because think about what you
naturally do when you're scared

821
00:32:02,200 --> 00:32:03,880
or nervous.
You cower a bit, you put you

822
00:32:03,880 --> 00:32:06,120
pull in a little bit, your
shoulders come towards yourself.

823
00:32:06,120 --> 00:32:08,920
You're looking down.
If you just honestly do a power

824
00:32:08,920 --> 00:32:12,160
stance like this for like for
like a minute, a big one like

825
00:32:12,160 --> 00:32:14,360
that and you you're faking it.
You're you're building

826
00:32:14,360 --> 00:32:15,920
confidence.
It sounds ridiculous, doesn't

827
00:32:15,920 --> 00:32:18,120
it?
But watch any politician right?

828
00:32:18,320 --> 00:32:20,480
There's a reason why they have a
really wide stance when they go

829
00:32:20,480 --> 00:32:21,760
out there.
It's a reason why they puff

830
00:32:21,760 --> 00:32:23,480
their chest out a little.
Learn these things.

831
00:32:23,520 --> 00:32:24,800
It's.
Because they have been taught.

832
00:32:24,800 --> 00:32:28,120
It by people who know what
they're talking about and it is

833
00:32:28,120 --> 00:32:30,080
what you said at the start.
It's faking it until you make

834
00:32:30,080 --> 00:32:31,480
it.
Don't feel confident.

835
00:32:31,800 --> 00:32:32,960
Trick your body into thinking
it.

836
00:32:32,960 --> 00:32:35,120
Put your chest out.
Don't don't don't be timid.

837
00:32:35,120 --> 00:32:37,360
Don't be down.
I'm going to do it now I'm.

838
00:32:37,600 --> 00:32:39,880
Doing it right now, I do feel
more confident.

839
00:32:39,880 --> 00:32:41,000
I feel like a bear.
Do you actually?

840
00:32:41,400 --> 00:32:43,400
You look.
Like a bear, Do you?

841
00:32:43,400 --> 00:32:44,120
Do you?
Do you actually?

842
00:32:44,120 --> 00:32:45,240
Or you just say no, no I don't,
but I.

843
00:32:45,240 --> 00:32:47,880
But I can, I can appreciate it
because I because I fully buy

844
00:32:47,880 --> 00:32:49,920
into that sort of stuff.
I really like having faked it

845
00:32:49,920 --> 00:32:51,400
till I've made it with lots of
different things.

846
00:32:51,400 --> 00:32:52,680
Now I'm I'm fully on the side of
it.

847
00:32:52,680 --> 00:32:53,840
I think it's until you mucked
it.

848
00:32:53,960 --> 00:32:58,000
I think that's the question.
God's sake.

849
00:32:58,560 --> 00:33:01,560
Thanks for that, Eddie.
It works, isn't it?

850
00:33:01,560 --> 00:33:02,880
Like I've done it enough Times
Now.

851
00:33:02,920 --> 00:33:05,760
I'm like, Oh yeah, you can just
pretend to do or be something

852
00:33:05,760 --> 00:33:07,600
and and eventually you just kind
of feel like you are.

853
00:33:07,600 --> 00:33:09,440
And it's like, cool.
So I can I can totally

854
00:33:09,440 --> 00:33:11,720
appreciate the idea that there
are like quick things you can do

855
00:33:11,720 --> 00:33:15,000
to like help speed that process
up like a, a stance of your body

856
00:33:15,000 --> 00:33:16,760
or something like that.
Small little things we've.

857
00:33:16,760 --> 00:33:19,240
Been posting on social media,
felt like an idiot for a while,

858
00:33:19,320 --> 00:33:20,920
just did it.
I don't feel nervous at all.

859
00:33:20,920 --> 00:33:22,640
And how about posting on social
media at all?

860
00:33:22,640 --> 00:33:25,040
It's not even a thing anymore.
And also our YouTube channel

861
00:33:25,040 --> 00:33:26,200
where we've done lots of things
before.

862
00:33:26,840 --> 00:33:28,280
Putting yourself out there is
scary.

863
00:33:28,280 --> 00:33:29,760
Public speaking is the next
level up.

864
00:33:29,760 --> 00:33:32,360
It's hard.
Just do it, do it, do it, do it.

865
00:33:32,360 --> 00:33:34,000
You can't get better at
something if you're not even

866
00:33:34,000 --> 00:33:35,680
doing it.
I agree, just do.

867
00:33:35,680 --> 00:33:37,080
It right next question
anonymous.

868
00:33:37,840 --> 00:33:41,200
Is it possible for any teacher
regardless of experience to not

869
00:33:41,200 --> 00:33:43,720
do any work during half term and
weekends?

870
00:33:43,840 --> 00:33:46,240
The Sunday slash end of holiday
scaries are real.

