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Mindful Walking


I never got mindful walking. I was always a sit down on my cushion meditator, breathing in breathing out, getting distracted, returning to the breath and getting distracted again meditator. Then 10 days ago in a room with a view of the Nantlle Ridge Mountains in Snowdonia I found mindful walking to work.  Maybe it was Susanna’s wonderful guidance, maybe it was me settling the balance between my faith and doubt in having another go at it, maybe it was the supportive caring company – all of us trying together squeezed in to the room, maybe it was the cold floor keeping me alert to my toes and feet through my thin socks. Whatever it was, I got it.

And now I can feel it feedings in to my other practice. Walking flows more effortlessly into the next part of the day. When I finish a sitting practice, I stand up and move into the next room to carry on the day. It can feel like I am concluding the spiritual part of the day and then moving back into normal life. Walking more naturally avoids that threshold crossing; it is simpler just to carry on. Therefore mindful walking can help me spend more of the day mindfully. As I queue I can be aware of the feeling of my feet, as I walk from car to front door I can do so noticing the feeling of my feet on the ground beneath me.

And so I hope that now when I get up from my sitting meditation I can take some of it with me. Sat at my desk having just pressed send or save, I might feel my outbreath for a minute and when my mind wanders I might gently and precisely bring it back again.


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Being in the bath

bath 2

I much prefer taking a shower to a bath. I have never voted Conservative. But I would like to defend a Conservative MP from the criticism he is receiving for spending an hour a day in the bath. The Guardian is making disparaging remarks about men in their 50’s being naked and ridiculing this habit. Whilst The Mirror is worried about his £5 a month water bill. Both articles sneer at a public servant regularly taking some time out of his day to step back and look for the interconnections and wholeness of his life and job. The BBC at least gives Tim Loughton the chance to put his side of the story.

Finding and fitting in the time to pause and think, to reflect and become aware of ourselves, our body and mind and our surroundings will enable us to become better at decision making and concentrating for the rest of the day. As Thich Nhat Hanh says “Doing nothing is doing something.” The belief that Tim Loughton is wasting time and indulging himself because he is not rushing around all helter-skelter is the attitude  that commits us all to live at break neck speed without a thought for our mental welfare. Until we learn to value being as much as doing the mental health crises will continue to be unsolvable. Scoffing at someone for doing so is exactly the same line of thought that condemns us all to be mute when we should be discussing mental health.

So let us please value and encourage more people to stop and be for a period of time every day. I am delighted that one of our MPs is leading by example by lying in his bath every morning.


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My #tlt17 takeaway


Yesterday was my second visit to Southampton for David Fawcett and Jenn Ludgate’s TLT or teaching and learning takeover. (here’s my write up of the 2016 one). More than a few colleagues (and family members) couldn’t work out why I would want to go. You spend so much time moaning about feeling exhausted and wrung through by your job. It makes no sense and seems hypocritical that you should want to give up your Saturday to go and hear people talk about teaching.

Well yes it does. So here are the main reasons I wanted to go again

  1. Last year was great and I picked up something from that day I now use in EVERY lesson I teach. No other CPD in 20+ years has ever done that.
  2. Through all the hard times my career, even when it was really tough and I could hardly walk out through my own front door to go to work, actually being in the classroom has always remained a joy; a sanctuary even. Now if you imagine the feeling you get in those good lessons, THAT was the vibe at Southampton university yesterday. People teaching because they wanted to share. And people listening and thinking because they wanted to learn.
  3. I met up with some friends from my own school. Sharing this love of teaching with them was a real luxury we can take back to our staff room.
  4. The sessions are relevant to me. Picked by teachers, delivered by teachers, with teaching, learning and teaching in mind. Its proper CPD, not forced on you and done to you between a full day’s teaching and full evening’s marking.
  5. Free of the influence of OFSTED, school improvement plans, performance management and unnecessary paperwork.
  6. Free coffee. In fact a free day.


