Botheredness E-Book

Hywel Roberts

• Herausgeber: Independent Thinking Press
• Kategorie: Bildung
• Sprache: Englisch

Seitenzahl: 381

Veröffentlichungsjahr: 2023

Beschreibung

This is an education book that is like no other that has gone before. It won't tell you what to do minute by minute, lesson by lesson, day by day. It won't batter you with impenetrable research or tell you what you must think. You won't even find a scheme of work in it some planning ideas, for sure, even a template or two, but there's no spoon-feeding here. It's just a book that invites you to consider where you are in your own educational journey. It's a book to get youbothered. Botheredness is a word Hywel Roberts uses to sum up the kind of authentic care and adult positioning that is real and deliberate and gets children and young people on board with learning. It is the holy grail of teaching and something that will both significantly improve your enjoyment of teaching and benefit your classes enormously. This book is therefore an exploration of the road less travelled, backed up with Hywel's own experiences, reflections and research down the rabbit hole of contemporary education. It's about the reinstatement of professional integrity, the teacher as storyteller, and the need for our professional imaginations to be nurtured and curated. Hywel sets out to help teachers enhance their understanding of what it means to lead learning and thinking, to stand beside children as well as in front of them, whilst developing their knowledge acquisition with compassion, warmth and optimism. If you are looking for an education book that will inspire not dictate, that will entertain, challenge and fire up your imagination in equal measure,that allows you to think beyond a path laid out by scripted lessons, downloadable schemes and quick-fix fads, then this is the book for you. Providing clear strategies around imaginative and effective planning, supported by genuine examples of powerful classroom work from primary, special and secondary settings, this book is an essential guide to reclaiming your professional warmth, passion, and care - your botherednesss - in the classroom. Written by a travelling teacher and film buff who's on a mission to put botheredness into classrooms everywhere. Suitable for teachers, teaching assistants and school leaders, as well as other education professionals.

Leseprobe

A

PRAISE FOR BOTHEREDNESS

Ripping read, cracking book. Full of fun and bursting with brilliant ideas. Every page fizzes with the same energy and inspiration I got from Hywel as a pupil twenty-five years ago. It is personally nostalgic because it’s so recognisable and yet it is so timeless, and so vital for breathing life into lessons today. Makes me want to go back to school in the hope that every class buzzes like this. Read it, absorb it, live it, teach it. Top stuff.

Dan Johnson, BBC Reporter

Hywel takes being bothered about teaching to a whole new level in this wonderful book. It is brilliantly unique – it’s neither a guide nor a ‘normal’ educational publication. Then what is it? In his own words it is a ‘reverie’ and he is right. Read it and you will be absorbed into a world where hilarious and often moving stories intertwine with educational research, where anecdotes and personal reflection will make you laugh out loud, where you will be inspired and motivated. You won’t want to put this down, and you will find yourself being more bothered about teaching than you ever thought possible.

David Whitaker, Director of Learning, Wellspring Academy Trust, former Executive Principal, author of The Kindness Principle, Independent Thinking Associate

Botheredness could not be timelier in education! Weaving together pedagogy, philosophy, theory and creative curriculum, the book provides a critical space to reflect on teacher identity and the importance of the professional imagination. The book foregrounds authentic care, ethical and relational learning, articulating pedagogy in new ways which empower both teacher and learner. Grounded in years of professional expertise, Hywel provides powerful anecdotes of creative practice alongside versatile examples of curriculum design through story and drama. It is essential reading for any teacher in education who wishes to expand their pedagogical repertoire. Written with heart and wit – it is also an utter joy to read! Absolutely brilliant!

Lisa Stephenson, Senior Lecturer, Leeds Beckett University, Director, The Story Makers CompanyB

Let’s say … as a teacher you only get out as much as you are prepared to put in. It is a truism: children work out what we are bothered about and how much we can be bothered about them. Hywel’s book gets to the heart of good teaching as the right combination of method and warmth and the stories he tells will resonate. As you read the book, you will be reminded of the power of good teaching and will feel glad that Hywel has bothered to write it.

Mick Waters, educationalist and author

Talk about somebody who is ‘bothered’ about how children learn – Hywel Roberts! This is not a book about individual ‘whistles-and-bells’ lessons; this is a book about a whole school strategy that gets children invested in their learning and the curriculum.