871
00:33:46,400 --> 00:33:49,080
Doing work can become a strategy
to relieve the anxiety, but deep

872
00:33:49,080 --> 00:33:50,760
down you know you shouldn't be
doing any work.

873
00:33:51,000 --> 00:33:52,600
Any tips to deal with this will
be appreciated.

874
00:33:52,600 --> 00:33:57,080
Thank you there.
Is a way because I lived it for

875
00:33:57,080 --> 00:34:00,480
a while.
There is a way, but it's so rare

876
00:34:01,040 --> 00:34:03,960
and it, you know, when we talk
about not doing these types of

877
00:34:03,960 --> 00:34:06,400
things, I'm doing it to start a
conversation.

878
00:34:06,400 --> 00:34:08,920
I'm doing it to plant a seed.
I'm doing it to make you think

879
00:34:08,920 --> 00:34:11,600
where can you cut back?
And when I say don't do stuff

880
00:34:11,600 --> 00:34:13,760
outside of school, etcetera,
I've done it myself.

881
00:34:14,159 --> 00:34:16,679
What I'm not saying is every
single person in every single

882
00:34:16,679 --> 00:34:18,560
situation up and down the
country and every school can,

883
00:34:18,639 --> 00:34:21,199
can do this immediately.
But what I'm saying is you could

884
00:34:21,199 --> 00:34:23,880
definitely cut it back, right?
You can definitely cut it back.

885
00:34:24,040 --> 00:34:29,159
So my my quick answer to that is
you could right, but you might

886
00:34:29,159 --> 00:34:31,719
not as well and and and don't
think to yourself, well, I can't

887
00:34:31,719 --> 00:34:33,679
am IA failure.
Should I not be doing this?

888
00:34:33,880 --> 00:34:36,400
No, no, that you might be in a
situation where actually in this

889
00:34:36,400 --> 00:34:38,360
moment you can't just do nothing
at all.

890
00:34:38,920 --> 00:34:42,120
But I do agree that we need to
be working towards it a bit

891
00:34:42,120 --> 00:34:42,920
more.
Yeah, we should.

892
00:34:42,920 --> 00:34:44,239
I I think it's two separate.
Points isn't it?

893
00:34:44,239 --> 00:34:46,800
We should be working as a
profession to a point where it

894
00:34:46,800 --> 00:34:49,320
is an option and actually you
shouldn't be having to do loads

895
00:34:49,320 --> 00:34:51,040
of work in your own time.
But I feel bad.

896
00:34:51,040 --> 00:34:55,560
I hate the idea that this
person's who said like deep

897
00:34:55,560 --> 00:34:57,400
down, you know, she'd been doing
it, but I'm doing it to relieve

898
00:34:57,400 --> 00:35:00,480
anxiety in the holidays.
If that works for you, then that

899
00:35:00,480 --> 00:35:02,400
should just be OK.
You should if you want to, if

900
00:35:02,400 --> 00:35:04,400
you want to relieve a bit of
anxiety because you because you

901
00:35:04,400 --> 00:35:06,520
feel nervous about the amount of
work you're going to have to do

902
00:35:06,520 --> 00:35:09,640
in term time and for you doing a
little bit of work in half term

903
00:35:09,640 --> 00:35:13,120
or on a Sunday for you relieve
the anxiety that you're going to

904
00:35:13,120 --> 00:35:14,920
get in the week and that works
for you.

905
00:35:15,120 --> 00:35:16,880
I hate the idea that you then
feel bad about doing that

906
00:35:16,880 --> 00:35:19,520
because you think the profession
like if that works for you, I

907
00:35:19,520 --> 00:35:20,520
think you should do.
I've done that.

908
00:35:20,520 --> 00:35:22,640
And because I sympathise with
that, because there have been

909
00:35:22,640 --> 00:35:25,240
times in my career where I think
I know I've got time to do this

910
00:35:25,240 --> 00:35:28,160
in the week, but I will feel
better in myself if I just get

911
00:35:28,160 --> 00:35:30,640
it done now and then I've got
freedom in the week and I choose

912
00:35:30,640 --> 00:35:32,120
to do that.
I think what you're saying is.

913
00:35:32,120 --> 00:35:34,280
Different though in terms of I
think it's a bit of a false

914
00:35:34,280 --> 00:35:36,800
dichotomy sometimes because if
you're saying, well, it relieves

915
00:35:36,800 --> 00:35:38,160
your anxiety, so you should just
do it.

916
00:35:38,400 --> 00:35:40,520
It's like, yeah, but I'm
anxious, not out of choice.

917
00:35:40,520 --> 00:35:42,040
I've got to get this work done
right.

