Tag: School

Lockdown 3 – Some thoughts on my first week at work.

Here in the U.K., on the evening of Monday 4th January, it was announced that we would be entering lockdown once more, this time for a period of around six weeks.

As some of you will know, I’m a teacher and lockdown has meant that schools have closed again. Last time this happened, because I’m classed as being vulnerable to the virus (bit of a heart problem and asthmatic) I wasn’t allowed to come into work to help out with vulnerable students. So the first lockdown, despite various work-related IT problems and the paranoia that surrounded the whole virus thing, wasn’t that much of an unpleasant experience. In fact, faced with days of great weather and lots of time to go out for a run, work in the garden, or just do some actual school-related work with no pressure at all, it was downright pleasant at times.

Things have certainly changed this time around. Don’t get me wrong, it’s not unpleasant, but there’s a definite change. Schools have once again been closed, but this time around, armed with greater technology and greater know how, students are generally being educated remotely online, via live lessons.

At my school I’ve been given the option of actually coming into school to teach my lessons remotely and so far I’ve done just that. I’m mulling over what to do for the rest of lockdown and will probably work from home occasionally, but for now, I’m in school. So I thought I’d get my first week and the experiences of it down in a blog.

On Monday night, when another period of lockdown and school closures was announced, I felt a little bit of panic. It wasn’t about the virus or anything particularly; I’d left my laptop at school, meaning that working from home – with two children doing the same – was going to be ridiculous. Luckily, I was brought gently back down to Earth a short while later when our Head Teacher floated the idea that we could actually come into school to work. Given that the technology is here, as well as things like registers and student details, it made perfect sense. I had a short discussion with my wife, who was going to be working from home, but now with the added responsibility of two children, and we agreed that it made a lot more sense for me to actually go into work. So, on Tuesday morning, that’s just what I did!

The Prime Minister also announced that there would be no exams for Years 11 and 13, meaning that for the second academic year running young people would be faced with teacher assessments based on a shorter time of working at their subjects, to grade them. This might seem like great news. Being 16 or 18 and not having to sit vital exams, avoiding all of the stress etc. But it isn’t really. Our students will be geared up for the exams. Some may feel that they need more time to get to the level that they want to be at or have been told they need to be at. Now, they don’t get the opportunity to show exactly what they can do and for a lot of them, that’s devastating. So a lot of the next 6 weeks will be about supporting our older students and reassuring them that actually, things will work out for them. And in order to do that, I would be better placed in school.

School without pupils – and indeed a lot of the staff – is a strange place. It’s calm and really quite pleasant, but there’s a certain eerieness that I’m not that keen on. It feels a little bit dangerous being in the building during a lockdown. But then again, it’s a lot more of a danger to my health when everybody’s here!

It’s noticeable on the first morning that the traffic is a bit lighter. And unlike the previous two-week lockdown that we had earlier in the year, there are a lot fewer people on the streets. Driving through town back then I’d see gangs of men heading to an industrial estate for work and wonder how this was possible, given the nature of lockdown. I mean, the clue’s in the name. That and the fact that it was made clear that only essential businesses should remain open. Now, I struggle to see anyone walking through town and it’s a lot more reminiscent of our first period of lockdown.

When I get in, I get the heating on in my classroom and start setting everything up. There are no resources to photocopy or give out, no behavioural issues to give a lot of time to, and of course no students. Everyone – even vulnerable students and those whose parents are key workers and are in school – is being taught remotely. I guess the big question is, how many will show up for their live lessons?

Despite my air conditioning being turned up in order to heat the room, the one thing I cannot escape today is that it’s freezing cold. Everywhere. It’s bitterly cold outside and as a quick email reveals, it’s bitterly cold in everyone else’s room. It seems blankets will be the order of the day with my female colleagues from tomorrow. I’m not entirely sure what I’ll do; a blanket seems a little extreme. I do, however, consider wearing running tights under my suit trousers!

Today, I have two lessons. Since September and with the need for social distancing and all the other precautions around Covid-19, we’ve been doing two lessons of 2 hours and fifty minutes per day. The students stay in one zone and we go to them. So now, I have the advantage of being in one room, but the ‘problem’ of relying on the internet working for almost three hours for everybody in the lesson! Oh, and did I mention that being in my room is a little bit like being in a walk-in freezer?

As it turns out, the lessons go well. My Year 10 group is a dream and take to remote learning really well. They’ve had a little practice when their ‘bubble’ collapsed earlier in the year, but credit to them; today we get through almost every slide of the PowerPoint and lots of them submit their work straight after the lesson. There’s no silliness with people unmuting microphones, no childish comments in the chat; it’s a generally good lesson. There are a few suspicious absences , but the majority of the group are up and ready for 8.40am and plough through almost three hours worth of work on English Language and Fiction Texts. I then have my Year 7s in the afternoon, who although they work well, are a lot more fussy and at times, silly. Some repeatedly leave the call then come back a minute later, blaming technology problems. Others clearly aren’t listening and keep asking what we’re doing using the Chat function. Typical Year 7s then! We get through it though and before I know it, we’re done.

Wednesday brings more freezing cold weather, which I confront head on by wearing a jumper! It helps in keeping my body warm, but by the end of the day, when I still can’t feel anything from my ankles down, it’s clear I’ll have to make an adjustment.

I only have the one lesson today, albeit a three hour one. However, it’s with my Year 10s and again goes smoothly and I make sure to congratulate them on their brilliant attitude and thank them for their hard work when it’s over. I have the rest of the day free, so knuckle down to a bit of planning and working my way through a list of jobs I made at the start of the day. Some of these are computer based, like preparing resources or feeding back to students who’ve submitted work, but others are more mundane, like getting Blu-Tac off the walls after most of my posters fell down over the Christmas break! In the middle of the lesson a couple of colleagues come round to my room. They have a tray of teas and coffees and have obviously been busy calling around everyone in the academy. It’s great to have a nice hot drink, but actually even better to see faces and have a minute or so’s interaction with two other human beings. It’s also nice that kindness seems to be at the forefront of so many minds in our school. It feels good to be being looked after in such troublesome times.

In the afternoon I have a meeting about my risk assessment as a vulnerable member of staff and it’s agreed that it’s fine for me to keep coming in as I’ll be out of the way for all but about 5 minutes every day. My classroom is outside of the buildings in a new unit at the back of school, so I rarely see people anyway, but during lockdown it’s really only going to be me and whoever’s using the room next door.

Two things strike me pretty much immediately at the end of Wednesday. The first is that this is a lonely way of working. It’s just the teacher, that’s all. Even the kids on screen are represented by an icon or their initials. It surprises me how isolated I feel and although I wouldn’t say I feel low or down, I realise quickly that this could cause a bit of strain mentally over the next 6 weeks. The other thing that strikes me is that teaching this way feels a bit dull. I’ve always viewed my job as just being showing off with the pinch of intelligence thrown in every now and again. And now, I have no one to show off to. I’m sat at a desk, I’m not up and wandering round a classroom, interacting with my class. The performance aspect of my job feels like it’s gone. The faces I might pull, the voices I’d put on when reading a text, the (bad dad) jokes I might crack or the gestures and body language that are involved in my job are all gone. I miss that already. It’s going to be a real adjustment to make and another thing that will be tough, mentally, over this half term.

I notice another thing as I walk to the car that afternoon too. This sitting at a desk is no good for my knees or ankles! It seems that everything has seized up and I hobble a little to get to my car! I resolve to take some walks round my room when work is being completed tomorrow. Remote learning’s desk based nature does not suit this old fella!

By Thursday it’s noticeable that quite a lot of staff seem to be teaching from home. It makes work an even lonelier place to be, but I can fully understand why you’d do it. No commute, for starters. But for me, with two high school aged children doing remote lessons and my wife working from home, I think the distractions would prove too much, not to mention the risk that technology might just fail me there too, as it did for almost the whole of the first lockdown.