Hywel has worked alongside Queens Church of England Academy for over twelve months, and this book epitomises the importance of using stories as an educational hook and stimulus. The pupils at Queens relish their learning and are able to make valuable links across the curriculum simply by embracing their imagination.

What more could a head teacher ask for than for her teachers to be ‘bothered’ about their teaching, and the children to be ‘bothered’ about their learning?

Thank you, Hywel.

Hannah Carvell, Head Teacher, Queens Church of England Academy

Botheredness is an illuminative, practical and uplifting book. In it Hywel describes how – through high expectations – children and young people can be ‘protected into learning’ so that they can become invested in what they learn and succeed relative to their individual starting point. Leaders of learning can enable this to happen by being warm, principled, alert, optimistic, authentic and compassionate.

Let’s say you want to develop your art and craft and have some laughs along the way. Let’s say you want to feed your soul and, maybe, feed Colin the lion too. Let’s say you want to open a treasure chest that contains the experiences, stories and creative ideas of a travelling teacher. Then Botheredness is the book for you. Read it and you will be a better botheredness builder.

Professor Tim O’Brien, Professor of Psychology and Human Development, UCL, Institute of Education, LondonC

This book places teaching where it should be: at the centre of a nexus of art and science and thoughtfulness and resourcefulness and practicality and dreaming and love. This is a book for all teachers and, let’s face it, all human beings. Read it and grow.

Ian McMillan, writer and broadcaster

Botheredness is a remarkable book and one that only Hywel Roberts could have written. It is a brilliant combination of academia and anecdote, of evidence and experience, and is studded with cultural references.

It absolutely gets to the heart of what really matters if we want to enrich the lives of learners. It is warm, practical, entertaining, helpful and brave; all the things that mark Hywel out in all that he does.

And I am not just saying this because I get some nice mentions in the book, but I am honoured that I do.

David Cameron, The Real David Cameron Ltd

Botheredness is a book about rethinking how we teach children but will appeal to anyone that has ever taught, trained an apprentice, led a cookery class, etc. – the content has far broader applications.

In part a critique of the educational status quo, Botheredness is littered with engaging reminiscences of life on the educational coalface, simple tips to inspire young people and a healthy dose of pop culture. Hywel speaks with the authority of experience and the warmth of a veteran educator that never fell out of love with the romance of the profession. Like Hywel’s lessons, Botheredness strikes the perfect balance between describing in detail a new path for teachers and keeping the reader (professional or otherwise) engaged and entertained at all times.

This book feels like sitting in a warm and welcoming hostelry with friends and colleagues, setting the world to rights and landing upon an exciting new idea. Hywel has given a lot to the teaching world and Botheredness sings with hope and aspiration throughout. A must for anyone who works or dabbles in education.

Arran Johnson, archaeologist and Training Excavation Director, York (GCSE English, Wackford Squeers, Smike (1998), Nick Piazza, Fame (2000))D

Botheredness is a fantastic read not just for its content but Hywel’s natural storytelling style which leads you through the book, keeping you fully engaged and unwilling to put it down. If you’ve worked in education or been educated to any level, you will enjoy this book.

Dan Sykes, principal villain in Hywel’s first major musical production (1998), now Asset Compliance Contracts Manager

I find it hard to write down the impact Hywel had on my life since being a very lost teenage soul in high school.

This book says it all though; the stories he writes down resonate with me and how my time went with him as a teacher too. I was somewhat lost throughout my last few years at school, and Hywel and another few teachers were really the main ones who rooted for me, took their time to understand me and pushed me to do better and never give up.

I have two children of my own now and still see what a profound effect having great teachers in your life can do and what course they can send you on.

This book isn’t just for teachers, it’s definitely food for thought for a lot of people.

Kate Sargent, Photographer (C in GCSE drama, Kingstone Secondary School)

I have just finished the book today and it has given me that energised feeling that brand-new teachers get when you first step into a classroom. Hywel was the reason I became a teacher. His enthusiasm shone through in everything he did. He told stories, he listened to our stories and most of all he was bothered by what we had to say. I wanted to be like that. I wanted to be bothered.

This book is brilliant for any teacher. New, old, inexperienced or near retirement. It’s also very useful for others in education, from teaching assistants to further up the management scale.

If anything, it shows the reader that the most important element of working with young people is that to get the most out of them, you need to show that you are actually bothered. Bothered about what you are doing, bothered about why you are doing it, but most importantly you need to show that you are bothered about them.

