Ep 163: Working With Difficult Colleagues, Toilet Drama & Questionable Celebrity Impressions

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Hello everyone, welcome back to
another episode of Teach the

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Repeat.
My name is Dylan.

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And my name's Hayden in such a
long.

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Bloody time since the last one,
hasn't it?

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I.
Haven't seen you.

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How have you been this last
week?

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You.
Have a nice Christmas.

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Do you know what?
Because we've enjoyed.

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Christmas.
Christmas that we've had because

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that's past now in time.
We're the same thing as last

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episode.
No.

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How would you even remember that
it's?

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Been a week, It's been a long
time.

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You've done in between.
Yeah, Oh, you know, just

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Christmas and that was that
Boxing Day.

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The Boxing Day was good when
it's stuff and yeah, that was a

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nice Christmas.
Merry, merry, merry, merry.

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One of them great time in that
thing that's already happened.

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Definitely we have absolutely
first question.

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Yeah, Hayden pod page off you
go.

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This is from our podcast
website.

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You can get the link down below
or join our WhatsApp community.

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Why not?
You get the link there to submit

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questions or yeah, leave us a
review.

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They could tell us in the
WhatsApp community about all the

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Christmas things they've been up
to Christmas.

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We have no, I don't care about
that Christmas gift though.

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To me could be a review,
couldn't.

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It Christmas, yes you could give
do that, but it's already been

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Christmas is the problem.
Oh bloody, we asked last week.

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Definitely not two weeks away.
Still a bloody Christmas.

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Leave us a review.
And not anonymous submission via

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our website.
Not sure if this is the right

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place to ask a question for
discussion on your pod, but

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here's mine anyway.
Well.

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We well, we eventually found it,
didn't we?

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Eventually found what?
It not being in the right place,

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Yeah, it's not been in the right
place for a while because we

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look at it, but but you can do
that for sure.

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Weeks ago.
Sorry about that.

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Weeks.
That's nice isn't it Months.

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I have an ECT in my department
of two small subject in a high

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school with high levels of
behavioural SENDSEMH which is

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social, emotional, mental
health, deprivation and EHCP

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plans etcetera.
A tough school to work in.

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My ECT is not doing well, their
classes are unruly to say the

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least and little work is
actually getting done by pupils

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due to poor behaviour.
However, my problem is the ECT

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is not doing anything about it
or trying to make changes.

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School and subject routines are
not being followed, No use of

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seating plans, no following up
of consequences, no following of

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any advice given from myself or
the area ECT mentor.

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Just carrying on in their own
inefficient way.

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One other point, when I first
met the ECT and asked why they

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were becoming a teacher, the
response was to make myself

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employable and now I think they
just do not want to be a

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teacher.
They were given the job as

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nobody else applied for the
vacancy at the time.

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What do I do with this?
I would love to hear a

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discussion around this sort of
scenario on your podcast, and I

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know what you're going to say.
Yeah, I mean definitely,

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definitely inefficient,
inefficient way for weird

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because it says ineffective.
There's a weird way of reading

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that, but I'm not going to judge
you on your reading.

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It worked.
I'm going to.

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It didn't really did it because
ineffective means something

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completely different to
inefficient, but but it's fine

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if you think it.
Worked you go.

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If you think it worked, that's
fine.

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I don't think it works, but we
can just pretend.

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Come on, don't hurt.
Your feelings 9.5 out of 10.

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That's pretty good, really good,
really good thought up here

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because quite often, and
rightfully so, and I'll continue

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to do this, 99% of what we say
is defending teachers.

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It's standing up for teachers,
it's giving the teachers point

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of view.
But let's be honest, there are

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some really bad teachers out
there.

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Of course that happens.
We would be frauds if we said

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every single person who applied
to you and then became a teacher

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is good.
Yeah, that would be mental.

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There is no job inhumanity where
you can say, yeah, 100% of the

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people are absolutely smashing
it.

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Yeah, definitely.
Of course not.

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And I think what we can do here
is really zoom in on those

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people.
So let's take this subset of

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teachers now who are
ineffective, not inefficient,

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ineffective and an and you know,
well made a separate point, but

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you can be inefficient and good
at your job.

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It's a different thing to be
effective.

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Just making that really clear
that they're very different ones

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anyway.
So ineffective you you've zoomed

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down on ineffective teachers and
there's now you've got to look

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inside of that.
And actually, I think being an

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ineffective teacher who's not
get, who's really struggling,

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for example, I think you can
still be a good professional and

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suffer from that.
And what I mean is people who do

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listen to feedback, people who
do try new things, people who do

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do the bare minimum of following
at least the school guidance.

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It sounds to me as if this
person being really honest now

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is absolutely not helping
themselves whatsoever and is a

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bad colleague.
And it's by doing this, throwing

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other people under the bus as
well.

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Yeah, I think you can.
We talked a million times about

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the things you can do to help
yourself.

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This is the minimum.
And they're not doing that.

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Yeah, I'm actually really glad
you separated those two things

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because I think it's, I would
have just sort of talked about

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it and expected people to
understand.

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But being ineffective isn't the
problem, is it?

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No, like we're all ineffective.
We're all ineffective in lots of

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ways when we started.
Obviously other than that, and

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we talked about it on this
podcast, we've literally said

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you're not going to be perfect
when you come out of your

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training years or even a few
years in.

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You've got to work on things.
But there's, but there's a

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minimum though.
But this, this goes bit when I

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say you can't be effective.
Absolutely everything, always

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there is a minimum level though,
which is like following the

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school's policies, following up
on consequences.

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Exactly.
They're not even doing that.

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Like, so this is where it's a
problem, I think where, you

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know, if you're doing all of
those things and you're still

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ineffective, we need to find
ways to support you and help

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you.
Yeah, I they would get to the

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point with this person, I'd run
out.

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I run out of patients very
quickly.

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And I'd say, well, I don't care
then.

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And ultimately, this is just
going to sound like I've never

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said this before in the pod.
This is why capability meetings

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and processes exist, right?
Because we do have to accept

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that there are going to be, even
if it was 1% or not, 1% of

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people who are not suited to the
job.

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Yeah.
And it is ultimately a high

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stakes job.
It's the education of the next

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generation of children.
Yeah.

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We can't just be like, oh, we've
got to protect everyone.

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And they chose to, they chose to
do this career.

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So we have to just pretend that
they're not terrible at it.

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Yeah, you're right.
And it sounds really horrible,

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but you're right.
And I want to be really clear.

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I'm talking about this subset,
not just anyone who's

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ineffective, because if you're
ineffective and you're actively

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bettering yourself, that's a
different kind of fish.

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We're not talking about you.
We're talking about people who

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are rocking out like this
example, ineffective.

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And they're not remotely care
about it.

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They don't want to do anything
about it.

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They don't care.
They almost acknowledged that,

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yeah, it's a job.
I don't care.

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I'll get paid, I'll go home.
Couldn't care less about the

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kids, couldn't care less about
betting my practise.

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They get a rough, they get a
rubbish deal and it makes your

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life worse.
Yeah, as well, colleagues.

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When you're in a team of two,
yeah, such an impact.

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I can imagine that it's so
tough.

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I absolutely agree.
Because I think, yeah, look, we

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speak a lot about doing your job
and going home.

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And I can understand why someone
on the surface might listen to

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both our points here.
I think maybe we're being

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hypocritical and what we've said
for a long time.

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Yeah, do your job and go home.
I want to stress like this is

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very clearly someone who's not
meeting the minimum.

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Require not doing the job.
They're not doing the job.

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You can't do your job and go
home if you don't do your job

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1st.
And it sounds as if little

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things like not following up on
consequences, not following any

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advice.
Like who do you think you are at

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that point in your career?
Like, I was an open book as a

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student.
Like, jokes aside, I was joking

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earlier about like, I did
everything.

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Of course I didn't that I went
into school with bags and bags

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of energy and enthusiasm for the
job.

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And my.
I said this a million times.

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The thing I was thinking of is
I'm going to look at effective

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teachers and copy what they do.
Yeah.

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And that's that's that is that
was like, because you're

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interested.
Exactly.

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I could distil down what I did
as a trainee to that.

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Like, I went and I saw people
who were amazing at doing what

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they did, and I tried to copy
that.

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And over time I developed my own
personal style.

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Look, we've acknowledged it.
Let's actually try and answer

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this question.
What does he do?

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What is your actual advice to
this person right now?

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They're in this situation.
Their colleague is useless.

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Yeah.
What do you do?

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I think you have to put your
head down, do what you're doing,

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get that right.
I assume in this situation

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you're not sharing classes to do
what you can with your classes.

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Raise it with SLT leadership
team because that is part of

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their job.
A big part of leadership team's

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job is to account for the fact
that across your whole staff

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team, you can have different
people on different levels of

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capability.
This is a problem.

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It needs someone stepping in
with a formal plan to help them

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out and if they don't do the
very, very reasonable things you

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ask them to do.
I'm not talking about a toxic

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capability plan which they can
never reach.

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And it's just using an excuse to
get rid of people, which we see

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all the time and call out
correctly.

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But capability plans can be
quite good and helpful if

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they're helping someone to
become more capable of what

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they're doing and actually
supporting them and giving them

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advice.
And if they continue to not meet

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that basic level that we all
accept of a teacher's job

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through that capability plan,
then you go through the formal

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processes.
That's why they exist.

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I'm not saying capability plan
shouldn't exist.

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I'm saying they're exploited by
bad leaders to get rid of

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expensive staff and and put
things on people who don't

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deserve it.
But do you know what?

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There are some teachers out
there who need a capability

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plan, who need to be told
actually they're not doing what

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they should be doing, who need
to be bettered, and if they're

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not bothering to even try
themselves, go for that process.

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I.
Couldn't have said it about

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myself.
I meant to that, Yeah.

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So good luck.
Because it's tricky.

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It's a horrible.
Really hard.

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Because it, because it feels
horrible, even just talking to

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SLT about it, you feel like, oh,
I'm grassing someone up.

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Like is that there's that
intrinsic feeling of not wanting

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to do that?
Well, no, not when it's

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affecting you though.
Yeah, but you've got to, you've

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got to do it.
You've just got to do it, those

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processes and you don't have to.
I like, I feel like teachers

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often like to step into the I've
got it.

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I've got to take this burden.
I've now got to be the SLT and

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have these tricky conversations.
No, you don't.

230
00:08:42,080 --> 00:08:43,679
If you want to, you could maybe
have a conversation with them

231
00:08:43,679 --> 00:08:45,840
from colleague to colleague and
say that you're really affecting

232
00:08:46,160 --> 00:08:47,400
my life in this way, this way,
this way.

233
00:08:47,400 --> 00:08:48,920
I'd appreciate it if you'd work
on these things.

234
00:08:48,920 --> 00:08:51,120
I'm not, you're not doing it.
It's like it's making my left

235
00:08:51,120 --> 00:08:53,200
half and I just wanted to be
straight of you and tell you you

236
00:08:53,200 --> 00:08:54,720
can do that if you want.
You don't have to.

237
00:08:54,720 --> 00:08:57,120
You can just go to SRT and and
let them do their job because

238
00:08:57,120 --> 00:08:58,320
their job is actually involving
that.

239
00:08:58,760 --> 00:09:00,200
Absolutely.
Teaching is not for everyone.

240
00:09:00,320 --> 00:09:02,040
No, it's not.
No, it's as simple as that.

