From:
James Payn <jamespayn@hotmail.com>
To:
A.J.Whitehead@bath.ac.uk
Date:
Mon, 22 Nov 2004 08:24:53 +0000
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Dear
Jack, could you read this and highlight parts that you think convey the
values
that are most important to you?
Thanks
James
I HAVE HAD SUCH A GOOD YEAR
James Payn
November 2004
I am not given
to over stating my own story and actually your own story is always exceptional,
complex and engaging. We cannot believe in Peter CookÕs character who reads his
own diary and concludes it was Ôprobably the most boring thing I have ever
readÕ.
I arrived in
London as an enquiry advocate and was unsure what I was going to do –
part of me was nervous because if anyone asked me I would not have had an
answer. I had not undertaken any classroom research and my initial thought was
that the course might skill me up so I could undertake measurements in order to
evaluate the work we were doing as part of Network Learning Bath. But the day
did no such thing. For the first time in a long time, the initial meeting was
about the initial process – why are we doing this? Marion Dadds led us
through a question about the ethics of research. The prepared list of military
style thoughts in my mind disappeared and I found myself in a new space and it
felt very good. It led our small group to come to a simple conclusion that the
research had to benefit directly the children we taught. While this sounds obvious,
that thought has recurred to me throughout the process and has helped me get my
priorities right on many occasions. We did other things that day which were
good, but the ethics question was the one that got me thinking and made me
realise I was part of something I hadnÕt done before and that it might be of
great value; I could not have been explicit at this stage but the implicit
feeling of potential was very strong. The other major step that day was being
told by Karen Carter that I should seek to make contact with Jack Whitehead
whom she had worked with at Bath University. Another important aspect was going
along with Sue Adams, the parallel enquiry advocate in the network, who is an
intensely caring and supportive person with an obvious compassion for the
children she has taught and is teaching; we were able to engage in social
discourse about education which was a very good preamble to the more focused
meeting of the day. We had a very energising chat to and from London on the
train and within this conversation I began to formulate an idea about story
telling which sprung from a mixture of our conversation, a recent government
initiative and a long term passion for telling stories.
The next week, I
walked onto the campus of Bath University and again was struck by how
uninviting educational institutions are to those who do not belong. I managed
to track Jack down and he invited me to an action research group the following
Monday from 5.00-7.00. I came along, nervous as again I had little to share.
ÔEinstein got it wrongÕ was one of the first phrases I heard. I realised I had
entered yet another space that was going to expand my view rather than narrow
it. Alan was explaining his view of existence and he was explaining the
Ôcomplex selfÕ; I could connect to what he was saying. I knew I did not
completely understand what was being discussed but I realised that that did not
need to stop me connecting. In fact the conversation amongst the other people
in the room went on to clarify that every time we understood someone else it
was always an imperfect translation of the other personÕs thoughts. I kept
quiet but I did feel comfortable and that this space was going to be good for
me. I could not specify exactly what I would do as a result of being part of
this group, but as I was going along in my own time I only felt accountable to
my wife and baby boy. She saw that the discussions were stimulating me and we
did actually have deep conversation afterwards, and that was an improvement on
the status quo of a husband preoccupied with a mega-to-do-list. So I decided to
continue going every Monday night that I could.
I did complain
to Jack that I might find attending special meeting after school difficult to
continue because it was in my own time and I often felt exhausted. Jack was
quiet clear; he had felt exhausted when teaching in London but that attending
groups with a team of philosophers led by Richard Peters and engaging with the
process of reflective practice had re-energized him and that after arriving
flat he had left high. Jack is a most caring person who has a passion for
inclusive space, which is what characterizes this Monday group, but at certain
times he also leaves no space for doubt. And my experience has proved him
right; I look forward to being part of the group and it is very pleasurable. In
the future I would very much like to understand more about the
dynamics/contexts/values that lead teachers to re-energize and rediscover the
perception that they are back at the beginning of their cycle and they
understand the place for the first time.
The discussions
at Bath University have a mysterious resonance from one topic to another and
from one week to another. The discussions are having complex effects on my
teaching and the behaviour of the people within the group is also very
important in leading me to transform my values. I will attempt to write down
the resonating values that have touched me deepest.
