teaching – Page 4 – Emma Williams: Latin tutor

Pink spots, pink lines and seeing red

This week’s “controversy” on EduTwitter seems to be the very suggestion that crowd control might be necessary in our schools. The mental gymnastics that some people will perform in order to persuade themselves that children do not behave in the proven, well-documented ways that we know all human beings behave is quite extraordinary.

Perhaps well aware of the reaction his post would get, David Scales, Principal of Astrea Academy, Woodfields, tweeted a couple of pictures from his school: “Introducing pink spots and pink lines. Pink spots – a duty point that staff must occupy if empty. Pink lines – one foot either side and queue if at a T, otherwise a corridor divider, walk on left.” Let us be clear, this is the use of visible guidelines for where large numbers of youngsters should assemble and/or where those managing them should ideally stand. How on earth this is controversial I will never truly understand, but the reaction it sparked would be hilarious if it weren’t so depressing.

“Professional adults expected to occupy spots; no wonder politicians treat us with contempt. It starts within” said one. Others seemed to feel that the staff at Scales’ school must be suffering from some kind of Stockholm syndrome: “It’s astonishing and worrying no staff have pointed out how ridiculous this is.” Numerous responses suggested that Scales does not trust his staff and that they are being treated with contempt, while others seemed to find the very need for visible markers beneath their contempt. “Utterly ridiculous. 37 years of teaching in primary schools and I have never wanted or needed anything like this.”

I am speechless. Stunned. Do these people occupy a different planet from the one on which I have spent my years to date? I spent 21 years in two secondary schools – neither of which could be considered “tough” schools by any stretch of the imagination – and I can well see the need for the spots and lines.

One of the things that I find particularly puzzling about people’s hysterical reaction to painted guidelines is their inability to see that a forward planning prevents poor behaviour from occuring, keeps everybody safe and shows children how to conduct themselves in the right way; the very people who claim to value students the most seem hell-bent on not showing them what good looks like, on not showing them how to behave, on setting them up for failure. Presumably the plan is that the kids should just line up however they fancy leaving staff to shout at them when they get it wrong. How incredibly stressful for all concerned.

One of the most important things to understand about schools – particularly large secondary schools – is that they work like a hivemind, like a well-oiled machine. Everything relies on staff being where they’re expected to be and on students knowing where to stand, how to move around, when to be quiet and what kind of conduct is expected of them. As soon as this is allowed to unravel, people are at best confused – the kind of situation that causes untold stress to many vulnerable students and their staff; at worst, people can find themselves at serious risk of harm.

Many critics of crowd control seem to possess a quite stunning inability to grasp that large numbers of people – any people, not just children – is a potentially risky situation in and of itself. I find myself wondering whether they are wilfully ignorant of human behaviour as well as remarkably blind to the architecture around them. Have they not noticed how many buildings are designed specifically with subliminal crowd control in mind? This is not because town-planners and architects believe that we are all savages, who will instantly descend into a re-enactment of Lord of the Flies as soon as we’re let out of our cages; it is because they know that people move around most comfortably, more conveniently and more safely if the flow of movement is managed in an orderly way. Quite simply, guidelines make things better and less stressful for everyone.

The Romans were concerned about crowd control. With their visceral distaste for civil unrest (perhaps a result of the regularity with which it occurred), Roman architects designed their public spaces with considerable thought to the fact that large numbers of people would be involved. Over a decade ago, archaeologist Alexis McBride wrote a fantastic blog post exploring the apocryphal skill with which the Colosseum – a structure that could hold up to 80,000 people – was designed to empty of its crowds as rapidly and efficiently as possible. By modern standards, the process would have been uncomfortable and dangerous but, as McBride puts it, it would have been fast! Likewise, this post from 2007 draws on the knowledge of Keith Still, an expert on modern crowd control, who has consulted on the Haj pilgrimage to Mecca and the Beijing Olympics; he found the amphitheatre at Pompeii to be a striking example of good design when it comes to crowd control.

So let’s hear it for painted spots and lines and for crowd control in general. If you’ve never felt unsafe in a crowd, lucky you. I have been terrified in crowds before, perhaps never more so than in an unsupervised crush at the very small, very expensive private school I was sent to as a child. You see, it doesn’t matter what kind of people are involved; if there is no order and no clarity, and you add in a little hysteria, a little noise, a little excitement, real danger can occur – even if the members of the crowd are all female, most of them bearing names such as Philippa and Felicity. Since that day I have always been alert to the risks of crowds, and have of course been at the centre of much larger and potentially more dangerous ones since – on the London Underground, on protest marches, after a concert. In all of those scenarios I have been viscerally aware of and hugely grateful for the time, the effort and the planning that other people have put into the process of keeping the members of that crowd safe. I would highly recommend that we show the same level of care and respect towards our children and the staff who are paid to look after them.

A glorious image of the Colosseum in Rome by Dario Veronesi on Unsplash

Can Chat GPT write in Latin?

I’m always a little bit behind the curve when it comes to technology. If you’re looking for future predictions, I am definitely not the person to come to. You’re looking at the woman who said that texting would never take off and who confidently remarked in 1998 that the internet “didn’t sound particularly useful.”

