Beyond Good

Welcome to this bonus episode of the Beyond Good podcast!  The idea here was just to offer a little insight into what goes on behind the scenes at Beyond Good HQ in a very casual chat between Matt and Femi.  They share reflections on how the podcast has evolved, a few thoughts on Edutwitter, discuss Matt's view that we don’t need any more 'maps of the territory'; and talk about teacher training, school visits and podcast guests.Nothing too deep here, we just want to say a big thank you to all our listeners and open up our world to you. 

In today’s podcast Femi and Matt discuss Wellbeing.  After making the important distinction between wellbeing and workload they discuss-          Attitudes to work-          Being present – finding engagement with the task at hand-          Meditation-          Spiritual practice and gratitude-          The effects of being asked to do meaningless or supercilious work-          Socialising and social factors-          Sport and the importance of physical activity-          Truly meaningful relationships with colleagues and students: -          Community and comradery-          Perfunctory token efforts to improve wellbeing vs substantial approaches by schools such as centralising behaviour systems.-          Workload and sustainable practice including typical working patterns for each.-          The importance of healthy, happy teachers for inspiring children’s flourishing.-          Understanding the purposes of marking (AfL and feedback) and finding efficient ways to achieve those goals as opposed to just marking for the sake of it.-          How poor behaviour impacts wellbeing, motivation, etc and the onus on schools to deliver better training on behaviour management -          Challenging things that aren’t very good, having the courage to say what you feel – and coming up with alternatives.  -          And Inset days, and how to kill any kind of enthusiasm for being back in school.  Femi’s penchant for Team building activities, and other topics!It was by no means an exhaustive conversation, and the issue of teacher wellbeing remains a serious and widely unresolved problem, however it's good to talk, and we hope you enjoy the discussion.

In today’s podcast Matt and Femi discuss two main topics which are 'setting', and 'de-escalation'.In both cases the points raised should be of interest to colleagues from all subjects.In the long-overdue chat on setting the duo touch on streaming vs mixed attainment; some reasons why different approaches might be more or less suited to different contexts; Why year 7 is not ‘the start’; sink groups; setting by ability not behaviour; tackling attitudes and historic mindsets around streaming; set changes; managing setting as a HOD and supporting teachers with issues around set changes.On de-escalation they share some of the skilful and less skilful approaches that they have seen, discern attributes of skilful de-escalation; avoiding conflict; being clear in your mind about what outcome you actually want and how that influences your response; and how we can learn from the masters, amongst other topics. 

In today’s podcast Femi and Matt dissect the recently published findings of the DFE national behaviour survey.  This is another conversation which is not at all subject-specific and should be of interest to all colleagues.In this episode the duo discuss the challenges with collecting and reporting the data; the student perspective; the gap between what leaders are saying and what teachers and students are saying; walking the shop floor; wilful blindness and false praise; the importance of accepting reality as a precursor to improvement; variation within the data; variation within school compared to variation between schools; individual teachers skilful management of behaviour vs whole school culture; training and the challenges of providing truly effective training; how does Femi support teachers who are struggling with behaviour management?; coaching as a long term process for sustained improvements; what barriers teachers typically face when it comes to improving behaviour management; how strong relationships can be when built on the solid foundations of ‘strict’ (as in ‘warm-strict’); the opportunity for far more efficient curriculum coverage by tightening up lessons; staff wellbeing; why isn't behaviour management central to initial teacher training?; Why do so many schools have behaviour policies that are ineffective and poorly designed? ; Discipline as a key to flourishing, and other topics.

Today Femi and Matt discuss teacher effectiveness vs years of service and some issues with the word ‘experience’ which is generally used as a proxy for competence.  As is increasingly the case the discussion is pertinent to all subjects and is not by any means maths-specific.  There’s a lot of thinking out loud here and, unusually(!), the boys actually managed to land some insight and conclusions that both found helpful.The conversation covers:-          The will-skill matrix -          Possible reasons why some people move sideways whereas others move up-          Role models, and the power of colleagues to either inspire, or depress-          The ability to receive and act on critical feedback, -          Self-reflection and taking responsibility for continuing development-          Insecurity and the tying self-worth to the role of teacher-          The possibility of having grades of teacher based on competence-          The importance of success, praise, encouragement and recognition-          Scaffolding support for less skillful teachers-          Natural ability-          Sporting backgrounds-          Direct instruction and the support of a mentor, and the idea that our actions should be designed to move people to the right on the will-skill matrix (that is the increasing will dimension), so that they can drive their own movement up the increasing skill dimension .

