The Last Day of Term

I’m starting this blog at break time, which is mid morning on the last day of our half term. Some of you will know this already, but I’m an English teacher in a high school. Normally, I wouldn’t do this, but the day starting as it did I felt I had to in the interests of sanity. Some of you – fellow teachers – will read this at the very least with a knowing smile on your face, while others will have their eyes opened at least a little bit about what can happen in a classroom.

It’s been a tough half term. We’ve been busy preparing classes for GCSEs, which is taxing to say the least, but obviously then you’ve got all your other classes and day to day dramas on top of that. For me personally, it’s been a stressful week; three sets of assessments to mark, pre-exam sessions with my Year 11, after school sessions too and the sheer unadulterated fun of a fairly vicious fight happening in my form out of absolutely nowhere!

So today, the last Friday before a week off, should be about tying up loose ends relaxing at least a little bit. So why am I finding myself so wound up? Well, let me tell you a story…

I teach a lovely Year 7 group and they are the start of my worst day of the week, which is Friday. Friday’s timetable is book-ended by my Year 7s and my nice Year 8s. In between I teach my bottom set Year 10s twice and then my bottom set Year 8s. Both provide, shall we say interesting lessons.

However, today it seems even my Year 7s have been sent to try me!

It should be simple. Today we’re improving on a recent assessment; a process we call EPIC time. Basically, using feedback given on their assessments the pupils improve on a new topic, but the same type of writing. So their assessment was a newspaper article on one topic and now they’re doing one on a different topic. Simple, right? No actually. You’re wrong.

I start by getting them to copy down the date, title and learning purpose. I tell them to do it in purple pen, adding more than once that everything we do today should be done in purple. Cue the first question.

PUPIL: “Sir, do we write that in purple” ME: “Yes, like I said, everything” PUPIL: “Oh. I’ve written it in black.”

And so it begins. I must have been asked about purple pens at least 8 times after this. It felt like it would never end, despite the fact that every so often I’d remind them that EVERYTHING should be written in purple.

A similar theme emerges when we have a couple of small worksheets to fill in; one as a recall Do Now task (we stick them into books every lesson), the other a checklist for the task. These small loose sheets need to be stuck into books. I tell them this. I tell them again…oh, you get the idea. Still, they ask if they should stick them in. One even informs me that they’ve stuck one of the sheets next to their assessment, which must be 4 pages further back from what we’re doing today.

I’m beginning to think that today is going to be one of those days…

Having completed their assessment a couple of weeks ago, it means that the class will have to turn back some pages if they need to refer to it. So I tell them the date that we did it. Friday 13th May. Maybe I was asking for trouble, eh? Still some can’t find it, but they eventually do, leaving just one who is adamant that it isn’t in his book. After much to’ing and fro’ing about the date I head across to his desk, where I promptly find said assessment. The assessment is on the page that has the date Friday 13th of May on it. I resolve that these things are sent to test us and move on…very quietly grumbling to myself.

With 35 minutes of the lesson remaining, we’ve covered all of the input into their task and it’s time for them to write.

I am able to relax for approximately 4 minutes before, despite trying to encourage their independence since September, a barrage of questions. I’m asked what emotive language at least 3 times. I’m asked to spell every word in the dictionary, despite the fact that they’d all been given a dictionary as part of their equipment about two weeks ago. I’m even asked what my favourite cheese is? Not really, but it wouldn’t have been a surprise.

My next two English lessons are with the same group – my lower ability Year 10s. They’re what you might refer to as ‘hard work’ and although there are only 12 of them, they’ve kicked hard against Macbeth for the last month or so. Behaviour has not been good and at times I’ve ended their lessons exhausted.

Today, I decide we’re going to do a big timeline of important events in Macbeth with key quotes added. We’ll do it via my whiteboard, which is actually three put together. The students will contribute via questioning and hopefully a bit of their own volunteering of information. It’s quite demanding doing it this way because as the teacher you’re driving everything forward, doing lots of writing, prompting with questions, key words and hints, while hoping that they don’t notice how hard they’re working and how much they’re writing. And you’re doing it with your back to the room for large chunks of the lesson, which with this group is a bit of a risk. Especially if one of them’s brought the darts again. Just kidding.

To my great delight it works. Have a look for yourself.

However, it’s not without its hitches. I have to stop within about 5 minutes as two students have copied what’s on my board exactly. So not only has their A3 sheet got a big timeline horizontally, but they’ve also copied the edges of each board – remember there are 3 put together, so my one big board space has two vertical lines down it. Rather than a timeline they’ve got a grid and when I ask why they tell me it’s what I did. They’re staggered when I tell them it’s the edges of two of the boards. They’d thought that I’d drawn on the vertical lines and despite the fact that they’d always been there, they hadn’t noticed them in almost a whole academic year! As horrified as they are and as amused as I am, it only takes a fresh couple of sheets of A3 and they’re good to go again.

By the end of the two hours though every student has an A3 timeline chock full of Macbeth flavoured goodness. They’ve enjoyed doing it, they’re telling me that they understand the play more now (even if it’s just what happens) and they have a good 15 or so quotes to learn/ignore. Maybe the day is taking a turn for the better?

After some dinner I face up to an hour with the class that is easily my worst behaved. Another low ability group, this time Year 8. They’re finishing off some non-fiction work and will ultimately design a poster persuading people to stop using single use plastics. There are too many ‘events’ to go through here though, but by the end of the lesson they all have a poster which consists of the word PLASTIC (their choice) in bubble writing done by yours truly and some facts about single use plastics scattered around. We’ll file them under the heading ‘Last Day, Not Very Good’.

Four hundred hours later – give or take an hour or so – it’s time for the final lesson of the day. Again, it’s Year 8, but a different group. Again, they’re working on an EPIC of an earlier assessment, so we’ve come full circle, which is nice. Workwise, they’re great. But our rewards system provides a couple of interesting moments.

Good work, behaviour, telling me they like my socks or that I’m just generally great is rewarded with tokens. Tokens can be placed in a box marked with whatever whole school reward they want at the end of the half term. Most tokens wins. Today, every kid is getting an ice lolly during the final period of the day. They’re delivered by a member of SLT called Emily Smellyfartpoo (Her 2nd appearance in one of my blogs and once again I’ve changer her name; she’ll never know it’s her). Her real surname is Shittyarseface. It’s not, I’m just kidding. It’s dafter than that.

Anyway, I’ll leave you with two gems that come out of the mouth of the same student as a result of an ice lolly. Firstly, when he takes a nibble from the lolly he literally screams before declaring ‘It’s cold!’. He’s really not messing around. This is genuine shock. I mean, the clue’s in the name, kid. Then, while everyone else is managing to keep working while they eat their lolly he claims that he can’t eat it with his left hand, so must do so with his right, his writing hand. He ends up spending a little bit of time with me in a short detention at the end of the day!

