The U.K.’s recession seems to have created an upturn in the spray paint industry. Such is the shortage of spray paint, I’ve seen “TORY SCUM” dabbed on external walls in gloss and emulsion. 13 years of Conservative rule has brought about economically devastating cuts and lack of support for the people. For many, it is too much.
“I want to stand as close to the edge as I can without going over. Out on the edge, you see all kinds of things you can’t see from the centre.” – Kurt Vonnegut, American surrealist writer
The opposition is to blame. The predecessors are at fault. The immigrants are culpable. If you listen to enough Tory party rhetoric or watch handily patronising videos, the blame game clearly points outwardly. Not a single Tory bastard has shame at their door. Scandal after insipid allegation after delusional smearing of muck appears in an endless cascade of contemptible dishonour.
The calendar months of autumn past have already seen nurses, railway folk, ambulance staff, and countless others on strike. For at least four days across February and March, teachers join the fold. Civil servants won’t serve. Transport won’t be in action. Letters will remain undelivered. This round of spring strikes is as important as ever.
Contending a lack of pay increases is one condition. Others include safeguarding jobs, improving work conditions, and the protection of rights. This even has implications on the European border in Northern Ireland since Britain left the European Union. Some battles are individually fought while many are backed by unions. Bosses hate unions. Unions influence change. Historically, unions have highlighted that, for many, pay hasn’t improved in almost two decades. Unions are fighting to change that. The E.U. even protected the right to strike under European law.
As Brexit negotiations follow through like defecation during a fart, Tory politicians should be used to talking. Negotiations are supposed to exist between the employer and the employees or via their unions. Some bosses acknowledge change is needed and do the necessary. Collective bargaining can break down. That’s where employees can withdraw their labour, in order to get their paymasters back to the bargaining table.
The U.K. laws allow a secret ballot that stands up to scrutiny and relates to the employer, from their staff… and cover half of the employment workforce. Not voting helps nobody’s cause. Certain notices must be adhered to. Otherwise, a strike may be invalidated. On top of that, since 2016, an act, Trade Union Act, requires 40% of all workers in important services to vote for strike action. More laws and regulations have been quickly huddled together in recent years to add mud to murky waters.
Rights, shareholder profits, attacks on trade unions, increased poverty, household debt, pay scale drops, and other terms have become the social norm. Food banks are springing up as fast as shops are closing. The rise of zero hour contracts, casual work, and detrimental working conditions underline a growing stumbling block. The government’s appointed pay reviews and its handling or blocking of deals have not helped. Draconian laws to prevent strikes are on the Bill.
If we, as people and servants to our bosses, don’t make ourselves accountable and answerable to more than their profits, then the slow down of pay to inflation and support between 2008 and 2022 will account to much more. The profiteers of a pandemic and the exiting of European common laws are already enjoying rich reward at the expense of a public far removed from proper reward. The North of England has been compared with Greece due to its lack of investment. All other European nations and many regions of the U.K. receive better government support.
For many, it is too much. For now, it is all we have. 2025 is the next General Election. Will things change?
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?
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.
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.
BBC and Amazon Co-produced Small Axe, a series by hard-hitting director Steve McQueen, fresh from a hiatus from his ensemble movie Widows. Having tackled slavery in 12 Years a Slave and sexual addiction in Shame, McQueen doesn’t shy away from tough topics and periods of time. He’d already taken on the Provisional IRA (Irish Republican Army) in Hunger and his debut directorial role.
Looking at the series of miniature movies, it feels shameful that racial divide and people from the West Indian immigrant community suffered. It’s even worse to know and hear that the struggle of racial inequality and discrimination goes on in Britain. I refuse to call it Great Britain for that reason.
“If colonialism is good for anything, it brought us together on this table” – dialogue from the episode ‘Mangrove’.
Shaun Parkes commands the screen with theatrical appearance alongside Malachi Kirby in episode one, ‘Mangrove’. LetitiaWright, who plays Shuri in Black Panther and other Marvel movies, stars as Altheia Jones-LeCointe, a leader of the British Black Panthers in an intense episode. Sam Spruell who seems typecast as someone crooked and wrong features. Trinidadian Frank Crichlow is portrayed as a strong and warm-hearted character deeply committed to activism. A great story of hope and discipline to change a tainted culture unfolds.