918
00:35:42,040 --> 00:35:43,840
But I've I what you're saying is
true.

919
00:35:44,000 --> 00:35:47,720
If, if you're thinking I would,
I'm going to move my work from

920
00:35:47,720 --> 00:35:51,000
after school on the Wednesday to
the Sunday because it just helps

921
00:35:51,000 --> 00:35:53,480
my anxiety.
I think that's good, really good

922
00:35:53,480 --> 00:35:55,920
advice and clear, however.
But what I would say to people

923
00:35:55,920 --> 00:35:58,280
is I don't want to gaslight
people into tricking them into

924
00:35:58,280 --> 00:36:00,240
saying, Oh no, but it relieves
your anxiety.

925
00:36:00,240 --> 00:36:01,880
So if it's good, you should just
do it.

926
00:36:02,000 --> 00:36:05,080
Yeah, because I've got to like
me feeling anxious is because

927
00:36:05,080 --> 00:36:07,320
I've got to do this and that
relieves my anxiety.

928
00:36:07,320 --> 00:36:09,160
Sure, right.
It's sure it does.

929
00:36:09,280 --> 00:36:12,080
But it's because of the system
that's in place and the, the,

930
00:36:12,200 --> 00:36:16,520
the expectation put on staff.
That's not fair as to why

931
00:36:16,520 --> 00:36:18,200
sometimes people feel that
anxiety.

932
00:36:18,320 --> 00:36:21,120
And it's like, well, OK, my, the
option is either to feel anxiety

933
00:36:21,200 --> 00:36:22,960
or to do 4 hours of work on a
Sunday.

934
00:36:23,320 --> 00:36:24,720
Well, I don't actually want to
do either.

935
00:36:25,480 --> 00:36:27,440
So, so me doing the four hours
of work, if it solves my

936
00:36:27,440 --> 00:36:29,800
anxiety, that's great.
But I've done 4 hours of work on

937
00:36:29,800 --> 00:36:32,120
a Sunday, just like if I don't
that four hours of work on a

938
00:36:32,120 --> 00:36:33,680
Sunday, great.
But now I'm anxious all day.

939
00:36:34,040 --> 00:36:36,120
So all all I'm saying is, I
think your advice is really good

940
00:36:36,120 --> 00:36:37,800
when you've got control over
your time.

941
00:36:38,160 --> 00:36:40,880
And if you're choosing to move
stuff into your, your weekend

942
00:36:40,880 --> 00:36:43,600
for whatever reason or more
power to you as a professional,

943
00:36:43,600 --> 00:36:48,160
we should be able to do that.
The issue comes when there is a

944
00:36:48,160 --> 00:36:51,920
school that has an environment
of an expectation of you should

945
00:36:51,920 --> 00:36:54,200
be doing all this extra work.
That's an issue.

946
00:36:54,200 --> 00:36:56,720
And that's the schools I'm kind
of talking about when I say I

947
00:36:56,720 --> 00:36:58,720
get it.
Like it's not just as simple as

948
00:36:58,720 --> 00:37:00,040
what I say, just don't do
something.

949
00:37:00,200 --> 00:37:01,440
You'll be on a support plan
tomorrow.

950
00:37:01,800 --> 00:37:03,360
So I think it's why we need
collective action.

951
00:37:03,360 --> 00:37:07,520
So you're asking for advice.
My advice genuinely would be for

952
00:37:07,520 --> 00:37:10,320
a for a while, just write down
how much work you're doing

953
00:37:10,320 --> 00:37:13,840
outside of your contact hours.
So when I say contact, by the

954
00:37:13,840 --> 00:37:16,560
way, not contract, so just write
down how much work you're doing

955
00:37:16,560 --> 00:37:18,280
outside of when you have to be
in front of the children.

956
00:37:19,160 --> 00:37:21,120
Some of that will be expected
and fine.

957
00:37:21,560 --> 00:37:24,040
For example, in this thing I'll
be writing down, I would be

958
00:37:24,040 --> 00:37:26,120
writing down from half free till
3:45.

959
00:37:26,120 --> 00:37:29,280
Maybe I might have aspects
really quickly from 3:45 till 5

960
00:37:29,280 --> 00:37:31,040
past four.
Maybe I went and had a quick E

961
00:37:31,040 --> 00:37:34,840
group meeting from 5 past five
past four up until 5:00.

962
00:37:34,840 --> 00:37:38,080
I was marking big rights.
I went home in the evening.

963
00:37:38,120 --> 00:37:40,480
From half 7 till half eight.
I was planning next week's

964
00:37:40,520 --> 00:37:43,040
writing, right?
I'd Add all these things up.