So there we have it. That last day is never as easy or straightforward as you’d like it to be but I hope you enjoyed the end of term as much as I did!

Poetry Blog: ‘A week to go’

It’s that time of year again. Us teachers are exhausted and conflicted. Year 11 are about to leave and we’ll benefit from the time that leaves us, so yay (!), but there’s also the shadow of ‘did I do enough’ hanging round. That particular weather front will keep popping back until late August and even then it’ll be immediately replaced by Storm ‘Could I Have Done More’ and Hurricane September!

Despite my vintage as a teacher – just over two decades and counting…not that I’m counting – this time of year doesn’t get any easier. I won’t lie and tell you that I’m not glad to see the back of my Year 11s though. We’ve got to that fractious stage together where we’re all pretty much sick of the sight of each other now, but it doesn’t stop the worry. Add to this the fact that my own daughter is also taking her GCSEs and it makes for a very tense and very tiring time. I’ve said this before about several things, but I think I’m just too old for all of this nowadays!

I wrote this poem – as I did another this time last year that can be found on the link below – while patrolling my classroom during a two hour pre-exam session while my class were working.

Poetry Blog: ‘In a Perfect World’

This year’s group are a set 2, so bright and capable, but watching them work all that came across to me was just how vulnerable, tired and disheveled they looked. So, when I got a little bit of time that evening after they’d gone, I began to scribble down the notes that would become this poem. As ever, apologies for the title; crap isn’t it? I wish I had more imagination when it came to naming my poems!

'A week to go.'

The latest in a long line of young adults are about to step out of the building for one last time and see what the weather holds.
The inevitability that you've been warning them about for years has dawned and the story is frighteningly familiar.
Everything is out and ready for their arrival,
yet still it takes two minutes to enter the room - some things never change - 
and even when I think they're in, several of the flock have wandered off.
I guess there's always a willful one or two that will find their way into someone else's field in spite of the fences, just because they can.
They arrive seven minutes late, quietly apologise, then,
having received the same instruction as the rest,
proceed to bleat idly to a fellow latecomer as if everything in this world was just perfectly zen.
Oh, for just a tiny dose of this carefree youthful optimism, this lack of knowledge of the world for just a few more days.

Functional stuff dealt with we attempt to power on, 
there's one week to go,
nothing can be left to chance,
no stone left unturned.
While they work, I wander somewhat aimlessly,
now adopting the roll of the lost sheep,
occasionally taking sharp inward breaths as if to speak,
but always holding back, telling myself to savour the silence,
let them work.
Outside, an ill wind blows ominous Shakespearean clouds across the horizon
and I wonder, is this a sign.
Maybe, maybe not. This is the north after all, where clouds are nothing if not ominous.

Averting my gaze, I take in the sights of the classroom once more,
looking for more positive signs.
One is slumped over the desk, writing, one shoe discarded perhaps for some kind of aerodynamic reason,
one wears tracksuit bottoms - more Sports Science in action, or more likely the result of what was lying on a darkened bedroom floor approximately 6 minutes before his lift arrived.
Several are conducting a tiny rebellion; dyed hair, trainers, no ties, shirts untucked. I smile and hope that this sense of rebellion and experimentation grows and grows until it bears fruit, lightens these lives.
I wonder though, what they're rebelling against, hoping that the answer would be 'Whadya got' but fearing excuses about not being able to breath with a tie on or school shoes breaking, giving up the ghost just at this most convenient hour.

Rebels or not, for now all are working,
minds hopefully being emptied of every quote, every interpretation and perhaps,
if we're lucky a skewed version of some contextual nugget, a view of what life was like in the dark and distant past.
Pens race across pages, wrists are shaken in order to bring new life,
before the pen returns to the page to pour out more in one last effort.
And then, time stops and for a wonderful moment it occurs that I might have done enough...
Still, I think, a week to go.

It seems clear to me that there are a wide selection of attitudes and approaches to the exams and the final few weeks or so of high school among the students we teach. This was something that I was trying to get across in the poem, as well as the worry that we teachers can feel. So the bits about uniform and hairdos (and hairdon’ts in some cases) were supposed to reflect that. Sometimes I think that the exams take second place at this time of year because it feels more important to forget your tie and flaunt your new, casual look. I don’t think I’ll ever figure out why though!

Popular opinion sometimes seems to think that teachers only care about results the students’ results affect our pay – they don’t. What matters to most teachers – I can’t say all because I’ve worked with some that seemed to utterly despise what they were doing – is that we’re able to make even just some small difference to the lives of those that we teach. Certainly, when I look at my Year 11s around now I find I worry about what’s next for them, hope that they get what they want out of life and that they can just put enough work into getting these qualifications, all the while knowing that there’s not a lot left that I can actually do.

Anyway, whether you’re a teacher or not, I hope you enjoyed the poem. Feel free to leave a comment as I always enjoy reading what people have got to say about what I write; especially the nice comments!

Poetry Blog: Not quite out of my comfort zone, but refreshingly different all the same.

Early last week I had to teach in an entirely different room to mine. Occasionally, we get put on cover for absent teachers and on this particular day I was asked to cover a Year 7 Textiles lesson.

There are two ways that I look at this type of thing. Firstly, it’s quite nice to have a change of scenery and interesting to get a glimpse of what other people do and how they do it. I’ve taught English for 22 years now and although I love it dearly, nothing ever really changes that much. I might have to adapt ever so slightly to a different approach every now and again, but even then it’s probably all been done before under a different name, so it’s never too taxing. So looking in on other peoples’ jobs and subjects can be quite refreshing at times, depending on the subject!

The negative side is that there’s always a cynical little voice in my head telling me that it’s not really the same as what I do. English teaching is difficult, that’s a fact. So sometimes, other subjects can seem a little bit more simple and straightforward. I understand that there’s a lot more to every other subject than I might learn on an hour long cover lesson though. So, I’ll leave that there!

Anyway, I enjoyed being in the Textiles room and not just because the pupils were so engaged with what they were doing either. So while I was there, I scribbled down some notes and from those notes, I wrote the following poem a few days later.

Not quite out of my comfort zone, but refreshingly different all the same.