Vikki O’Malley (GCSE drama), Head of Performing Arts, The Market Weighton School

E

G

This book is dedicated to Maria and Tom Roberts, my loves.

And to my mum, Dorothy Anne, for whom every day is still an adventure.

And my late dad, who took me to see Jaws when I was 5 and my life changed forever.

The past always seems better when you look back on it than it did at the time. And the present never looks as good as it will in the future.

Jaws, Peter Benchley (1974, 109)

H

i

Forewarning

Before reading this book:

Brush up on your Northern dialects. You’re about to be immersed in the best blend of Lancastrian and Yorkshire – a peace treaty of an accent. An audio book without the audio.Don’t drink hot drinks while reading. You’ll spit them out.Have all those old, nostalgic DVDs, CDs – dare I say it – cassette tapes and vinyl handy. This book is going to make you want to watch and listen to them all again. Which brings me to …Take your time. This is a reverie with many digressions. Wallow in them.Have a box of tissues handy. There are stories in this book – ones that make you feel like you have something in your eye.Smile. You’re about to be reminded of the good things in life. And God knows – we all need that right now.

Most of all, enjoy. I did.

Debra Kidd (the one lucky enough to work with this wonderful human being)ii

iii

Preface

Just so you know: this is a book for teachers. All teachers.

Hello. Before we get going, I just need to share with you two things. The first is a quick story about a little boy called Maxwell.

I’m working closely with a special school supporting children with their behaviour. It’s a social, emotional and mental health setting, and it’s trying to get a handle on its curriculum. I find young Maxwell sitting on the floor outside his classroom. He’s booting his ankles against the floor, annoyed and wound up by something. He clocks me and moans, rolling his head skyward.

‘Are the pedagogical approaches of the class teacher not to your liking, young man?’ I don’t ask. Instead, I say, ‘Ay up, Maxwell! What’s to do?’1 It’s a more human approach, I have found.

‘I’m sick of them,’ says Maxwell.

‘Who? The class?’ I motion to the closed door of his classroom.

‘No! I’m sick of them!’ And he points to the wall opposite us.

As I follow his finger, I see what he’s pointing at: a beautiful display about the Romans.

‘Are you sick of Romans, Maxwell?’ I ask, smiling inside.

‘Yeah. Sick of them.’ He boots his ankles again.

Trying to avoid navigating some obvious Monty Python schtick, I ask, ‘What have they done to you?’

Maxwell looks at me. ‘Mr Roberts,’ he says quietly, ‘they’re ages ago.’

ivAnd he’s right. They are. The teacher can tick that one off when I tell her. So, the challenge is this. How do we get Maxwell bothered about the Romans? How do we build ‘botheredness’ across a curriculum, across a classroom, across a school?

And that is the point of this book.

Now for the second thing. When asked what they want it to be like to be taught by them, a group of novice teachers responded:2

I want it to be engaging and fun

Fun, exciting, varied and engaging

Inspiring a desire to explore and to ask questions

I would like to be remembered and stand out for the right reasons

I want to be seen as fun, but also taken seriously

Approachable

Fun, insightful, thought-provoking and inspiring

Memorable and inspiring

I want people to be able to talk to me positively and be encouraging

Engaging but focused

Inspiring and creative

Creative and fair

Inspiring, fun, exciting … not shouty or intimidating

I want my teaching to be meaningful

I want students to be excited to come to my lessons. I don’t want my lesson to be the one they dread!

Open, engaging and child-focused

vI would like my lessons to be interesting and fun and the kids to see me as someone who can help

I want to be approachable, engaging and know my subject inside and out

NOT boring or toxic

Engaging, memorable and thought-provoking

Inspiring, approachable, has empathy and understanding

Interactive and promoting further interest

Inspiring and reflective

Engaging, fun, inspiring, creative – but approachable and serious when needed

Fun, to bring out their inquisitive side and be memorable

I want to be the reason my class enjoys my lessons

Steady and humorous

Memorable

Challenging and enjoyable

Relatable

Produce a fun and engaging environment for learning

I want it to be a safe place to ask questions

Encouraging self-development

I want to be interesting but also effective at ensuring learning takes place

Interesting – not dull

Relationships are key

Engaging

Allow pupils to feel confident, both in their learning and in themselves

viIf you’re reading this as a hugely experienced teacher or leader, these statements may smack of naivety. When we’re seeking new teachers, however, it’s interesting that these are exactly the sorts of things we’re looking for in new professionals, aren’t they? We want colleagues to be excitable puppies. We want them to be bothered. We want them in our own image. We want them to be bothered because we are.