Fast-forward to the end of 1999 and I was surfing like a Californian, thanks to a fellow student on my PGCE course. He sat down next to me one day and issued a statement which – on honest reflection – may have had more impact on my life than anything I read in my 8 years at university. “I’ve discovered a great new Search Engine,” he said. “It’s called Google.”

Now I didn’t know what a Search Engine was and my knowledge of computers to date had extended to word-processing (remember WordPerfect?) and the use of a CD Rom. I had been given an email address, which one accessed by logging into Telnet and navigating a series of processes so tedious and clunky that I really couldn’t imagine why anyone would wish to make use of it. Then Matthew introduced me to Google and the rest, as they say, is history.

So this week – around 6 months after it was launched, I took a look at Chat GPT for the first time. For the uninitiated, Chat GPT is a free chatbot which utilises artificial intelligence. It was developed by a company called Open AI and launched into the world at the end of November 2022. In summary, you can ask it questions and it will answer them for you, drawing on the internet for information. So what’s different for the user from using a super-clever search engine such as Google, you may ask? (I certainly did). Well, Chat GPT will generate a lengthy response to your question, written in whatever style-register you ask it to mimic.

Chat GPT’s ability to produce complex and extended verbal responses in a particular vocal register has caused a great deal of consternation in education, with teachers realising just how easy it now is for students to ask their computer to produce an alarmingly convincing response to an essay question. A student can simply type their essay question into the system (“what were the causes of the First World War?”) and Chat GPT will generate an essay-style response. The more information you give the system, the better and more useful it will be to you. For example, you can give it a word limit and you can ask it to pitch its response at a particular kind of audience. The system has also caused some wry consternation and a bit of self-reflection amongst journalists, following the news that The Irish Post was forced to withdraw an Op Ed arguing that fake tan is racist; the article turned out to be AI-generated and was submitted as genuine by someone in an undeniably successful bid to make the editors at the publication look foolish. The article was titled Irish women’s obsession with fake tan is problematic and its opening line read “Dear Irish women, we need to talk about fake tan.” Well played, chatbot. Well played.

As so often, I do find myself being thankful that this kind of technology was not available to me when I was younger and learning how to construct an argument or write persuasively “the hard way” – by actually doing it myself. Where Chat GPT will take us in terms of the future of essay, speech and Op Ed writing as a skill and as a means of testing knowledge I have no idea. I’m jolly glad it’s not my problem. It’s all a little overwhelming and makes me want to lie down in a darkened room for a while. Perhaps I shall do so, and Chat GPT can finish the rest of this blog post for me.

Given the inescapable fact that Chat GPT and its ilk are here to stay, I dived in with some consternation but with also a little glimmer of excitement that I might be at the point of reliving my Google moment in 1999. Could Chat GPT be as life-changing as that discovery was? Well, I am here to tell you that the answer is potentially yes.

Given the truly abysmal state of Google Translate, I was highly dubious at the notion that Chat GPT could generate accurate Latin. Well, it can and it does. Moreover, you can give it perameters, which makes it fantastically useful as a teacher-tool. You can ask it to write you a passage of Latin based on a particular story and instruct it to make the passage suitable for GCSE candidates: for example, “I need a passage of Latin, around 100 words, suitable for GCSE students, based on the story of Claudius Pulcher”. It can do that! You can ask it to generate a series of sentences to practise a particular grammatical construction: for example, “write me 20 Latin sentences using the ablative absolute, suitable for GCSE students”. It can do that too!

One thing that I have not yet fully established is how to force it to use only the GCSE vocabulary, and this brings me to the biggest complaint that I (and others) have about Chat GPT in its current form: it presents incomplete, dubious or frankly false information with the confident swagger of a scruffy blond Etonian. It doesn’t tell you what it doesn’t know, and this – given the open availability of the system – is somewhat alarming. For example, when I asked it to create a passage suitable for GCSE candidates using only the OCR GCSE vocabulary list, it claimed to have done so. I pointed out that a particular word was not on the GCSE list. “Apologies!” it said. “Here is the passage again, with that corrected.” It then produced the passage again, with that word replaced by another one that was not on the GCSE list. I pointed this out also, and again the system responded in a manner that suggested it was fixing the error. I then pointed out several other words that were not on the list and eventually it admitted that it was not able to consult “outside sources” such as the OCR GCSE list. Hmmmm. By the way, before anyway thinks that I’ve lost it, I am fully aware that yes, I was having a conversation with a computer-generated entity: the weirdness of that does not escape me.

I discovered through colleagues on the Twitter hivemind that it was possible to put links into Chat GPT, so I gave it a link to the OCR GCSE list. I also tried experimenting with pasting the whole list into the the chat box and asking it to use only that vocabulary. The latter seems to generate the best results and – in terms of creating a series of practice sentences – pretty much solves the problem if you work within tight perameters; for example, ask it to generate some GCSE-level sentences practising adjectival agreement, and give it the adjectives on the GCSE vocabulary list. It still utlises a wide range of vocabulary when creating an extended passage, so a teacher would still require a knowledge of (or the patience to check) all of the words listed by OCR, or whatever other examination body you are working to.