The difference is apparent from the first step across the threshold.
Welcomed through the door by an headless Adonis mannequin clad in sparkling gold hotpants, this is a place of learning but not as we know it
and although at first glance this is alien, a second look confirms that learning is here, there and everywhere.
Around the perimeter sewing machines sit, caped in the red of emergency,
poised to perform vital surgery at any given moment.
Colour dominates every surface with paper, thread and all manner of materials scattered,
nothing uniform, just imagination allowed to flow freely from one stream into another.
Hooked, I cast my gaze wide around the place, allow myself a moment to be carried away by the current, from Pop Art to Van Gogh, Hockney to Warhol,
not quite a gallery but not quite what I understand a classroom to be,
a place to create, with mannequins and safety pins strewn liberally,
a riot of colour where fabric sweet wrappers and washing up bottles adorn the walls, a supermarket's shelves stitched together, recreated around the room.
In a corner, tie-dyed swatches are labelled with names that I recognise,
enabling me to take a different view of what I see and where I see them.
Later, I settle back down in a chair, find myself reliving memories of Art rooms from the distant past, wrangling with paint, contemplating colour and depth and wondering how, at such a young age, I could express myself when no longer cocooned by this creative hive, but finally out in the vast expanse of the world.

The Textiles room presented a real contrast to the order and uniformity of my type of classroom. As part of an academy chain we’ve long since been expected to adopt the academy colours for borders and backing of displays and we even have displays on school policy in each room, so it can begin to look a little bit formal, shall we say. Unless your attention is grabbed by my desk of course, where the words formal, uniform and organised don’t sit well at all.

Sitting in that room got me thinking quite a bit, firstly about the skills that are taught there and then also about my own background in the more creative side of education.

In the poem I refer to the displays of work that imitates various artists, which made me think of my own daughter, currently studying GCSE Art and having worked through all manner of different artists’ styles with her, it brought a smile to my face. It also made me draw parallels to the writers we study in English, making the two subjects feel a little bit closer than I’d ever really thought of before.

Looking at the various ongoing projects took me right back to my own schooling, where I took a slightly creative approach to my GCSEs and then A-Levels with a CDT Design course and the more traditional Art. It was nice just to reminisce like that and it got me thinking about how happy it would make me to create something back in those days, as well as the stress and ultimately the pride when having to work out problems with materials like paint as well as metal and wood. It also made me doubly determined to get out and doing some sketching when my latest half term holiday comes around, as it’s something I haven’t done since last summer.

All in all, a nice way to spend an hour at work! I hope you enjoy the poem.

Teaching: The Worst Things About Christmas Half Term

Recently, I wrote an article about the fact that this time of year is nothing short of arduous and painful for us teachers. I know it’s difficult for a lot of people at this time of year, but having done other jobs in my time, I’d definitely say it’s tougher than most places in education. I haven’t worked down a pit or anything, but I’d hope you take my point. With this point in mind, I got to thinking about the kind of things I dislike the most about my job at this time of year. And so, in no particular order and with more than a hint of sarcasm and tongue firmly tucked in cheek, here you go!

The constant question – “Can we just watch a movie?” For starters, we call them films where I’m from, so no, we can’t. However, from week 1 right the way up until the last week before Christmas, at least one of your classes will think that the time is just right for watching a film. They’ll cite the number of days until Christmas, the terrible weather and tout the blatant lie that all the other classes are watching films…anything that might just make you budge. And the cherry on top of this particular cake is that when you finally do put on a DVD – on the last day, bosses – your students will generally sit and talk through it! Well my wonderful students, I’m afraid you’ve just met DVD Scrooge and instead we’ll be doing that far more traditional English Christmas half term activity of writing lots and reading a bit. Bah humbug indeed!

Photo by Tima Miroshnichenko on Pexels.com

The other popular question – simply because the first question wasn’t annoying enough, students will then turn to another, genuinely more offensive question. And all in the name of Christmas. And it’ll often be the first thing they ask as they walk through the door. In fact, sometimes, as a Christmas treat, they might ask you it before lesson as you’re passing on a corridor. The question? ‘Are we doing anything fun today?’ Now there are several levels of offensiveness to this question. Firstly, is there a veiled accusation here that our lessons aren’t fun? Task-wise, I might take their point here at times. Maybe writing an analysis of how a writer creates tension isn’t that much fun in a world where we have the internet, X-Box, Love Island and erm…fidget spinners (look it’s spinning on my finger…), but we’re in an English class; what did you expect? Secondly, I try to run a relaxed ship. I like a little bit of a lighter atmosphere and a bit of a joke now and again (a bit of ‘daft carry on’ we’d call it where I’m from), so the suggestion that my lessons aren’t fun is actually a personal affront. Or maybe I’m just not that entertaining? *Dismisses such a ridiculous notion with a smug little chuckle and moves on.* And of course there’s the fact that the study of English has been pretty much a constant in my life. It was an important GCSE for me, then an A-Level, then I did it as my degree! Fun? Bloody fun? Bollocks to fun, pal. Appreciate my expertise! Feel my love for the subject! Then get your 18th analysis of the half term written up! And look forward to re-writing it, in PURPLE PEN no less once it’s marked and I’ve demanded improvements! Then, if you’re really lucky, you’ll get to write a diary entry from the point of view of one of the characters in the play we’ve been studying! Don’t worry though, I might just dress up as a clown and do some juggling for you if the fun’s really getting ramped up as well. (I won’t. Ever.)

Christmas Cards – it’s not that I don’t love getting them; I do. I think it’s a lovely traditional gesture and I always enjoy taking them home to put up round the house. However, I am utterly rotten at remembering to write my own and send them/bring them in to school to give out. Cue a cringeworthy few moments every time I get one while I meekly explain that I keep meaning to write mine, but I’m an utter shambles of a man. Cue also me rushing around on the final morning of the half term delivering my cards – if I’ve remembered to get them out, write them up and then put them in my bag – like some kind of apologetic, pathetic Christmas loser. Oh, the yearly shame!

Photo by Jonathan Borba on Pexels.com

The final lessons before the Christmas break – it’s not the lessons themselves. They’re fine. Granted, I’m practically on my knees by this point, exhausted and steeling myself for finishing work and heading home to face the onslaught of pre-Christmas jobs that will inevitably only get finished some time mid morning on the 25th. No, it’s the fact that even though I’ve finally relented on the film question, my classes are still not satisfied with such wonderful Christmas benevolence. And why? Because my colleagues – God bless them, every one of them (to paraphrase Dickens) – have brought in snacks – snacks I tell you! – and are holding some kind of bloody party in their rooms! Well sorry kids, but ‘The Ghost of that Shit Christmas When All You Got Was Socks and Pants’ here didn’t get that memo. You know the drill…altogether now…Bah Humbug!

Christmas Jumper Day – or as I see it, the chance to look like a tw*t for a full day. That might not be everybody, by the way. Some people can look quite cool in their Christmas jumpers. Allegedly.