Cheers, Hywel

1 We are in the North of England, UK.

2 This was during an online ‘new teacher’ event where delegates were invited to respond to the question ‘What do you want it to be like to be taught by you?’ It’s a good session starter. It’s my first gift to you. Please get used to reading the footnotes. There are tons of them.

vii

Acknowledgements

A cast of heroes in no particular order:

The Real David Cameron, Catherine Sanders, Dave Whitaker, Professor Rachel Lofthouse, Dr Lisa Stephenson, Phil Beadle, Laura Boyd Jones, Professor Tim O’Brien, Bandwagon, Martin Illingworth, King Creosote, Tim Taylor, Karen Ardley, Ed Southall, Tom Wallace, Kathryn Dunne, Professor Mick Waters, Ross Williams, Sir Tim Brighouse, Shonette Bason Wood, Simon Barber, Jaimie Holbrook, Richard Gerver, Darren Holmes, Paul Bateson, Richard Kieran, Michelle Storer, Andy Moor, Emily Reid, Hannah Carvell, Lisa Hinton, Paul Dix, Karen Burrows, Sarah Mitchell, Craig Clarkson, Dr Hereward Brown, Manic Street Preachers, Andrea Taylor, Ed Dorrell, Sarah Smith, Mandy Roberts, Sam Bailey, Hans Zimmer, Tina Farr, Keziah Featherstone, Vest and Pants, Sian Rowles, Will Wareing, Tom Sherrington, Jane Hewitt, Becky Carlzon, Matthew Milburn, Mary Myatt, Steven Spielberg, The Jolly Boys, Sir Elton John, Sir Ken Robinson, Daryn-Egan Simon, Ed Finch, Alan Brown, Pep Diiasio, The Maddens, The Rookes, The Beagles, R Daz and Stewart Lee. Hi to Jason Isaacs!

A shout-out to the alumni of Bretton Hall College, Wakefield, West Yorkshire. A place of dreams. A time gone.

With much affection to my pal and fellow pedagogical nomad, Dr Debra Kidd. I really appreciate her great company, kindness, knowledge, laughter and all-round botheredness about the stuff that happens in our schools. She also gets a round in.

Thanks to the crew at Crown House: David Bowman, Amy Heighton, Tom Fitton, Beverley Randell and Jonathan Richards. Also, my brilliant copy-editor Catherine Gregg.

Finally, my friends at Independent Thinking, particularly Ian Gilbert, Dave Harris, Rachel Davies and Nina Jackson.viii

ix

Contents

Title PageDedicationEpigraphForewarningPrefaceAcknowledgementsIntroductionChapter 1:Concerning botherednessChapter 2:The warm and the coldChapter 3:The middle groundChapter 4:Let’s sayChapter 5:Curriculum adventuresChapter 6:Bridge of botherednessChapter 7:Finding humanityChapter 8:Transcending the ordinary: why has this been allowed to happen?Chapter 9:Pay no attention to that man behind the curtainChapter 10:Acetate imagineering: botheredness planningChapter 11:Now showingChapter 12:Over the rainbowA conclusion of sortsAfterwordRecommended humansThe Botheredness PlaylistsBibliographyAbout the authorCopyrightx

1

2

3

Introduction

1989

I went to the cinema with my pal Craig to see the new Robin Williams movie Dead Poets Society, which we expected to be a laugh-riot; a hoped-for echo of Williams’ previous tour-de-force, Good Morning Vietnam! As soon as the director’s name flashed up on the screen, and being a bit of a film nerd, I realised we were going to be offered something very different to what we’d expected. Peter Weir, an Aussie movie director, had previously served up such delicious cinematic treats as Witness, The Last Wave and Picnic at Hanging Rock, which I’d devoured courtesy of BBC2 and its late-night Alex Cox-helmed Moviedrome series. Look it up.1

When I stepped out of the cinema, I turned to Craig and said, ‘I know what I want to do with my life’ – dramatic pause – ‘I want to be a teacher of literature in a 1950s American private school.’2

My pal looked at me and grinned, munching the last of the Wheat Crunchies from a crumpled-up bag he’d retrieved from his deep pocket.3

‘The children are going to carry me on their shoulders as we run through the golden fields to the soundtrack of Beethoven,’ I continued, ‘and I’m going to laugh and hold my hands up to a sun-drenched Heaven.’