Chris Moyse (@ChrisMoyse ) started the whole thing off by reflecting on the legacy we would like to leave. Could we “leave the shirt in a better place than we found it in”? © All Blacks. He asked us not waste the day by letting it become OPD (occasional professional development but instead to make it what the Japanese call ‘kaizen’ or continual small improvements

My favourite thing he said though was how it was still okay to teach ugly but good lessons. In the hubbub of everyday school lessons I like to think I can always fall back on delivering an ugly but good lesson or two. Mr Moyes also has some seriously good IT presentation skills by which we were able to see on video loops the various painful ways pole vaulters could knock off the bar and injure themselves

I next heard Dawn Cox ( @missdcox ), a head of RE, talk about how she had dropped giving grades as part of her feedback to pupils and how they still longed for them. While I couldn’t possibly agree with her when she said she loved marking books, I did absolutely concur with the general murmuring of agreement as she discussed the ‘utter nonsense that has and still does masquerade as feedback in lessons; marking one exam question and giving it a whole exam grade, asking pupils what they need to do to improve their work, marking/feedback as proof for others to see, and those interminable trackers to show progress. Whilst she quoted Dylan Wiliam and Alfie Kohn on the trouble with feedback and grades I thought one of her own pupils put it best


Ever since I’ve been in teaching I’ve wondered about the obsession with grades and measurable improvements. Like Dawn’s excellent session (which you can find here) it has always reminded me of Robert Pirsig’s “Zen and the Art of Motorcycle Maintenance”

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My next session blended excellently with that one. The man himself David Fawcett ( @davidfawcett27 ) was also mainly focussing on feedback. I nearly purred when I saw his opening slide


David showed how, just because Hattie found it to have a high impact, not all feedback is good feedback. What we should be looking for is a mixture of Robert Bjork’s idea of less input more output and Dylan Wiliam’s of ‘Feedback causing thinking”. Then David suggested one technique I really want to practice when I get back to my classroom. He talked of how he uses his visualiser for not only showing good work and discussing why it is  good, but also for putting an imperfect piece of work under it and asking the class what needs to be done to make it better. I love this. I have never mastered ‘live marking’ as I never get round more than a minority of pupils in my lesson. This idea, if I can get it to work, would it by like a ‘live crib sheet instead’!

I was really looking forward to Mark Enser’s session, because I like his blog a lot www.teachreal.wordpress.com and because he appeared to be the only geography teacher presenting on the day. Hs talked about creating a culture of excellence that doesn’t leave anyone behind. Mark said my favourite thing of the whole day. “We hardly mention the exams to the pupils. We help them make excellent work. They really enjoy producing excellent work.” It’s almost something Pirsig might have written.

I got more Kenzai ideas to go with the visualiser one. Mark talked of how he had used a blog to share posts that more able pupils could be asked to read and discuss. Since I have just revamped my classroom blog only this week (www.geogteacher.wordpress.com) this is fine time to try this strategy. I have already added a tag “Excellent Geography” and shared a possible post all about puffins and global warming. I will also try to get parents to sign up to the blog via email so I can involve them too.

As David’s session overlapped with Dawn’s, so Mark’s snuggled in cosily with David’s. He too talked about using bad exemplars of work to improve learning and how modelling can help a lot along with that. I already do this in parts, but not as explicitly as Mark suggests. There is my third “CPD not OPD” moment.

Session 4  was by Jack Philips ( @Mr_P_Hilips ) and had the best slide of the day


He was also the third person in the last few months to recommend the book in the middle here. Maybe I should buy it.


My takeaway from Jack’s enthusiastic vocabulary promotion will be to use some y10 tutor time to promote learning and using new words. I think this might involve prizes and having to have a witness teacher sign for your efforts

Finally we were all back in the big lecture theatre for Jane Ashes ( @lisajsaneashes ). With more than enough enthusiasm and energy to fill the place Lisa reminded us of the important things about the day:

  • Don’t leave the ideas in the room
  • Simple ideas are big enough share the ideas – don’t keep them to yourself
  • Sometimes we see problems as the reason for not doing something. There are many, many people with much bigger problems than us (for which she used her recent Ghana and Nepal experiences to prove)
  • The only way you can avoid any type of criticism is by doing nothing at all

And there we are – a fantastic day. I have new ideas to try those small changes, to keep it CPD and Kaizen. I have got them from wonderful, kind people who gave up their own time to share them with me…

The atmosphere at TLT17 reminded me of the quote John Tomsett uses to close his book “Creating a culture of truly great teaching”. It comes, knowing what I do now of Chris Moyes’ musical taste, from a man he would have greatly admired….


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I don’t know how you do it


One of the reasons teachers like being teachers is that we think are IT; the bee’s feckin’ knees. I mean all that hard work, those badly behaved children, the night time marking, the government policy changes and mistakes, angry parents, those people saying “I don’t know how you do it, I couldn’t do your job”, all the paperwork getting in the way of doing the job, buying resources for your lessons out of your own pocket. Heavens above! Aren’t we just the saints, martyrs and heroes of our town?