As for the accuracy of the Latin? It is extraordinarily good. Given that I work with beginning students and candidates up to GCSE level, I grant you that I am not asking it to do anything overly complex, but this is still a giant leap from anything else we have seen in my lifetime. Some sentences I felt were a little unnatural and would wish to tweak, but grammatical errors are minimal. This is borderline miraculous given that up until now the best we have had has been Google Translate. Nothing prior to Chat GPT has been even bordering on accurate and therefore useful in any way.

So, can Chat GPT write in Latin? The answer is that it can. In the hands of an expert teacher it is going to be a genuinely brilliant tool that will save infinite amounts of time and will assist in the production of high-quality resources. Chat GPT will produce the bare bones of a worksheet in seconds, leaving the expert teacher free to develop, tweak, personalise and perfect their new resource. This is a genuine godsend. It has the potential to mean that every new resource a teacher writes will be better, for it will already have been through much of the fine-tuning process which normally relies on students acting as guinea pigs. In terms of the hours it will save us, I am still slightly in shock.

Defining your terms

This week I had a request from a client that made me reflect on how differently terms are used in different subjects, and how confusing this can be for all of us. At best it may mean that we are talking at cross purposes; at worst, it can mean focusing on areas that aren’t important, to the detriment of progress overall.

For much of my career I taught English language and English literature as subjects, as well as Latin. My first job indeed was advertised as “English with Latin” and for much of my career in schools around 50% of my timetable was filled with teaching English. It’s how one survives and earns one’s keep as a classroom teacher in a niche subject, especially in the state sector. English departments are always very large and always have a high turnover: consequently, there is always a little bit of room for you if you can offer it as a subject. This was how I was able to ring up a school which was advertising a very part-time Latin job and tell them that I needed a full-time job and could teach English up to GCSE. Did they have room for me in their school? Of course they did! Suddenly a role which was advertised as 0.4 became a full-time post overnight.

But back to defining our terms. Comprehension is an important skill in the subject English. Reading comprehension is used (for better or for worse) to test students’ ability to read and understand a lengthy passage of writing, extract key bits of information from it and assess its tone; they may also be asked to identify areas of bias or nuances which indicate the author’s viewpoint or opinion. Many students find comprehension remarkably difficult and as a strong reader myself I’ll be honest and say that I found this tricky to address; in my opinion, I was never a particularly brilliant English teacher because the material came so easily to me that I wasn’t very good at identifying the ways in which I could help those students for whom it was more of a struggle; Latin I had to work at, which makes me a better practitioner when it comes to teaching. But whatever my personal failings, there is no question that comprehension is a challenging and complex area in the teaching of English and it’s certainly a skill which students need to practise.

This, no doubt, is what led my client to request a focus on comprehension skills. But “comprehension” in Latin – by contrast to how this term is used in English – is an entirely different beast, certainly in the language paper at GCSE level. Students are not asked to sift a long passage for information, nor are they asked to identify connotations or empathise with the writer’s viewpoint. In Latin, the examiners direct the students to the information by quoting it, then basically ask them to translate what’s there. For example, the first sentence of a passage might be as follows:

Tarquinius erat rex Romanorum.
(Tarquinius was the king of the Romans).

The first “comprehension” question would then be:
Q1. Tarquinius erat rex Romanorum (line 1): who was Tarquinius? [2]

Not only does the examiner direct students to the relevant bit of the Latin by quoting it, they demand merely the ability to translate what’s in front of them. Comprehension is therefore not a complex skill which requires a great deal of repeated practice. Sometimes students need to be encouraged to take their time and ensure that they have written down everything that the mark scheme requires, but that is generalised exam technique – look at the number of marks and consider whether you have answered all aspects of the question. It’s not a unique skill in itself, like the process of comprehension is for students and teachers of English. Comprehension questions in the literature examination are also largely “say what you see” with the exception of those questions which ask about style – these, children do need repeated practice with. These areas I have addressed in more than one post in the past.

Another misconception which many people have is that “grammar” is something separate from “translation”. This really gets to the heart of Latin as a subject and belies why so many children need help with it. Grammar is not an optional bolt-on, it is the beating heart of how the language works. An extraordinary number of people will say when they get in touch with me that their child is “okay with translating” but “struggles with the grammar”. Sadly, this means that their translation will be based on guess work and indeed they may have got lucky to date – but as things get harder they will fall apart and find that they can comprehend very little of what’s in front of them.

Much of my sessions are spent asking students to justify their translation – when they tell me that rex Romanorum means “the king of the Romans” … was that a guess based on the fact that they know the vocabulary? Or can they identify the fact that Romanorum is genitive plural, which is why it translates as “of the Romans”? If they can’t do that, they will never be able to translate more complex sentences. My focus is therefore to present students with a variety of sentences using vocabulary that is familiar but to challenge them to identify and articulate the morphology and syntax that makes the translation work.

