The other day I noticed the fun I experienced marking students’ work when I chose to remain open, relaxed and connected to what they were learning. I opened myself up to see beyond what the curriculum requirements were, and was instead assessing the level of connection I made with each student.
For as long as I can remember I had always thought marking needed to be done quickly and was a burden on my teaching time. The piles were never-ending and the pace with which marking was done was fast, with little regard for the student and their work. Darting around the classroom in order to mark the work before I began another set of teaching instructions felt like the norm.
The levels of exhaustion I experienced made me feel racy and there was no connection with the students or with their work. I gave little consideration to how I could support them to go to the next stage of learning, or to consolidate their current levels of learning.
The teaching phase was fun and by far the most enjoyable stage. I would introduce the topic and get the ball rolling with practical examples and engage the children in each step. The children would share and laugh whilst learning. Everyone was focused and the learning was meaningful, relevant and there was a sense of ease in which this was done. Every lesson was simple and the children were part of the teaching rather than doing all the learning. This unfortunately was lost once I moved to the marking mode. I could feel my relaxed and open body turn into a hard machine, ready to race through the assembly line of paper marking.
When I made the choice to stop and connect more to the steady pace in which I was teaching, I noticed there was no need to go into the overwhelm of what the idea of assessing and marking brings to teaching.
The playful interactions that took place with the simple daily over the shoulder marking made me realise how much the students enjoyed the ‘one to one’ connection they were receiving. Every interaction with a child was simple and varied, according to what they needed:
A supportive hand on the shoulder…
A playful gentle tap on the head …
A tender touch of the hand…
A knowing glance of ‘you’ve got it’…
A cheeky wink to say… yep! …. You’re on the right track.
With this way of marking their work came a deeper level of understanding about how the children crave this connection and wait patiently for their turn. I could feel them nuzzle into their chairs, brushing gently past my arms as I began to mark. Their eyes were open and engaged in what I had to share. They talked more and their voices had a giggling tone that invited more connection. They were not disappointed or hard on themselves if they didn’t fully understand the teaching concept, as they knew the support was always there.
Marking and assessing can be a task that overwhelms and overloads but with that comes a fall in the quality of connection that the children are clearly receptive and open to.
Assessing how to connect to a student is what true marking is about. When we assess what is needed at each moment the marking becomes simple, fun and straightforward.
By Anonymous, Teacher, Mentoring Teacher and Program Facilitator, Australia
Further Reading:
The power of relationship in the classroom
Circle time: an opportunity for connection and expression
Education, Schools & Teaching our Kids: ‘Quality of Presence’ in the Classroom
Teachers are Gold
474 Comments
I loved the feeling of being in your classroom whilst I read your blog Anonymous! I was there, bright eyed and waiting my turn to be seen for who I am not what I did or whether I got it right. What a superb environment in which to be inspired and to connect with each other in true joy!
The quality that you bring to teaching and every aspect of it is truly lovely to feel and read in your blog anonymous. Thanks for sharing.
The children will feel the quality in which their teacher has marked their work and whether it was rushed, done resentfully, or with a critical eye or with a connection and knowing of the child and assessing as necessary with no criticism or judgement. What they feel from this time in their life leaves an imprint for them that they carry into their latter school and adult years.
I can remember the time as a student that a lot of teachers use to come in to the class and do their teaching with nothing more, no love or connection whatsoever. I can also remember the one who did, the whole experience was much more fun and relaxed. What you do with the students is amazing and I am sure they are appreciating you and understanding what you are teaching with a lot more ease.
As I read this blog what comes to mind is simplicity. Whenever I can get overwhelmed by what’s to be done I am learning to focus on keeping things simple and doing what needs to be done; in doing so this is supporting the connection to myself.
Working in a school there are many ways to connect with children but when this happens they feel this and the way they light up is worth appreciating the responsibility of maintaing a relationship with ourselves so this can happen 🙂 Thank you for sharing and showing the difference this does make.
Thank you Anonymous for sharing such a loving way of marking – the absolute antithesis of the red pen score outs and crosses many have endured at school.
Wow the difference between the two ways of marking is huge. One approach invites pupils to try to receive recognition and mistakes are met with a feeling of failure when marking’s returned (the effort I used to put into homework to get praise was substantial as was the crushing feeling when I didn’t do well or having to live up to doing well. So many students give up before they even attempt to work they’ve experienced not having their efforts appreciated so often).