In this episode Matt and Femi dig into the dilemma that is ‘homework’!  Reflecting on their experiences over the years they ask; how effective is it (academically)?, weigh the costs and benefits, and highlight the demands on teachers.  They discuss the different approaches to homework they have tried over the years, the problems each approach threw up and the strategies used to overcome them.  They talk about the social pressures at play for students, setting homework for the benefit of parents, Matt's ABCDE of homework and other issues.This is not at all a maths–specific discussion so hopefully teachers of all subjects will find it interesting to hear them lay out why, with 3 decades of teaching experience between them, they still seem unable to pin down this slippery beast.  

Today Femi and Matt discuss their approaches to handling complaints.  None of this is specific to maths and so the conversation should be relevent for colleagues from a wide range of backgrounds.  The pair talk about - Receiving complaints well- Prioritising responding to parents and acting promptly- The importance for people of simply being heard- The pros and cons of different approaches to investigating complaints about a colleague.  - Avoiding big surprises by knowing what is going on in your department - by walking the shop floor- Relationships with parents and reputation in the community,  - Some common ways in which schools frustrate parents.  - The balance of representing colleagues and representing children, taking an approach which seeks truth rather than rebuking the complaint – being neutral and not making any assumptions.  - Recognising a view point vs condoning it.  - Whether things change when parents are paying a lot of money for their child’s education – i.e. in private school.  - Reframing the complaint or query and looking at it from the parent’s perspective. - Setting out your protocol with the team- Using your line manager for guidance vs gossiping.  - Chain of command.  - Accepting fault when appropriate and being proactive to make first contact when we’ve clearly got it wrong.

Today Femi and Matt discuss an article by Dylan Wiliam titled ‘Teacher Quality: why it matters, and how to get more of it’.  In addition to this central theme the pair touch on the failures of policy initiatives to raise standards, teacher learning communities, considerations of the alignment of personal professional development with the school priorities, the learning cycle of teacher improvement, the common failings of school leaders to be strategic and to prioritise effectively, and the forces that incline us all towards initiative central.  They also talk about alternative approaches to professional development (including coaching), the need for initial teacher training to deliver both high quality training and to instil attitudes of a career long commitment to professional learning, creating a culture of improvement as a leader and what it means to ‘fail better’, amongst other things.

Matt and Femi are in a pensive mood for a  thought-provoking discussion on CPD.  They discuss the good and bad of inset days, utilising skilled practioners to model and share expertise, team building, sequencing and differentiation in professional development, ‘hit and run’ CPD vs sustained behavioural change, coaching and culture, Jim Knight and the Impact Cycle, video, email, the tremendous importance of being able to see good practise in action, the reluctance to recognise differing levels of expertise in this profession; and other topics. 

In this episode of Beyond Good Tom Bennett joins Matt and Femi to discuss all things schools and behaviour.Tom Bennett began teaching in the East End of London, and is currently the Director and founder of researchEd and a Teacher Fellow of Corpus Christi College, Cambridge.  From 2008-2016 he wrote a weekly column for the TES and TES online, and is the author of four books on teacher-training, behaviour management and educational research – most recently ‘Running the Room’.In 2015 Tom was long listed for the GEMS Global Teacher Prize, and was also listed as one of the Huffington Post’s ‘Top Ten Global Educational Bloggers’.  In 2017, Tom published an independent review of behaviour in schools.  He recently chaired the Behaviour Management Group for the DfE and is currently their Independent Behaviour Advisor. He coaches teachers and schools in all aspects of behaviour management and research integration and he currently leads the Department for Education’s Behaviour Hubs project. In this discussion we talk about the need for education to be evidence-informed and to move away from the legacy of junk pedagogy, the state of behaviour in schools and what Tom typically does and sees on school visits.  We discuss the case for good behaviour and approaching behaviour as a curriculum.  We talk about experienced vs effective teachers, the importance of detail and clarity around all the micro-behaviours in schools, creating school culture and how that has to come from leadership.  We talk about school priorities, managing and modifying the behaviour of staff – by teaching them(!), leadership and accountability, issues with leadership training and 'non-competent' leaders, teaching behavioural habits as an end in itself in addition to being a means to the end of knowledge acquisition, experiencing the education system as a parent, and other topics.