Time Phrases

“They always say time changes things, but you actually have to change them yourself.”

Andy Warhol.

If you regularly peruse my blog for the vague philosophical musings and/or feminist rants, this one may not be for you. For on my mind this week is a spreadsheet I’ve been creating, which logs the frequency and regularity with which individual grammatical constructions come up on the GCSE Latin language paper, both for OCR and WJEC.

Yes, I’ve had quite the rollercoaster of a week so far.

For some time, I’ve had the feeling that time phrases are under-taught in most schools. It’s an easy fix, so it’s something I have always addressed with all of my students unless they show immediate and obvious evidence of confidence with them (which is rare). Imagine the validation I felt, therefore, when my analysis of all the exam papers available to us so far (a total of eight years) revealed that time phrases are one of the constructions which occur with the highest frequency in both examination boards.

There are a grand total of 23 time phrases in OCR language papers to date, a number equalled only by the ablative absolute, which also occurs 23 times, and exceeded only by the indirect statement, which comes up a whopping 28 times in the OCR papers; the indirect statement is universally acknowledged to be a tricky construction, so most schools spend a great deal of time on it (often, as I wrote a couple of weeks ago, to the detriment of student understanding, but that’s another issue). The indirect statement occurs far less frequently in the WJEC examination (only 12 times) and its complexity is limited by the fact that students are not expected to know the range of infinitives that are required by OCR. Compare this to the fact that time phrases occur on the WJEC papers with a greater frequency than any other construction – a total of 18 appearances, with the next highest being the indirect command and the purpose clause, which both occur 13 times across the eight years.

Time phrases are not complex but they are – in my experience – something which students grasp with less ease than most teachers assume. In this blog post, I plan to explore why this is and to make the case that they should be addressed more frequently and with more care than is currently occurring in most classroom settings.

Time phrases are used in Latin to express either how long something went on for, or to specify when an event occurred; sometimes they are also used to indicate the period of time within which an event occurred, but the latter is infrequent at GCSE level. The reason that students find the construction more puzzling than their teachers perhaps assume is the nature of how these constructions translate into English.

The accusative case in Latin is used to express how long something went on for. Here are some examples:

milites duos dies pugnabant
The soldiers fought for two days

in taberna tres horas manebamus
We stayed in the pub for three hours

The use of the accusative to express length of time is perfectly logical to a subject specialist. We understand fully that the accusative is used to express passage of time and motion towards and we therefore find the translation into “for two days” or “for three hours” perfectly natural. For a novice, however, who is still wrestling with the very concept of noun cases and how to express them, the use of the word “for” in our English translation is deeply confusing. Isn’t the word “for” how the dative case is expressed? It is essential therefore to explore and unpick this potential confusion and explain to the novice that the English language is using the word “for” to express an entirely different concept here. The dative case means “for” as in “the slave prepared the meal for the master” – in other words, for the master’s benefit. This is quite different from the use of the word “for” to express how long something went on for, which is expressed by the accusative case in Latin. The use of the word “for” in our translation has to be tackled head on and explained carefully until the novice fully grasps the difference between the concept of the dative (“the slave prepared the meal for the master – i.e. for his benefit”) and the accusative (“the slave prepared the meal for three hours – i.e. that’s how long it took the slave to prepare it”). This cannot be skimmed over, otherwise a novice’s understanding is likely to be shaky – the knowledge will not stick, because it is built on shaky ground. Virtually every single student I have worked with have furnished me with evidence for this – only those carefully drilled in one or two schools with a reputation for extremely rigorous grammar teaching have not fallen prey to this misunderstanding.

The ablative case is used in Latin to express when something happened. Below are some examples:

milites prima luce oppugnaverunt
The soldiers attacked at first light

amici illa nocte advenerunt
The friends arrived on that night

milites nocte fugerunt
The soldiers fled by night

Here, students can experience some confusion due to the myriad of possibilities when it comes to rendering the ablative case in a translation. The variety with which English expresses the concept of when something happened depending on the vocabulary used can be really confusing, so once again the novice must be taught carefully. It must be thoroughly explained that “at”, “on”, “in” or “by” are all possibilities and the students must be given lots of practice in selecting the most appropriate choice. Only when students have seen multiple occurrences of these time phrases and thus practised all the different possible ways that they might be translated can they be said to have gained full confidence in this concept.

Having worked in a state comprehensive I understand better than most that classroom time is a precious and finite resource. Yet having performed my analysis of exam papers I feel I have a strong case that teachers should be devoting more of their chalkface time to this concept. All students can grasp it and they all stand to make tangible gains in the examination with the full understanding that more thorough teaching will afford them.