965
00:37:43,400 --> 00:37:45,960
I'd look at it after a few weeks
and I'd be saying, OK, look,

966
00:37:45,960 --> 00:37:49,440
this is unsustainable.
What am I doing that I have to

967
00:37:49,440 --> 00:37:52,440
do?
What am I doing that that I have

968
00:37:52,440 --> 00:37:53,760
to do?
That has two prongs.

969
00:37:53,760 --> 00:37:56,320
I have to do it and it's good
for the kids in my class and me.

970
00:37:56,800 --> 00:37:59,000
I have to do it and it's not
really having an impact.

971
00:37:59,760 --> 00:38:01,120
I just don't simply have to do
this at all.

972
00:38:01,120 --> 00:38:05,200
And I can immediately stop that
stuff is stuff I empower people

973
00:38:05,200 --> 00:38:07,400
to do immediately.
The things where there'll be no

974
00:38:07,400 --> 00:38:09,560
repercussions for you not doing
it, but you've just chosen to,

975
00:38:09,920 --> 00:38:11,800
but you don't really understand
how much you're doing until

976
00:38:11,800 --> 00:38:12,960
you've written it down for a
week or two.

977
00:38:13,240 --> 00:38:15,000
Get rid of that immediately,
right?

978
00:38:15,280 --> 00:38:17,320
The first group of stuff, you
have to do it and it's good for

979
00:38:17,320 --> 00:38:18,520
the kids.
Continue doing it.

980
00:38:18,600 --> 00:38:21,520
It's part of your job to do a
bit extra it most of that was

981
00:38:21,520 --> 00:38:24,320
still forward in directed time.
Some of it won't, but it's part

982
00:38:24,320 --> 00:38:25,480
of our contract to do a bit
extra.

983
00:38:25,480 --> 00:38:27,360
And we all understand that.
Keep that.

984
00:38:27,920 --> 00:38:30,000
The bit in the middle is the
sticking point.

985
00:38:30,000 --> 00:38:31,640
And that's the thing that's
harder to budget.

986
00:38:31,960 --> 00:38:34,760
And my advice for that bit in
the middle, which is stuff you

987
00:38:34,760 --> 00:38:38,200
have to do but is pointless, is
to get some collective action

988
00:38:38,200 --> 00:38:40,520
going.
Talk to your colleagues, explain

989
00:38:40,520 --> 00:38:42,920
how much time you're doing on
this, see how much time they're

990
00:38:42,920 --> 00:38:44,520
doing on it.
Can you cut it back and still

991
00:38:44,520 --> 00:38:46,320
provide the school with what
they need from you?

992
00:38:46,720 --> 00:38:48,440
Maybe you can.
That's cut you a bit of a time

993
00:38:48,440 --> 00:38:50,560
as well, extra as well, by the
way, what we've already cut out.

994
00:38:51,160 --> 00:38:53,560
Then if it's still pointless and
everyone thinks it's pointless

995
00:38:53,560 --> 00:38:57,520
and they're all sinking time
into it as a collective, go to

996
00:38:57,520 --> 00:38:59,840
leadership and say, hey guys,
we're professionals.

997
00:39:00,080 --> 00:39:01,360
We've got loads of experience
between us.

998
00:39:01,520 --> 00:39:02,760
We've been doing this for a
while now.

999
00:39:02,760 --> 00:39:04,400
I've been logging how much time
it takes.

1000
00:39:04,560 --> 00:39:07,040
Here's the impact it's had.
We don't think it's worthwhile

1001
00:39:07,040 --> 00:39:09,080
as professionals and we're
choosing not to do it because

1002
00:39:09,080 --> 00:39:12,400
it's extra from directed time
and we control what we do extra

1003
00:39:12,400 --> 00:39:14,040
from a directed time because
that's what's written into the

1004
00:39:14,040 --> 00:39:16,800
contract.
That is what I would be doing.

1005
00:39:16,960 --> 00:39:19,520
It's not an easy thing to do,
but it's something that's really

1006
00:39:19,520 --> 00:39:22,120
important I think, to do because
it gets the ball rolling.

1007
00:39:22,200 --> 00:39:24,480
Half the time.
SLT will look at it and go, I

1008
00:39:24,480 --> 00:39:25,680
trust you guys.
OK, cool.

1009
00:39:25,680 --> 00:39:27,760
Let's see what we can do.
The other half the time if

1010
00:39:27,760 --> 00:39:30,480
you're in a school that isn't as
receptive, you still need to

1011
00:39:30,480 --> 00:39:32,840
start that conversation because
then it can go further if it has

1012
00:39:32,840 --> 00:39:34,000
to.
Yeah, definitely, definitely.

