Grumpy Older Person on the heatwave and uniform

A news item today condemned a school for making pupils- sorry, students- wear school uniform in the “heatwave”. The aforementioned uniform was a polo shirt and trousers.

My goodness, writes my grumpy older person alter ego. In my day we wore blazers, pullovers or waistcoats, shirts, ties and woolly vests. With caps. And gaberdine mackintoshes in all weathers. Woe betide you if your socks were not the regulation thick woollen ones. Why, I remember in the heatwave of ’72, when birds were dropping out of the sky from the heat…….

Sorry, where was I? Oh yes, uniform. Well, it’s hard to think of a uniform that’s cooler than a polo shirt. I suppose shorts could substitute for trousers. I don’t suppose many students would be seen dead in sandals, however.

The news item has made me recall my schooling, which doesn’t often happen. We did have to wear blazers or jackets (and ties) in all weathers, unless given permission by the teacher of the lesson we were in. I remember Miss Young (a rather wonderful English teacher- one of the old-school types who never shouted or punished, but who never, ever had any class control problems) allowed us to take our jackets off. The room was suddenly bright with white shirts, and the odd grey one.

While we’re on the subject of uniform, hands up who remembers gaberdine macs. On of my abiding memories is the smell of them drying in the cloakrooms. Unforgettable. We take for granted modern fabrics: waterproof, cool or warm, stain resistant, easily washed and often not needing ironing, cheap……

Anyway, enjoy the heat. You’ll be moaning come the winter….

Note: More apologies (in the unlikely event of anybody reading my old posts) for some of the comments. Some are just weird. including instructions for storing medicines. Wot? Nothing to do with me, gov……

A Teaching Moment: The New £1 Coin

I’ve just had a teaching moment. I don’t know if other retired teachers get these, or if they just wake up sweating in the night, convinced they haven’t done the planning, or the marking, or that their students haven’t reached the required level, or that they haven’t prepared for the lesson observation tomorrow, or that OFSTED are coming…… No, it wasn’t one of those. It was a positive moment.

£1 coinI’ve just seen a new £1 coin for the first time. For those of you not in the UK (I am delighted to say that quite a few occasionally read this blog) the coin is 12- sided, slightly larger than the old coin and designed to foil forgers.

All of a sudden, my mind switched into teacher mode. Wouldn’t this be a great maths lesson theme? Imagine the fun able (and not so able) primary children could have with it.

Think of the questions that could be asked. What shape is the outline? (A dodecagon. Roughly, it’s slightly curved.) What 3D shape is it? (A dodecagonal prism. Again, roughly.) What are its width and thickness? How heavy is it? (Dunno….. How could you work it out? It’s too small for conventional scales.) How many of the new ones weigh how many of the old ones? What numbers does it have on it? How many make a kilogram… or how much would a kilogram of £1 coins be worth? How high would £100 in £1 coins be? And on, and on….. Draw it…. without drawing round it. Then there’s research work: how many will be in circulation? When will the old one be withdrawn?

Actually, this would be a great homework. You could pose a few questions and then ask the students to ask more. However, as usual, some parents would prepare a huge dossier without any child input.

Sadly, I got very excited about this, then just a little sad that I couldn’t do it. Only a little sad, mind you. By the way, my teaching nightmares usually involve me not being able to find a coffee mug at breaktime and getting back to the class late. That’s sad.

I’d be delighted to find that somebody has already thought of this, but even more delighted to find that somebody else has used it. Or perhaps it doesn’t fit whatever the latest curriculum might be.

(The image attached is labelled for non-commercial re-use; I know this can be a tricky area where currency is concerned. However, I don’t think this one will help forgers very much. It’s probably courtesy the Royal Mint.)

So, what would YOU do about education? Part 4

Just a few questions for discussion…..

If you have been following this thread (and, just for once, boys and girls, you are completely forgiven if you have not been following it,) you will know that I am drawn towards giving children more choice in their education (see So, what would YOU do about education? Part 2 .)

