A company dressed head to toe in pain: fatigued by angry winds.
A far-off rumbling battle ignores the deadlier than bullets elements here.
The ferocious roaring winds build repeatedly dispatching misery, suffering, and pointlessness.
No protection: coverings withdrawn; hunted by the weather, we, the repressed, cower;
Our suppressed trenches the shape of graves.
We each imagine our death: isolated hope. Gone.
You’ve abandoned us. Betrayed us. YOU!
Our faith in You: departed.
Our soon to be omitted faces freeze. You witness us empty. Our minds swallowed.
Into the void march the many.
Faith forgotten and faded.
We the forgotten turn to soil.
Our voices scream no more. Tears boiled once dry within buried pockets.
You have cast us off. Obliterated. We the erased
Educators
Not Too Tame
Once more into the breach we stepped. Mam and I popped to Salford. This time the mercy of the Gods waited. You know the Greek Gods. In Salford. Paul and Mam had introduced me to Not Too Tame before, and I had a hunger for more. Gods of Salford presented that opportunity.
Through the talented helm of Not Too Tame theatre, the audience plunged into a building site, engaged in some friendly participation, before being whipped into a frenzy. The usual midweek night in The Lowry this was not! Jimmy Fairhurst’s directions gave working-class heart and strength to a blend of modernity coupled with mythology. Cultural references slammed together with moetal defiance and resilience.
In a make-believe-believable world, overlords looked to determine the fate of a young cast of underlings. Much like modern life. Olympians, of the ancient kind, may have seemed up against it. Streetwise sense and a touch of “fuck off”-ery gave rise to a battle against all odds. This was theatre, with a hint or ten, of reality. Anthony Quinlan starred as Zeus, Laura Harrison and her incredible voice as Hera, and Jimmy Fairhurst as Hermes. Arguably, the stars of the show were the wide and broad troupe of young actors and actresses. Created and written by Not Too Tame, Jimmy Fairhurst, Andrew Butler & Louise Haggerty, featured a stunning set, seamless scene changes, a snappy soundtrack, and giggles galore. The aim of Not Too Tame is to make sure all audiences know “theatre IS for them.” True inclusiveness.
In 2025, The Lowry celebrated 25 years of presence at Manchester Port, renamed Salford Quays. Under the shadow of BBC and ITV studios, L.S. Lowry’s artwork equally sits by future potential and tried and tested acts. Opportunity’s hand glows on stage and Gods of Salford was no exceptional. Featuring a catchy soundtrack, poignant moments, and sharp dialogue, each moment flew by leaving the audience wanting more. After just 65 minutes, it was all over. So, what’s the next Not Too Tame production? Hurry up! Until then, other theatres and other groups will have to do.
“Remember, remember my name…” lyrics from a song featured in the show, God of Salford.
To P. or not to P.
You are the first person I’ve seen love my Mam. Before you, I didn’t witness it, from outside the family. Without that security for my Mam, I wouldn’t have upped and travelled or lived overseas.
During Gran’s last days, you stood firmly by Mam’s side and took care of me and the siblings. Where others would have walked away, you remained. And since then, hurdle after hurdle, you’ve stood by our tribe. That doesn’t mean you have no faults, and you know that legendary grumpiness is acceptable, even if you’ve had to tolerate me trying to get you to see and hear the music that I choose to share.
You’ve left a great impression on me. I didn’t need a father figure or a step dad. I found you to be the positivity and heart for my Mam. You’ve taken Mam overseas to countless theatre shows, pottered with pottery, tinkered with theatre, and travelled around this green isle. Fond memories stretched from caravan holidays in Anglesey to York for Yorkshire puddings stuffed with everything under the sun. You’ve opened doors to strange worlds of ice music, penguins, and crappy musical adaptations of miracles on New York streets. I wouldn’t change the world for these experiences. And, you’ve encouraged my growth for passion in hiking and wandering. Even if my body is catching up with me!
I told you and truly mean it, I want you in our family and my family. Time won’t allow much more togetherness, but have bo regrets. It is what it is. Like you said, we can’t grab false hopes and expect miracles. We can make it known about peace and love and letting your life stay with those you’ll leave. I wish I’d called by and kicked you out of a slumber, but I can’t change the last few hectic weeks. It wouldn’t have made today any less unpleasant. I just hope we can talk over these coming days.
And yes, these last few weeks have been agonising, and communication has broken down, but that doesn’t excuse being there for one another. Mam is there for you, stronger than ever before, and I’m around for natters and hopes and dreams. Nobody wants to say goodbye. It isn’t goodbye. Not yet. Only when you’re ready. I don’t want you to suffer. Nor do I want you to worry about Mam. Your sister is always welcome. We’ll all be stronger together because you need to be celebrated and championed. I hope tonight that you find calmness and a good sleep before we all visit again. There’s still time for talking.
What is strength? Is it the power not to lash out when anger fills your veins?
Is strength an illusion? A label to wrap up fear?
Is strength useful? Or a blind to allow all else to carry on?
For what good is strength when hope feels distant? Is it an alarm to carry on the conversation?
Peace and love. 🐝 🕊
This is not an obituary! This is a letter from the heart. Thank you for being present in our lives.
Review: Ancestors, Professor Alice Roberts
“And the past belongs to everyone.” – Professor Alice Roberts, Ancestors.
I must confess that this burgundy bestseller of a book sat on my shelf for far too long. Gifted by Mum and Paul, in Christmas 2022, it lay on a shelf devoted to books that I will read. Eventually.
Slowly and surely, like the remains of an ancient body arriving at the tip of an archaeological trowel, the book departed the shelf and found eyes upon it. Dusting down the top, it opened, unfurling mysteries, tales, and fables, alongside cutting edge sciences and graphic use of vocabulary.
Professor Alice Roberts first caught my attention on BBC’s Coast, and since then, a variety of television shows. I have a crush on her intellectual prowess and passion for her chosen field of expertise. I love how a bright spark seeks newness, raw knowledge, and extrapolates ideas, developing within a text or a show, or in the good Professor’s case, as a person.
Exploring neolithic, Iron Age, Bronze Ages, and a whole layer of timeliness, British history, human remains, personalities such as Pitt Rivers, and conflicting progressives explore our Before Common Era. Here, Roberts explains the dangers of assumption and the pitfalls of satisfying a narrative.
Final confession time. I spent time savouring this read over a few weeks, intertwining my reading amongst other books. Overall, essential reading is all about exploring a genre or topic of unfamiliar ideas. I am now neither expert nor amateur, but like an archaeologicalist digging ploughed Wiltshire soil, I have a sound glimpse into the past.
Empowering Students Through Effective Reward Systems
Praise is enough for some. Others need more motivation. Some distrust reward. Whether a student, a teaching mentor or a teacher, reward goes a long way. The buzz of recognition is empowering. In the past and present, behaviour management systems have often focused on punishments over recompense. Nowadays, education looks at ways to place guerdon over burden.
“central component of habit formation” (Wood and Neal, 2016, p.73)
If the stake of a decoration and honour is visible, students may be more motivated to perform, stay on task or give fuller focus to earn their winnings. Conformity by most students may follow. With that boot students may engage with a higher level of interest, get stuck in and participate more diligently. Most of us will understand that a tangible goal and deadlines add a sense of urgency to our responsibilities. Dangle a carrot and stick, and suddenly better work may be produced.
“Only rewards that promote the repetition of specific actions contribute to habit formation” (Wood and Neal, 2016, p.75)
Pride is a sin, yet humility can counteract such worries. To have pride is fine, just keep it beneath excessive. We all feel a warm tingle of joy when our efforts are appreciated by others, whether that’s in the classroom or a game of football or a pub quiz in Irene’s Bar (Houjie, Dongguan). Achievements matter. They boost morale and are powerful classroom tools of remuneration. Success can be tangible and increase self-esteem, ideally leading to self-confidence and belief in raising a student’s game. Once-believed hard-targets suddenly become possibly achievable, and barriers can fall over like dominoes.
“He who wished to secure the good of others, has already secured his own.” – Kǒngzǐ (孔子 Confucius), Chinese philosopher
When persuading a student, every teacher must be critical of their own methods. Rewards, like learning should be exciting, engaging and appropriate. If you want your student to be the best version of themselves, then you must incite the best practice for yourself. Only then will you be able to induce the optimum classroom conditions for students to actuate improvements. To improve at home or in the classroom, a clear system of reward can drive students to squeeze out that extra bead of sweat in their efforts. Students who push themselves can see their final work improve and their efforts gain clearer progress.
“Carry out a random act of kindness, with no expectation of reward, safe in the knowledge that one day someone might do the same for you.” – Princess Diana
Of course, when prompting students, it must be a system that avoids greed. Dependence upon rewards can instil the wrong behaviours. Knowing when a scheme is prone to manipulation is important. Likewise, think about how the student may feel manipulated by something they may associate with as an early learning structure of rewarding. Does it appear like a bribe? The systems also need to consider the view of decreased value of the motivational bounty. The prize novelty cannot be over-stimulating and cause a student to shoot wide of the learning goal. Missing the point is counterproductive. Does the arrangement of reward also trigger further pressure? Is the pace, right? Is the task something a student’s working memory or ability will be capable of or incapable of completing? How can expectations be met if the task is too challenging? Whilst we look at advantages, we must be fully aware of disadvantages.
“…students could develop reward addiction.” – The Influence of School’s Reward Systems on Students’ Development, Zihan Chen, 2023
Effective rewards system need full consideration, weighing up pros and cons, to spur on, influence and activate student motivation. Each teacher or mentor reaches a class and gets the most out of students in differing ways. The fluidity of the teaching strategies and response by students will mean some methods work, some do not. Applying adaptive teaching and strategies within reward schemes should bridge the gap to stimulate, propel and inspire students and bring them from their slumber into a world of active reading and attention. How will you provoke yours?
“Man gives you the award, but God gives you the reward.” – Denzel Washington, actor
Ideas to consider as reward options:
| a visit to the library | achievement points towards a gift voucer | play a chosen music video to the class | earn a physical reward e.g. pens, pencil cases, etc. | play games |
| earn a snack or treat | choose an activity outside of the classroom | read quietly in a different space | change seats | watch movies |
| extra break time or outside walking time | choose a partner for a homework task | become a teacher’s helper for a set period | complete homework in class | share games |
| take home a postcard, reference book or game | choice of class chore or duty | custom-made bookmark, badge, school equipment | cancel homework for a class | share a story |
| a phone call home | teacher reads to the class | choose new books for the school to buy | school trips to the local library | school trips to a writing or literacy-related museum or tourist attraction |
All the above were suggestions by our reading and writing club students.
Nota bene: allow students to be part of the process and choose their reward?
Further reading:
- Tatro, K (2020). The Impact of Classroom Practices on Recreational Reading in a Rural High School. ProQuest (Online). (26th August 2021).
- Maxwell, L (2021). 15 ways to promote your library within school. Glenthorne High School Library Blog (online). (26th August 2021).
- Reading Rewards (Laleham Gap School)
- Research evidence on reading for pleasure (Department for Education)
Boosting Literacy: Strategies for Active Reading in Schools
Introduction
Before the 2023 summer holidays ended, I planned for the 2023/24 academic year, within the role and remit of the Literacy Mentor. A Padlet noticeboard started as out as a few scrappy ideas and a clutter of things to consider. As the year went on, I tracked the progress in many ways. Looking back is a way of looking forward. A good way to track changes, evaluate and expand ideas.
Hypothesis
Predictions for the outcome are dependent upon active engagement from students, applied alongside that of rigorous and well-compiled materials. To this end, it is predictable that an increase in reading engagement is forecastable.
Methods
| Active Reading | That Reading Thing | In Class Support | Book Club | Writing Club |
| Inference and vocabulary-based tasks from an active reading booklet, tailored to the specific needs of the students. | Students work from sound to print using age-appropriate vocabulary and authentic reading material. The method is rooted in linguistic phonics but has grown its own way of working with older learners for the fastest possible results. | An instructional arrangement in which a paraprofessional provides education services in the general education setting, to allow students to access the materials and develop their ideas. Metacognitive techniques, Active Reading, etc. can be applied. | Reading For Pleasure’s masthead allows exploration of text and words for a small group, but is promoted to the entire school community, through modelling, displays and visibility. | |
Results
Active Reading results largely demonstrated an upward turn. Results were shared internally and to the school governors.
