Daily Blog – Leading Teachers International Study Visits Eger, Hungary
Day 5 Friday 29th May
A huge tribute is due to hosts Ibolya Rull and Tibor Bodnar for their outstanding efforts in organising our weekly programme and the friendly, professional and efficient manner in which they took us from one visit to another. There was a perfect balance between visits to carefully selected schools and afternoons of cultural experience and social activities. There was time for reflection and expert input. Their experience of education, outstanding technical translation abilities and their careful attention to maximising the quality of our experience has made this week exceed all our expectations. We thank them most sincerely.
Reflection and Review Meeting
KEY POINTS SUMMARY
Discussion of Hungarian education raised the work of Guy Claxton’s concept of Building Learning Power and the 4 Rs
Resilience: Staying with difficulty and coping with feelings of frustration.
Resourcefulness: Learning in a variety ways using varied strategies
Reflection: Thinking about our own strengths and weaknesses.
Relationships: Learning alone and with others.
As well as Georgi Lozanov – The Bulgarian founder of the ‘Suggestopedia’ approach (which has led to subsequent and more familiar ideas about accelerated learning now popular in UK). We have frequently seen a sophisticated combination of all of these approaches in the lessons observed in Hungary.
The practice of suggestopedia includes the idea that students are led to feel that the learning is going to be easy and fun at the beginning of every lesson. Teachers use a range of techniques including variation of voice, relaxation, physical movement, games, puzzles and perhaps most importantly careful management of positive relationships with learners to maximise and consolidate the learning.
Positive, caring and supportive attitudes to all learners have characterised the work of all Hungarian teachers we have met.
Other key ideas
• Learning to learn is the fundamental priority or early schooling
• In UK pupils know their attainment levels in comparison to others and there is therefore a suggestion of failure – Assessment and Tracking data is used in different ways in Hungary to diagnose learning needs without negative comparisons between learners or schools
• In Hungary no or little evidence of negative peer pressure or sniping at other learners either for mistakes or for obvious excellent performance (we suspect the abusive term of ‘boffin’ doesn’t exist!)
• Much use of sugar paper for cooperative group work. One version had a shared sheet for four people with group activity at the centre while individual tasks were written at each corner ( team of 4)
• Awarding of achievement to the group with cups on the table to fill with points/merits/flowers for getting it right (suggests healthy competitive atmosphere)
• Team of 4 with badges A, B, C or D – used with responsibilities for each letter i.e. feedback, behaviour etc
• Emphasis on explanations to justify and articulate reasons for choices made
• Pyramid activity – each group had a sum and had to position each other into a pyramid pattern with the highest answer at the top – bottom was the lowest number (physical movement)
• Auditory emphasis in maths – reciting as a group and individuals coming to the front to explain answer (always insisting on the correct words)
• Each had a card, some were correct – group had to sort true, false, possibly true etc. into plastic baskets around the room. Team collected points if they chose the correct basket
• In maths lessons logic skills were repeatedly taught in enjoyable games and puzzles
• Use of peers to correct each other’s work and verbal contributions
• Use of 5/6 different skills in one lesson – looking at a concept from many different angles.
• Guessing games – decoding tasks etc
• Pupils reviewing lesson with in depth explanations
• Very much teacher-led throughout lesson except plenary
• Lack of formal writing in earlier years
• Teacher records the feedback from pupils at the end of the lesson (2-3 pupils per lesson) in a log book – this forms a continuous log of skill development
• Plenary book- what have I learned in this lesson
• Dominoes are used to develop ideas of equivalence for example fractions and decimals game
• First 4 years of primary school isn’t graded; just oral report about achievement
• Schools not inspected since 1990 (end of soviet regime)
• Big writing games (kung fu punctuation)
Szilagyi Erzsebet Secondary Grammar School
On our visit to this school we enjoyed a challenging lesson with Hungarian secondary students on our knowledge of the European union. This contributed to a feeling of camaraderie between our hosts and ourselves. There were also mention of EU programmes ERASMUS, SOCRATES, LEONARDO and COMENIUS which were all foster pan-European cooperation between schools and universities. We noted the fact that Jan Amos Comenius was an early Hungarian education pioneer. The country can be proud that it has lived up to his high ideals of high quality learning!
Our day finished with a visit to the Thummerer wine cellar in the mountains north of Eger where we learned a considerable amount about wine through the best practice of experiential learning – tasting it with most excellent food in good company! We all leave Hungary with determination to try to implement some of the practical ideas for improving the enjoyment of successful learning and sense of achievement in our schools – firstly in our own classrooms and, we hope through working with colleagues. We thank our wonderful hosts and LECT for making this significant professional development possible.
Saturday, 30 May 2009
Friday, 29 May 2009
Daily Blog – Leading Teachers International Study Visits Eger, Hungary Day 4 Thursday 28th May
Daily Blog – Leading Teachers International Study Visits Eger, Hungary
Day 4 Thursday 28th May
KEY POINTS SUMMARY – Some quotes
• “In nursery school children were playing with numbers and developing thinking skills” “It’s all fun and games…”
• “Early years of learning focus on social skills and cooperative learning – they do not try to pack knowledge in but ensure that the basic skills and concepts are secure and children grow to love learning because lessons are full of games, pictures, movement and teamwork – they cover much less than we do at first (e.g. only numbers up to 20 and no writing) – then, in later years, they surge ahead of us!”
• Head Teacher: “We do no reading and writing until age 6, then nearly all learn to read and write within the year…”
• “In England children have to face failure far too early – standardised expectations are simply wrong for brains that are changing in so many ways… in Hungary the early learning is a solid foundation that can be grasped by every child – so none feels inadequate”
• “Input from local universities and top scientists into Science Academy Club at Secondary Grammar”
• Primary schools are unhappy when their brightest are fast tracked into Secondary as they lose the opportunities for them to influence the youngest
• Wine tasting (8 different types), Crystal browsing in the Matrai Mountains and mini golf made up the rest of the day. Hungarian wine is under-rated in the UK!
Gyongyossolymos Primary School
From Chris
“From the moment I walked through the school doors, I knew this would be a good school – in fact, an excellent school. The headteacher was someone who oozed dedication and a love for his school and pupils was clear to see. We saw three excellent lessons. One particular teacher, who taught 7 year olds, was truly an inspiration. She loved her job and this inspired me so much. Hungarian children are so clever! But also have a love for learning.
In the lesson children jumped into the air, so excited about the mathematics they were learning. In the nursery school children were playing with numbers and developing thinking skills. Year 6 children solving GCSE style questions. What is this all about? An unbelievable experience, an experience I will never forget. Thank you, children of Hungary.”