Can you turn the heating on?/It’s so cold! Another question that makes my internal, scarcely dormant volcano start to rumble. Not a day goes by at this time of year when I don’t have to go through my early morning in-school routine with a class. And they’re always told that the very first thing I do when I unlock the door and come into class is to put the heating on. If only they could remember. They also always fail to notice that the heating is actually on, despite the lit up display which again, is pointed out to them every day. Come in at 7.45am kids, I’ll allow my room to demonstrate cold for you! As for the fact that it’s cold; of course it’s cold. We live in northern England and our school is on the top of a great big hill; of course it’s cold!

So there you have it. The bane of my life at this time of year. Just as I’m feeling like I could sleep for a week, tweens and teens are busily digging the same old ways out in order to make all of our teaching lives just that tiny bit more stressful. Christmas can’t come soon enough!

I hope you enjoyed the blog and if you have any irritations at this time of your work year, whether you’re a teacher or not, feel free to let me know in the comments.

I’ll end on a big thankyou to the friends who got in touch to remind me of some of their own personal lowlights of teaching at this time of year in order to help with this blog. It’s late in the year, I’m tired and was flagging in the ideas department. Not for the first time the English Department at our school helped me out. I work with some truly wonderful people (although they always forget to bring me cakes and biscuits when they’ve been left in the staffroom as a reward for our hard work), so once again, cheers!

Poetry Blog: Library Visit

This is a poem that came into being while I was sitting with my Year 7 group during a library visit. We have a thriving library in the school that I work at and at Key Stage 3, English classes are booked in for regular visits in order to renew loans, browse or take out new books. It was on one such visit that I scribbled down the bones of a poem, putting it together as the finished thing later that day.

What prompted me to write was how amazingly fussy the students were. On top of this it felt like they hadn’t listened to anything they were told in what was obviously a carefully planned presentation. Their behaviour made me smile in part, but also brought out my sarcastic side, which to be fair is never far from the surface anyway.

Library Visit

If you are 11 or 12 it would seem to be impossible
not to fiddle with a plastic wallet when given one.
A temptation surely proven by science as unavoidable.
To crinkle, to flatten, to rustle and crackle,
might as well be written down as law,
with a sub-section of said law regarding the unavoidability
of crinkling, crackling and or flattening when the librarian 
is addressing the room.

The same rule seems to apply when it comes to sitting 
on an assigned chair,
especially if this process involves sitting next to 
a member of the opposite sex.
Those who will take on, for most, the very properties
of a magnet in just a few short years are for now,
strictly persona non grata 
and to park one's arse within a few inches is viewed as
an absolute, unspoken, unwritten non starter.

Silent browsing is now also beyond the wit of
the pre teen human. Instead this almost instantly provokes
inane chatter and a convergence around any available
window in order to gawp longingly at an outdoor PE lesson.
And so, the sanctity and stillness of the library
lies largely ignored, broken; the resistance of an enormous SILENCE sign
is futile and a thing of the past, long discarded and tossed unwanted 
into the depths of a stock room, a relic of a lifetime ago.

What is certainly not impossible is the ability 
to ask ridiculous questions.
Common sense flies out of the window,
somewhere on the corridor on the way here,
having the common sense to know that it will not be needed
in the next half hour.
Even organised, alphabetised shelves full of writer's names
will not reveal where to find the R of Rowling,
the D for Dahl,
and so ordered thinking gives way to questions that,
with a few seconds more thought, need never have been asked.


It’s funny how these library visits regularly pan out in exactly the same way. Our students are more than happy to revert to stereotypes when they’re left to their own devices at these times. So rather than scrutinising the shelves we’ll see groups of boys congregating by the windows in order to either gaze out of them or just stand there whispering.

The stereotypes continue as there are always boys loitering around the non fiction section grabbing books about cars so that they can sit back down and point at the glamour on the pages in front of them with their friends.

Similarly girls will wander around in groups, choosing books before sitting down and dutifully reading them. Because they’re good at doing what they’re asked to do.

It wasn’t a stressful library visit. In fact, if I could have predicted how it would go I’d have been pretty much 100% accurate. But it never fails to amaze me how classes don’t listen when they’re told where to sit, how boys seem almost allergic to sitting next to a girl or how even though someone is addressing them, some kids will fidget with something in their bag or pencil case. And so, I wrote the poem…

I hope you enjoyed what you read. If you work in education you might know exactly what I’m talking about or if you just remember such visits from school, it might have brought back some memories. I’d love to hear what you thought though, so feel free to drop me a line in the comments.

So, I got boosted

Last night I went to a local hotel, where part of it is serving as a vaccination centre and received my Covid vaccine booster jab. Today I have a full day’s teaching. Class after class after class. So I thought I’d document my day.

I wake up feeling groggy. Not the usual middle-aged-can-I-retire-yet groggy, but a grogginess that feels like I’ve been hit by a truck and then while I lay there, miraculously recovering, someone took a hammer to my left bicep for an hour. I am a shambling mess. More so than usual. And it’s painful to lift my left arm. Today is going to be a bit of a challenge.

After a quick shower, breakfast and time spent getting dressed, I’m heading for the door. The grogginess hasn’t subsided and to make matters worse now I feel sick. My legs ache like I ran a marathon yesterday and my head is spinning. Not literally – what a boon that would be for the anti-vaccers – but I’m dizzy and it’s decidedly unpleasant. As if commuting through the bandit country of deepest , darkest Dewsbury wasn’t hairy at the best of times, today I’m attempting it while feeling in the same headspace as Dennis Hopper in Easy Rider.

There’s lots to do at work and handily I’ve written a ‘To Do’ list the previous evening so that I wouldn’t walk in and forget the urgency of certain things. Unusual foresight for me, but it’s a good job I have. Without it I may well have just sunk into my chair, flopped my head onto the desk and stayed there until someone burst in to wake me up and tell me that my class were outside.

I busy myself entering data onto a tracker, which as all teachers know, is easily one of the most beloved parts of the job and very much the kind of thing you do to give yourself a morning boost…

It’s a wonder that I can put anything like the right numbers in the right boxes, but miraculously I manage and hope that this little exercise has focused my mind a bit. It hasn’t though, as I’ll soon discover.

Before I know it, my Year 7 group are lining up, so I get the date, title and learning purpose on the board for them to copy and the Do Now task onto my other board. They can stay busy while I’m doing a register. And this way we can have a calm start to the day while I try and work out where I am and who is responsible for this cruelty.

It starts calm and stays calm. I’m very lucky with my Year 7s and even though the group has changed in recent weeks as the sets were shuffled round a little, the atmosphere in class has stayed purposeful and just all round pleasant. The group seem to like me – that’ll change – so it’s a nice way to start what promises to be a really hectic day.