This beautiful photo is by Aron Visuals on Unsplash. I have used it before and I absolutely love it.

Reading their minds?

Classroom teachers are expected to be psychics. According to the Teachers’ Standards, which are many and complex, every classroom teacher must not only understand how children think and learn but must know when and how to differentiate appropriately, using approaches which enable pupils to be taught effectively; they must have a secure understanding of how a range of factors can inhibit pupils’ ability to learn and how best to overcome these; they must have a clear understanding of the needs of all pupils, including those with special educational needs, those of high ability, those with English as an additional language and those with disabilities; they must be able to use and evaluate distinctive teaching approaches to engage and support all of these different young people … and all of this must happen while there are 30 of these diverse learners in the same room.

Much of what is demanded of the average classroom teacher is impossible. I say this not to be a doom-monger or to preach the acceptance of mediocrity – far from it. Throughout my career I strived to be the best teacher I could possibly be. Yet in reality, we cannot be all things to all men and we cannot possibly fathom the inner workings of every single one of the minds that are sat in front of us.

I have written numerous times on the differences between classroom teaching and tutoring but this week something hit me that had not occurred to me before. While I have always been aware that one-to-one sessions give me an insight into the misconceptions each child may have and thus the ability to address those, it has not previously dawned on me that tutoring a large number of students in the way that I do has given me a broader insight into how children think and learn in a way that I could not have experienced as a classroom teacher. Working one-to-one means that I get to listen to how my students think and reason in real time.

It is often said by modern cognitive scientists that education has placed too much focus on the diversity of learners in the past. While every parent likes to think that their child has a unique set of needs that can only be met in a unique way, the reality is that there is far more that unites young learners than divides them. We now know a great deal about how memory works and how best to support students with the learning process: this is not to say that some will not find it harder than others and require more time and effort than others, but broadly speaking the approaches that work for those with special educational needs in fact work well for the mainstream classroom as a whole. If you tailor your classroom towards providing the best learning support for your neediest learners, everyone benefits as a whole.

Working one-to-one with the huge number of students that I do has furnished me with a real insight into how students tackle the process of translating and what the common pitfalls are when they are doing so. It has also provided some perhaps surprising insights into which constructions that children tend to be able to translate on instinct, without a full grasp of understanding. This information is actually gold dust and links to what I blogged about last week – the necessity of designing a curriculum around the learners sat in front of you and in relation to the time you have available as well as the end goal when it comes to examinations. I have realised in the last year or two that there are some complex constructions which many classroom teachers tend to focus too much time on, to the detriment of the basics, when in fact many students could translate those constructions without difficulty so long as they had a grasp of their verb and noun forms and their vocabulary.

Working one-to-one has given me more of an insight into what doesn’t need to be taught as well as what does. While most of my students have gaping holes in their basic knowledge, many of them have spent an unnecessary amount of time being taught things that they do not need to understand in detail. Sometimes, a construction has been so over-taught that a child has been left in complete confusion; their natural grasp of it, one which they would in all likelihood have stumbled upon if given the right basic tools and a decent dose of confidence, has been lost forever.

I am still pondering what to do with these insights as it occurs to me that they could quite honestly be of enormous use to any classroom teacher who is willing to listen. For now, my understanding of how children go about acquiring the skills that they need to do well in Latin is ever-increasing and remains endlessly fascinating to me.

Photo by Danaisa Rodriguez on Unsplash

Riots and hanging baskets

The recent civil unrest on our streets is the most serious we have seen since August 2011, when a similar spate of violence and looting occurred following the shooting of Mark Duggan by police in Tottenham. I remember the 2011 riots well, because I had not long moved out of that area of London and the shooting itself plus the events that spiralled out of control following it were a stark reminder that I felt lucky to be out of an area that had seen four murders within one mile of my house during one single year.

Shortly after those riots in 2011, my husband and I found ourselves driving through the tranquil streets of Henley-on-Thames, on our way to visit family. My husband remarked upon the glorious hanging baskets and pointed out that one did not tend to hear of riots reported in the heart of towns which were festooned with floral displays. “That’s clearly the solution!” he cried, banging the steering wheel. “Deploy baskets of petunias immediately to all towns across the UK! They are the frontline in riot-prevention!”