‘Captain, my Captain,’ sighed Craig, quoting a memorable line from the movie we’d just watched. He then pointed at a rusty-coloured car pulling up. ‘Lift’s here.’

4I looked and there was my dad behind the wheel of the Allegro,4 pipe in mouth, sucking on St. Bruno Ready Rubbed pipe tobacco. Old school. He tipped a nod, and I couldn’t wait to tell him about the film. He was a teacher, after all. Old school. He was buzzing, my dad. Other than Alex Cox, he was the most important man in my life at this point.5 He, too, was really good at botheredness. Good adults are.

CUT TO:

1992

Via a life-changing and wonderful English degree, I found myself staying on a year at Bretton Hall College in Wakefield, West Yorkshire, to do a postgraduate certificate in education (PGCE) so that I could be a secondary English and drama teacher.6 My roots were down, and I was committed to a classroom career. I also didn’t want to go back to Manchester and be a burden on my parents – today I know many teacher trainees and early career teachers don’t have this luxury of choice, but I did.

As we went through the training year, I realised that actually it was all very hard indeed. I’d put a postcard depicting the film poster for Dead Poets Society on the front of my training journal (remember, this is the early 1990s, so no memory sticks, Facebook or email – they were things of the future. A twinkle in someone else’s eye). The training journal was a sort of professional diary chronicling the teacher/writer’s reflections on all things teaching and learning. The first time I was required to hand the journal in was midway through my first teaching placement. I handed it in to my tutor, hoping he’d see the movie postcard glued to the front and peg me down as a liberal, passionate educator who wanted the best for the children in his care. I wanted 5him to know that I was bothered. And also, that I’d be very happy to have kids carry me through orange fields to the stirring soundtrack of Beethoven.7 When the tutor handed me the journal back, he’d torn the postcard in half, leaving one limp half glue-sticked to the cover. Robin Williams had been vandalised. I found the other half inside my journal. On the back of the abused scrap, the tutor scribbled

Like I needed telling. I was on teaching practice in Dewsbury,8 teaching poetry to teenagers who stood on chairs for all the wrong reasons. I realised very quickly that teaching was nothing like it was depicted in Dead Poets Society. It wasn’t genteel, well photographed or poetic; it was dark mornings, poor planning and, occasionally, cruelly dispiriting. Like space exploration, mistakes came thick and fast, but the journal writing helped. I started to see some themes emerge – things that would help me navigate a lesson, a hard day, a pressured week, a long placement.

I was learning a craft. An art. A profession. And I liked it.6

CUT TO:

Now (aka The Present)

This is an education book, but not one that’s going to tell you what to do minute by minute, lesson to lesson. There are no silver bullets. Anyone who tells you there are is lying. You won’t even find a scheme of work in here – some planning ideas for sure, even a template or two, but there’s no spoon-feeding. There are no curriculum rules to follow or new acronyms to get stressed out about. It’s just a book that’s inviting you to consider and reflect on where you’re up to in your own educational journey, be you a parent, a teacher or a student. Or, indeed, all three. You might be thinking the teaching profession is for you or you might be working with children or young people in a context other than a school. I want to help you texture your understanding of what it is to lead learning and thinking – to develop knowledge acquisition with warmth and optimism. With botheredness.

When I wrote my first book for teachers back in 2012, I didn’t realise how much it was going to resonate with the classroom practitioner. And so, years later, here I am writing another. It’s not a sequel to Oops! Helping Children Learn Accidentally (2012); rather a next step. Some more provocation and optimism for the professional constantly being told they’re in crisis.

Crisis?

Yep, there’s a crisis. A crisis of faith in learning, children and curriculum. I think so anyway. Especially when I’ve a harried Year 7 science teacher sitting in front of me telling me that, as an area of potential study, ‘virus’ is dull to deliver. It’s like COVID-19, World War Z, Resident Evil, Night of the Living Dead and Plants vs. Zombies have never happened, right?9 Something’s gone wrong, and whilst it’s nobody’s fault, we’re all to blame. We’re all carrying the can for the erosion of the professional imagination.

If the Oops! book cleared back the nettles from the path for some, this book is intended to take things further; to offer opportunities to think beyond a path laid out by scripted lessons, downloadable schemes and slavish quick-fix fads, and perhaps 7move into more uncharted territories (which is, incidentally, the title of the book I wrote with Dr Debra Kidd in 2018). It’s a search and examination of the road less travelled, backed up with my own experiences and research down the rabbit hole of contemporary education. And films. There’s mention of them as well. They’re cultural touchstones, aren’t they? Like music.