241
00:09:02,520 --> 00:09:05,440
Where do you stand on teachers
who use the toilet during a

242
00:09:05,440 --> 00:09:08,000
lesson?
Poor time management, not taking

243
00:09:08,000 --> 00:09:10,320
their breaks when they should,
or completely fine.

244
00:09:11,800 --> 00:09:14,520
Can be all of those things can
be could be poor time

245
00:09:14,520 --> 00:09:15,920
management.
I don't know if you did it, you

246
00:09:15,960 --> 00:09:17,600
know, if you know you have a
routine.

247
00:09:17,600 --> 00:09:20,120
Well, I'll people have a routine
weed like you could maybe just

248
00:09:20,120 --> 00:09:21,680
think about it and go for a week
before at break time.

249
00:09:21,680 --> 00:09:23,880
But also I've been in situations
where I need the toilet in

250
00:09:23,880 --> 00:09:25,240
lesson.
It's not because I was probably

251
00:09:25,240 --> 00:09:27,360
time management.
I just I'm a human being and

252
00:09:27,360 --> 00:09:30,720
maybe I drank more like what?
It's just, it's just, it's not

253
00:09:30,720 --> 00:09:32,320
even a thing.
It wasn't your control, was it?

254
00:09:32,400 --> 00:09:34,240
Yeah, like there's an element of
that.

255
00:09:34,280 --> 00:09:36,240
But drunk more.
But in terms of ultimately,

256
00:09:36,240 --> 00:09:37,280
like, of course it's completely
fine.

257
00:09:37,280 --> 00:09:39,320
That's mental.
Like what do you mean is of

258
00:09:39,320 --> 00:09:42,560
course it's completely fine for
someone to go to the toilet for

259
00:09:42,560 --> 00:09:43,560
two minutes.
Yeah.

260
00:09:43,600 --> 00:09:45,960
Do you think?
3 minutes capability plan.

261
00:09:46,200 --> 00:09:47,160
I don't know.
Yeah, I find this really

262
00:09:47,160 --> 00:09:49,920
interesting because again, I'm.
I'm it'd be very easy for me to

263
00:09:49,920 --> 00:09:51,800
say, yeah, everyone all the time
should be able to go and do

264
00:09:51,800 --> 00:09:54,720
whatever they want whenever.
Yeah, sometimes actually just

265
00:09:54,720 --> 00:09:58,600
wait if you're, if you're
capable of just waiting, yeah,

266
00:09:58,600 --> 00:10:00,720
just wait.
Like, yeah, sometimes you need

267
00:10:00,720 --> 00:10:01,840
the toilet.
I need the toilet right now.

268
00:10:02,360 --> 00:10:03,720
I literally need the toilet
right now.

269
00:10:04,200 --> 00:10:05,680
So I'm just going to wait
though, because it's not

270
00:10:05,680 --> 00:10:07,480
desperate.
I was desperate and I had to go.

271
00:10:07,480 --> 00:10:09,160
We've.
Had a week to go since I last

272
00:10:09,160 --> 00:10:11,560
recorded.
It's crazy you've left it.

273
00:10:11,560 --> 00:10:14,680
This long, but I think sometimes
you have to just say to someone

274
00:10:14,680 --> 00:10:16,560
like, can you wait, though?
Yeah, yeah.

275
00:10:17,400 --> 00:10:21,360
People might listen to talk.
It's so rude to those people who

276
00:10:21,360 --> 00:10:23,000
I'm not talking about the people
who can't wait.

277
00:10:23,320 --> 00:10:24,640
They can.
I'm not talking about those

278
00:10:24,640 --> 00:10:26,720
people.
Like when we've, we have in our

279
00:10:26,720 --> 00:10:29,920
classes very often toilet passes
for children who have medical

280
00:10:29,920 --> 00:10:31,440
needs to go to the toilet
whenever they want.

281
00:10:32,640 --> 00:10:33,800
Yeah, because I've got medical
needs.

282
00:10:34,160 --> 00:10:36,680
I'm not going to say to that
child, well, you can't wait.

283
00:10:36,680 --> 00:10:37,800
So no, they can't.
They literally can't.

284
00:10:37,800 --> 00:10:39,400
They've got medical.
If you're a teacher in that

285
00:10:39,400 --> 00:10:42,840
situation, same thing.
However, me personally, I always

286
00:10:42,840 --> 00:10:45,080
let kids just go to the toilet
when they wanted because they're

287
00:10:45,080 --> 00:10:47,200
children.
They're kids.

288
00:10:47,800 --> 00:10:50,040
So it's, again, any kind of
comparison between the kids and

289
00:10:50,040 --> 00:10:51,840
the adults.
I think it has to work both

290
00:10:51,840 --> 00:10:53,440
ways.
How many times have you heard?

291
00:10:53,560 --> 00:10:54,520
Yeah.
Well, the dress codes for the

292
00:10:54,520 --> 00:10:55,840
kids, not for me.
I'm an adult.

293
00:10:55,840 --> 00:10:56,280
Yeah.
Yeah.

294
00:10:56,280 --> 00:10:57,440
Well, this is for the kids, not
for me.

295
00:10:57,440 --> 00:10:57,800
It's that.
Yeah.

296
00:10:57,800 --> 00:10:59,640
It works both ways, though, as
well, where we give leeway to

297
00:10:59,640 --> 00:11:00,880
the kids because they are
children.

298
00:11:01,280 --> 00:11:03,760
We don't have to give that
leeway to every single adult in

299
00:11:03,760 --> 00:11:05,000
the world because they're
adults.

300
00:11:05,000 --> 00:11:06,320
They're at a different point in
their life.

301
00:11:06,720 --> 00:11:07,680
So yeah.
Do you know what?

302
00:11:07,920 --> 00:11:10,240
Sometimes if I'm thirsty in a
lesson, I haven't got my drink.

303
00:11:10,840 --> 00:11:13,760
I don't go and get a drink.
I'll wait, but you don't get

304
00:11:13,760 --> 00:11:15,560
what you want straight away all
the time.

305
00:11:15,640 --> 00:11:18,120
If you're capable of not doing
something, it's better for you

306
00:11:18,120 --> 00:11:19,680
in the flow of the lesson to
keep it going.

307
00:11:19,840 --> 00:11:22,480
I'd never got halfway through my
input be like, oh, I need a

308
00:11:22,480 --> 00:11:23,120
toilet right now.
Bye.

309
00:11:23,120 --> 00:11:26,080
I didn't wait for a moment where
it's quiet at least.

310
00:11:26,080 --> 00:11:28,480
I think there's just ways around
this where it's not just, I can

311
00:11:28,480 --> 00:11:31,920
imagine the answer that maybe
like in a charge, the moment a

312
00:11:31,920 --> 00:11:33,240
teacher might be like, yes,
always.

313
00:11:33,760 --> 00:11:35,280
You should always be able to do
everything you want all the

314
00:11:35,280 --> 00:11:36,680
time.
And if you're bad at your job,

315
00:11:36,680 --> 00:11:38,360
you shouldn't be on capability.
You should be able to go to the

316
00:11:38,360 --> 00:11:39,320
toilet whenever you want to.
Yeah.

317
00:11:39,320 --> 00:11:40,360
Well, do you know what?
Sometimes, no.

318
00:11:40,360 --> 00:11:41,440
Just get over it.
Yeah.

319
00:11:41,560 --> 00:11:43,320
Just wait for a minute if you
can.

320
00:11:43,720 --> 00:11:45,360
No, I think.
Yeah, that's just a better

321
00:11:45,360 --> 00:11:47,240
version of my answer basically,
which is all of those things.

322
00:11:47,240 --> 00:11:49,080
Much like every.
Answer yeah, yeah, I just say

323
00:11:49,080 --> 00:11:50,120
something and you just refine
it.

324
00:11:50,760 --> 00:11:52,960
Yeah, but it's true, though I, I
honestly, I do agree.

325
00:11:53,000 --> 00:11:54,680
Like I do ultimately think it's
fine.

326
00:11:54,800 --> 00:11:57,080
Yeah, But equally there is a
scenario where it's like if

327
00:11:57,080 --> 00:11:59,080
someone who didn't have any
reason to do it was just going

328
00:11:59,080 --> 00:12:01,920
to the toilet midway through
math every single day and didn't

329
00:12:01,920 --> 00:12:04,480
go before.
I'd be like, can you just, can

330
00:12:04,480 --> 00:12:06,760
you just go to the toilet before
and and just avoid the

331
00:12:06,760 --> 00:12:08,160
situation?
It is an hour lesson.

332
00:12:08,160 --> 00:12:09,760
Or just wait like an extra 20
minutes.

333
00:12:09,760 --> 00:12:11,600
Like some of the kids will
literally just wait 20 minutes

334
00:12:11,600 --> 00:12:12,400
as well.
Like, yeah.

335
00:12:12,480 --> 00:12:14,680
And in that state, and I think
in that situation, I think it's

336
00:12:14,680 --> 00:12:16,280
fine to say that to that person.
Yeah.

337
00:12:17,040 --> 00:12:18,800
And equally in the same school,
we've got the one member of

338
00:12:18,800 --> 00:12:21,440
staff who has been to the toilet
2 times this year in class.

339
00:12:21,680 --> 00:12:23,360
It's fine.
I'm not going to mention

340
00:12:23,360 --> 00:12:26,240
anything about it. 2 times.
They clearly just really needed

341
00:12:26,240 --> 00:12:27,440
to go those two times.
Yeah.

342
00:12:27,440 --> 00:12:29,200
Otherwise they wouldn't have
done obviously do it every day.

343
00:12:29,200 --> 00:12:31,800
Like, yeah, it's just, it's a
weird thing that we even have

344
00:12:31,800 --> 00:12:33,720
to.
Yeah, completely.

345
00:12:33,720 --> 00:12:35,760
Yeah, whatever, whatever.
You mean the next one?

346
00:12:36,240 --> 00:12:38,400
OK.
If you could start a new school

347
00:12:38,400 --> 00:12:43,320
trend, what would it be?
Oh, OK, so it's like a kids done

348
00:12:43,320 --> 00:12:44,560
like the 6-7.
Yeah, yeah, yeah.

349
00:12:44,760 --> 00:12:47,120
How about the trend where they
oh, I'm going to listen to the

350
00:12:47,120 --> 00:12:49,080
teacher and do what I'm told.
Oh, it's now cool trend.

351
00:12:49,080 --> 00:12:50,280
That'd be a nice one, wouldn't
it?

352
00:12:50,400 --> 00:12:52,120
And I'm going to listen to
instructions the first time and

353
00:12:52,120 --> 00:12:53,000
just do it.
Oh.

354
00:12:53,280 --> 00:12:55,360
That trend would never kick off.
That'd be a great trend.

355
00:12:55,360 --> 00:12:56,520
Never pick up.
Can you imagine that?

356
00:12:56,520 --> 00:12:57,560
Just ripping through the
classroom?

357
00:12:57,560 --> 00:12:58,800
Like, yeah, let's do what we're
told.

358
00:12:58,800 --> 00:13:01,920
When we're told, Oh my God, it's
so cool, yeah, Anyway, the. 6-7

359
00:13:01,920 --> 00:13:02,880
thing.
Take the 6-7, Yeah.

360
00:13:02,960 --> 00:13:04,160
They take that element of it and
it's.

361
00:13:04,160 --> 00:13:05,920
Podcast Hayden no one can
actually see Yeah, that's true.

362
00:13:05,920 --> 00:13:09,360
Honestly, people only listen.
Yeah, we could watch it Video A.