Berze Nagy Janos Secondary Grammar School
From Lesley
“Highly selected pupils – watched 16/17 year olds in a maths lesson – it was like a university lecture – very didactic. A maths lesson with 15 year olds was more interactive using ICT. Liked the idea that each pupil prepares a presentation on some aspect of Maths. Each week a different pupil has to present her/his project to the class.
The chemistry lesson for 13 year olds was very old fashioned – all done by teacher demonstration with pupils recording their own notes. This was an accelerated learning class who had moved into secondary school four years early. Their behaviour was more challenging than anything we have seen all week – does this leap forward for bright pupils work? Teaching of older pupils appears to be less imaginative than the more exciting lessons in the lower age groups. (But the benefits of early-established listening skills, cooperation and enjoyment of school are still apparent)
Science not compulsory at secondary school – almost no practical work done by students in normal lessons, although an after school science club did exist for those more able. Science academy meets once per week – top scientists in school work together with gifted pupils from other schools – input from local universities.”
Day 4 Thursday 28th May
KEY POINTS SUMMARY – Some quotes
• “In nursery school children were playing with numbers and developing thinking skills” “It’s all fun and games…”
• “Early years of learning focus on social skills and cooperative learning – they do not try to pack knowledge in but ensure that the basic skills and concepts are secure and children grow to love learning because lessons are full of games, pictures, movement and teamwork – they cover much less than we do at first (e.g. only numbers up to 20 and no writing) – then, in later years, they surge ahead of us!”
• Head Teacher: “We do no reading and writing until age 6, then nearly all learn to read and write within the year…”
• “In England children have to face failure far too early – standardised expectations are simply wrong for brains that are changing in so many ways… in Hungary the early learning is a solid foundation that can be grasped by every child – so none feels inadequate”
• “Input from local universities and top scientists into Science Academy Club at Secondary Grammar”
• Primary schools are unhappy when their brightest are fast tracked into Secondary as they lose the opportunities for them to influence the youngest
• Wine tasting (8 different types), Crystal browsing in the Matrai Mountains and mini golf made up the rest of the day. Hungarian wine is under-rated in the UK!
Gyongyossolymos Primary School
From Chris
“From the moment I walked through the school doors, I knew this would be a good school – in fact, an excellent school. The headteacher was someone who oozed dedication and a love for his school and pupils was clear to see. We saw three excellent lessons. One particular teacher, who taught 7 year olds, was truly an inspiration. She loved her job and this inspired me so much. Hungarian children are so clever! But also have a love for learning.
In the lesson children jumped into the air, so excited about the mathematics they were learning. In the nursery school children were playing with numbers and developing thinking skills. Year 6 children solving GCSE style questions. What is this all about? An unbelievable experience, an experience I will never forget. Thank you, children of Hungary.”
Berze Nagy Janos Secondary Grammar School
From Lesley
“Highly selected pupils – watched 16/17 year olds in a maths lesson – it was like a university lecture – very didactic. A maths lesson with 15 year olds was more interactive using ICT. Liked the idea that each pupil prepares a presentation on some aspect of Maths. Each week a different pupil has to present her/his project to the class.
The chemistry lesson for 13 year olds was very old fashioned – all done by teacher demonstration with pupils recording their own notes. This was an accelerated learning class who had moved into secondary school four years early. Their behaviour was more challenging than anything we have seen all week – does this leap forward for bright pupils work? Teaching of older pupils appears to be less imaginative than the more exciting lessons in the lower age groups. (But the benefits of early-established listening skills, cooperation and enjoyment of school are still apparent)
Science not compulsory at secondary school – almost no practical work done by students in normal lessons, although an after school science club did exist for those more able. Science academy meets once per week – top scientists in school work together with gifted pupils from other schools – input from local universities.”
Thursday, 28 May 2009
Daily Blog – Leading Teachers International Study Visits Eger, Hungary Day 3 Wednesday 27th May
Daily Blog – Leading Teachers International Study Visits Eger, Hungary
Day 3 Wednesday 27th May
KEY POINTS SUMMARY
• Most concepts are reinforced through two or more lively activities e.g. sorting cards/pictures/slips of paper/magnetic re-ordering of words or pictures on the board.
• Teachers all seem committed to the concept of discussing and collaborating to reinforce new learning (Vigotsky) We saw snappy mixed group work in almost every lesson so far.
• Correct forms of words are insisted on when children answer questions in class. Clear thinking processes are confirmed through this vocabulary development.
• We are very impressed by teachers who were teaching so well with a huge audience at the back row of the lessons (our party plus senior staff – sometimes a dozen observers)
Lecture from Assistant Education Director of the town of Miskolc
• Children stay at school until 18 or 21
• High achievers can be moved from primary to secondary at 10, 12 or 14 years old
• First aim of early years education is the development of social skills
• All teachers must complete an accredited CPD programme after every 5 years during their career, at least 120 hours. This is on top of normal teaching duties.
• The National Core Curriculum requires all to study the following up to age 18: Hungarian, History, Maths and either English or German and an option subject. These must be passed to get a general school certificate
Team 1 Szilagyi Erzsebet Primary School Visit
1. Fast turnover of activities in all lessons that we saw – none longer than 5 minutes – moved on at the pace of the fastest finishers
2. Children worked in pairs, small groups and individually – this rotation was repeated two or three times during the lesson and without any fuss from the children
3. Very small class sizes – 15 to 21
Team 2 Ferenczi Vocational School of Health Care
The school did not care to use the word ‘vocational’ – they felt they were something else. 20% go on to University. The English language teacher did not understand our questions about managing negative behaviour as it is totally normal for all students to behave well; the issue of poor discipline seems not to exist.
Nearly all students are in full time education until they are 21. This is partly due to minimal employment and no welfare benefits for school leavers. Vocational schools are chosen by parents, the most academic go to grammar schools, then Higher Education; this school seemed to offer courses post 18 which are chosen to Further Education
There is a commitment that all must succeed and that all can be successful. This is the dominant culture of the school. As in all schools visited students are frequently working on the board and explaining their answers to the whole group and learning to present ideas clearly. Almost entire lesson involved use of the interactive whiteboard.
We saw a class of 15 year olds working at AS level in Maths yet this school does not have the most able (that group attends grammar schools). Fantastic facilities – new buildings, state of the art technology, spacious Atrium for students to gather and socialise, and doubles as a hall for performances and exhibition space. The facilities were well used – not only for 14 – 18 education but also training courses for 18-21 year olds. A highly trained work force for nurses, physiotherapist, paramedics, pharmacists and other health related employment.
The students seem more ready and engaged to learn at a point where many of our students are getting disengaged and disaffected. Is this because they have not been rushed and forced through an inappropriate curriculum at an early age? (As in UK) Students do not ask “Why do I need to know this?” Even for students studying a theoretical topic – transformation of graphs in maths – for 15 year olds. They seem to see the intrinsic value of education. They consider education to be a privilege not a right. Students did not have part-time jobs. Perhaps this is why they were so focused on their studies. More-so, it is understood that they will not get a job without passing their GCE School Certificate at age 18 and as there are no state benefits until you have been working; there is more incentive here to pass.
