This post has been agreed by several teachers and is shared across several blog sites.
In the last couple of years, we have openly expressed concern at the approaches taken by Tes Education Resources to plagiarism and copyright violation, theft of resources, and the selling of resources that violate copyright. This is not a blogpost intended to cast disapproval on those who sell resources. It is a simply an open expression of concern at the approach taken by Tes Education Resources, when these incidents are uncovered. We also wish to make clear that this is not about an individual or anybody working for Tes Education Resources. We believe that this is a systemic problem that should not fall on one person to solve.
We feel that the following issues need to be properly addressed by Tes Education Resources:
· The fact that people upload and sell plagiarised resources, which have been clearly copied from free shares on Twitter, Facebook, and sometimes from colleagues.
· The fact that although Tes Education Resources offer ‘goodwill’ gestures to those who give public challenge, and offer compensation when they recognise plagiarism, the onus is on the victim of theft to report and prove the theft.
· The fact that customers are being advised to buy resources to check the content if they suspect a theft has occurred, and then claim the money back.
These issues need addressing because:
Plagiarism can constitute copyright violation, which is covered by legislation in both UK and EU law, as well as being a feature of international treaties and agreements. We believe that this is not being taken seriously by Tes Education Resources, who provide a platform for the sale of resources which have been taken, copied, and presented as original resources by the thief. Tes Education Resources describe themselves as ‘one of the world’s largest peer-to-peer platforms for teachers to trade and share digital teaching resources’ (Tes Education Resources Ltd: Annual Report and Financial Statements – Directors’ Report 2017). We feel that a company of this scale, regardless of financial status, should not be placing the onus on individuals to identify instances of copyright violation.
A goodwill gesture is something given on a case-by-case basis. It means that those with the time and tenacity to challenge instances of copyright infringement are being offered compensation, but there are victims who are unaware of the issue, or perhaps who do not have the time and resources to prove the provenance of the resource. We believe that the Tes Education Resources could and should ensure there is parity here.
Tes Education Resources have conceded that only 5% of their resource downloads are purchased. The rest are free downloads. We appreciate this valuable resource, but feel that the 5% are being prioritised over the 95%. It is understood that the 5% is the download, rather than the upload, figure – but the point still stands – 95% of people downloading from Tes Education Resources are downloading free resources.
We also believe that asking people to buy resources to check for copyright issues, in order to then claim a refund, is an unfair and illogical request. Perhaps most pertinent is the fact that all of these issues are contributing to our workload. The Tes recognise this too. In fact, they have an entire section of their website dedicated to this issue – you can read this here: https://www.tes.com/news/hub/workload. In refusing to adapt their practice, either by demonetising the site or by taking further steps to prevent these incidents, teachers are being forced to spend time searching the site for their own resources. When teachers locate stolen resources, the expectation that they buy their own work and prove its provenance is onerous and frustrating.
What Tes Education Resources Can Do:
– Have a long-term aim to demonetise the site and subsidise it, to enable an entirely free sharing platform for those working in education.
In the meantime:
– Improve checks on resources to identify plagiarism and/or copyright infringement.
– Allow for full download with retrospective payment, rather than asking people to buy resources simply to check for copyright infringement.
– Enable reviews of paid content without purchasing – so that copyright infringement which is clearly evident in the preview pane can be challenged in a review.
What you can do:
– Avoid downloading from Tes Education Resources until the long-term aim (above) is fulfilled.
– Use your Social Media account to inform your followers that you are doing this.
– Share your resources through Dropbox and any other suitable medium.
This is the second in a series of blogs on the key philosophers of education. Part 1 can be found here.
Michel de Montaigne
Whilst sounding like she might be a woman, Michel de Montaigne is actually a dead white man – a group who seem to dominate the philosophy of education throughout history, which is quite impressive given that they are all dead. Born to an incredibly wealthy family in 1533, Montaigne went on to become one of the most prominent and influential philosophers of the French Renaissance.
He is famous for inventing the essay, and as such is the scourge of students ever since. Before he invented the essay, all clever ideas had to be communicated via pictures, charades, or in singular messages of just 280 characters.