Whereas the other approach appreciates the pupil for the amazing person they are so corrections and guidance isn’t felt as threatening the core of their being but just something they will learn because the support is there to hand.
How supportive anonymous to allow and reflect to children that it’s all OK we are students learning, instead of being judged for not getting it and the judgement or assessment being handed down. As a child I remember my writing being returned with red marks around the mistakes, and ticks beside what I got right and then the final mark. It was rarely a time to feel anything but sheer relief that I had passed or on the side I had failed. To this day I have had to work with healing the self judgement and the inner critic. Is it possible this all started with a school system that I didn’t fit with, being a very practical learner rather than loading me with knowledge. It has taken years to work to rebuild an appreciation and love for myself just the way I am. Your connection and confirmation to the children is the bridge to supporting children to not compare or feel judged for their individual approach and level of understanding.
” Marking and assessing can be a task that overwhelms and overloads but with that comes a fall in the quality of connection that the children are clearly receptive and open to.” Yes anonymous children are usually open and receptive to connection, it is for us as the teachers in life to be open to connecting. It’s a simple way of being that when chosen completes a cycle of heart felt love between us. Without it we struggle to make sense in this world, it’s what has us truly living as opposed to just functioning.
Here in Holland there is a lot going on in education with a lot of people wanting to change the system and bring in new ideas to change education. But how about starting with the people that work in education and see how they feel? It is very true what you share here, that education is about connection, just like Serge Benhayon presents. If we bring in that connection, that would be the true foundation to work from and bring in already a huge change in the whole educational system.
Wow- Anonymous I wish you were my teacher years ago! It’s fantastic that you are engaging with the children at the level that they are truly met and understood. You can feel their needs and respond from their call. This is awesome !
If more teachers can be inspired by you in the classroom what an amazing positive shift in how teaching will be in the future- with more confident, responsible and committed students and adults in the workforce.
It’s that constant reminder that how we are in everything we do matters in everything that we do. There is no turn off switch as much as we may try.
I remember as a child sometimes getting a piece of work back with a coffee ring on it from a cup or a stain from a piece of food. It wouldn’t seem very nice that a teacher has disregarded my work in this way, at the same time i would wonder what has happened that it meant the teacher was eating and working, or just wondered when and where he or she had marked my work.
This is a great awareness that you bring to teaching which can be brought to any situation in daily living – if we are disconnected from ourselves, overwhelm rules the day and creates further exhaustion. A vicious self-destructive cycle to get caught up in. It is beautiful that you have broken this cycle for yourself and can teach children in a loving and honouring way to give them greater self-respect and making school a place to enjoy.
“When I made the choice to stop and connect more to the steady pace in which I was teaching, I noticed there was no need to go into the overwhelm of what the idea of assessing and marking brings to teaching”.
Thank you anonymous for sharing. It got me reflecting on my school days. That helped me to realise that no wonder school was not enjoyable for me because a lot of the time the teachers were not enjoying teaching !
“The playful interactions that took place with the simple daily over the shoulder marking made me realise how much the students enjoyed the ‘one to one’ connection they were receiving. Every interaction with a child was simple and varied, according to what they needed”. What a beautiful way to now do your marking, every child would feel the great love that they were held in while you marked their work. How much more supported these children would now feel through this more loving way of correcting their work when needed.
Now this type of assessment I can handle! There is no need to further instil the fear of not being good enough or failing into others. Connecting is a sure way to disarm such an engagement.
Dear Anonymous I would love to be in your class as I was often afraid when the marking started when I was at school so therefore following sentences got me: “They were not disappointed or hard on themselves if they didn’t fully understand the teaching concept, as they knew the support was always there.” How beautiful is that – school without fear.
There is no doubt that we are creating pressure with the extra assessments that are being done with young children today, for most of us we didn’t do any formal testing until we were 14 years plus, there is no doubt that the increase in mental health issues doubling in the last 10 years correlates to testing and social media. It is so brilliant to read this blog and feel that even in that pressure there is a way to really connect and bring purpose and love to assessment.