“If you are the big tree, we are the small axe” – Small Axe, Bob Marley
After the Mangrove Nine featured in one episode, the next feature film focuses on romance. ‘Lover’s Rock’ stars Michael Ward and Amarah-Jae St. Aubyn in a moment of time slotted into primetime viewing and delivered with warmth and a carefully constructed dialogue. Then we reach ‘Red, White & Blue’ featuring John Boyega, of Star Wars fame as Leroy Logan. It’s a tough one to watch with grim moments but also plenty of fine acting.
Sheyi Cole ‘Alex Wheatle‘ walks the line of the title’s novelist in creation. Finding your niche in life is a challenge, and this empathic story charts a brief period of time. It’s a biopic that builds towards the 1981 Brixton riots. That’s Thatcher’s era. A disgrace that didn’t resolve fully after the Scarman report. Steve McQueen focuses on young Alex Wheatle MBE and his development to become known as the Brixton Bard and go on to have books translated to Japanese, Urdu and Welsh, amongst other languages. Actor Robbie Gee also stars, a while after his role in Guy Ritchie’s Snatch. This short film is an important story for modern times. Identity is complex.
“Unlearn what you’ve learned.” – the character Dread in the episode ‘Alex Wheatle‘
Bringing ‘Education’ to the fold, director Steve McQueen tells a story how London councils moved a largely disproportionate amount of black children from regular schools into more behaviour-specialised schools. It was set in the 1970s. It could easily be 2020 too. Institutions are for all. This story does not show this was the way.
Sir Steve McQueen delivers social realism in his catalogue of movies and at aged 52, it’s entirely possible there’s much more to come. He’s spliced injustice up and served it in cinematic and small screen form. Small Axe is a worthy collective of his award-winning means. In an era where the hashtag #BlackLivesMatter and a host of champions of racial equality need a voice of understanding, Steve McQueen delivers a parcel to unwrap for all.
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,
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.
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.
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.
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?
Twenty classes a week of forty minutes each time. That’s 1600 minutes of screen time. A further week of online teaching to follow. That’ll be another 13 and a third in hours. That’s 40 hours looking into a camera before adding marking time, writing comments, preparation time and other activities needed to perform online classes. There are 360 available hours across 15 working days. Upto 120 of them should accommodate sleep (based on 8 hours sleep). At least 2 hours a day should be spent on reading, writing by hand and keeping the brain sharp.
The above discounts relaxing watching a TV series to switch off a little. That further screen time is an optionalnecessity. Hobbies and pass times make us who we are. A further 15-30 hours slips like a victim of Ozark onto the screen time tally. The addictive nature of the American drama-thriller Ozark drives further screen time. Marty Byrde’s predicament and the twists in the tale place that screen time closer to the full 30 hours. You need to know how series one concludes. Six and two thirds of an hour fills that first week of our daily post-online teaching.
Putting aside the Mexican drug cartels for walking Panda the dog takes up at least two hours a day. His little black and white legs need the pavement pounding. That’s a minimum of 30 hours gone. Happily gone, in fresh Dongguan air and winds with rain. Songshan Lake town’s reopening greeted our walking routes well. The township has treelined paths and gardens with roots. a the North-eastern end of Dalingshan does not quite match it. This town has its own long-lasting industrial revolution.
120 hours of sleep. 40 hours online. 30 hours dog walking. 30 hours of TV. 30 hours of reading, writing and puzzles. 360 hours over 15 working days. Too much screen time. My eyes have suffered. Coupled with the need for air conditioning at times, the dehumidifier for external 98% air humidity sweeping through the doors and now I’m feeling an opticians maybe a good shout. Apparently, after enquiry, I was told I must book one via my phone. Screen time.
Tonight is Earth Hour between 8.30pm and 9.30pm. It shouldn’t be difficult to switch all devices off. The desire to disconnect has been rampant this last two weeks. I suspect the next week shall be no different. The tomb-sweeping festival follows the week after this. Qīngmíng Jié (清明节) means ‘pure bright festival’ and this brightness or clearness celebrates ancestors. Around March and April, spring arrives bringing warm air, clearer skies and a more jovial atmosphere. It gets warmer, although in South China’s Guangdong it could be argued that the climate here hasn’t really been cool for some time, despite occasional cool snaps.