Montaigne’s own education was an interesting one. Soon after he was born, his father sent him from the family chateau to go and live with a peasant family in a local village for three years, to cultivate in him an empathy for the poor and to “draw the boy close to the people, and to the life conditions of the people, who need our help”. It’s merely a coincidence that the infant Montaigne was shipped off to live with another family during the period of his life that involved night feeds, teething and ‘the terrible twos’.
When Montaigne returned to the family chateau at the age of three, his father insisted that he learn Latin as his native tongue, probably because “I done a poo” sounds much more sophisticated in Latin. He was sent to a prestigious boarding school from six years of age. When he had mastered the curriculum by the age of thirteen, he left the school to enter university. This seems impressive, but let’s not forget that Doogie Howser had managed to complete medical school and was a practising physician by the time he was 14, so Montaigne isn’t all that.
Whilst at boarding school, Montaigne studied a humanistic curriculum comprising of grammar, rhetoric, history, poetry and moral philosophy, built largely on a Classical model of education. Yet, despite benefiting from being taught an impressive body of knowledge himself, his own philosophy of education for others was rather different. Montaigne suggested that, “in true education, anything that comes to our hand is as good as a book: the prank of a page-boy, the blunder of a servant, a bit of table talk— they are all part of the curriculum.” This is perhaps the best argument I’ve ever seen against a knowledge-rich curriculum: Montaigne benefitted from one and yet still came out with the daft idea that “the blunder of a servant” is “as good as a book”.
Montaigne went on to be very critical of academics, once remarking that, “I prefer the company of peasants because they have not been educated sufficiently to reason incorrectly.” Of course, Montaigne himself was very well educated so make of that reasoning what you will.
Elsewhere, Montaigne wrote in his essay, ‘On repenting’, that “I am not teaching, I am relating”, which is exactly the sort of annoying smart-arse slogan that you see in people’s Twitter bios right before you click ‘mute’.
Born as one of a set of triplets in 1859, Dewey went on to become more famous than his brothers Huey and Louie. He is now considered one of the most influential educational thinkers of the 20th century. To get a sense of his significance, he’s right up there alongside Johnny Ball and Mr. Belding.
Like many philosophers of education, Dewey began his career as a classroom teacher, spending two years teaching in a secondary school and one year teaching in a primary school. And like many education academics, he very soon decided that he’d much prefer telling people how to teach rather than being a teacher himself. However, with as many as three years of teaching under his belt before moving on, Dewey managed to inoculate himself against the kind of criticism that many Teach First candidates regularly have levelled at them for serving just two years in teaching.
During his career as an academic, he published over 700 articles and about 40 books, which, let’s be honest, is too many. But at least I know that you haven’t read everything that he wrote, so I can play fast and loose with the truth here. Among his many achievements, Dewey was in the original line-up of the Sugababes, as well as being the inventor of the Corby Trouser Press.
Most significantly, Dewey was a proponent of experiential and ‘hands-on’ learning. This means that he thought that people learn better by doing than by simply reading about things. You can learn all about Dewey’s theories of experiential learning and his many other teachings by simply reading some of the SEVEN HUNDRED ARTICLES AND FORTY BOOKS THAT HE WROTE.
Dewey famously said, “If we teach today’s students as we taught yesterday’s, we rob them of tomorrow.” But I tested this theory out and I don’t agree with his conclusion. I taught today’s students as I taught yesterday’s and it just meant I was able to have last night off as I was able to use the same planning. As such, I’ve rewritten Dewey’s aphorism: If we teach today’s students as we taught yesterday’s, we get to bing-watch some Netflix/go to the gym/see family/have an early night.
On the purpose of education, Dewey wrote that: “Each generation is inclined to educate its young so as to get along in the present world instead of with a view to the proper end of education: the promotion of the best possible realisation of humanity as humanity.” This is absolutely spot on, so totally and utterly true, and should be the singular aim for every single school. But does anyone know which bucket ‘the realisation of humanity as humanity’ goes in to improve your Progress 8 score?