In the afternoon we were treated with a visit to the world famous Cave Bath in Miskolctapoica. There we enjoyed the curative natural health spring waters by bathing in the thermal water of the natural Cave Bath. This outing was refreshing for all and we all felt rejuvenated and reinvigorated by the experience. Miskolc is also a town full of cultural festivals and leisure activities ranging from walking trails to a meat jelly festival!
Day 3 Wednesday 27th May
KEY POINTS SUMMARY
• Most concepts are reinforced through two or more lively activities e.g. sorting cards/pictures/slips of paper/magnetic re-ordering of words or pictures on the board.
• Teachers all seem committed to the concept of discussing and collaborating to reinforce new learning (Vigotsky) We saw snappy mixed group work in almost every lesson so far.
• Correct forms of words are insisted on when children answer questions in class. Clear thinking processes are confirmed through this vocabulary development.
• We are very impressed by teachers who were teaching so well with a huge audience at the back row of the lessons (our party plus senior staff – sometimes a dozen observers)
Lecture from Assistant Education Director of the town of Miskolc
• Children stay at school until 18 or 21
• High achievers can be moved from primary to secondary at 10, 12 or 14 years old
• First aim of early years education is the development of social skills
• All teachers must complete an accredited CPD programme after every 5 years during their career, at least 120 hours. This is on top of normal teaching duties.
• The National Core Curriculum requires all to study the following up to age 18: Hungarian, History, Maths and either English or German and an option subject. These must be passed to get a general school certificate
Team 1 Szilagyi Erzsebet Primary School Visit
1. Fast turnover of activities in all lessons that we saw – none longer than 5 minutes – moved on at the pace of the fastest finishers
2. Children worked in pairs, small groups and individually – this rotation was repeated two or three times during the lesson and without any fuss from the children
3. Very small class sizes – 15 to 21
Team 2 Ferenczi Vocational School of Health Care
The school did not care to use the word ‘vocational’ – they felt they were something else. 20% go on to University. The English language teacher did not understand our questions about managing negative behaviour as it is totally normal for all students to behave well; the issue of poor discipline seems not to exist.
Nearly all students are in full time education until they are 21. This is partly due to minimal employment and no welfare benefits for school leavers. Vocational schools are chosen by parents, the most academic go to grammar schools, then Higher Education; this school seemed to offer courses post 18 which are chosen to Further Education
There is a commitment that all must succeed and that all can be successful. This is the dominant culture of the school. As in all schools visited students are frequently working on the board and explaining their answers to the whole group and learning to present ideas clearly. Almost entire lesson involved use of the interactive whiteboard.
We saw a class of 15 year olds working at AS level in Maths yet this school does not have the most able (that group attends grammar schools). Fantastic facilities – new buildings, state of the art technology, spacious Atrium for students to gather and socialise, and doubles as a hall for performances and exhibition space. The facilities were well used – not only for 14 – 18 education but also training courses for 18-21 year olds. A highly trained work force for nurses, physiotherapist, paramedics, pharmacists and other health related employment.
The students seem more ready and engaged to learn at a point where many of our students are getting disengaged and disaffected. Is this because they have not been rushed and forced through an inappropriate curriculum at an early age? (As in UK) Students do not ask “Why do I need to know this?” Even for students studying a theoretical topic – transformation of graphs in maths – for 15 year olds. They seem to see the intrinsic value of education. They consider education to be a privilege not a right. Students did not have part-time jobs. Perhaps this is why they were so focused on their studies. More-so, it is understood that they will not get a job without passing their GCE School Certificate at age 18 and as there are no state benefits until you have been working; there is more incentive here to pass.
In the afternoon we were treated with a visit to the world famous Cave Bath in Miskolctapoica. There we enjoyed the curative natural health spring waters by bathing in the thermal water of the natural Cave Bath. This outing was refreshing for all and we all felt rejuvenated and reinvigorated by the experience. Miskolc is also a town full of cultural festivals and leisure activities ranging from walking trails to a meat jelly festival!
Wednesday, 27 May 2009
Daily Blog – Leading Teachers International Study Visits
Daily Blog – Leading Teachers International Study Visits Eger, Hungary
Day 2 Tuesday
• Maths lessons can be turned into fun with well-planned learning games
• A variety of short activities keep all learners engaged in the lesson – behaviour is good when no students can get bored!
• Lessons include physical movement, cooperative team challenges and many different types of activities
• Teachers make sure that all learners use precise and correct words when answering questions in the classroom
Team 1 - Nursery School, Kerecsend
In the nursery school at Kerecsend most of the children are Roma and 96 % attend nursery. They start at the age of 3 and stay until they are 7. The school opens at 6 am and closes at 5 pm. The EU advises groups of 15 but this school has groups of 25/30 who are taught by two teachers and one helper. The teacher trains for 4 years and although a separate qualification is awarded to the teachers they are paid the same as the helpers. There is also available a speech and language therapist. Children are taught in small groups and in one on one sessions but there are some 25 minute lessons with one teacher and 6-8 children.
The population of this rural village is around 2,300. They cook their own lunches at the nursery and 80 % of the children who are from deprived backgrounds receive free school meals. Lots of children have asthma and they are hoping to convert a PE room to a salt room.
‘Surestart’ in Hungary started in 2005. Parents are involved before they give birth and there are plans to expand the school to accommodate more children. Maths games are played daily while maths lessons are once a week and continue to be game like in concept. This develops logical thinking and creativity. In maths lessons there is no writing, it is all counting by hands or objects, colouring and verbal work. There is also a development programme to support SEN children.
There are usually 4 groups all of which are directed to development in maths. There are mixed age groups between 4 and 7 years old and 3 and 4 years old. Development runs until 12.00 noon, then there is lunch and the children go to sleep until 1.00 pm. Parents can collect them anytime after that. There is testing at 6 years old and progress is closely tracked when there are social problems and the county authorities are contacted for help. The children get a 6 week break in the summer.
Team 2 - Primary School, Kerecsend
Quote from Deputy Headteacher
“When they are bored they can be noisy” We saw three maths lessons and there was no space for boredom. Lessons were cleverly constructed to include physical movement, focusing and uniting the group as a starter, (chanting with movements to secure learning with “muscle memory”)
Lessons moved quickly from one collaborative activity to another. A theme of learning was developed through activities which felt very different from each other. Puzzles and challenges were interspersed with physical movement. Nothing was repeated for very long and children responded with enthusiasm. Approval and rewards were given frequently as short-term tasks were completed. Tokens of success (coloured counters) were collected for the group, thus building strong team cooperation.