He was joking, of course, and the joke relies on an understanding of the fact that correlation is not causation. I’d be willing to place a bet that the presence of hanging baskets would indeed be a pretty reliable indicator that riots have never taken place in a particular town. Yet it is not – as any sane individual would acknowledge – the presence of the hanging baskets which actually prevents the riots. So why might they be a reliable indicator? Why might the presence of hanging baskets correlate with a lack of riots? Well, one can assume, the sorts of towns that are decorated with hanging baskets are also the sorts of towns that tend not to be a hotbed of civil unrest: hanging baskets tend to be visible in wealthy towns, filled with well-to-do people who are quite happy with their lot in life, thank you very much. I may be way out of line here, but I would venture that the people of Henley-on-Thames – generally speaking – have rather less to feel disgruntled about than the people who inhabit the most deprived parts of London, Manchester and Hartlepool. (Apologies if you’re miserable and living in Henley – I’m sure it’s ghastly).

My husband’s wry suggestion that hanging baskets should urgently be deployed in all UK towns for riot-prevention may seem laughable, but unfortunately this kind of ridiculous action is not unheard of in most walks of life. None of us are immune to mistaking correlation for causation, and the issue of separating the two is the main reason why observational studies make for such weak evidence in medicine and in education. Observational studies are considered to be of a lower standard of evidence than experimental studies: not only can they not be used to demonstrate causality (in other words, they identify correlation but not necessarily causation), they are also more prone to bias and confounding as a result. Studies in the area of human health are notoriously difficult when it comes to the confusion between correlation and causation. For example, there is a direct correlation between poverty and the likelihood of an early death. The exact causation behind this is almost insurmountably complex and relates to a myriad of intersectional, underlying causes.

The tendency for those in power to mistake correlation for causation has been something of a bugbear of mine throughout my career and is responsible in part for the slow creep of increasing workload that is driving teachers out of the profession. Another of my husband’s witticisms, which I suspect can be applied to most professions, is a false syllogism that run as follows: “something must be done, this is something, so let’s do this.” I have lost count of the number of times that this syllogism ran through my head as I listened to management announcing their latest wheeze while the minutes of my available professional time ebbed away. Pretty much every single intervention proposed for Pupil Premium students can be placed in this category. And as for the money … since April 2011, when the Pupil Premium system was introduced, the government has ploughed between £1 and £2 billion per academic year into ring-fenced funding for Pupil Premium students. Despite this, the outcome gap between advantaged and disadvantaged students in our schools has remained roughly the same and indeed has widened since the pandemic. The Pupil Premium system is a total failure.

When it comes to the likelihood of schools being in a position to turn this situation around, I must confess to feeling a little dismal. Schools who do manage to buck the trend are largely ignored, especially if their methods do not suit the political bent and social sensibilities of their critics. This year, the Michaela School achieved over 50% Grade 9s in their GCSEs, despite working with an intake of students in a very deprived area. Michaela’s last Progress 8 score (which measures the input that teaching has had on pupil outcomes) placed the school as the best in the country. More than 90% of their children receive passes in English and Maths GCSEs and more than half of them gain a Grade 7 or above in 5 subjects. Yet still their detractors have nothing positive to say about this, nor any suggestion as to how such outcomes could be matched.

It seems to me that a much more scientific and dispassionate approach is required to prove and replicate outcomes in education. We need to ditch all political bias and look at the evidence with fresh eyes. For until we can make this shift, it seems to me, we will be doing nothing more than adorning the most impoverished streets of our most deprived towns with some hanging baskets and expecting that to solve all of their problems.

Hanging baskets in Amersham, featured on the RHS website

Covered in glory

It is difficult for anyone outside the profession to comprehend the full potential gamut of horror that is the secondary-school cover lesson. Not only does it mean losing what is potentially your only free slot of time during that day, the reality of that cover lesson can be genuinely terrifying.

I recall opening up the cover folder and reading instructions such as the following:

“Explain to students the fundamentals of the carbon cycle”. Um. Okay.

“Invite students to share their views on …” (insert anything here, frankly, for horrors to commence).

“Go through the answers” – when this was Key Stage 4 maths, my blood truly ran cold with terror.

Yesterday, on the platform formerly known as Twitter, Andrew Old (who is a figure that will be known to anyone who does EduTwitter) asked the following: what is the worst cover lesson you have ever had to do? He followed this up with his own entries for the competition, saying that he was torn between an MFL lesson where the work was a wordsearch that didn’t actually have any of the words in, a science lesson where the work was “write a rap about the rock cycle” and “any PE cover where they actually had to play a sport”. The latter brought back a flash memory of one Year 9 tennis cover during my first year, during which I learnt a valuable lesson and a principle that I stuck resolutely to for the rest of my 21-year career: do not – repeat not – go into work with a hangover. You will be punished.