Looking ahead, Friday will be the day when I’m most likely to work from home. I only have one lesson, meaning I’d be finished by 11.30 and provided I had at least my Monday planned, I could have a free afternoon to maybe sort out a few things around the house or even go for a long run, depending on the weather. Or I might to just take the chance to indulge myself in even more planning or creating resources! Or Netflix. There’s always Netflix!

As for the first Friday of lockdown, it would be hard to describe it as anything short of fun. We have a staff briefing – containing news of I think, the fourth different way of doing a register this week – which brings us up to speed about developments in the way we’re doing things. And that’s something to consider, if you’re unaware of how schools work (and especially if you’re one of those people who seems to have dedicated their life to criticising teachers). Things are changing by the hour in schools and of course with the guidance we receive about teaching in the pandemic.

We have regular briefings, daily bulletins and a raft of emails to get through in order to keep up to speed. With that brings the necessity to change what we’re doing or how we’re doing it on a regular basis. So you might spend hours planning a lesson and then just have to abandon it for something else or find a different way of doing it. The impact on our students can’t be underestimated either. While you might imagine sitting at home listening to your teacher talk you through a lesson would be simple and straightforward, you’d be wrong. Some kids are genuinely struggling with the stress of it all and even logging on to the Teams call leaves them terrified. Some don’t have the technology. For some, their internet connection means they’re regularly crashing out of the lesson and struggling to keep up. As a teacher, it’s my job to just act as if all of this is the most normal thing in the world, stay calm and make learning as interesting, fun and stress free as I can. And already, I can feel it’s taking its toll. By 10am on Friday, part way through a lesson, I’m yawning and rubbing my eyes. I genuinely feel like I could close my eyes and sleep.

However, I’m not looking for sympathy. Being able to teach remotely is still a privilege. I do get some interaction with my students and today’s Year 9 lesson is successful and in all honesty, a bit of a joy really. We get through the work, but we laugh together regularly too and that feels like I’m lightening the load a little for both my students and myself.

After that, I fill my afternoon with various tasks – from tidying up both the room and the storeroom and recycling old worksheets to responding to the work that students have sent in and planning things for next week.

It’s been a frenetic kind of week. Lots of planning, lots of reading various pieces of guidance or information on students, subjects and protocol and a full week of remote lessons. I imagined that lockdown and remote learning, bringing with it the promise of no actual students to deal with, would be easier and quite a relaxing way to spend my working days. It isn’t. It’s stressful and frustrating at times, infuriating at others. But it also has a feelgood factor. The fact that hundreds of students are logging on and listening to our lessons, contributing to online discussion and then sending their work in is a truly wonderful thing.

I end the week very tired. I feel like I’ve learned a lot though and I can definitely say that I’ve enjoyed myself. It’s very strange working on my own for long periods of time in a classroom that would normally have up to 30 students plus support assistants in for a lesson. There’s barely a noise now. I’ve seen my friends even less than usual and been left a bit forlorn when they’ve been working at home. And did I mention that it’s freezing cold, like working in a walk-in freezer? Here’s to 5 more weeks, at least!

Stay safe everyone!

Poetry Blog: Christmas Quiz

There’s nothing overly complex or clever about this poem. Put simply, I wrote it after conducting a Christmas quiz with one of my last classes of the term just gone. It just struck me as such an excellent scene in the classroom – loud, tense, excited, never still. A bunch of children working together in teams and despite the fact that some of them would rather appear anything but excited, the element of competition is absolutely impossible to ignore!

So while acting as the showbiz style quiz master, I realised that this was an atmosphere that was too good to miss out on; so I wrote some notes and then sat down later and threw them together as something a bit more poetic. And here’s the result.

Christmas Quiz

Catching them unawares is the really fun part. In fact, you could argue it’s downhill all the way after that.

As the quiz is announced the air crackles with a tangible excitement that is momentarily pierced by the feigned boredom of the cool kids. It won’t be long though, before they’re animated in glorious technicolour, shouting out, competitive as Olympians and quietly singing the words to Christmas carols in the missing words round.

With each question the tension builds and instead of ‘Lords ‘a leaping’ we have boys ‘a bouncing, girls ‘a screeching in teams competing and by question ten the chatter has become a rabble, has become a riot and we can no longer truly claim that all we have is a quiz.

This, in fact may well be a matter of life and death.

By the end of the quiz we’ve seen and heard it all. The careless calling out of what is very definitely the ‘right’ answer with a wink, the throwing up of arms, the almost audible straining of brains as the tip of the tongue is explored for an answer.

This is the chaos of the circus, the madness of rush hour and the irregular noise of the orchestra warming up all mixed together in the same bowl. This is the Christmas quiz.

If, like me you’re a teacher or you work in some capacity in a school, you’ll no doubt identify with the chaos of the Christmas quiz. If you’re not, then imagine a child’s birthday party, but with questions. The two will have much in common.

With the poem I wanted to capture the chaos and the noise, but also the subtleties – things like boys (and it’s always boys) pretending they’ve called out their right answer just a little too loudly in order to convince a rival team to write it down and thus lose a point. Sat at the front of the class with a blank sheet of A3 paper, I was able to note all of these things down; the attempts to cheat, the confidence even when it’s very clear that you’ve got completely the wrong answer and the looks of concentration on faces when kids search for an answer that they know, but haven’t the slightest hope of committing to paper!

The Christmas quiz has that element of fun that something like a revision quiz doesn’t have, but it still retains the desperate will to win in all who compete. And for that matter, despite the irritation of the rules being completely ignored within seconds, as the excitement kicks in, and all Hell breaking loose by about question three, it’s a whole load of fun. It definitely merits having a poem written about it…maybe not in your book, but very much in mine! I hope you like it and I hope, with some of my younger readers, it’s inspiration enough to join the teaching profession!

Poetry Blog: ‘English in the Tech room’.

Some of you will already know that, when I’m not writing the type of nonsense that regularly populates these pages, I’m a teacher. I teach English in a high school. So far, so straightforward, right? Well, no. This is the bit where things get a little complicated.

Unless you’ve been time travelling or hiding in a cave for the last year or so, you’ll be aware of Coronavirus or COVID-19. You’ll also be aware that it’s caused quite a lot of disruption to our everyday lives. (Someone get the Understatement of The Year klaxon, quick!). So it’ll come as no surprise to non-teaching readers to learn that life in schools has changed massively.

I wrote about some of the changes in my previous blog about our second lockdown so I won’t bore you with it here and now. However, one thing I didn’t mention is that because of the introduction of Covid-safe year group bubbles in school, our kids stay in the same area for each day and us teachers have to go to them. Oh, the joy of not having a classroom of my own again! Lugging everything you need for a whole day to the other side of school – one of the rooms I have to move to is literally as far away as I could go while still in a school building – and then invariably realising you’ve forgotten something 5 minutes into a lesson, dropping books along the way, forgetting to go via the one way system and finding that nothing IT-wise works when you get there. Yep, it’s been a tonne of fun!

Anyway, two of my lessons are now in Science labs, while another is in a Tech room, as in the kind of room where people make stuff out of wood, metal or plastic using dangerous tools and great big machines. It was here I got the idea for a poem. I mean, this wasn’t really the ideal place to be teaching Priestley or Dickens! Then again, I do love a challenge!

‘English in the Tech Room’

Beneath the desk I’m immediately struck by the presence of a pair of rig boots, loitering. Handy, I think, if I’m carrying the complete works of Shakespeare; such a weighty tome could break these toes currently entombed in just a pair of brogues. Handy too if this pandemic takes a bizarre twist and we move to zero gravity.

