Twitter: The Harvey Dent of the Internet, the site with Two-Faces

Harvey Dent, aka Two-Face, the man with originally good intentions as the crime fighting District Attorney of Batman’s Gotham City, turned into a crazed loon after being attacked, and like all good supporting-heroes-gone- bad, he begins to destroy the very things he set out to protect.

Somehow this reminds me of Twitter, or to be more precise, Educational Twitter. If the virtual world of the Internet could be shown as a map, the land of Twitter would be accompanied by the warning ‘Here be Giants’ . For Twitter is full of Giants, educational and otherwise. It is the land where the big people rub Capitals Letters with the little people. Unlike other social media sites, the communication can be one way, no need for Add Friend. You can keep talking without listening. This can generate a key element of the dialogue – a belief that your opinion is important, needed and should be SHOUTED until people hear you. That’s a good thing right? We have fought and defended our freedom of speech. However, just as in Animal Farm, some voices are more important than others and in the land of Twitter, Here be the Giants.

Educational Twitter is no different to any society. There are leaders, sycophants, labourers and naughty children who keep putting their heads above the parapet, only to have them swiftly smacked down by the grown-ups, their ‘Noses pressed up against the glass’ of others conversations and exchanges (Tatamkhula Afrika, Nothings Changed).

The dominant voices of educational Twitter favour a preferred style of discourse..sound familiar? A discourse in which personal opinion can be twisted, ridiculed or worse still, marginalised.

I have been a passionate Twitter account user, both in this account and in my subject account. I have gathered some phenomenal resources in the past 2 years, made some fantastic connections and been able to network and help other Subject departments. And then there is the other side of Two-Face, where I have seen people almost bullied, exposed and self-destruct through their temporary forgetfulness at the public nature of this arena. And these are just the Teachers….

I, for one, hope that that footprint I leave on the strange double-sided land of Twitter, is positive, supportive, builds and fixes. The Old School Harvey Dent Gang will suit me just fine.

Roll up, Roll up! Observations of the Absurd

Blink by Malcolm Gladwell has stayed with me for years. The central ‘science’ behind the book (though I hate to use that word in @tombennett ‘s company, but we’ll give Gladwell the benefit of the doubt here) is that we are able to make judgements in the ‘Blink’ of an eye, or one twentieth of a second (now, that really is made up…by me).

Subtitled ‘The Power of Thinking without Thinking’, these judgements, our intuition, the minuscule fluctuations barely observable, but perceptible on an almost sub-conscious level, are powerful. We ignore them at our peril. Arguably, we owe these ‘thinking without thinking moments’ thanks for our very survival. How does this translate to teaching, lesson observations and grading? Is there a place for snap shot judgements?

Joe Kirby’s January post on Lesson Observations, highlighted research collated by Professor Coe which shows that “if a lesson is rated outstanding,the probability that a second observer would give a different judgement is up to 78%…if a lesson is rated inadequate, the probability that a second observer would give a different rating is 90%”. These judgements are masked by preferences, context, prejudices and ‘I’m not sure I like the cut of his jib’. He continues “only 4% of those judged outstanding actually produce outstanding gains”. This statement resonates in the week we saw lovely Mr Beach (Tough Young Teachers) graded Outstanding, facilitate less than outstanding results for his class, who looked, quite frankly, gutted. I have nothing but praise for the Tough Young Teachers. It’s not their fault someone thought it was a good idea to professionalise the profession by training yooves for a mere 6 weeks, thereby de-professionalising it. This, also in the week the Guardian’s Secret Teacher, blogged about going from Outstanding to Inadequate in 6 weeks, highlighting the true, Circus Freak Show that is Graded Lesson Observations.

Let us transfer, for a second, the assessment process of lesson observations to students and consider it’s validity…You tell your class one day before, you are going to test, check, question and observe them in your subject. Many fail. You tell them they are inadequate. That is the outcome for the year, never mind that it’s February. Oh, and they have to keep turning up to your lessons every day until July, even though they’ve already been judged.

Back to Gladwell. Blink suffered a counter-attack by Micheal LeGault in the form of ‘Think: Why Crucial Decisions Can’t be made in the Blink of an Eye’. LeGault proposes that emotion and instinct should not be the key tools of the decision making process. So what do we rely on?

When I walk into any class, the atmosphere is palpable. There is no escaping this fact. I know when a class is working ‘with’ a teacher and it has nothing to do with noise levels. This is the Blink moment, which, translated to an Ofsted judgement in an inspection or observation, is then set out to be proved, using a crumpled up ticklist and a set of dodgy tools. It could be that either (or neither) teacher or students are ‘feeling it’ that day. Or it could be that there is a breakdown in the trust bond between teacher and students, learning and listening is not taking place, and strategies are needed to support both. A single observation with a single judgement will not determine which it is.

But what if we use that snap shot to examine teaching over time, rather than as a definite judgement? Domini Choudhury in her blog looks at the ‘typicality’ of teacher performance by pulling together evidence from a number of sources to show if students really are making progress over time. We can use the Blink moment as an indicator only, but it needs to be matched with other sources of information. Less smash & grab, more Long Con, in a Hustle style.

Couldn’t we have a system where teachers are assessed as part of an ongoing system, genuine low-pressure continual professional development, open door ten minute walk-ins as well as longer observations, gradings only at the end of an academic year, highlighting strengths and areas to develop?

All hail the day when teachers are not performing monkeys, sacrificing the quality of teaching content, in order to pull rabbits out of Post-It notes and fashion sculptures representing Marxism using nothing but lolly sticks.