Reading For Pleasure has been researched and implemented in greater depth than the autumn-winter term. Below are some highlights:
- Writing and reading competitions (multiple entries have been permissible in some cases). Winners roll of honour established with 12 books containing students’ works.
- 2 online video author meets (Tom Palmer/Joseph Coelho)
- World Book Day voucher distribution, alongside sponsored Readathon event (in progress)
- Over 140 books have been obtained from publishers, book groups and, online video events. A list is available.
In Class Support was provided across year 10 and 11 classes. All students completed entry assessments (YARC). Due to impending GCSEs and other assessments, no exit assessment was completed. This is something to amend for the future.
Form time reading groups Year 10 (Friday) and Year 11 (Wednesday) have completed their Active Reading booklets. Year 10 Tuesday has been affected by behaviour barriers, with the challenging students removed, allowing others to continue uninterrupted. Future provision for disruptive students and how to support them better would need to be considered.
That Reading Thing (TRT) allowed one student to be considered a model of success. Documented spelling, grammar and reading (with inference skills) have been logged. He has developed a great sense of reading for pleasure and is turning into a bookworm. That student had attempted writing book reviews, poetry and article writing, to deepen his TRT experience. It is arguable that he could leave the TRT sessions, however, to further good habits and create encouragement throughout this academic year, he will remain with the TRT programme.
One student joined TRT, and at first, was receptive and engaged. He eventually felt intimidated by one-to-one approach. Said student eventually scored highly in YARC, LAO assessments and NGRT – allowing him to exit TRT. He remains an at-risk student but was never truly in need of the TRT programme.
Another student resisted TRT from the offset. Again, this student was an at-risk student who likely would benefit from this programme. He was heavily influenced by a previous TRT student. As that TRT student left our school for another school, it may be feasible to reinstate that student into the TRT programme with less resistance.
Two further students joined TRT sessions on a Monday morning. Each made steady progression in efforts and output. Both require more sessions of TRT.
Conclusion
Due to reading comprehension being vitally important in secondary education, the active reading intervention is also important for educators to be mindful of because of the huge impact it can have on reading fluency as students transition from KS3 to KS4. The methods utilise a stacked approach of research-based methods, including reading aloud, assisted reading, and repeated reading in order to give students the chance to be active readers. In addition to this, it encourages reading habits for pleasure and curiosity by selecting appropriate and engaging materials.
Supplementing regular classroom instruction with Active Reading successfully accelerated the reading development of the vast majority of students. On the whole, the methods increased each student’s word recognition, automaticity, reading prosody, decoding skills, word knowledge, and reading comprehension. Focusing on phonemic awareness, phonics, fluency, vocabulary, and comprehension allows students to access a greater deal of text.
Evaluation
Strengths:
- Ease of use of available materials for Active Reading.
- Talented and enthusiastic staffing for literacy throughout the school community.
- Knowledge and skill base of teachers and support staff allows for shared good practice.
- Recognition that evidence-based and evidence-informed methods need to be partnered with challenging and suitable reading materials.
Opportunities:
- Reluctant and ignored students can be caught and empowered.
- Literacy partners are available via local libraries and bookshops.
- Increased demand for well-read individual talent, with opportunities to perform, compete and be published.
- In the future, a further noticeboard has been created to plan the Reading for Pleasure remit of our school in a deeper and broader look at possibilities, angles and ways to entice both the established and the most reluctant of readers.
- Further opportunities to replicate the scheme to target a greater population of students.
- Continued possibility to adapt materials and include a greater diversity of targeted reading texts.
- Social and media promotion opportunities, e.g. blow our own trumpet.
Weaknesses:
- Better Reading foundation and transition from this programme to Active Reading can clash with the Maths department’s intervention programmes.
- Lack of graphic novels/comic books/recent publications.
- Other schools have clearly set spaces for reading, library and micro-libraries; as well as tablet computers dedicated to reading.
- Resource limitations (regionally and nationally).
- Unclear visibility of long-term literacy goals?
Threats:
- Numerous schools have established models for literacy or are re-evaluating literacy based on evidence-based and evidence-informed models. We should not be left standing.
- Literacy censorship and availability of some texts?
- Negative press of reading materials (e.g. The Secret Garden, etc.)
- Changing social and behavioural habits towards reading.
- Budgeting constraints, room availability, and student attendance.
Further Evidence
Further evidence has been kept securely and privately within school, as per GDPR.
Bedrock… notes
Bedrock Learning, review to date:
Functions well, clear and well laid out. Accessible.
Follows a pathway/block system.
Loads fast and smoothly.
Good feedback from users in China, U.S.A. and other teachers in the U.K. Data apparently clear and concise.
Confidence boosting.
Competitive grouping of students possible.
Runs on e-devices. Accessible in school and at home.
Looking at it from a student’s point of view:
Bedrock doesn’t appear to have a feedback function following an activity. It appears to give points and not correct errors.
It uses many technical terms and the language could be more simpler at times.
Accepts simpler words in some scenarios, but rejects other suitable words.
Functionality:
Can’t change students in and out.
Users:
Public reviews appear worrying, although many are written by students.
Alternatives:
Lexonik.
Others to explore & review:
Literacy Company
Flex, Advance and Cloud available (“rapidly improve reading, vocabulary, spelling and comprehension”)
U.K. standardised assessment for pre- and post-testing.
Lexonic Vocabulary online-based training & school-wide or subject specific.
Lexonic Leap supports English as an Additional Language learners
Peer to peer/tutor to learner style (Flex)
1:4 (Advance)
Lexonic Develop is independent learning, with face-to-face and pre-recorded materials
Lexonic Grammar is mostly online, with a broad range of materials
Excellent feedback online.
I have downloaded numeroud pieces to review.
LexiaUK (trial requested)
Rapid Plus (currently in our library) & Catch Up Literacy (reading through the guide booklet)
Webinars online
Pathways to Read programme for primary schools (KS2) only.
Ambition
Why are you suited to teach your subjects or age group?
I am inspired to apply for targeted literacy courses for a plethora of reasons. The biggest reason is that I really want to be a qualified and successful educator. I understand through this course and my employer that I could be in the right place that this leap is made.
The personal qualities that would make me a good teacher are as follows. Throughout the years, I have developed excellent communication and interpersonal skills. I have honed and proven I have a range of planning, organisation, and time-management skills. Many colleagues, parents, and friends have noted that I have the ability to enthuse and motivate pupils. I utilise my imagination, creativity and a sense of humour to engage and inform. I use listening skills and the ability to reflect on my own teaching practice to evaluate and refresh my methods periodically. I am confident in my ability to teach and inspire.
I have a decade of experience ranging from English and cultural consultation, across a broad age range of students (early years, primary and secondary) to delivering International Baccalaureate, and also football and sports coaching on a voluntary basis whilst in China. Since returning to the UK in late 2022, I have sought and obtained a role that allows me to work in UK education.
My understanding of the demands and rewards of teaching are that to be a successful school teacher, you must have a passion to inspire young minds alongside a commitment to ensure that every child achieves their potential. A teacher must open doors to progression and empower students to reach their potential and opportunity. I understand that teaching involves far more than the curriculum. Educators must assess (to set standards), record pupils’ development, ensure that pupils are safe and that all child protection and safeguarding measures are followed, as well as provide feedback to parents and carers on a pupil’s progress. Like the diversity of school life, I must encourage and maintain inclusion and education as a place for all. The reward of progression and opportunity to develop motivates me to thrive towards education and harmony.
There are fixed and flexible opportunities that I could contribute to a school outside of the classroom through clubs, extra-curricular activities, whilst sourcing resources and supporting the school community or colleagues in the delivery of other specialist area. Should opportunity arise then I would like to organise and take part in school events, outings and activities.
My thoughts on children’s well-being are that the world is complicated. The tapestry of challenges and opportunities needs unthreading to allow students the opportunity to access and understand. Mindfulness and curiosity should be protected to allow the UK education system to blossom. Globally, many nations and education systems look to the UK for guidance, experience, and innovation. I desire to be part of this system by assessing, delivering, tracking, and measuring my own success and setting an example to others by using this methodlogy to deliver education at a high quality.
NPQ Literacy Lead: Notes
Reading is more than being able to say words out loud. Reading is the ability to process and understand a text. If the reader can’t decode or comprehend something they lose out. Those who don’t understand it, will not enjoy it. We must make sense of something, whether words, sentences or wider language aspects in order to have the key to access the content. To close word gaps, we must listen, engage and allow responses at every possible avenue. Giving opportunity to answer, question, respond to asides or talk with a partner can allow that moment of reflection or self-correction. Using modelling through sentence starters or stems gives students a step up onto a ladder that can serve as a basis for getting the output right. Alongside stories, rhymes, poems, sing-a-long opportunities, and conversation, there are various opportunities to drill, repeat and replicate or create. Students should be allowed freedom of expression to demonstrate a foundation of comprehension via discussion.
The Chinese linguist Rèyīlā Dáwútí (热依拉·达吾提) recently has been confimed of “endangering state security”. As one of many intellectuals in China and its western province, she has been active as a director of her founded Minorities Folklore Research Centre. To many, this text alone, about an imprisoned anthropologist offers challenging textual content. To allow students to access this material, thinking aloud is essential. An educator must model the contents, perhaps explaining an impartial background to the region of Xinjiang Autonomous Region, or explaining how ethnic Uyghur people like geographer Tǎxīfǔlātí Tèyībài (塔西甫拉提・特依拜) and economists like Yīlìhāmù Tǔhèt (伊力哈木·土赫提) face extremely life-threatening situations for allegedly “splitting the state”. On the other hand, the educator can extend their tasks to see the points of view of the Chinese Communist Party and how those who undermine or critique policies could be seen as a danger to the state. Cases such as the hijacking of Tianjin Airlines Flight 7554, the Pishan hostage crisis, the 2010 Aksu (阿克苏市) bombing, July 2009 Ürümqi (乌鲁木齐市) riots, and the 2012 Yecheng (叶城) attack indicate the situation is not black and white. Students could collaborate with peers in a way where they discuss what they know, what they could research and how they could link it to other local or international situations. The educator could probe and question to allow students to demonstrate their understanding through talking to read and learn. These methods should be transformational in a student’s ability to take inferences from conversation. Inference skills in conversation can be transferred to reading. Rereading and processing a text helps. Repetition is key. Using predictions, clarifying skills and questions, modelling through talk gives opportunity to develop.
Adults must have a positive attitude to reading. I know that my mother reads often and has always read a large variety of text. I know my fathe reads infrequently, yet has always worked hard to surround my siblings and I with books. Most have been of his interests, trains, birds and British places. Through these reading role models, I have formed a passion for reading. Well-trained teaching staff like Mr Andrew Jones (Chapel Street Primary School, Manchester) and Mr Tony Mack (Reddish Vale High School, Stockport) have always stood out in my memory. They have reinforced my reading habits, however, neither were heavily influential with the deep decoding, vocabulary, fluency and comprehension. That, came earlier in primary school at New Moston Primary School and Clayton Brook Primary School. At these primary schools, through a variety of echo reading, choral reading, partner reading and independent reading tasks, I developed my reading comprehension. The three primary schools I attended used fidelity to programmes, with clear intent, pace, and direction. Biff and Chip, amongst others allowed myself as a student to follow the pedagogy from the teaching teams. I recall targeted support for classmates and evidence of effective assessment. Targeting the next levelled reader or colour of books was always my aim as a youngster. In hindsight, I now understand why. Those self-inflicted aims and targets also stimulated my reward and pleasure in reading.
The Education Endowment Foundation (EEF), a charity dedicated to smashing the gap between families on low incomes having access to education and doing better for themselves. Through evidence and support, the EEF improve teaching and learning opportunities. The EEF (another acroymn, sorry) note that robust training is essential for teachers, and how teachers manage their own responsiveness. The teacher should be matching student pace, responses, whilst responding to their needs. As with many education groups and foundations, they champion the need for engagement. If a class or lesson is more interactive and enjoyable, then by doing the work it is more likely to stick with the learner. Classes need adaptive teaching and learning because those adaptations shall scaffold and shape the learner’s access and focus. Keys open doors, but not all keys fit all locks. Educators must select appropriate keys.
The best teachers know their pupils. They put knowledge into practice. They think over timing, assessment, resourcing (including additional targeted support), allowing time (“Go on, give it a little more time.”), expert delivery and teacher links to reality and the wider world.