Or maybe, just maybe, teachers should stop the self love for a minute and consider the whole school, all the people working there and what they do to earn their pay and to keep the place functioning. Could teachers do these jobs? I’d wager a pound to a button we couldn’t.

Exams officer – What if you entered the wrong code or missed out one student from the list or put in the wrong mark? What is it like getting all those year 11 pupils, maybe 200+ of them, in total silence into the school hall?

Cleaner – You’ve already gone home for tea and marking, but in your absence, out of your sight your room is tidied up. Everyday all those scraps of paper are picked and hoovered up from your classroom floor. And just how do you think those squashed sandwiches from behind the bin disappear by the time you come back the next morning?

Bus Driver – Can you imagine 50 of them after a whole day at school, high on the elixir of 3:15pm and desperate to settle old scores and eat sweets, while you are tying to drive them safely home through town centre traffic?

Canteen worker – Think about that lunchtime rush, the chaos of the queue, children unhappy at their meal options, that tearful little year 7 without enough money and dealing with the snide jokes and complaints.

TA – There you are having to sit one-to-one for a whole hour with that child who hates you and then for the next 60 minutes with an only just arrived in the country , not a word of English pupil. There’s a relationship intensity there teachers at the front of the room rarely experience

Supply teacher – They have to teach the same class without the daily comforts permanent teachers have filled the nest with along the way…. Picking up pieces of lesson instruction while being uncertain of school systems and protocol. On the hoof in front of pupils who see her as less than their real teacher. Working amongst the feeling of abandonment.

Receptionist –  On the front line and exposed to angry parents, lost pupils, urgent messages and favours for disorganised teachers

Head’s PA – Probably the biggest and best secret keeper in the building. All those things to organise and organise calmly. Oh,  and running the school when the head is away for the day at a meeting.

Attendance officer – Having to suggest to parents (the ones who probably place little value on school and school workers) face to face that maybe, just maybe,  they could raise their child in a different (don’t mention better) manner.

Site manager – How do you keep the buildings upright and safe on sod all budget?

NQT – Do you remember what it was like to start teaching? Planning ALL those lessons for the first time? Teaching 14 completely new classes whom you have never met before?

Headteacher (or whatever they’re called now)  – People who on work more hours than you do. Who have to go to ALL those evening events and meetings. People who have the spotlight of all parts of the inspections and all parts of the exam results focussed brightly on them.

So why don’t we get off our high horse a for a while and appreciate or least notice that others are also doing a hard job. Maybe we could begin by not using phrases like “teachers and support staff” or defining jobs at school as teachers and non-teachers. That would be a start.





My Research Ed London 2017 Takeaway

This was my first ResearchEd event. I found it fascinating. I cannot write or speak as intelligently as most of the big education hitters who were speaking or who will write about the day and you will be better off reading their thoughts and presentations and books than this if you want some in depth insight. So instead I have simply listed my impressions and half-formed thoughts below.

  • You have to set off really early for a Saturday morning to get to London.


  • There are a LOT of teachers who are prepared to give up a day of their week end unpaid to learn how  to better at their job. This makes me feel good.
  • If the ‘no phones out in lessons’ was in force 100’s of people would have been queueing to reclaim their devices from Mr Bennett at the end of the day.
  • Ben Newmark (@bennewmark and http://www.bennewmark.wordpress.com ) speaks and writes excellently on why target grades are a great harm to pupils and teachers alike. The targets we are giving are performance targets which might work only if the person is committed to it and they already know how to achieve it. But more probably they are not effective in helping improving people’s abilities. It’s as though knowing more is not part of the process at all. Ben suggests instead subject specific learning goals. But with a generation of SLT now unable to run schools without targets and tracking of targets at the heart of what they do I worry this alteration might be hard to achieve.


  • The room for my second session choice was jam packed without even standing room so I nipped next door instead not knowing either the title or speaker. Turns out this was a good move. I may not be teaching KS1 or 2 reading and writing but I now know about the problems of the multiple genres involved and came away wanting to know much, much more about cognitive load theory. Thank you very much Tarjinder Gill ( @teach_well and http://www.teach-well.com)


  • SLT at my school keep mentioning Daisy Christodoulou ( @daisychristo and @www.thewingtoheaven.wordpress.com ) and a while back I read and loved 7 Myths of Education. Suggestions like “Democracy requires every citizen to have knowledge and understanding of the world beyond their immediate experience.” really excited this geography teacher. I was also taken with what she said about writing good multiple choice question and how to use them as feedback. The question on the left (photo below; please excuse the quality) is a better one than the one on the right because it contains only one possibly correct answer. We should produce questions that have “unambiguously wrong but plausible distractors” – writing the answers out by starting with the wrong ones is the trick. But, I do worry that her overall message now risks being diluted as she has left education to work for a company who sell the very product, comparative judgement) she claims helps teachers job to do their job better. Finally I must apologise to Daisy for accidentally playing the Test Match Special commentary during her talk – I was only trying to check the score and I got Henry Blofeld in error.


