Earlier this week, I got up at the unholy hour of 5am and drove through bright morning sunshine, driving wind and rain, and even snow, to attend the HLTA North conference in Stockton-on-Tees. I am not a morning person so this was a big ask but it was completely worth it because the conference was fantastic.
Facilitated by Dr Tom Robson of TREdu, the day was aimed at teaching assistants and higher level teaching assistants from across the North of England, and was centred around reminding us of “the values that made us come into the world of education and to make sure they are firmly rooted so when the winds of politics blow we remain rooted in what we feel is important”. The focus of the day was very timely for me. I love my job. I care deeply about working with young people, making their educational experiences enjoyable, inspiring, relevant, and valuable. I am passionate about developing and supporting engaging, quality education. But, to be honest, over the last few months I have not enjoyed my job as I normally do. I’ve struggled to remain optimistic. I have become more and more tired. I’ve wrestled with an ever expanding work load. I’ve wondered what I’m doing; why I’m doing it; if it’s still where I want to be; and how I can develop professionally in a direction that is right for me.
This last one has been a particular sticking point: I do not want to become a teacher. I know that that role would not be right for me. Unfortunately, I seem to have found myself in a system which, from my experience so far, often undervalues support staff (albeit inadvertently) and seems to see progressing into a teaching role as the only option for professional development. This has left me feeling a little disheartened. I can think of any number of possible routes for professional development for support staff but they don’t seem to exist outside my head! This creates something of a roadblock on the professional path I had in mind for myself. But I’m working on a way around and that’s a topic for another time.
All of these stresses, strains, and worries had become a dark cloud that I had allowed to eclipse my core motivations for doing what I do, and the HLTA conference was just what was needed to blow that brewing storm away (or at least nudge it to one side) and help me regain some perspective.
Within a few short minutes, Tom Robson reminded me why I had come to into this role with a simple question: what have you done today to make that person feel like they can?
That is why I do the job I do. I want to help those who are often told that they can’t feel like they can. I want to recognise the achievements of the students I work with, no matter how big or small; to make some effort to change a culture which has a narrow understanding of success, often confusing attainment and achievement.
The day was filled with so many pearls of wisdom, thought provoking questions, and insights into how we can support the learners we work with. I’m hoping to develop some of them into blog posts of their own and explore them further but I need a little more time to ruminate on them first. For now, I leave you with a few of the questions I left with, to think on in your own time:
To learn something new we must step up to the edge of the known. When was the last time I stepped up to the edge? How do I encourage my students to do this?
Who is the most important person in my classroom? (hint: it’s not me!)
“A teacher is one who makes her/himself progressively unnecessary.” – What am I doing to make myself unnecessary to my students?
Am I taking too much responsibility for solving my students’ problems?
Is the language I use with our students specific enough? (e.g. What do I mean when I ask for ‘more effort’? What does this look like? Do I make my meaning clear to my students?)
Do my students think they are good learners?
What does education mean for me?
What labels do I display to my students? What labels do I put on them?
Feel free to leave any thoughts/responses in the comments. 🙂