I do want to get children and young people ready for jobs that haven’t been invented yet, but I also need someone to service my car, fix my boiler and give me advice on soft furnishings. I want to be reassured, humoured and supported by people; people who are good.10

I hope I’m clear enough when I say that I’m no longer a full-time teacher. I do, however, teach. For a long time, I was a secondary teacher (for ages 11–16) delivering English language, literature, drama, media studies and, for one year, due to an unfixable timetabling error, German. I didn’t know what pressure really was until that latter incident. The only German language I knew had been gleaned from The Eagle Has Landed and Kelly’s Heroes, and that, to be fair, was pretty limiting and probably another story for another day. All this unfolded in the flippin’ fine town of Barnsley, South Yorkshire.11

I resisted the temptation to go into senior leadership but retain much admiration for those that do. I was an untrained middle leader for a number of years. I enjoyed the role but probably didn’t realise how important the middle-leader role was going to become in schools today. I thought I just needed to spend the meagre budget on pens, paper and, if we were feeling flush, a new hole punch. My heart belonged to the classroom, however, and, in the spirit of Dweck’s (2017) growth mindset (but probably not what she means), I eventually resigned my post and left my school. I think many of my friends and colleagues thought I was having some sort of breakdown, but, in reality, I just had lots of questions and was curious for answers. Sometimes, in order to grow, I suppose we have to take some risks and stick our heads above the parapet. This is what I felt I did. I was brave, took a risk, and my family egged me on.

I now teach in a variety of settings, practising what I preach. I model the approaches outlined in this book. Not model in the Vivienne Westwood sense of the word but in 8the continuing professional development (CPD) sense, where I’ll teach a room full of children I’ve never met before with professional adults watching and participating; CPD on steroids, I call it.

The examples in this book will draw from all settings – primary, special and, of course, secondary, as I’m still a secondary teacher at heart. The only thing you’ll have to do, dear reader, is think and reflect. By that, I mean put all of it through your filter. An example of working with children in a behavioural school context should still have resonance to the mainstream teacher, unless, of course, we’re totally institutionalised and can’t see the wood for the trees. As a secondary teacher, I’ve found much to learn in the primary and special settings. This will be clear as I take you through some of the strategies that I’ve discovered to be, well, universally successful across the stages of learning (in my universe, at least) with children in their classrooms.

I mention middle leadership and I don’t do it lightly. Middle leadership has become the tier that actually makes things happen in any school that act. I say to school leaders, look after the middle leaders and your school will become the place you desire it to be. I ask middle leaders not just to swallow the spoon-fed instructions of their leaders but to offer developing wisdom and insight into classroom practice through a filter that places school values before structures. Middle leaders are the people who make things happen. They quality-control, give permission and set the tone. They’re also under enormous pressure from everyone else. If you’re a middle leader, I hope this book helps you and reminds you why you took the role on in the first place.12

School leaders set the tone of their school. They also give permission to their staff to deliver the most appropriate lessons to their pupils. If you’re a school leader, I hope this book helps with continual innovation and improvement in your setting.13

If you’re a teaching assistant, this book will support you with strategies and ideas to employ appropriately with the children who need the nettles clearing back more than others. I hope it’ll also give you the genuine confidence to support the colleagues you’re working alongside.14

9And then there’s the classroom teacher – who may also be a school leader. Or a middle leader. Or the acting special educational needs coordinator. Or in charge of literacy across the curriculum. You’re the adult in the room who’s constantly developing their repertoire to meet the ever-changing sea of faces in front of them. I hope this book liberates your thinking and returns to you the excitement that you felt when you decided to enter the profession in the first place. I want to help you reclaim your professional imagination.15

This book isn’t like other education books out there. Don’t get me wrong, there are a huge number I admire and won’t be without – I’ll provide some recommended reading later – it’s just that I want this book to capture the essence of the approaches I’m sharing.16 To this end, I’ve punctuated the book with a number of stories from my #TravellingTeacher column in the Times Educational Supplement (TES).17 They’re short snapshots of teacher life and reminders to us, I think, of what is important in teacher-to-teacher and teacher-to-pupil dynamics, amongst other things. I’ve put them in for you to enjoy, but don’t interpret that as a direct instruction. The stories bring life to the ideas I’m sharing here.