My students are perched uncomfortably on stools surrounding wooden work benches adorned by vices, And thus, the reading of any text, from Dickens through Owen to Heaney will inevitably be accompanied by an incongruous metallic jangle as child spins handle, or whatever they call that bit.

Further distraction will come in the form of various examples of heavy machinery. A lathe, several nasty looking drills, an enormous cutting tool… Dickens would spin in his grave as we learn of Scrooge’s redemption surrounded by the collected works of Black and Decker and every kind of saw that man could care to mention.

Warning signs will catch the eye, while shavings of wood and a range of glue assault our nostrils, making concentration a bit of an afterthought. But then a friendly baked rock cake, delivered on a tray from the adjacent cookery room serves to change the teacher’s tune and lighten up this lesson’s mood.

When all said and done, these alien surroundings may not actually matter if we just allow the words to do their work. These benches are our stalls when sharply written literature calls and in these extraordinary times this slight adjustment we must make shouldn’t be a bind. As every English teacher keeps in mind, the words win every time.

So there we are. A poem about sacrifice or just a poem borne out of an old bloke having a bit of a whinge because he’s been told to move from his precious classroom? I’ll leave you to come up with an answer. And whatever the answer might be, I hope you enjoyed reading as much as I’ve enjoyed putting myself to the test against whatever the virus throws at me, workwise. Feel free to leave a comment and if you liked it a lot, having a little click at some of the posts below!

Poetry Blog – Teams Meeting

This is a new poem about a fairly modern topic – the online meeting. Now, I understand that they’ve been around for a while, but my point is more that they’ve never before been so widely used. As Coronavirus struck and lockdown ensued across the globe, businesses and other organisations were forced to find new ways of keeping in touch with employees and clients who were now being forced to work from home. And thus, words like Teams, Zoom and House Party, among others, all took on a new meaning.

I’m generally left deflated by even the mere mention of a meeting and, probably as a result, I’m inclined to simply drift off. I’ve fallen asleep in more than one. But if people insist in reading entire PowerPoint presentations back to me, word for word, then I reserve the right to get bored.

Lockdown and working from home felt, as much as anything else, like time off from meetings for me. And then someone mentioned Teams and Zoom. And so, as I sat in my first ever Teams meeting I made sure that I was paying attention – they could all see me, after all, but kept a notebook out of site after realising that there could be a poem in this! So here you go – the secondary result of my first couple of Teams meetings.

Teams Meeting

A little blue circle floats and spins, taunting me with my lateness. Usually, said circle is laughed off, commented on with a half-baked witticism, something like, ‘It’s thinking about it’ accompanied by a knowing smile, a raised eyebrow. But not today. Today’s blue circle is a slow death, evoking only many muttered expletives.

After what feels like hours, but is probably only minutes faces emerge, framed in their own rectangle and assembled in front of you like a gameshow panel in a strangely decorated studio. There are welcoming smiles and the possibility of others yet. Who knows amongst an array of webcam settings? A nose here, a chin there, the very top of someone’s head. Who knew that a chair could be sat on in so many ways?

It’s orderly at first. One voice with instructions, an agenda and, worst of all, jobs to delegate. Maybe that explains the top of someone’s head? A cunning attempt at work avoidance that clearly I should have thought of first. I consider sliding down into my chair until I’m sat beneath my table.

Virtual hands are pointed out, to wave at the thought of a question. Mine will therefore be very much more virtual than others. Some things never change. Despite virtual hands, still a tangle of voices ensues as we relax into the familiarity of it all; the agenda temporarily capsizing in these rapids while the meeting floats aimlessly downstream. Familiar voices bring warmth, a smile and I consider something juvenile to get noticed, extend the laughter and take the meeting out of reach and off towards the sea. But order resumes, our professional heads fixed firmly in place as the bullet points are ticked off and a department is run at a distance safe enough for all. Strategies discussed, ideas shared, virtual hands waved and questions asked. After such a long time, even meetings can be enjoyable.

But all too soon it’s over and we settle back in our home ports, perhaps, like me, wondering what the next weeks and months hold and longing, ever so slightly, for just a few moments more.

I thought I’d conquered Teams after dipping my toe – my real one, not virtual – for the first time and being able to use it with ease. The first stanza tells you that I was wrong. Teams took forever to connect for my second meeting and I actually ‘arrived’ late, which in truth is much more like the real me anyway. In this instance though, it was nothing short of torture.

Once I was in attendance I took a look at my colleagues – the ladies I refer to as my big sisters – who I hadn’t seen in months. And while it was great to see faces, it was a veritable puzzle working out why they couldn’t use a webcam! It meant that for a good portion of the meeting I was just puzzled and distracted by the fact that someone was sat with just the top of their head in view, while others were so close to their webcam that I could just see a nose or an eye!

Despite the presence of virtual hands for people to raise when they had a question, our meetings would start in an orderly fashion, before descending ever so slightly into a gaggle of voices talking over each other. As usual in meetings, I kept quiet and observed from the safest distance I’ve ever managed in a meeting. But I realised, after a short while, that just being in the meeting was lovely. These were not just colleagues, but friends with familiar faces and voices that just relaxed me and made me feel quite normal for the first time in the months of lockdown. Even when we got back to the agenda I was enjoying the meeting.

In fact, I’d enjoyed it so much that when it ended and faces began to disappear from the screen, I felt more than a little bit low. And then it was back to isolating and trying to find enough things to do in order to keep myself from going mad.

Feel free to leave a comment about the poem and if you really enjoyed it you might like to click on the links below to have a look at some of my other stuff.

Back to School again…

This time last year I wrote an article about how it might feel for teachers returning to work after their annual – and much begrudged by anyone else in any profession, ever – 6 weeks summer holidays. Despite the holiday, I felt stressed about the prospect of returning to work and having worked in the industry for so long, I know that lots of us feel the same way. I looked at things like the anxiety dreams that we would be no doubt suffering from, the clothing I’d have to wear and even getting overwhelmed by stationary. It’s on the link below if you fancy a read, but you know, one at a time!

https://middleagefanclub.wordpress.com/2019/09/01/its-time-for-a-new-teaching-year-and-im-stressed-out-already/

This year, the return to the classroom is days away and I’m more than a little anxious about my return. However, with all that’s happened over the last year, I’m anxious in a whole new way than ever before!

Wednesday March 17th 2019 is a date that will stay with me until I decide it’s time to stop the world and get off. Or someone/something decides for me. This was the date that I spent my last day in school for the 2019-2020 academic year. I haven’t been back since.

As we got into March of this year, Covid-19 was beginning to make a name for itself (actually I imagine scientists made the name, but you get the picture). Around school, pupils were starting to ask about closures and fellow staff were, in truth, a little giddy about getting a couple of weeks off work. I mean, we hadn’t even had a snow day, so a little bit of time off would make anybody giddy, surely. Because that’s what we imagined it would be. This was a bad case of the flu; it would pass. and before we knew it, we’d be back in work.

However, as the month wore on, the changes were glaringly obvious. People were preparing themselves for the worst by buying entire supermarkets worth of paracetamol, cold and flu drinks, dried pasta and anything that they could lay their hands on to then put on said hands and clean them. Oh, and some folk were clearly imagining that their houses were going to fall down and that they would recover from this particular blow by building igloos out of toilet roll. At least that’s what I think was happening.

In amongst all this madness, I was starting to worry. A little, tiny bit. As much as I ever do about anything, apart from my wife discovering the true size and cost of my box(es) of ‘To Read’ books. (If you’re reading this my love, my life, that’s just a little joke for all of the other readers – just never go into the loft.)

I have a couple of health issues that seemed to make me a little vulnerable to the virus that I was reading about. Firstly, I’m asthmatic and much to my embarrassment have been on the ‘At risk’ list at our doctors’ surgery for years. To add to this though, a couple of years ago I was admitted to hospital with a heart complaint and ended up having surgery to correct a couple of things a month later. I was born with heart problems too, so as much as I don’t like it, the fact is I have history with a bit of a major health issue. Bang goes my plan to live forever.