Freire is one of the leading philosophers and proponents of critical pedagogy, which is a teaching approach inspired by critical theory. Critical theory is a social theory that aims to change society rather than document it, and is largely derived from Emmanuelle Kant (a French erotic film from the 1970s) and Groucho Marx. Critical pedagogy also takes inspiration from radical philosophers, such as Bill S. Preston, Esq. and Theodore Logan, who are considered most radical, dude.
Freire enrolled to study law at university in 1943 but rather than taking it up as a career, he became a school teacher instead. By 1946 – just three years after he entered university – he was appointed Director of Education and Culture for the entire state of Pernambuco, which is as speedy an ascendency into management as that really ambitious colleague of yours could possibly dream of achieving. You know the one I’m talking about.
In his seminal book, Pedagogy of the Oppressed, Freire criticised what he called the “banking model” of education, in which students were seen as empty accounts to be filled by teachers. I’m not sure that Freire has ever seen a teacher’s bank account.
He also proposed elsewhere that teachers should learn from their students. Assimilating this idea with the above banking model, Freire is suggesting that, instead of seeing students as empty accounts waiting to be filled, we should see them as overdrafts with which to dip into so we can spend money that isn’t actually there. Or something like that.
A focus of Freire’s philosophy was what he identified as “the teacher-student contradiction”. He suggested that education must begin “by reconciling the poles of the contradiction so that both are simultaneously teachers and students.” Which reminds me of the time that I set half of my clocks and hour late and half an hour early and got stuck in a space-time continuum loop. Here are some of the ways in which you can overcome the teacher-student contradiction so that you can become simultaneously both a teacher and a student:
occasionally call your line manager “mum” or “dad” by accident
ask every individual pupil “what are we doing today?” as they enter your classroom
ask yourself if you can go to the toilet when you are bored of your own lesson
ask your pupils if you can do bubble writing when doing board work
P.E. teachers: get a note from your mum to get you out of teaching your lessons
Elsewhere in his work, Freire advocated for teachers to be political. In We Make the Road by Walking, he said that “the educator has the duty of not being neutral. The educator as an intellectual has to intervene. He cannot be a mere facilitator. He has to affirm to himself or herself.” What Freire’s followers will point out here, though, is the unspoken caveat: This is only applicable to teachers on the political left. Obviously, teachers on the political right have a duty to be completely politically neutral in the classroom.
Quotations from Freire are often cut and pasted into nice fonts inside colourful boxes and shared on the internet as a form of inspiration for teachers. Here is an example of one such quotation:
Such quotations continue to inspire educators around the world. For example, this particular quotation inspired Clark Kent to take a journalism course rather than study for a PGCE.
Freire is still very popular today, some twenty years after his death. In particular, he enjoys popularity amongst educators who like to think they are Joe Strummer because they don’t want to face the idea that, as a teacher, they are a part of the establishment that they’ve always railed against.
Perhaps Freire’s greatest legacy is his contribution to literacy teaching. In 1962, he taught 300 sugarcane harvesters to read and write in just 45 days. This model has been taken up by institutions all over the world. For example, many tabloid newspapers are staffed by ‘journalists’ who have clearly only been taught to read and write in the past 45 days.
Over the past few years, I have been exploring the art history of teaching on this blog, sharing some of my favourite pieces of artwork across various topics within education. You can view my past blogs on these topics here:
In this blog, I will be exploring another area that has proved a rich vein for artists throughout time: the inset day. Let’s take a look at how this topic has been approached by artists through the years.
One of my favourite modern pieces is Patrick Caulfield’s 1969 classic ‘I don’t have to teach tomorrow… I might as well finish the bottle tonight’, which depicts the preparation teachers might go through the evening before an inset day. Other works around this theme include Pauline Boty’s ‘So What if This Film Starts at 10pm? I’ve Got Inset Tomorrow’ (1963) and Andy Warhol’s ‘Lie-in!’ (1967).
