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Tag Clouds

Not quite the early innovator, but wanted to test out tag clouds for a city-wide project. Planning to put tag clouds to a good use. Watch this space as things progress. . .

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It's in the detail

Hucklow Primary school are gearing up for a launch in the new year. Lots of love and care going into the process. Children have an uncanny ability to know when people around them really care. Parents, staff and school council all working together to make something special. Can't wait for January.

Leadership in action

At last I get to see the wonderful Leadership academy pupils at Sheffield's Parkwood Academy in action. What a fabulous experience; peer-led activities throughout the school, pupils clearly respecting their peers and having a great time in the process.
'Living our values' gets a bit over-used these days as a phrase, but here for sure every one of the school's values were in evidence. Brilliant stuff.

Giving gets the thumbs up

6th form students at Bishop Challoner college in Birmingham are loving being Praise Pod interviewers, and their demand for more sessions is testament to the positive spirit of the college, and their embracing of new ideas.

Big thanks to Sonya Thomas for playing an instrumental part in introducing something new, and to all the staff who have embraced this new technology to compliment the outstanding work of the college.

Not long ago there were only blackboards. Then a few brave educationalists tried out interactive whiteboards. Now they are the norm. As for stickers, come to Bishop Challoner and you'll get a glimpse of the future: a sticker that talks, and can be shared with family and friends.

Cor, what values!

What an uplifting morning at Arbourthorne Primary school; the formal launch of eight core values which connect throughout the whole school community. An amazing assembly celebrated staff, pupils and parents alike, and all with an infectious energy that inspires dreams.
This is the school's main entrance, complete with wonderful display (and a perfect location for the praise pod)

Mind blowing power

Now this might be a lot of nonsense, but somehow I doubt it. At a click of a button the Praise Pod website gets translated into any language - this one is in Hungarian. Now the question is, do we take it as given that the translation is accurate and not misleading. Just as we might take it as a given that a Google search (or any other search engine for that matter) generates an accurate result. . .

I'd worry if there wasn't an option to 'offer a better translation.' That's what open source collaboration is all about. If only more people saw it as their right (and even their duty) to contribute to an open source conversation. And not just about software development. This is about domocratisation of every subject; technical or not.

connect, connect,connect

Was the BBC right to give Nick Griffin air time to voice his views?
Was he bullied by a non-representative panel?
Should we feel reassured by the free speech that we heard?
Or worry that it will fuel fires?

One thing is for sure; the more we connect with people who come from different backgrounds, or have different perspectives, the more we are able to find common ground, harmony and understanding.

I had the great pleasure of visiting Hucklow primary school today and hearing how they are forging links with a school in Karachi. Looking forward to hooking up praise pods in both schools to learn about life from another point of view.

Pen pals is still a lovely thing to get involved in, but why not harness Web 2.0 to connect and give children a real global perspective. Check here for one source of funding. . .

It's all about motivation

It's antibullying week soon, and the focus is Cyber-bullying. So let's not lose sight of the fact that the vast majority of people use technology for good reasons. I'm not inserting 'young' before 'people' because let's face it, bullying is not just a youth issue.
I recently re-connected (via Facebook) with an old school friend by the name of Toby Tanser. 25 years has passed since we knew each other, and without the internet there's no reason why I'd have known what he was up to. Turns out he now runs 'Shoe4Africa.' They are raising funds for the first Childrens Teaching Hospital in Kenya. A few e-mails later and a proposal is ready to put something together in the UK to raise a shed load of cash for this great goal.
Without social networking tools this kind of thing would hardly be imaginable, but now all I can think about is squeezing the last ounce of connective power from the internet to help Toby make that particular dream a reality.
Yes, bad things happen in cyberspace, but many, many more good things happen, and fast! Which is important if you you live in Kenya and have a sick child. Check their website and get involved. Blatant plug? Absolutely!

Praise backlash

Thankfully recent dabate is not about what size cane is the more effective but what constitutes meaningful praise versus fake, coercive forms. Alfie Kohn's examination of praise identifies golden rules for avoiding falling into invisible traps, and losing sight of what really matters.

If we need to consult to avoid any doubt then let's take more time to listen to children. They invariably know when someone is genuine, and will respond in kind. And let's not ever lose our sense of intuition; going with a gut feeling and doing what feels right. Yes, let's make sure we label the behaviour not the person etc, but let's not become too mechanical or forget the fact that positive attention is infinitely better than negative attention, or else a self-fullfilling prophecy might just knock on our doors.

Can't we just say 'well done!' and leave it there?

It's that week again; exam results for thousands of hard working students across the country. And again the results have improved. So what's the problem with all this doubt and suspicion? A week earlier Usain Bolt ran the fastest ever 100m to universal acclaim. Where were the doubting voices- track must be returning more energy, shoes more elastic, timing equipment more audible. . .