Vocabulary, knitted tight with all manner of bespoke definitions and its purposeful variations can either create an active interest or not. The words that can be used maybe fascinating and diverse, but education is not about churning out another Susie Dent or other such experts. Vocabulary does, however, need a degree of immediate interaction or repetition of use to allow deep processing. William Shakespeare played with words, coined new words, pairings and phrases. Those who used these intended or unintended mistakes and uses evolved over time. Prioritising vocabulary is natural. We use many tier 1 words (e.g., this, that and the other) frequently to access text. From that, tier 2 words (e.g. calf), allow us to access text, but these appear infrequently. Up above are the tier 3 words that are specific to subjects, e.g. globalisation.
Mathew effect word-rich students become richer in knowledge. Word-poor students fall behind. This may be due to the quality of parents’ talk, or a lack of role models. Students may not have a bookshelf. They may be too distracted by TikTok or social media. The importance of allowing students opportunity to explore text through talk and stories allows exposure to greater depth of text and vocabulary. Through this students can become word-rich. Robust exposure to vocabulary will increase accessibility to text. It needs repetition to strengthen and embed. They should be hearing and seeing words over and over again. Imprinting vocabulary repetitively. Again and again. Literacy is a key that opens doors and opportunities. Without it, education is likely impoverished.
Comprehension is not a simple matter. It is a combination of skills. It is the sum of many bricks in a pyramid. Comprehension makes the pinnacle. Beneath it, a duo of blocks including word reading and language comprehension. The lowest blocks, above the surface, include decoding, full word recognition, fluency, inferencing, comprehension monitoring and text structure. Under the ground a line of foundation blocks stop the pyramid going all Tower of Pisa. These include elements of phonological awareness, print knowledge, vocabulary, grammar and syntax. Thinking in big words, these cross all aspects of orthography, semantics, etymology, lexicon, executive function, morphology and syntax. Master all of these skills, knowingly or unknowingly and doors open to treasures within.
English schools teach synthetic phonology from an early age. We simply champion it. It is first on the agenda. This allows chance for young learners to copy and prepare themselves for later phonics screening checks. With this in place, phonology leads to fluency. That consistent implement of accuracy and speed builds towards automaticity. This will likely boost motivation and increase overall comprehension. All of which can be visible indicators towards future success. Here a reader can develop prosody. Those appropriate stresses, intonations and variety in volume develop phrasing and pace smoothing. Gaps in knowledge need filling in, to prevent the crumbling of comprehension. To support this, a variety of methids can be applied. Understanding a student is important. Some may follow a mathematical process, some may be more literal. Books enable. As does conversation. Reading for Pleasure, is both a way to access and inspire students. This can act to model and scaffold, as well as act as a powerful influence.
The Independent review of the teaching of early reading (Jim Rose, March 2006) compiled for the Department for Education & Skills recommended teaching and training in literacy as “building quality rather than capacity”. It identified five key competencies that children must be able to show before they can progress in their successful acquisition of reading skills. Without these, then secondary school reading content becomes a barrier.
Do not discourage a student trying a difficult text. Let the student own their challenge.
DFE Reading Framework 2023 “same alphabetic code” for all students
Tim Rasinski advocates using song, poetry and games to teach and familiarise vocabulary within reading. The Bridge is a fluency bridge with phonics and comprehension as islands, with prosody and automacity as bridge foundations.
Alex Quigley ‘Closing the Writing Gap’ / ‘Closing the Reading Gap’ / ‘The Confident Teacher’
Share the secret. Stimulate curiosity. Active their prior knowledge. Teach ‘keystone vocabulary’ / ‘read related texts’
Andy Taylor, F.F.T. reciprocal reading, C.P.D.s, developing vocabulary etc
O.F.S.T.E.D. state daily reading is a non-negotiable and staff hear pupils read regulary.
Poetry for Teachers
EEF, ECT, ELA, EAL, EHCP;
SALT & PEP, TAF, with an EP.
OFSTED, EWO, SPL, PP, and AO;
TA, LSA, SGO, SLT, alongside SENCo.
PRU, DT, LEA, LA, or SEND;
Off to D&T, IT, via FE and ESOL;
Join the NEU, TUC, read the TES for TEFL.
ABE, BEd, BSc, BTEC and ND…
NPQ, C&G, CATs, LAO, and good old CPD.
Is education all about acronymns?
Pseudonyms, nymphs of letters and things.
How Wythenshawe Park Came To Be.
Listening to Pretty Boy blasting out of loud speakers in Wythenshawe Park, I wandered where the park’s beginnings began… and then I forgot the Noel Gallagher gig but was reminded of it whilst passing Shena Simon Campus in Manchester.
Lady Simon of Wythenshawe sounds an odd name. Yet, many Mancunians will have heard the name Shena Simon. Middle name Dorothy, perhaps. Her life spanned 21st of October 1883 through to 17th July 1972. To most Mancunians, and students of Manchester College, Shena Simon was just a campus of building name. A few may have known her as a politician, feminist, educationalist and writer. Born of London’s Croydon, Sheila moved to Manchester by the 1920s, following marriage to Ernest Simon, 1st Baron Simon of Wythenshawe.
Here Sheila Simon boycotted functions at the St Mary’s Hospital for Women because they had no female board member. From that, she became heavily involved in Manchester Council and social provision. In 1926, Wythenshawe Park was donated to the people, by herself and her husband. Over the years the Simon family pushed for accessible education and her family even have links to the funding of Jodrell Bank Observatory and the Lovell Telescope.
Gustav Heinrich Victor Amandus Simon, a German engineer, founded Henry Simon Ltd and Simon-Carves Ltd in 1878. His son Ernest Emil Darwin Simon was born a year later. By 1947, his son was elevated to Baron Simon of Wythenshawe, of Didsbury in the City of Manchester. This peerage allowed steerage to join the BBC Board of Governors. His son Roger, the 2nd Baron Simon of Wythenshawe was a left wing journalist who championed Campaign for Nuclear Disarmament. His other son Brian became a teacher and professor, after dabbling with Communism and soldiering.
Roger’s child, Matilda Simon, 3rd Baroness Simon of Wythenshawe was born as Matthew and underwent transgender surgery to become first openly transgender peer of the realm of the U.K. In recent years, as a former Green Party, the 3rd Baroness Simon has been involved with tree plantation in Marple Bridge. The name Shena Simon may not be the most well-known but just reading a few bits and bobs has led me to learn that Ernest’s older half-brother Ingo Heinrich Julius William Gustav Simon knows how to fill a birth certificate and that his expansive archery collection made it to Manchester Museum. So, next time I pass Shena Simon college I will be reminded of its links to Wythenshawe Park, Alan Turing sat behind it, and a diverse family lineage stretching from former-Prussia to Marple Bridge.
Manchester to Space
Sackville Gardens, alongside Sackville Street, is home to an unusual statue-bench. Since 2001, here sits the sculpted memorial of Alan Turing. Behind Alan Turing’s resemblance is Manchester College’s Shena Simon Campus. To his right shoulder is Canal Street parallel to the Rochdale canal and to his left Manchester University’s Sackville Street Building. Education and the gay community side by side. The actual statue’s funding fell short of the target and had to be cast as far afield as China (Tianjin Focus Company). At Turing’s feet lies a message, “Father of Computer Science, Mathematician, Logician, Wartime Codebreaker, Victim of Prejudice”. Across from both the Beacon of Hope and Turing is a little-glasshouse atop of the nearby Sackville Building.
Godlee Observatory is located within the realm of the University of Manchester. The astronomical building is perched on the tower of the French Renaissance-styled Sackville Street Building. Opened in 1902, after 7 years of construction, the building shares many famous names amongst its laboratories (e.g., Henry Royce) and libraries (e.g., J.P. Joule). Outside on the walls is a blue plaque to Ivan Levinstein. He went on to develop dyes and chemicals in Crumpsall and is very much a forerunner in synthetic dye manufacturing. Next time a river turns a funky colour, you may blame Manchester.
The building, home of the University of Manchester’s School of Electrical and Electronic Engineering (EEE), has a green dome and glasshouse on its roof. A stone’s throw from the statue-bench of Alan Turing, the dome is made of none other than papier-mâché. It’s not a bad material for a century plus of operation! Francis Godlee’s gift to the people of Manchester is currently under restoration. The winding ornate wrought-iron staircases up lead to a trap door and an impressive made in Dublin Grubb telescope. Now operated by Manchester Astronomical Society, there is no re-opening date. Godlee was drawn to Manchester in the times of cotton trading, manufacturing, and rounded character involved in community, cycling, and astronomy.
This month, the Zdeněk Kopal Memorial lecture is pencilled in to start at 19:30hrs on Thursday, October 19th, 2023, in Blackett Lecture Theatre (Schuster Building, Manchester University, Oxford Road). Lectures are held monthly and are free to attend. Alternative stargazing can be found in Salford at Salford Observatory (M6 7DZ). Or, follow the AuroraWatch website for Northern Lights (aurora borealis) sightings. Alan Turing’s statue holding an apple and in a way Sackville Gardens is part of the core of Mancunian culture and history. Needless to say, above the core, looking down and up over the city is the lesser known Godlee Observatory. Millions of souls have passed by beneath, and few know its story. Thanks to John Burns, a Nottingham Forest friend, for reminding me of this little-known dome.
TRT II
Lesson 6 focused on getting the most from text. The key points were about using That Reading Thing to supplement texts, levelled readers and those furthering their literary journey.
Reading must:
· Be of interest.
· Not be embarrassing.
· Be encouraged by the teacher or mentor.
· Be of a suitable size of text.
· Be matched to high school students, whether the lowest level or readers, intermediate readers, or those most able.
· Allow students to decode the text.
· Encourage fluency with minimum pausing and misunderstanding of punctuation, etc.
The teacher or reading mentor should:
· Challenge the student appropriately.
· Ask relevant inference questions, e.g., “Can you picture what is going on whilst you are reading?” To visualise the book is a good way to understand it.
· Reread and clarify a selection of key points.
· Encourage the student to connect to prior knowledge, context, and within the text.
· Discuss points of possible empathy.
· Prompt the students to find facts, infer the gist of the main ideas, and summarise them accordingly.
· Encourage questions and predictions from the text.
· Build on enthusiasm and embolden the habit of reading. That energy needs direction.
· Promote the use of a thesaurus and synonyms. Challenging the student to replace words with alternatives can be a useful tool for learning.
Useful strategy:
someone
wanted
but
so
[MacOn, Bewell & Vogt, 1991; Beers, 2003]
Combined with my knowledge of reading, Malcolm Pryce’s How to Write a Kick-Ass First Novel website, Jolly Phonics and the best part of my education delivery, I feel that That Reading Thing has stripped back a few basics, highlighted and reinforced some ideas and methods that will not just supplement or enhance my methods of delivery, but add a freshness that always follows any personal development.
Tricia Millar and her That Reading Thing course have made me, like many a good self-development session, want to dig deeper, do better, and expand my own knowledge. That desire is one that I hope carries through every session and class, inspiring readers and writers and perhaps planting the seed of a love for words. Some students may not know it now, but later, when the bulb flashes and the green man at the crossing lights up, a jolly new route may be taken. In closing, I have identified the necessary key parts and take homes of the That Reading Thing training, and now I must deliver them. With the access to materials, a good That Reading Thing guidebook to hand in, and seven weeks of access to the initial course, I feel confident in my ability to improve my output. Wish me luck. And, make sure you join the course, if you’re into that sort of thing…
That Reading Thing: First Notes
That Reading Thing: Lesson One
Humorous friendly, laid-back learning environments matter. High expectations and totally safe workspaces must be guaranteed.
An investment in education of £192 gets an individual access to That Reading Thing for around 7 weeks. My journey began on April 26th, 2023. Armed with several instructions and a few printed materials, I opened the guidebook sent by Tricia Millar. The course has been recommended by experienced colleagues, external assessment and a variety of reviews are available globally.
Each topic is split into sections. The first section is titled, “How do you teach a teenager to read?” This featured a background, some decoding and a briefing on struggling or confident readers approach unfamiliar words. The 24-minute-long online training video advised how to make phonics age appropriate. Tricia Millar (not from Orange is the New Black, different spelling of course!) mentions the work of Professor Diane McGuinness (University of Florida) and linguistic phonics, or speech to print phonics. Teenagers, as highlighted by Tricia Millar, who cannot read or struggle to read are often humiliated, embarrassed, and subject to social stigmas. That’s where That Reading Thing began. It fills a gap.