Others on the platform added their own entries to the competition and I share some of these experiences purely so that readers may appreciate just what it is that your average teacher may go through on a typical day. One reported a double-booked room and having to find another room with a class he did not know. One reported the radiator bursting during the session. Too many to account for reported simply diabolical situations that would try the patience of anyone who values their sanity (most of them involving either PE or Music), but I think my personal favourite was the following: “I received a cover sheet. The first instruction was: collect inflatable sheep from sports hall. I replied and said that I would not be covering this lesson”. I think I laughed for 5 minutes about that one.

The only other response I found that involved someone simply refusing to go ahead with a cover lesson was this one: “during my PGCE (first day of my first placement no less) I had to perform CPR on my mentor teacher after he suffered a cardiac arrest. I was asked to cover his lessons for the day after he was taken to hospital. After a pregnant pause I simply said no. I wish this was made up.”

These days, I get to hear about cover lessons from the students’ point of view, and in many ways their accounts are no less gruelling. Students that I work with who attend school in the state sector report teacher absences at a record high and last year I worked with several Year 11 students who had no teacher at all for the majority of the school year; one student was affected in this way in multiple subjects. In the private sector, recruitment and retention seems to be marginally better, but the absence rate remains significant and the quality of cover work an issue. The problem is always particularly acute in minority subjects, when the absence of the subject expert can create an insurmountable vacuum that nobody has the expertise to fill. This was a pressure I felt acutely as the sole Latinist in the school I used to work in. The one and only time in my entire career when I was genuinely too sick to set work (indeed I could not get out of bed and considered the need for medical help), my HoD rang me up to ask me what he should do. I understand, I really do, and it certainly brought home the need for some kind of emergency provision.

One of the things that has struck me since leaving the profession is how little attention most schools give to the inescapable reality of cover and how damaging this is to the student body. I recall school leaders talking about this but in a manner that simply seemed to emphasise how important our presence was in the classroom, not a manner that brought any practical solutions to the unavoidable fact that sometimes we will be absent. School leaders really do need to face up to the reality that every child in their school will face a significant number of cover lessons during every month – at times, during every week. Schools should have a clear and workable policy when it comes to the expectations for a cover lesson, and these expectations should also be shared and repeated as a mantra to the students. For example, one school I worked in had the rule that cover work must be something that students could complete independently and in silence; this was a great rule, but it would have been considerably more powerful if that rule were shared as an expectation with the students!

I realise – now that I am outside the white heat of the situation – how much more I could have done to prepare students for what to do in a cover lesson. I absolutely could have done this myself, although I maintain that it would have been much more powerful to make it a school-wide expectation and something that is displayed for all students to see. All learners could be instructed on what they should do in the absence of specific cover work: for example, learning material from their Knowledge Organiser. With a bit of effort to do the groundwork, this would make life so much easier both for classroom teachers when they end up sick and for those who are providing the cover.

As a professional tutor now, I cannot influence what happens in the classroom, but I can help to make that experience more profitable and worthwhile for the individual students that I work with. I discuss with them what they can and should do when their teacher is absent and many of them take these suggestions on board. There are so many things that a student can use spare time for, but most of them lack the initiative to make use of that time without explicit instructions and guidance. The students I work with always have something that they know we are rote-learning and I talk to them about making efficient use of any spare classroom time to test themselves on whatever it is we are working on. In languages, the list of what students need to commit to memory is pretty relentless, so no student should ever be left twiddling their thumbs: but they really do need it spelled out to them that this is what they should be doing with the time.

Photo by Roman Mager on Unsplash

Tough love?

Yesterday, I had a bit of an epiphany. It suddenly occurred to me why it is that tutoring can help anxious students so successfully.

Anxiety is not a professional specialism for me, and I’ve never experienced anxiety myself. Like all people, I’ve faced my challenges, but feeling overwhelmed by anxiety has never been one of them. Mind you, in the era I grew up in, such things were not named and certainly not medicalised. Whatever my views on the undeniable over-use of recognised psychiatric conditions to describe normal feelings (and believe you me, I have some), I think it is also undeniable that there is a genuine uptick in young people who experience what I would definitely call anxiety in some form.

When I first started teaching in 1999, I do not recall children’s anxiety even being mentioned as something I would have to deal with during my career. Fast forward to my final couple of years in the classroom, and you could not walk down a corridor without discovering a student outside virtually every classroom: not because they had been thrown out for poor behaviour, but because they were refusing to enter it in the first place. There was – without question – an explosion in students who were citing anxiety as the reason for their reticence. Some of them school-refused altogether and I had more than one student that I would see only once in a blue moon, so chronic was their conviction that school was a terrifying place. I have some hypotheses as to what has changed in society to spark this epidemic, but it is not my intention to explore them here. My intention is to examine the small part I can currently play in getting some kids back into the classroom.