Nowhere to be heard. The media simply sat back and said Wow! So why can't we do that for our young people. For everyone who's worked hard and got the results they deserve take yourself on a virtual trip to the praise pod (unless you have a real one in your school) and big yourself up. And well done Mr. Bolt. Breathtaking stuff.

Wheels within wheels

Can't help referring back to a previous entry and Richard Villa's mention of the Lakota circle of courage- pre-dating Every Child Matters (and Maslow for that matter) by many, many years this model would be hard to match as a template to drive social and emotional aspects of learning, not to mention a as a tool to reverse the materialism, social divide and decline in mental wellbeing in some of the world's most prosperous nations.

The benefit of Foresight

Big thanks to Dr Catherine Wright for bringing this research to my attention- like a 3-D Every Child Matters, and schematics that leave no stone unturned.  I can't imagine a better model to give permission for so many people to do what they have always known in their hearts makes sense, and makes a difference.  From housing to husbands, from diet to dreams; it's all there in the mix.

Too often policy is perceived as an elaborate 'out there' schema, yet more and more policy seems to be giving permission for individuals to take small, daily actions that will make a difference.  And isn't it true; every time a child is acknowledged for a positive action the mean curve of human esteem is pushed just that little bit along in the right direction.  Mass prevention impacting on minorities and majorities alike; by daily deeds and thoughts. . . 

All you need is love

There have been lots of conversations this week about what we, as educators, should be reinforcing in young people.  Schools have their core values, mission statements and SEAL- derivations to help provide a framework.  Then I watched This 18 minute film, and it stopped me in my tracks. Dames Gisimba concludes with his hope for education- teach love and irradicate hatred.  Achieve this simple aim and the rest is a bonus.

The film focuses on Damas Gisimba, director of a small orphanage in Rwanda that was besieged by militias during the 1994 genocide. Learn how Gisimba, with the help of American aid worker Carl Wilkens, managed to protect, care for, and save some 400 people.

Dilemmas and positions

Thanks to Hannah Frankel for putting together a very thought-provoking piece in today's TES on the topic of praise. 'Good For You' (on page 18 of the glossy) click here for the on-line article: why not add a comment. . .

Praise vs. Encouragement? Seems we are often thrown into adversarial positions when deep down we are all wanting similar things for young people.

For example I had a conversation today about restorative practice; I ended up posing the question,

"Which is more important, knowing how to listen to someone else's point of view or understanding about fractions. Maths v. PSHE; bring it on!

Of course there are valid arguments for both: lack of empathy can ultimately lead to warfare- ok, but having not a clue about fractions can lead to economic hardship and poverty. Has anyone seen those Buy As You View vans driving around housing estates?

A few years ago I was working with a family who had installed their coin-box operated system. I asked what the APR was- having explained what 'APR' meant I found it was rather high to say the least.

Today, with the Bank Of England Base Rate at an all time low the APR is . . . . . 49.9%

Here's the link to their site.

In a world where everyone understood what 49.9% APR really meant more people might have change left over to buy a book for bedtime to read to their child, or to put a good meal on the table. And then sit and have the stomach to listen to someone else's point of view.

So let's not talk about Maths v. PSHE any more. Let's find ways of working together and give full expression to all of our passions (be they for Maths, History, Sport or PSHE) to make education an intoxicating blend of content, challenge, warmth and humour.

“The driving mission of this new department is to break out of the false divide between, on the one hand, policies to promote educational achievement, and on the other hand, policies to promote well-being.” Ed Balls 2007.

maybe, together, we can make this happen?

Pass it on!

Simply taking the time to pass on good news is priceless. It doesn't matter how; as long as we do.

I came across this post-it note in the middle of SATS week- a wonderful learning mentor taking the time to let a teaching colleague know about how well an ex-pupil is doing on reintegration to mainstream school.

What else do you see in schools that tells you there is a positive culture? Have a look at the new praise pod site and join the forum. This is a behavioural action plan in the making.

Power and perspectives

Who sets the agenda?
What constitutes 'good behaviour'?
who decides?
and if we're working together; who sets the agenda?

Check Tom Cavanagh's blog post for another angle on collaboration. Makes me want to re-examine the idea of 'voice and influence' in schools. One of my daughters informed me that the school council wasn't meeting because the teacher in charge was off sick. Oooh I wonder what decisions would have been made in their absence if 'voice' and 'influence' were not separate notions. . .

I've been thinking a lot about SATS this week. Whatever the politics, let's not forget that the pupils need our support and encouragement; they didn't make up the rules. They are only trying their best to follow them. It's at times like these that children need our reassurance more than ever. Particularly those who have the radar most tuned in to stress.