Struggling readers may have given up reading for meaning and may substitute similar-looking words for alternatives, e.g., vitamins in place of victims. Some may look for words within words and not actually be able to make any sense of morphology in the first place. There are skills we need. We must read left to right, as learned in English as a kid. Words can be thought of as whole objects by some learners. Knowing how to segment and blend is a learned skill. Those syllables and words don’t just appear in our heads at birth. Sounds and voices are key. Sounds can be spelt with 1-4 letters. Graphemes are like that. Those spellings of sounds are pesky. Accents are normal, too. Things that look the same but sound different happen, yet the likelihood of one sound of the other is more feasible. Break bread on a beach. The former word has a sound uncommon, to the middle word bread, which is still far less common than the sound ‘ea’ in the beach. Some sounds will also look differently. ‘Ee’ sounds can spelled as ‘ee’, ‘i’, ‘e’, ‘y’, ‘ea’, less so as ‘e…e’, ‘ey’, ‘ie’, ‘ei’, ‘eo’, and super rare in ‘ay’, ‘is’, ‘oe’ and ‘ae’. The phoenix’s foetus beats a pizza for its babies and their keys. Dialects can impact this, too. Remember, some rules have outliers like station to ration. Rules in reading are wasted effort. It is better to focus energy in other ways…
Here, I went for a coffee. Then, back to That Reading Thing, with Tricia Millar, and we glanced at the 6 key ingredients of That Reading Thing. Removing labels is key, smashing away the past. She prescribes, “You don’t have to know anything we haven’t learned together” for a good reason. The clean slate is often needed. What happened before, isn’t constructive to confidence and learning. By saying this to a student, you set high expectations and agree that “you do have to know what we have learned together”. We’re enabling the students to make progress and remove stigmas. A positive effect should see a student attend class, be punctual and feel secure in their learning environment.
Multi-sensory, “say the sounds” approaches give tools to the student whilst the teacher be clear with their sounds. Sting-free error correction needs to be applied. Turning negative responses to more encouraging and positive approaches. Show the error, say something (show and tell), and ask a question to prompt the student to respond using their own knowledge to correct or work out something is amiss. Teaching-free zones can be applied. There’s no need to explain everything. This isn’t a science-based approach to English. This is an enabling ploughing-on mission that allows pace-setting. Discussions come later. Answer questions quickly. Stay on track and use scripts, but not that of scripted teaching. Stay efficient and allow students to respond to the unfamiliar by using independent learning.
Another coffee was needed. I supplemented my coffee with a Tunnock’s caramel wafer. Other wafers are available but few are as satisfying as the 30 grams of wafer, layered in 4 parts of caramel, wrapped in milk chocolate. Much like this snack, words and literacy teaching comes with its own layers. As a teacher, we allow the student to ascend a mountain, and talk them over crevices and ledges as and when they get stuck. At the top of the mountain is their first novel. We coach building and spelling a short and long word. Visual clues, charts of sounds and puzzle cases follow. These help to read short or long words when a student is stuck, overhanging a precarious drop. Support comes in a harness, but little more. They need their hands, cams, nuts, draws, slings, carabiners, crampons and ropes. “Say the sounds, tell me what you hear.” Words that I have heard from these videos included: sprag, hodmandod, blunge and tintinnabulation. The takeaway point of the second video was simple: allow conversation to develop long word understanding.
In closing, my notes are not for profit, duplication or to undermine the course. They’re here for my own use and to encourage others to subscribe or buy the informative course at That Reading Thing.
Glossary:
Comprehensive: including something or other fully, or dealing with all or nearly all elements or aspects of something.
Decoding: the ability to apply our knowledge of letter-sound relationships, including knowledge of letter patterns, to then correctly pronounce written words. Words we don’t know when we read them are often words we don’t know when we hear them.
Enable: give (someone) the authority or means to do something; make it possible for. For example, enable someone to read /ɪˈneɪ.bəl/.
Grapheme: a letter, or group of letters, that acts as the smallest unit in a written language.
Latent knowledge: knowledge that only becomes clear when a person has an incentive to display it. Things that some students don’t already know that they already know.
Syllable: a unit of pronunciation having one vowel sound, with or without surrounding consonants.
That Reading Thing: Lesson Two
“I don’t know is a fine answer.” – Tricia Millar, That Reading Thing
I knew education was powerful, but this was incredible. The course on That Reading Thing resumed after lunch. It was my personal choice. I was enjoying the experience and Wednesday’s timetable was forgiving. So, off I delved, deeper into the well-organised lesson content of assessment, building with charts and reading/spelling of short words… Here Tricia Millar reminds me that a Fairtrade bag arrived with foundation sound charts, a “try it” board, multisyllable spelling board and boards to note words that sound the same, but look different. The training manual and a Zippa Bag full of pens, a pointer pencil, some fine tipped dry wipe pens, sticky notes, and puzzle pieces.
“You don’t know what you don’t know.” – Socrates, Greek philosopher
Through the window, I could see shadowy figures taking their positions. Tools are required. Students should each have a project folder, lesson pieces from TRT2, and their minds. They also need to be placed and engaged. To start, an assessment will help titrate where to begin. During assessment, teachers will note how fast or slow they move with a student. The words to be read are noted on a yes, no, and best answer sheet, with space for notes. There are 3 pages in level 1. The online TRT2 website has multiple levels and pages, working in a sequence from a foundation to advanced level. Tricia Millar ploughs through examples, featuring child actors and scenarios. The video reinforced that many students will not know why they have been sent to literacy invention.
I was finally holding a new map. Explaining to new learners that you are learning about them and following your own guidance will be freeing to the student who joins your intervention. Always planning ahead and showing the steps will reassure the student of their future journey. The students should take ownership of the flow of a lesson. Their tools and charts are in their hands. Repetition and reminders about the sound, not the spelling, are useful. We must engage their ears. Circle options for those who need extra support.
“you can, you should, and if you’re brave enough to start, you will.”- Stephen King, On Writing: A Memoir of the Craft
There it was. Placed before me looking as expert as ever, video examples of lessons in action. Introduced. Explained. Unwrapped. Delivered with error correction. Minimal support. In some first lessons, throw in a few free answers if the student needs encouraging. There is no harm in support. Checking sounds likes b and d side by side could narrow out some interpretations of those letters. If a student chooses a letter like ‘l’ to sound ‘ll’ then simply ask that he, she or they find an alternative sound from the choices. Make sure they know that the two sound the same. No technical terms and no micro-teaching. Simples. Practice and action need to be forward in motion.
Saying sounds, telling you what the student hears, and allowing students to connect to words will empower them. Unearthing habits to aid visual learners to use their ears is crucial. What’s the first, second, third, blah, blah, blah sound that you hear in the word blah, blah, blah? Now spell it. Using words to double-check sounds is a good idea. Consonant clusters and blends need separating with some students. Signalling the individual letters and encouraging every sound to be drawn out will encourage the student. The student may spray, spring and splinter their way to the word, but puzzle pieces can be used. Spellings can avoid your cake being published on cakewrecks.com.
That Reading Thing: Lesson Three
Building with puzzle pieces, reading and spelling long words, and decodability and reading sentences would be the focus of today’s work. Decodability itself is a word that needs decoding, unpacking, and all the ability in the world to follow. The videos ground out, repeat and stress the need for confidence, skills, and habits to push on in their complex coding.
That Reading Thing: Lesson Four
Rhotacized schwa, anyone? None here. Just ‘sh’, ‘th’ and ‘ch’ accompanied by split vowels, foundations and extra support lesson briefings.
That Reading Thing: Lesson Five
Here be dragons, or… look the same, sound different, and sound the same, look different, as well as the rest of the advanced levels. Breaking up syllables with lines, the use of word visuals on tables and other tips were noted. Adding context to new words often helps. Kakorrhaphiophobia featured: fear of failure. See: κακορραφία (scheming, evil planning). From kakós, ’bad’ + rháptō, ‘to sew’ + –ía. Learning unusual graphemes is something to keep in mind for future learning. And, to avoid failure.
That Reading Thing will return…
…in the That Reading Thing: Lesson Six & Conclusion/Review, which shall get a more catchy title.
Inference.
What do you make of it all? What’s the story morning glory?
“There was a mildness about his mouth and eyes that proclaimed no devil.” – The Lord of The Flies, William Golding
The noun inference (/ˈɪnf(ə)rəns/), according to the Oxford Dictionary, is “a conclusion reached on the basis of evidence and reasoning.” An example states “government researchers are entrusted with drawing inferences from the gathered data.” At present, it doesn’t take a boffin much guesswork to surmise the U.K. is up a creak without the necessary oars or a waterborne vessel, for that matter. Welcome to Brexit-Britain.
“Your worst enemy, he reflected, was your own nervous system. At any moment the tension inside you was liable to translate itself into some visible symptom.” – 1984, George Orwell
Should a public protest occur and all signs, banners, and flags have cryptic messages, Sherlock Holmes would probably mention to Watson about deduction. Rishi Sunak would be too busy asking someone to open a car door. He wouldn’t surmise anything from the obvious happenings around him. In fact. If the flags, banners, and signs were to display obvious messages, Rishi would struggle.
“This was the voice of one who knew his own mind.” – The Lord of The Flies, William Golding
In the spoken English world, we can often reach a conclusion based on clues around us. That reasoning often leads us to our opinions and thoughts, whether through presumption or assumption. At least, that’s what I assume and presume, but I haven’t benefitted from studying philosophy or maths until I was 18 years old.
“People who have given us their complete confidence believe that they have a right to ours. The inference is false, a gift confers no rights.” – Friedrich Nietzsche, German philosopher
Through conjecture, the people of Britain need no further speculation. Even students at secondary schools can fathom out that teachers are striking to highlight their drastically reduced education support. The thesis doing the rounds is that the rate of support is sat beneath that of inflation. By support, read into it as special education provision, language support, and resource provision. There simply isn’t enough woodwork for a design classroom.
“In books I have travelled, not only to other worlds, but into my own.” – Anna Quindlen, American author
By hypothesizing that students could support the classroom by donating recycled woods and old unwanted materials to increase classroom potential, it would be prudent to review other factors. Will floorboards be stolen? Will materials be toxic? Will students gain full permission for Nana’s antique Welsh dresser to be undressed? Will woods require treatment or extra work to condition them for suitability? Is upcycyling practical for planning for?
“Shadwell hated all southerners and, by inference, was standing at the North Pole.” – Good Omens, Terry Pratchett & Neil Gaimam
Guessing what word I hate most, many will suggest guesstimate or Brexit as prime candidates. Their ratiocination would be wrong. The u-word beginning with u and rhyming with knighted would be the obviously disliked word. U****d.
“The mask was a thing on its own, behind which Jack hid, liberated from shame and self-consciousness.” – The Lord of The Flies, William Golding
By my reckoning, I have extrapolated very little during my writing about theory. In supposition. I guess what I am struggling to say is:
Read
between
the lines.
Guarded Reading
How do / Nihao / ‘ello!
Miss Aleks and I were sent to Shenzhen last week. In a rather odd way, it happened just as Guangzhou had one or two cases of modern day Black Death, COVID-19. The coronavirus just won’t go away. So, to be safe, face masks, hand-wash and direct transport was arranged. In-out, and quiet areas for dinner: Nepali food and Vietnamese pho made up for average lunch options.
Day one started little after nine in the morning. It finished around six o’clock (due to homework). Day two was similar. There was no real time to add to my end of semester student comments at T.W.I.S. Notes were scribbled and presentations listened to in quick succession. First up was the energetic Nicole Ren, from Scholastic in Beijing. Considering her flight arrived late the evening before, she did not lack vim. Before entering the Grand Mercure hotel conference room, I was assigned the number 1. That meant I was on the first table. Aleks chose a random number too. She was despatched somewhere near the rear of the room. There were at least a dozen tables. The bum-numbing seats did not make a difference in positioning. The screen was visible and speakers had been installed.