1013
00:39:34,000 --> 00:39:35,440
And that's.
When you start to understand the

1014
00:39:35,440 --> 00:39:37,480
makeup of your school, isn't it
the culture, the toxicity,

1015
00:39:37,480 --> 00:39:39,280
potentially, if it's in your
school, it's those kind of

1016
00:39:39,280 --> 00:39:40,680
conversations.
Yeah.

1017
00:39:40,680 --> 00:39:42,080
Really good, really very good
advice there, Dylan.

1018
00:39:42,080 --> 00:39:43,440
I'm gonna read one more question
before we stop.

1019
00:39:43,440 --> 00:39:45,120
OK?
This is from Millie from

1020
00:39:45,120 --> 00:39:46,000
Maidstone.
She put in there.

1021
00:39:46,240 --> 00:39:47,960
She's a she's a big fan of the
pot.

1022
00:39:48,640 --> 00:39:52,320
Go on Millie, she said tips on
improving staff and parent

1023
00:39:52,320 --> 00:39:54,960
engagement.
I'm on the school PTA and I love

1024
00:39:54,960 --> 00:39:57,240
organising the events, but
support from staff and parents

1025
00:39:57,240 --> 00:39:59,120
is limited.
This is.

1026
00:39:59,120 --> 00:40:01,360
Tough.
We've talked about this a lot, I

1027
00:40:01,360 --> 00:40:04,720
don't think.
You can't force it.

1028
00:40:04,720 --> 00:40:06,480
This is probably what Millie's
realising here.

1029
00:40:06,480 --> 00:40:08,800
Like she's doing all this lovely
stuff and people still aren't

1030
00:40:08,920 --> 00:40:12,760
putting themselves out there.
I'd find it hard to be judging

1031
00:40:12,760 --> 00:40:16,560
parents and and teachers for not
really going an extra mile.

1032
00:40:16,560 --> 00:40:18,560
OK, Teachers are overworked as
it is, right?

1033
00:40:18,640 --> 00:40:20,520
A lot of teachers, I think, And
I'm already doing extra.

1034
00:40:21,040 --> 00:40:24,000
This is lovely, but I have to
put a line somewhere and this is

1035
00:40:24,000 --> 00:40:26,480
an easy thing for me to do.
Listen to what I just said

1036
00:40:26,480 --> 00:40:28,560
beforehand about getting rid of
the stuff I don't need to do.

1037
00:40:28,840 --> 00:40:31,480
Unfortunately, it is this kind
of thing that is in that third

1038
00:40:31,480 --> 00:40:33,840
category of I don't have to do
it and I won't be moaned out for

1039
00:40:33,840 --> 00:40:34,760
not doing it.
Yeah, yeah.

1040
00:40:34,760 --> 00:40:36,720
So it's a big.
Unfortunately, it is huge

1041
00:40:36,720 --> 00:40:38,600
because it's.
Really good for the kids and I

1042
00:40:38,600 --> 00:40:41,040
might really want to do it.
That's why you have to tackle

1043
00:40:41,040 --> 00:40:43,440
that stuff in the second bit I
talked about earlier because

1044
00:40:43,440 --> 00:40:45,800
then you might free up some time
to do something nice like this.

1045
00:40:45,800 --> 00:40:47,160
I think what Millie's doing is
fantastic.

1046
00:40:47,160 --> 00:40:50,960
I think anyone working on APTA
deserves huge applause for doing

1047
00:40:50,960 --> 00:40:53,120
what they do because it is
literally just for the

1048
00:40:53,120 --> 00:40:54,240
enrichment of the kids at that
point.

1049
00:40:54,240 --> 00:40:56,880
I agree.
I don't know about you and I'll

1050
00:40:56,880 --> 00:40:59,080
come on to maybe some advice in
a second, but just thinking

1051
00:40:59,080 --> 00:41:02,240
about this now between teachers
and and parents, I do really

1052
00:41:02,240 --> 00:41:05,680
think that the onus is way more
on parents to do stuff in, in

1053
00:41:05,680 --> 00:41:09,400
this respect of a PTFA because
teachers, Yeah, I'm doing my

1054
00:41:09,400 --> 00:41:11,200
job.
Yeah, I'm ready.

1055
00:41:11,440 --> 00:41:13,720
I'm doing that part there.
These are your kids.

1056
00:41:13,720 --> 00:41:14,960
Yeah, I agree.
So what do?

1057
00:41:15,040 --> 00:41:16,400
You, I've always thought.
That I was wondering if you

1058
00:41:16,400 --> 00:41:17,320
were.
Going to say that because that

1059
00:41:17,320 --> 00:41:19,600
was kind of in the back of my
head of like, especially now

1060
00:41:19,600 --> 00:41:22,000
we've got kids.
I'm like, it is my, she is River

1061
00:41:22,000 --> 00:41:24,200
is my child.
And I'm ultimately considerably

1062
00:41:24,200 --> 00:41:25,760
more responsible than the
teacher.