The idea of the
complex self where I do not divide the universe into two; me and everything
else, but instead I view myself in a complex communication between me and my
surroundings. Boundaries are not hard and impermeable but instead have ÔholesÕ
by which this communication takes place between me and the context that I am
in. This view of the complex self has changed my behaviour with the children I
teach; I view the dynamics that exist within my classroom as a complex mix of
what I have prepared to share and the reactions of the children, as well as
many extra things the children bring with them to the classroom, often unseen;
This has made my story telling more powerful because I am continuously
ÔfeelingÕ the childrenÕs reactions and using them to influence what I am
showing at that given point in the learning; before my role was to tell such a
great story that they had no choice but to be engaged, and if they were not
then there was a ÔfaultÕ, either in my story telling or with the attention span
of the children. This had led to great levels of frustration and anger. Story
telling from the viewpoint of the complex self has led me to a far more
appreciative stance; things still go ÔwrongÕ but now I look for the complex
reasons, both within my own behaviour and the childrenÕs and often a sensitive
moment that reconnects me to the learning context leads us out of the ÔwrongÕ
and back into the space where the story is helping to create powerful links in
our minds.
The discussions
have also led me to seek that which is continuous. The demands of traditional
science have required that discrete, definitive evidence must be found in order
to move forward. The curve has to be understood in terms of its x and y
co-ordinates. This is how I was taught and then Alan explained how this only
made an artificial rendering of the curve and lost so much, if not an infinite
amount, of its meaning. I began to contemplate what this meant for me and it
helped me realise how beautiful turning is and how infinite its detail is as
well. The circle is an important shape in many stories and I made a link
between the beauty and complexity of what has been shared at the University
with the beauty and complexity of the stories that are told in my class. In
evaluating what had been recorded on the video I was attempting to appreciate
as much of the child as possible, without attempting to define what that child
was doing at that given point. Moving away from defining children from the
evidence that they create, which is always a tiny window over an immense
landscape of who that person is, to an appreciative stance where in collaboration
we decided together where we would like to go next, with as much rigour
concerning values and commitment as was possible without becoming
disheartening, is re-energising the learning in my classroom continuously. It
has also helped me lead staff meetings and network meetings with other teachers.
To witness the same dynamics enable adults to enter a constructive dialogue
focused on learning has further reinforced my belief that the values are right
and the change in my behaviour is beneficial, to me and to those around me. My
family is very much included in this learning experience and seeking continuous
behaviour with my 14 month old boy is wonderful; those moments where we are
just being together and he comes along and falls against me are quite the most
beautiful moments of my life; I do nothing at these moments and but instead I
am, which is a beautiful tension between the discrete (doing) and continuous
(being).
I have had low
self esteem and within English culture I have been encouraged to celebrate my
low self esteem as a powerful badge of acceptance, but recently Jack made me
feel so good that it made my eyes water as I drove home and it took my breath
away. He said that I had an exceptional energy that seemed to come literally
from my chest, expressing itself powerfully to those around, but then, and here
is the beauty for me, it allowed, by my sensitivity to the other person, a
response and encouraged others to create their own thoughts and feelings. This
was not a definition of me, and often I contradict this view as well, but Jack
has a wonderful habit of appreciating the value in people and after he spoke
these words of encouragement I have found it to be true, at times and much more
regularly and deeply than before he said it. Blanket encouragement and a mega
positive interpretation this was not. It was finely judged, expressed with
commitment, energy and a very respected level of expertise. I cannot define how
important JackÕs words are and will be to my development.
The group has
also transformed my view of what learning might be. I had viewed learning as a
process of assimilating huge lumps
of knowing from outside and that often I failed and was cut down by my teachers
who had acquired ÔitÕ through intelligence and diligence, both of which I had a
very little of. And I have transferred this to the children; I have set up
knowledge as a far off thing that the higher ability ÔgetÕ the middle and lower
often ÔmissÕ and the SEN are not even really part of, they donÕt even know that
they ÔneedÕ so let me tell them and then try really hard to get them there. I
have often presented learning as a process whereby if I am doing it well I have
some-how grabbed them by the scruff of the neck and hurled them effectively at
the learning which they have hit full on and there have been lots of these
ÔhitsÕ in my lesson. So if I could become an exceptional marksman, then I can
get more and more children to hit more and more of this external, imposed
knowing. Through my process of enquiry my perception of what learning is has
transformed; I now view learning as a process of the individual constructing
his or her own leaning from within; excellent teaching now means a process of
showing very beautifully something which is highly complex and is surrounded by
continuous patterns and rhythms of care and love. These implicit values are
felt and appreciated by the learner and at times there are explicit experiences
of how these values are lived by the holder; if the learner feels enough
consistency then they believe in the teacher; these consistent patterns that
lead to a feeling of well being about learning allow the individual to access
immeasurably more from the teacher. If we believe in a world of measuring
learning we have to be careful we have not entered a paradigm of diminishing
return that undermines the infinite space created by beautiful teaching.
I do not
apologise for the wide scope of these thoughts, because they are influencing my
behaviour in the class continuously. I am also a living contradiction of these
values at times and becoming more aware of my values has highlighted my
inconsistencies. At first I found this very disturbing and was frightened by
the rigour of having a living educational theory that was with me all day long.