This is absolutely awesome anonymous! I’m not a teacher per se but do do a lot of training and can relate to much of what you say here! I for one love connecting with my teachers and bosses… This way of marking could really transform a classroom – I can’t wait to try it! Thank you for the inspiration ?
We seem to have lost the need to meet children and become more focused on achieving assessment benchmarks. Whilst I think it is important that we are able to evaluate where children are doing well or missing out on key elements, are we creating extra pressure to perform or produce something according to an ideal?
It is interesting the level of exhaustion you felt Anon, in trying to deliver and meet the educational outcomes and assessments. I imagine it is the same for the students who feel the pressure to meet the outcome standards and not feel a failure.
Wow what a joy for these children to have their work marked in this way. As you say – children are open to this level of response and connection, and for a teacher to honour this and not see marking as a burden is really beautiful and there is no doubt the children will pick up on this. The truth is – when I was little, I didn’t look forward to marking either because you feel subject to the unknown, so for a teacher to say ‘this is all about true learning and education and support at every step’ is a beautiful and much needed way to look at it. What a playful way to approach this.
Please, please, please let us have more teachers like you Anonymous, you have nailed it ,teaching is about the connection first we have with the student not about the knowledge. Always when we look back at our best teachers they are the ones that connected with us the best and made it about life not about one segmented subject. – Great Sharing – Our Education system needs to be based on Connection first.
Dear Anonymous I wished more teachers were so honest: “I gave little consideration to how I could support them to go to the next stage of learning, or to consolidate their current levels of learning.” It is wonderful that with this honesty you brought it back to what is really necessary if you are teaching – the connection to your students.
Very touching blog Anonymous, what a delight to share this Joy with you. This blog nearly brought me to tears.. Then, I felt into why I felt like this, because it was ok and one of those ‘things’ that touch me deeply. I think I really need to have kids! Anyway, what it is is the absolute Joy I feel in the connection. I have had it recently with adults too which is special to feel.
Nothing in this world that I know has the most sensual feeling in the body then having a deep sense of connection and joy with another, no matter what the age. Thank you Anonymous, all teachers need to take note and your blog is an educational tool.
What’s more you revive the fact that we are all teachers and students at the same time, regardless of our age. To foster the relationship you describe on that basis is very beautiful to read, and I can only imagine the amazing effect on those kids to be interacted with in that way.
Stunning Anonymous, what a refreshing change to hear a teacher speak of teaching this way… a return to the roots of what teaching is all about, making connection with the student the most important thing.
The importance this blog brings of meeting a child and re-imprinting with them the “must get it right” attitude is huge. Being playful with marking and assessing and making it based on trust is definitely a huge step forward for education as a whole, especially when a child’s confidence, understanding or quality of expression is low. Then they have a role model who shows that they deserve the same loving attention whether right or wrong while also confirming that true expression is enriching themselves as much as for others. This builds confidence in who they are, rather than in an ability to get a good mark or grade.
When I set myself up to do things quickly I lose out. I can make the task more important than anything else. I can get anxious and racey. There is no need for this, it is like I am imposing upon myself a condition and I feel the pressure of it. I have set myself the constraints of time. When I let go of this and allow myself to trust and am open to whatever needs to be done my experience is so much more enjoyable.
A great point you make Anonymous. In exhaustion we can’t be that harmonious point of reflection, and so to bring true harmony and connection we must first know how that feels and live that in our own lives.
I love the way Anon that you realised that assessment is actually all about supporting the child to go to the next level : I gave little consideration to how I could support them to go to the next stage of learning, or to consolidate their current levels of learning.’ This is brilliant, as often assessment is used as a weapon against a child. Thank you for this great blog.
This is such a brilliant topic. Connecting with one’s innermost and so to the child who is being ‘assessed’, can be such deep and observational moment of seeing what is needed and never forgetting the essence of that child. How healing then would an assessment be.
This blog should be read by all teachers. Connection first with children is key. For me I found the more a teacher connected with me the more I enjoyed being in the classroom and so the more I enjoyed the subject. As a consequence my marks were naturally better.
To be able to feel and work with each child in this way creates such an harmonious and affirming learning environment. Our schools desperately need another way as how assessment is often carried out can be demoralising for a child and the potential for future connection with that child can be lost .