What I do find is that I’m calling people by the wrong name quite often though. Feeling this dizzy is really not conducive to teaching!

During Period 2 I continue to refer to people by the wrong name and it becomes worse, if anything. Sometimes it’s the name of another student in the group, but at others it’s just a random name that pops into my head. It’s a surprise when I don’t refer to any of them by character names from the text. Imagine how bad you’d feel as your teacher responded to your hand up by asking, ‘Yes, Scrooge?’ or ‘Go on then, Tiny Tim.’ And heaven forbid I might try to wrap my mouth round Bob Cratchit’s name in this state.

At one point I reach a pretty early low when I realise that I’m writing about a character on the board, but it’s a character who doesn’t actually feature in the text that we’re studying. Little tip for you; neither George nor Lennie appear alongside Scrooge in ‘A Christmas Carol’. Luckily for me, my students just diligently copy the notes out seemingly unaware of any problem. Me? I just quickly rub out the name and carry on. Once I’m finished I decide that a sit down is required while I contemplate whether anyone will spot that error in the next book scrutiny. At this moment in time, I don’t care.

I summon every ounce of strength I have to give my form a very stern talking to when they arrive for Study Skills. They’re also my English class and I finally finished marking their mocks last night, while struggling to keep my eyes open. My own fault, I suppose. However, their exams reveal the need for a renewed focus and lessons where we work at breakneck pace between now and Christmas. Four of my group decided to answer not only their Shakespeare question, but all of the others too. Actually, that’s wrong; one of said four wrote the title of the right one, left the page blank and then answered all the other Shakespeare questions instead. Aside from this absolute brainstorm, several of them clearly haven’t revised or just didn’t really bother putting effort in. It felt like every bit of advice was ignored and with the added bonus of feeling like I’d like to curl up for a nap, I’m in an awful mood. Our motto is ‘Be Nice, Work Hard’. Well they didn’t work hard, so I won’t be being nice for a while. God knows I have to work hard enough at being nice in the first place. I’ll save it all up for my Year 7s!

One of the delightful foibles of my timetable this year is that I have bottom set Year 10 group for 2 hours either side of a break. Someone called, Gemma Sillyfartpoo (not her real name, so she’ll never know this is her…) does the timetables, and now every Friday feels like she’s personally hinting that I should retire. I often wonder what I’ve done to make her hate me so!

For the next hour I continue in the same vein as before, forgetting names, talking nonsense and losing my thread in the middle of sentences. Some would say the booster has had no effect at all. At one point, as the students are working, I head back to my desk intent on doing an important job, but when I get there I have no idea why I’m there. I sit and stand a couple of times, stare into space a bit and mutter to myself before wandering off. In the words of the quite wonderful Inspiral Carpets, ‘this is what it feels to be lonely’.

At lunch I decide that the only course of action is to stuff as much food into my mouth as I can in order to build up some strength. I have two teaching hours to go. I go for a walk around school, primarily to keep myself awake but realise as I come up towards the Science department that if anything’s going to send me to sleep it’s the Science department, so I do a shuffling, mid paced u-turn and head back to what I lovely refer to as my cave.

My Year 8 group Period 5 are relentlessly badly behaved and it takes almost all of my energy to get them through and keep on getting work out of them. With 20 minutes to go I could weep. How has this only been 40 minutes so far? Time appears to be wading through treacle and I’m shambling around like a drunk at the back end of a wedding disco, just pointing and muttering to myself. I refrain from hoisting an imaginary bottle of strong lager into the air and singing ‘Sweet Caroline’ in favour of getting 80% of students’ names wrong while cajoing them to finish an answer. My support assistant smiles at me sweetly. I’m not sure she’s really noticed a sea change in my behaviour, to be fair.

It is a blessed relief when my final lesson of the day goes smoothly. The kids work hard, probably suspecting that their English teacher is on the verge of a nervous breakdown and before I know it, it’s 2.45 and time to send them homeward.

I slump at my desk, pondering a nervous breakdown, before realising that I still have work to do. At 4 0′ clock I’m finally heading home back through the Mad Max territory that is Dewsbury town centre. I need to buy something for tea and will no doubt attempt to pay with Post-It notes, but it doesn’t matter; I got through.

Disclaimer: Some of this is a little bit exaggerated. None of it though, is fictional and I truly felt rotten all day, regretting waking up from…well, the moment I woke up. Apologies should go to Gemma Sillyfartpoo (not her real name); I know you just press a button on a big machine and it churns out all the timetables for you, so it’s not your fault. Similarly, a big sorry goes to the Science department who are lovely people. They just teach a really dull subject that has the ability to make me sleep, making them the envy of any hypnotist. I’m sure you were bored by English at school as well though. Weirdos.

Feel free to leave a comment. I’ll read them when I wake up from a deep, deep sleep.

Teaching: The road to Christmas

As a high school teacher of over two decades I think I’m qualified enough to say that we’ve just entered our toughest half term of the academic year. I think we’ll all agree that the 7 weeks from the start of November until nearing the end of December is like swimming in sand at the best of times!

We started our half term this week and although nothing major has gone wrong and none of the so-called ‘red flags’ have been raised, it’s still falling into a familiar pattern.

For a start, the weather has been predictably dreary. As we blink our way into Wednesday, I can safely say it’s the first time I’ve viewed a blue sky all week. And even that is being flanked by ominous clouds. So although the blue sky is a welcome sight, I’m aware that the weather could break at any given second and bring with it that predictable grey that bleeds into a charcoal, so often found in the UK. It does nothing for morale!

On top of the clouds we have the wind; there never seems to be a still day at this time of year. Unless of course we get a bright autumn day where I might get some washing out to dry and then the gale becomes a breeze, becomes a veritable vacuum where literally nothing moves! It’s the time of year when sometimes you feel like nothing will ever go right for you. And that’s a feeling that can quickly multiply as a teacher.

The wind, the rain and the general feeling of an almost permanent mist hanging over the season can be a terrible combination for your classes. I’ve certainly learnt over the years that if it’s windy and raining I’ll get at least one class who are completely off the wall for the hour. They come in, soaked because they didn’t feel the need to get undercover, and then complain about the weather. This will often then morph into complaints about whatever it is we might be doing and however we attempt to do it. And it would seem that once they’ve been knocked about by a windy day, kids can’t help shouting out and making daft noises, which will inevitably lead to fits of giggles. Not ideal for the flow of a lesson!

Sitting at a desk going through what should be a familiar routine can prove impossible. You might as well present them with a pair of mittens and a Rubiks cube each. And all this because it was blowing a gale, the rain was travelling sideways and my students didn’t have the common sense to stay out of it as much as they could.