Children were encouraged to help and correct each other when stuck. Near the end of the lesson groups moved around the room sequentially to look at work completed by each other group and mark it. Teams were established at the start of the lesson. Members of each team were given the letters A, B, C and D. They remained together for the whole lesson, but each letter had different jobs to complete.
All the teachers we have seen so far have been warm, friendly, respectful and challenging to all children. An air of calmness is created by smiling, quietly spoken confidence. We have not seen teachers shouting or scowling to control behaviour – much is done with praise. Pupils had to listen carefully to teach each other. Real emphasis was placed on correct words being used to describe each stage of their thinking. An effective range of differentiated resources was prepared allowing smooth transition between contrasting activities. No time was wasted handing out or waiting for the teacher to give the next instruction.
Team 3 - Primary School, Besenyotelek
One of the most remarkable details we learnt at Besenyotelek was that in this tightly knitted rural community the older generation was justly proud of their education provision, so much so that retirees and pensioners (some of whom were ex students and grandparents of current students) regularly come back and work with the children in their learning activities as a way of giving back to the community. They help out with knitting, sewing and not only the women but the men also come in and play chess, cards, sing and play act performances for which they are famous in the village and throughout the surrounding areas.
Another source of pride was the enthusiasm for and participation in countrywide educational competitions by the pupils, the main goal being to identify talented students who can develop their skills and abilities. They take part in academic competitions such as Mathematics, Chemistry, Biology and History. But further than those they are also heavily involved in First Aid and Fire Brigade competitions.
To say that they were well prepared for our visit is an understatement. Evidently they pulled out all the stops. Our team of six were welcomed at the school entrance by the Deputy Head and led to the Library where the tables were lavishly laid out with not just tea and coffee and biscuits but also a wide range of drinks and nuts and pretzels along with individual nametags, a gift set of a school pen and notebook, a colour photograph of the school, a 2009 Calendar card, a handcrafted butterfly and 3 inch hand-made potted plant. Later on in the morning, during break we were presented with a 250 page hard cover bound book on the founder of the school Dr Besenyotelek and the history of his lifetime’s work in this village that is named after him. Each book was specially inscribed as a present to each of us by name and personally signed by the Deputy Mayor.
After very formal introductions and speeches when we met the Deputy Head, the Headteacher and the Deputy Mayor (a former teacher) we were given a comprehensive history of the school and a proud welcome to study education in a Hungarian village. Besenyotelek is a 30 year old school with a great future ahead. Personal development classes are emphasised and free time activities are very important. There are 11 different types of free-time activities and parents willingly participate in them. They would also like to develop sport in the future.
We attended 3 lessons, 2 in maths and 1 in the Hungarian language. Much of what we saw in the maths was similar to Team 2’s visit. However it was noticeable that in the language lesson much of the teaching techniques in maths were used such as group work, a competitive, challenging atmosphere, creative initiative encouraged and praised and there was much fun and enjoyment from some of the compositions produced by individuals and teams. Some of the tasks were to create stories beginning with the same letter or specifically given ingredients. The groups worked on sugar paper and then put them on the boards and explained what they did and why.
During a specially prepared lunch the teachers expressed a keen desire to visit England and we gave our gifts and invitations to all. By the time we were ready to leave the stiff formalities had thawed out into warm friendly hugs and kisses goodbye, some even coming on board the bus to make sure they did not miss saying goodbye to every person who visited. Smiles, applauses everywhere and perhaps not a dry eye or two.
After the school visits we had a peaceful time looking at the wild birds on the Tisza Lake which was just what we needed to get us ready to reflect on the action-packed morning . This is a very well-planned study programme – our hosts are excellent!
Day 2 Tuesday
• Maths lessons can be turned into fun with well-planned learning games
• A variety of short activities keep all learners engaged in the lesson – behaviour is good when no students can get bored!
• Lessons include physical movement, cooperative team challenges and many different types of activities
• Teachers make sure that all learners use precise and correct words when answering questions in the classroom
Team 1 - Nursery School, Kerecsend
In the nursery school at Kerecsend most of the children are Roma and 96 % attend nursery. They start at the age of 3 and stay until they are 7. The school opens at 6 am and closes at 5 pm. The EU advises groups of 15 but this school has groups of 25/30 who are taught by two teachers and one helper. The teacher trains for 4 years and although a separate qualification is awarded to the teachers they are paid the same as the helpers. There is also available a speech and language therapist. Children are taught in small groups and in one on one sessions but there are some 25 minute lessons with one teacher and 6-8 children.
The population of this rural village is around 2,300. They cook their own lunches at the nursery and 80 % of the children who are from deprived backgrounds receive free school meals. Lots of children have asthma and they are hoping to convert a PE room to a salt room.
‘Surestart’ in Hungary started in 2005. Parents are involved before they give birth and there are plans to expand the school to accommodate more children. Maths games are played daily while maths lessons are once a week and continue to be game like in concept. This develops logical thinking and creativity. In maths lessons there is no writing, it is all counting by hands or objects, colouring and verbal work. There is also a development programme to support SEN children.
There are usually 4 groups all of which are directed to development in maths. There are mixed age groups between 4 and 7 years old and 3 and 4 years old. Development runs until 12.00 noon, then there is lunch and the children go to sleep until 1.00 pm. Parents can collect them anytime after that. There is testing at 6 years old and progress is closely tracked when there are social problems and the county authorities are contacted for help. The children get a 6 week break in the summer.
Team 2 - Primary School, Kerecsend
Quote from Deputy Headteacher
“When they are bored they can be noisy” We saw three maths lessons and there was no space for boredom. Lessons were cleverly constructed to include physical movement, focusing and uniting the group as a starter, (chanting with movements to secure learning with “muscle memory”)
Lessons moved quickly from one collaborative activity to another. A theme of learning was developed through activities which felt very different from each other. Puzzles and challenges were interspersed with physical movement. Nothing was repeated for very long and children responded with enthusiasm. Approval and rewards were given frequently as short-term tasks were completed. Tokens of success (coloured counters) were collected for the group, thus building strong team cooperation.
Children were encouraged to help and correct each other when stuck. Near the end of the lesson groups moved around the room sequentially to look at work completed by each other group and mark it. Teams were established at the start of the lesson. Members of each team were given the letters A, B, C and D. They remained together for the whole lesson, but each letter had different jobs to complete.
All the teachers we have seen so far have been warm, friendly, respectful and challenging to all children. An air of calmness is created by smiling, quietly spoken confidence. We have not seen teachers shouting or scowling to control behaviour – much is done with praise. Pupils had to listen carefully to teach each other. Real emphasis was placed on correct words being used to describe each stage of their thinking. An effective range of differentiated resources was prepared allowing smooth transition between contrasting activities. No time was wasted handing out or waiting for the teacher to give the next instruction.