Qingming festival has a Cold Food Day, the day before the festival. No fire or heat should be used. Think of it as an old-fashioned Earth Hour dating back to around 1046-221BC. The Zhou Dynasty’s festival has origins in celebrating emperors and the wealthy. Even today some celebrations are extremely extraordinarily extravagant. Most people simply upkeep and repair tombs. They use their big brushes go sweep away the many fallen leaves of spring in Guangdong. Food, wine and incense are placed accordingly. Joss paper is set alight and a few thousand plastic plants are distributed regionally. Families often go on spring outings too. Although in Dongguan, following a smattering of COVID-19 cases, gatherings and tomb visits are banned this year. Bloody coronaviruses. I’m sure Dongguan did the same last year and the year before. Bloody COVID-19.
Screen time has also given me chance to communicate with home. It’s good to see Mum up and about on her road to recovery, accompanied by Paul and their adventures of pottery and gardens. Tomorrow is Mothering Sunday (or Mother’s Day) in the U.K. Every day should be Mother’s Day. Happy Mum’s Day. I would send flowers but that means more screen time ordering them online.
“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.
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.
“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 (PippiLongstocking) and Roald Dahl should capture attention at this age. René Goscinny and Albert Uderzo‘s Asterix the Gaulseries 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.
Can all knowledge be expressed in words and symbols? Well, that’s a question that is highly contestable. Welcome to Acronym Park… International Baccalaureate Organization hereon referred to as I.B. Then, there’s A.T.L. (Approaches to Learning)… and a few more. As I started to write this I started with the title Theory of Knowledge (T.O.K.): An I.B. Experience before joining the course. Here we look at knowledge – whether through words or symbols… or other.
Workaholic Rainbow Yuan attended a workshop firing questions at us, giving her respect and building our trust to create an environment of sharing. She was there to support our teaching team (now as students) with any concerns, and to share experiences. She set us a target and the below workshop goal:
“This workshop will prepare educators to teach the Theory of Knowledge (ToK) in a manner that supports the IB philosophy. The IB philosophy is encapsulated in the IB mission statement and aims to develop inquiring, knowledgeable, caring and internationally-minded young people wherein ToK plays a central role.” – from a presentation by Rainbow Yuan
What is T.o.K.? It covers 12 concepts: evidence, certainty, truth, interpretation, power, justification, explanation, objectivity, perspective, culture, values and responsibility. Within the I.B. course of Language & Literature…
Theory of Knowledge – could and should be titled epistemology. It’s a major offshoot of philosophy. The list of famous stars to touch on the study (-ology) in epistḗmē include Aristotle, Ayn Rand, Susan Haack, King James I (after Scotland handed him to England in some sort of union) and R. Sentwali Bakari (Epistemology from an Afrocentric Perspective: Enhancing Black Students’ Consciousness through Afrocentric Way of Knowing). They’ve all contributed to the field and certainly the field has contributed to them (and their legends).
IB education pushes the A.T.L. skills creating resilient lifelong learners with an international outlook that extends learning into living. It blends education into post-education critical thinking. The continuum flows from primary education to middle and diploma programme years into later life. The purpose of TOK (Theory of Knowledge) is to give university preparation and rounded questioning skills. The application of “knowledge as a map” mimics and prepares students long in advance for university final year self-study. It builds a buoyant foundation.
The first learning engagement involved creating a single sentence summary (nota bene, n.b., sibilance set specifically to this scheme) of the I.B. ATL skills: A.T.L. skills crucially develop and recognise skillsets for lifelong learning and empower students to be self-sufficient, whilst remaining community innovative (for tomorrow).
What else do we need for international-mindedness? Challenges, obstacles, examples, exemplars and many other words could be added to the list below:
Global values; Culture; Multilingualism; Beliefs; Identity;
Identity is important to international-mindedness in that local and regional dialects or languages, or cultures should never be seen as inferior. Equality is key to allow students a level playing field to open dialogue. Without this powers shift and create imbalances. Those imbalances lack sustainability and change is a known constant. Change is inevitable. Respect for positive advancement or reactive reversal and proactive innovation whether in science, politics or English literature. None of this is possible without recognising unique identities of people and culture.
Four connections to the core themes could include: scope; perspectives; methods & tools; & ethics. They tend to be controversial and have multiple views or angles. Fact checkers and those who favour propaganda may have polar angles of their selected lens.
The I.B. T.O.K. course [see an example of a course outline] has an internal assessment by exhibition to show how T.O.K. manifests in the world around us. The course is comprised of knowledge and the knower; optional themes (32 hours combined); and areas of knowledge (50 hours). The course has tutoring time that equates to a century of hours. It then has an externally-audited essay to complete the 100 hour course.
