When things don't go to plan.

End of term and I have spent some time reflecting about the classroom.

What I have noticed is that most of the class are very independent in their learning. They know what to do, when they need to do and where they like to learn/work. The only frustration I had were a small group of students that still couldn’t complete all the week’s task in the allocated time span. To be honest it was driving me mad. When I started this ‘independent working hour’ I set the week’s task pretty much the same, so routines were set and then expanded on that. I explained orally and in written form so they heard and could visually see what they needed to do. Each day I reminded them as well, yet I still have this issue.

I felt like I was hitting a brick wall and began to question what I was doing wrong. Why couldn’t this small group of students complete their set tasks? The tasks themselves were not difficult and were set for them as individuals. They had over 5 hours in the week to complete them therefore time allocation and the amount of tasks were not an issue. So where was I going wrong?

It was in a staff meeting where we were learning about another school and how they approached this that it finally hit me. I naturally assumed by the end of term 3 everyone would be independent learners. Not once had I thought that I should still be directing some of them still.

The next day I decided to experiment with this idea. I had started to think about next term and how I was going to approach the idea of allowing individual students the freedom to work inside or outside. This was a great opportunity to introduce this and discuss again what an independent learner was. We talked about what the word independent meant and how this related to the classroom and their learning. We discussed how we could’ see’ and ‘hear’ an independent worker and what ‘self-managing’ their own time was about. I then asked them to reflect and decide if they felt they were independent learners. As I expected most agreed that they were and a few felt they were not yet there.

Looking back now, I should have spent more time teaching this phase at the beginning of term 3 but as I was taking time off work I rushed through this part and assumed those in question would soon ‘get it’. Although I knew everyone was going to become ‘independent learners’ in their own time, I guess I never assumed that it might take a few students a lot longer than the rest. This small group have now become my ‘directed’ learners where I tell them what they have to do in the allocated time slot. They understand that until they can self-manage their own time they will stay on this level. And it is working!

My ‘independent learners’ are now working on their next level of being given the opportunity to prove they can self-manage their time in a responsible manner to be allowed the choice where they can work which will included outside the classroom. I have decided to create lanyards for them so they are easily identifiable to other members of stuff. I am thinking that on the back of them it will outline what they should be doing therefore teachers can see this straight away.

So what have I learnt about myself?  I need to remember to give my students time and to realise that they all won’t get there together.

Where are we sitting?

Reflections about the changes that have been taking place in the classroom. This will be a few posts as lots has happened!

Term three as been all about continuity for the class room. In term 2 (mostly) we changed the room physical and also changed our learning styles. New ideas were developed, new ways of thinking and learning posed. Therefore term 3 meant continuing with this and not making any more radical changes.

Also I have been off work so have been unable to implement anything else.

So how has it been going?

FEEDBACK: Where are we sitting?
One part of changing my room to a more MLE has always been about the children’s involvement and feedback. The last thing I wanted to do was implement something that they didn’t like. So a lot of the time I would propose the idea to them, get feedback and then run with whatever the outcome was. The only rule I had for them was they had to give it at least 2 weeks before they gave me their feedback.

Feedback has been great. The children have been very honest! Personally it can be very hard hearing negative feedback on ideas that I thought were amazing! But it did give me insight into how they thought and saw things. Which to be honest is what this journey is all about.

What really surprised me with this class was how many of them didn’t like sitting low to the ground. This surprised me as I had read and seen so many MLE with cushions and beanbags. There is this encouragement of moving away from children having their ‘own’ desk and research showed children enjoyed working down low or up high. In particular the girls (mainly my yr 6’s)  didn’t enjoy it at all.

They preferred instead to bring chairs over. So my next step is to find maybe stools to cater for this as although I appreciated their feedback, the chairs are annoying!  One thing we did do as a class is use the area around the IWB as our ‘collaboration’ area. We created two sections using the tables in the room and put more chairs then were needed. That way when we needed to all come together I didn’t have students grabbing all the chairs around the room.