Team 3 - Primary School, Besenyotelek
One of the most remarkable details we learnt at Besenyotelek was that in this tightly knitted rural community the older generation was justly proud of their education provision, so much so that retirees and pensioners (some of whom were ex students and grandparents of current students) regularly come back and work with the children in their learning activities as a way of giving back to the community. They help out with knitting, sewing and not only the women but the men also come in and play chess, cards, sing and play act performances for which they are famous in the village and throughout the surrounding areas.
Another source of pride was the enthusiasm for and participation in countrywide educational competitions by the pupils, the main goal being to identify talented students who can develop their skills and abilities. They take part in academic competitions such as Mathematics, Chemistry, Biology and History. But further than those they are also heavily involved in First Aid and Fire Brigade competitions.
To say that they were well prepared for our visit is an understatement. Evidently they pulled out all the stops. Our team of six were welcomed at the school entrance by the Deputy Head and led to the Library where the tables were lavishly laid out with not just tea and coffee and biscuits but also a wide range of drinks and nuts and pretzels along with individual nametags, a gift set of a school pen and notebook, a colour photograph of the school, a 2009 Calendar card, a handcrafted butterfly and 3 inch hand-made potted plant. Later on in the morning, during break we were presented with a 250 page hard cover bound book on the founder of the school Dr Besenyotelek and the history of his lifetime’s work in this village that is named after him. Each book was specially inscribed as a present to each of us by name and personally signed by the Deputy Mayor.
After very formal introductions and speeches when we met the Deputy Head, the Headteacher and the Deputy Mayor (a former teacher) we were given a comprehensive history of the school and a proud welcome to study education in a Hungarian village. Besenyotelek is a 30 year old school with a great future ahead. Personal development classes are emphasised and free time activities are very important. There are 11 different types of free-time activities and parents willingly participate in them. They would also like to develop sport in the future.
We attended 3 lessons, 2 in maths and 1 in the Hungarian language. Much of what we saw in the maths was similar to Team 2’s visit. However it was noticeable that in the language lesson much of the teaching techniques in maths were used such as group work, a competitive, challenging atmosphere, creative initiative encouraged and praised and there was much fun and enjoyment from some of the compositions produced by individuals and teams. Some of the tasks were to create stories beginning with the same letter or specifically given ingredients. The groups worked on sugar paper and then put them on the boards and explained what they did and why.
During a specially prepared lunch the teachers expressed a keen desire to visit England and we gave our gifts and invitations to all. By the time we were ready to leave the stiff formalities had thawed out into warm friendly hugs and kisses goodbye, some even coming on board the bus to make sure they did not miss saying goodbye to every person who visited. Smiles, applauses everywhere and perhaps not a dry eye or two.
After the school visits we had a peaceful time looking at the wild birds on the Tisza Lake which was just what we needed to get us ready to reflect on the action-packed morning . This is a very well-planned study programme – our hosts are excellent!
Tuesday, 26 May 2009
Day 1 Eger, Hungary
KEY POINTS THAT WE WILL REMEMBER FROM TODAY:
• Children in the youngest groups (aged up to six) were learning through varied practical and oral activities – with no writing and reading. We felt this was a far more positive experience than many English young people have.
• WE saw year seven children in a mixed ability class handling complex decimal calculations in their heads.
• WE were overwhelmed by the learners’ enthusiasm for learning, and their enjoyment of the challenges they were set.
1. Team 1 - Esterhazy Karoly College Training School, Eger (Age 6 – 18)
2. Team 2 - Primary School, Maklar (Age 6 – 13)
3. Team 3 - Arany Janos Uti Nursery School, Eger (Age 3 – 6)
Team 1
After brief introductions our team of six teachers attended a maths lesson with a mixed class of 29 twelve year olds. The students are in the midst of preparation for National examinations taken countrywide. As in the other schools seen today, the students were keen to do well. The classroom is well equipped with modern facilities, white board and projector, OHT, tv/video facilities. However the entire lesson was devoted to revision using worksheets in maths.
The students were quiet, attentive and responsive to the teacher. Questions were asked by the teacher and students came up to the board and wrote their answers after which the teacher developed the explanations further and also encouraged students to illustrate how they came to their answers. The significant feature about the lesson was the constant interaction between teacher and students. The tasks are varied between algebra and arithmetic from both worksheets and student textbook.
We were given a copy of the last year’s two hour examinations and the website address where you can find National Test Papers and answers. For those interested go to www.kometenciameres.hu.
Some interesting features of the lessons include:
• A series of tasks
• A variety of activities
• work the problem/equation out
• Find the odd one out from a multiple choice
• Work the question out from the given answer
Significantly the Year 7/8 were being challenged all the time with the teacher playing a hands-on role while separate activities took place. What was noticeable was the ‘can do and will do’ approach as opposed to ‘can’t do’. There was an emphasis on challenge; the children appeared to enjoy this style of work. It appears that the core skills were already there in the children through the emphasis on mental maths at kindergarten level.
Team 2
The students were sociable and there were varying levels of complexity. When 2 students in one class got it wrong there were no negative comments from the others. Teachers often set challenges by turning around the ways to deal with maths problems. The teacher often demands articulation by students of the mental processes gone through to solve a problem. In summary the lessons have pace, varied activities, fun challenges, guesswork, exploring and explaining.
Children are given lots of responsibilities. For instance at the beginning of a lesson a student is required to report to the teacher who is absent and who did not do their homework. Then monitors or other students distribute the work. The approach is “Here’s our class, we’re ready for you”
In one school there was a foundation that had been set up by staff, parents and community members to improve educational opportunities for gifted and talented learners. This foundation raised funds to sponsor the children’s participation in competitions. The school teams had won world championships in rope skipping and proudly introduced to us a number of other children who had particular talents. When the Headteacher highlighted the talented students they were proud to be singled out for praise. In primary schools students numbers are small, 20 – 23 per class. All groups are mixed ability. We saw no differentiation and no provision for setting until they get to Year 8 where they are set in ability groups for languages.
Persistent underachievers had to repeat their year. “Black marks” were given for no homework and 5 of those required students to resit a Grade 1 exam. This meant that teachers did not have to follow up homeworks regularly since students were aware of the consequences.