Drawing upon specific examples in our learning experience we actively involved role-play with a strange family dynamic. Our three parents, Mrs Jamie, Mrs Nem and myself as a grandparent or guardian placed questions to a duo of teachers, Ms Hamida and and Mr Jason. Their job was to sell the course of T.O.K. to prospective parents with an explanation using objectivity, perspective, responsibility, culture and values.
A further role play allowed us to choose a question, expand on it, make it better and counter it. From that we presented it, shared it and questioned other teams. The subjects covered history (Cold War origins), Mathematics (big data), science (vaccine ethics), and the arts (Haute couture).
Essay question examples include: Can there be knowledge that is independent of culture? / Does it matter that your personal circumstances influence how seriously your knowledge is taken? The crux of these questions imply that the answers are debatable and contestable. The explanations must be questionable. They can be broad brought down to a shorter interpretation.
Coca-Cola Clear featured in one learning engagement convinced me that now I not only misunderstand knowledge but also have problems understanding what coke is as a drink. Perspective changes of brands, deepfake in ethics and scope, and methods and tools of technology throughout through fake and legitimate advertising create a bucketful of questioning and theory of knowledge.
In conclusion, I feel more aware of how the nature of knowledge can be construed. These can be personal whether remaining the same, adjusted or cast aside. On reflection, T.o.K. is an opportunity to create a project-style learning to prepare students for the university environment and demands. It gives independent learning a scope to flex its hypothetical muscle through query. There are even Walt Whitman poems used as examples to evoke T.O.K.
Who owns knowledge?
The owner of knowledge remains the informed and the adaptive consumer of knowledge who chooses to share this knowledge for a greater good. Or not.
What makes a good explanation?
Alignment of relevant themes allows conceptual questions to be given satisfactory answer pairings. The question may be loaded with variables like the word ‘good’ or ‘explanation’ or even ‘makes’ – each can be interpreted quite openly. The original message or information should be conveyed and interpreted with clarity. However, bias must be removed to allow an explanation to be heard. Many questions can be loaded with biased emotional and political themes, e.g. “to what extent does the Palestinian wall affect Palestine and Israel in international relations, social and economic ways?” It isn’t a straightforward question to ask, “What makes a good explanation?” The image selected below could equally be shared or discounted as an explanation of the question above. There’s normalisation, legal disagreement, acceptance of fertile land being grabbed by a dominative nation, ghettoisation, and numerous other matters on the negative flank of the wall. On the flip side, walls stop people and things being a threat and also can hold back perceived dangers. They could create labour opportunities and force dialogue about why a wall is there in the first place.
How to create a T.o.K. question – the perfect recipe:
Add a spoonful of “to what extent does” or “how far can we”. Stir in a sprig of theory.
Blend with words such as expert, belief, certainty, justification, culture or faith. Alternatively you can add generalisation, authority or bias.
A pinch of evidence, truth, experience can also be dropped in when you whisk in a helping of indigenous knowledge for added flavour.
Cook on gas mark BLOODY HOT°C and ensure reliability is stirred in gently.
Fry imagination in a deep and boil romanticism in a milk pan until sense bubbles lightly.
To reveal the baked realism, we must ask ourselves, “How far can we reason with empathy?” Following that stewing, perception shall become fragrant and surrealism will be present when dipping a spoon into a broth of abstraction.
When beating an egg to allow empathy, question how do you separate apathy without a spatula? The answer of course is to use reason like a knife.
Go to the oven shelves and slide faith and illusion from the originality of memory to create a jelly for the icebox within your refrigerator. Use emotive language to confirm that ethics is piping hot throughout.
When stir-frying natural sciences with human sciences it is important to allow history to swell and trickle into oral memory.
With religious knowledge slice and crack communication as sensations for later, adding to inference into a salad spinner. Use a grater to weed out confirmation bias and allow adequate translation from culture to vested interests.
The concept of cooking is dependent on the use of one’s intuition to use emotion, theory and objectivity to deliver a product of stereotype straight from the passatutto food mill to a casserole pot. It is counter intuitive to chop by pepper pot when global thinking dictates a potato masher can apply adequate subjectivity.