363
00:13:09,480 --> 00:13:12,480
Lot of people watch this.
Spotify wrapped top 5% of video

364
00:13:12,480 --> 00:13:14,520
podcasts in the whole of
Spotify.

365
00:13:14,560 --> 00:13:16,120
That is pretty sick.
Pretty good.

366
00:13:16,120 --> 00:13:17,720
That's really sick.
Actually pretty good.

367
00:13:17,760 --> 00:13:19,560
Love that flex.
So let's do it again.

368
00:13:19,600 --> 00:13:21,640
Yeah, Yeah, following the
instructions first time.

369
00:13:21,720 --> 00:13:23,800
Yeah, that's my trend.
I don't know.

370
00:13:23,800 --> 00:13:27,840
My trend would be the trend of
passing it on.

371
00:13:28,360 --> 00:13:29,880
And that's my real answer.
Yeah.

372
00:13:29,960 --> 00:13:33,160
I love to instil this idea of
passing something on and not

373
00:13:33,160 --> 00:13:34,600
expecting something back
yourself all the time.

374
00:13:35,000 --> 00:13:36,480
I like that idea personally.
Why?

375
00:13:36,480 --> 00:13:38,440
He's way grilling.
No, I'm just thinking it's just

376
00:13:38,440 --> 00:13:39,600
a nice one.
I was thinking like toilet

377
00:13:39,600 --> 00:13:41,360
dunks, bring back toilet dunks.
What's the trend?

378
00:13:41,520 --> 00:13:43,880
You get your mates and you dip
them down the toilet, you know?

379
00:13:44,160 --> 00:13:45,480
You would want to bring that
back with.

380
00:13:45,520 --> 00:13:48,600
You bring back the bring back
the old days where we just a bit

381
00:13:48,600 --> 00:13:51,440
of harmless fun in it, a bit of
harmless fun with your merely

382
00:13:51,440 --> 00:13:53,920
arm when.
Teacher back a room threw bored

383
00:13:53,920 --> 00:13:55,840
rubber at my head.
Never didn't me any arm.

384
00:13:55,840 --> 00:13:58,040
I think it did.
I just think it might have done

385
00:13:58,040 --> 00:14:00,680
you some harm just listening to
what you were saying about

386
00:14:00,680 --> 00:14:01,280
stuff.
It did.

387
00:14:01,360 --> 00:14:03,120
I think it did harm you quite
badly actually.

388
00:14:04,160 --> 00:14:05,160
No, but.
Still bringing it up.

389
00:14:05,240 --> 00:14:08,240
The pass it on thing.
I love that idea of doing

390
00:14:08,240 --> 00:14:11,800
something for someone else.
And the idea is that, OK, Then

391
00:14:11,800 --> 00:14:14,000
you pass it on to someone else.
You do a good deed for someone.

392
00:14:14,240 --> 00:14:16,160
Eventually, if everyone does
that, eventually someone will

393
00:14:16,160 --> 00:14:18,160
help you.
And it's just this idea of not

394
00:14:18,160 --> 00:14:20,560
expecting immediate
gratification all the time.

395
00:14:20,640 --> 00:14:21,280
Yeah.
Oh, so.

396
00:14:21,400 --> 00:14:23,360
So I finished all my work and I
behaved really well today.

397
00:14:23,360 --> 00:14:24,600
What?
What treat do we get?

398
00:14:24,720 --> 00:14:27,960
You don't what you don't get a
treat doing.

399
00:14:27,960 --> 00:14:30,160
You're doing the bare minimum.
But if you just have this idea

400
00:14:30,160 --> 00:14:32,280
of helping people out when they
need it, they'll come back to

401
00:14:32,280 --> 00:14:33,960
you someday.
Kids would love that trend.

402
00:14:33,960 --> 00:14:35,560
Actually should start that.
What's that?

403
00:14:35,880 --> 00:14:37,680
That's delayed gratification.
Yeah, they'd love that.

404
00:14:37,840 --> 00:14:39,800
They famously love it banging
straight on TikTok.

405
00:14:40,400 --> 00:14:42,240
Let's order this trend.
Pass it on, baby.

406
00:14:43,240 --> 00:14:45,000
Okay, right, the ice bucket
challenge.

407
00:14:45,000 --> 00:14:45,920
You happy there?
You go.

408
00:14:46,040 --> 00:14:46,520
Thank.
You.

409
00:14:46,680 --> 00:14:48,280
Thank you.
Yeah, in the middle of the trend

410
00:14:48,680 --> 00:14:49,920
on him.
That's it, right.

411
00:14:49,920 --> 00:14:52,160
Next question, I'm moving on.
I'm a class teacher and I've

412
00:14:52,160 --> 00:14:53,400
always struggled with my
handwriting.

413
00:14:53,640 --> 00:14:55,920
Over the years I've had to
unlearn and relearn joined

414
00:14:56,040 --> 00:14:58,720
writing multiple times, and as a
result my handwriting is

415
00:14:58,720 --> 00:15:01,160
particularly poor, especially
when writing on the board.

416
00:15:01,400 --> 00:15:03,960
Because of this, I tend to avoid
doing displays that require neat

417
00:15:03,960 --> 00:15:06,600
handwritten work, and I worry
that my board work might affect

418
00:15:06,600 --> 00:15:08,880
students learning.
Do you have any practical tips

419
00:15:08,880 --> 00:15:12,600
or strategies for teachers like
me to improve legibility?

420
00:15:12,600 --> 00:15:14,920
All got there.
I'd I'd take my time or work

421
00:15:14,920 --> 00:15:16,280
around this challenge in the
classroom.

422
00:15:17,080 --> 00:15:20,120
I think it's a fantastic
question to raise because a lot

423
00:15:20,120 --> 00:15:22,880
of teachers I know are quite
self-conscious about.

424
00:15:22,880 --> 00:15:26,520
That so deep insecurity.
Isn't that how I'm writing My my

425
00:15:26,520 --> 00:15:29,640
advice for the, you know,
worried about displays?

426
00:15:29,640 --> 00:15:32,040
Not do, just don't do displays.
That's my advice for that.

427
00:15:32,040 --> 00:15:34,000
Don't certainly don't do
handwritten stuff.

428
00:15:34,080 --> 00:15:35,120
Yeah, don't worry about that at
all.

429
00:15:35,120 --> 00:15:36,840
Literally just stop doing it.
Just just do that.

430
00:15:36,840 --> 00:15:37,200
Yeah.
Yeah.

431
00:15:37,200 --> 00:15:40,920
Also, my, my big advice would be
if you struggle with your

432
00:15:40,920 --> 00:15:43,560
handwriting, what advice would
you give the kids?

433
00:15:44,680 --> 00:15:46,120
Right.
So I think about what I'd say to

434
00:15:46,120 --> 00:15:48,520
the children if a child was
really, if they were really

435
00:15:48,520 --> 00:15:50,440
struggling with legibility and
could barely read what they're

436
00:15:50,440 --> 00:15:52,280
doing.
What I always say to the kids is

437
00:15:52,520 --> 00:15:55,920
slow down, don't join it.
Let's get the formation of the

438
00:15:55,920 --> 00:15:58,080
individual letters right.
I'm going to be this patronising

439
00:15:58,080 --> 00:16:00,040
to a natural adult.
No, of course, but but what I

440
00:16:00,040 --> 00:16:03,360
take from that exactly is saying
to someone, don't worry about

441
00:16:03,360 --> 00:16:05,680
joining it if you're really
worried about what it looks like

442
00:16:05,680 --> 00:16:08,680
on the board, etcetera.
Children are exposed to unjoined

443
00:16:08,680 --> 00:16:11,000
handwriting 99% of what they
read.

444
00:16:11,360 --> 00:16:13,680
They don't need perfectly joined
up handwriting on the board to

445
00:16:13,680 --> 00:16:15,760
understand that they have to do
a joined up handwriting.

446
00:16:15,880 --> 00:16:19,400
OK, they're reading their book,
it's not joined up, but they

447
00:16:19,560 --> 00:16:22,120
they should be spending most of
their time when they're exposed

448
00:16:22,120 --> 00:16:24,480
to words in a book.
So don't worry about that.

449
00:16:24,760 --> 00:16:26,400
Don't worry about you doing
beautifully joined at

450
00:16:26,400 --> 00:16:28,920
handwriting on the board.
I refuse to believe that that's

451
00:16:28,920 --> 00:16:31,800
important if you're doing
discreet handwriting lessons.

452
00:16:31,880 --> 00:16:33,840
When you're modelling it.
When you're modelling it and

453
00:16:33,840 --> 00:16:36,320
you're modelling how to form a
letter or maybe how to form a

454
00:16:36,320 --> 00:16:38,880
specific join, well, do you know
what in that respect?

455
00:16:38,920 --> 00:16:40,280
You can also practise it
yourself.

456
00:16:40,640 --> 00:16:42,960
And if you're expecting 8 year
olds to practise it, you can

457
00:16:42,960 --> 00:16:44,800
practise it too.
Start right down and do it that

458
00:16:44,800 --> 00:16:46,760
level.
In general, don't join up your

459
00:16:46,760 --> 00:16:50,080
handwriting on the board.
Just focus on each individual

460
00:16:50,080 --> 00:16:51,200
letter.
Just make it legible.

461
00:16:51,200 --> 00:16:53,680
Like, and it sounds ridiculous
because the questions about

462
00:16:53,680 --> 00:16:56,880
legibility, but I feel like the
issue of legibility is around.

463
00:16:56,880 --> 00:16:59,000
I'm thinking of seven things at
once and it's not legible.

464
00:16:59,680 --> 00:17:01,720
Just think about legibility when
you're writing.

465
00:17:01,720 --> 00:17:06,800
Just think, can I recognise and
see those letters individually?

466
00:17:07,240 --> 00:17:08,400
I'm not worried about joining it
up.

467
00:17:08,400 --> 00:17:10,160
I'm not worried about the speed.
I'm not worried about anything

468
00:17:10,160 --> 00:17:12,800
else.
Just think start of legibility

469
00:17:13,119 --> 00:17:15,280
and go from there.
And you know what, there is also

470
00:17:15,280 --> 00:17:17,200
just a threshold where, and this
is with children.

471
00:17:17,200 --> 00:17:18,880
And I don't know why we wouldn't
apply this to adults as well

472
00:17:19,160 --> 00:17:20,720
where it is just a barrier.
Agree.

473
00:17:20,880 --> 00:17:22,640
Like there are some children
where it's like this is too hard

474
00:17:22,640 --> 00:17:24,119
for them.
Maybe they're dyspraic or

475
00:17:24,119 --> 00:17:26,760
dyslexic, whatever.
And you think, well, maybe not.

476
00:17:26,760 --> 00:17:28,480
And it's just genuinely too hard
for them.

477
00:17:28,480 --> 00:17:31,080
And we'll use other tools that
have a laptop or we'll use other

478
00:17:31,080 --> 00:17:32,680
things.
There is a point where as a

479
00:17:32,680 --> 00:17:35,600
teacher, we don't just, we can't
just all be held like, oh, 100%

480
00:17:35,600 --> 00:17:36,560
of teachers prerequisite the
job.

481
00:17:36,560 --> 00:17:37,600
You have to be able to write on
the board.

482
00:17:37,640 --> 00:17:40,000
Yeah, OK.
Like, well, you know you.

483
00:17:40,000 --> 00:17:41,080
Do have to be able to write on
the board?