As I have already stated, I would never claim working with school-refusers or children crippled by academic anxiety as a specialism. I have no significant training in this field and if anything I have endeavoured to avoid it. Bottom line, I believe children should be in school. There are exceptions to that rule in extremis, but the current and growing trend towards home-schooling as a viable option causes me genuine concern. Children are better off in school for a whole myriad of reasons, not least the fundamental and inescapable truth that school is the norm and thus integral to one’s experience as being a part of society. Saying this won’t win me any friends amongst my peers and competitors, but here goes: I am concerned that too many people in the tutoring industry find the upsurge in homeschooling professionally very convenient. Homeschooled students – unlike those attending school – open up the opportunity for daytime work, and lots of tutors want that. I worry, therefore, that professional tutors are not as motivated to get kids back into school as they should be. As a result of these concerns, I have increasingly steered clear of working in this field: I do not want to be a part of an industry that benefits financially from children being outside the school system.

Despite all my concerns and despite my lack of training in this field, countless parents have attributed to me their child’s increase in academic confidence and in some cases a return to the classroom. Much of this is in some ways unsurprising. I have written many times on the reasons why one-to-one tutoring is so remarkably powerful and effective, and this applies all the more so when a child has felt isolated, abandoned or forgotten in a classroom setting. But something more is going on with these most anxious of students, I suspect, and yesterday it hit me:

It’s because I can push them, and force them to take risks in a safe environment. Nothing is more effective when it comes to defeating anxiety.

In a classroom, a teacher has to pitch the class at one level for all. Inevitably, this carries the risk of some students becoming bored and disengaged by the lack of challenge, alongside the risk of others failing to understand what is happening. This is not just true of the lesson overall, it is true of every component part. Anxious students tend to fall at every hurdle, as their fight, flight or freeze response means that they spiral into panic and/or give up as soon as they sense danger – in their mind, that “danger” means as soon as things get tricky, as soon as they encounter something they don’t understand or as soon as they get something wrong. In any one lesson, that’s happening constantly, or at least it should be – learning cannot take place without challenge, micro-failure and frustration. In such a classroom setting, anxious students tend to take themselves out of the situation – either by physically leaving the classroom or by staying in their seat and disengaging; for example, answering “I don’t know” every time they’re asked a question, or even refusing to open their mouth at all. Classroom teachers even find themselves instructed by SLT, Heads of Year, SENDCos, parents and others not to ask certain students a question because – we are informed – they are too anxious to cope with it. Nothing could be more damaging to the educational process; if professional adults genuinely believe that a child literally cannot cope with being asked a question in class, then we have a major educational emergency on our hands. The solution is not to stop asking them questions. That simply isn’t good enough.

Happily, now out of the classroom, I can do what I like. When faced with an anxious student in a one-to-one scenario, I can afford to take risks. Firstly, before any risk-taking takes place, I can ensure that they really do understand something on a level that may not have happened for them before. Anxious students are so risk-averse that they are not good at taking a punt or going with the flow – they don’t trust that they understand anything well enough, so they need everything unpacked in detail. Once I have gained that student’s trust (and it doesn’t take long), they can ask all the anxious questions they’ve been storing up over the years and never felt able to ask. In this way, they can gain a command of the basics they’ve never had before, which empowers them to tackle more complex challenges.

At this point, the freedom I possess as a one-to-one tutor is immense and liberating. I can present my anxious tutee with something they never thought they could do and I can push them into doing it. In a one-to-one session, this is partly because the situation allows infinite freedom for row-back: if my instincts are wrong and the challenge is too great, I have the possibility of ditching the idea altogether before things get sticky, or of coaching the student through the process in incremental steps so that they cover the ground they could not have covered alone. Usually, my instinct is to do the latter – the need to abandon a task is vanishingly rare, but the option is always there. As the student’s trust in the process grows, so does their confidence.

Nothing is so wonderful as the look on a student’s face when they do something they did not believe themselves to be capable of. Nothing is more potent when it comes to smashing through the invisible barrier that anxiety weaves around these students. Nothing gives me greater joy than watching them fly past that barrier like it was never there in the first place.

Photo by Sammie Chaffin on Unsplash

How did it go?

With the first Latin GCSE done and dusted, “how did it go?” is probably a question that every candidate has been asked and answered multiple times. This week, I have found myself wondering to what extent their self-evaluations are accurate.