Setting up a balanced literacy programme
Day 1: Balanced Literacy in Action Word / Intro & implementation: Setting up Your Balanced Literacy Program. Understand appropriate materials for each components of Balanced Literacy. Understand components of Balanced Literacy Approach. Key stages of Literacy Development and appropriate texts for Early (D-1) and Transitional (J-N) readers. LEXILE Reading Framework: Assess Reading Levels and Find the Right Book for students. Shared Reading: Comprehension & Shared Writing. Demo: Explain the before-, during-, and after sections of a Shared Reading lesson. ldentify how comprehension skills, word study, and writing fit into a Shared Reading lesson. Workshop: Set instructional foci and deliver a shared reading session. ·Guided Reading (I): Teaching Comprehension With Response Formats.
Video observation: Explain the before-, during-, and after- sections of a Transitional. Guided Readina lesson. ldentify instructional foci and phases of a GR session.
Day 2: Study & Writing Workshop / Guided Reading for Early and Transitional Readers
Focus: Conduct small-group Guided Reading lnstruction including use of Literacy
09:00 – 10:30 .Understand appropriate materials for each components of Balanced Literacy. Centre activities and classroom management approaches. Plan, implement and
manage differentiated small-group GR instruction within a Balanced Literacy approach
to Early and Transitional learning in English for all students. Explore differentiation in
·small-group instruction, use of groups, and managing literacy centres.
Students
Session 2 Guided Reading Lesson Planning (!): A Deeper Dive With Word Study
(90 mins)
· . Introduction & Discussion:
10:40-12:10
·Understand the Place of Phonics and Spelling in Word Study·Teach Word Study During A Guided Reading Lesson
·Quick and Easy Activities for Word Study
Apply the word solving strategies to figure out words: Cover the ending / Use known
parts / Chunk big words / Break down contractions / Use analogies
Session 3 Writina About Reading: Exploring Types of Writing With SRP
(80 mins) · . Specific structures, devices and features of each type of writing.
14:00-15:20 . First step toward essay writing – understanding textual structure.
.Demo: The before-, during-. and after- sections of a Guided Reading lesson with . Demo: From reading to writing – How Modelled, Shared, Guided Writing
support respondina to text.
quided reading session.
.Workshop: Set instructional foci and select teach points. ·Discussion: How writing workshops support students’ writing development.
Session 4 Launching the Writing Workshop: Planning a Trait-Based Writing Lesson
Guided Reading (U): Teaching Reading Strategies With Graphic Organizers
(80 mins) .Demo: before-, during:, and after- sections of a Guided Reading lesson with . Demo: Observe the trainer carrying out a lesson to give you a model of what
15:30 – 17:10
nonfictional text. identify how graphic organizers support academic reading in a quided instruction looks like in action and the inspiration to develop your own
reading session. trait-based lesson plans.
·Discussion: Explain how comprehension skills fit in a GR lesson: Connect / Predict/ Question / Determine importance / Infer / Visualise / Evaluate / State and support . Discussion: ldentify the Writing Process; Blend writing traits and processes within a
opinions trait-based writing lesson.
Assignment Round-up of Day 1 Round-up of Day 2
(15 mins)
Homework activity: Reflection:
GR fiction lesson plan How am l going to implement GR in my classes?
Each session started with goals and an overview.
Xiexie / Thank you kindly / Ta’ra for now.
(Unpublished notes from 2021)
Safeguarding: my notes.
Attending a safeguarding course with Dr Neil Macey and Mike McGivern, and numerous teachers and teaching assistant, I started my role at Simply Education.
Temporary cover and supply teachers can be a conduit to help students. They can be a face that isn’t feared or one that carries a stigma. They can act as a post-it note, relaying a suddenly released message from an unsuspecting student that may be suffering abuse to a newly trusted face. Or not. Either way, it is everyone’s responsibility.
A whistle-blowing policy sounds medieval and part of espionage but is essential to all involved in education. The ability to be a quiet snitch and allow vital information to protect a minor is an important tool to end suffering and a serious crime. On a personal level, I wouldn’t hesitate to shop an adult abusing a minor. It is a pathetic and callous crime. Those who do it deserve the book (and some) thrown at them.
Any employee, teacher, parent, stakeholders, and those in education have a duty of care to their students and minors. It is law and policy that every school has to prevent abuse and ensure all students can live and study in a safe and caring environment. But, once the kid leaves the teacher of employee of the school’s sight, then that duty of care terminates. The safe-guarder is a reporter and not an investigator. Wherever possible, those extra eyes could matter. A multi-agency hub and the police make up the investigation wing. The initial reporter could be a simple supply cover teacher.
Abusers are hidden from plain sight, and most evade authority and some brainwash their kids or the affected children. Since the end of World War II, one or two children have been killed every week. About 44% are killed by parents. Someone within the community around them will likely be involved. Rarely is it random, and all of these should have been prevented. Stranger danger accounts for a fifth of all recorded cases. How many cases go missed? Statistics can only tell you so much, which is exactly why safeguarding is so important.
Some people will not see signs of domestic abuse but may spot an effect on a student. Abusive signs may be visible and appear unlike a scraped knee or a fall. These alarm bells need to be sounded.
The tragic death of Victoria Climbié led to new laws and networking to allow the sharing of information. Data protection laws aren’t a wall, but the proper channels are needed. We must be open and honest to record our concerns whilst ensuring no details are leaked. Other improvements have been made. Safe working practices involve no one to one situations. They are not allowed. More open areas and open-plan schools help protect students and adults from accusations.
The modern teacher or assistant has to move with the times. No unsupervised closed environment with access to technology devices. Screens must be visible. Some whizkids are fast and know how to bypass controls. They may see controlled virtual spaces as a challenge. It is imperative to ensure these loophole realms aren’t possible for kids.
A teacher must evolve their privacy too. Don’t disclose or drop easy to track personal information. Update and improve your online presence. Reduce the ability for students to find you, or even your employer. Certainly, don’t criticise schools. The internet has a memory.
THINGS TO CONSIDER:
Personal awareness and safety.
How people react.
Where we are solid, then we don’t need to worry about our own behaviours.
For further information, see the Sexual Offences Act 2003 or visit: http://www.thinkuknow.co.uk
I had to wait for my own enhanced noncriminal disclosure and supply a certificate from working overseas before being considered for a job in education. These necessary steps ensure a safe working and learning environment. However, regular reflection and review ensure we’re all up to speed with the latest developments and demands. Reducing crime towards minors is essential.
Useful links: Reading materials
Recently I was sent some links, and some I have already seen. I am not liable for the reliability and content of the links, nor any copyrights. Have a gander as you see best fit. Or not. I’m sharing because a few need checking later.
http://www.feedbooks.com/publicdomain
http://en.childrenslibrary.org
http://www.online-literature.com
https://www.questia.com/library/free-books
https://en.wikisource.org/wiki/Main_Page
https://en.wikibooks.org/wiki/Main_Page
http://digital.library.upenn.edu/books/
https://www.europeana.eu/portal/en
http://www.online-literature.com
http://zhongwen.com/gudian.htm
1. http://www.pdfdrive.net
2. http://www.b-ok.org
3. http://www.4shared.com
4. http://www.bookboon.com
5. http://www.worldreader.org
6. http://www.bookfi.net
7. islamhouse.com
8. wordofallaah.com
9. kalamullaah.com
10. http://www.christianbook.com/page/ebooks/free-ebook
11. http://www.ebookee.org
12. http://www.sharebookfree.com
13. m.freebooks.com
14. http://www.obooko.com
15. http://www.manybooks.net
16. http://www.epubbud.com
17. http://www.bookyards.com
18. http://www.getfreeebooks.com
19. http://www.freecomputerbooks.com
20. http://www.essays.se
21. http://www.sparknotes.com
22. http://www.pink.monkey.com
23. https://www.chinaielts.org/apply
24. https://toefl.neea.cn/examination_reg_cn.html
25. https://b-ok.cc/
26. http://en.bookfi.net/s/?q=&t=0
27. https://libgen.me/
28. https://calibre-ebook.com
29. https://mhschool.com/reading/treasure_workbooks/national.html
30. Free Kids Books – To read ONLINE ONLY http://en.childrenslibrary.org
31. Free Kids Books – To DOWNLOAD http://www.freekidsbooks.org
The last broadcast II
Dear T.W.I.S. community,
I arrived with optimism and I leave the same. I hope along the way to have added a little more than I have taken. I believe that I have left this T.W.I.S. (Tungwah Wenzel International School) community, all the more mentally and academically stronger. I feel like I am a much better person than when I arrived.
I recall meeting Mr Arturo Ruelas and Miss Ann Gaillard as the school community opened up for a scholarship opportunity for potential news students. I recall doing some due diligence before accepting the role, and an online interview during COVID-19 quarantine and feeling quite excited. I believe it was Jorge, from the then Murray’s F.C. that recommended me to the school. Joining a school with an experienced Head of School (France, Thailand, Oman, China, the Philippines and Japan) seemed like a no-brainer.
I must confess that the International Baccalaureate (I.B.) seemed very much like a pyramid scheme at first. The holistic approach seemed more sales package than education curriculum. My attitude to this has flexed and bent since those preconceptions. As Miss Ann explained on the first day of meeting, the programme and curriculum would be delivered with structure. This was a positive start.
I wish to convey my thanks to the community and staff at TWIS. I would also like to thank you for entrusting the education of your children to our school, during my stay. I noticed that we had a highly professional international teaching staff facilitating the best possible learning experiences for your children. Long may that continue.
I was happy and proud to be part of a team that persevered to provide an environment where children feel safe and secure to take risks in their own learning, as well as raise their game. They could challenge themselves to innovate and try new things. We, our diverse team, lived to help our students to be jolly and strong-willed members of the TWIS herd and community.
Throughout the two years, I experienced much and grew in my learning. I tasted a year of leading grade 4’s primary school, ably supported by Miss Jenny and a wealth of experienced specialist teachers like Mr Richard, Mr Lee and Miss Robin. Miss Cindy welcomed me with open arms to taste the Chinese classes and collaboration with Mr Oliver and Mr Esteban made for pleasant times.
Not only did I teach but I learnt a high-quality, challenging international curriculum through leaders and peers. We held Curriculum in Action days (days for parents to attend), assemblies (Celebration of Learning Assemblies), and parent information sessions (to help all grow in their knowledge and understanding of the varied curriculum). And a few hours swimming in Managebac. That online lesson planning and management system will not be missed. Not one iota.
On the final day, a few personal goodbyes were made and loose strings were tied. There was no pomp and ceremony. No future talk and bridges were not burned, I hope.
Words about the last week are limited. Here’s a few images of the stay. All published via DGTWIS.com or approved as appropriate, without identities being recognisable. That’s all folks. So long and thanks for all the fish. Next. Time to move on. But first, most importantly:
May the future be bright and wonderful for the students and staff at TWIS. All the best!
In June 2020, I left St. Lorraine Anglo Chinese School for two years contracted to T.W.I.S. Just like I left Dao Ming Foreign Language School in June 2017. As of Thursday afternoon, that’s me. Done. The China education experience draws to an apparent conclusion. But, who knows? Perhaps, the door is still left open and bridges remain unbroken. I’ll be back? Definitely maybe. Never say never.
“SO HERE WE ARE; AT THE LAST BROADCAST; HERE WE ARE; OUR LAST BROADCAST” – THE LAST BROADCAST – DOVES
So, what now?
Yours in teaching; yours is passion for learning; peace and love; yours truly and faithfully,
Mr John
Just a Minute?
BBC’s under-rated and these days hidden gem of comedy radio is the show Just a Minute. The original host Nicholas Parsons had plenty of minutes in his lifetime. He ran the longevity of the show from 1962 to 2019, well into his 90s. The witty Lincolnshire-born presenter came from a town called Grantham, known for its infamous daughter Baroness Margaret Thatcher and Sir Isaac Newton. One famous for apples falling off a tree, and the former, a Darth Vader-impressionist for stealing milk from developing children.
“Mortals rejoice that there has existed such and so great an ornament of the human race!” – Translation from G. L. Smyth, The Monuments and Genii of St. Paul’s Cathedral, and of Westminster Abbey
Nicholas Parsons reportedly only missed around four episodes of the radio show, Just a Minute, between 2018 and 2020. Parsons was clearly caught slacking at the young age of 94. His good friend Gyles Brandreth, a regular show panelist stepped in for those occasions. Even into his 95th year, Parsons was active at a charity event, with the Grand Order of Water Rats.