In primaries children were dismissed early (around 1.00 pm) and different teachers are employed to work with younger children who stay back to catch up on homework or revise key concepts. The shorter teaching day allows morning teachers to use their afternoons to prepare lessons. Another useful website for learners and adults to access is the Centre for Innovation in Mathematics teaching at www.intermep.org
Team 3
In Kindergarten for 3 to 6 years olds (compulsory at 5) there is no expectation of reading or writing. Counting by hands and through auditory and visual aids is emphasised. Teaching is through play with objects such as ducks and kiwi fruits. There are group team tasks that involve singing games and much social interaction. We saw no squabbling and fighting despite observing a full playground of children. More value is placed on play and social skills. We saw no computers. The atmosphere is less stressed as there is no pressure to get it right. The approach is on mental skills in basic maths developed through many practical hands-on activities and social interaction. Students are assessed on coordination and motor skills. The lessons are teacher intensive and the teachers have warm and friendly relationships with their classes. Students had a healthy breakfast of spring onions and bread to have at anytime they choose and were allowed 2 hours in the afternoon to sleep or just lay down quietly.
• Children in the youngest groups (aged up to six) were learning through varied practical and oral activities – with no writing and reading. We felt this was a far more positive experience than many English young people have.
• WE saw year seven children in a mixed ability class handling complex decimal calculations in their heads.
• WE were overwhelmed by the learners’ enthusiasm for learning, and their enjoyment of the challenges they were set.
1. Team 1 - Esterhazy Karoly College Training School, Eger (Age 6 – 18)
2. Team 2 - Primary School, Maklar (Age 6 – 13)
3. Team 3 - Arany Janos Uti Nursery School, Eger (Age 3 – 6)
Team 1
After brief introductions our team of six teachers attended a maths lesson with a mixed class of 29 twelve year olds. The students are in the midst of preparation for National examinations taken countrywide. As in the other schools seen today, the students were keen to do well. The classroom is well equipped with modern facilities, white board and projector, OHT, tv/video facilities. However the entire lesson was devoted to revision using worksheets in maths.
The students were quiet, attentive and responsive to the teacher. Questions were asked by the teacher and students came up to the board and wrote their answers after which the teacher developed the explanations further and also encouraged students to illustrate how they came to their answers. The significant feature about the lesson was the constant interaction between teacher and students. The tasks are varied between algebra and arithmetic from both worksheets and student textbook.
We were given a copy of the last year’s two hour examinations and the website address where you can find National Test Papers and answers. For those interested go to www.kometenciameres.hu.
Some interesting features of the lessons include:
• A series of tasks
• A variety of activities
• work the problem/equation out
• Find the odd one out from a multiple choice
• Work the question out from the given answer
Significantly the Year 7/8 were being challenged all the time with the teacher playing a hands-on role while separate activities took place. What was noticeable was the ‘can do and will do’ approach as opposed to ‘can’t do’. There was an emphasis on challenge; the children appeared to enjoy this style of work. It appears that the core skills were already there in the children through the emphasis on mental maths at kindergarten level.
Team 2
The students were sociable and there were varying levels of complexity. When 2 students in one class got it wrong there were no negative comments from the others. Teachers often set challenges by turning around the ways to deal with maths problems. The teacher often demands articulation by students of the mental processes gone through to solve a problem. In summary the lessons have pace, varied activities, fun challenges, guesswork, exploring and explaining.
Children are given lots of responsibilities. For instance at the beginning of a lesson a student is required to report to the teacher who is absent and who did not do their homework. Then monitors or other students distribute the work. The approach is “Here’s our class, we’re ready for you”
In one school there was a foundation that had been set up by staff, parents and community members to improve educational opportunities for gifted and talented learners. This foundation raised funds to sponsor the children’s participation in competitions. The school teams had won world championships in rope skipping and proudly introduced to us a number of other children who had particular talents. When the Headteacher highlighted the talented students they were proud to be singled out for praise. In primary schools students numbers are small, 20 – 23 per class. All groups are mixed ability. We saw no differentiation and no provision for setting until they get to Year 8 where they are set in ability groups for languages.
Persistent underachievers had to repeat their year. “Black marks” were given for no homework and 5 of those required students to resit a Grade 1 exam. This meant that teachers did not have to follow up homeworks regularly since students were aware of the consequences.
In primaries children were dismissed early (around 1.00 pm) and different teachers are employed to work with younger children who stay back to catch up on homework or revise key concepts. The shorter teaching day allows morning teachers to use their afternoons to prepare lessons. Another useful website for learners and adults to access is the Centre for Innovation in Mathematics teaching at www.intermep.org
Team 3
In Kindergarten for 3 to 6 years olds (compulsory at 5) there is no expectation of reading or writing. Counting by hands and through auditory and visual aids is emphasised. Teaching is through play with objects such as ducks and kiwi fruits. There are group team tasks that involve singing games and much social interaction. We saw no squabbling and fighting despite observing a full playground of children. More value is placed on play and social skills. We saw no computers. The atmosphere is less stressed as there is no pressure to get it right. The approach is on mental skills in basic maths developed through many practical hands-on activities and social interaction. Students are assessed on coordination and motor skills. The lessons are teacher intensive and the teachers have warm and friendly relationships with their classes. Students had a healthy breakfast of spring onions and bread to have at anytime they choose and were allowed 2 hours in the afternoon to sleep or just lay down quietly.
Monday, 4 May 2009
Plea for Samantha Orobator
A 20 year old Nigerian born British woman is at present languishing in a prison in Laos on charges of possession of 1.5 lbs of heroin. She was on a backpacking holiday through the far East in Thailand. It is not known how she ended up in Wattay airport in Laos allegedly carrying drugs. If found guilty she faces the death penalty by firing squad. Incarcerated since August 2008 her imprisonment did not come to light and would not have come to light if a fellow inmate did not inform the Australian authorities. To compound the issue Samantha became pregnant in December last year in what was supposed to be a women's only prison. The conditions in the prison are said to be horrendous...no electricity, no running water except for 2 hours every 2 days, a small cell holding 5 other inmates. Concerned friends and relatives fear for her mental and physical health. She has been limited to 20 minute meetings with the Foreign and Commonwealth Office representative once a month.
A legal representative is visiting her to find out more details. It does not bear thinking what conditions she is facing in that prison. Efforts must be made to help this young woman and offer her a fair hearing in the trial that will be starting soon. She must be given a fair chance to tell her side of the story. The world needs to know what really happened before the Laotian authorities execute her without fair representation and a fair trial.
A legal representative is visiting her to find out more details. It does not bear thinking what conditions she is facing in that prison. Efforts must be made to help this young woman and offer her a fair hearing in the trial that will be starting soon. She must be given a fair chance to tell her side of the story. The world needs to know what really happened before the Laotian authorities execute her without fair representation and a fair trial.
Sunday, 3 May 2009
Half of a Yellow Sun
Just finished reading Chimamanda Ngozi Adichie's novel of the lives of twin sisters and their lovers and families against the backdrop of the Nigerian-Biafran war in the late 1960's. This is a very moving novel written with great emotional conviction and compassion. From the warm and idyllic opening chapters the story drifts effortlessly into the intellectual and passionate relationships between the characters. One could not help but feel the intensity of their lives and loves, their desires and dreams, their hopes and fears, all of which are suddenly rendered unimaginable unattainable with the outbreak of civil war in the country.