This is exactly what I needed at school, instead of the persistent marking down with no explanation and definitely a lack of connection by my teachers. Children have an amazing ability to feel what is going on and when the teachers share their connection, this allows the whole class to evolve so we all benefit..
There is a sweetness to this blog, the writer of it seems to me, not afraid to show the delicacy of their love for people and how wiling they are to go the extra mile in showing it everyday.
I used to feel school was a prison and I was not allowed to be me. It is clear that when being taught and assessed based solely on the curriculum, school becomes limiting for our true education. Then we are asked what we are wanting to do with our career and the perspective we take to this is based solely on how we have been educated and our experiences in the different fields we know we have the opportunity of doing. But none of this has given us a foundation of knowing how to be our true selves in what we do. The assessment form of thinking is something we continue with until we die unless we choose to reconnect to our true essence.
This level of understamding is beautiful and revolutionary, coming from one teacher to another…”Assessing how to connect to a student is what true marking is about. When we assess what is needed at each moment the marking becomes simple, fun and straightforward.” This is such an awesome insight on what is possible with our connection to children.
A supportive hand on the shoulder…
A playful gentle tap on the head …
A tender touch of the hand…
A knowing glance of ‘you’ve got it’…
A cheeky wink to say… yep! …. You’re on the right track.
LOVE what you say here Anonymous, just reading these one-liners make me smile with such joy for true Teaching and learning… the encouragement through loving confirmation being the lost key of an unconfident adult. Confirmation bringing confidence and also self-trust.
The simplicity and countless benefit of what happens when we connect with another whether child or adult – we get alignment, openness, cohesiveness, understanding and a sustaining or building of one’s worth. It is the essence of effective leadership , and the fact that there are so many issues surrounding leadership practices today in the corporate world, is most likely i imagine founded upon the lack of connected teaching those leaders (and us all) had as schooling kids. When there is quality connection as you write from your experiences Anonymous, there is love.
“A supportive hand on the shoulder…
A playful gentle tap on the head …
A tender touch of the hand…
A knowing glance of ‘you’ve got it’…
A cheeky wink to say… yep! …. You’re on the right track.” How much necessary are these little gestures in the middle of an education system which is constantly blocking the development of the natural wisdom and creativity that already is in every child. I love this blog and the foundations of the Teachers are Gold project. They are bringing back the true essence of Education. I can imagine how amazing would be a world where people know their true essence, anyone will be valued for their grades but yes for the beautiful human being that already is. I really appreciate the work of every teacher who is looking and feeling everyday their children as who they truly are.
Everything in life should be about connection first and foremost. Connection should be the foundation and from that foundation, we live life.
Making it about people first however young or old, whatever the situation, allows for this connection straight away.
I love how in taking the time and care in each moment and making this about each child transformed how you are in your day. How special each one of those children will feel by what you’ve given them. This is a complete turn around in the way teaching and marking is presented to the world. If we have to do these things, we may as well enjoy them! I am deeply inspired that you bring this detail to this area of your job in teaching. I’ve felt this in the simplicity of folding my children’s clothes, enjoying the way I do this is me sharing the love I am with them, for when they go to get them, that quality can then be felt by them. It’s a way of adoring them by me adoring the job at hand.
We all simply want to be met for and as we are, without ‘performance related’ favours. How amazing to build this quality into the way we are as teachers, a win win situation for everyone involved.
How different our education system would be if we made it about connection first and marking and assessment second.
Teachers play a super important role as they have a large part in shaping our future generation, whether the child has the ability to learn or not, with the current form of education which is based on being given information and then being able to remember and repeat this information, should not be how children are then assessed, as it is not true intelligence. True intelligence comes from the wisdom that is gained by connecting to ones body and the movement. It can be very harming and detrimental to a child, to access them as intelligent or not based on their ability to remember information.
“They were not disappointed or hard on themselves if they didn’t fully understand the teaching concept, as they knew the support was always there”
How many of us as adults are our own worst enemy, constantly criticizing, judging and comparing ourselves to others? If we felt this love, support and confirmation of who we are more as children, we would have a strong foundation and connection to who we are, and not base our self worth and appreciation on what we do and achieve.
“Assessing how to connect to a student is what true marking is about. When we assess what is needed at each moment the marking becomes simple, fun and straightforward.”