  • Middle of the day break and I discovered “Standard hot lunch” means a cheese sandwich and a really delightful biscuit
  • Carl Hendrick ( @C_Hendrick ) and Robin MacPherson ( @robin_macp ) spoke on bridging the gap between research and practice. It was the most practical session I attended. They recommended that to move away from being the researched to doing the researching, the key for teachers is to start with reading research. Then in school to try to create a space where a few teachers can reflect together on what they have learnt. If I can find a space in the busy weeks this is exactly what I would like to do. Following Tarjinder Gill’s talk, I have already started with this article on Cognitive Load Theory. Thank you gentlemen! I also appreciated amongst all the ideas flying around at ResearchEd, their reassuring slide on the basics we need to get right.


  • I next learned that you can’t expect every one of 8 sessions to be completely relevant and useful to your own situation at present. At least one is likely to leave you disappointed. But hey! onto the next one.
  • I was really interested in what Alex Quigley ( @HuntingEnglish ) said. We can make a huge mistake if we assume that a pupil who doesn’t understand a lesson is not academic, when it may just be they don’t yet have the ‘wealth of words’  necessary to stand a chance of understanding. This is definitely worth looking at in geography. We may not have the range of vocabulary science pupils have to get through, but we need to make sure we aren’t excluding pupils from learning because we overlook this problem.


  • I gained a really clear insight into the problems pupils have learning well on their last lesson of the day. I was filled to the gills with ideas and thoughts. It was almost like my working memory (see I have read that cognitive load theory article, I wasn’t lying) was chock-a. There I was with the Head of OFSTED right in front of me and I cant remember a word (apart from the reassuring part on teacher workload) of what she said. Sorry Mrs. Spielman.
  • Finally a really big ‘Thank you’ to all my colleagues who shared the long uncomfortable school minibus journey into London and back and who I hope will also share some discussions with me in the weeks and terms to come on our excellent day out.IMG_6798


Pressure – What pressure?


I don’t want to be but I am worried about tomorrow. My stomach feels full and empty at the same time. But I have a strategy to deal with it.

My pupils’ exam results are published. It’s a big day for them. Two years work reduced to a few grades on a slip of paper in a small brown envelope. It’s hard for them. At 16 it is their first pointer as to how they might do as an adult in the outside world, where they might fit in. Of course at 16 they don’t know properly know the outside adult world of jobs, careers, finances and although they have a vague idea of the big picture, most 16 year olds wouldn’t see the results in that way. It’s much simpler for them. “What grade did I get? What grades did I want? What did my best friend get? Let’s hug.”

But I know the outside world significance of their grades for me. I’ve been through this before. As a teacher you are only as good as your last set of grades. Five years ago my pupils’ grades nosedived. Like an inexperienced man on the top board at the local swimming pool they made an ugly loud splash that made everyone cringe. For 15 years before I had been seen as a good teacher and then overnight I was a bad one.

Interviewed and reinterviewed by SLT, analysed, poked and questioned like a guilty criminal. “Support” was put in a place. Clipboards and nosey faces appeared in my classroom. Scrutinies happened. It was like having the KGB in my lessons. They wanted to know WHAT I WAS DOING WRONG. The latest educational ideas were given as strategies I should employ for every class; conversational feedback, differentiated starter activities, more mini plenaries, learning objectives visible everywhere and at all times. I ran faster and faster around my classroom, my evenings were a swirling gust of marking and planning. My pupils did more and more assessments so I could show to anyone who looked (and lots of people did) how they were progressing and how all those shiny new ideas were working to make me better at my job and results improve. Work became a slog, meetings a frightening strain. Every one of my judgements in the classroom was under the microscope. There was always more I could have done.