Curious to discover an answer, I turned to the internet without much hope of finding one, yet came across a psychology study reported by The Learning Scientists, a group of cognitive scientists who focus on research in education. What’s particularly interesting about the study is that it attempts to evaluate students’ success at making what they call “predictions”, which the psychologists define as a student’s projection of their likely performance prior to a test, as well as their “postdictions”, by which they mean a student’s evaluation of their performance afterwards. The study attempted to make an intervention in that process, in other words they tried to improve students’ ability to make both “predictions” and “postdictions” about their own performance. The results are interesting.

The study was performed with a group of undergraduates, and the psychologists made several interventions in an attempt to improve their students’ ability to self-evaluate. They taught them specific techniques for making the most of feedback and they ensured that they took a practice test one week before each of the three exams that they sat, inviting students to self-score the practice test and reflect on any errors. The undergraduates were then encouraged to examine reasons why their “predictions” and their “postdictions” may have been inaccurate on the first two exams, and make adjustments. All of this was with the aim of improving their ability to self-evaluate.

The study found that while the undergraduates’ “postdictions” (i.e. their report on their own performance after the test) remained slightly more accurate than their own “predictions” (their projection of their likely performance), the above interventions resulted in no improvement in the accuracy of students’ “postdictions” over time. While the accuracy of some students’ “predictions” did improve somewhat, none of the undergraduates showed any significant improvement in their ability to make “postdictions”. The students’ ability to evaluate their own performance after each test remained as varied as they had been prior to the interventions.

As the authors conclude, “this study demonstrates … that improving the accuracy of students’ self-evaluations is very difficult.” This is genuinely interesting and certainly fits with my own anecdotal experience of my own ability to assess how I have performed after an examination, as well as the huge number of students that I have worked with over the years. A student’s own feelings after a test may be affected by a myriad of compounding factors and if I had a £1 for every student who felt that an examination had gone dismally who then turned out a perfectly respectable grade, I’d be a wealthy woman. In my experience, some students may over-estimate their “predictions” but most students underestimate their “postdictions”. It is interesting that those “postdictions” appear to be elusive when it comes to intervention and that the cognitive scientists have not – as yet – found a method of helping students to assess their own performance more accurately. I suspect that is because it is too emotive.

It is not obvious from the study how high-stakes the tests were – the psychologists do not make clear, for example, whether the test results contributed significantly (or indeed at all) to the assessment of the undergraduates’ own degree. This to me is something of an oversight, as an obvious compounding factor in any student’s ability to assess their own performance has to be their emotional response to it. Low-stakes testing as part of an experiment is a very different ball-game to the high-stakes testing of an examination that counts towards a GCSE, an A level or a degree class.

My conclusion for now, especially for my highest-achieving students, is to remain unconvinced that they know how well they have done. I could name countless students who have been deeply distressed after an examination, only to discover that they achieved a mark well above 90%. Even in the most seemingly disastrous of circumstances this can be the case. I know of students who missed out a whole question or indeed even a whole page of questions and still achieved an excellent grade overall, so solid was their performance on the rest of the paper and the other papers which counted towards their grade.

Much as it remains an important emotional connection to engage with every student about how they feel their exam went, they’re not a good barometer for what will be on the slip of paper when they open their envelope in August.

Photo by Siora Photography on Unsplash

Going viral

This week, the second of two manically busy weeks, I have been struck down with the nastiest cold I can remember having for years. Since I now work from home and am largely cushioned against the slings and arrows of outrageous viruses, the whole thing has been an unpleasant reminder of just how horrible it is to feel unwell. The last virus to enter our home was just after Christmas, an equally nasty bug which my husband succumbed to while I remained blissfully immune. “This is it,” I thought. “I have reached peak immunity. I am untouchable.” Oh, what a fool.

As I write this, I am coming out the other side and today is the first day I have started to feel like I’m turning the corner. The relief is enormous and having not been ill for quite some time I am reminded how utterly glorious a feeling it is to make it to the other side of a nasty bug and feel well again. Years ago, I listened rather obsessively to one of the first ever podcasts (before podcasts really became A Thing), which was created by Ricky Gervais, Steven Merchant and their erstwhile producer and general punchbag Karl Pilkington. I recall an episode when Karl remarked that it was good to feel ill sometimes, because it made you appreciate your usual condition of feeling well. Gervais immediately launched into a diatribe telling him that this made “no sense whatsoever” and (as was standard for the podcast set-up) berated him for his stupidity. I recall finding this deeply irksome, given that Gervais studied Philosophy at UCL (he switched away from Biology when – by his own admission – he found it “too hard”). Yet Gervais must have missed or slept through the lectures he no doubt received on Plato’s Socrates, whom I quote verbatim below. The scene is from Socrates’ final hours with his friends before he is executed by the Athenian state. Socrates has been held prisoner and was wearing leg irons, which his guards agreed to remove for his final hours:

Socrates sat up on the bed and drew up his leg and massaged it, saying as he did so, “what a strange thing it is, friends, this sensation which is popularly called pleasure. It is remarkable how closely it is connected with its conventional opposite, pain. They will never come to a man both at once, but if you pursue one of them and catch it, you are nearly always compelled to have the other as well … I had a pain in my leg from the chains, and now I feel the pleasure coming that follows it.”