Imagine if this was the basis that all teachers operated from, making the connection to the children fundamental to the teaching process, after all life is about connection to our own bodies and to others, when we loose that connection we are literally lost and can be led astray by the many distractions, images, ideals and beliefs that we are fed.
Children first and foremost want to be met and even crave it, the way you have described meeting each child through the marking process is deeply conforming and supportive of meeting them for who they are first and not what they can do or achieve, giving them a strong foundation of themselves and from that they can learn what is needed to be in the world.
It’s true that as teachers we can find marking a burden…I know that I have! The joy that you bring in your blog Anonymous in making that connection to your students is a breath of fresh air. I imagine that if as teachers we finding marking a burden how does that make students feel about doing their work in the first place? Yet if we approach marking with joy how do our students feel then about work?
Often in school we are starved of this affection and connection. I can remember in Year 3- the one and only time, I had a teacher who really enjoyed us and was fun and affectionate with us- this was the best year of school. I can remember those moments where she would lean over to mark your work and gently touch you on the shoulder, that to me was the best moment in the week- not that I ever admitted it.
‘The levels of exhaustion I experienced made me feel racy and there was no connection with the students or with their work’ – How we look after ourselves and live our lives has SUCH an effect on our ability to connect and communicate with others, as well as the quality of how we are in our homes, workplaces, on the street and so forth.
Wow what a great expose on how to bring joy into tasks at work that can otherwise be or appear to be mundane and a burden. The fact that you had the awareness to look at more deeply at how you were working and connecting with the children, was just such a delight to read. You are an inspiration and someone who should be presenting to many other teachers to bring connection and joy into what they do.
Through sharing your insights and experience in the classroom Anonymous other teachers will come to this understanding of connection, and that this connection is the basis of any true and joyful learning.
I have noticed the level of focus changes when I choose to mark pupils work during lesson time. They do wait patiently and quietly for their turn. The simple yet short exchange means pupils feel supported and met. With large classes of 30, they may not get one to one time in every lesson, so using marking as a way to connect is a win-win choice.
Super blog. With so much push and pressure on our children today this blog comes as a refreshing look at connecting with our children and not making it all about what the children can do, but instead meeting them for who they are first and foremost.
It is a joy to read your blog Anonymous and to feel your enthusiasm and joy when teaching. When we begin to honour and cherish children and their own innate wisdom and feelings, they are able to expand their life experience and become able to truly contribute to the future of our world and Universe. What amazing potential they bring with their innocence and natural joy for life when we give them space to express.
There is a huge difference between getting something done quickly and getting something done efficiently. I really understand the pressures we are under at our workplaces, but the default way that is used to finish something is to do it in a hurry and quickly. When I teach new nurses, I introduce this because everything is lost when we enter the energy of haste and quality goes out the door. Healthcare often brings situations that require immediate fast action as it is a life threatening situation, but when much of the day is done in a way of being quick, we erode our own sense of being present and we end up feeling drained at the end of the day, rather than a little tired. I can leave a ten or eleven hour shift and say ‘wow’ what a day, but it was no different to any other day except I maintained presence and connection which changes everything.
“A supportive hand on the shoulder…A tender touch of the hand…A knowing glance of ‘you’ve got it’…A cheeky wink to say… yep! …. You’re on the right track.”We so underestimate the small things don’t we? Yet what you offer here Anonymous is a very simple way to let the students know that they are valued and seen. They get a confirmation inside and take this home and out into their lives with them.
I have gone back to school myself and the feedback on the assignments is crucial for getting an idea of if you have fully understood a concept. I have noticed there are different ways of marking with each tutor, but also that there is a different feel to the marking and one builds and the other just leaves me with nowhere to go, no learning just a box ticking exercise. i have more understanding of this now I read your blog. Thank you.
Oh what a gorgeous sharing! I love how it is a win win situation, you feel less stressed and exhausted by the marking and the kids get an opportunity to see how getting something wrong is ok, it is how we can learn.
The celebration of mistakes – as both a breaking of our tendency towards striving for perfection and as understanding that our mistakes are great opportunities to learn and grow. Definitely a ‘win win situation’.
Thank you for sharing the way you have started to approach marking – boy do I wish all teachers tried this way of doing it! The marking and exam system is so impersonal and can be the thing that dulls a child’s spark to learn.