484
00:17:41,080 --> 00:17:42,320
No, because you can do it other
ways.

485
00:17:42,360 --> 00:17:44,720
You can use tech If you've got a
smart board or something else to

486
00:17:44,720 --> 00:17:46,600
display your writing and you're
just trying to get across

487
00:17:46,600 --> 00:17:47,880
writing.
I understand in the discrete

488
00:17:47,880 --> 00:17:49,640
handwriting lesson.
I do get it because it like that

489
00:17:49,640 --> 00:17:51,480
is the entire.
Yeah, but even even modelling

490
00:17:51,480 --> 00:17:54,280
and stuff, live writing it is
much quicker than typing and

491
00:17:54,280 --> 00:17:56,120
stuff.
But I guess I'm pushing back

492
00:17:56,120 --> 00:17:58,720
here because I think what you
have to do in that respect is

493
00:17:58,720 --> 00:18:00,960
just everyone accepts that you
haven't run into bit and messy.

494
00:18:01,200 --> 00:18:02,920
That as long as it's legible.
But let's say you go into the

495
00:18:02,920 --> 00:18:04,360
NTH degree here.
Sure, right?

496
00:18:04,360 --> 00:18:06,440
And someone's actually, and a
teacher's actually like

497
00:18:06,440 --> 00:18:07,680
dyspraxic.
Yeah, sure.

498
00:18:07,680 --> 00:18:08,680
And literally.
Can't do it.

499
00:18:08,680 --> 00:18:10,520
I'm like for those people, I'm
like, we can't just say to them,

500
00:18:10,520 --> 00:18:12,040
yeah, you just got to go over
and do no, you're like, you

501
00:18:12,040 --> 00:18:13,960
can't because they they can't.
I'm just, I'm just acknowledging

502
00:18:13,960 --> 00:18:15,920
that there is a threshold.
And you never know, like this

503
00:18:15,920 --> 00:18:18,400
person writing in might be at
that threshold and we just don't

504
00:18:18,400 --> 00:18:20,200
know it.
And I want them to think like,

505
00:18:20,200 --> 00:18:20,960
oh, they have.
To all.

506
00:18:20,960 --> 00:18:24,520
All I meant with that was like,
I want to, my handwriting wasn't

507
00:18:24,520 --> 00:18:26,320
the most need in the world, but
I still wrote on the board.

508
00:18:26,520 --> 00:18:28,280
And sometimes the kids went,
what does that say, Sir?

509
00:18:28,280 --> 00:18:29,560
And I just told them, do you
know what I mean?

510
00:18:29,560 --> 00:18:32,320
Like I wouldn't want it to stop,
but but the things, the benefit

511
00:18:32,320 --> 00:18:35,320
of me writing live and modelling
on the board far outweighed

512
00:18:35,320 --> 00:18:37,200
every now and then the kids not
being able to read it properly.

513
00:18:37,200 --> 00:18:40,040
So all all I'm saying is like,
that is a that is a really,

514
00:18:40,040 --> 00:18:42,200
really high threshold for me to
say to someone, don't write in

515
00:18:42,200 --> 00:18:44,280
the board.
A huge, there's a huge range of

516
00:18:44,280 --> 00:18:45,800
what's completely acceptable to
write on the board.

517
00:18:45,800 --> 00:18:48,080
And because I was the same, by
the way, my my handwriting on

518
00:18:48,080 --> 00:18:49,520
the board was dreadful.
Yeah.

519
00:18:49,840 --> 00:18:51,400
And often people will be like,
what's that say?

520
00:18:51,400 --> 00:18:55,840
Does that say look or go?
I'm like, it's like no one,

521
00:18:55,840 --> 00:18:57,880
nowhere.
Near you like I don't know.

522
00:18:58,320 --> 00:19:00,280
I've forgotten what I wrote
there because I was in the zone,

523
00:19:00,280 --> 00:19:01,680
in the zone.
But yeah, try not to.

524
00:19:02,080 --> 00:19:03,800
I just think, try not to try to
beat yourself up about it.

525
00:19:03,800 --> 00:19:06,720
It's like it's not.
Of course it's an important part

526
00:19:06,720 --> 00:19:08,920
of teaching, like modelling
things, but it's not the most

527
00:19:08,920 --> 00:19:10,520
important part.
And there are ways around if you

528
00:19:10,520 --> 00:19:12,880
really need to get around it.
There are other ways that you

529
00:19:12,880 --> 00:19:13,880
said.
Yeah, cool.

530
00:19:13,880 --> 00:19:15,560
Join handwriting is great.
And if you can model it when

531
00:19:15,560 --> 00:19:17,520
you're writing, cool.
It's really not imperative

532
00:19:17,520 --> 00:19:19,520
though.
Like you can still get the

533
00:19:19,520 --> 00:19:22,520
learning points across by not by
not doing that one thing.

534
00:19:22,520 --> 00:19:24,200
Yeah, definitely.
Like it's not that important.

535
00:19:24,240 --> 00:19:25,040
I agree.
I agree.

536
00:19:25,240 --> 00:19:26,320
Hopefully that helps you.
Yeah.

537
00:19:26,640 --> 00:19:29,040
Next one.
I have a confession.

538
00:19:29,480 --> 00:19:33,280
In my classroom, I keep what I
call a pig draw filled with

539
00:19:33,280 --> 00:19:35,520
sugary snacks and filled with
pigs there.

540
00:19:35,560 --> 00:19:39,640
Were pigs.
It's really good.

541
00:19:40,280 --> 00:19:42,440
And sweet for those moments when
I'm stressed.

542
00:19:42,720 --> 00:19:45,240
It's my go to coping mechanism
during tough days.

543
00:19:45,560 --> 00:19:48,120
Is this OK or should I be
worried about the habit?

544
00:19:48,720 --> 00:19:51,080
But also just for fun, if you
had the draw like this, what

545
00:19:51,080 --> 00:19:53,320
would you keep in it?
This is a fun one for the

546
00:19:53,320 --> 00:19:54,680
viewers, for the listeners and
the viewers.

547
00:19:54,680 --> 00:19:57,360
I always imagine right now
you've got Dylan in your head.

548
00:19:57,760 --> 00:20:00,600
He's opening his drawer.
We all know everyone's thinking

549
00:20:00,600 --> 00:20:01,920
it.
What's in there.

550
00:20:02,400 --> 00:20:06,760
It is lots and lots of whispers
calls. 54 of them. 54.

551
00:20:06,840 --> 00:20:09,560
One for each week of the year
and two extra because it's great

552
00:20:09,560 --> 00:20:10,840
Christmas.
That's just happened.

553
00:20:11,040 --> 00:20:12,680
Christmas.
Yes, because you ate those extra

554
00:20:12,680 --> 00:20:13,880
2, didn't you?
At Christmas last week, in

555
00:20:13,880 --> 00:20:15,840
between the recordings.
And I definitely didn't say 54,

556
00:20:15,840 --> 00:20:17,880
thinking that was how many weeks
were in a year and halfway

557
00:20:17,880 --> 00:20:19,360
through realised that was two
weeks off.

558
00:20:19,800 --> 00:20:22,880
That's really funny.
OK, yeah, what would be in

559
00:20:22,880 --> 00:20:24,560
there?
Whisper Golds for sure.

560
00:20:24,680 --> 00:20:26,760
Crisps, cheese and onion Walkers
crisps.

561
00:20:27,080 --> 00:20:28,360
Whisper Golds.
You love them.

562
00:20:28,360 --> 00:20:31,080
Oh my God, you know.
I love crisps.

563
00:20:31,240 --> 00:20:34,040
There's a crisp Advent calendar.
Everyone's advent's over now,

564
00:20:34,040 --> 00:20:35,960
obviously.
Yeah, of course, because we know

565
00:20:35,960 --> 00:20:38,200
we finished it because we're
recording this after Christmas.

566
00:20:39,160 --> 00:20:40,600
There was a crisp Advent
calendar.

567
00:20:40,840 --> 00:20:42,200
I had skips.
Why didn't you get it?

568
00:20:42,400 --> 00:20:43,920
Don't know it should have.
I can't believe.

569
00:20:44,000 --> 00:20:47,880
Anyway, you're a crisp fiend.
So the question is, is it OK?

570
00:20:47,880 --> 00:20:48,880
Should I have worried about the
habit?

571
00:20:49,160 --> 00:20:53,720
Honestly, if it's like if it's a
real habit that's like daily and

572
00:20:53,720 --> 00:20:56,240
you do it all the time, it does
become a worry.

573
00:20:56,240 --> 00:20:59,440
I had it.
There's my job share Amy, who I

574
00:20:59,440 --> 00:21:02,720
did my part time job share with
towards the end of my career.

575
00:21:03,160 --> 00:21:04,400
I did 3 days.
She did too.

576
00:21:04,640 --> 00:21:07,520
We both worked full time in Year
5 and she was the head of Year 5

577
00:21:07,520 --> 00:21:10,000
before this.
So we both had our own children

578
00:21:10,000 --> 00:21:12,440
and our own families.
So before that we were full time

579
00:21:12,560 --> 00:21:14,040
Amy.
Amy was my head of year.

580
00:21:14,440 --> 00:21:17,080
And every single week in PPA,
right?

581
00:21:17,080 --> 00:21:20,280
Every single week about fail
between US and and the whole

582
00:21:20,280 --> 00:21:23,720
team, we would bring in like
6-7, eight share bags of 6-7.

583
00:21:23,880 --> 00:21:27,080
Yeah, something like that.
A share bags of like chocolate

584
00:21:27,080 --> 00:21:28,600
sweets and things put them in
the middle.

585
00:21:28,600 --> 00:21:31,880
We'd do our PPA and we would
rinse through all of them to the

586
00:21:31,880 --> 00:21:36,400
point where one of our team in
there in in that year at

587
00:21:36,400 --> 00:21:41,760
Christmas as as a gift to the
whole team, made this big box

588
00:21:41,760 --> 00:21:44,120
like wrapped it in wrapping
paper, filled it with, you know,

589
00:21:44,120 --> 00:21:45,560
like when you shred paper and
it's got like.

590
00:21:45,560 --> 00:21:48,640
It's like a nest.
And filled it with sweets And

591
00:21:48,640 --> 00:21:51,160
the point was like every PPA,
you just stick your hand and get

592
00:21:51,160 --> 00:21:52,720
a couple sweets out in the
middle.

593
00:21:53,160 --> 00:21:54,720
That's great.
The assistant head, he used to

594
00:21:54,720 --> 00:21:56,800
walk around used to come in when
he knew it was PPA there.

595
00:21:56,800 --> 00:21:58,680
And he was like, what treats we
got then because it was like a

596
00:21:58,680 --> 00:22:01,840
thing that we knew and it was
nice and it was fun and it was

597
00:22:01,840 --> 00:22:04,440
once a week and it was all good.
I think you can do that for like

598
00:22:04,440 --> 00:22:07,640
as a general thing, but when
it's like a when it's an actual

599
00:22:07,640 --> 00:22:10,160
coping mechanism.
I'm awful with food.

600
00:22:10,560 --> 00:22:14,640
I'm I'm the same as what you
describe me basically and I know

601
00:22:14,640 --> 00:22:19,080
it's bad and actually I do think
it should change like I don't

602
00:22:19,080 --> 00:22:20,680
know what do you think I.
I think that's exactly it.