It is important to be able to explain to clients how our particular subject may differ from areas in which they may be quite an expert, so that they can make more informed decisions about how and why their child needs support and the best ways to provide this at home. Pretty much everyone I meet wants to support their children in their studies, and giving them concrete guidance on how they can do so is one of the many pleasures of tutoring.

It’s never too late when it comes to the grammar questions

Have I mentioned that this month is busy? For a few days it seemed like every time I picked up my smartphone there was a new message from an anxious parent seeking last-minute support for their child. GCSE Latin may be somewhat niche, but it is still sat by thousands of students across the UK every year, and many of them are feeling uprepared.

Last week I wrote about how many of the students that have approached me are woefully ill-informed about how to go about the process of learning their set text. We are rapidly hurtling towards a time when fixing this within the available time-frame will be a real challenge. Despite this, some students who have approached me for help only recently are rising to it; but their lives could have been made so much less stressful had they been taught these techniques in the first place and tested on the text regularly.

In the last week, however, I have been approached by students presenting with concerns across the whole specification. While at this stage it is not realistic to promise a dramatic turnaround, there are things that can be done to improve a student’s grade at this late stage. Many students present with concerns about the language paper, quoting a grade 3/4 in this element and a grade 7 in the literature. They express surprise when I tell them that more work on the literature might actually help them the most. At this stage, improving a child’s grade is little more than a numbers game. For example, if I can teach them some techniques which will help them to gain full marks in the 10-mark question (which is worth 20% of their literature grade and therefore 10% of their mark overall) I can make a difference. Students who know the text well should be able to achieve a grade 8/9 in the literature papers, which will pull up their overall result, even without any improvement in their language grade.

So is there anything that can be done at this late stage to improve a child’s performance in the language paper? Well, with five weeks to go, there is little to be gained by delving in and analysing how much basic grammar is missing from a student’s knowledge bank – that can’t be fixed in five weeks, especially given the plethora of other subjects that students are studying at GCSE: it’s not like they can dedicate the majority of time to their Latin. More realitically I can focus on one element of the examination and improve their performance in that. The easiest win is the grammar questions, worth 10% and gloriously predicatable.

I teach students a series of rules and show them dozens of past and practice papers one after the other, focusing entirely on this question; as a result, students are able to identify how predicatable the examiner tends to be and at this stage that can really help. It also empowers them by enabling them to understand the language used in the questions and to identify what it is that the examiner is looking for.

Most students, in my experience, have not been prepared well for this question and there’s a reason for that. Grammar questions are a relatively new thing at GCSE level. They were introduced to the syllabus in 2018 and most teachers saw them as an entirely new phenomenon. But grammar questions have been a feature of the Common Entrance syllabus for decades and guess what? Some of the same people involved in setting those are also involved at GCSE. If anything, the GCSE questions are easier – I would place them at between Level 1 and Level 2 at Common Entrance – Level 3 grammar questions go way beyond the expectations at GCSE. As someone who has tutored the Common Entrance for years, the “new” grammar questions introduced in 2018 looked entirely familiar to me and I was immediately able to predict how they would work. In addition, Taylor & Cullen have published a series of practice papers in their books that accompany the OCR GCSE, as well as further practice with the grammar questions. Teachers now have a minimum of 10 practice, specimen and past papers to model for them how the questions work – and they are consistently repetitive.

The best way to prepare students for this element of the examination is to show them as many examples as you can in quick succession – select just this part of each paper and do one after the other. That way, students are able to spot how certain words, phrases and expectations are repeated time and time again. I usually find that within two half-hour sessions I can take a child from one who was previously mystified as to what to do and guessing wildly to one who is able to score 8, 9 or – on a good day with the wind behind them – 10 out of 10 consistently on the grammar questions.

errare humanum est

How children respond to making a mistake is very telling. Working closely in a one-to-one situation with lots of different young people has really started to make me think about the psychology of erring and how an individual’s response to it can be a powerful indicator of their resilience and their potential for success – both academically and in terms of their emotional welfare.

I should stress at the outset that none of my personal observations are truly evidence-based; I work with lots of youngsters, but my reflections are no more than a series of anecdotes. However, my thoughts have sent me off on a bit of a whistlestop tour of what the research does say. For example, a child’s age radically affects their ability to cope with making mistakes and receiving feedback on them; younger children are much less able to cope with negative feedback and require more overt positivity and reassurance. However, recent research supports the notion that making mistakes is crucial to the learning process, and that setting the bar high is more productive in terms of learning outcomes. Yet children will not benefit from this if their response to making mistakes is riddled with anxiety or other negative emotions, and it is this insecapable fact which led to the popularity of the concept of growth mindset in schools; unfortunately, the longterm results show either no benefits or only very small incremental benefits for all the money and time that has been hurled into the concept.

Like many proven concepts in psychology, the truth about growth mindset is not greatly surprising: children with what could be described as a growth mindset – in other words, with the resilience that enables them not only to cope with making mistakes but to learn from them – these children do better in school overall. Well, duh. I’m not sure this is news to anybody. However, what happened in response to this proven research, inevitably, was a rush to develop and advocate for strategies through which schools could encourage a growth mindset in all children. Now, let’s be realitic. Of course, schools can model and encourage a growth mindset in students, but they’re never going to radically adjust the psychology of every individual sat in front of them; pretending that this is possible is part of the pressure that is driving teachers out of their jobs. Let us be clear: the model that children see at home is, always has been and always will be more powerful than what is modelled for them in school.

