The things they didn’t mention during teacher training – no.21, the long range school trip

I wrote this a few weeks ago, but in the chaos and confusion of the week that followed I forgot to post it.

I did my training to be a teacher quite a while back. I enjoyed it and learnt a whole load of useful things that I still make use of and a few completely useless things. I can remember a lot of the workshops, presentations, seminars, reports and exams like they were yesterday. What I also realize now is that there are many things that feature in education that never got a mention and yet are, in terms of my own perception of things, pretty big issues one way or another.

I’m about to embark on a five day school trip. I know that the week ahead will feature a few such experiences. Let me start with the traveling in the bus experience.

We are traveling with about 115 pupils, aged 11-13. We are setting off at 6.30 in the morning, we’ll be reaching our destination at about 7 in the evening. We’re going to be traveling in two buses starting our journey in the central Netherlands and finishing near Swindon in England. The day also involves an hour and a half on a ferry to cross the channel. Oh yes, we are traveling with a group of nine staff members.

None of the children involved are likely to have made such a trip before, and to say that they are excited, nervous and just generally wound up about it is something of an understatement! Keeping a lid on the excitement is kind of the order of the day. No energy drinks, only limited sweets during the course of the day and hopefully it will remain bearable for all.

Three hours into the journey and I’m no longer sitting next to one of my colleagues, I’m now sitting next to a particularly irritating voice in the bus, half way down the bus amongst the boys to apply a calming influence…..it works up to a point, but it does kind of take the experience of arguing children in the back of the car on a long drive to a whole new level. Only another nine hours to go before we reach our destination.

Ahead is a week of sleep deprivation. Calming 115 children down and getting them to go to sleep at the end of the day isn’t for the faint hearted! Shepherding them as a group through the Oxford town centre in the early evening rush hour isn’t either really. Dealing with the homesick children, the lost telephones, the occasional breakages of this and that, the little conflicts between increasingly tired children as the week goes on all can be added to the list.

It’s fair to say that this is fairly extreme educational experience. 16-18 hour working days for a week are pretty demanding, physically, emotionally and intellectually. Looking back it’s perhaps not so strange that nobody ever mentioned this during teacher training!

Advertisements

A rarity in education

I have worked in mainstream education for 17 years and I have just participated in something of a unique experience, a three day, uninterrupted training course for the very first time. In fact, since qualifying to teach, I have never had any more than a single isolated day of training and more often than not, any specific extra input comes in the form of just an afternoon clamped on the end of a morning of teaching. The reasons for this restriction is either financial or, and this is more often the case where I work, the fact that lessons for our pupils are cancelled. I understand this reasoning up to a point.  However, really the question in the end is; is the hugely limited and disjointed scope of on the job training in education actually not a far bigger problem than that of a number of cancelled lessons?

As it happens I haven’t been on the receiving end of the training during the first three days of this week. I have been giving the course, together with Cathy, a colleague form New Zealand to a group of ten other teachers from our school who will be teaching in English as part of our bilingual team for the first time after the summer break. It’s been a fantastic three days.  Hard work for all of those involved, challenging for many, fun, engaging, thought provoking and certainly good for team building. The progress made by the group has been amazing to see, confidence has been built and there is a growing belief that they really can teach their classes of Dutch twelve year olds using a good level of English.

The space we have been given this time has allowed us to deliver information, to use numerous didactic approaches, allow discussions to take place, create space for actual lesson material to be developed and presented and above all work on the verbal presentation skills that are necessary for a teacher teaching in a second language. What you might call a ‘critical learning mass’ has been built up and will hopefully be carried forward into the next school year. Way more common in education are training sessions that are offered in an intensive two to three hour session that throw a series of ideas at participants that work as a flash in the pan creating momentary enthusiasm only for the input to largely disapate due to a lack of follow up as the teacher is once again left to their own devices to try and find a way of making use of the material.  I’m a pretty conscientious worker but I recognize this tendency for good input is simply lost because it is offered initially in such an isolated island of training. So what would I propose as an improvement on the current situation? Well, on the basis of the last three days I would definitely say that twice a year, a training session of  two or three days could be fantastic and actually have the chance of producing something truly effective. Yes, the pupils would miss five days of lessons, but if the quality of the education on offer was significantly improved might that ground not simply be made up in another way? Schools have significant pools of experts and examples of good practice, but if we are honest it is mostly only the pupils who happen to be in the right classes who are the beneficiaries. The spreading and sharing of ideas, material and teaching skills is something that all educational institutions probably have to work on.