SATS booster walks

A stroll around Sheffield city centre might just be the thing to get that extra level in maths come May. Not to mention getting some excercise. This latest tagger even added the words, 'it's pi' below another symbol- differentiated learning?

walkie talkie app

Here goes adding this neat little app- the mere sight of the word 'code' makes me feel all technically inadequate, but let's follow the instructions and see how it works. . .

Done. It works a treat. Now visitors to this blog can have audio chats. Right click in the application opens up some settings- checking 'reduce echo' does exactly that.

My success is your success

Working in my home town of Sheffield has brought back some strong memories of being a pupil. And some guilt about missed opportunities.

Looking back, the focus was the individual, with little status attached to helping others out. I remember as a sixth former volunteering to be a paired reader for a younger pupil in school. We would sit in the library and read for half an hour in our lunch break. I'd listen, offer help and say well done!- I didn't receive any training to do the task, but I guess was using a kind of 'Pause, Prompt, Praise' methodology.

At the time I have to be honest, it didn't feel much of an accomplishment. As I reflect on my time at secondary school, it was probably the most important thing I did during my whole time there.

And this is our challenge; to reward and recognise a far wider range of behaviours and achievements so that every aspect of a young person can shine through. Reminds me of the pupil sent to praise pod at St. Joseph's primary school for putting a smile on the teacher's face. And as we know it takes less muscles to smile than grimace. . .

Richard Villa on inclusion

Magna, the ex-steelworks turned conference venue hosted Richard Villa for three days of high octane passion and inspirational sessions. Check Richard's website here. Anyone coming away untouched was probably not there in the first place. Which is the subject of another blog altogether. . .

Two main themes for me were; first, start with student's strengths; spend more time assessing qualities and be creative in adapting the pedagogy to fit. If we get it right for students with 'additional' needs (whatever that term really means??) we will inevitably make it better for every student. In time 'additional' becomes 'personal' and as such applies to every student, not simply those who slide off the bell-curve.

And second, involve young people. Friday had such a different energy provided by some wonderful students from Parkwood Academy. The 'Pride' group gave me another perspective and the three pupils representing the 'Leadship Academy' (see pic) were simply an inspiration.



Thanks to Richard for his energy, encouragement but most of all his acknowledgement of Friday's guests. I, for one, will keep many messages in mind and will endeavour to work in a more inclusive fashion from today onwards.

Therapeutic education, inclusion and neuroscience. . .

Thought provoking session at Sheffield University this morning; messages of trusting in our children's creativity and trusting in our children to make their own choices emerged through strands of SEAL, brain development and some hard-hitting global facts about exclusion. Made me feel ashamed and inspired at the very same time. Thanks to all three speakers and a special thank you to Professor Roger Slee for sharing his 'Happy School' photo from India; surely a model for all schools around the world!

After the first week of praise pod sessions at Oakwood the winning reason young people are being sent is. . . .

'support / kindness / understanding to others'

SEAL in action and lots of positive vibes in the library.
Ooops, good job i checked- 'vibes' came up as 'vices' on predictive! Must get a phone with querty keyboard.

Language and attitudes, old and young. . .

Here's a few things to ponder:

71% of press coverage of young people in Britain is negative (audit commission 2009)

Young people are technically more adept and confident than their parents. The term 'Digital Native' recognises this generation born into a digital age.

The developed world has an ageing population
We teach mainly in single year age bands

It seems a crying shame that the 'us and them' state of play is stifling bridge-building between young and old (and anyone in between for that matter) The Guardian July 2008 reported: "England's local authorities are not doing enough to make sure the ageing population has enough interesting and worthwhile things to do.

The report says most councils are not ensuring older residents can easily find out about areas such as volunteering, leisure and social activities, learning opportunities and transport. It highlights some excellent projects, such as a community radio station run by and aimed at older people in west Cornwall, but suggests that areas with the biggest populations of elderly people are often the worst for making sure they have something to do.

Michael O'Higgins, the chairman of the Audit Commission, said: "By 2029 nearly 40% of England's population will be over 50. These are active people, anxious to stay independent as long as possible.

"Ex-punk rockers and Rolling Stones fans are not going to be happy with a cup of tea and daytime TV."

The report says that by 2009 almost 18 million people in England will be aged 50 or over around a third of the population. In 2029 this will have risen to 23m.

It also flags up the areas with the highest and lowest proportions of over-50s. By next year 53% of people in West Somerset will be over 50 and by 2029 this will rise to 63%. Four other south-west districts are in the top 10.

