Making the investment

Reframing ‘engagement’ in the classroom

Any mention of ‘engagement’ in the education Twittersphere or blogosphere will create a flurry of emotive debate. To many, it is now a dirty word, summoning up caricatures of content-free, gimmick-laden teaching, in which the aim is simply to engage so that learning somehow follows. In fact, there is a strand of discourse in which even considering how to engage pupils, or to think that anything other than ‘learning itself’ or ‘the richness of the subject’ is motivation enough, is a failing – a sort of lowest common denominator approach.

Of course, this is in reaction to historical imbalance. In training, I use videos of exemplar ‘Outstanding’ lessons from just five or six years ago, to show how remarkably empty of learning a lesson can be when it is designed around activity and engagement. And the idea that pupils will ‘behave’ if only a lesson is made engaging enough is, of course, very dangerous. Continue reading “Making the investment”

A poetry lesson

An account of a poetry lesson, with some thoughts on efficiency, on how we treat texts and on knowledge.

Sequencing.jpgWhen I became an Advanced Skills Teacher, in 2002, the designation was still fairly new. There was quite an intensive appointment process involving a portfolio of documentary evidence, a set of testimonials and a visit by an external assessor, who watched me teach a mixed-ability Year 10 class. For this, I served up a ‘sure-fire’ double lesson on a poem, which I thought went very well. However, while the assessor enjoyed the lesson and was complimentary about it, she had a major reservation. Just the week before (she told me) she had seen the same poem “taught very well in just half the amount of lesson time.” I found this a little irksome. I argued that I could very easily have ‘taught the poem’ in half the time, but that the lesson was about more than covering curriculum content as quickly as possible. But did she have a point? Continue reading “A poetry lesson”

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