Of course, of the above cooking instructions are subject to fallibility of interpretation, which can be found in the cookbook located by the paradigms of authority. From oral memory, exclaim pleasure at the explanation of rationalism. The steam of verification will rise with introspection. How trustworthy is the classification in intuition when it is laid out on a platter for the visitors of the buffet systems.
Following this, a few questions can be raised, , perhaps in mathematics (or not) such as: How much do…? Does the…? Who determines…? Is it…? What contributes…? How important to…? If you feel…? What relation…? Can we…? What is…? How does…? What role…? Should…? Are values…? How certain…? How reliable…? Does the…?
TRUST MY VALIDITY. I may remember more by talking gibberish! I have methods. I have values.
Further stuff to cram in your bonce for explaining the game:
Each and every one of us are teachers. Whether we have bad grammar, a bad grandma or are just plain bad, we can and we do teach. WE all pass something on!
What are we teaching? We’re passing on our habits, manners and cultures through stammers and scammers. We’re inspiration personified and electrified. We’re terrified by teenagers and hormone-ragers. We’re stood-up cowering yet courageous.
We’re teachers, preachers, passionate thrill seekers, and seekers of new, old and bold ways for all our long or short days. We look to heavens, travel to Devon, eat mustard from Dijon. Off we go. Gone. Gone. Gone.
We’re walkers and talkers, hip hop loving, beat box popping, Beastie Boy dancing and prancing, warts and all stabbing, pistol packing, trigger happy, backwards slanting, lazy crazy kinds. Some of us, like parachutes.
We come in all shapes and sizes. Tall, broad, as thin as a sword, looping-swooping PE teachers with all the muscular features, and smiles. Loads and loads of smiles. Shining beaming radiant teeth under a variety of hair styles, or none. Fashion isn’t for everyone, but teachers, we have our own flair for fair and compare. We really give a damn.
To the Mr Meherans, the Tony Macks, Frau Hodges, Miss Hopkins and Mr Jones of our world, we salute you! Of course, I could list more, but that’s a register, and right now is time to read, plan and prepare. Another day, another dream in the wide world of the imagination dream.
Actually, I want to greet you all positively and wish peace and love. It just doesn’t seem suitable. The title of the writing seems like bad language, but it reflects my mood for an approaching date. My Mum always said that words like fuck, bastard and arse, amongst the plethora of curses are just ways of expression. I agree. When we say that piss and twat are bad words, we empower their misuse. Some words like cunt are extremely terrible. I try my best to avoid usage of all these fecking shite words but some days they are just so appropriate.
I am writing this on September the 4th. It’s fast dawned on me that September the 12th is on the horizon. I want to vomit out the words that are rattling around my head now.
September the 12th hasn’t always represented a bad day in September, and for many there have been far worse. For me personally, it isn’t the absolute disaster of a day. Far from it. I’m sure it’ll be a pleasant and wonderful day indeed. It just marks an unwanted anniversary. It represents exactly two years since I left Mancunian soil for China (via Hong Kong, Special Administrative Region etc). The day after the Vincent Kompany testimonial, Uncle Ed delivered me to a flight, alongside my friend Maria and a shedload of luggage. Who’d have thought that the world would go tits up?!
The summers of 2015 to 2019 have all been enjoyed in Great Britain. In fact 2014, marked the longest I’ve gone without summer at home. It being shortly after the February of moving to China. 2020 and 2021 have not given chance to see family or friends back on British soil. Nor has there been a chance to meet half way or for overseas visitors to call by.
I understand that for many, it is the same. For a many people, losses and tragedies have been their visitors over this pandemic of annoyance and continued uncertainty. It’s the uncertainty that this winter or next summer, mobility to see family and my best friend may or not be possible. I’m optimistic but these days it is better to be realistic as more sensible. Right?
Concluding the writing should not involve a message of peace and love. I’ll always wish you all, friend or for, family, flamingo doing flamenco or fungi, peace and love. Today’s scribbling will partake in a list of fuck you messages. It’s only appropriate.
Fuck you to COVID-19. With all due respect to viruses and diseases globally, you’ve really got on many people’s nerves. Enough is enough.
Fuck you to the origins of COVID-19. Tut. Tut.
Fuck you to the conspiring conspiracies. Don’t believe the truth?
Fuck you to the bullies of Wuhan. It’s a city. It has people. People have feelings. Spread love, not hate.
Fuck you Donald Trump. Profits high? Definitely.
Fuck you to those who divide. See above.