Since then my pupils results have had 3-4 years of being what they were before – pretty good, thank you. On reflection it turns out I didn’t suddenly become a bad teacher. Equally, since then I haven’t been reinvented as great teacher either. I had one bad year. And all those time consuming ideas were at best an inefficient use of my time and maybe just plain pointless. There are an immeasurable amount of  immeasurables that go into making a pupil’s results. A teacher’s ability is just one of these (one of the larger ones for sure) that is all.

So, if like me you are fearful of tomorrow, take a deep breath and clearly think about how hard you worked in the last two years for your pupils. You have more than played your part. Despite how you may have been made to feel results day is for the pupils, not for you nor for the school.  But whether David or Sarah or whoever got their grade or didn’t isn’t the whole definition of whether you can teach or not and certainly isn’t the description of who you are as a person. If you allow yourself to think like that you shrink the beauty of what you do as a teacher and suck all the joy out of your classroom.

Once you have checked the results tomorrow morning; be happy or sad, miffed of delighted and then move on to all the other things that make life so worth living. There’s still more than a week left of the summer holidays for a start.

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“Clarity of mind” meditation

kathleen mcdonald


This is a mix of Kathleen McDonald’s “Meditation on the Clarity of Mind” Part 3 chapter 2 in “How To Meditate” and Pema Chodron’s ‘Using Thoughts as an Object of Meditation’ in “How to Meditate” p. 70. Any benefit this meditation brings is a result of the understanding and realisations of these two experienced and revered practitioners.

The philosophy behind this meditation (you don’t have to read this, you can skip to the meditation practice itself just below)

Thoughts are not solid. They are not real. The argument you act out in your mind isn’t happening and may well not happen at all. The fine meal you are dreaming of won’t be occurring until next week and when it does it won’t be like the dream you are having about it now anyway. Seeing thoughts like this helps us to escape from the ‘catastrophisation’ that goes on in our head, where we start to believe the negative storylines we invent so they become solid and real to us. We don’t have to deny them entry or squash them deep down to try to forget they exist. Nor do we need to smash them with a hammer or fight them to the ground. Instead we can lightly touch these thoughts, say ‘thinking’ to ourselves and let them dissolve away.

If we are free ourselves of adding a sense of solidity to things that have none we can start to also start to loosen the ties of our ingrained mental habits. When someone mentions our boss we don’t have to run down that overworn path of tales we, without fail, recount of what she will do and say to us. We don’t have to get lost in dreams of “if only” and “how marvellous it would be if …” Seeing thoughts, emotions and feelings as dreamlike relieves us of so much burden. We can begin to understand how all that we create in our mind is less solid than we give it credit for and then we can see how restricted we were, how we made such a big deal about something that does not need to have a hold over us.

Consequently we begin to experience how vast our lives can be when we don’t attach or push away from all our experiences as though they were solid and real. Right there lies true freedom.

The Meditation Practice Itself 

1/ Take up the correct posture via the 6 points we have already learnt. (See previous meditation instruction here if it helps)

  • Feet/Legs
  • Seat
  • Torso/back
  • Hands
  • Eyes
  • Face

“Bring ease to your posture. It’s so important not to get into a major struggle but to simply try to be as relaxed and comfortable as you can. In each of these six points, you want to embody a sense of relaxation, openness and dignity; you want to embody an expression of being awake and confident.” Pema Chodron

2/ Become mindful of your outbreath. The instruction is “Just be aware of the normal and uncontrived outbreath. Follow it, be with it; be aware of it. “ Spend about 5-10 minutes doing this or until you are fully relaxed and aware of the outbreath.

3/ Once your awareness has become sharp turn your attention to the clarity of your consciousness. Your consciousness, or mind, is whatever you are experiencing at the moment; physical sensations, thoughts, feelings, emotions. The nature of each of these experiences is clarity (like a still glass of water). Focus your attention on this clear, pure nature of the mind.

Thoughts will still arise and when they do let them pass through. Thoughts come and thoughts go. Just observe them. Take the same approach with physical sensations, feelings and emotions. They are clear by nature and without substance.

If this is hard at first meditate on a mental image of clarity … Imagine lying on a hilltop and staring up at a sky that is completely clear and free of clouds. Concentrate on this vast unobstructed emptiness, Imagine that it flows down and embraces you and your surroundings; everything becomes empty like space. Hold this experience; feel that the nature of your mind is like this clear empty space.


4/ When you finish dedicate any benefit you may have gained from this practice either to all sentient beings or to people you know who themselves are struggling; let go of the result of the meditation as well.



Kathleen McDonald’s book can be found here

Pema Chodron’s book can be found here

Other sellers other than amazon are of course available

how to meditate pema chodron