You may have missed it but there was something of a spat on Twitter a few weeks back when one blogger suggested that certain books weren’t worth reading. After all sorts of guff about the ‘pedagogy police’ was slung back and forth the dust settled, an apology was issued, and we all went on with life as before, bruised but wiser.
But there was some sort of consensus that slagging off ideas wasn’t very nice and that criticism should be constructive. I think.
Last week, as you’ve probably heard, I got to meet with Ofsted’s National Director of Schools, Mike Cladingbowl. At one point during the discussion on Ofsted not having a preferred teaching style he asked, his voice dripping with scorn and incredulity, “Did you know, someone has written a series of books called The Perfect Ofsted Lesson?”
Errr…. Yes?
“Well, I’d burn them!”
“Oh, OK. I don’t know whether you know, but I actually wrote one of them.” Cue awkward pause.
“I’d still burn them.”
I pointed out that almost the first thing I say in my book is that there is no such thing as a perfect lesson. I checked it earlier today and here’s what I actually say in the introduction:
I passionately believe that by understanding a few simple principles and working hard to follow them, you can deliver the perfect English lesson. The very best English lessons provide engagement, motivation and genuine progress in the crucial skills of communication. I aim to lay out before you a smorgasbord of proven and successful titbits which you can mix together and use as and where you see fit.
I have to say, I felt a bit disappointed in myself. In an earlier draft, this paragraph read as follows:
Is there such a thing as the perfect English lesson? Well, no, probably not. There is, you may be disappointed to discover, no single lesson that you can trot out endlessly and clap yourself on the back for being a good egg. If there were it would quickly become stale and we’d both be exposed as frauds. But, if we remove the definite article and consider instead possible ingredients of a perfect English lesson, then we can probably agree that there is some mileage in reading on. This book is an attempt to capture a few of these perfect moments and unpick the thinking behind them. I aim to lay out before you a smorgasbord of tidbits exemplified by my own teaching as well as the teaching other English teachers of my acquaintance which you can slot together and use as and where you see fit.
That is what I wanted to say (and what I actually believe), but the process of editing is remorseless. However, that is the message of the book. There is no right way to teach, but there might be good ways to teach. I base most of my assertions on research and have actually used all the ideas in the book, for whatever that’s worth.
It should probably go without saying that I would write a very different book today and, although I’m still proud of, and stand by, most of it, there are things I would change. Hey ho! That’s the beauty of publishing. I was immensely flattered to be asked to write it and it has served me well.
But that said, I go to great pains in the book to make it clear that all the myths that have grown up around “what Ofsted want” are nonsense, and I hope that, in its own small way, the book might have helped some teachers to rid themselves of some of the most pervasive and pernicious pieces of misinformation about what might constitute good teaching.
Imagine my surprise when I was emailed this picture
Mike Cladingbowl urges his audience not to read these books!
There is some irony that my books sets out to make many of the points Mike makes in his bullet points.
Anyway, this isn’t an apology. There’s actually something quite piquant about being on a banned list. The title is, perhaps, regrettable but hopefully we try not to just judge a book by its title. I know many people have been put off reading it because of this, but many more will have bought it because of the O word. It was never an attempt to tell anyone how they should teach but instead set out to explore how you could teach.
But it got me thinking: are there books on teaching we should ban? Would anyone ever agree? Is this nothing more than revealing a preference for a particular teaching style?
Anyway, when compared to Ofsted’s own good practice guides, I think it bears up rather well.
I was at an event David where the Ofsted representative purchased the full range. Don’t stop writing!! Hywel 🙂
Ha ha! They’ll be in trouble!
Hi David
We know that those books focus on great learning and not on ‘perfect Ofsted’ – I always said it was ironic! But you know what they say – no publicity is bad publicity….When you say ‘don’t think of an elephant’ you just can’t help thinking of one. How are you by the way – love your blogs!
Jackie ;:-)
Maybe the title is ‘regrettable’ but I have to say reading this book helped to reignited my own passion for learning and encouraged me to push myself with my teaching, I think mainly because it doesn’t patronise or give the same old ideas you’ve been given on countless training days. It introduced me to your blog and that of Lisa Jane Ashes and some of the techniques I’ve used and developed into my own style have really helped my students and certainly helped me continue to shape myself into something like the teacher I aspire to be. But the most helpful thing is the attitude that we are always learning and improving. Some of your blogs recently have expressed doubt about some of the ideas you outline in this book but I think that’s all good!
It’s always great to hear I’ve had a positive impact, thanks very much. Can I twist your arm into leaving a review on Amazon?
Oh go on then…
“Errr…. Yes?
Well, I’d burn them!
Oh, OK. I don’t know whether you know, but I actually wrote one of them.” Cue awkward pause.
I’d still burn them.”
No offence but that’s going to make a cracking gag at any future PD / Training events you do.
When’s your next book coming out? Amazon keeps saying that the release date is delayed.
Great blog. I will stop buying books, when Ofsted start giving more support to teachers and schools. There is more than one way to crack nut, so these books help us see how others crack nuts. If Ofsted gave more direction, then maybe there wouldn’t be such a need for so many books, courses and other things. If Ofsted showed us how a sledgehammer, a concrete slab, a saw and an electric drill can be used to crack a brazil nut, then there wouldn’t be a need for all of this. Yet, all we get is smoke and mirrors. No wonder they have a bad opinion from some people – they are like the examiner who tells a student they have got it wrong, but doesn’t give the answers.
How can we improve if we never know what the effective schools are doing right? Where is the vision? Where is the direction? Where is the leadership? I would be viewed as a bad teacher if I didn’t guide my students, but where is the guidance for the teachers. If there are better ways, tell us. Keep us in the dark about things and we will never know.
I am happy to try a knife to a crack a nut – but, I haven’t read that in a book yet. Show us how to crack some nuts and we will try it.
As I said before, great blog. Sorry, if you suffer from a nut allergy and constant references to nuts has highlighted this and made you feel a little bit sad.
Your book played no small part in helping me to secure a job offer this week. My interview lesson was ‘outstanding’ so at the risk of fuelling your outrageous ego – I will be eternally grateful 🙂 Keep up the excellent work David.
That was a fun read! Thanks for sharing! 🙂