Fuck you to those who profited at the detriment of others during this hugely annoying era. There’s a huge increase in billionaires and millionaires, and wealth shares.
Fuck you Man Utd. Always appropriate.
Fuck you to all nations who have politicised this pandemic. You know who you are.
Fuck you those who failed to act and swept away those who wished to speak. Also applicable to the Afghanistan situation. And Rwanda. And countless other events, mostly involving Team America: World Police.
Fuck you to the silencers of the voices. Opinions may be like arseholes, in that everyone has one, but words are powerful and beautiful things. As Mel Gibson said, in Braveheart, “FREEDOM!” before he got in trouble. Terms and conditions apply.
Fuck you Boris Johnson, the budget Donald Trump. Sniveling little inhumane turd of a shriveled up scrotum of a man.
Fuck you to the dismantling parties of the NHS (a bonafide British treasure). See above.
Fuck you to the sneaky laws and regulations that exploited the pandemic conditions. UK included. The RNLI (Royal National Lifeboat Institution) could be fined for saving the lives of migrants? Those laws as are fitting for the 1930’s Nazi Party.
Fuck you to anyone who doesn’t believe this pandemic is real and that COVID-19 is a lie. Wake up! Tackle it. Don’t deny it.
Of course, using the phrase fuck you is negative and wrong. I rescind all of the above. Stay positive.
Until the next time, when I see family and friends, peace and love!
What a wonderful place to be. What an excellent team to see. The beginning of another school year. Facing it without any fear. Confident in the team founding. Faithful to the conditions surrounding. The seasons and reasons full of hope. To the next climb we have our rope. Up the mountain and down the hill. Great days we have to fill. To the team, teachers, staff and all: Let’s go have ourself a ball!
Thank you for these days. May every moment be full of rays. We’re going to change many a mind. New roads we can find. Values and morals we can teach. Making new avenues in reach. Guiding one another with the other. Father, sister, friends, mother and brother. The family are invited together. This new week brings bright weather. Thank you all for sharing all you know. You’re the community I want to grow.
We started the year as ten eager sets of eyes and ended with a net gain of four extra pairs of eyes. The class has many strengths and a few challenges to overcome, such as not copying poor choices of behaviour from each another.
It only takes a moment to be courteous – and that makes smiles.
I read somewhere that it takes seven fewer muscles to smile than it does to frown. Grade four’s students each have the ability to turn days of frustration and worry to days of sunshine and happiness. Bring me sunshine, in your smiles! Just like, when I say the word birthday, and the whole class starts singing ‘happy birthday’ to me in October, May, or June… a running shared joke that carries warmth.
Seeing bright smiles with swipes of a ping pong bat; hugging each other after a stray Frisbee bumps a head; shooting the ball so hard that your big toe hurts; the glorious teamwork in the cooking room – working through problems together; ignoring me all day because I told you to ignore things you disagreed with, and you took my advice a little too far.
trusting yourselves and respecting the expression of others; using genuine apologies and acknowledging to yourself that you’ve made a mistake – you’re only human, after all! asking new questions; connecting with authors, museums, and parks in ways others can only dream of; treating each other with warmth and sincerity; sharing your vitamin waters, and my vitamin tablets.
helping to tidy up the classroom after someone else; building a tin can cable car to help your teacher; explaining the many difficult Chinese stories and words in ways that I can relate to; and multitudes of wonderful moments that cannot all be documented or photographed. No matter what you think, it has been an honor to work with and for you all.
You can bring more sunshine to the world. Stay positive. Smile in the face of difficult and testing feelings. Put on the bravest face. Be more Superman than Super Monkey! Now, knuckle down, work harder, play hard and dance like nobody is watching. You are all butterflies in a hand. Free to fly away, but safe to stay and learn from the hand that holds you.
Grade five is one final step and one big leap in primary school. Give it all. Every bead of sweat, every gram of energy, every waking moment, every electrical charge of new reading. Pick up books. Pick up more books. Turn bookshelves into book mountains. Drink the words like water.
Swim in the stories. Let the tales and information of each page become part of you. Never ever stop reading! Question? Answer it. Find a new question. Spread love for reading. Let’s read together in the new school year. I look forwards to seeing you well-rested, eager, and ready to show your teachers, new and old, why I believe that you are all set for big things! To the future scientists, explorers, chefs, and every possible job going, I say: Do your best and that’s all we ask. C’mon you sausages!