But embracing my ÔholesÕ and realising the powerful dynamics they create and
that I will always have holes and never be more complete than I have ever been
is a very freeing thought process and has led me to make fewer harsh judgements
about where I am, but instead used that energy to look closely at the direction
I am heading in, again continuously adapting and curving this direction to
appreciate as much as possible of where I am in the ÔnowÕ moment.
I have a deep
desire to appreciate the circle that I am in and the ability to understand each
place in that circle for the first time. In the past I viewed my development as
a set of skills and if I could work hard enough and be organised enough, then I
would be able to become part of a circle of teaching where I sat in a huge and
comfy armchair of my own competencies; when I need to do fractions, this is
what I do and I have the resources to do it etc. I had been taught in that way
by many teachers and it presented learning as a body of knowledge/skills that you
just had to clothe yourself with, and some people had the nack of getting
dressed very quickly while I struggled with my socks. Within this paradigm I
was also investing heavily in resourcing myself ready to ÔrelaxÕ when the job
was done at some point in the future, which I understood might be some years
ahead, say five years of hard work would get me to that place. I began to feel
depressed after 3 years of rather hard work, with no sign of comfort anywhere
and in fact a feeling that the more I did the more ÔtheyÕ got me to do. I
recognised this conversation; I had heard it in many work places apart from
school; it seemed to echo amongst the adult world and the wisdom to deal with
it was to cut back and please yourself with the amount you put into the system
you were part of. I worked with a teacher of 30 years experience and this was
his paradigm; he often told me to get out of teaching because the pay froze
after a while and never got better, unless you became senior management and
that wasnÕt worth the hassle. My salary was going up each year and it
reinforced my belief that I was improving along a linear scale; I was nervous
about the future and what would happen when it stopped going up; did that mean
I had stopped as well? I knew that stopping would lead to stagnation and that
would lead to deterioration, which would lead to crisis and I was fearful of
crisis, having suffered from it as a child.
A lot of fear
was driving my desire for improvement and while it energised me to become maths
co-ordinator and it made me work very hard, which was ÔrespectedÕ by other
staff I believe in terms of fear rather than appreciation, it was heavily risk
laden. I knew of cases of breakdown amongst teachers and I could see that if I
continued to ÔimproveÕ I could end up in a place where I would burn out. It
seemed that either the system was designed for the fittest individuals and you
lifted yourself to your own level of incompetence, where you could rise no more
and if you judged it right you just held things together or the system needed
changing in order to appreciate peopleÕs complex qualities within a complex
context. But the problem with the second paradigm was that it still required a
benevolent ÔtheyÕ to create and manage the appreciative system. I donÕt find a mysterious
ÔtheyÕ useful and I couldnÕt believe in a ÔtheyÕ that could manage this
complexity. I needed to combine the individual responsibility of the first
model with the appreciative stance of the second. I did not realise this until
I was able to undertake my role as an enquiry advocate. The label was a useful
half-way between me and ÔtheyÕ. The NCSL are becoming a new ÔtheyÕ in teachersÕ
minds but I had faces and connections and had become part of the ÔtheyÕ. I
needed to take responsibility for teaching and learning and the only person I
had authority over was myself. The Enquiry Advocate position did not provide me
with a specified location within any structure; I moaned about this to myself
and wanted the steering group of my network to recognise me and to help me
define my role. But looking back I now realise how helpful that simple model of
enquiry advocate with no specific location/brief/function was. As an enquiry
advocate I had the perfect balance of responsibility and authority; I could
follow something I believed in, see what value it had and share that with
others, hoping that what was valuable in what I had done would be loved by
others and it might transform values and lead to learning in others, but that
would be very much up to them. The process has also helped me value and
continue to value who I was in the past because it has led me here; my
ÔnewnessÕ is not a rejection of my past like being born-again as a Christian
where I was encouraged to reject my old life and believe it as dead, but it
appreciates who I was; this enables me to understand the dynamics which led me
to a place of renewal and it enables me to not judge those who are where I
ÔwasÕ as inferior – within the cycle I will be in that place again in the
future – I do not judge/condemn myself or others for being anywhere
within the cycle but I do want to encourage the movement around, the convection
leading to new life.
I believe that I
am part of a process where I am rigorously pursuing my responsibility to help
transform learning in my school and within my network; the enquiry advocate
role has not promoted me in my own mind, but it has promoted learning. My own
learning has developed in many different ways and this is transforming the
learning within my network; my class, my teaching team, my school, Network
Learning Bath, Bath University, the LEA and with my wife and child. The extent
of the effect I am having varies widely, but it is interesting to see how far
values echo and influence others.