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.