1063
00:41:25,760 --> 00:41:28,800
Like when it comes down to those
collective things, like, yeah, I

1064
00:41:28,800 --> 00:41:31,160
probably should be if if I'm not
interested in doing it, then I

1065
00:41:31,160 --> 00:41:33,720
really can't expect the staff
member.

1066
00:41:33,720 --> 00:41:35,640
Who's?
Already working overtime to go

1067
00:41:35,640 --> 00:41:38,720
and do that for someone who's
not that child, like I I agree

1068
00:41:38,720 --> 00:41:41,000
it's more on parents.
I mean, it can be tough, like if

1069
00:41:41,000 --> 00:41:43,280
you're in Millie's position, and
I think I was in that position

1070
00:41:43,280 --> 00:41:45,560
more especially near the start
of my career when I had

1071
00:41:46,080 --> 00:41:47,680
particularly when I had left
responsibilities.

1072
00:41:47,680 --> 00:41:48,680
I live at home.
That was great.

1073
00:41:48,680 --> 00:41:51,160
I just had more time and I was
fresher to the job.

1074
00:41:51,160 --> 00:41:52,760
I don't know if Millie's new to
the job or not.

1075
00:41:53,160 --> 00:41:54,880
Yeah, I think newer.
Yeah.

1076
00:41:54,880 --> 00:41:58,280
And, and, and I definitely
remember thinking, oh, other

1077
00:41:58,280 --> 00:42:01,040
people aren't engaging as much
as me staff, maybe even parents.

1078
00:42:01,240 --> 00:42:03,840
But as I've went through my
career and my life change, I did

1079
00:42:03,840 --> 00:42:06,960
then go, oh, OK, I get it now.
I can understand that people's

1080
00:42:06,960 --> 00:42:10,520
lives are different and actually
me doing something nice that was

1081
00:42:10,520 --> 00:42:12,440
great.
But that's, that's enough.

1082
00:42:12,440 --> 00:42:14,880
I didn't, I didn't really maybe
need to worry too much about

1083
00:42:14,880 --> 00:42:16,160
other people.
It's nice for the people get

1084
00:42:16,160 --> 00:42:18,640
involved, but I didn't get help
about it.

1085
00:42:18,640 --> 00:42:19,960
You know what I mean?
I just sort of thought, OK,

1086
00:42:19,960 --> 00:42:21,200
people are in different
positions.

1087
00:42:21,640 --> 00:42:23,920
I'm sure there is someone that
you might look at and think, oh,

1088
00:42:23,960 --> 00:42:26,840
they could have helped as well,
they just didn't want to and you

1089
00:42:26,840 --> 00:42:29,440
have to just let it go.
I think you just have to go and

1090
00:42:29,440 --> 00:42:31,320
that's OK.
They didn't want to because they

1091
00:42:31,320 --> 00:42:33,240
don't have to.
And I think it's different than.

1092
00:42:33,240 --> 00:42:35,560
Choosing not to do something or
saying oh I can't for whatever

1093
00:42:35,560 --> 00:42:38,880
reason that's different to them
than maybe like ridiculing you

1094
00:42:38,880 --> 00:42:41,160
for going above and beyond like
I've heard from.

1095
00:42:41,640 --> 00:42:44,920
I've spoken to many briefly on
TikTok as well and just

1096
00:42:44,920 --> 00:42:47,200
commented about how it can be
frustrating sometimes when

1097
00:42:47,200 --> 00:42:50,000
people who are longer in the
tooth as a teacher kind of look

1098
00:42:50,000 --> 00:42:52,600
at the enthusiasm of a newer
teacher and, and kind of

1099
00:42:52,600 --> 00:42:54,920
diminish it and say, Oh, what
you doing that for?

1100
00:42:55,280 --> 00:42:56,840
And, and it really it, it struck
me.

1101
00:42:56,840 --> 00:42:58,080
I was like, God, that's so
awful.

1102
00:42:58,360 --> 00:43:01,160
Like the enthusiasm and the
verve that we get from younger

1103
00:43:01,160 --> 00:43:03,320
generation of teachers.
It is vital in a score.

1104
00:43:03,320 --> 00:43:05,000
It's why we need a really good
cross section.

1105
00:43:05,160 --> 00:43:07,120
Because again, I'm not blaming
experienced teachers for

1106
00:43:07,120 --> 00:43:08,960
becoming disillusioned.
I'm not blaming them whatsoever

1107
00:43:08,960 --> 00:43:11,200
because I was one of them by the
end where I thought, this is

1108
00:43:11,200 --> 00:43:13,000
just mental.
What, what it's taken advantage

1109
00:43:13,000 --> 00:43:13,720
of.
It's crazy.