I acknowledge that there are huge issues about motivation and commitment. Do children, given total freedom to learn, really want to learn?  (To quote the eldest Miss Oblique, she who at one point claimed to be on ‘Planet Anti-Maths’: “You learn your maths… and the reaction from kids is, ‘Why are we learning this? We’re never going to use it.'”


However, when we are short of mathematicians, physicists and engineers, should we not encourage mathematics and physics? Should we go further and push every child to higher standards, even if they are not ultimately using these skills, to ensure that the overall level of achievement is even higher?

But then….. What is education for anyway? To ensure economic growth? Economic growth must eventually end, unless we colonise other planets, and I can’t see us getting our act together to do that.

As I said: just a few questions.

I Have It By Heart

Learning poetry by heart has, it seems to me, often been promoted as A GOOD THING. At the time of writing, I have no firm opinion about whether or not it should feature in my proposals for an alternative education system.

I don’t remember ever being made to learn poetry by heart. I did learn chunks of Browning for quotation in exams. Now whenever I re-read Browning (yes, I really sometimes do) I realise I often learnt it wrong.

Some poetry has just stuck with me because I like it, and because I read it so much I decided I wanted to make sure I had it accurately in my head. Even then, I have to occasionally go back and refresh my memory.

Most recently, I’ve checked up on ‘Sorry ‘Bout That’ by Adrian Mitchell. I was missing  a couple of verses, but I was pretty nearly word perfect. It’s still biting and bitingly relevant, even though it must be 40 or so years old. It has the advantage of having a clear structure; this and rhythm are what make some poetry (and most lyrics) easier to memorise. This none often pops up in my head.

From that era comes ‘Vinegar’ by Roger McGough (why isn’t he Poet Laureate?) which has the advantage of being short. Another short one which just stuck was ‘The Narrow Sea’ by Robert Graves (who would probably have refused the offer of the Laureateship.) I did make the conscious effort to learn ‘Lion Lover’ by Graves; maybe because I’m a Leo.

I also took the time to learn ‘The Second Coming’ by Yeats (because I love it, if love is the right word for such a chilling piece) and ‘He Wishes for the Cloths of Heaven’ (because it was my mother’s favourite poem.)

Oddly enough, we once set Wordsworth’s ‘Daffodils’ for year 6 to learn and it has stuck with me, pleasingly. (Remember, PG? You were  PC then!) I also learnt ‘Jabberwocky’ by Lewis Carroll as a teacher, because I love it and was always misquoting it.

That’s about it. I am pleased to see I keep mentioning pleasure here; whether this is a pleasure that all should have is a question for another time. For me,  this poetry comes back  at odd times; when I’m going to sleep I sometimes run through the repertoire. I’m glad I learnt them.

(I said in my last post that I wanted to learn more from ‘The Tempest’ but I have just remembered that I do know ‘Full Fathom Five’- or is it fadom? I must learn the bit that goes before- “This music crept upon me by the waters……” Actually it should be “This music crept by me…..” There is also a lovely Rupert Brooke sonnet which goes: “O! Death will find me long before I tire/ Of watching you.” One day…)

[I will leave you, dear reader, to work out the pictures. If puzzled, apply for answers! All are copyright free; as far as possible I’ve tried to do this for every blog post. I can’t find any copyright free for McGough or Graves.]

[All the poems are very available; Mc Gough is still very much alive, and Mitchell is still in copyright, so buy the books rather than go online. Poets and their families have to eat.]

Notes one day later: Last night as I was going through the repertoire in my head before falling asleep, I realised I also know ‘My Sad Captains’ by Thom Gunn. The work of Robert Graves is also in copyright, so buy it, don’t get it online. I realised that if you hover your mouse over the pictures, they come up with the names of the poets! Not such a puzzle.


So, what would YOU do about education? Part 3: The Shanghai Method

Ooh! OOOHH!! The Shanghai Method. Sounds exciting. Sounds…. Like an 80s electropop band. Like a sexual perversion. Like…. a mathematics teaching method? Surely not. (Surely some mistake? Ed.)