The dark mornings and dark evenings also make the winter term a real pain. It shouldn’t make a great deal of difference really. But it does. It’s no fun leaving the house in the dark and it’s even less fun getting to the end of your day and driving home to find, light wise, it’s night time! It does strange things to your state of mind. Being greeted by a dark classroom that resembles the inside of a walk-in freezer doesn’t help either. I imagine it’s a bit like living in the far north of the planet near the Arctic in Sweden or Finland and having either almost permanent daylight or long, dark days, depending on the time year. Probably an over-the-top comparison, I know, but please feel my pain. Sometimes, the only daylight I see is through a window and it can start to get you down. Add in the weather and how that can disrupt the commute and it’s quite the pain in the rear end!

Speaking of the commute brings to mind the simple fact that it can be awful at this time of year. A few parts of my journey into work are prone to flooding and we get more than our fair share of rain here in West Yorkshire. I think our monsoon season is between January and December. There are a couple of places where it can be a real hazard and times when I wonder if some sort of amphibious vehicle might be a better option.

And then there’s the snow. Now, I’ll preface this with the fact that the UK can come to a complete halt if there’s a centimetre of snow and that looking at other countries who cope admirably with far more, we’re a bit rubbish really. However, it doesn’t change the fact that snow always makes me shudder about my commute. Over the years I’ve had multiple journeys to and from work that have involved sliding around roads and spending what have felt like endless hours getting to the end of my journey. Last year, I managed to get into work on a snow day only to find out that the school was being closed and that I faced a long journey home. Little did I know however, that it would take me over 6 hours to drive home! So any snow this year will be approached with dread!

As I write, we’re a week into the new half term. Just 6 more to go until it’s almost Christmas and a blissful two weeks off! In the meantime though, I’m hoping for less of the wind, rain and snow that will lead to the inevitable terrible in school behaviour from some of our students. I’m hoping for less moans and groans about the temperature in my room. Amazingly, there are many times where I have students complaining that it’s cold while others are asking to take their blazers off and claiming they can’t work because it’s too hot!

There are other daunting features of the next six weeks to come too. These include marking mock exams, data collections, avoiding secret santas, avoiding having to take part in our department production of ‘A Christmas Carol’ and avoiding colds, flu and COVID!

One thing’s for sure…this next 6 weeks will feel like years!

That difficult first week back: This teacher’s diary.

Having written a blog a couple of weeks ago about my predications for September and seeing that people seemed to genuinely enjoy the mixture of cynicism and ridiculousness, I thought I’d diarise my first week back at work as a high school teacher. Typically, having been thrust straight back into the chaos of a high school, it’s taken longer to write than I thought!

The first week actually went fairly well and wasn’t half as painful as I imagined it might be. And as a bonus, it seemed to pass very quickly. Where that first week back can sometimes feel as long as the holiday we’ve just enjoyed for us teachers, this one seemed to just take the required week’s worth of time, which is always nice. So here’s a look at the week.

Day 1

Having settled back into my classroom and thrown a few old resources out – new year, new start and all that – I went to a neighbouring classroom to attend our first online briefing of the year. It’s not a criticism to say that these are usually tedious affairs. I mean how do you talk about results, approaches to teaching, school routines etc without it sounding a bit boring? So, it’s safe to say that although my eyes are open, my ears are at least partially shut. My brain, as ever, is focusing 90% of its efforts anything but what’s going on in front of me.

Talk of disadvantaged students makes my mind wander and I’m faced with the horrific realisation of my own disadvantaged school days. Here, because we didn’t have a great deal of money, my trousers were bought at Geordie Jeans – a kind of budget version of a charity shop with the emphasis on cheap versions of last year’s styles – and for at least one year, my jumpers were knitted by my mam. The memory of those jumpers alone makes me almost squeeze into a corner in embarrassment and it’s a wonder I don’t shed a tear.

Our Head Teacher’s briefing is held in the hall, meaning that I’m thrust into a crowded environment where I’m not really Covid comfortable. So I make a beeline for a back row.

The briefing is quite an entertaining affair, but I’ll mention a few highlights. Firstly – and forgive me, I can’t remember what parallel was being made – but the Harry Potter Castle is mentioned. The toy version, that is. Apparently it costs the best part of £400 and it makes me think they’d need a special kind of magic to get my credit card out of my wallet to pay for it. More pertinently though, I didn’t even realise that there was a Harry Potter castle. If there’s a castle, what on Earth is Hogwarts then?

Further to this, our head then throws in a couple of old photographs of himself from the 90s. Definitely a highlight because it’s always funny to see those – dare I say it – embarrassing pictures from back in the day.

The rest of the day is spent both in my class preparing for the rest of the teaching week, as well as in more meetings. By the time I get home I’ve taken on the haunted look of a soldier returning from war. It’s going to be a long year.

Day 2

The hours before students actually come back to school are possibly the best few hours of any year. Sure, interaction with your classes is great, but it’ll never quite beat the serenity of pottering in your classroom while they’re not actually there. Suffice to say, I’m grateful for the fact the Year 11 have a later starting time today.

I’m grateful too for the fact that I manage to avoid the call to arms to go and welcome in our new Year 7 cohort as they make their way in, earlier than every one else. I don’t avoid it on purpose; I’m just in the repographics room having my daily wrestle with the various photocopiers in there. I leave with around 60% of what I came for, which is definitely above average for the spoils one takes when heading into battle with these machines. And anyway, it’s for the best that Year 7s aren’t greeted by me. It’ll make for a more enjoyable day for them, I’m sure.

Later, during an extended form period I have to explain that the school isn’t “all so strict” as one of my students claims. Rather, it’s the fact that minor issues like Covid meant that attention was diverted from things like uniform and make-up issues. In the fightback against Covid, masks, bubbles et al are somewhat under control and so we have time to address the fact that some people are dressed for a hen night, while others look like they’re planning to jog into the office in their black trainers. Not strict in terms of being in a school, when you think about it. A bit of a culture shock to some though, clearly.

In other news, I’m already developing a mint habit and a chewing gum addiction…

Day 3

Wednesday marks the first full day of school. And to mark the occasion, I’ve got a full day of teaching; 6 lessons, 4 different classes and a 2 hour lesson with my Year 11 form to start with. Exciting news…if you’re a masochist. It’ll only get better from next week when someone will add a Period 7 to the day and more Year 11 time.

To be fair, it’s mostly what we call expectations lessons today – going through plans, rules, giving out books etc followed by a short task or two if there’s time. But it’s not the work that’s the problem. It’s the managing the behaviour and emotions of 20-30 kids in a room after they’ve spent much of the last two academic years not in a room together.

