I was reading Beth Budden’s blog on the cult of performativity in education and thinking of the many times when I’ve thanked the gods no-one was watching a particular lesson. It’s gratifying that there is a growing perception that a single performance in a 40 minute session is no kind of measure of effectiveness – I’ve railed against that for many years. During observations, I’ve sometimes managed to carry off the performance (and it’s always a hollow victory) and sometimes I haven’t (it always leads to pointless personal post-mortems). Lately I’ve managed to introduce the idea that I will give a full briefing of the lesson, the background, my rationale, the NC, the focus, the situation etc. etc. before any member of the leadership team sets foot in my classroom to make a formal observation. It’s been a long time coming and it goes some way to mitigating the performance effects. Not everyone in my school does it.
But what about the lessons that I really didn’t want anyone to watch? If they had, would I be recognised as a bad teacher? If I think about lessons that seem to have been pretty poor by my own judgement, they almost always lead on to a better understanding overall. A recent example is a lesson I taught (nay crammed) on the basics of electricity. It was a rush. The pupils needed to glean a fair amount of information in a short time from a number of sources. The resultant writing showed that it was poorly understood by everyone. Of course, it was my fault and I’d have definitely failed that lesson if I were grading myself. Fortunately I wasn’t being graded and nobody was watching. Fortunately, also, I could speak to the pupils the day after looking at their confused writing on the subject, tell them that I took responsibility for it being below par and say that we needed to address the myriad of misconceptions that has arisen. We did. The subsequent work was excellent and suggested a far higher degree of understanding from all; I assumed that something had been learned. Nowhere in here was a ‘good lesson’ but somewhere in here was some actual education – and not just about electricity.