This kind of preparation continues into the next morning, as teachers take the opportunity of staff inset to dress casually for the day. The work below is a diptych by August Sander in 1929, titled ‘Inset day outfits’.
These contrasting photographs are beautifully observed, the artist depicting both P.E. staff and classroom teachers from the school’s faculty. Sander plays with the assumptions of the layperson here – they might assume that the P.E. staff are on the left and the classroom teacher is on the right. Of course, as those in schools all know, inset day is the one day of the year where all the male classroom teachers wear shorts and the P.E. staff wear long trousers – both experiencing a sense of liberation that they crave every other day of the year.
Once the inset day begins, teachers might have the option to sit in groups of their choice, or they might face the prospect of being made to work in groups that have been selected for them.
Thomas Struth’s 1989 photograph ‘This is the Group We Have Been Put In and We Are Really Happy About That’, shows an enthusiastic group of teachers really getting stuck in to working with the group into which they have been selected. This piece invites the viewer to really look at the faces of each of the group members to see their deep joy.
Once work begins within the group, staff will need to feed back their discussions and ideas on the subject matter of the training.
Ellsworth Kelly’s 1976-7 print ‘Write Your Ideas on a Post-it® and Stick Them it the Wall’ depicts the staple method of feedback used at all inset. The artist deliberately leaves the sticky notes blank, allowing the viewer to imagine their own feedback as they experience the painting. Critics note is that the central Post-it® note is black, and thus any writing on this note will be illegible to the reader: is the artist suggesting that your feedback won’t actually be read? Or is he suggesting that your true thoughts are hidden? What other interpretations might we make of this?
It may be that the inset training requires teachers to be creative in their feedback. Below are two examples portraying a common method of creative feedback from the past, in which teachers have been given some random objects to arrange in a way that represents their response to the subject matter. In Jean Tinguely’s 1970 sculpture ‘My Pedagogy’, the artist depicts a teacher who has been asked to present what pedagogy means to them. In this piece, there is a description alongside it that reads: “Pedagogy is a series of tools that are in balance but are also simultaneously in a state of chaos”. Below that, Bruce Lacey’s ‘This is What Teaching Means to Me’ (1966) also shows how easy it is for a teacher to put some random junk together and then come up with a post-hoc rationalisation that it represents something profound when asked. The description alongside this piece reads: “I dunno, summink about support and helping hands and that?”
An inset day may also require staff to get up out of their seat and do something interactive as it is often assumed by the trainer that teachers are all extroverts who wish to make public displays of themselves at all times. Liu Bolin’s work ‘Please, Please Don’t Make Me Do This’ (2018) portrays the a teacher in the moment they literally attempt to blend into the background so that they don’t have to get involved in something that makes them uncomfortable. If you look very carefully at the piece, you can actually see the teacher in the centre, hiding in plain sight from the trainer, who has just asked him to sing and clap along to a song, or make some form of physical contact with the person next to him, or perhaps even something as upsetting as standing up for a moment.
Below we can see Eric Gill’s representation of the holy grail of inset: having an external speaker come in to present to the staff. You can see the reverence from the staff as they hang on every word of this guru, who they’ve followed on social media for ages and have finally got the chance to hear speak in person. Critics have noted how the teacher depicted at the far end of the second row has a slightly dipped head, reflecting their disappointment at the revelation that the guru’s social media profile picture is infinitely more flattering than they appear in person and was probably taken five years ago, before the mounting sleepless nights and all-you-can-eat buffet breakfasts in Travelodges started to show.
One of my favourite pieces is Linder’s photomontage piece from 1976, ‘Oh good – that Ken Robinson video again’, a punk-era work that asks the viewer to think deeply about the media content we consume in schools.
During inset day there is often a free lunch put on for staff in the canteen at a set time of the day. Below, we can see Lady Butler’s 1881 painting, ‘The Charge of the Lunch Brigade’, which depicts the moment that one department decides to make their way to the canteen a bit earlier than the designated lunchtime in order to get served first, only to realise all of the other departments have done exactly the same thing. We can see the Head of Humanities, out in front in the centre of the painting, shouting “It’s fish and chips!” as he nears the canteen and gets his first glimpse of the food. Meanwhile, those behind try to hustle towards the front whilst simultaneously trying to maintain polite relations with their colleagues in other departments.