603
00:22:20,680 --> 00:22:23,720
We, we don't, I don't know that
this person's situation if it

604
00:22:23,720 --> 00:22:25,480
for you, it's just this fun
little thing and you have and

605
00:22:25,480 --> 00:22:27,480
you, you limit yourself, you
have on or chocolate bar a day.

606
00:22:27,480 --> 00:22:29,000
It's just your thing you have on
your break.

607
00:22:29,480 --> 00:22:30,480
Who cares?
Do what you want.

608
00:22:30,480 --> 00:22:32,080
It's your.
But if you look at it yourself

609
00:22:32,080 --> 00:22:34,600
and think this is a problem I
have and I have a really bad

610
00:22:34,600 --> 00:22:37,480
eating habit and me having a
drawer full of sweets is

611
00:22:37,480 --> 00:22:39,760
something I can control and
probably shouldn't do, then you

612
00:22:39,760 --> 00:22:40,960
probably shouldn't do it.
You know what I mean?

613
00:22:40,960 --> 00:22:42,680
As simple as that.
Because you're coping rather

614
00:22:42,680 --> 00:22:45,120
than maybe trying to solve the
reason you feel you need to

615
00:22:45,120 --> 00:22:47,760
cope.
So that I always find the coping

616
00:22:47,880 --> 00:22:51,000
mechanisms personally.
You do realise after like the

617
00:22:51,000 --> 00:22:55,040
4/5 time that I'm gonna keep
doing this?

618
00:22:55,520 --> 00:22:57,680
Because the reason I'm doing
this has nothing to do with the

619
00:22:57,680 --> 00:22:59,280
actual sweets or the crap I'm
eating.

620
00:22:59,560 --> 00:23:01,800
It has to do with the situation
in my life that I'm not

621
00:23:02,360 --> 00:23:04,400
addressing.
Addressing face on and fixing.

622
00:23:04,800 --> 00:23:09,000
So yeah, I mean, jokes aside, I
think everyone has a little

623
00:23:09,000 --> 00:23:12,240
snack piggy drawer, don't they?
Like I I think anyway, maybe

624
00:23:12,240 --> 00:23:14,000
they don't.
Ours was just our cupboard,

625
00:23:14,000 --> 00:23:15,080
wasn't it?
Yeah, we had the big teacher

626
00:23:15,080 --> 00:23:16,720
cupboard and it was.
I was just always something in

627
00:23:16,720 --> 00:23:18,960
there that I'd go anything.
And you just knew sometimes that

628
00:23:18,960 --> 00:23:20,160
I wanted to pick me up.
Yeah.

629
00:23:20,160 --> 00:23:23,160
But if, you know, I I struggle
to, to control it.

630
00:23:23,360 --> 00:23:26,680
So, you know, not having that
drawer would have meant that I

631
00:23:26,680 --> 00:23:27,960
didn't do it.
Yeah, yeah.

632
00:23:28,000 --> 00:23:29,040
Yeah.
So actually that's basically the

633
00:23:29,040 --> 00:23:31,360
long one.
I I found that mid lesson I'd

634
00:23:31,360 --> 00:23:34,160
say oh kids I need a wee
everyday go out for a wee.

635
00:23:34,400 --> 00:23:36,000
Didn't do that really.
I went to my cupboard snuck in

636
00:23:36,000 --> 00:23:39,240
there 5 minutes about 5 minutes
reasonable 84 pack of whisper

637
00:23:39,240 --> 00:23:41,400
golds came back out.
You can do that every single

638
00:23:41,400 --> 00:23:42,800
lesson of a day.
It's remarkable how much you can

639
00:23:42,800 --> 00:23:45,680
eat.
That means to this, this and

640
00:23:45,680 --> 00:23:48,200
taking the edge off something
and it's like, it's like people

641
00:23:48,200 --> 00:23:50,960
like pretending to smoke
something and it's like it's, it

642
00:23:50,960 --> 00:23:52,800
could be anything.
It's just like a glue stick or

643
00:23:52,800 --> 00:23:54,560
something.
Imagine doing that with Whisper

644
00:23:54,560 --> 00:23:55,920
Gold.
Someone will make that.

645
00:23:56,160 --> 00:23:58,240
If you want a WhatsApp
community, I can guarantee you.

646
00:23:58,400 --> 00:24:00,920
But after Christmas, which is
now because that's.

647
00:24:01,200 --> 00:24:03,240
When we record already happened.
In the WhatsApp community, if

648
00:24:03,240 --> 00:24:05,160
you join it someone I guarantee
you will have made that.

649
00:24:05,160 --> 00:24:06,920
Image.
I want a picture of me in a

650
00:24:06,920 --> 00:24:11,680
classroom, like burnt out, like
scruffy tie, shirt untucked, and

651
00:24:11,680 --> 00:24:13,520
I'm pretending to have a drag on
a whisper gold.

652
00:24:13,640 --> 00:24:15,040
Yeah.
And I'm just like, yeah, yeah,

653
00:24:15,560 --> 00:24:17,200
this is tough.
This is tough.

654
00:24:17,200 --> 00:24:18,560
This one guys.
No stress.

655
00:24:18,600 --> 00:24:20,880
You know you know I know exactly
who's going to make it as well.

656
00:24:20,880 --> 00:24:23,640
So we'll.
See right next question.

657
00:24:23,640 --> 00:24:28,200
How does one learn to enjoy
marking answer right now?

658
00:24:28,560 --> 00:24:29,880
There's a lot more to this
question, but let's.

659
00:24:30,200 --> 00:24:31,600
Yeah, don't.
No.

660
00:24:31,600 --> 00:24:34,520
OK, seriously, let's go.
Whenever I try to mark, all I

661
00:24:34,520 --> 00:24:36,320
feel is terrible.
I feel bad that I joke now.

662
00:24:36,440 --> 00:24:39,320
Yeah, yeah, sorry.
All I feel is terrible that

663
00:24:39,320 --> 00:24:42,320
children aren't getting it.
And when kids see marking, they

664
00:24:42,320 --> 00:24:45,320
aren't responding or caring
because there is simply not

665
00:24:45,320 --> 00:24:48,160
enough hours in the day.
I know I'm probably being harsh

666
00:24:48,160 --> 00:24:51,360
about myself, but I just find
marking such a demoralising part

667
00:24:51,360 --> 00:24:54,680
of teaching.
Even live marking hasn't helped.

668
00:24:55,040 --> 00:24:57,800
It's interesting one, because it
the way you've posed this

669
00:24:57,800 --> 00:25:01,440
question is that is, is less
about the act of marking to me

670
00:25:01,440 --> 00:25:04,200
and more about the fact that it
makes you feel rubbish that

671
00:25:04,720 --> 00:25:06,920
there's children getting so much
wrong, right in terms of

672
00:25:06,920 --> 00:25:08,440
marking.
So to me that that screams like,

673
00:25:08,440 --> 00:25:11,160
OK, maybe maybe it's a maybe
it's a pitch, right, a lesson

674
00:25:11,160 --> 00:25:12,920
thing.
Maybe it's a Let's review the

675
00:25:12,920 --> 00:25:14,840
lesson and.
Maybe, but maybe.

676
00:25:14,840 --> 00:25:16,880
Not like.
Maybe it depends what you're in

677
00:25:16,880 --> 00:25:20,120
because hey now, let's be real
now, no matter how much teaching

678
00:25:20,120 --> 00:25:23,520
of writing we did, every single
time I marked writing, I would

679
00:25:23,520 --> 00:25:25,600
have the same thought.
That's just like, Oh my gosh,

680
00:25:25,600 --> 00:25:27,600
these kids can't do it.
And I wasn't wasn't pitching

681
00:25:27,600 --> 00:25:30,000
anything wrong.
I wasn't teaching bad lessons

682
00:25:30,320 --> 00:25:33,240
but just the system itself.
Almost expected too much of the

683
00:25:33,240 --> 00:25:34,280
kids sometimes.
That's fine.

684
00:25:34,280 --> 00:25:35,120
Did you know what I was
thinking?

685
00:25:35,120 --> 00:25:36,440
I was thinking maths.
Maths was my go to.

686
00:25:36,440 --> 00:25:39,320
I was like, I think if I was
daily, everyday teaching.

687
00:25:39,320 --> 00:25:42,840
Yeah, I actually used that maybe
where part of the answer.

688
00:25:43,000 --> 00:25:47,640
I used the marking to constantly
like make sure I adjust my pitch

689
00:25:48,000 --> 00:25:50,320
constantly make sure I like I
almost had like a whatever the

690
00:25:50,360 --> 00:25:53,120
invisible threshold in my head
of if it felt like way too many

691
00:25:53,120 --> 00:25:55,040
kids were getting like maybe
even the core concept wrong that

692
00:25:55,040 --> 00:25:57,080
lesson, I think, right, OK,
something's gone wrong there.

693
00:25:57,080 --> 00:25:59,000
I need to reteach that lesson.
I need to do it a different way.

694
00:25:59,000 --> 00:26:01,360
I need to pitch it down a bit
because I've gone too high.

695
00:26:01,840 --> 00:26:04,440
And I keep doing that until I
found that in the marking, I

696
00:26:04,440 --> 00:26:06,360
wasn't getting that dreadful
feeling of, Oh my God, no one

697
00:26:06,360 --> 00:26:09,040
can do it.
So that's one tip I guess you

698
00:26:09,040 --> 00:26:11,680
could use is just to use use
that feeling to reflect on your

699
00:26:11,680 --> 00:26:13,120
practise.
And if it is a subject like

700
00:26:13,120 --> 00:26:15,520
maths, maybe it's something the
next day you can think, right.

701
00:26:16,040 --> 00:26:19,040
My aim today is to when I'm
marking it, it's not feel like

702
00:26:19,040 --> 00:26:21,320
this.
I need to get the pitch right.

703
00:26:21,320 --> 00:26:22,520
I don't know that maybe that's
it.

704
00:26:22,520 --> 00:26:24,160
That could be part of the issue.
But if it's English, like you

705
00:26:24,160 --> 00:26:26,360
said, sometimes it's just
accepting the bar is

706
00:26:26,360 --> 00:26:28,200
ridiculously high.
And with English it's like a

707
00:26:28,200 --> 00:26:31,040
never ending goal of, Oh yeah,
you've got to master these 52

708
00:26:31,040 --> 00:26:34,680
different 52 weeks in a year, 52
different writing techniques and

709
00:26:34,680 --> 00:26:37,400
you're 6 and it's just
impossible to do.

710
00:26:37,400 --> 00:26:40,160
So it's just a little wins and
it's a tricky 1.

711
00:26:40,280 --> 00:26:43,200
What it depends what you, what
we're trying to get our marking

712
00:26:43,360 --> 00:26:47,160
in general, what we, what we're
trying to get out of marking #1

713
00:26:47,160 --> 00:26:49,560
you know, where your kids are
academically, you understand

714
00:26:49,560 --> 00:26:52,040
what they can and can't do #2
the children are getting

715
00:26:52,040 --> 00:26:54,080
feedback of that and they
understand themselves what they

716
00:26:54,080 --> 00:26:55,080
can and can't do.
Right.

717
00:26:55,640 --> 00:26:58,320
What you've described here,
whenever I try to mark, all I

718
00:26:58,320 --> 00:26:59,760
feel is terrible children aren't
getting it.

719
00:26:59,920 --> 00:27:01,880
And when the kids see the
marking, they can't, they don't

720
00:27:01,880 --> 00:27:03,640
respond or they can't care
because there's not enough time.