This is a global issue; by 2025, one in three Japanese will be elderly. We all know that young people hold the key to helping; whether this is through hands-on care or developing technologies, medicines or creative solutions to tomorrow's dilemmas. So shouldn't older people be doing everything in their power to engage with and enlist the support of young people. It would make sense, surely and be equally mad to demonise them. Yet we do exactly this. Through the media and in our everyday language. Take a look at the first part of this teachers TV clip and listen for the word 'offender' - we are talking about 11 year old children. The very people who, when today's 45 year-old teacher retires will be 31.

I'm not critisicing the staff in the video; the language is part of the fabric of organisations, and it's been there many years. Like the word 'patient' and 'case' in healthcare. Language is so very powerful. More than we recognise. Mike Temple's excellent blog on behaviour management includes a fascinating insight into primary pupil's perceptions; in response to a simple question, "What is love?" one 4-year old replied,

"When someone loves you, the way they say your name is different. You just know that your name is safe in their mouths."
Billy- age 4

It's hard to convey such unconditionality when you're talking to 'an offender' and they know it. Particularly the very children with the greatest needs.

I don't think the answer lies solely in top-down strategies, rather action on the ground- such as nursing home residents spending time working with young people on community projects (listen to Ken Robinson's example from Tulsa, Oklahoma 19:50 into the clip, but it's all quality) and universities developing websites for older people (IBM project, Japan)

Technology offers such an exciting opportunity to share experiences and build trust and confidence not only in the technology itself, but in each other as people.

Here's looking forward to Praise Pod being another vehicle to unite and inspire.

children see, children do

Let everyone first get their house in order before criticising children for their failings. I'd give this video a '12' rating for the last few seconds' content, so view responsibly.

Watch Children_See.wmv in Family Videos | View More Free Videos Online at Veoh.com

It's widely regarded that the more aspects of a young person we see as positive, the better their mental health, and the better their life in general.  So here I am at Broom Valley primary school. I'm early for a meeting so  I look round the lobby and see certificates, values (more on those later) and a fantastic board of photos showing the wide variety of bilingual students in the school. Celebrating diversity in its most real sense.  

As for the school's values, they are agreed through school council and more importantly lived and breathed within school.  You fancy a job here? (I personally would recommend applying) well the first value to hit you in the face is 'we do not shout' - if you think it's ok to do so then fine, but not here.  Ply your trade elsewhere and save your modeling of lack of control for another cohort.  It is widely recognised that shouting indicates a loss of control that helps no-one.

Unsurprisingly, there are too many positives going on at Broom Valley to take the attention.    The odd fall from grace becomes insignificant. Far from 'the slippery slope' it is simply a one-off exception to the rule.  After all who hasn't on occasion told a lie. . . 

As with any effective system, Broom Valley's doesn't sit on a shelf- its reward tokens are the first thing you see on entering the school and the very same rewards are shining in the eyes of the pupils who simply love being in school.

And so to the parameters of the praise pod- what are the keywords to get attention?  fidgeting- No. Inquisitive challenge - yes. Shouting; not even a chance. There's simply too much going on that is positive.

Been listening to Sir Ken Robinson's talk about creativity and passing it on to colleagues far and wide. Click here to go to the talk, as hosted by TED Here's the full web address:
http://www.ted.com/index.php/talks/ken_robinson_says_schools_kill_creativity.html
just in case this link doesn't work, or for easy cut-and-pasting. Enjoy!

As well as fully backing Ken's sentiments that the challenge for 21st C schools is to recognise and celebrate more aspects of young people than we do at present, I've also come to believe that creativity happens around the edges of teams, organisations and disciplines, and it's no suprise that I first heard of Ken Robinson via Mark Waddington, ITV Local programme manager, rather than a colleague from the local educational authority. Click here for Mark's blog. and may many creative collisions occur. . .

The value of praise?

Just recently met with a primary head who freely admits he can't think of a better way to spend his time than giving stickers to pupils and hearing about their successes. Or at least a more rewarding way of spending his time. And walking into the school you can simply feel the warmth and care this belief engenders, with that wonderful sound of happy children as a soundtrack to the day.
Yet budget management, strategy, policy, protocols, standards, target-setting and monitoring are all part of a modern school. I'm sure for many these pressures are so intense that it feels there simply isn't enough time to spend personally congratulating individual children. Sure, leadership is about more than saying well done to all and sundry, but it has to be central to all other parts of school life. Thank you Alan for keeping that flame burning brightly; it's reflected in the laughter and feelings of self-worth of so many children.

Oakwood Technology College

A big well done to all the staff and pupils at Oakwood for organising their school and setting up Praise Pod. Without individuals willing to take risks there would never be leaders to follow, so I take my hat off to Clare and the team for their belief in change. Looking forward to hearing about the results