The observations I have been making about how children react to mistakes are something I am still pondering about. I have yet to meet a child with a truly mature response to the process and I don’t expect to – that maturity comes (if you’re lucky) during adulthood. But I think I can spot the ones that are already on their way there and the ones that I am concerned may struggle along the way.

The clients that worry me the most are the ones that immediately apologise for every error they make. If a child’s response to an academic mistake or misjudgement or mis-recollection is that it is something they need to apologise for, I can only imagine the psychological strain that this places upon them on a daily basis. The feedback loop is essential to study and the process of learning, and I have yet to find a way that reassures such children that this is the case, to the extent that they stop apologising. No matter how much reassurance they are given, no matter how well they are doing, such children will – in my experience to date – continue to apologise for errors. It concerns me greatly for their wellbeing, never mind the limitations that it may place on their longterm ability to learn.

At the other end of the scale are the children who won’t accept they have made a mistake. This too, I suspect, may stem from anxiety. The child will go to endless lengths to tell you why what they said is not wrong, or is the same thing as what you said, or is what they meant in the first place. For some children, granted, this can just be a bit of fun – I have one very high-achieving client who likes to be flippant and retort “same thing” when I tweak his translation; he knows and I know that he’s having a joke with me and will in fact file the correct answer for future reference. But I have met a handful of children who will tie themselves up in knots before they will admit that something is wrong, so desperate are they to avoid the suggestion. One problem with this is that so much learning time is wasted; a more serious concern is that their reaction to the situation belies a level of anxiety about making mistakes that will hold them back in the longterm.

A reaction I have noticed among some high-achievers is what I call self-policing. These students will wail “why on earth did I say that?!” when they make a small slip – they are hyper-aware when their mistake is a minor slip of the tongue, perhaps due to rushing, and they flagillate themselves for it mercilessly. Interestingly, such children are very concerned by minor errors, but deal much better with the process of puzzling out more challenging tasks, in which they expect to make mistakes and learn from them. I find this fascinating. Of course, we all have the urge to tick ourselves off when we do something that we perceive to be foolish, but I have found myself pondering recently whether something more complex is going on. Many of these sorts of children are in very high-achieving schools and/or come from families with high expectations. Are they used to being pounced on when they say something foolish? I remember a colleague who had worked in one of the most academically high-octane boys’ schools in the country telling me that the boys had a particular word that they would all shout in a chorus when another boy “said something stupid”. I absolutely cringed. What an awful learning environment for children, and what a dreadful place that must have been to teach. To what extent, I wonder, do such places contribute to an inability to face up to one’s own mistakes, when blustering and denial seems an infinitely safer option?

But here is the good news. A genuinely surprising number of students deal with mistakes superbly and every time I observe this I want to grab their parents and hug them. Do they realise, I wonder, what a great job they must have done in those formative years? Do they know just what a difference it will make to their child’s longterm wellbeing and their ability to learn? When a child is able to say “aha! Yes, I see that.” Or “ooh, so why is that wrong?” Or even “hang on, didn’t you say x earlier?” which will then help us to uncover a misconception or confusion or exception or false friend or other glitch in the matrix of learning. Such children feel the advantages of tutoring the most, for they are able to access its benefits face-on and without fear.

As a passionate tutor, I try to guide all my students towards this approach by helping them to develop this mindset and attitude towards their studies. But for some it comes naturally, for others I will always be fighting the tide of their previous experiences, their anxieties, their beliefs about themselves and their ability to learn, the way that they have been spoken to or had situations modelled for them by a myriad of family members, friends and teachers throughout all the challenges that they have faced so far. But the more I think about it, the more I come to believe that a child’s attitude towards mistakes is central to their potential for progress (and indeed central to their happiness and wellbeing), so it is something I shall continue to give a great deal of thoughtful energy to.

Taking the wonder out of science

British science week: 10-19 March

A few years ago, the London Science Museum produced its own travelling act for children called “The Energy Show”. It was reported enthusiastically on the BBC, with loud film-clips of zany, steampunk characters shrieking and leaping about the stage, conjuring up the mandatory balls of flame and obligatory explosions that – we’re endlessly told – will encourage our children to get into science. The madcap performers and their virtual lab assistant i-nstein (sigh) took an audience of excited young theatre-goers through a range of whacky demonstrations. The hope was that they would be inspired enough to take their study of chemical reactions further, even after they returned to the classroom and were reminded that they didn’t know or even care what a mole was.

One voice (I’ll confess to having several) in my head told me that I should be happy about this sort of stuff; that anything aimed at “Getting Kids Into Science” has unquestionably got to be A Good Thing. But as I watched the pyrotechnics, I had a familiar sinking feeling.