The aim of the gameshow Just a Minute, is to speak unbrokenly on a subject for sixty seconds. Regular panelist (for 33 years) and comedian Paul Merton has mastered this skill. Evidence can be found on the BBC website, although you can’t say BBC because that’s repetition. No repetition. I repeat, no repetition. The rules of Just a Minute involve:
| rules | tips |
| When the leader or chair person says start talking, or ends their introduction the competitor must speak immediately. | Try not to speak too swiftly. You may trip over your own words. |
| Don’t hesitate. Don’t speak slowly because… No hesitation. Nor should you acknowledge others speaking and that you’re going to go down another avenue. | A wide vocabulary is useful. |
| Deviation: changing the topic is ill-advised. That’s a rule broken. No deviation. Keep it on topic. | Don’t ask questions to the chair person or fellow panelists. That’s deviation. |
| To say, “um”, “er”, “ee”, “oo”, “ah”, “walla walla”, “bing bang” or “ahhhh” is to break the rules. See hesitation. | The listening competitors can challenge any broken rules. |
| Repeat only the words on the subject card, although it being a radio show. No repetition of other words. Even acronyms such as BBC, CCTV etc count as repetition. | Short words don’t count as repetition. e.g. I, our, we, the… |
The game show can be adapted to be a fun end of year game. It would certainly encourage fluency and accuracy in thought to speech. The show created by the late Ian Messiter was caught day-dreaming and faced the cane, but could avoid doing so by speaking for two minutes on the class subject (he should have been listening to). So, in a sense, repeating the game in the classroom, at the end of the school year, is returning it to its origins. Without a cane. Thanks Mr Messiter! Interestingly, the creator’s son, Malcom, even presented the show on a televised version in 2012. Now, actress and comedian Sue Perkins hosts the regular radio panel show. In my humble this is essential listening to improve your skills of English and spoken ability. There’s no harm in trying. Sharpening the tongue is a skill of its own.
Online reflection.
A recent e-mail at Tungwah Wenzel International School, invited teachers to reflect about their online teaching experience. Students were also invited to complete a similar survey. Reflection about enforced online teaching is important. The pros and cons of how effective classes were, when following government instructions, need discussion.
Being confined to a garden compound indoors and working remotely is like asking a fish to walk on land. Some species can do this, but they are rare, highly evolved creatures…
Online learning requires additional training to tailor classes in order to properly provide highly informative means and structures to students. Lost routines and structures make at seat teaching feel highly immobile and unfamiliar.
The duration of online classes were prone to technical issues and excessive screen-time for both teacher and student. One size does not fit all. Several students had access to some platforms but not others. Speed of internet varied.
Online learning requires students to focus and have self-discipline. As we know some students can work independently, and some have never learned this skill under supervision by adults or teachers. Fidgety students may have an extra abundance of materials to provide distraction. I found myself handling things in and around my desk. It’s damn hard to focus on a black mirror, without an episode of Ozark playing.
The comfort of home can be a huge distraction. Some MYP students haven’t gained the maturity to stop showing off, change their settings or abuse the systems. The convenience of location can be distracting. It can be too comforting and the draw for a student to reach for their pillow or slope away on the sofa can be all too tempting. And, that’s before fart noises. Or rude words. Lego too.
Thin walls between a neighbour’s house and my own allowed excessive drilling sounds. Thankfully, few sounds came from outside but the air conditioner sounded like an aircraft engine, in a relatively quiet room. Factoring in Panda the dog, occasionally invasive and ever seeking of attention proved tough. However, walking Panda at lunch time was a pleasant break.
Worry about other external factors, lockdowns, life, extra time on screens planning, possible and actual enclosure of self etc. also proved to fill my mind. Remaining entirely dedicated to teaching online, was not easy.
Few students requested one to one support, and those who e-mailed queries refused to answer the calls I returned. Also, my eyes needed a substantial eye break. So, trying to maintain contact was tough. Student engagement and involvement was sub-standard. Even, the most positive classroom students looked bored, dejected and worn out.
Miss Ann advised me to keep my books handy long before this online teaching spell. I’d carried them home daily and ensured my wireless-fidelity connection was ready. I’d looked at sites such as Padlet and other known online teaching platforms, used by online teachers. Few stood out, but I tried to vary tasks to incorporate tools used by successful online teachers.
Being able to walk the dog at lunch and having more choice of salads proved benefits of online teaching. Let’s hope this is the last online experience. Nothing can be a substitute for in situ schooling or reality as a learning experience.
Coronavirus Disease 2019 Nucleic Acid Tests to date (update).
By December 26th 2021, I’d experienced 35 NAT Covid-19 tests. For the remainder of that month,
January Nucleic Acid Tests: 1
February Nucleic Acid Tests: 3
March NATs: 9
April NATs: 15
It’s getting tedious… May Day, or Labour Day in China. 1 test already.
64 tests (to date). More to follow.
Review: The Big Book…
The Big Book of Literacy Tasks by Nancy Akhaven is targeted for grades K-8. As per the cover, it aims to give teachers 75 activities that are balanced and suitable for students to complete. This reference book is engagingly colourful, well illustrated and concise. It provides instructional plans that can be tailored or differentiated to the need of a teacher.
The book helps teachers to hand off the tasks to the student. It moves very much from, “I” to “You”. The book is well-structured to allow students to be challenged, and reduce teachers from dilly-dallying, which in an era of electronic media and distraction, helps a teacher try to engage a student deeper.
The author Nancy Akhavan, an assistant professor of Educational Leadership draws on her experience and dedication to professional development research to illuminate daily planning. The tasks can be divided into useful everyday skills, weekly practices and a few slightly more complex challenges. They are each applicable to reading circles, workshops or other literacy tasks. The book is loaded with tips, things to look out for and insights to allow English acquisition learners to progress into fully-fledged literacy learners. The author delivers far more than a lengthy book title.
This book offers Guru-like support, with practical advice and encouraging ideas that are easy to drop into the classroom. In a world often flooded by educational text resource, the bright cover with a climbing wall, Akhaven’s guide acted like a beacon for inspiration this week – and shall continue to be picked at until all is imparted and transferred appropriately.
The Big Book of Literacy Tasks by Nancy Akhaven has been published by California’s Corwin Literacy, a sample can be found online here.
An interview with my Mum: I
As part of our language and literature class at Tungwah Wenzel International School, students have been assigned a piece of holiday homework. Students are investigating and exploring the question: What makes a life worth writing about?
The task is to interview someone who is accessible. The students have prepared for their interview in advance, and did so by brainstorming possible question ideas. Their mind map was created on software called Padlet, owing to the fact that 15 days of online teaching has made gathering face-to-face near impossible. The students must select a good subject (person) to interview. In this case, I suggested my Mum. As such, I volunteered to do the task myself. Great questions have potential to make good biographies, so many open-ended questions will be needed. On top of the answers, we’ll need to probe further to squeeze out the information. This first-hand information will help us all to understand the purpose of biography and bring a real-world taste to the subject content. Students have also explored biographies to generate their own questions.
This isn’t the interview. These are the possible questions. I won’t be asking about how many children my Mum has, how many siblings, or any other question to which I already know the answer. That’d be a waste of time. I can write about that in my own introduction.
early life
origin story
- When and where were you born?
- Do you recall any stories about your birth?
- What is your earliest memory?
- Do you remember your first pet(s)?
- Who was your inspiration in your childhood?
- Did you have any nicknames?
- What were you afraid of as a child?
- Who were your first close friends?
- What games did you like to play?
- How did you spend your summer holidays?
- Do you recall your grandparents?
- Is there anything you’d like to share about your childhood?
- How did your parents influence you?
- What does the word family mean to you?
- Do you wish you had been raised differently? If so, how so?
education
development
- What were your favourite subjects and sports?
- Which teachers do you remember? Was there one teacher that was influential to you?
- How would you describe yourself as a student?
- What did you like most and least about school?
- Were you very sociable?
- Did you do extracurricular activities?
- What were your hobbies?
- Who were your idols?
- What music did you listen to throughout your teenage years? Which singers and bands did you like?
- Is there anything you’d like to share about your teenage years?
- Did you attend college and/or university? What memorable moments did you have?
- What subjects did you study?
- Did you get a degree? What was your degree in?
jobs & life
adult life
- What was your first job? How was it? What did you have to do?
- What were your best and worst jobs?
- Did anyone you work with inspire or influence you?
- Aside from being paid, how did any of your careers create value to your life?
- What would be your ideal job now?
- What was/is your goal as a parent?
- How do you describe yourself as a parent?
- How do you think your children will describe you as a parent?
- How did the death of your parents affect you and your family?
- What was the most special way Paul has shown you that he loves you? What do you think he would say, if we asked him the same question?
- If you could do it again, would you take a different path, or are you satisfied with the route you followed?
experience
events
- Where were you and how did the fall of the Berlin Wall affect you?
- Where were you and how did the attacks of September 11th 2001, U.S.A. affect you?
- How did the genocide of Rwanda affect you?
- How did the break-up of Yugoslavia and the NATO bombings affect you?
- What significant political event do you recall?
- Is there a political figure that you admire?
- What are your views on conflict and war?
- Have you ever fought for a political cause?
- How would you change the political and social atmosphere of the U.K.?
- If you could meet any historical figure, of the past or present, who would it be and why?
views
outlook
- What are your greatest hopes and fears?
- What’s the funniest thing that has ever happened to you?
- What main lessons did you learn from life (so far)?
- What are your thoughts on religion?
- What do you believe happens after death?
- What was your most embarrassing moment?
- How do you think people will remember you?
- What do you believe is a definition of the word happiness?
- What are your most memorable travel experiences?
- What are your happiest memories?
other
probing
- What accomplishment are you most proud of?
- What do you like to do in your spare time?
- What music do you like now?
- What theatre shows do you like to attend?
- How would you describe your hobbies and pastimes?
- If you could possess one super-human power, what would it be?
- Which historical era or region would you have liked to have liven in?
- If you could meet any entertainment or literature figure, of the past or present, who would it be and why?
So, that’s a selection of questions. What now? Oh, to conduct the interview… it’s 1:19pm in China now, so that’s 06:19am in Manchester. Wake up call?
“Freedom!” – Really?
“Freedom!!!!”, shouted William Wallace as they drew the axe over his head. But what exactly is freedom, and how do we express it? Are freedom of speech and freedom of speech two different matters? What should we class as hate speech? How fine a line is the difference between abusive expression and creativity? How should be express ourselves to each other? Did Lenin come down the chimney at Christmas, for Marxists?
The 21st century is a time of flux for humankind. Was this any different for previous generations? Perhaps not. Civilisations have come and gone. Manners have been taught and unlearned. Nations have grown together and drifted apart. Wars have torn the fabric of perceived time and conscience into pieces, only for peaces and treaties to reaffirm calmness. Humankind’s communities and their individual personal breadth of histories have delivered humanity to a lens unique in time. Those discoveries, explorations, migrations and have led to a wider acceptance of expression. Gone are the chains of slavery, mostly.
The relationship to others through interconnectedness of individuals and civilisations offers both a global and local perspective of humanity’s varied interpretation of freedom of expression. The Oxford Dictionary defines it as ‘the power or right to express one’s opinions without censorship, restraint, or legal penalty.’
Freedom differs from place to place. As does expression. The homes and journeys an artist in Beijing, Tehran or Moscow may differ to that of an artist in Berlin, Paris or Manchester. Many so-called free countries such as U.S.A. will argue freedom is quashed in China, Iran, or Russia. Censorship to protect ideals, culture and people or nations is not a new thing. The word treason finds its origins in Latin. The Latin equivalent is traditio, from tradere (a verb meaning ‘to hand over’ or ‘betray’). Every empire or organised culture, since the dawn of mankind living in groups, has perhaps experienced the handing over of something to a rival tribe or clan. This was not a word invented for the two 20th century World Wars.
Democracy allows freedom of expression to grow and develop. Society can flourish based on access of information and hold those in power to account. From Emmeline Pankhurst and her suffragette movements to the formation of the Universal Declaration of Human Rights (Article 19) laws, rules and legal systems have evolved to support voices. The systems and cultures surrounding criticism and opinion needs to be an environment supportive to a voice. There must be the right to assemble, gather and share. Libraries and print go hand in hand with allowing debate and discussion. Some western and civil countries, like Australia and the U.K., threaten the rights of protest and questioning. To remove the ability to stand together against something a person truly believes in, is not seen as democratic, yet democratic countries are doing just that. Football manager Sir Alex Ferguson frequently banned journalists who asked questions relating to footballer Ryan Giggs concerning a court injunction and his reported affairs. That was his right, in a democratic society. But, was that withheld information something that people should have had the right to talk and express opinions upon?