Adichie's language is sensuous and full of emotional intensity. Her narrative grips the reader with its directness and immediacy (especially those passages which recount the horrors of the war). Above all the story is about the importance of memory, of tracing back to the roots of the conflict, of understanding the present through a close look at the past and the forces which acted upon each other to shape the Nigeria of today. But it is also a novel about relationships and and love and sex and commitment and temptation and sadness and joy and laughter and despair and forgivenes and pain and superstition and friendship and loyalty. It is also about the gruesome impact of war, the horror of rape and murder and cruelty and starvation and desperation...about politics and greed and corruption and history and who is best placed to tell it...
Adichie's language is sensuous and full of emotional intensity. Her narrative grips the reader with its directness and immediacy (especially those passages which recount the horrors of the war). Above all the story is about the importance of memory, of tracing back to the roots of the conflict, of understanding the present through a close look at the past and the forces which acted upon each other to shape the Nigeria of today. But it is also a novel about relationships and and love and sex and commitment and temptation and sadness and joy and laughter and despair and forgivenes and pain and superstition and friendship and loyalty. It is also about the gruesome impact of war, the horror of rape and murder and cruelty and starvation and desperation...about politics and greed and corruption and history and who is best placed to tell it...
Saturday, 2 May 2009
Death and the King's Horseman
Currently playing at the Olivier theatre on the South Bank is the Soyinka play ruminating on the the three worlds of the Yoruba people, the dead, the living and the unborn. Featuring song, dance, drama (even comedy) and theatrical effects the play tells the story of the ritual duty of the King's horseman to take his own life when the king dies and the determination of the white colonial master to prevent this suicide from happening. The spirit world features strongly in this play and as we follow the horseman's deliberations we get an entertaining mix of humour, satire, mystery and tragedy. There were entertaining performances by the lead actors but what was most impressive was the women choruses who livened up the events with vigorous and energetic dances and comedy sequences, the most memorable lament being the last one which resonates in the ear even after leaving the theatre.
While this made the play highly entertaining there was also food for thought on the role of the spirit world in Yoruba culture. In this other dimension the unborn wait on human actions and events to decide whether to come to the world of the living while the ancestors look on and roam the landscape to ensure that the next generation comes through.
While this made the play highly entertaining there was also food for thought on the role of the spirit world in Yoruba culture. In this other dimension the unborn wait on human actions and events to decide whether to come to the world of the living while the ancestors look on and roam the landscape to ensure that the next generation comes through.
Friday, 1 May 2009
Cricket...what's the attraction?
This was the question I was faced with today. When you hear cricket spoken about it's either the frank and sincere admission of not understanding the game or an involved discussion of the performance of a batsman or bowler or the prediction of an inevitable draw or rout by one team against the other. To use a cliche, cricket, is like marmite? You either love it or hate it. No one can deny the pleasure promised and derived from the occasion even for the complete neophyte. A day out on a bright and breezy blue sky day, a picnic, entertaining intermittent music, amusing characters and enthusiastic cheering when a wicket falls or boundary is hit. But what does it all mean?
You can start with the intense psychological battle that ensues in a long five day test match. What seems to start off as a long and tedious day of bat on ball and few and far between dramatic moments of near misses, it seems to the non-initiate a pointless boring day of nothing happening. But as the days wear on the avid follower sees the subtle changes taking place, the pendulum of the upper hand moving from one team to the other until the unpredictablity of the result begins to loom. (This is where a draw is not an inevitable and foregone conclusion. And sometimes when you switch off thinking the draw is on the cards, you wake up next morning to find out that victory has been snatched from the jaws of defeat and you regret not staying tuned and watching it to the very end)
So what's the attraction? In cricket, like in life, you can never tell what's going to happen next?
You can start with the intense psychological battle that ensues in a long five day test match. What seems to start off as a long and tedious day of bat on ball and few and far between dramatic moments of near misses, it seems to the non-initiate a pointless boring day of nothing happening. But as the days wear on the avid follower sees the subtle changes taking place, the pendulum of the upper hand moving from one team to the other until the unpredictablity of the result begins to loom. (This is where a draw is not an inevitable and foregone conclusion. And sometimes when you switch off thinking the draw is on the cards, you wake up next morning to find out that victory has been snatched from the jaws of defeat and you regret not staying tuned and watching it to the very end)
So what's the attraction? In cricket, like in life, you can never tell what's going to happen next?
Wednesday, 29 April 2009
The Apprentice
The Apprentice is on tonight and I am not watching it. I know that may be unforgivable by some... the diehard fans of this show but I refuse to be part of that apparent majority that look forward to the bullying, belligerant behaviour of a millionaire hard headed man of business. And I do not want to be part of the voyeurism that pits working colleagues against each other to the point where they will cruelly twist the truth, stab in the back while smiling in the face, in the name of defending their right to stay in the running to the very bitter end. As audiences lap up the poor creatures squirming and wriggling their way through the paces of task, result and who should be fired, I can't help but feel alarmed at the values this programme is teaching and wonder at how this makes popular prime time television. But that is what it is.. great television...pulling in the viewers in their thousands...even millions. So you watch it if you wish and when you find out who the unfortunate soul is that gets fired this week, let them know for me that they are well out of it. Why do young impressionable, vain, boastful young men and women think it is such a great honout to work for a man whose sole motive is the almighty pound, how to make more of it and how to be ruthless, callous, merciless for the job of a lifetime.
Tuesday, 28 April 2009
An Evening with Kate Mosse
At the Redbridge Book and Media Festival this evening was a visit by Kate Mosse, the writer of the epic historical novels Labyrinth and Sepulchre. It was a pleasant and enjoyable evening during which Kate spoke to the gathering about how she came to be inspired to write those novels. Set in the southwest of France she has managed to capture the spirit of the places: Carcassonne the old and new, the Pyrenees and the landscape of the area so well that I, as a reader, feel as if I have been there. The story of the persecution of the Cathars, the oldest non Catholic religion, and their eventual eradication through the inquisition of the Thirteenth century has taken the reader into a fascinating historical journey through the cosy little village streets, along the banks of the Aude, though the beautiful forests of the region, all described in a way to make you feel as if you are there living through it all. And to top it all is a deeply moving human drama of the persecution of a people by the French Catholic invaders from the north (given free rein by the Pope Innocent) to pillage and destroy the Cathar people and religion, to eradicate the Occitan language of the people and wipe out all traces of their presence. Their belief in reincarnation and the everpresent existence of their abiding spirit in the place was beautifully described in the choir of angels singing colliding in mid air with the Catholic hymns to create a deeply mystical and evocative atmosphere of the times. The novels have inspired me as a reader to visit this part of the world even if to just imagine that I shall share the ether with these mighty and memorable spirits.