By the end of the day I’m wiped out, a physical wreck. I’ve promised myself an early finish, but 4.30 ticks by and I’m still planning and trying to lay my hands on various bits of equipment, books and copying. An old headteacher used to tell us that it was like we were on an oil rig and wouldn’t see our families for a while during term time. I feel like I’m already staring longingly at the sea.

Day 4

Like a child on a long car journey, my head is full of ‘Are we nearly there yet?’ And it’s a case of answering with ‘we are and we aren’t’. Thursday; not quite the weekend, but still in the right half of the week.

Year 11 start the day full of complaints. ‘We’ve done Macbeth’, they tell me almost to a man. Only we haven’t. We covered some of the context at the back end of last year and as the rest of the lesson reveals, they’ve forgotten it all anyway across the course of a six week summer.

I’m down to teach 2 periods of PSHCE to year 9 this year and today I have my first lesson. It’s about healthy and unhealthy relationships. One young man, who clearly doesn’t understand the concept of accents, tells me that I’ve got his name wrong. I point out that I haven’t and that’s it’s just a matter of pronunciation; as a Geordie I’m going to pronounce things differently to someone from Yorkshire. He refuses to understand. Apparently, I’m wrong and just got his name wrong. I guess we’re all learning about how to create an unhealthy relationship. From now on he’ll need to start making ours healthy again, otherwise it’s going to be a long year. For him.

Day 5

It’s taken what feels like 6 weeks to arrive but today is finally Friday. And while last year my Friday featured free periods from 11.30 until 2.45 (none of it wasted, by the way, always productive in order to reduce workload elsewhere) this year I have a full day of teaching. That Friday feeling is conspicuous by its absence.

Part way through Period 2 however, we have an assembly to go to, so at least my day is slightly reduced. I settle at the side of the hall to have a good view of the assembly and its audience, but also in order to ensure a swift getaway at the end. It is from this vantage point that I spot one of the biggest spiders I have ever seen, stomping its way across the floor. It is no exaggeration to say that this spider is the size of a dog. Maybe even a bear. OK, maybe it’s a slight exaggeration, but it’s big.

Across the course of the ten minute assembly, said spider mainly stays still. Clearly it can sense that I’m watching it. However, occasionally it makes a dart across the floor. I know this as the ground shakes when it moves; it’s that big. Before I know it this veritable monster is heading towards a girl on the front row and as anxious as I am about the shock she’ll get if and when she spots it, I’m more relieved that I wasn’t asked to pick it up and do the humane thing by accompanying it back outside. I’m not particularly bothered by spiders, but this one must have measured a couple of feet across and stood at least a foot tall…

There’s more drama later when one of my still new Year 8s decides he doesn’t really fancy the classroom today and follows up on his refusal to remove his head from the cover of his blazer by getting up and walking out, giving us all not one, but two middle fingers. Not on the same hand, I hasten to add. This little drama is equal measures frustrating yet mildly amusing but makes me worry about many of our pupils and what the future holds after the stability provided by our academy (and I take very little credit for this) is taken away.

The week ends with a huge outward breath followed by the realisation that my early finish still won’t happen. After students have left, I sit at my desk planning, catching up on various bits of admin and sending resources to print for photocopying. It’s getting close to 5pm by the time I leave.

It’s been a relatively stress free and smooth first week. In what will feel like a year it’ll be Christmas and my body will be screaming at me to stop. I’ll take stress free and smooth for now.

As ever, feel free to leave a comment, good or bad. I hope you enjoyed reading. Enjoy your next week at work!

A New School Year: Five Predictions for September

I’m writing this on the Sunday before the last week of my summer holiday commences. Before I know it it’ll be the Sunday before school starts again. Already, I’ve got the fear. If you’re a fellow teacher, you’ll know the fear.

But rather than write about how terrifying it all is to go back to work and get strapped somewhat unwillingly into the education rollercoaster for another year’s worth of fun and frivolity, I thought I’d just make some predictions about what I can see happening within a few weeks.

It’s safe to say that I’m firmly in the category – one that I’ve literally just made up – of grizzled, cynical, tired old knobhead in terms of the type of teacher I am. It’s a category that think Ofsted are yet to recognise, but it’s definitely a category. Despite the label, this doesn’t stop me from doing my job effectively and I’m still reasonably sure that my students enjoy my teaching and that my colleagues enjoy working alongside me. And when I say ‘alongside’ what I mean is that years ago they stuck me in an outside classroom while they nestled together on a corridor, are safe in the knowledge that there’s not enough room for me in the office, but still enjoy my more absurd emails and the fact that I’m rather good at swearing and character assassination. I mean, everybody has to have their uses, right?

Thinking about September leaves me cold. It’s not because I don’t enjoy my job, because I do. Like any job it has its downsides, but ultimately I do enjoy my job. However, to me – and I can’t be the only one – September represents the end of a lovely spell of time where I get paid for doing nothing. And anything I actually do is my choice and can be done at my own pace. Who wouldn’t enjoy this? So when September comes and my six weeks of paid leisure time come to an end, well I’m bitter to say the least.

So how do I envisage September going? In no particular order, here are my 5 predictions.