721
00:27:04,000 --> 00:27:06,680
Yeah.
So, OK, in that respect, in both

722
00:27:06,680 --> 00:27:08,560
ways, we're not getting what we
actually want to get out of

723
00:27:08,560 --> 00:27:09,080
marking.
No.

724
00:27:09,280 --> 00:27:12,200
So we have to address, in my
opinion, at that point, what's

725
00:27:12,200 --> 00:27:15,280
the point, right, If all that's
happening is the kids are

726
00:27:15,280 --> 00:27:17,080
getting them wrong all the time,
OK.

727
00:27:17,640 --> 00:27:20,400
If that's just repeatedly
happening again and again and

728
00:27:20,400 --> 00:27:22,640
again and again, that's not
useful information.

729
00:27:22,800 --> 00:27:26,080
No useful information would be
seeing that pattern, adjusting

730
00:27:26,080 --> 00:27:29,200
what you do, changing how you do
it, and then seeing a change in

731
00:27:29,200 --> 00:27:32,240
the marking at the end, right?
Marking is a means to

732
00:27:32,360 --> 00:27:34,840
understanding something.
So you change your practise,

733
00:27:35,120 --> 00:27:37,160
you're doing the same thing over
and over again and just feeling

734
00:27:37,160 --> 00:27:39,440
demoralised by it.
There is genuinely no point

735
00:27:39,440 --> 00:27:40,560
marking.
You might as well just not do

736
00:27:40,560 --> 00:27:41,720
the marking because there's no
point.

737
00:27:41,720 --> 00:27:42,800
You're not getting anything out
of it.

738
00:27:42,920 --> 00:27:45,040
So I think what you said there
about changing maybe what you're

739
00:27:45,040 --> 00:27:47,800
putting into your lessons or
your pitch or your delivery as a

740
00:27:47,800 --> 00:27:51,320
result of what you see when
you're marking might then end up

741
00:27:51,320 --> 00:27:53,320
with the kids getting more
right, which might then make you

742
00:27:53,320 --> 00:27:55,600
feel better at marking.
What what about the second

743
00:27:55,600 --> 00:27:56,840
point?
Because I didn't read it again.

744
00:27:56,840 --> 00:27:57,160
I was.
Oh, yeah.

745
00:27:57,160 --> 00:27:59,000
There's another point here,
which is when the kids see the

746
00:27:59,000 --> 00:28:00,480
marking, they're.
Not responding to it.

747
00:28:00,480 --> 00:28:02,320
So this is my second point here
where I said about the two

748
00:28:02,320 --> 00:28:05,360
things we want from marking 1 is
as the teacher understanding

749
00:28:05,360 --> 00:28:07,560
that information and doing so
accordingly, which we just

750
00:28:07,560 --> 00:28:09,720
expressed.
Also there the kids getting

751
00:28:09,720 --> 00:28:11,680
feedback.
Like that's an important part.

752
00:28:11,960 --> 00:28:14,160
I think there's a million ways
kids can get good feedback and

753
00:28:14,160 --> 00:28:15,560
understand what they are and
they aren't doing.

754
00:28:16,000 --> 00:28:18,240
And one of them is written
marking and there's a place for

755
00:28:18,240 --> 00:28:21,200
written marking.
But again, even if you dive into

756
00:28:21,200 --> 00:28:23,720
those situations where written
marking can be helpful for a

757
00:28:23,720 --> 00:28:25,760
child to know where they are,
which I think is a small

758
00:28:25,760 --> 00:28:27,920
percentage, you can do a lot of
oral feedback and live marking,

759
00:28:27,920 --> 00:28:30,200
etcetera.
But if you're zooming in again

760
00:28:30,520 --> 00:28:34,000
onto, well, even when I'm doing
written marking and I'm sat

761
00:28:34,000 --> 00:28:36,760
there putting my time and effort
into it, there's no time built

762
00:28:36,760 --> 00:28:40,080
in for the children to actually
see that feedback, understand

763
00:28:40,080 --> 00:28:42,160
where they are personally and
maybe what their next steps are.

764
00:28:42,760 --> 00:28:45,160
Again, the process of marking is
pointless.

765
00:28:45,280 --> 00:28:47,400
You're doing something for no
reason.

766
00:28:47,800 --> 00:28:50,600
So unless you're going to have
the whole picture, I can

767
00:28:50,600 --> 00:28:52,800
completely understand why you
think marking is a waste of

768
00:28:52,800 --> 00:28:54,200
time.
And I'll tell you what, if it

769
00:28:54,200 --> 00:28:57,000
continues like that, you will
never learn to love marking

770
00:28:57,480 --> 00:29:01,320
because marking has a very,
very, very, in my head, distinct

771
00:29:01,320 --> 00:29:05,040
role in education where it
enables you to do other things

772
00:29:05,040 --> 00:29:07,440
that help the children.
If it's not enabling you to do

773
00:29:07,440 --> 00:29:09,800
other things, whether it's for a
cramped timetable and kids don't

774
00:29:09,800 --> 00:29:12,680
have time to do it, or you're
just giving negative feedback,

775
00:29:12,760 --> 00:29:15,400
negative feedback and then you
feel bad about your teaching,

776
00:29:15,680 --> 00:29:17,800
what is the positive outcome of
the marking process?

777
00:29:17,800 --> 00:29:19,520
Yeah, it doesn't exist.
It needs to change.

778
00:29:19,600 --> 00:29:21,960
So yeah, exactly that.
The hint here, what when you say

779
00:29:21,960 --> 00:29:23,600
how can I learn to enjoy
marking?

780
00:29:24,120 --> 00:29:26,200
It's you have to look at the
entire process of what the

781
00:29:26,200 --> 00:29:28,960
marking is doing.
Marking will only become

782
00:29:28,960 --> 00:29:32,320
enjoyable or something you as a
teacher you find valuable is if

783
00:29:32,320 --> 00:29:34,480
the end goal is improved because
of it.

784
00:29:35,040 --> 00:29:37,240
This situation, there's no
improvement in the end goal.

785
00:29:37,240 --> 00:29:38,360
I agree, you're gonna be in a
rut.

786
00:29:38,600 --> 00:29:40,800
So just jumping on what you said
as well, something this person

787
00:29:40,800 --> 00:29:43,520
maybe could action and do in
this situation is if you're

788
00:29:43,520 --> 00:29:45,280
finding the children aren't
responding to is written marking

789
00:29:45,280 --> 00:29:46,560
or doing your thing is a waste
of my time.

790
00:29:46,560 --> 00:29:48,840
This is pointless because it's
not built in or because they're

791
00:29:48,840 --> 00:29:50,960
just disenfranchised by it
because they're getting so much

792
00:29:50,960 --> 00:29:53,080
wrong all the time, which is a
separate thing you can solve.

793
00:29:53,560 --> 00:29:55,520
There could just be another
approach to the way you mark it.

794
00:29:55,520 --> 00:29:57,280
It could be, I tried this once
and I thought it worked really

795
00:29:57,280 --> 00:29:59,960
well with the class I had at the
time, which was they were

796
00:29:59,960 --> 00:30:01,960
equally disenfranchised and they
were quite a low ability class

797
00:30:01,960 --> 00:30:03,560
and they were just struggling I
think with that negative

798
00:30:03,560 --> 00:30:05,680
feedback have maybe having a lot
of it in their life before.

799
00:30:06,280 --> 00:30:08,720
And I just stopped writing
anything in their books and I

800
00:30:08,720 --> 00:30:10,360
wrote it on a sheet of paper for
myself instead.

801
00:30:10,360 --> 00:30:11,960
And I gave them verbal feedback
the next day.

802
00:30:12,040 --> 00:30:13,240
And again, you have to build
that in.

803
00:30:13,240 --> 00:30:14,920
That's not something you can
just do easily Willy nilly.

804
00:30:14,920 --> 00:30:17,440
You do have to think about the
the structure of your time and

805
00:30:17,440 --> 00:30:19,120
your lessons for that, but it
worked really well for that

806
00:30:19,120 --> 00:30:21,360
class and I ended up ended up
just becoming like a more formal

807
00:30:21,360 --> 00:30:22,440
thing.
I just had this whole class

808
00:30:22,440 --> 00:30:24,240
feedback sheet that I wrote.
I think that's quite a big thing

809
00:30:24,240 --> 00:30:25,840
anyway.
And I just wrote down some

810
00:30:25,840 --> 00:30:27,760
bullet points and notes of what
I wanted to feedback.

811
00:30:27,760 --> 00:30:29,160
And it would have been what I
would have written in their

812
00:30:29,160 --> 00:30:30,400
books.
But rather than them completely

813
00:30:30,400 --> 00:30:32,400
ignoring it and getting annoyed
about the fact that I've written

814
00:30:32,400 --> 00:30:33,840
something in that book because
they think that's bad.

815
00:30:34,400 --> 00:30:36,200
I just went up to the next day
and just did it in a nice way

816
00:30:36,200 --> 00:30:37,800
and spoke to them.
And maybe I didn't get around

817
00:30:37,800 --> 00:30:41,440
everyone, but getting around 4
out of 20 if I had a smaller set

818
00:30:42,040 --> 00:30:43,600
and giving them some
personalised feedback was better

819
00:30:43,600 --> 00:30:45,760
than writing in 20 books and
zero of them getting anything

820
00:30:45,760 --> 00:30:47,120
out of it.
I mean, four's still better than

821
00:30:47,120 --> 00:30:48,320
0.
Let's look at that analogy right

822
00:30:48,320 --> 00:30:51,480
now. 4A day out of 20, Let's
just say 4A day, you get around

823
00:30:51,480 --> 00:30:53,000
everyone in the whole week.
Yeah, right.

824
00:30:53,240 --> 00:30:55,480
Whereas the other option is
you're writing 20 comments.

825
00:30:55,480 --> 00:30:57,480
You're writing 100 comments
across the week, and no one's

826
00:30:57,480 --> 00:30:59,600
getting anything out of it.
Yeah, there is one that is far

827
00:30:59,600 --> 00:31:00,880
better.
And you're absolutely right.

828
00:31:01,120 --> 00:31:05,320
Writing in a book, I found you
miss the nuance.

829
00:31:05,440 --> 00:31:06,840
They're children.
Yeah.

830
00:31:07,120 --> 00:31:08,640
Sometimes they would say, what
does that mean?

831
00:31:09,000 --> 00:31:11,160
Another time they'd read it and
take it as a negative when

832
00:31:11,160 --> 00:31:12,840
actually I was just saying fix
this, please.

833
00:31:12,840 --> 00:31:13,920
Yeah.
Because one way you can

834
00:31:13,920 --> 00:31:16,120
streamline your marking, and I
did this a lot, was just be very

835
00:31:16,120 --> 00:31:18,880
blunt.
Basically one word, you know,

836
00:31:19,320 --> 00:31:21,960
you could say something like
cap, check, cap check, do this.

837
00:31:22,040 --> 00:31:24,160
And it was always something to
do, to improve because that, to

838
00:31:24,160 --> 00:31:25,480
me was the most important part
of the.

839
00:31:25,480 --> 00:31:27,160
So they.
Start attributing writing with.

840
00:31:27,160 --> 00:31:28,600
Exactly.
So I was starting to do, oh,

841
00:31:28,680 --> 00:31:30,400
this is bad.
We're actually I was just saying

842
00:31:30,400 --> 00:31:32,520
no, we're just improving it.
Maybe sometimes it wasn't even

843
00:31:32,520 --> 00:31:35,120
fixing, it was improving.
But to them, every day it was

844
00:31:35,360 --> 00:31:38,080
fix this, do this, do that, and
it wasn't as much.