A legend often repeated with regards to staff training is that of inset bingo, a game in which staff members have individual bingo cards full of common buzzwords in education that they are supposed to mark off from their card if they are mentioned by the speaker. Perhaps the most famous painting of all time, below, is Leonardo da Vinci’s ‘Lotto di cazzate’ (Italian: “buzzword bingo”), which deals with the moment someone at the table has a winning card. Critics have often debated the sitter’s enigmatic smile and the reasons behind it, but art historians have recently uncovered diaries from da Vinci that tell us that “the teacher in question has just won the game of inset bingo and is trying to hide her delight and, at the same time, maintain a professional demeanour in front of the speaker and her line manager – this conflict results in her enigmatic smile, a seemingly insignificant feature of the painting which I’m pretty sure critics won’t pay much attention to in the years to come”.
I hope you have enjoyed this little voyage through some of the artists who have depicted inset day throughout history. Until next time!
“Do you ever have déjà vu, Mrs Lancaster?”
“I don’t think so, but I could check with the kitchen.”
Groundhog Day (1993)
Ah, the classic time-loop trope: a staple of stories and films, this simple device sees our hero or heroine being forced to experience the same period of time repeatedly.
Now, we all know that teaching isn’t like that in the day-to-day. In fact, the idea that ‘no two days are the same’ is often cited as a reason why we all love this job.
But in the long term, there is actually quite a lot of repetition in education. And unlike Mrs Lancaster – Bill Murray’s landlady in Groundhog Day – we don’t need to check with the kitchen for evidence of déjà vu. No, in schools we have our more experienced colleagues to remind us.
“I remember this intervention/trend/fad/torture the last time it came around.” We’ve all heard this said. Or we’ve said it ourselves. Because it is one of the universal truths of teaching: like Madonna or West Bromwich Albion, ideas disappear and then return a few years later, rehabilitated and revamped, with an almost predictable frequency.
The time-loop trope in films is often used as a device of horror, or at the very least, grim frustration. And it can have the same effect in teaching.
I can’t even begin to tell you of the nightmares I’ve had about having to relive the hell that was APP again – an approach to assessment from the late noughties that involved lots of paper, huge amounts of priceless teacher time and yet still resulted in the same old subjective and inaccurate grades.
So why do I live in fear of someone bringing APP back from the dead? Surely we all know it was awful? Well, no, not all of us.
There will be people new to the profession who don’t remember the abominations of the past.
With good intentions, they will (re)invent this stuff and dump it into the laps of those who remember it the first time around, ignoring the defences from these battle-weary veterans of, “You don’t know, man! You weren’t there!”
So, how do we protect ourselves from this inevitable time loop? How can we prevent someone triggering our PTSD from a resuscitation of the PLTS? How might we avert a second attempt at a Brain Gym lobotomy? How do we avoid getting the shakes from VAK again?
The answer is to future-proof education. But I don’t mean by listening to the futurists – they’ve been playing guessing games, making guff up and getting it wrong for centuries.
(Incidentally, why do futurists never predict that in the future, people will look back at futurists’ ideas and laugh at how wrong they were? That would be a more prescient observation.)
No, I mean that we should – and can – future-proof education against the past. That’s where many of our most pernicious ideas come from (mea culpa: I don’t stand apart from these ideas – I’ve been complicit in many of them).
And that’s also where we have the evidence and experience to say with more accuracy: this idea is useful/of little use/downright damaging.
We can easily future-proof ourselves against these ghosts of the past, these reanimated corpses of past horrors, by reading widely around the ideas and making sure we know about the research and discourse that informs or refutes them.
Knowledge is power
There comes a point in all of these time loop narratives when the protagonist stops letting the grinding repetition get them down, when they stand up and take control of their own destiny; when they cry, as Bill Murray’s character declares in Groundhog Day, “I’m not going to live by their rules anymore.”