1110
00:43:14,360 --> 00:43:16,560
But still, I still have that
love for teaching.

1111
00:43:16,640 --> 00:43:19,960
And when I see someone new come
through who has that drive to do

1112
00:43:19,960 --> 00:43:23,200
loads extra and really wants to,
I'm like, yes, let's cultivate

1113
00:43:23,200 --> 00:43:24,800
this.
Let's not take advantage of you,

1114
00:43:24,800 --> 00:43:26,480
but you want to do this.
You're you're passionate.

1115
00:43:26,480 --> 00:43:29,000
It's an amazing thing.
It's really good.

1116
00:43:29,080 --> 00:43:31,720
Exactly that.
So I, I think people like Mellie

1117
00:43:31,720 --> 00:43:33,680
who are teachers who are on
these boards, who are doing this

1118
00:43:33,680 --> 00:43:36,040
above me on this extra, they
should be applauded.

1119
00:43:36,120 --> 00:43:37,760
I really do.
And I've always said this when

1120
00:43:37,760 --> 00:43:40,480
we're talking about or teachers
going on strike or teachers

1121
00:43:40,480 --> 00:43:43,280
saying no, I've always, always
prefaced it with if you choose

1122
00:43:43,280 --> 00:43:45,160
and want to do something extra,
that's fantastic.

1123
00:43:45,360 --> 00:43:47,720
It's when we're pitted against
each other that I hate both

1124
00:43:47,720 --> 00:43:48,520
ways.
Yeah, I agree.

1125
00:43:48,680 --> 00:43:49,360
I agree.
Yeah.

1126
00:43:49,360 --> 00:43:51,240
So it's a weird one because I
thought I've not really answered

1127
00:43:51,280 --> 00:43:52,720
the question because I don't
really have any tips on

1128
00:43:52,720 --> 00:43:55,120
improving stuff.
I'd I'd be focusing much more on

1129
00:43:55,120 --> 00:43:56,120
the panel.
Parents, yeah.

1130
00:43:56,200 --> 00:43:59,240
You know, if I was involved in
PTFA and I was a teacher, I'd be

1131
00:43:59,240 --> 00:44:01,960
putting a lot more of my effort
into reaching out to the

1132
00:44:01,960 --> 00:44:04,960
parents, suggesting things,
maybe putting stuff out to

1133
00:44:04,960 --> 00:44:06,800
votes, for example.
I don't know, whatever it might

1134
00:44:06,800 --> 00:44:09,080
be, just getting an idea for
what, what parents actually want

1135
00:44:09,080 --> 00:44:11,320
to do with their children and
then working from that.

1136
00:44:11,320 --> 00:44:14,120
Rather than me thinking I want
to do this thing but no one else

1137
00:44:14,120 --> 00:44:15,880
wants to do it.
I'd be saying, OK, cool.

1138
00:44:16,000 --> 00:44:19,000
What do parents want us to
provide for their children as a

1139
00:44:19,000 --> 00:44:21,240
PTFA?
Yeah, let's give them what they

1140
00:44:21,240 --> 00:44:22,440
want.
You're totally right, actually.

1141
00:44:22,440 --> 00:44:25,080
And actually.
Low stakes things like votes and

1142
00:44:25,080 --> 00:44:27,960
polls and like things like
Q&A's, but getting people

1143
00:44:27,960 --> 00:44:29,680
getting parents to write in with
their suggestions, doing those

1144
00:44:29,680 --> 00:44:31,680
little things where they can
engage, where they don't have to

1145
00:44:31,680 --> 00:44:33,920
sign up to some 3 hour event and
they think I don't want to do

1146
00:44:33,920 --> 00:44:34,960
this.
And it's quite high stakes

1147
00:44:35,280 --> 00:44:37,640
really.
Lots of little and often low

1148
00:44:37,640 --> 00:44:39,680
stakes things that parents can
engage with even if it takes

1149
00:44:39,680 --> 00:44:42,440
them 5 seconds while it all
questionnaire at the end of the

1150
00:44:42,440 --> 00:44:44,880
term, whatever it is that I
think that's probably your

1151
00:44:44,880 --> 00:44:47,440
pathway to maybe getting some
people there in a bit more like,

1152
00:44:47,640 --> 00:44:49,480
you know, getting their heads
turned and be like, actually

1153
00:44:49,640 --> 00:44:51,160
that's like, you know, after the
fourth thing they've done.

1154
00:44:51,160 --> 00:44:52,400
Actually that does look like
quite cool.

1155
00:44:52,400 --> 00:44:54,000
I might volunteer to help with
that one actually.

1156
00:44:54,000 --> 00:44:55,960
Yeah, that's probably isn't it
really low stakes.