When I was fifteen, the film Dead Poets Society was released, in which an inspirational professor exposed a group of smart and cynical boys to the rapture of poetry. As the protagonist says of the eponymous club, “Spirits soared, women swooned and gods were created – not a bad way to spend an evening.” The film unashamedly presented poetry and the arts as the pinnacle of human endeavour; science came out as one of several undesirable poor relations. Here’s a section from a speech made by the character John Keating, the inspiring teacher in question:

“Medicine, law, business, engineering … these are noble pursuits and necessary to sustain life. But poetry, beauty, romance, love … these are what we stay alive for! To quote from Whitman, “O me! O life!… of the questions of these recurring; of the endless trains of the faithless … of cities filled with the foolish; what good amid these, O me, O life?” Answer? That you are here. That life exists, and identity. That the powerful play goes on and you may contribute a verse. … What will your verse be?”

The painful irony for me now when I read those lines is that the questions trembling behind them are inescapably scientific. But to my young mind it was utterly convincing that science was nothing more than a tedious necessity, and this was confirmed to me again and again in the classroom. The very phrase “practical experiment” made me crave fresh air and illumination.

Happily, there are writers who understand. In Unweaving the Rainbow, a homage to science, Richard Dawkins raised concerns about the dominance of practical science in schools, and mused on how impoverished the world would be if only those who had practised and mastered the skill of playing an instrument were interested in and exposed to classical music. As a musician myself, the analogy speaks to me; the endless tedium of scales and arpeggios is enough to put anyone off, and their repetitive practice, whilst entirely necessary for success in the mastering of an instrument, is not for everyone; yet no-one would dream of suggesting that this should preclude a knowledge of, an interest in and even a passion for music itself.

Back in the 1980s I did many practicals, and I suppose that my teachers tried their best to pique my scientific interest. There were ping-pong balls and life-sized models; there were even bottles of acid kicking around on the laboratory bench right next to the gas taps, which some students never tired of lighting behind the teacher’s back. But I’m afraid I simply wasn’t thrilled when a powder changed colour at the bottom of a test tube, or when my lit splint made a squeaky pop, indicating the presence of hydrogen. My teachers saw this as nothing but a failing on my part, and yet when they unanimously agreed that I was “not a scientist” I was overjoyed – triumphant, even. And why? Because none of those practical lessons had convinced me that science was anything other than the pursuit of the mundane.

Most children are natural philosophers. In addition, and contrary to popular belief, not all of them are better engaged by hands-on activities over abstract ideas. In my case, somewhat romantic and thrilled by artistic ideals as I was, the seemingly humdrum realities of the science lab were a positive turn off. My head was bursting with the biggest questions imaginable, and much of the time I was going through the all-consuming existential crisis common to young people, an experience that should be celebrated and nurtured. As my interest in philosophy grew, it was nurtured and guided exclusively by teachers of the arts: numerous English teachers, a couple of historians and most of all my Classics teacher, who would eventually inspire my subject of choice at university. It’s ironic that the closest I came to doubting my convictions as to the unworthiness of science came to me through literature; in being exposed to the metaphysical poets, I couldn’t escape the fact that these exciting, romantic and raunchy philosophers were fascinated by science. But the real scientists had long since abandoned me as a dreamer and left me to discover — too late, as it happens — that my disregard for mathematics and the sciences would eventually limit my academic career; suffice to say, my first postgraduate seminar in the philosophy of logic was one hell of a shock.

Most of the students I have taught during my lifetime have already decided whether or not they consider themselves to be “a scientist.” Too often, it seems to me, the deep and soulful thinkers are the ones that are turned off by science. Why does this bother me? Well, there are lots of reasons. Firstly, I fear that we may be driving some of our best potential thinkers away from science — not a happy propsect for the future. Secondly, I believe that an emphasis on the practical over and above the philosophical may well be a part of what puts many girls off science. Thirdly, and to my mind by far the most pressing worry, is the increasing chasm that we seem to be creating between scientific thinking and “the big questions.” Science should now be at the centre of philosophical reasoning and debate, and yet it tends to get pushed to the side because so few teachers have the knowledge and the skills to apply it.

In the school I used to work in, if you walk down the corridor from the science labs to the Religious Education rooms, you are faced with a plethora of exciting philosophical challenges plastered across the walls. Are some people just evil? When does life begin? Why are we here? Is there such a thing as the soul? What happens when we die? These questions are terrific, but a brief glance through an RE text book will show you that “What scientists think” is generally presented in a colourful bubble alongside other colourful bubbles of equal size summarising “what Christians/Jews/Muslims think.” For any child reading this material, the implication is that scientific thinking is just one option of many; sure, you can choose to look at the world from a scientific angle, but hey, it’s okay not to, especially if it doesn’t sit comfortably with your beliefs! Glance back at those inspiring walls and you’ll find a poster of Rudolph Zallinger’s March of Progress pinned up next to Michaelangelo’s Creation of Adam: it’s all up for debate, it seems, and everyone’s opinion is equally valid — a mindset in schools which I have found increasingly irksome, not to mention worrying.