So when the APP gremlins multiply and take over thanks to some well-meaning yet oblivious individual feeding them after midnight, we should arm ourselves with the one thing that can protect against them: knowledge.
Know more about them than we are told. When we know more about the past, we are protected against the future. Only then can we be guided by the things that work. Then we won’t have to live by their rules again. And again. And again…
collective term for any of a range of words or phrases used in schools that sound like team names on The Apprentice, and thus should be treated with caution, e.g., resilience, relevance, rigour, facilitation, growth mindset, flight path, etc.
a receptacle used by pupils to fill with GCSEs at the end of their secondary education; they then take these buckets along to prospective colleges or employers and empty the contents out onto the desk of the admissions officer/manager in the hope that it will impress them enough to take them on.
/siː piː diː/
continuing policy dissemination.
an abstract phenomenon that was brutally murdered in 2006 by schools, who were themselves subsequently brought to justice by Chief Inspector Ken Robinson of the TED Police.
phenomenon whereby politicians, journalists, public figures and commentators identify a need or failure in society and automatically decide that schools should be the ones to pick up the slack of that need; this is usually announced through the press using the headline format “Schools should teach X“.
Dale’s Cone of Experience
/deɪlz kəʊn ɒv ɪkˈspɪərɪəns/
Ben & Jerry’s ice cream variety which combines invention and lies to create an overall flavour of scienceyness.
/just write it down and point to it/
(origin. German) word for the moment when a teacher seizes a youth trend in order to make their lessons seem cool and “relevant” and thus immediately kills the youth trend, automatically making it seem lame and joyless in the eyes of the children.
a school that teaches a general curriculum but which also aligns itself with a particular belief system based on the supernatural guidance of an exterior force and which is based on faith rather than empirical evidence; see also: edtech
fiddle toys that were absolutely necessary for many pupils to be able to concentrate in their lessons for a few months in 2017 until they went out of fashion and pupils were suddenly able to concentrate without them again.
/dʒiː diː piː ɑːr/
an elaborate and wide-ranging policy enacted solely for the purpose of forcing me to tidy my desk.
annoying man who walks around picking up things and asking, “What does this look like in the classroom?”
Lionel Richie challenge
a challenge undertaken upon being asked to cover an Art lesson in which the cover teacher, whilst pupils are working, attempts to find the clay head in the room that looks most like that of Lionel Richie in the ‘Hello’ video.
a framework of six skills identified by the QCA in 2006 to be “essential to success in learning, life and work” and identified by classroom teachers immediately afterwards to be a nebulous and vague distraction from the job of teaching; the six skills were Team Worker, Reflective Learner, Creative Thinker, Assistant Manager, Golden Retriever, Tiny Dancer.
Directed by Nicky Morgan and starring Vin Diesel, the eighth and latest instalment in the popular Progress franchise, a series concerned with school performance measures; other instalments in the series include The Rapid and the Sustained, Progress 2: EBacc in the Habit, Five A*-C (starring English and Maths), and International Progress: Singapore Drift.
Like maths, but better.
popular online website that cleverly taps into the gap in the education market for teachers who wish to buy back their own resources from people they once they gave them to for free.
Whilst rooting around in a local charity bookshop today, I came across a real treasure: Recipes for Teachers. It appears to be a collection of recipes put together to help busy teachers get through the working week. I haven’t tried any of the recipes, but I’m certainly going to have a go at some of them next week! I’ll let you know how I get on, but in the meantime, I thought I’d share with you some examples from the book. Maybe you could try making them yourself, or maybe you’ve used some of these recipes before? Let me know in the comments. Bon appétit!
One of the great things about talks and debates at education conferences is when the speakers open up to questions from the floor. But sometimes it is hard to work out exactly what certain questions are really getting at. Below is a handy guide to what the questioner is really asking when it comes to some of the more common questions.
1. The steer
2. The techsploitation
3. The equaliser
4. The ‘me time’
5. The usurper
I'm just a teacher, standing in front of a class, asking them to be quiet and listen.