And so, after discussing the problem with my wife, I went into work on March 17th promising that I’d speak with our HR department. The first colleague I met as I went into the building that day almost shouted at me – ‘You shouldn’t be here!’ – which in truth is not that unusual, but as I was on my way to speak to HR, I didn’t feel too hurt.

I remember my exact words when I got there – “Julia, I’m not sure I should be here.” Yep, dynamic as always! However, I was ushered into an office, told Julia my concerns and asked to go and teach until she’d got back to me. A couple of hours later I was back in the office being told that today would be my last day. The situation would be re-assessed after the Easter holidays, giving me four weeks off. I won’t lie, I was as delighted as I was relieved. Not only could I stay safe, but imagine the amount of episodes of Homes Under The Hammer, Bargain Hunt and American Pickers I could watch!

Anyway, four weeks came and went and I was told to stay away from work. For my own good, not because no one likes me. Because people like me – I’d use up almost all of the fingers of one hand if I had to count them.

Weeks later, I was informed that, in all likelihood that was me done for the academic year. Schools were closed and any re-opening wouldn’t need to involve me. Because no one likes me. Not really; it was because I’m such a sickly weakling. Clearly, if someone were to sneeze in the same room as me it could be fatal.

I return to work in less than a week. When I do it will have been 174 days spent at home. That’s 4176 hours or 250,560 minutes, if you prefer. Or if you like, it’s almost as long as the gestation period of a baboon, but only around half of what it takes to make a baby sealion, llama or alpaca. Whatever way you look at it, it’s a long time away from the classroom and a long time in mummy’s tummy.

As my return approaches I have very much mixed emotions. I swerve wildly between feeling really excited and an extreme sense of dread about the whole thing. During lockdown it felt like I’d never have to go back to any kind of normality and so such a drastic change is going to take quite a bit of getting used to, I suppose. It’ll be brilliant to see people – pupils and colleagues – again, but then again I’m really not used to seeing people. So I suppose mixed emotions are to be expected.

Ironically, the lockdown life should have been the life I dreamed of. The solitude, the days stretching out ahead of me with little in the way of plans, the lack of pressure for any kind of face to face interaction. Not having to work for a living was something I’d long ago fathomed out was perfect for me. I’ve often thought that I might well have been swapped at birth and that my rightful family – noble of lineage, rich, idle, better than you and knew it – didn’t want the poorly specimen they were presented with (that’s me) and instead helped themselves to the athletic baby in the next cot. I could never shake the feeling that working just wasn’t for me. Harry and Margaret weren’t my actual mam and dad. The life on the Tyneside estate wasn’t what I’d really been destined for. So being able to do what I want, when I wanted through lockdown should have been perfect, or at least a bit more to my liking.

To an extent, that’s exactly what it was. But the name tells its own story and lockdown meant no travel and not a whole lot of freedom. Within a couple of weeks I’d painted all of our fences and both sheds. The gardens were looking good, I was reading and writing more and discovering Netflix. Our house was even beginning to resemble the type of place that people would want to live and not just the kind of place that was being photographed by the police having been freshly ransacked by burglars…and bears. But I missed going into work. I missed my team, my friends. I missed the kids, the random things that they’d say and the bizarre situations that you’d inevitably find yourself in.

So now, at the time of writing, I’m days away from heading back to work. And although some things will be familiar, the structure of lessons and the day has altered due to COVID and I don’t even know if I’m allowed in my own classroom yet. I’m excited about going back. As I’ve already stated, I’m honest enough to say I’ve enjoyed having time away from work. However, the bit of me that likes feeling like I’m making a difference to people can’t wait to get back in. I think it’ll be good for my own self-worth too. It’s nice to feel like you’ve got a purpose and for 6 months my purpose seems to have revolved around things like being Joe Wicks’s imaginary best friend and being able to make nice sandwiches for my kids. Try as I might I can’t really say there’s a future in either of those things (although I reckon Joe Wicks would be really impressed with my efforts, if not my hair.)

I’m excited about standing in front of my Year 11s again. I’m excited about coming up with new ideas to help my department out. I’m excited about speaking to a class, explaining things and watching the penny drop with kids who were adamant that they didn’t understand (it happens, on average about three times a year). I’m excited about sending sarcastic emails to our department. I’m excited about sending stupid emails about the ideas that swim around my head all day to our department too. I’m excited about meeting deadlines for projects I’ve been working on for months. I’m excited about taking staff briefings and slipping in silly jokes or daft pictures to a PowerPoint. I’m excited about attending meetings…alright, I’m not excited about that; I’m not some kind of pervert.

On the other hand, I’m terrified. I’m terrified of the risk to my health. I’m terrified of hearing the news that someone has tested positive. I’m terrified of the amount of people. I’m terrified that after all this time, I simply won’t be able to do the job. I’m terrified of the exhaustion that I reckon I’ll be feeling in about three weeks from now. I’m terrified of the new routine. I’m terrified of messing up with COVID procedures. I’m terrified of the new routine, the longer lessons, the pressure on Year 11. I’m even terrified that I might get part way through the new term and find that I’m just not enjoying what I do anymore. I might want to return to my royal duties instead! I’m terrified that a department and a school that has done without me for so long might simply not need me.

In short, my head is swimming with it all. From genuine concerns and excitement like those above to silly things like the fact that I haven’t worn a suit, shirt and tie for so long that it’ll just be strange. I also haven’t worn proper shoes for six months. I’ve spent most of it in shorts and trainers (and a t-shirt just in case anyone who knows me finds their eyes are burning at the image that their mind just conjured up).

I’m fully aware that lots of people have worked all the way through lockdown and the trauma of COVID-19. I know some of them and have heard of the strain that this past 6 months has put on them. So I’m not asking for sympathy. But on Monday, as I find myself in a school again and on Tuesday, as I stand in front of a class for the first time in half a year, I will feel physically sick. I’ll wonder what I’m doing, if I’m doing the right thing, if I’m safe.

After over twenty years as a teacher, next week I will enter a classroom both more experienced and more uncertain than I’ve even been. And that is as exciting as it is terrifying. No doubt next week I can tell you all about it. Until then, wish me luck!

Crosby Academy: Adventures in home schooling.

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Photo by bongkarn thanyakij on Pexels.com

Having been teacher for the last twenty years I’ve experienced a lot of challenges in the classroom. From earth-shattering breaking news like the attack on the Twin Towers to teenagers breaking wind that could well have cleared the classroom out for the day. However, this week I’ve been facing up to perhaps my biggest challenge yet. Home-schooling my own kids.

Monday 23rd March 2020 witnessed the birth of a new place of learning as Crosby Academy opened its doors for the very first time. We’re a small school. Tiny, in fact with a cohort of only two pupils and two teachers. We’re also a bit of a through school with students in Year 9 and Year 6. And with school closures meaning that students may not return to their actual place of learning this academic year, it leaves us sat between two stools, so to speak. Our Year 6 boy could well have seen his last Year 6 action, leaving us wondering if we should simply be preparing for, and getting ahead with, his start at high school.

But enough of the boring details. Let’s get to the fun stuff.

Following a non-existent consultation process I installed myself as Executive Principal of the academy. No interviews needed; I am absolutely the man for this job. I have literally no experience of this level of management, but figure that having worked with various SLTs in the past who seemed under-qualified to collect the trolleys in Asda, I’d be alright. That said, I wouldn’t know where to start if I had to start collecting the trolleys in Asda. Especially that bit where they stop the traffic by wheeling about a hundred of them out in a big row. Never mind, I’ll tackle that in my pensionable years.