A Head of Science once confessed to me that he sometimes exploited the popular misunderstanding of the scientific term “theory” in order to avoid causing offence to religious students when talking about evolution — in other words, he allowed the students to think that it’s “only a theory”. I don’t mind admitting that I blew something of a gasket at him and he seemed puzzled by my reaction — perhaps he had thought himself to be on safe ground by admitting his betrayal of his science to one of those ‘arty’ types. But I think that my rage was legitimate — “righteous anger” to quote Aristotle, the forefather of the scientific method. But perhaps some of my antagonism stemmed from my own sense of betrayal. I was frankly let down by my science teachers; they failed systematically to provoke a desire in my young mind to understand the world around me, and I regret those lost years bitterly. The young people that we teach deserve a whole lot better.

This piece is republished in celebration of Science Week 2023. It has been published previously in various forms, most recently in Quillette Magazine in February 2016; I first wrote it under the title “On Being Impractical” for the Richard Dawkins Association for Reason and Science.

Missing the mark

This week I’ve been pondering the fact that we teachers don’t always make the best markers. I mentioned this in passing to a Year 11 tutee a couple of days ago and he expressed such incredulity that I decided to unpick my thoughts a little. Why do teachers struggle to mark accurately and disapassionately?

First of all, marking is incredibly difficult. Even shorter-answer questions take an enormous amount of concentration and classroom teachers are under intolerable time-pressure most of the time. Marking is rarely something that teachers enjoy and prioritise (I’ve met the odd bizarre teacher who claims to “love” marking but if I’m honest I always assumed they were pretending). Longer-answer questions require even greater concentration (English teachers, I feel your pain) and they also require training; if a teacher has not acted as a professional marker and/or attended a training course run by the examining body which addresses those questions and the mark scheme in detail, they may be making false assumptions about how those question will be assessed.

Secondly, teachers develop their marking as a professional tool to aid the teaching process, not as an end goal in itself. When I was training “assessment for learning” – something which its pioneers, Black and Wiliam, now say they wished they had called “responsive teaching” – was the new focus in education, and to a large extent it still dominates. Responsive teaching (I shall call it by its preferred name) requires teachers to mark in a manner that informs their planning – in other words, teachers should base their next lesson on the information that has arisen out of the last time they looked at their students’ work. From the outset, both Black and Wiliam campaigned for teachers to mark in a manner that reduced their workload – I heard Professor Black deliver a session at The Latymer School where I used to work, and he was without a doubt the first educationalist to stand up and tell me to spend less time marking. Black and Wiliam’s vision was that teachers should mark in a smarter way that genuinely informed their teaching – all outstanding advice.

What it means, however, is that teachers are trained to use marking as a diagnostic tool. Every time we mark, we are acquiring and encoding information about how that student is doing and – let’s be frank – whether they are following instructions and/or approaching their learning as we have taught them to. This all feeds into our overall impression of how a student is performing and will shape our next approaches. This is of course jolly difficult in the mainstream classroom, where a class of 30 may present a myriad of responses to what they have been taught so far. Happily, schools are learning to adapt more effectively to this, with leading proponents of whole-class feedback such as Daisy Christodoulou, the brains behind the “no more marking” campaign, driving schools towards a more effective way to share feedback to larger groups. Schools who have not fully adapted in this direction (mine was one of them) are overloading teachers with unnecessary work, since all the research points towards whole-class feedback as by far the most effective use of teachers’ time. Asking teachers to write individual, personalised feedback to every student in a large class is insane and remains one of the things that drives people out of the profession.

So let us come back to the original comment which so surprised my tutee, which was the suggestion that teachers don’t always make the best markers. I told him that I worked as part of a group of 6 professional markers who were assigned the A level literature components a few years ago. Most of us were working classroom teachers, but one member of the group was a subject expert but not a teacher. If I’m honest I was surprised she was there and expected her to struggle with the process. How wrong I was. In fact, she rapidly became the best out of all of us. You see, she was arriving without all the baggage. We teachers look at a script and immediately start thinking about the individual that wrote it. How if only they had done this or that then their answer would have been better. I found it hard not to feel frustrated by the ones who had clearly not learnt the text – again, a symptom of years at the chalkface. I rejoiced for the ones who had excelled. I ached for the ones who had misunderstood the question. But the non-teaching subject expert had no emotional baggage to bring to the table, no classroom-weary experience of working with a myriad of teenagers, who can be frustrating at the best of times; she approached the process entirely disapassionately. Teachers tend to pick up a script and think “how can I help this student to improve?”, or sometimes – let’s be honest – “what on earth are they doing?!”. Examiners must pick up a script and think nothing other than “where precisely does this response fit in the mark scheme?” That’s actually incredibly difficult to do if your brain is used to marking for the classroom – marking for the purpose of helping students to develop and improve.