Plato, “Phaedo

Socrates is observing the fact that a release from discomfort is uniquely pleasurable. Think back to the last time when you were desperately hungry and how good it felt to eat, or when you were dreadfully thirsty and finally got hold of a drink. Pleasure and pain are the two sides of the same coin and – as Socrates points out in this scene – the pursuit of one inevitably needs to the other. (Remember that the next time you’re tempted to have one drink too many). So a positive spin on the distress of feeling unwell is to celebrate the rush of relief and appreciation that comes when you turn the corner into wellness.

This week has also been a salutary reminder of the different pressures we find ourselves under to continue to work when feeling unwell. At the moment, I feel this somewhat acutely for more than one reason. First and most obviously of all, I am now self-employed: sick pay is not an option. If I had cancelled all of the clients that I had booked in for a record-breaking number of sessions this fortnight, that would have lost me a lot of income – income which I will not get the chance to earn in the same way during July and August, when bookings tail off with the end of the academic year. Specialising in the GCSE means that I lose most of my clients overnight when their exams are complete, and even those in the lower years tend to take a break for the traditional summer holiday, so wedded are we to the Victorian model of schooling.

Beyond the obvious need for an income there is also the inescapable fact that my clients need me. Lots of Year 11s had booked in for booster sessions over the holiday, many of whom I cannot fit onto my books on a regular basis as often as they would like. They are frantic for help and the thought of letting them down was simply too awful. This is a mere fraction of the pressure I felt in the classroom, which I remember only too well. In particular I felt the unbearable weight of being the only subject expert in the school. On the one and only occasion in my entire 21-year career when I was simply too ill to set cover work, my HoD rang me up to ask me what he should do; I’m honestly not sure that would happen in any other job that is paid what classroom teachers are paid. But the reality of being a one-man subject specialist was that without me there in school, literally nothing could happen – no one had any idea what I did or how I did it. The pressure was genuinely immense and my school had a rude awakening as to just how much they had relied upon my goodwill after I left my job. My successor had a nasty accident which left him physically injured for several weeks. Being far more inclined towards self-preservation and resistant to external pressures than I was, he was not the sort of chap to be working on his laptop from a hospital bed nor indeed from his sick bed at home. As a result, no cover work was set for any of his classes. I’ll give you three guesses who ended up doing it.

Last year I wrote about the toxic culture of presenteeism, which affects both staff and students in schools. This is something I most certainly do not miss about being in the workplace. I may be at the mercy of the reality of being self-employed, but frankly I think I’d rather that than the guilt trip that taking a sick day sometimes carried with it. Teaching is very much a job where your presence is required and “working from home” is not an option, a fact which I suspect is one of the reasons behind the mass exodus of classroom teachers out of the profession; the pandemic was a tipping point, during which tens of thousands of teachers not only got their first ever taste of working from home, they also got to watch other professions adapt and adopt long-term changes to accommodate this convenience for its workforce. As teachers returned to the chalkface during the two years that finally drove me out of the job, I can’t have been the only member of the workforce who found themselves wondering exactly why I was dragging myself into school when my skills and qualifications meant that I could do pretty much anything else I wanted to from the comfort of my own home. The statistics on how many of us left in the same year that I did are frankly alarming and are an ongoing issue that the government needs to address; until they take a long, serious look at why so many teachers do not want to teach any more, I cannot see the situation improving.

Photo by Kelly Sikkema on Unsplash

Nobody said it would be this hard

Why does Latin have the reputation of being so difficult? Everybody thinks that it’s difficult and to some extent it is – but so is any language, once you get past, “Bonjour, je m’appelle Emma”.

Grammar is tricky and it’s still not taught in our own language to the degree that it is in most other countries. To listen to educators, writers and commentators report on the increased level of rigour in the teaching of literacy in primary schools, you’d think that the problem was solved. In truth, the level to which grammar is taught discretely in English schools is still woeful by comparison with schools in other countries. To a certain extent, this is a self-perpetuating problem caused by failures in the system over the last couple of generations. Many current teachers admit that they struggle to teach concepts that they themselves were never taught in school, and if I had a £1 for every English teacher that has come to me for help with basic English grammar, I’d have enough for a slap-up meal.