Our main aim at Crosby Academy is to make learning fun for our kids. That’s a genuine sentence by the way; there is no punchline. From my point of view, it’s going to be a bit of a culture shock for all of us – we’re all out of our comfort zones, so let’s make sure we can cover lots of the skills the kids will need, but try to relax and enjoy ourselves at the same time.

With fun in mind, we start the day by taking part in Joe Wicks’ live YouTube PE lesson – a kind of aerobic workout, but I’m guessing, designed to be little more child friendly. Our Year 9 student opts out, as she does with most exercise these days, but other than that the whole school – staff and students – are ready to workout. We take our places in the ‘gym’ – our front room – and tune in to Joe’s YouTube channel ready to feel the burn, as they no doubt still say in gyms up and down the land, while staring at themselves in big mirrors and thinking about muscles like abs, quads and glutes.

At 9am Joe is in position, all skin tight top and a pair of shorts. He is enthusiasm personified, which is normally a bit much for me to take, but I remember our school motto, “It’s like getting an education on the Vengabus.” and put it out of mind. I make a mental note to start writing a school song though. My life is nothing without a futile exercise that will amuse me and me only.

We start with a five minute warm up. Some stretches and stuff to get the heart rate going. I am so busy focusing on bending my body into unnatural positions that I forget the 5 minute part and when Joe tells us we’ve finished our warm up I let out an audible “Whaaaat?”, having already worn myself out. But there’s no time to feel sorry for myself because after wittering on about ‘shout outs’ for a minute or so Joe launches into the first proper exercise. I think I might have to employ a new PE teacher; one that just does football and doesn’t ask for shout outs and then do things like tell the whole of New York, ‘We love you, New York’. We don’t. I mean, you’re alright but there are loads of things I love before you, like chocolate, Sam and Cat on Nickalodeon, Army and Navy sweets and almost everything from Greggs.

Despite my post warm-up fear, the next 20 plus minutes is actually really enjoyable. We speed through various exercises, including things called Jumping Jacks and Climbing The Mountain and there is even more talk of shout outs. At one point I find myself staring in some kind of fascination at Mr Wicks, whose abs are clearly visible even though he’s wearing a t-shirt. It’s like his clothes have been sprayed on and sculpted to him. Meanwhile I’m wearing the kind of loose top I wear for running that should hide a multitude of sins and still my little pot belly is shamefully visible. No matter – I still manage to stumble through the exercises. We seem to do more squats than is humanly necessary and at one point I fear that we should have set up a safe word beforehand, but I get through it. We all do. It feels like the toughest PE lesson ever, but as Executive Principal, I feel like I’ve sent an important message to my staff and pupils. It may well be that lycra and strenuous exercise is to be avoided by a man of my age, but I’ve sent an important message all the same. I might have to go and have a lie down, just while I figure out what it actually is though, you understand.

I decide that we’ll keep Mr Wicks at Crosby Academy. In my head we have the conversation about it. I tell him, “Mr Wicks *then I pause for dramatic effect, because I’m a man of great power now* we’d be more than happy to keep you here at the academy” and he looks at me a little bit in awe but all the while really chuffed, and says something like “wicked” and then gets carried away and calls me “geezer” before apologising. I tell him it’s OK and laugh while I ask the kids and the wife to ‘give a shout out to r Wicks!’. I think we’re having a bromance.

After our PE lesson, as we’re yet to go into lockdown, we go out for a walk, just as a sort of warm down. It’s a beautiful early Spring day, we’re keeping a safe distance from the very few people we encounter and we’re trying to keep the fun in education, remember?

Once we return to school Year 9 settle down to do some Art, while I take Year6/7 up to the Key Stage Fluid Suite (Dylan’s bedroom) to do some English. My daughter is studying for GCSE Art and with a lot of encouragement from us is beginning to believe in herself. She’s in fact very talented and is nowadays happy to just sit and draw or paint. Me and the boy leave her to it.

We’re doing some creative writing so we incorporate some of the ideas from Dylan’s school such as starting with an IQ, which it turns out is some sort of question where neither of us understands what the ‘I’ stands for. This is a bit of a worry given that my Year6/7 student will have had a lot of experience of using them, but I tell myself, it’s OK and that ‘school’s out’, so none of it matters. Learning on the Vengabus, remember? We work out however, that it seems to be a kind of learning purpose, but in the form of a question, so we muddle on through and settle on ‘Can I use interesting vocabulary in my description?’ Secretly I’m thinking more along the lines of ‘Can I get through this next hour without throwing his books out of the window?’ but I don’t let on.

I try to bring a bit of a flavour of high school to his work by making sure his writing is planned and making him stick to a timeframe. I also mark it soon after he’s finished and give him areas for improvement; what we call EBI (Even Better If) points. I’m not sure he likes it, but I try to be as positive as possible, given the fact that he’s my son and of course the only student in the year group. I’m thrilled to see that his first effort is pretty damn good. He’s a little bit shocked to discover that he’ll be re-drafting his work in tomorrow’s lesson though!

Following our English and Art lessons it’s break time and I decide to head out on duty. Our Year 9 student is out in the yard (our garden) so I decide to go and check on her. I think it’s important as the most important person in the academy, who it all revolves around (it’s all about me, not the bloody students), that I get out and mix. However, when I look for her she’s not there and I’m sent into a momentary spin. I’ve lost an entire year group!

It turns out that she’s channeling her inner Goth and avoiding the outdoors because it’s sunny and therefore not the kind of place for vampires. She’s in the room we use for messy play. Actually, let’s just correct that – she’s in her own really messy room doing her best impression of a tramp, in amongst all of her worldly possessions strewn about a 9ft by 9ft box room. She’s OK though and her mostly independent learning seems to be going well.

I decide to do what good leaders do next. I go and check up on my staff. I’ve done plenty of learning walks in actual schools, but not one in a home-school environment. That said, my home-school career is only hours old. However, I feel, given her inexperience as an educator, it’s time to pop into one of my wife’s lessons! Maybe I can pass on a few tips? I’m sure she’d appreciate that…

Obviously, she’s thrilled to see me and spends almost all of the time that I’m in the room with a big smile on her face. Or is that gritted teeth? There’s no pressure here at Crosby Academy though. I simply ask her about 14 different questions about what she’s doing and then, when I feel that I’ve had the answers that I consider the correct ones, I leave.

I don’t do any of this, obviously. But I do pop my head around the door to see how things are going. I haven’t heard any shouting from upstairs so it seems to have been going well and when I enquire that seems to be the case. It’s been a good first day and we bring things to an end rather early in order to give everyone a break and a bit of space away from each other.

For the rest of the week I’m largely responsible for all of the learning at Crosby Academy. Our Maths and Science teacher, my wife, who gets to specialise in all the boring subjects in one go, has to be back at work. In fact, given what is now a lockdown situation, she chooses to work from home, utilising one of our learning hubs here at the academy to make for a home office. Or rather, after a day trying to work at the dining room table with our daughter, she gives up and confines herself to our bedroom for the remainder of the week.

This leaves me as the sole teacher and as a result I give myself a promotion, following a meeting of the school governor (yes that is singular and the meeting amounts to me having a bit of a think). My title is now Admiral of Education – grandiose you may feel, but I’m the fella steering the learning liner, remember. It’s only me that’s responsible for the course of this particular pedagogical pedalo. And thus, admiral seems an extremely fitting title.

For the rest of the week we cover quite a bit of ground. We’re disciplined enough to make sure that we have school every day. Every morning at least two of us join in with Mr Wicks’s PE lesson and every morning I feel like he might be trying to do me an injury. No matter, I manage to stay with it for the week and although it’s difficult, it’s a huge amount of fun too. It feels like a nice way to spend doing some father son bonding time with the added perk that by the time it’s all finished and we’re back to some sense of normality I’ll have buns of steel as well as the possibility of actual abs, rather than just a little pot belly made out of crisps, chocolate and beer.