Tables at the front where we collaborate.

This has worked quite well. Students have the opportunity to either sit on the chairs, or the floor with cushions. This is definitely one thing I would like in the new school. But instead of one main area, I would like two. This is because there are times when I want to collaborate with the class but don’t like the constraints my IWB area has. I have a tendency to move to the back of the class where I feel I have more space and movement. Maybe that is something I need to think about?

Is it because when I am at the front I feel like I am doing the ‘teacher talk’ type of teaching rather than having a more student centred feeling?

I am not a ‘front of the classroom’ teacher. You will find me on the floor, at the back or sitting beside a child at the tables. So for me that freedom to move around the room is important. Therefore it is important that my students have the opportunity to do this as well. They have enjoyed not having 'assigned' seat and the fact they can move around the room freely.

Freedom to work where ever they like

Some haven’t enjoyed the change. I have had a few students who found it hard to move away from having their own desk and tote tray. These students, I have noticed are the ones who find it hard to develop friendships. It has taken them a while to adapt to the changes but I do think it has been a positive move for them. I am seeing more independence in them and they have slowly seen the benefits in their own learning. I also found that some students don’t understand what type of learner they are and through a lot of discussion and modelling, they have developed a better understanding of this.

 We had talked as a class about bringing in a low table in but once again they were not keen for that. My girls wanted to cluster together. They have decided to incorporate 3 tables and tend to sit around this. To outsiders this may sound awful and the image of girls all talking and chatting rather than doing work. But it is the complete opposite. They actually encourage each other and work extremely hard. They are also very independent in the fact that they know what place in the room is the best place for them to work in. So they will move away straight away into smaller group areas or to the quiet areas depending on the lesson.

We don’t line up anymore! I worked out by the time I left the staffroom after every break ( we have 3 as we have two 30min lunch breaks) waited for them to be in line etc. I had wasted nearly 5mins. Imagine that in a week- 25 minutes of learning. So instead they just go back into class and carry on with what they need to be doing. It is great! Children actually make it into class faster than they used to lining up. I think it gives them a sense of responsibility and the knowledge I trust them enough. To be honest in the real world how often are they going to line up? They need to learn to be self-directed learners and understand how to get on with a task with having to be always told.

What's been going on?

Here are a few things we have been doing in the room since we took on the whole MLE/ #hackyrclass


I am lucky that I have quite a large room to start off with. Downside is it is dark and you sometimes feel like you are in one of those buildings where you are never to sure of what the weather is like outside. Reason being, one side there are trees and bushes and the others is all boarded up so we can actually see the IWB.


My class have played a lot in the decisions that have been made. It is their classroom as well and it shouldn't always be me making all the decisions. We have talked a lot about MLE! I have shown them schools, photos, blogs and even website that sell the furniture!
Part of their home work task was to think about how they could create a MLE with the room we already have.
There ideas can been seen here.


The next part of the process was to #hack the room.
We talked a lot about what we liked/ didn't like about the room. As a teacher, it is always interesting to hear what children think. Most were very insightful and showed me that the class have really taken on board the MLE concept.


Our room before we started can be seen here and here as you can tell it was the standard tables in groups, children had their seat and tray.
After some chatter amongst the class we decided to have about 4 tables up the front for our 'collaborative area' when I need to talk to them as a whole class or group and needed the IWB


As you can see trays were taken away and chairs are placed around the tables. Children also use big cushions to sit on the floor. Behind you can see pink boxes that stored all their books. The red 'bubble' table became a place for them to sit when collaborating in groups and for me to do guided reading as well- although I do still enjoy taking this on the carpet now and then.


As you can see the children then decided to go from groups of 6 to groups of 4. They choose where they placed the tables. I have some to the side by the window as well. We have a red table right at the back beside our quiet area. Although they have already decided they don't like the board there and want to change it for a long hanging piece of material.
I also have two old wooden desks that the children love and use as the 'duo' area.