Let’s take a closer look at why some children struggle so much with Latin over and above their other subjects and – specifically – more than any other language they might be learning in school. One obvious reason, I think, is the unfamiliar territory which this dead language presents to family and friends. Many parents and guardians feel able to offer support to their children in other subjects, certainly in the early years. I work with many families who are really involved with their children’s homework and study and children certainly do benefit from this kind of proactive and interested support at home. Lots of families employ me because they care about their children’s studies but they themselves feel ill-equipped to support them in Latin due to their own lack of knowledge; with only around 2.5% of state schools currently offering Latin on their timetable, I don’t anticipate that situation changing in a hurry. As a result of the fact that so few people have experience of Latin as a subject, it maintains a kind of mystique, and that all feeds into its reputation as an inaccessible and challenging subject.

Furthermore, and at the risk of stating the obvious, Latin is an ancient lanaguage and a dead one. What does it mean that the language is dead? Quite simply, that nobody speaks it any more. As a result, the content of what children are asked to translate will often seem very obscure. The ancient world was very different from ours and much of what went on – even in the most mundane aspects of daily life – can seem unfamiliar or even bizarre. Add to this the fact that a lot of the time students will be looking at stories from ancient myths or founding legends and we’re then into a whole new world of weirdness. The thing is, children generally like the weirdness – and indeed the darkness – of these ancient tales; if you think that children don’t appreciate the darkness of the world then explain the thundering success of a children’s author such as Patrick Ness. Children are not necessarily put off by the puzzling nature of what they are translating, but it can certainly contribute to their belief that the material is obscure.

The realities of learning an ancient language compared to a modern one are summed up by this absolutely hilarious snippet which has been doing the rounds on the internet for donkey’s years:

So, we’ve dealt with Latin’s reputation and we’ve explored the inherent fact of it being an ancient, dead language that may make it potentially difficult to access. On top of that lies the truth that Latin as a language is very different from our own and indeed from any others we are likely to be taught in UK schools.

The most important thing to understand is that Latin is a heavily inflected language. What that means is that word-formation matters: we’re not just talking about spelling here, because if you look at a word that is wrongly spelled in English, you will still more than likely be able to recognise it in context and thus understand the sentence. However, in inflected languages, words are modified to express different grammatical categories such as tense, voice, number, gender and mood. The inflection of verbs is called conjugation and this will be familiar to students of all languages, but in Latin (and in other heavily-inflected languages such as German) nouns are inflected too (as are adjectives, participles, pronouns and some numerals). So, words change and therefore become difficult to recognise. What blows students’ minds most in my experience is how this inflection translates into English and how the rendering of that translation can be confusing. For example, ad feminam in Latin means “to the woman” in the sense of “towards the woman”, so I might use the phrase in a sentence such as “the boy ran over to the woman”. However, as well as ad feminam, the word feminae, with that different ending and no preposition, can also mean “to the woman”, but this time in the sense of “giving something to”. I would therefore use feminae in a sentence such as “I gave a gift to the woman”. Using ad feminam in that context would be completely wrong. Trying to unpick why two grammatically different phrases sound the same in English is just one tiny example of myriad of misconceptions and misunderstandings that children can acquire and that can cause problems later down the line. What’s great about one-to-one tutoring, of course, is that these kinds of misconceptions can be uncovered, unpicked and rectified.

Due to its inflection, many Latin words become extremely difficult to recognise as they decline or conjugate. This brings us to what many students find the most disheartening thing about the subject, which is vocabulary learning. If a student has worked hard to learn the meaning of a list of words, imagine their disappointment and frustration when this effort bears no fruit for them when it comes to translating. A child may have learned that do means “give” but will they recognise dant, dabamus or dederunt, which are all versions of that same verb? Well, without explicit instruction, lots of practice and a huge amount of support, probably not. This can be really depressing for students and can lead to them wanting to give up altogether, which is where a tutor comes in.

Another consequence of the fact that Latin is inflected is that a Latin sentence has to be decoded – you can’t just read it from left to right. Breaking the habit of reading from left to right is one of the biggest challenges that we face when trying to teach students how to succeed in Latin. Even when a child has worked hard to learn all of their noun endings and all of their verb endings, they still need a huge amount of support and scaffolding to show them how to process these and map them onto the sentences in front of them. Most Latin teachers really underestimate the amount of time, effort and repetition that it takes to help them to break this habit. Once again, this is where one-to-one tuition can be really powerful: working with a child to model the process is key.