Our Year 9 student becomes largely autonomous, although I make sure that I check in on her progress regularly. So regularly in fact, that I’m positively wowed by the amount of education one can get from one’s phone these days…

My son – our Year 6 maybe 7 student – needs supervision, however. And so as well as daily Maths and English lessons, we spend time learning Spanish, learning about lines of longtitude in Geography, tuning in to a brilliant live lesson from a World War II bunker in History and then doing some Art outside in the sunshine. My friend and Art teacher Helen has set up a self-isolation Facebook group designed to get people doing art every day and so after our Art lesson I post both of our drawings in the group. It’s to my eternal disappointment that Dylan’s two cartoons from the Dogman books get infinitely more likes than my drawing of a flower from our camellia bush. It seems everyone really is a critic!

As the week ends I realise that despite the sense of dread that I’d had about home-schooling, I’ve really enjoyed myself. We’ve managed to have fun – I’ve only had the one tantrum after all – and I’d like to think that both kids have kept up their learning. Friends on social media have helped with ideas and through sharing things like the World War II bunker lesson and the Facebook drawing group and in the end it’s been a success. So much of a success in fact that I’m considering knocking on my neighbour’s door over the weekend to ask them if they’d like to join in with Crosby Academy. I could have a multi academy trust on my hands by the start of April.

Does anybody know what the rank above admiral is?

 

 

 

 

The lengths we go to: A review of ‘A Christmas Carol’ as performed by the English Department (and a Maths teacher) of Thornhill Community Academy

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Bob Cratchit’s sideline as a gangsta rapper was clearly of no interest to Scrooge who much preferred grime.

Labelled as ‘Laura’s Ridiculous Idea’ and granted its own Facebook Messenger group in order to get things organised this version of a Christmas classic was always going to be a tall order to pull off. But boy, did they manage it!

Late last year and indeed last decade, following a casual phone conversation, the idea was put to staff that the English Department at Thornhill Community Academy in Dewsbury should attempt to put on a version of Charles Dickens’ ‘A Christmas Carol’. The usual avenue of getting an outside theatre group in had proven far too expensive, but we still wanted our kids to have some sort of theatre experience. In a school that prides itself on doing things our own way and constantly striving to go the extra mile there was nothing else for it. We’d do it ourselves.

A wild idea? Yes. A bridge too far? Well, given that this was the famous ‘Educating Yorkshire’ school, then surely nothing was impossible. Needless to say, following several meetings and conversations as well as a few begging requests for props and costumes on social media, an ensemble cast was put together and a play began to take shape. A script was found, music and scenery arranged and staff put themselves forward for several roles each, some with a great deal more enthusiasm than others *coughs* Mrs Sinclair. (Episode 3 of Educating Yorkshire if the name rings a bell. Believe me, she’d want you to know).

Our production was to be put on twice in one day. A morning performance for the whole of Year 11 – and any staff that could make it along – and then a matinee performance, if you will, for Year 10 during the last hour of a busy day.

By the day of the performances the cast had managed to run through a whole two (count ’em) rehearsals. After all, any English department is a busy one, but let me tell you, the work we do here at TCA takes up an extraordinary amount of time. And thus, rehearsal time was at a premium. However, everyone in the camp – and also a lot of the pupils who would be in attendance – were excited and showing no signs of nerves on the morning of the performance. I say everyone, but personally I was terrified and all I had to do was work backstage and press a button occasionally.

Now although ‘A Christmas Carol’ is quite a serious play it was evident from the time the curtain went up (I mean, we have no curtain, but when writing about theatre, dahling…) it was clear that the objective of the whole cast was to have some yuletide fun. And so, while Scrooge (TV’s Matthew Burton) made his entrance he was roundly, and in an exaggerated fashion, snubbed by those making merry on the stage before we cut skilfully to his counting house – a beautifully prepared couple of desks and a different backdrop.

The pre-Christmas merriment continued as the play went on. The undoubted star of the show, Mrs Sinclair, brought out many a laugh, not least with her portrayal of Scrooge’s charwoman. Bent double, moving like some kind of hunchbacked Mick Jagger and in possession of what can only be described as a hybrid regional accent it was hard to keep a straight face as she asked, “Warm yer bed, sir?” Of course, this was a moment that one wouldn’t find in the novella, but it kind of set the tone for the rest of the action.

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Emma, Laura & Bryonny proving that for actors sometimes words just get in the way.

Other highlights would include the whole cast – those on and off-stage – gesturing furiously towards what we’ll laughingly call the mixing desk – in a vain attempt to get our ‘visual technician’ to change the background when Scrooge tried to talk to Marley’s face in a door knocker that hadn’t yet changed to a door knocker from a street scene. Our ‘visual technician’ was me, left in charge of the clicker for a screen with a PowerPoint on. It had taken me mere minutes to relax and enjoy the performance so much that I forgot my job. A little like my role in the school nativity as one of the three wise sheep (probably) about forty years ago when I got so distracted by concentrating for my prompt that I forgot my one line – ‘baaaah’ – entirely.

Personally, I enjoyed watching the sheer glee on the faces of my colleagues every time they took to the stage. I don’t mean that they were grinning like idiots, but their enjoyment of what they were doing was all too obvious. As a very shy bloke I wouldn’t have dared attempt to act and so the brilliance of the performances in front of me was a joy to watch. The play was worth an imaginary admission fee for the ad-libs alone, but the approach of our actors was just brilliant. Another thing to admire about our talented department.

Later, and much to the astonishment of the audience – and the audible delight of Mrs Bell – Mariah Carey showed up at Fezziwig’s party and the English department gave a master class in how not to dance and how to avoid the actual rhythm of the track. As Scrooge watched on accompanied by a ghost that appeared to be wearing a christening gown on her head, Fezziwig’s Christmas party fairly rocked to the sound of ‘All I Want For Christmas Is You’. Nearby, the all female section of the cast involved at this juncture did their best dad-dancing and all of a sudden it wasn’t so clear to see why Scrooge missed his days with Fezziwig so much. Sadly my request that ‘Horny’ by Mousse T be playing was rather criminally ignored. I mean, what kind of party doesn’t feature Mousse T? And what kind of adaptation of a Dickens classic is complete without teachers dancing to ‘Horny’? Oh, hang on…

Further highlights included Scrooge talking like a parrot – and apologising for doing so – the appearance of a child’s unicorn in place of a horse and carriage and a veritable cavalcade of accents, none of which seemed appropriate and some of which seemed to morph from region to region as the lines went on. Mrs Stylianou in particular, with her hybrid Welsh/Carribbean/Glaswegian accent, brought a certain mirth to proceedings that made it difficult not to laugh from the sidelines. Well accustomed to her bad accents, this reviewer just shook his head. Getting back to the appearance of the unicorn by the way, I have no doubt that one will also appear in a student’s written response about ‘A Christmas Carol’ in the near future, just as guns and cars are referred to in essays on Romeo and Juliet as a result of the Baz Luhrmann film. Fingers crossed it’s not a GCSE exam response!

As the curtain went down (we still didn’t have an actual curtain) and the players re-appeared to take their bow there was rapturous applause from those in the cheap seats. The assembled staff and students had clearly enjoyed their hour’s entertainment.

There was a special and deserved round of applause for our director, Dr Laura Price (not an actual medical doctor; a fact we have to confirm at our school on an all too regular basis) who had worked ridiculously hard to make this all possible, as well as taking on at least three roles too.