845
00:31:38,240 --> 00:31:41,400
Wow, aren't you amazing.
I got around that because as a

846
00:31:41,400 --> 00:31:43,480
teacher, I'm very positive, full
of praise.

847
00:31:43,480 --> 00:31:45,520
I never let a day go past where
a kid wasn't praised for

848
00:31:45,520 --> 00:31:47,480
something.
But I'm just saying, cool, well,

849
00:31:47,480 --> 00:31:48,560
let's just do that in general
then.

850
00:31:48,640 --> 00:31:51,600
Verbal feedback's the way to go.
And again, it's this.

851
00:31:51,760 --> 00:31:55,520
What is your end goal?
Too often in teaching, marking

852
00:31:55,520 --> 00:31:57,080
is seen as a thing that teachers
do.

853
00:31:57,360 --> 00:31:58,680
There's no more thought put into
it.

854
00:31:58,800 --> 00:32:01,000
Why are you marking?
Because I've got that's what

855
00:32:01,000 --> 00:32:02,720
teachers do We mark.
It doesn't work.

856
00:32:02,720 --> 00:32:04,640
I'm marking it.
But what what is the actual

857
00:32:04,640 --> 00:32:06,880
point of marking?
Because if you're not getting

858
00:32:06,880 --> 00:32:09,120
that it's broken, it's wrong, it
won't work.

859
00:32:09,320 --> 00:32:11,880
And I want to, you know, just
reference this because at the

860
00:32:11,880 --> 00:32:13,760
end they said even live marking
hasn't helped.

861
00:32:13,760 --> 00:32:15,480
So they have, it's not like they
haven't tried any approach.

862
00:32:15,720 --> 00:32:20,040
But I think just through this
conversation, I, to me, I'd say

863
00:32:20,040 --> 00:32:23,280
it's just a fundamental issue
with the children's

864
00:32:23,600 --> 00:32:25,680
understanding of what the
marketing process is and how it

865
00:32:25,680 --> 00:32:29,520
benefits them, which is clearly
in a very negative way from the

866
00:32:29,520 --> 00:32:31,760
school you're working or what,
how whatever's happened up to

867
00:32:31,760 --> 00:32:33,120
this point.
They clearly have a very

868
00:32:33,120 --> 00:32:35,600
negative approach to what what,
what it looks like when a

869
00:32:35,600 --> 00:32:37,280
teacher or someone writes in
their book and gives them

870
00:32:37,280 --> 00:32:39,720
feedback.
And I think you're, if you want

871
00:32:39,720 --> 00:32:41,760
any improvement of this, you're
going to have to make some

872
00:32:41,760 --> 00:32:44,640
fundamental change, I think.
Which can be really tricky to do

873
00:32:44,640 --> 00:32:47,080
as a teacher when you're in a
situation situation where the

874
00:32:47,080 --> 00:32:48,720
school has a strip market.
Exactly.

875
00:32:49,160 --> 00:32:51,040
You've got to go to them.
You've got to, if that's the

876
00:32:51,040 --> 00:32:53,160
case, you have to bring that
conversation to somebody else.

877
00:32:53,240 --> 00:32:55,400
If you're lucky enough to have
that freedom, then explore it a

878
00:32:55,400 --> 00:32:57,000
bit.
Like really try and change it up

879
00:32:57,000 --> 00:32:57,960
do.
You know what I used to do,

880
00:32:57,960 --> 00:33:00,720
genuinely just do it and then
deal the consequences after.

881
00:33:00,720 --> 00:33:02,240
Yeah, yeah.
So in that situation, if you

882
00:33:02,240 --> 00:33:04,920
think if an inkling of you is
like, they're not going to like

883
00:33:04,920 --> 00:33:07,000
what I'm saying, they're not
going to listen to me saying

884
00:33:07,000 --> 00:33:07,920
this.
They're just going to think I'm

885
00:33:07,920 --> 00:33:09,440
moaning or not doing my job
properly.

886
00:33:09,440 --> 00:33:11,640
It's so frustrating.
Just do it for a week.

887
00:33:11,840 --> 00:33:12,880
You know your kids.
Just do it.

888
00:33:13,040 --> 00:33:14,200
You know your kids better than
anyone.

889
00:33:14,400 --> 00:33:16,280
Try it for a week.
Try verbal feedback.

890
00:33:16,280 --> 00:33:18,160
Try and just get a list.
Don't write anything in that

891
00:33:18,160 --> 00:33:19,280
book.
Don't disenfranchise them.

892
00:33:19,440 --> 00:33:21,480
There's no time for that.
Cool, I won't do it then.

893
00:33:21,880 --> 00:33:24,000
That's my option.
I'm just going to do it because

894
00:33:24,000 --> 00:33:26,280
someone, an adult might walk
into the room, pick up a book

895
00:33:26,280 --> 00:33:27,960
and back.
Where's your marking?

896
00:33:28,240 --> 00:33:29,160
Do you know what, Joe?
What?

897
00:33:29,160 --> 00:33:31,120
My marking is up your fucking
ass.

898
00:33:31,120 --> 00:33:36,480
All the.
Kids are right there, you know,

899
00:33:36,800 --> 00:33:38,600
and even like just spend
sometimes.

900
00:33:38,600 --> 00:33:39,800
I loved it.
I know you did it as well.

901
00:33:39,800 --> 00:33:42,920
I did a lot just being like
really honest with the kids

902
00:33:43,040 --> 00:33:45,720
about have a 10 minute pep talk
with them and save and

903
00:33:45,720 --> 00:33:48,120
acknowledge the fact that you
recognise that they get

904
00:33:48,120 --> 00:33:50,240
disenfranchised and disheartened
when they see feedback in that

905
00:33:50,240 --> 00:33:51,360
book.
And tell them how you're going

906
00:33:51,360 --> 00:33:53,640
to change it and what you're
going to do differently and how

907
00:33:53,640 --> 00:33:56,480
it's all positive and your goal
is this and that Like those

908
00:33:56,480 --> 00:33:58,560
little pep talks sometimes
alongside actually doing the

909
00:33:58,560 --> 00:34:01,320
fundamental change can make a
significant difference.

910
00:34:01,440 --> 00:34:02,440
And it is negative because
you're.

911
00:34:02,440 --> 00:34:04,120
Crap.
Yeah, don't say that.

912
00:34:04,520 --> 00:34:07,080
But it'd be, I'd love for you to
write back in like if you try

913
00:34:07,080 --> 00:34:09,320
any of this and like, you know,
even if it's a couple of weeks

914
00:34:09,320 --> 00:34:12,840
or a month for sometime in
February, which is a month away

915
00:34:12,960 --> 00:34:14,440
from now when we're recording
this.

916
00:34:14,440 --> 00:34:17,199
No, this has been released in
the end of December, you idiot.

917
00:34:17,199 --> 00:34:20,360
Which I know, which I know, but
yeah, no, really, thank you for

918
00:34:20,360 --> 00:34:22,440
writing in because it's probably
one of those things where you do

919
00:34:22,440 --> 00:34:24,320
it, like you said, it makes you
feel terrible and it's sometimes

920
00:34:24,320 --> 00:34:27,080
be hard even just saying out
loud because it makes you feel

921
00:34:27,080 --> 00:34:28,000
rubbish.
Legend.

922
00:34:28,000 --> 00:34:31,320
I love.
I love, you know, people who are

923
00:34:31,920 --> 00:34:34,080
just in in search of the truth.
Yeah.

924
00:34:34,360 --> 00:34:36,280
And it doesn't matter.
And they understand that maybe

925
00:34:36,280 --> 00:34:38,199
what they're doing is not
necessarily the most effective

926
00:34:38,199 --> 00:34:40,639
thing in the world or, or they
think this isn't working for me

927
00:34:40,639 --> 00:34:42,040
and they want to know how to
make it better.

928
00:34:42,159 --> 00:34:43,920
They're the people I want to
work with and talk to.

929
00:34:43,920 --> 00:34:46,560
They're the people who inspire
me to get better at stuff

930
00:34:46,800 --> 00:34:47,719
because they're not just
thinking.

931
00:34:47,719 --> 00:34:49,360
No, what I do is always right.
It's not.

932
00:34:49,520 --> 00:34:50,480
No.
It's just not.

933
00:34:50,520 --> 00:34:51,199
Definitely.
Yeah.

934
00:34:51,480 --> 00:34:53,440
Thank you very much.
Let's go to the last question.

935
00:34:54,199 --> 00:34:56,040
How many celebrity impressions
can you do?

936
00:34:56,639 --> 00:34:58,640
God's sake.
What's the obsession with

937
00:34:58,640 --> 00:35:00,720
celebrities?
We're we're we're clearly a

938
00:35:00,720 --> 00:35:03,120
showbiz podcast now.
You do any?

939
00:35:05,080 --> 00:35:07,640
Name someone I don't know.
Can you do one?

940
00:35:07,640 --> 00:35:08,800
Have you got one on top of your
head?

941
00:35:09,040 --> 00:35:11,160
But it's not really a celebrity
and it's quite niche.

942
00:35:11,760 --> 00:35:15,800
But I, I just, I'm fascinated by
the way that this person called

943
00:35:15,800 --> 00:35:17,680
Jordan Peterson told us.
Jordan Peterson.

944
00:35:17,720 --> 00:35:19,640
Yes, I can.
Go ahead of Jordan Peterson, but

945
00:35:19,640 --> 00:35:22,920
like, let's not talk about all
of the things he actually maybe

946
00:35:22,920 --> 00:35:23,840
talks about.
But he does.

947
00:35:24,080 --> 00:35:27,680
His voice sounds like Elmo.
Como como.

948
00:35:29,280 --> 00:35:32,800
I can do Elmo because Rory
watches the Aslan Aslan.

949
00:35:32,800 --> 00:35:34,080
Go on, dude.
Jordan Peterson.

950
00:35:34,080 --> 00:35:37,040
I'm Aslan, I'm doing Aslan.
I'm your teaching assistant.

951
00:35:37,120 --> 00:35:40,200
Aren't I the best?
Jordan Peterson, it's like

952
00:35:40,200 --> 00:35:43,120
coming, but I can't do it
because he talks like he said,

953
00:35:43,120 --> 00:35:44,360
he says a lot.
It's a lot of.

954
00:35:44,520 --> 00:35:46,400
Maybe answer that last bit like
that's Jordan Peterson.

955
00:35:46,680 --> 00:35:48,520
How would you?
How do you What's a good way of

956
00:35:48,520 --> 00:35:49,880
marking?
Doing it depends what you mean

957
00:35:49,880 --> 00:35:51,720
by marking.
When you ask me, what would you

958
00:35:51,720 --> 00:35:53,960
change?
You've got to really think about

959
00:35:53,960 --> 00:35:56,320
the cognitive dissonance that's
allowed in that question.

960
00:35:56,440 --> 00:35:59,480
What do you mean by marking?
Are you a marker?

961
00:36:00,600 --> 00:36:03,320
Are you a marker pen?
I don't think so, buddy.