In 1982, the Chinese government passed a constitution that guarantees freedom of speech. They also have clauses to cover ‘subversion of state power’ and ‘protection of state secrets’ with imprisonment a tangible possibility for such threats to their state. Many find difficulties with China’s image of their interpretation. But, are democratic nations perfect in their treatment of freedom of expression. The UK has a long-standing tradition of censoring theatre, movies, and the press. Reporters Without Borders, an international independent non-governmental organisation that safeguards freedom of speech, added the UK in the top 24 of global nations. The British Broadcasting Corporation prides itself on being impartial, yet many criticise the corporation for a growing list of bias.
“The free expression of opinion—even of opposition opinion, I do not know if you are prepared yet for that much freedom here.” – H.G. Wells, having met Joseph Stalin in 1934.
“Je suis Charlie” (“I am Charlie”) is a term that has caused division in France and the wider world. Charlie Hebdo‘s magazine headquarters were attacked by extremists. The mass shooting on January 7th in 2015, by al-Qaeda’s Yemen branch perpetrators killed 12 and injured 11. They objected to the prophet Muhammad ibn Abdullah being drawn in cartoon style alongside a phrase translating to ‘all is forgiven’. The ripples of time gave rise to much attention including South Park influencing the ‘Everybody Draw Mohammed Day‘, and countless pieces of journalism that could raise questions about the safety of journalists.
Liberalism allows movies such as The Whistleblower be filmed, based upon true stories like that of Kathy Bolkovac to be told. The rights of the individual, their liberty and consent allow equality before law. The Nobel Peace Prize is nominated and awarded for such things. The continued debate of Confucianism philosophy keeps Kǒng Fūzǐ (孔子) relevantly rock and roll. Liberal thought continues to influence freedom of expression and finds its niche welcoming for continued proliferation.
“If you strike me down, I shall become more powerful than you can possibly imagine.” – Obi-Wan Kenobe – Star Wars: A New Hope
Censorship in media can take many forms. It could be substantial or partial. Whether it’s blocking Premier League football from copyright infringement or Tunisia hacking an individual’s Facebook account. Pervasive overseeing of the world wide web may require the use of a VPN (Virtual Private Network). Social media can often be a hotbed of freedom of expression and sharing of materials. The internet is full of information. Disinformation, misinformation (fake news) and malinformation can be used to cause harm or detriment to others. Much like putting your faith into a higher power, the believers, armed with false information may not intend to cause harm, but may muddy the waters and cause it nevertheless. Leaks, harassment and hate speech could follow.
“If you open a window for fresh air, you have to expect some flies to blow in.” – Dèng Xiǎo Píng (邓小平), reported by Torfox.
World War One and its poorly organised sequel World War Two saw a huge rise in hate speech between nations. Races of people were referred to as cockroaches. Something that history repeated in Rwanda, the Yugoslavian wars and probably happened long before The Great War was born. Discrimination has been around a long time, and sadly in the 21st century it does not appear to be disappearing anytime soon. Race (or colour) division: Kick it out. National origin is dividing. Age. Gender. Disability and ability. Religion. Sexual orientation. Animosity and disparagement has been targeting individuals and groups for as long as humanity has disagreed. Freedom of speech arms and disarms both sides of the divide. That’s where responsibility could glue together these problems.
“With great power comes great responsibility.” – Voltaire A.K.A. François-Marie Arouet [not just Spider-Man]
Nazi flags belong in museums as an example of what was, what went wrong and an alarm bell for the future. Students should be reflective – and caring enough to want to change the future, to avoid the negative history from repeating itself. Whether students at Tungwah International School (TWIS) or Chapel Street Primary School, or any other educational institution, the environment of learning is important. The right to seek information should be nurtured and encouraged in positive ways. Inquirers work towards being knowledgeable. Ideas can be received and expressed freely in the classroom. Thinkers should become communicators. They should remain principled and open-minded when doing so. Expression can allow balanced students to become risk-taking, by showing different shapes and forms. Likewise those who study should feel privacy keeps them from harm. Their freedom to learn must be a safe haven.
The street artist Banksy has been awarded great artistic freedom. Negatives of expression his work includes dissent towards his work. Peckham Rock was placed into the British Museum. Like all matters concerning freedom of expression and speech, the world is full of examples and sources to both support and offer facts about the subject. In explaining the subject briefly, a simple conclusion can be drawn. The debate of freedom of expression is open to interpretation and can be supported or argued against through varied means and ways. Research and examples can only stretch do far.
The notion of freedom of speech should be a fundamental global goal, both in democratic or autocratic societies, in order for change. The world is constantly changing and over a great period of time, evolution to adapt to ever-mobile conditions is a necessity. The mind must also progress. The Great Pyramid of Giza forms part of the ‘Seven Wonders of the Ancient World‘, factoring in a small region of the Earth. It completely ignores the far east, the northern areas of Europe, huge sections of Africa and countless other world places. There are examples globally of other wonder-worthy titles, yet these other ancient advances and constructs make a varied and broad set of cultural lists. Politics and idealistic perspectives shape views. Views need to be expressed. Expression is a tool of progress.
“Because it’s there.” – George Mallory, survivor of the Somme, former teacher and mountaineer
The ability to say no, or to filter our Twitter retweet opportunities is something embedded within our personal philosophy. We can each ask questions, perform reasoning and impart information and knowledge whilst taking into account values, the mind and the existence of others. Whether you aspire to be Malala standing up to the Taliban for education equality or Emily Davison jumping before a horse to raise a voice for women’s voices or Pepe Julian Onziema fighting for sexual minorities, freedom of expression will act as a tool for freedom of speech.
For further reading:
Right to Return.
How do.
The following months are going to be difficult. The future is sat on a knife edge. The inevitable travel home for summer is not intended to be one way. The logistics, however, are impractical and almost unworkable.
A friend, Stephen, estimated costs for return to hit the best part of 5-6000GBP. God bless the economy seat options. I wonder if a seat in first class is much different. Others have mentioned 7-9000GBP. All those pounds could support a charity or something more worthwhile than a 30% occupied flight destined for China, far away from the intended city of stay. Even now China has no scheduled flights to or from the U.K. June is the loosely mentioned rumoured return. Even that was delayed from February. China isn’t ready for COVID-19 case increases? Well, it has flights to other countries with high caseloads. So, that doesn’t sound right. Political? Perhaps.
Regarding the next academic year, Tungwah Wenzel International School (TWIS) placed an offer to extend my stay there. I was touched and happy to receive it. Three years ago it would have been a great offer. The problem is that the world has changed. I had to place a counter offer. To commit to two more years here makes the uncertainty of return, high quarantine costs and extortionate flight prices untenable. If I’m supported and with understanding from my employer then all is good. Patience and planning will be key. If not; well, here lies uncertainty. The ball is in their court. I await their reply.
In the meanwhile provisional offers and begging messages are flooding in from LinkedIn, and an agent representative of a company offering Qualified Teacher Status (QTS) via ITT (Initial Teacher Training) in a school in Beijing. Doors are opening and hands are gesturing to come in. All this as the foundation for the Diploma Programme at TWIS is being laid and prepared for. A change of location isn’t something I desire.
I’m sat watching Gomorra, an Italian drama series deeply entrenched in the organised underworld of Naples. Currently, I’ve enjoyed a gritty trio of series and have the fourth installment under my scrutiny. As a fan of The Sopranos and its gripping characters from the get go, choosing to view Gomorra was a simple choice. Gerry, from Ireland, recommended this show for months on end. Many, especially in Napoli, argue the TV series (and spinoff movie The Immortal) glamorises violence and gangland culture but a viewer seeks entertainment. The script-writing is sharp and the direction flows. I thoroughly recommend the serial drama.
For now, I’m just planning a holiday to see family and friends. How I get back is anybody’s business. Whether I remain at TWIS now is debatable. I wish to stay but now that IB continuum has arrived, I know I’m easily replaced. Private education is all about the money. And money is cold and unforgiving. Just like COVID-19. It’s there, dividing and conquering. In these days, living without money is like trying to live without COVID-19. You’re in a bubble, isolating all. Outcast.
Ta’ra.
Kicking this habit?
Hello! 你好! Nǐ hǎo! S’mae!
“A book is a gift you can open again and again.” – Garrison Keillor (author of The Lake Wobegon Virus)
I read a few chapters before bed. I carry a book in my pocket almost religiously. I aim to have books on my desks and near my bedside. The bookshelf I have is full to bursting despite attempts to forever re-home unwanted texts. If I can read on a walk, at lunch or between classes, I do. It has always been my way. Reading is a lifelong pleasure and habit. It helps me to feel relaxed and whenever I have felt tired, alone or under the weather, reading has been my medicine and friend.
“Literacy is a bridge from misery to hope.” – Kofi Annan (Late UN Secretary-General)
Having a to do list is seen as normal in many households. Why not create a list of texts and books to read? Mine keeps getting longer. It never reduces. That’s the joy of reading: there’s always something new to expand your horizons. I find my television and movie viewing list also remains quite lengthy. By being balanced and principled, I can reduce my screen time in favour of reading. I often use TV as a reward for completing a reading target.
“One of the greatest gifts adults can give – to their offspring and to their society – is to read to children.: – Carl Sagan (Scientist)
I recall the joy of Mum and occasionally my Dad reading to me when I was a child. Those bonds and memories never fade. As a child I listened to it as we shared a reading habit development together! Such quality time is essential for reading habits. I recall how my Mum used to log when I would start and end a book. There was a list of great books we read together, those I picked up at school and some I had read all alone. Reading can instill self-esteem.
“Reading should not be presented to children as a chore or duty. It should be offered to them as a precious gift.” – Kate DiCamillo
The library was a weekly excursion. It was a few hours outside of the house to explore new worlds from the pages. And, on occasion, Mum would ensure I had a special trip to buy secondhand books or new books from stalls at Manchester Victoria railway station. There, I’d often find books that gripped my attention and make me want to read. Not everything read must be a masterpiece. Those books would make for a wonderful day or hour here and there. Having a day, every month set aside just for reading has become a way to slow the pace of life down and enjoy new works. Mum gave me lots of choices for reading. That’s important. What interests me may not interest you. You can recommend reading materials but giving a child a chance to pick will always work best.
“Books are a uniquely portable magic.” – Stephen King
| reading with parents | set times |
| always carry a book | explore bookshops |
| create reading lists | reduce your screen time |
| log it | use the library |
| find compelling books | choose a quiet & pleasurable place |
“We read to know we are not alone.” – C.S. Lewis
Some of my favourite places to read: the old Levenshulme Library; the domed Great Hall of the Manchester Central library; hiking towards Everest Base Camp (at various points); a really cool tree in Songshan Lake park (Dongguan, China); my apartment office; on train journeys (especially The Cambrian Coast line in Wales); a rock at the Old Man of Coniston; near an abandoned cabin in Yunnan; and my bed.
Goodbye! 再见! Zàijiàn! Ta’ra!
Reading Draft.
Dear readers,
“I have a passion for teaching kids to become readers, to become comfortable with a book, not daunted. Books shouldn’t be daunting, they should be funny, exciting and wonderful; and learning to be a reader gives a terrific advantage.” – Roald Dahl
The below is a huge draft that will be edited and chopped probably into less than 150 words, or maybe just a handful of sugar, or likely whichever earns me the most coffee cups. It all started when Miss Hannah in marketing asked me to create something for social media in relation to holiday reading. I immediately wanted to share Roald Dahl. Then, I thought about international mindedness, books with messages and genres that leave your heart tickling. Of course, there are many mainstream examples and some are quite well-known, but that’s the magic of a good book – it cannot stay shut! It fails to remain quietly shut in a dark corner of a room. Books cry out for attention. They’re living breathing monsters that grip you, hug you and leave sloppy kisses on your cheeks. So, that’s the introduction to the opener below.