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And therein lies the ‘thing’ about my place of work. This play was the epitome of what has become our mantra over the years – work hard, be nice. I’ve worked at schools where staff would gladly put on a show, but all too often these could turn into a vanity project. The staff panto at a previous school, for instance, was clearly always just a chance for the head to feed her ego by playing an overblown villain. This was anything of the sort. The people involved certainly didn’t need any more work. In amongst the planning, teaching, exam marking, after school lessons and other extra curricular work that we do, the thought of putting on a play was indeed a ridiculous idea. But the people that I work with will stop at nothing to help our kids. And so, vanity and in some cases dignity were put to one side, in the name of education and in order to give our pupils an experience that they otherwise would be very unlikely to have (and by that I mean a theatre visit, not just a chance to see their teachers dressed up and messing about). As I said, work hard, be nice.

It’s no exaggeration to say that this show was a triumph. It wasn’t slick or enormously polished, but it was a whole world of fun and I have to say my admiration for the people that I work with, already sky high, went up another few notches. The play was put on a day before the end of quite a brutal half term and yet my colleagues couldn’t have been more enthused about the whole thing. Me? I put the nerves to one side, scaled a flight of stairs off stage and pressed a button occasionally, but heroically.

I fear that the performance will now become an annual thing, meaning I’ll feel the pressure to get out there and perform. But, given what I watched at the end of term in December, I reckon my colleagues would carry me through. And if it’s got me thinking of taking the plunge on stage then it must have been a success.

Sniff the air folks…that’s the smell of a BAFTA!

It’s time for a new teaching year…and I’m stressed out already!

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From next week thousands of people will be returning to a place that they most likely have a love hate relationship with. A place that, while it brings them fantastic highs and untold joy, will also land upon them terrible amounts of stress and enough moments of disbelief in a typical couple of months to last a lifetime. Sounds like a cross between a crack den and a soft play centre, doesn’t it? Well in fact, I’m talking about school.

After 6 weeks of summer holidaying – or if you’re British, dodging downpours – us teachers (and other school staff) are set to return to work. Most, for any number of reasons, will be dreading it, which is something that lots of non teaching folk and those who don’t work in education simply refuse to understand. Well, allow me to explain.

You’d expect that after six weeks worth of holidays that we’d be fully relaxed, re-invigorated and enthusiastic to go back to work. And I’ve no doubt that some staff are exactly like that. These people are not to be trusted in my humble opinion. Wrong ‘uns, the lot of them.

This next academic year will be my twentieth in teaching. It’s a job I love – no two days are the same, there are highs and lows aplenty, there are some great people – we’ll leave the not-so-great ones for later – and working with kids will always make you smile. But I’m not one of the teachers who don’t mention the pull of the holidays. Thirteen weeks a year and I can honestly say I genuinely think that it’s still not quite enough. Every half term will leave me exhausted and so any time off is largely spent recuperating, rather than enjoying myself. I’ve never spent 6 hedonistic weeks in Ibiza or somewhere partaking in copious amounts of drugs and free love. More likely, I’ll watch a bit more telly and try in vain to do jobs around the house. For me, the holidays are vital.

So conversely, I find the going back to work bit quite the ballache. Now teacher or not teacher, I know what you’re thinking. Or at least the kind of thing you’re thinking. It’ll be within a ball park that contains outrage, a feeling of negativity towards my perceived ingratitude and probably the odd utterance of that strange phrase ‘Man up‘. I don’t care. And furthermore, I have plenty of colleagues and friends who don’t care either.

An old Head of mine used to compare teaching to being on an oil rig. The feeling being that mentally, we’d be completely out of reach for our families during term time, as if we were offshore, almost. It was a particularly challenging school, by the way. As each term ended she’d tell us to switch off, go back to our families and loved ones and spend precious time with them. So if you don’t like my trepidation about going back to work then you’re heartless; I’m off to a bloody oil rig, for Christs’s sakes.

Psychologically, the problems with going back to work can start at any time during the six weeks holidays. And we’ll all have suffered with it. I’m talking of course about the anxiety dreams. You’re sitting in front of a class who just won’t listen. They’re all laughing hysterically at you, even the nice kids. Especially the nice kids! Whatever you try, fails. And try as you might these kids just won’t listen or do what you ask. You might even end up in tears in front of them, pathetically calling out things like, ‘Guys?‘ (always as a question). Inevitably you’ll wake up in a cold sweat, heart racing and possibly in need of a parent. But that parent can’t help. You’re going to repeat that dream – possibly exactly the same dream – a good few times before stepping back over the threshold of your school again in September.

As a rule, I don’t suffer too badly with the anxiety dream and the out of control class. In fact, I usually save mine up for one big nightmare on the eve of my return to work, resulting in me going back looking worse and more exhausted than when we broke up for the six weeks! This year though, has been different. I’ve had a number of these dreams and every last one has left me sat in our bathroom, sweating and trying to yoga-breathe my way to some kind of tranquil mindset that will enable me to sleep again.

The worst one actually started quite well. I’m in control of the class, cracking the odd joke, everyone enjoying their learning and Mr Crosby is kind of a big deal around these parts. And then, slowly but surely, things fall apart. The odd bit of calling out, some general low level disruption. And just when it looks like I’m about to wrestle back control, a boy the height of a giraffe gets up and wanders into my cupboard before emerging again wearing a lampshade as a hat and wandering aimlessly around my room. Every time I try to get to him, he appears back in the cupboard. Try as I might, Giraffe-Boy Lampshade Head just will not listen. And you don’t get that in your council office, your accountancy practice or your supermarket. It’s not you sitting naked – sorry, fight that image, think of giraffe boy – sweating on the edge of a bath considering doing warrior pose or downward dog in order to get back to sleep.

The next thing that can contribute to a dread of going back to work seems like a nice thing, but in fact, it’s not. As an adult, I thought that those signs telling me that it’s ‘Back to School’ soon were no longer applicable. And then I went into teaching and found that every summer the lure of those Back to School signs and their promise of stationery was to prove all too much. Stationery is a huge part of life as a teacher. At least I hope it is and that it’s not just me clinging on to shiny notebooks and refusing to grow up! Even now, after nearly twenty years in the job, I still get a little bit excited at the thought of new pens, highlighters, markers and the like come September. And I still enter Asda with a spring in my step at the prospect of a rollback on notebooks and plastic wallets.

However, while the acquisition of such things is a delight it will quickly lead to stress. Now I’m aware that this is probably just a particular foible of mine, but there is a possibility that somewhere, within the educational community there are more of us. So let’s see how many people find themselves nodding along to this. The fact is I get ridiculously precious about my new stationery and as a result I tend to stockpile it. I become like a stationery squirrel, with drawers of pens, pencils, notebooks, folders and files that are so lovely I’ll allow no one to us them; including me. Sometimes the teacher in the adjoining room to mine – a friend I’ve known for years – will pop in searching for a pen and I reluctantly agree to get one, slowly ripping opening the packet with a rictus smile spread across my chops as I attempt to hide the fact that this is killing me! Lately pupils have started to ask if they can have a plastic wallet, something I have hundreds of. They need them to carry certain notes around and I then have to pretend that it’s no problem and that of course they can have a plastic wallet, when really, hidden just beneath the surface the real Mr Crosby is screaming, ‘GET YOUR OWN PLASTIC BLOODY WALLETS!’ But of course I look forward to going back to work and of course I’m sure that my behaviour is fairly normal. Whichever way we look at it though, the pursuit of the perfect stationery can be a particularly stressful thing for us educators.

Another one of the stresses, one of the painful adjustments that needs to be made by people in education returning to work can be found with clothing. Imagine that, for a 6 week period almost everything you wore was casual. You got up in the morning, and dependent on the weather, you slung on a crumpled pair of jeans or shorts and a t-shirt. If you had to go out, you wore trainers, almost exclusively. And sometimes, just sometimes, you didn’t even bother to give your hair – and maybe even your make-up, although I personally like to spend at least a week in summer dressed as Ziggy Stardust, just for kicks – a second glance. Now you may not admit it, but this would be a world of bliss. Except for the Ziggy themed days, which frankly can be a pain in the arse. Go on, give it some thought…

Nice, isn’t it?