Monday, 27 April 2009
Leatherback turtles
Returning home from as far as the northern temperate waters of the deep blue sea, the leatherbacks, having swum gracefully and more swiftly than sharks through the waters, lumber clumsily onto the soft thick sands of the tropical beach, remembering their early hours and days being hatched in the warm comfort of the dense earth. Measuring as long as five feet with flexible long leathery backs they lay their round, white eggs in clusters underneath in carefully dug holes in the ground. It is an amazing sight to see, a bold and unforgiving invasion of privacy, prying hands and leering eyes reflecting bright fiery torches across the quiet coast.
In the early morn at first rise of day birds pluck at the eggs and pick them dry, voyeurs waiting up all night take quick raw photos for their souvenir albums. Poachers gather and strip their wings and backs for their skins. While some visit to marvel, others invade to unravel, to poke and prod at the sacred maternal ritual of these beautiful but helpless creatures in the deepest throes of their life cyles. Clicking tongues and flashing lights and pointing, stroking fingers mar the night and morning with whispered awe and wonder, wanting to touch, wanting to see, wanting...more
Sunday, 26 April 2009
Endgame for the Tigers
So many thousands caught up in the final endgame for the Tamil Tigers. So many innocents being used as human shields to fight the enemy. So many fathers, mothers, children on the run from the warring factions as the deadly Tigers fall and writhe in their final death throes. So many people deserting their homes, their lifelines, losing their loved ones, their limbs, their will to live as they become the unwilling pawns in this long running civil war. So many tragic stories unfolding, so much pain, suffering and grief. The world can be such a sad place at times. All we can do is hope that a permanent ceasefire takes place and so many hearts begin to heal.
I can't begin to imagine what life is like for so many refugees from the civil strife but I do know for sure that it is only with enduring courage and hope and a will to live that those who are displaced and have become rootless and abandoned will survive. I know that every day will give them a chance to heal, to recover, to recuperate and to rebuild again...a home, a family, a life, a future. And to hope for a better tomorrow for the children, a tomorrow of peace and prosperity, of tolerance and good will to all, of love and harmony in a world where all can reach and realise their promise and potential.
Saturday, 25 April 2009
The Gurkhas
A flimsy single sheet of government paper has handed down a carefully worded ruling that puts British gratitude firmly out of reach for the so many that have laid down their lives for the English way of life. All those brave and loyal soldiers of the martial race have been deserted by Whitehall treachery that draws a line that puts a home just beyond the reach of those who have served because they did not serve here long enough or lived through turbulent times but did not live here long enough or have family ties but do not have family ties here long enough. Who decides what is long enough and what is their measuring rod? Can courage be measured by time? Can loyalty be determined by length of service? What shameful hypocrisy the law and politics are when asylum seekers, refugees, convicted criminals receive full rights, benefits and protections and all that the frontline soldier gets is a cursory glance, a slight handshake and a distant, solemn nod and a 'thanks very much...you may go now...we don't need you anymore' No respect...no empathy...nothing. Only the lone, steady, steadfast voice of a determined actress stands with them, voicing their hopes, keeping their flame alive, her impassioned cries of protest falling on deaf ears and being answered with the dumb, insolent brashness of a minister too ignornnt to know, too blind to see too cowardly to be sympathetic. The fight goes on...
Friday, 24 April 2009
Exploring a paradox
Diversity or similarity, integration or assimilation, identity or rootlessness, belonging or displacement...all reflect the paradox that is the situation/condition of the day. Our differences are a gift to explore and celebrate as they give shade and colour to our present and are enriched by our past which is where the similarities lie...i.e. our historical antecedents. So when one talks of searching and not finding and feeling anger and frustration one is venting the rage of a sandfly as the poet says. It is the diversity of cultures, languages, races, beliefs which enriches us but only if we are large enough to be tolerant of another even if we do not subscribe to that other person's creed. To share is noble and laudable but to accept what is being offered in far nobler in the sense that one must have a certain sense of self-confidence and a sufficient amount of self-esteem to not feel threatened by the other. So that you can have a curry today, a kebab tomorrow and ackee and saltfish the next day while enjoying your weekend of Jelof rice and peas or roast beef and potatoes with as much relish as the one or the other. So coming from one crucible of a history our sparks fly, ignite and spread in many directions leading us into the worlds of tomorrow and the next day.
Thursday, 23 April 2009
The Indian poet
I went to a poetry reading today...by Jeet Thayil at The Noble Sage Art Gallery in East Finchley. He left New York to settle and write in Bombay where he is now based. Very lyrical stuff...
Morning started with a useful discussion of Ngugi's A Grain of Wheat with my Year 13 class where the recurring image of 'barbed wire' plagued the post-colonial character Gikonyo so much so that he pricked himself to make sure he was alive and swooned when he became so overwhelmed with the pain and grief of his predicament.
Devoted some time to thinking what it would be like to tell the story of a walk in the park from the point of view of a dog. The excitement of the wide open spaces to run about free and boundless, following the sounds of rustling movements of little creatures like squirrels and lizards, nosing through the smells of bones and leftovers in bins and littered containers, a black and white view of the world. With mainly smells and sounds to lead me though this ecperience I imagine it would be quite a unique experience to become involved in. It certainly lends itself to a different view of the world, a view that I have never thought of before.
Late return home after snack dinner of Falafel at Belsize Park and animated discussion of the new kitchen, Kate Mosse's France in 'Labyrinth' and 'Sepulchre', particularly the persecution and destruction of the Cathars in Southern France and the seizing of their lands by the Northern French as sanctioned by the Pope in the Thirteenth Century. More on this next week after a reading at Wanstead Library on Monday.
Ironic though as the day started with the seeking out of a poetry Anthology first thing this morning and ended with us attending a poetry reading this evening.
Devoted some time to thinking what it would be like to tell the story of a walk in the park from the point of view of a dog. The excitement of the wide open spaces to run about free and boundless, following the sounds of rustling movements of little creatures like squirrels and lizards, nosing through the smells of bones and leftovers in bins and littered containers, a black and white view of the world. With mainly smells and sounds to lead me though this ecperience I imagine it would be quite a unique experience to become involved in. It certainly lends itself to a different view of the world, a view that I have never thought of before.
Late return home after snack dinner of Falafel at Belsize Park and animated discussion of the new kitchen, Kate Mosse's France in 'Labyrinth' and 'Sepulchre', particularly the persecution and destruction of the Cathars in Southern France and the seizing of their lands by the Northern French as sanctioned by the Pope in the Thirteenth Century. More on this next week after a reading at Wanstead Library on Monday.
Ironic though as the day started with the seeking out of a poetry Anthology first thing this morning and ended with us attending a poetry reading this evening.
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