I’m not trying to be either contentious or polarising with this book – I just want to report back to you and show what I’ve found out teaching in classrooms of all shapes and sizes all around the world, and the pedagogy that underpins the work.18 I hope it resonates with you and perhaps reminds you of why you went into the job in the first place.

Dig in.

10

1 The Moviedrome series was on BBC2 in the late 1980s with Alex Cox and, later, the great Mark Cousins. Both experts, they took your hand, Sherpa-like, and guided you through the dark and less-trodden paths of cinema. For each film they did an introduction that would, for me, absolutely suck me in. Cox, a lanky, awkward-looking fella, was brilliant. He introduced me to The Wicker Man and Witchfinder General, and I never looked back. He’s basically the reason this book on teaching is dripping with movies. Cox built my botheredness like no tomorrow. He was inspiring, knowledgeable and loved his subject. Like what all good teachers should do and no mistake, yeah? See https://www.youtube.com/watch?v=K8IGJjukTzc.

2 See Ohio State University (2021) for a scientific reflection on the impact of moving and emotional films.

3 Wheat Crunchies are a brilliant food that bridges the texture gap between a Wotsit and a bog-standard crisp.

4 The Austin Allegro. A car for the discerning motorist.

5 He would go on to assert his status as number one fella later.

6 Bretton Hall College: past students include Sir Ken Robinson, The League of Gentleman, Kay Mellor, David Rappaport, Gillian Wright, John Godber, Mark Thomas, Colin Welland, Louisa Leaman, amongst many others. The place amalgamated with the University of Leeds whilst I was mid-degree and eventually closed down in 2007. Going there changed the course of my life. There’s a good radio documentary here with John Godber about the wonderful place: https://www.youtube.com/watch?v=zgvkM3YxAZ0&t=45s.

7 I’m very keen on this visual from Dead Poets Society. Just go with it.

8 Birthplace of Bartholomew Binns – hangman for the City of London and Middlesex, 1883–1901.

9 I just couldn’t ignore the pandemic that shook the world in 2020. It seems stupid to pretend it doesn’t exist.

10 People like The Real David Cameron, from whom I’ve shamelessly borrowed this sentence.

11 My spiritual home and site of my professional upbringing. Also birthplace of Brian Glover, a great actor, teacher and one-time wrestler (Leon ’Arris, the Man from Paris), famous for roles such as Chess Player in the mint An American Werewolf in London, the Armourer in Jabberwocky, and, of course, Mr Sugden, the cruel physical education (PE) teacher in Kes. I’d suggest the latter is one of the greatest films about childhood and school ever made. More on that later. Shaun Dooley is also from Barnsley and he’s really good ’n’ all.

12 I see middle leaders as the Keanu Reeves (circa John Wick) of the pack. Don’t mess with his dog or he’ll kick your ass. Try not to see yourself as either Bill or Ted and definitely don’t project these latter personas to your pupils.

13 You’re basically Sigourney Weaver in Aliens.

14 Teaching assistants need botheredness and many of them are the real deal, but we know there are those, like in leadership and in the classroom, who just don’t get it. If you’re a teaching assistant and you’re reading this book, you already get it. You’re basically Clint and make my chuffin’ day.

15 Just like little Billy Casper not wanting to go down no pit, I didn’t want to leave the classroom. It’s where it’s at. Whenever I speak with great leaders, they tell me they miss the classroom. We all do, those of us who bailed. That’s how important it is. Folk may be being paid more than you, but you’re doing the teaching. Everyone else is there to supposedly make it easier for you. I know! I know! To me, you’re Morgan Freeman in everything. A sage. Crack on!

16 You could do worse than check out what Independent Thinking Press offer if you need a reading list.

17 All the stories were originally commissioned for TES by the lovely Brian Blessed-like Ed Dorrell (@Ed_Dorrell). An archive can be found here: https://www.tes.com/magazine/author/hywel-roberts.

18 Interestingly, and tellingly, a review of this book in an earlier form appeared on Amazon whilst it was still in my head. That is before it was published! The damning sentence accused the unwritten book of being ‘boring’ and ‘dated’; two words that are banned in my house, never mind the schools I work in and with. What the review demonstrated wonderfully was that education is, and always will be, a polarising and contentious world of debate and disagreement, where some prefer to snipe rather than show. It basically attracts nutters.

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Chapter 1

Concerning botheredness

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