1157
00:44:55,960 --> 00:44:57,360
And when they see their kid
like.

1158
00:44:57,360 --> 00:45:00,840
It if, if, if Rory came home and
was like, oh, they're putting on

1159
00:45:00,840 --> 00:45:04,000
this thing at the weekend.
It's this this creepy crawly

1160
00:45:04,000 --> 00:45:06,320
guys coming into school and the
PTFA are running it.

1161
00:45:06,440 --> 00:45:08,600
Can I go, Dad?
I'd be like, yeah, sure.

1162
00:45:08,680 --> 00:45:10,840
It's like, oh, no, it can't.
They need volunteers, though,

1163
00:45:11,440 --> 00:45:14,880
OK, You want to go, son?
Aiden couldn't do it.

1164
00:45:15,040 --> 00:45:17,040
Millie could do it.
Millie's on the way.

1165
00:45:17,440 --> 00:45:18,880
Millie's on the way.
Exactly.

1166
00:45:18,880 --> 00:45:20,720
Yeah, No, I agree.
Yeah, from a.

1167
00:45:20,720 --> 00:45:22,800
Teacher, I'd be much from a
parent point of view, I'd be

1168
00:45:22,800 --> 00:45:25,720
much more like, Oh yeah, like
I'm with my kid at the weekend.

1169
00:45:25,720 --> 00:45:26,840
Anyway, this is what I do at the
weekend.

1170
00:45:27,000 --> 00:45:29,240
This is why I'm saying no to
extra stuff as a teacher.

1171
00:45:29,280 --> 00:45:31,600
Yeah, because I've got my kid at
the weekend and my kid wants to

1172
00:45:31,600 --> 00:45:32,800
do something at the school that
needs help.

1173
00:45:32,800 --> 00:45:35,120
Volunteering.
I'll be the first person on that

1174
00:45:35,120 --> 00:45:36,480
list.
I'm not against volunteering.

1175
00:45:36,600 --> 00:45:38,520
Well, son, you should.
Ask your teacher first if

1176
00:45:38,840 --> 00:45:41,560
they're free on the weekend.
That's what he's going to say.

1177
00:45:41,760 --> 00:45:43,320
Yeah, Go on.
I know we're together at the

1178
00:45:43,320 --> 00:45:45,120
weekend, but ask your teacher if
they're free and maybe they can

1179
00:45:45,120 --> 00:45:45,880
run it.
Are they not bloody?

1180
00:45:46,000 --> 00:45:47,760
Bloodied, lazy teachers.
Honestly, why they're not

1181
00:45:47,760 --> 00:45:48,960
running.
I know they're working hours and

1182
00:45:48,960 --> 00:45:49,880
they're.
Not working at the weekend?

1183
00:45:49,880 --> 00:45:51,760
No.
Yeah, that's insane.

1184
00:45:51,840 --> 00:45:53,080
No, I'll go.
I'm your parent when you

1185
00:45:53,080 --> 00:45:54,400
actually think about it.
Isn't it mad?

1186
00:45:54,840 --> 00:45:57,080
But the only thing I think about
is what can I do for my son at

1187
00:45:57,080 --> 00:45:58,200
the weekend?
I'll provide that.

1188
00:45:58,440 --> 00:46:00,160
So, yeah, aim for the parents,
low stakes.

1189
00:46:00,680 --> 00:46:03,480
Go from there.
That was a nice episode.

1190
00:46:03,480 --> 00:46:04,000
It was.
Yeah.

1191
00:46:04,040 --> 00:46:04,720
Thank you.
Thank.

1192
00:46:04,720 --> 00:46:06,720
You for writing everybody
because we love answering your

1193
00:46:06,720 --> 00:46:09,080
questions keep them coming yeah,
we've got loads and.

1194
00:46:09,080 --> 00:46:11,400
We've got loads more to come
join the WhatsApp community down

1195
00:46:11,400 --> 00:46:14,120
below leave us a like if you're
watching on YouTube, if you're

1196
00:46:14,120 --> 00:46:18,120
on whatever kind of podcast
streaming website or platform,

1197
00:46:18,120 --> 00:46:19,320
maybe you could leave us a
review.

1198
00:46:19,320 --> 00:46:21,120
It really does help us review.
That would be great and.

1199
00:46:21,120 --> 00:46:23,120
Potentially press that old
follow button.

1200
00:46:23,120 --> 00:46:23,960
That would be lovely.
Wow.

1201
00:46:24,480 --> 00:46:27,680
Share it with someone as well.
Maybe a parent from a PTFA

1202
00:46:28,880 --> 00:46:30,360
maybe.
See you next time.

1203
00:46:30,400 --> 00:46:30,760
See.
Yeah.