“I can’t imagine a man really enjoying a book and reading it only once.” – C.S. Lewis
Do you remember the first time you opened a book and it truly grabbed your attention? Perhaps that text took you away to a whole new world. Maybe that story whisked you off on a never ending story. Certainly the protagonist had your attention. You were hooked! You find yourself nose-deep in the book, living and feeling the words! Breathing in a rollercoaster ride or feeling the love from the rows and rows of the word beneath. Importantly, age groupings are never always accurate. Students read and write at various levels of ability across age and year groups. It’s important to differentiate to an appropriate reading level. It is worth noting that opening new books may not prove too challenging, however, it can always awaken a part of a new imagination.
“There are many little ways to enlarge your child’s world. Love of books is the best of all.” – Jacqueline Kennedy Onassis
Whether you’re an avid reader or a book guru, books such as The Animals of Farthing Wood (Colin Dann) can stick with you for life. Reading about characters such as Tintin and adventures such as The Lord of The Rings can shape our expectations of movies or provide us with hours of conversations amongst thinkers and friends. As we reflect in life, we’re often granted opportunities to communicate our recommendations. Here are a few books to get you going.
Emerging readers: Kindergarten & PYP levels 1-2 / grades 1-2 / UK nursery school or years 1-2 (5-7 years)
Books at this level should be packed full of sight words, colour and invention. A trio of examples shall follow. The Reverend W. Awdry wrote Thomas the Tank Engine and friends. His 26 stories were aimed at his child Christopher. It must have worked because later on, son followed father, adding a further collection to the series! Eric Carle was a colourful writer, creating a list of books as long as my arms and legs (which are very long indeed). The Very Hungry Caterpillar is an iconic place to start reading his works: “One sunny Sunday, the caterpillar was hatched out of a tiny egg. He was very hungry.” Janet and Allan Ahlberg are no strangers to children’s fiction. This married couple worked together for over two decades. Funny Bones, Mr Biff the Boxer, and Kicking a Ball.
“Oh, magic hour, when a child first knows she can read printed words!” – Betty Smith
At these ages students are now working out how to segment words using phonics and recognising an increasing number of sight words. They’re differentiating homonyms whilst learning to love books. Read daily and often with your kids now and they should develop at their fastest! To that mind look up the following books: All Join In (Quentin Blake – one of the greatest and most distinctive illustrators of all time); Peace at Last (Jill Murphy); The Runaway Wok (Ying Chang Compestine); Mr Wolf’s Pancakes (Jan Fearnley); Owl Babies (Martin Waddell & Patrick Benson); Suddenly (Colin McNaughton); Grumpy Frog (Ed Vere); Oi Frog! (Kes Gray & Jim Field); The Squirrels Who Squabbled (Rachel Bright & Jim Field); Flotsam (David Wiesner); Guess How Much I Love You? (Sam McBratney); Slow Loris (Alexis Deacon); I Want My Potty! (Tony Ross); Dear Zoo (Rod Campbell); Meg and Mog (Helen Nichol and Jan Pienkowski) and so many more… (further inspiration can be sourced here).
PYP 3-5 / grade 3-5 / UK years 3-5 (7-9 years)
Flat Stanley, penned by Jeff Brown, tells the story of a boy squashed by a bulletin board. His newfound flatness allows him to slip under doors like a piece of mail. He can even fly like a kite! This story series has been around for more than fifty years. The authors six original stories have inspired a catalogue of stories by other authors. There is also the Flat Stanley Project which brings together an awful lot of people around the world. Jackie Chan approves of it.
“Never trust anyone who has not brought a book with them.” – Lemony Snicket
Anything from the collections of Dr Seuss, A.A. Milne (Winnie the Pooh), Astrid Lindgren (Pippi Longstocking) and Roald Dahl should capture attention at this age. René Goscinny and Albert Uderzo‘s Asterix the Gaul series can open up new frames as to how a story can appear. I would recommend this following group too. The Nothing to See Here Hotel (Steven Butler); The Bee is not Afraid of Me (Fran Long & Isabel Galleymore); King Kong (Anthony Browne); Dilly the Dinosaur (Tony Bradman); The Diary of a Cat Killer (Anne Fine); Mrs Cockle’s Cat (Philippa Pearce); The Owl Who Was Afraid of the Dark (Jill Tomlinson); Where The Wild Things Are (Maurice Sendak); Mr Majeika (Humphrey Carpenter); How to Train Your Dragon (Cressida Cowell); The Sheep-Pig (Dick King Smith’s book was made into the movie Babe); Charlotte’s Web (E.B. White); The Iron Man (Ted Hughes) Cliffhanger (Jaqueline Wilson); Peter in Peril (Helen Bate); Coming to England (Floella Benjamin) and other great books for PYP3, PYP4 and PYP5.
“The more that you read, the more things you will know. The more that you learn, the more places you’ll go.” – Dr. Seuss
MYP 1/2 / grades 6-7 / UK years 5-6 (9-11 years)
“The reading of all good books is like conversation with the finest (people) of the past centuries.” – Descartes
After developing imagination and experiencing adventure, books tend to favour realistic fiction and serious topics for older students. At this age, books open doors into many new worlds and offer insights into many other cultures. Encyclopedia-style texts lure in the curious and student inquirers. Hard-hitting and dark stories sit between classics and familiar friends of the literature world. Look up: The Boy At the Back of The Class (Onjali Rauf); Illegal (Eoin Colfer – think Artemis Fowl); Abomination (Robert Swindells); The Hobbit (J.R.R. Tolkien); What Katy Did (Susan Coolidge); The Chronicles of Narnia (C.S. Lewis); The Borrowers (Mary Norton); Silverfin (Charlie Higson’s young James Bond series) and so on.
“So please, oh please, we beg, we pray, go throw your TV set away, and in its place, you can install a lovely bookshelf on the wall.” – Roald Dahl
MYP 3/4 / grades 8-9 / UK years 7-8 (11-13 years)
“I find television very educating. Every time somebody turns on the set, I go into the other room and read a book.” – Groucho Marx
Recently the language and literature class tackled Bridge to Terabithia by China-born Katherine Paterson. This novel became a Disney-adaptation. Few students favoured the movie over the book. Books have often been adapted for the silver screen, the television or the stage. A great checklist to read and then watch can include the following: Madame Doubtfire (Anne Fine); The Outsiders (S.E. Hinton); The Curious Incident of the Dog in the Night-time (Mark Haddon); The Day of the Triffids (John Wyndham); The Hound of the Baskervilles (Arthur Conan Doyle’s Sherlock Holmes); The Plague Dogs (Richard Adams); The Woman in Black (Susan Hill); Watership Down (Richard Adams); and The Giver (Lois Lowry).
“Reading is essential for those who seek to rise above the ordinary.” – Jim Rohn
MYP 5/DP / grades 10+ / UK years 9+ (13+ years)
“A reader lives a thousand lives before he dies . . . The man who never reads lives only one.” – George R.R. Martin
At this age level, the vocabulary is expanding with new words dropping down like rain. Students are better armed to scaffold and learn these familiar unfamiliar phrases and terms. Using their decoding techniques they can swiftly move through lengthy text. The classic The Time Machine by H.G. Wells, Khaled Hosseini’s The Kite Runner and Maus by Art Spiegelman are fine examples of texts that would sit well on a student’s bookshelf. Students who watch movies such as Dune and Jurassic Park, should at this point, now be lifting the text that inspired these movies. The respected authors Frank Herbert and Michael Crichton have sizable and diverse reading catalogues suitable for those who claim to be knowledgeable. Writers and readers alike should explore diverse texts, such as: This Book is Cruelty Free (Linda Newbery); Atonement (Ian McEwan); Long Walk to Freedom (Nelson Mandela); Touching My Father’s Soul (Jamling Tenzing Norgay). I would also thoroughly recommend Paddy Clarke Ha, Ha, Ha by Roddy Doyle and William Golding’s Lord of The Flies because by now a rounded reader is a communicator of text. Just ask the students of language and literature at TWIS. Further reading suggestions can be found here and there.
“You can never get a cup of tea large enough or a book long enough to suit me.” – C.S. Lewis
Tired of heavy paper books? Do your children favour electronic devices? Try a popular e-reader like Kindle or Kobo. They may be devices that are limited, but that’s the beauty of it. Why worry about bad eyesight or distractions? There are stacks of available titles, some free and many can be read from .PDF documents. Many are portable. The anti-glare screens and lack of blue light make most devices unobtrusive to eyesight. Some even have onboard dictionary features.
Consult your librarian or find a suitable booklist, then check off or list how many books you have read! Be principled!
Many of us are traditional and favour paper because of the smells and textures, as well as the tangible aspect. We like to touch things. Make sure the next thing your son or daughter touches is one that reaches back and captures their heart. On top of that, books exercise brains, and to quote Roald Dahl, “If you are going to get anywhere in life you have to read a lot of books.” There you have it. Read it. Read it all. Read everything! I read everything. I read every little thing. That’s not true. I wish I did. I’m still working on it.
Thank you kindly for your time and reading.
Mr John
Giving whisterpoop.
How do! 你好！
Whisterpoop. Verb. A small smack to the upside of the head.
How much giving did you give this last year? Did you your all? I gave as much as I could but I still feel that there’s more to give. Give or take. This year though, I feel it is harder and harder to hit my next gear, let alone my top gear! Extra energy and motivation are needed.
A student, Chael, asked me if I was leaving TWIS (Tungwah International School) in summer. Even if I was, I could not answer it clearly. It was a little shocking. As my language and literature students tucked into pizza, viewed Jurassic Park and finalised their presentations, I questioned Chael on where his question came from. He said that he read it on my blog. I told him, truthfully, that I will visit family and friends in summer – but returning to China, at the minute, is close to impossible due to the costs. Hopefully things will change to allow people to return to China from the U.K. Still, it is pleasing to know that students don’t want you to leave.
Dopamine, serotonin and oxytocin are neuropharmacological substances that we release. This trifecta dose produced happiness. The brace of Lauren’s pizzas and snacks accompanying class were short-lasting blasts of happiness after a hard week, with online curriculum in action video audiences (as parents) and other bits and bobs, adding to a tiresome environment, swamped by local COVID-19 outbreak worries and demands. Other ways to produce the trio of neuropharmacology releases include holding a door open, giving a gift to a friend or volunteering. Giving time to others or a cause is so often underrated.
I am receiving the radio show Wordaholics from the year 2012 via BBC Sounds. The distinctive and linguistic voice of writer Gyles Brandreth has been on TV and radio for years and I long hope he continues. We all need a veteran to learn from! As I study classroom management skills to try to get those pesky grade 7 and 6 students into better order, I find the sound of radio quite relaxing. That and some select poetry between the reading. Beats thinking about the next COVID-19 test!
| March 2020: arrival in China at Guangzhou International Airport | 3 [nose (both nostrils & throat)] | risk or reason |
| March 2020: Xihu, Dongguan, quarantine | 6 (on arrival, day 1, day 3, day 7, day 10, day 14) | COVID-19 pandemic |
| March 2020: arrival to Changping, Dongguan | 1 | relocation to community |
| The times between April 2020-May 2021: | 4 (21st December; 5th & 8th April; 25th May;) | collect passport in GZ; visit SZ |
| June 2021: | 4 (21st; 20th; 9th; 7th) | regional outbreak/travel |
| July 2021: | 1 (13th @Zhangye station) | travel: Shaanxi; Shanxi; Ningxia; Gansu; Yunnan. |
| August 2021: | 2 (5th; 3rd;) | return to school |
| September 2021: | 1 (27th;) | |
| October 2021: | ||
| November 2021: | 1 (11th;) | admitted to hospital/unrelated to pandemic |
| December 2021: | 4 (7th; 12th; 18th; 25th) | |
| January 2022: | 2 (17th; 4th) | |
| February 2022: | 2 (28th>; 26th*; 25th>) | |
| March 2022: | 4 (8th>; 9th>; 11th>; 12th*; 13th>; 14th>;) | outbreaks in Dalang, Changping & Humen, Songshan areas of Dongguan |
| TOTAL TESTS | 35 tests |
Which is better? Giving, or receiving? In the case of having the NAT (Nucleic Acid Test), I can’t imagine shoving the swab into thousands of people a day to be any good. It certainly is no fun to receive. One test this week caused some light bleeding to my throat. I didn’t have a sore throat before, but afterwards for two days, I had a tender throat. Bloody COVID-19!
Thank you kindly! Ta’ra! 谢谢你。再见。
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