One of the things we had to develop as part of the examining process was the ability to judge when an answer had hit the threshold for full marks. The teachers in the group took far longer to understand this than the non-teacher. This – I believe – is because we were so used to looking for reasons and ideas to help the students in front of us. The schools I have worked in were all obsessed with “even better if” comments – what tweaks could even the most outstanding of students make to their answer in order to make it better? Much as I applaud the notion that there is always room for improvement, this was sometimes exhausting and at times felt cruel. Sometimes I blatantly ignored school policy and said “you know what? This was perfect. Whatever you’re doing, keep doing it. Keep up the brilliant work.” Sometimes students need to hear that. But marking for the exam board isn’t about perfection – marking for the exam board will require you to give full marks to an answer that is decidely less than perfect. The exam board does not require perfection – it requires students to show their knowledge in a way that fits the mark scheme (and yes, it is a somewhat mechanical and artificial process). Giving full marks to an answer that could be improved was something that the teachers in the group – myself included – had to be trained into doing; it still felt weird every time we did it.

Exam boards are struggling more and more to recruit markers, a symptom of the fact that teachers are already under intolerable strain much of the time as well as an indicator of just how appalling the rates of pay are. I have always advocated that working as a professional marker is excellent CPD and that teachers should mark for the board they teach to if they can; however, I completely understand why so many of them simply cannot find the time or the energy to do so.

A warning from the chalkface

Hiring a tutor can feel like a leap of faith. Tutoring is an entirely unregulated industry and anyone can set themselves up as a tutor. It is my personal belief that the best professional tutors are also experienced teachers and I am disquieted by the number of people in the industry that have very little or even no classroom experience. This is not the orthodoxy, as a growing number of tutors seem alarmingly anti-establishment and – perhaps most upsettingly – anti-classrooom teachers.

To illustrate the kind of risk that I believe people are taking when they employ a tutor who has not worked as a classroom teacher, I wish to share the story of a student in the school I used to work in. It is perhaps the worst case I have personally come across of a family being let down at the hands of an unqualified, inexperienced and frankly unprofessional tutor. I do not say these things lightly. Sometimes frankness is required. I share this story in the hope that people will think carefully before they employ someone with no experience of the classroom and the examination process. The story I am about to relate is extreme, but it is true and it illustrates the risk you are taking when you employ an inexperienced tutor. It involves a girl I used to teach. I shall call her Laura.

At the end of Year 9, Laura opted not to continue with Latin to GCSE within the school options system. However, her mother decided that she would like Laura to pursue the subject outside of school through private tuition. Sadly, Laura’s mother did not seek my professional advice, and the first I was made aware of the situation was when the child came to see me in the January of her final year (Year 11) and asked if she could sit the Latin Mock examination along with my students. She explained that she had been receiving private tuition over the last two years and hoped to sit the exams that Summer.

My initial response was that it was absolutely fine for her to sit the Mock that I had written, but I explained that there would be a problem if she had studied different texts from the ones that my students had been working on.

She looked at me blankly.

“Texts?”

“Yes,” I said, “the verse and prose literature that you have studied. Which texts have you covered? The specification offers a choice, so it depends which ones your tutor has selected. My examination will only be suitable for you if your tutor has chosen the same options as the ones I have been teaching.”

Well. To cut a long story short, it quickly became apparent that Laura had not studied any texts or indeed any source material. This meant that she had not covered around 50% of the examination material. When I pressed further, it transpired that she also had not been given the required vocabulary list of around 450 words to learn.

I was aghast.

I contacted the girl’s mother and upon further investigation it turned out that the child had not even been entered for the exam, her mother blissfully unaware that this is a formal process that must be done (and indeed paid for) well in advance – it doesn’t just happen by magic. That’s how schools make it feel, because they do it all for you: it is one person’s full-time job to manage the examinations entry process for all the students in a large school.

It took me some considerable time to explain that not only was it quite likely already too late for her child to be entered for the examinations that year, it would also be absolutely impossible for her to sit the three compulsory written papers and perform well in them given her lack of formal preparation; even giving the tutor the benefit of the doubt that she had taught the grammar well (although since she had not read the specification, I fail to see how she knew which aspects of grammar she was required to teach), the child did not know the required vocabulary and the literature papers would be a complete mystery to her.

Remarkably, the child’s mother defended the private tutor hotly, insisting that she was happy with the service that the tutor had provided. I pointed out that this tutor had taken her money, claimed to be preparing her daughter for a series of examinations that she knew frankly nothing about and had failed to advise her on the entry process. Still, Laura’s mother defended her. “She’s a good woman” she kept saying. That may well be so. However, she clearly had no idea about what was required of her as a professional.

Should a parent wish to pay for a child to be tutored in preparation for a public examination, it is essential that the tutor be an expert in that examination. My advice to parents would be to ask searching questions of the tutor – how many cohorts have they seen through that particular examination? What are their results like? What training have they received? This last point is one that is overlooked even by some classroom teachers, many of whom advise their classes on “what the examiner wants” when they have neither worked as an examiner nor attended any courses run by them – so this is something to ask about. Attending such courses and/or working as an examiner demystifies the examination process and gives teachers concrete guidance on what the examiners require from students.

A tutor should pride themself on their professional experience and continued professional development. This does not just mean being up to date on safeguarding (essential though that is). It means having a working and ever-evolving knowledge of your subject and the way it is examined. This comes at a price, and once a teacher has left the classroom it is one that they must be prepared to fund for themselves as and when necessary. So ask any prospective tutor what relevant training they have done: their answer may surprise you.