962
00:36:04,080 --> 00:36:07,440
Got to define change.
Listen, what do you mean by

963
00:36:07,440 --> 00:36:08,920
change?
Because we're all changing all

964
00:36:08,920 --> 00:36:10,880
the time.
The metacognition of the

965
00:36:10,880 --> 00:36:14,760
changing and these actual scope
of what you're asking me to do,

966
00:36:15,240 --> 00:36:17,560
it's just ridiculous.
You need to have God in your

967
00:36:17,560 --> 00:36:20,120
life you've ever watched.
You need to tidy your own

968
00:36:20,120 --> 00:36:21,760
bedroom.
If you ever watched Jordan

969
00:36:21,760 --> 00:36:23,920
Pearson, that's such a good
impression because you've nailed

970
00:36:23,920 --> 00:36:26,400
like how he also avoids
questions and like just unfix

971
00:36:26,400 --> 00:36:28,000
them in a weird way you.
Mean by a void?

972
00:36:28,000 --> 00:36:29,680
What do you mean by not
answering the question?

973
00:36:29,680 --> 00:36:32,440
I am answering the question what
do you mean by how?

974
00:36:32,440 --> 00:36:33,800
Oh God, what do you mean by
that?

975
00:36:34,080 --> 00:36:35,640
He's he's turned into Jordan
Peterson now.

976
00:36:35,640 --> 00:36:38,800
What's your 1?
Mine's rubbish.

977
00:36:39,400 --> 00:36:41,200
I don't know.
Hey, Scooby.

978
00:36:41,320 --> 00:36:44,120
Hey, Raggy.
Scooby-doo an impression?

979
00:36:44,120 --> 00:36:48,000
The most busy a celeb.
Why are you scooby-doo saying

980
00:36:48,000 --> 00:36:54,360
Hey Scooby, I know Scooby.
What do you mean by Doo?

981
00:36:54,360 --> 00:36:56,120
Is it the verb or the noun?
I don't know.

982
00:36:56,160 --> 00:36:58,560
Raggy Jordan.
What do we do?

983
00:36:59,880 --> 00:37:03,800
Gooby snacks.
Is it a celeb?

984
00:37:04,800 --> 00:37:07,400
Is a celeb as much as Aslan is a
mythical?

985
00:37:07,400 --> 00:37:10,840
Region.
Oh my goodness me, I tell.

986
00:37:11,640 --> 00:37:13,520
You you do quite good, Keir
Starmer.

987
00:37:14,000 --> 00:37:15,280
Do I?
Yeah, I think you got his.

988
00:37:15,280 --> 00:37:17,440
Yeah.
Okay, wait, okay.

989
00:37:17,800 --> 00:37:20,280
Right, we've got to ask the
question, what are we doing with

990
00:37:20,280 --> 00:37:21,840
the people who need to do the
thing?

991
00:37:22,520 --> 00:37:25,200
When we're out with the people
right now, the number one thing

992
00:37:25,200 --> 00:37:28,480
that people need to do with
education is to understand that

993
00:37:28,480 --> 00:37:30,920
the teachers are the people who
are the people in charge of the

994
00:37:30,920 --> 00:37:33,280
children, and the children will
be the people of the future.

995
00:37:33,640 --> 00:37:36,240
Your best 1 is when you're in,
you're talking to Mr Speaker

996
00:37:36,920 --> 00:37:38,800
about the budget.
This is from this is from this

997
00:37:38,920 --> 00:37:42,080
from something I was saying.
This is someone online because

998
00:37:43,400 --> 00:37:46,240
it's like could they have to
say, Mr Speaker.

999
00:37:46,320 --> 00:37:50,240
Mr Speaker, just the other day I
was walking down that way.

1000
00:37:50,240 --> 00:37:52,640
I was walking down the street
with my father, my father, the

1001
00:37:52,640 --> 00:37:54,480
tool maker.
And just the other day I was

1002
00:37:54,480 --> 00:37:57,000
just thinking to myself, what
can we do for the future?

1003
00:37:57,440 --> 00:38:00,200
Oh, God, yeah, Mr Speaker, just
the other day.

1004
00:38:00,200 --> 00:38:04,600
That bit, Mr Speaker, just the
other day, that line, complete

1005
00:38:04,600 --> 00:38:06,720
nonsense.
I can't wait to listen back to

1006
00:38:06,720 --> 00:38:08,920
this.
And they were all one out of 10.

1007
00:38:08,920 --> 00:38:10,840
Impressions, yeah.
Yeah, in our heads, we, I'll.

1008
00:38:11,080 --> 00:38:11,800
Be honest.
We are.

1009
00:38:11,800 --> 00:38:13,640
You've done back here.
You've done back here in the

1010
00:38:13,640 --> 00:38:14,640
past.
Oh, really?

1011
00:38:14,840 --> 00:38:15,640
That was Yeah.
I think Jordan.

1012
00:38:15,720 --> 00:38:18,200
I think Jordan Peterson got on.
Your head a bit too much.

1013
00:38:18,200 --> 00:38:21,200
Yeah, yeah, yeah, yeah.
Not really celebrities, are

1014
00:38:21,200 --> 00:38:23,120
they?
Any of those people not really

1015
00:38:23,120 --> 00:38:24,480
like?
Yeah, probably thinking.

1016
00:38:24,480 --> 00:38:27,880
Like on a pedis.
Andre, you know, real celebrity.

1017
00:38:27,880 --> 00:38:28,960
No one Real.
No.

1018
00:38:29,360 --> 00:38:31,600
Wait, just give me one minute,
right?

1019
00:38:32,040 --> 00:38:36,320
Not one person listening to this
podcast celebrities.

1020
00:38:36,560 --> 00:38:39,440
Not one person for Peter.
Andre, sorry, I'm singing

1021
00:38:39,640 --> 00:38:44,120
Mysterious Girl.
No one for Peter is so funny.

1022
00:38:44,800 --> 00:38:46,560
Oh my goodness.
So when you ask me the name of

1023
00:38:46,560 --> 00:38:47,920
football and I just, I just
don't know.

1024
00:38:48,160 --> 00:38:50,120
I'm the same as celebrity, you
know, I am like I'm just not the

1025
00:38:50,120 --> 00:38:50,800
fact.
Don't care.

1026
00:38:50,800 --> 00:38:53,320
The fact footballer, you say?
Michael Owen and celebrities say

1027
00:38:53,320 --> 00:38:55,720
Peter Andre.
Yeah, you are living in 2003.

1028
00:38:55,840 --> 00:38:57,680
Yeah, you just haven't yet.
And Scooby.

1029
00:38:57,680 --> 00:38:59,520
Doo if I say celebrity to you,
who's the first person you

1030
00:38:59,520 --> 00:39:00,680
actually think of?
Like Alan Carr.

1031
00:39:00,680 --> 00:39:02,960
Alan Carr, Jonathan.
Because I have celebrity

1032
00:39:02,960 --> 00:39:03,520
traitors.
Yeah.

1033
00:39:04,280 --> 00:39:05,320
I just think of those kind of
people.

1034
00:39:05,320 --> 00:39:06,040
Peter Andre.
Andre.

1035
00:39:06,200 --> 00:39:07,360
Yeah.
He's so funny.

1036
00:39:07,360 --> 00:39:09,960
Big celeb, isn't he?
Yeah, Well, well, was maybe in

1037
00:39:09,960 --> 00:39:10,560
the past.
Yeah.

1038
00:39:10,680 --> 00:39:12,640
Yeah.
Should I, should I push you for

1039
00:39:12,640 --> 00:39:13,640
any more impressions?
So you go.

1040
00:39:14,000 --> 00:39:16,680
If you can think of anyone then
I'll give it a go.

1041
00:39:16,840 --> 00:39:18,160
You know, I'll always I.
Want you to go.

1042
00:39:18,160 --> 00:39:19,520
I want you to do an impression
of me.

1043
00:39:19,880 --> 00:39:22,800
Of you well people say we sound.
Alive, I know, so it should be

1044
00:39:22,800 --> 00:39:23,440
quite easy.
Go on.

1045
00:39:23,720 --> 00:39:25,440
Maybe it's what you're saying,
which will be the impression

1046
00:39:25,440 --> 00:39:25,920
here.
Go on, do an.

1047
00:39:25,920 --> 00:39:27,040
Impression.
OK, All right, Dylan.

1048
00:39:28,440 --> 00:39:29,360
Yeah.
I just want to say the thing

1049
00:39:29,360 --> 00:39:30,360
that you're saying.
And actually, I'm.

1050
00:39:30,360 --> 00:39:32,200
What I'm going to do is I'm
going to re say the thing you're

1051
00:39:32,200 --> 00:39:34,720
saying.
And then the problem is you said

1052
00:39:34,720 --> 00:39:36,520
it in such a stupid way.
Isn't he such an idiot?

1053
00:39:36,520 --> 00:39:37,880
Everyone Isn't Hayden such an
idiot.

1054
00:39:38,680 --> 00:39:40,560
I'm from up north, though, and
occasionally I say words like

1055
00:39:40,560 --> 00:39:42,560
this.
You're an idiot, mate.

1056
00:39:43,200 --> 00:39:43,840
Keep.
Pathetic.

1057
00:39:45,080 --> 00:39:46,720
That was terrible.
Terrible.

1058
00:39:47,000 --> 00:39:48,720
It sounds nothing like you.
No the content.

1059
00:39:48,720 --> 00:39:49,640
Was all right the.
Content was right.

1060
00:39:49,640 --> 00:39:50,360
Yeah, yeah, yeah.
It's funny.

1061
00:39:50,720 --> 00:39:51,800
Sorry about that.
Sorry about that.

1062
00:39:51,800 --> 00:39:53,800
I just.
You've got ahead of myself.

1063
00:39:53,960 --> 00:39:56,160
Yeah, that was.
Couldn't wait, Couldn't wait,

1064
00:39:56,160 --> 00:39:56,440
could.
You.

1065
00:39:56,480 --> 00:39:58,400
Yeah, I feel better.
Couldn't wait to wait off my

1066
00:39:58,400 --> 00:39:59,320
chest.
I really am.

1067
00:39:59,720 --> 00:40:01,320
It's a real shame.
Well, guys, we had a great.

1068
00:40:01,320 --> 00:40:04,160
Anyways, haven't we waggy?
Well, it depends what you mean

1069
00:40:04,160 --> 00:40:06,320
by Christmas.
I mean, if you're not a

1070
00:40:06,320 --> 00:40:07,840
Christian Pagan, then what are
you?

1071
00:40:08,520 --> 00:40:10,760
How can you celebrate Christmas?
I think it's time to finish

1072
00:40:10,760 --> 00:40:12,080
them.
We've recorded back.

1073
00:40:12,080 --> 00:40:14,160
I mean, sorry, we've recorded
this one episode just now.

1074
00:40:14,200 --> 00:40:16,120
Yeah.
And I think it's time to leave

1075
00:40:16,120 --> 00:40:19,080
these lovely listeners, Yeah, to
go about their day, post their

1076
00:40:19,080 --> 00:40:22,240
post Christmas Day.
The next time we we we are in

1077
00:40:22,240 --> 00:40:26,480
your Feeds podcast be the start
of a brand new I was going to

1078
00:40:26,480 --> 00:40:28,480
say academic year.
No losing my.

1079
00:40:28,480 --> 00:40:30,200
Mind, just a year.
It's a brand new year, the

1080
00:40:30,240 --> 00:40:33,000
standard year.
Yeah, Term three guys.

1081
00:40:33,560 --> 00:40:35,640
See you then leave us a review.
And happy New Year also leave us

1082
00:40:35,640 --> 00:40:35,960
a review.