  1. Someone will introduce an idea or a process or a system that will utterly baffle me. And the more I give thought to said idea, process, system, the more I’ll be convinced that it’s been introduced before, at least three times. Everything is cyclical in teaching. I will instantly hate this idea, whether there’s a reason to hate it or not. I have no doubt that this idea will be introduced in a staff briefing or at a meeting where I am required to stay quiet and keep a straight face. I will achieve both of these things by covering my face with both hands and pretending that I am doing this because it’s been a long day, regardless of the actual time of day. A good example of this type of thing, and to be fair it’s one straight off the top of my head, was the introduction of ‘Growth Mindset’ which as far as I could see would have been done better if someone had got out a guitar and started performing ‘Always Look on the Bright Side of Life’. If they’d done ‘Kumbaya’ as an encore, I’d have bought into the whole idea in a heartbeat.
  2. I will forget my log in details for almost everything I need to log in to. I will also forget how to use all of the systems apart from SIMs. I’ll be OK with SIMs, which for some reason has stuck with me, but everything else will leave me feeling like a lost child, despite that fact that we’ll have a cohort of Year 7s whose job it is to feel exactly like this. I will undoubtedly do ‘lost child’ better than they will. By far the favourite here in the race to be forgotten is the system we use for Performance Management. Firstly, I will forget my log in details and when someone that I email for help sends them to me, I will lose what they send. Or I’ll shut down completely and just continue to use what I think are my log in details until I am forced into an act of sheer petulance, such as throwing things from my desk to various parts of my room. Don’t worry, this is usually an after school ritual. Usually. Then, when someone has literally pressed the key for me and spoken about it in their gentle Disney mummy voice to me, I will access said system and find myself unable to work it. I will shout, I will swear, I will stride around my room throwing times that I previously evacuated from my desk, back at the desk. None of this will work. Only by slow process of elimination will I finally arrive at a screen I need and then I will read my targets and not understand what they mean. At this point I will realise that it’s getting dark outside and that I should probably go home, safe in the knowledge that I will have forgotten everything by the next time I come to use said system.
  3. My desk will be consumed by stationary by the Wednesday of the first week. And this, by the way, is a conservative estimate. Monday is entirely possible as the winner that romps home in this race. I will receive so many handouts, folscap folders full of ‘useful’ documents, emails that I siphon down onto post its and instructions from people that I scrawl onto random bits of paper that I will forget what colour my desk is within a matter of hours. Anyone who visits my room will be forced to try and disguise the fact that their eyeballs may well pop from their sockets when they see my desk. They will fail in this mission. I won’t give a shit, but for a select few I will offer the explanation that I know where everything is when in fact I don’t even know what most of it is, let alone where it’s been put. Meanwhile, the cleaner will attempt to force everything into neat piles, nightly, by way of being helpful. She no doubt believes me to be some kind of animal. In turn, I will smear said piles around my desk daily, proving her theory to be right. As the week continues I will add several seating plans to the pile as well. Then I’ll lose them.
  4. I will fill in far too many things on my desktop Weekly Planner. To make matters worse, my friend Charlotte will still be on maternity leave – the selfish cow – and will not be able to add helpful reminders such as ‘Nail appointment’ or ‘Buy sweets’, which always make me smile. I may add bogus jobs of my own, just to confuse anyone else who is timetabled in my room, such as just writing ‘Colonic, Tuesday’ in one of the rows. 75% of the jobs that I put on my weekly list will remain undone for some time and my weekly planner will stay on the same week well into October. It will no doubt have some nice doodles on it though, so you know…every cloud and all that.
  5. I will arrive in my classroom full of good intentions about how it looks. I will vow to change the displays, swear that this year will definitely be the year I put up the roll of blackboard paper I bought and finally recreate the Mr. Crosby’s Wonderwall that I last had in a classroom 7 years ago and I will promise myself that I will start to point out some of the inspirational signs around the room designed to help students and myself out during lessons. I will also look around other classrooms and think to myself, ‘Oooh, that’s a good idea’ with every intention of nicking it and putting my own slant on it for my own classroom. Weeks will pass and I will have scribbled out the names on the pieces of work on display so that no one can tell that this Year 8 display was done by kids now in in Year 11. The blackboard paper will still be in my cupboard and it will occasionally catch my eye making me think, today was gonna be the day…before I find something else, less taxing to do. I will realise that I’ve probably clocked up 100 hours of teaching and instead of pointing out inspirational signs I’ll have just said something like, ‘Right, come on then, let’s get this done’ and I will have forgotten whatever good idea I had admired three weeks ago. In fact, it will have slipped from my mind as I walked down the corridor from the very room I saw it in. I will steadfastly refuse to change the time on my clock to the actual clock.

So there we have it. Five predictions, that I hope are not just restricted to me. Surely I’m not the only teacher who seems to stumble through September? I hope you enjoyed them. As ever, let me know in the comments what you thought and of course feel free to leave your own September predictions. I’d love to read about how you see our favourite month going! Regardless of how it goes though, let’s hope teaching and education is slightly easier this year and that we find things getting back to some kind of normality. Thanks for reading.

Poetry Blog: End of Term

A hastily written poem this one. I had a few lines running round my head one evening in the final week of term and thought it might be worth seeing what happened if I tried to join the dots.

It’s about…well, let’s not treat people like idiots here, it’s about what it says in the title. As many of you know, I’m a teacher and so this time of year is very special to me – and all teachers, I hope – and it always prompts a great deal of thinking. What will next year be like, how will I get on, what’s kid X going to be like in Year 9, do I think I’ll get along with this class next year, etc. And that’s before you even get to thinking about how tired you are and what you’ll be up to over the 6 blissful weeks of summer.

The last week of the academic year is always quite a strange time. For me personally, it always feels like a week too far and I know that’s silly really. There has to be a final week and, as I’m reminded of regularly by people who clearly never went to school, I have a lot of holidays. On a side note, I’ve never figured out why people who moan about teachers’ holidays don’t just solve the issue by becoming teachers.

The last week generally sees a small dip in the student population, a smattering of unauthorised holidays being taken, sometimes a downturn in behaviour and eventually, a slackening off in the quality of lessons. The weather seems to always be ridiculously hot – relatively so; this is the UK after all so we’re not claiming European levels of scorchio – and so it becomes a case of trying to evade some form of heat exhaustion too, for teachers and students.

So anyway, I wrote a poem about the whole phenomenon.

End of Term

A strange mix of exhaustion, excitement and familiarity drifts around for days.
Every morning is greeted with half closed eyes and a walk that has more than a hint of Marley's Ghost 
You trudge out of the door, drag yourself through each day,
tolerate those you are faced with and smile through gritted teeth,
as if that alone will make the clock go faster.

From Monday through those last five days, classrooms will echo to a familiar refrain;
'Can we watch a film?'
And you brawl with your conscience hourly to stop from caving in.
The minutes fail to fly as you attempt to solve the mystery
of how to craft one more lesson on a text long since finished and tired of.

Outside the sun shines without mercy, turning the classroom into an oven
that bakes until all enthusiasm is burnt and thoroughly dried out,
like last night's re-heated lasagne.
Windows and doors are propped open and you battle with all on the corridor to be heard,
while your voice gives way and your feet grumble dolefully.

After a week that felt like a year you arrive on that final day,
too shattered to appreciate the glee that greets no uniform.
You smile weakly at the fashion show and finally put on a film, while your class complains 
that this one's boring and that the teacher next door brought sweets for her class.
Summer can't come soon enough.

It’s been a very difficult year in schools. Things have been different to say the least. Covid has changed everything and this year has featured a heady mix of room changes, teaching in bubbles, watching on not really knowing how to react when pupils have been taken out of class to be sent home for dreaded periods of isolation, bubble collapses and whole year groups going home, split starting times, dinner times and finishing times, Teams lessons, Teams meetings, school closures and teaching to an empty room, and of course more hand sanitiser than you could ever imagine!

It’s been a year to test the resolve of teaching and non teaching staff as well as students, parents and guardians. As a result, as the final line of the poem says – and with more emphasis than perhaps ever before – Summer can’t come soon enough.

As ever, comments are always more than welcome. Thanks for reading!

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