I haven’t ironed a shirt for over 6 weeks. And, let me tell you, when I do iron a shirt I’m pretty damn precise. No corners are cut and each one can take quite some time. So my break away from this is absolutely fantastic. The same can be said for polishing shoes. I haven’t even looked at my work shoes for the entire summer. I’ve slobbed around in Stan Smiths, Nike runners and even flip flops without a care in the world. I’ve worn t-shirts and shorts for days on end – different ones, I’m not an animal. I’ve gone sockless, like some kind of ageing surfer. And now, within hours, I’ll be back in a routine of wearing a suit, shirt, tie and brogues five days a week. All of this formality – and I love to look smart – weighs me down. I don’t miss the days of suddenly remembering, I need to iron a shirt. But I’ll miss not putting a great deal of thought into what I wear. I know, that as an adult – almost a fully functioning one as well – I shouldn’t find any stress in this, but I do. And you would too if you were annually given a massive break from it.

Lots of people don’t realise something really, vitally important about the summer break. And when they find out the truth, it can prove difficult to handle. But, for the uninitiated, here it is. We get paid for the time off. It’s a question I’m quite often asked and when I answer that yes, of course we get paid it can lead to meltdown for some. And while I won’t go into the rights and wrongs of this fact here, I would ask this. If you got paid to take 6 weeks off work, every year and do anything you liked, or even nothing at all, would you miss that when it was gone? It’s simplistic and almost boastful, but I really, really like getting paid for not going to work. It’s not just what gets taken away that makes returning to work for those in education a stressful and sometimes even miserable time. Undoubtedly, what happens when you get there can grind you down as well.

After 6 weeks away from work we inevitably return to what’s referred to as a ‘training day’. Now without swearing it’s hard to express my negativity about these days adequately. But, suffice to say, I’m not a fan. Training days used to be relaxed affairs. You’d have an initial all staff meeting, a department meeting and then be left to your own devices to get organised. This meant that the pay-off for sitting through two mind numbing meetings was the joy of pottering. Bliss. And it meant that I had time to sort out everything I needed in order to be ready for the new term. But not anymore.

Nowadays, with education it would seem moving in a far more corporate direction, training days are…what’s the phrase? Oh yes…’a massive pain in the arse’. An all staff meeting can last hours while various people tell you about things like ‘vision’ and ‘missions’ while referring to you all as ‘guys’. So lots of my favourite words then. The schedule that you’re given might as well come with a match to destroy it as time and again people talk beyond their slot, so to speak. And that’s not necessarily a criticism – when talking in class or conducting an assembly or a staff briefing I inevitable run over time while getting carried away at the thought of just bunging in another joke or better still, talking about myself. But after 6 weeks away from the job, I’m not in the mood – or headspace if you’re under thirty – to be talked at. In fact, I’m probably not listening. And I’m not the only one. You, dear colleague, are probably not listening either, so that later when we get together in another meeting, none of us has the first clue about where we work anymore, let alone our ‘vision’.

On the first day back at work I will almost certainly be given a schedule of where I have to be at any given moment during the day. And, when I read said schedule, I’d bet my mortgage that I will whine like a small child something along the lines of ‘Why do I have to go to that?’ And this is because, after 6 weeks gone rogue, I have regressed to kidult. And now this kidult is being forced to behave like a proper adult once more. Three days previously I was playing Scalectrix with a ten year old or burying my face in a chocolate muffin while watching ‘A Place in the Sun’ or ‘Homes Under The Hammer’ and now someone far more skilled at adulthood is banging on about their mission. Don’t tell me that 6 weeks off is long enough!

It gets worse. At some point you will be faced with a mad scramble to gather together things like exercise books, a diary, a planner, pens etc. Bloody stationery again! Inevitably, you will get to a store cupboard to find it’s already been ransacked by the dreaded young, enthusiastic colleagues who were ticking it all off their desk planner while you stared at your classroom walls for a moment that turned into 20 minutes! But it’s OK, because you will rise above this stress and have the last laugh by entering their classrooms once they’ve gone home, to pilfer the books that you missed out on, while telling yourself that your 20 years service to the teaching profession allows you such privilege! Little do you know, that you’ve forgotten to pick up any of the set texts you’re meant to be teaching, because year in year out, you don’t actually look at your desk planner.

More stress will come in the shape of things that others have planned for you. For instance, I dread the Duty Rota email like no other email across the year. Even writing about it makes my blood run cold. Will I get outside duties again? Because believe me, winter in deepest Dewsbury is like, well…summer in Dewsbury really. Rain, wind and more rain. And then there’s the issue of who else is on duty. Will I share a duty, will I know this person, will I have to actually speak to them? This year I’ve been blessed in that although I’ve been outside I’ve had good company. Someone of a similar cynical mindset to me (cheers Paul). But what awaits me this year? In terms of conversation I only really do subjects like football, music, football and moaning. And so if I’m lumped together with someone, what do I talk about? I mean perish the thought that someone wants to talk about education. And what if it’s one of those younger members of staff, someone in their twenties? I can’t escape the fact that I may well have to stand on duty with someone who I’m old enough to be the dad of. What can I talk about? These people are off living a life, going out, travelling, seeing bands, while I’m inevitably battling for control of the telly with a teenager at home. It may well be easier to just see the doctor and get signed off with stress at this rate! (If you work in HR, that’s a joke. I’ll explain jokes at a later date, but I’m not going to get signed off work with stress).

And there may well be other surprise bits of responsibility. Because while I know that the Duty Rota is coming, it’s not beyond a more senior colleague to have a surprise up their sleeves with my name on it. In the past for instance I’ve been assigned as a ‘buddy’ for newer members of staff. That’s right, me, a buddy. Imagine being so shit at life that you got me as a buddy. I think I managed to catch up with this person twice across the year, partly because I’m fairly useless, but also because they had already been assigned a mentor. And so I spent far too much of the year worrying that I wasn’t really helping, while simultaneously wondering what my job might be as a buddy. If it happens again I truly feel for the poor thing that’s landed with me. I’m not exactly sociable or talkative, I’m fairly certain I can’t solve your crisis and I have a tendency to furtively leave the room when colleagues cry. I’m genuinely shy and don’t actually like meeting new people. Clearly someone sees something in me that I simply haven’t got. Some buddy! But this is the kind of thing that we face in those first days back.

Once the initial training day is over we’re then left with facing new classes. And this truly is a battle of wills. Pupils are trying things out to see how much they can get away with while I’m, as usual, maintaining a heavily sarcastic streak and well, seeing how much I can get away with, really. If I have a Year 7 class I always feel that I have to appear ever so slightly cheery and friendly, which again is quite the battle due to the fact that I’m not in the least bit cheery or friendly, but I have to make the effort in their early days at ‘big school’. After all, by the time they reach Year 8 I’ll simply be a familiar grizzled and sarcastic figure for them so the odd smile at this point probably isn’t going to harm any of us. It does add to the stress of the return to work though.

Further worry will arrive in the form of new seating plans and trying to work out just the right mix of pupils in order to keep classes stable. This is complicated by the need to have certain types of pupil sat in certain areas in order to keep any observers happy when they look at data. Ridiculous really. And another time consuming exercise that for at least one of my classes will be inevitable forgotten about for far too long, resulting in chaos every time they walk in and find that there’s still no seating plan. Later, I’ll kid them that it was a deliberate ploy, designed to allow me to observe behaviour, friendship groups etc in order to create the perfect seating plan…eventually.

So there you have it. Having had 6 weeks off work many of us will feel nothing like going back, however much we love what we do. And many more people will not understand the stress. But this time next week, I for one, will be back to being Scrooge, although I mot likely won’t have collected the texts.

Is it too early to start counting down the week until October half-term?