Well, it’s inevitable that I should at first be cautious about this, given my despair at the stupidly rapid rate of change in education. (See The only constant in education is change.) The Shanghai method looks to my increasingly out of touch and uninformed eye like yet another new initiative, which will transform mathematics education, raise standards, make the tea, solve global warming…. and so on.

Apparently everybody succeeds; the class does not move on until all have grasped the skill/ concept/ whatever. For my youngest daughter, who at the age of 13 still cannot add two single digit numbers, I am sure this will work wonders, as it will for the 9 year olds I taught last year who could use index notation confidently.

This is probably all curmudgeonish grumbling, but I also wonder what standards we are talking about raising here. Clearly I don’t know the full picture.

I have taken my first tentative stabs at setting out discussion points for the future of education. (See  So, what would YOU do about education? Part 2.) In it I mentioned the late Terry Pratchett’s view that children should be taught enough maths to “know when a pocket calculator is lying”.)

Allow me a digression here. At one point, I intended to write a post on mathematical illiteracy. No, I don’t mean innumeracy. To me that implies a lack of understanding of numbers and their basic manipulation. I mean a lack of understanding of the use of mathematics- the application of mathematics.

I think that this is incredibly important. Indeed, I increasingly feel that, for most students, functional mathematics should be taught far more.

DSCF0655You only have to look around to see examples of mathematical illiteracy. This picture is of a price tag. Mathematically, it’s wrong. Is it 4.5 of a pound or 4.5 of a penny? (Substitute euros and cents if you like.) Obviously the first (£4.50) is intended.You may very well argue that this is mathematical pedantry, but it does obstruct children forming clear concepts. This to me is akin to the ‘bigger half’ error. Halves are equal; one cannot be bigger than the other. We all know what is meant, but it’s not correct and again muddles children (and adults).

We could go on to the opinion poll fallacy. “33% of the population prefer dark chocolate.” No they don’t. A third of the (three) people I surveyed prefer dark chocolate. It’s even worse if the proportions are scaled up: “2o million British people prefer dark chocolate.” There are examples daily.

There, that digression has spared you a separate mathematical illiteracy blogpost.To return to Mr Pratchett (well done if you’re still with me), I increasingly feel that much mathematical education is wasted on most children. When did you ever use the mathematics you were taught at school? Alright, teachers, be quiet at the back there. Engineers…. Physicists…. Any others? Yes, me…. but usually only for fun, or when I need to get to sleep. Really.

There are  no doubt arguments against restricting mathematics teaching to functional mathematics, or to what the child chooses to learn. How do you know what mathematics a child will need in later life, or what aptitudes they will show later? When we are short of mathematicians and physicists, should we not encourage mathematics and physics? Should we in fact push every child to higher standards, to ensure that the ‘base’ level of achievement rises and thus the best get better.

So, as usual, I come up with no firm conclusions. After pondering over this I am still drawn towards functional mathematics for all and further adventures for the able and willing. I am aware this is a feeling, not a closely argued case. And hey, I’m not secretary of state for education. And at the back of my mind is the cry: “Stop messing teachers about and let them get on with it.”


Things Teachers Said

Very short and not at all serious…….


My teachers (at a boys’ grammar school) were an interesting lot. Some of them were bored (and/or boring), some of them were inspired. I am grateful to many of them for forming me. I apologise if any are still alive and read this….

Mr P. (physics): “There was a dirty great big hole dug for you there and you fell right into it, didn’t you?”

Mr T. (chemistry): (In reply to the question ‘Do we have to do that, Sir?’) “You don’t have to do anything in this world.”

Unknown (mathematics): “Antilogarithms are a snare and a delusion.” (Does anybody else but me still understand this?)

So, on to college:

Teaching Practice Supervisor: “When I first met you I thought you were slow-moving and slow-thinking. I still think you are slow-moving and slow-thinking.”

We continue to the modern age:

Year 6 teacher:  “Why do you have to go right when everybody else goes left?”

“Am I talking to myself?” (Every teacher ever has thought this, even if they have not said it out aloud.)

Basil Fawlty is not a teacher, but he speaks for us all when he says: “Please try to understand before one of us dies.”