Small Steps

Our school is making the transition towards a MLE and therefore we have been allowed to make changes. Changes that have allowed me to go back to the way I enjoy teaching. For a while I have been playing it 'safe'. Mainly because I am still needing to tick a lot of boxes to become a fully registered teacher again. To be honest I hated it. I have been battling with myself, a curriculum I am still trying to learn and system I don't know. Sometimes I want to scream and shout at the way things are done as it not what I am used to.


I guess my class feels the same sometimes having me as a teacher as I don't quite do what they have been used to with past teachers.


This week it was all about 'knowing your learner'
I am going to put it our there - I think I do know them quite well. Yes, I know their levels , targets, ethnicity, culture etc but to me that is not important. To me it is knowing who they are. How can a children learn if we as teachers do not know their background? Some of my children have 'colourful' backgrounds and it does affect the way they learn.


So for me it has been about small steps. I already had the class putting their main books into certain boxes rather than their desks. Mainly because that is what I was used to and found it so much easier when it came to marking. The next step was to get rid of their draws altogether. Now for most that was fine. For others it was hard! It has taken me two weeks to finally get 2 boys to part with their draw because of their background.


Small steps but we are getting there.

How do you address a letter?

My son came home with a letter from his teacher this week. The first thing that caught my attention was who it was addressed to - Mum and Dad. I know most won't understand why this may be odd (my husband didn't) but for me it made me wonder a few things;

1.Wow! al the children live with both sets of parents.
2. Really? Not one set of divorced parents in his class.
3. Am I a little to PC?
4. Does this teacher really know her children?


Maybe I am a little jealous as in my class I can't just write a standard letter addressed to 'mum and dad'. To be honest my list would have to include most of the following- Grandma and Granddad, Uncle or Aunty, Foster Careers, Mum and dads significant other, or omitting the mum or dad.


I would be really happy if;  number 1 was the correct answer and a little concerned if number 4 did apply.


Planning a lesson or changing your classroom is as important as knowing a child's or parents surname because if you get it wrong it can cause problems.

I teech in heels.

I love shoes not just any type of shoes but heels and yes I teach in them as well.
I am not one for brand names although if anyone gave me a pair of Louboutin or Jimmy Choo I wouldn't say no! My favourite heels are actually ankle boots from Kurt Geiger all for the nice price of $14 off E Bay . To be honest what teacher can afford expensive heels?
I guess the other thing I should mention is I am 5'9 ( ish) so don't wear heels for the height!
My school had cross country the other day and I was the only teacher who didn't wear trainers, no I didn't wear heel but I did wear a lovely brown pair of Nine West knee high boots. What was interesting was that most teacher commented on the fact I didn't wear trainers.
Now as most other teachers know when it comes to the cross country all we do as teachers  is stand at a point to ensure 2things;
1. Children go the right way.
2. Make sure all children are safe.
It seemed that because it was cross country the norm was you had to wear trainers.
Not everyone wears heels or in that fact wants to. Heels can be difficult to walk in, uncomfortable and by the end of the day some say hurt their feet. They want the 'nice' comfortable shoes that won't hurt and can be trusted to not to cause any pain. No doubt a few will have the same brand or pair in a range of colours just to 'be safe'.
And sometimes teaching is like this. We stick with the comfortable shoes because we know we can 'trust' them, heels are a little to adventurous and what happens if they hurt, are uncomfortable, or god forbid I fall over?
Teaching is the same and we all know this. But the longer we wear those comfortable shoes the harder it is to try the new heels.
#hackyrclass is a great example of kicking off the flats and learning to dance in heels. So I am taking on this challenge. I have always taught a little outside the box thanks to my first teaching mentor. And a lot of what I have read up on (thanks to fellow Twitters) I have been doing due to Ofsted and their expectations! At least here I can do it 'stress' free. But there a lot of things I still want to do, can do and need to learn to do.
So who will be wearing heels to work this week?