What comes through for me in your writing is your joy in the interactiveness of the teaching/learning experience for all and how this can be carried over into marking/assessing if the connection is maintained. What a beautiful lesson for living life to the full.
Yes I too felt how the writer is living their life in full and offering this refection to the children. Not holding back the love on offer and the joy of a task that is often met with everything short of joyful.
This is certainly a very timely article given the hooha over UK Sats testing at the moment and is the complete antithesis to government’s promoted view of testing. To approach assessment as simply another way to connect to a child turns the whole concept on its head and begs us to question what are we really testing for and how it really benefits the child!
Thank you this is a timely read as the nursery class I work in is faced with going through a whole heap of assessments with the children this week. At first this sounded alarming however making it simple and fun for the children certainly takes the pressure off them and the teachers.
I am not a teacher but I can relate to this blog in that I often find myself rushing or pushing to complete some tasks in my day that I deem are not as enjoyable as others. For example I might try and rush to get some household chores done, or do it in a frustrated way, to make time to play with my kids on the weekend, believing that one part is less important or enjoyable than another. But every moment, everything we do can have a magical, graceful quality to it if we connect to the quality of our essence and to that quality in others.
Everything we do becomes easier and less of a struggle when we have true connection with each other.
I find it interesting that the notion that assessments can be an opportunity to be of service to the children is so radical that it is reasonable as the author of such a notion to prefer to remain anonymous.
It makes sense but it is such a wonderful notion!
How amazing it is to read about connection before all else, and how it has fully empowered students to simply reconnect to who they are! Love it!!
To bring Love and support with marking in the way that you have described is beautiful Anonymous . So marking is not just a ‘box ticking exercise, you have made it into a way of connecting and inspiring children.
For a teacher to hold connection above anything else is everything – This is one of the greatest lessons that can be taught.
“I opened myself up to see beyond what the curriculum requirements were, and was instead assessing the level of connection I made with each student.” I love what your choice reflects about how we can be in all aspects of life. Opening up to see beyond what is at the surface, and embracing the moment to expand and deepen our love and connection. And how perfect that by choosing this, you are teaching the children in your care something much more valuable than what is taught in the curriculum – you are teaching them the foundations of a truly loving life.
I teach and love to teach from connection. But recently I had many interruptions in the school calendar, which delayed completing a unit. I went into anxiety and panic around it and felt pressured to complete it and pressured to have the students all properly prepared for it. This was a roller coaster downhill in my confidence which saw feelings creep in which made me doubt my teaching and that I wasn’t good enough. This overwhelm was passed onto the students and it felt horrid. Bringing it back to relationships and honestly sharing with them about what was going on was important but such an eye opener and learning in the whole process as to the responsibility we share as teachers and the opportunities we can choose to bring to them versus the pressure and anxiety we can keep them in.
Teaching is one of the many professions that is prone to exhaustion and burn out. I see it in my daughter’s teachers across the board, there is so much pressure and demand placed on them. Your writing would be a great support to them and I hope you publish your blog in wider circles too.
I love this. It highlights to me how we can bring love into absolutely every area of our lives and work. It inspires me because having been a child myself, and now a parent, it warms my heart when I see children being truly met. I can only liken this commentary to how I relate to my own child and how I see her light up when I connect with her in our relating whilst still maintaining the boundaries that she needs, but not coming from an authoritarian voice; keeping the lightness and fun present.
The greatest gift we can give to another is connection and love and all else from here becomes an incredible support.
I remember the feeling of getting marked and the stress and anxiety that would come up in my body while my teacher looked at my work. What you have discovered anonymous is a beautiful way to support students through what can be a stressful time of comparison, judgment, and potential failure.
I remember this too, Kim. The tension, stress and anxiety was palpable as we were pitched against one another, our ‘placing’ in the class for each piece of work, being given much attention and importance. This article is a beautiful point of inspiration to consider the fact that it does not have to be like that.
Assessing how to connect takes ‘the overwhelm’ out of what is before us. This is just such a gem. I can feel this truth in approaching anything I do in my day, particularly when paper work is involved.
Thank you for adding the joy to tasks that take on an entirely different quality when started with our connection.
Absolutely love this blog anon and it needs to be read by all teachers. I agree kids crave connection and when this happens they are inspired to learn and do what ever is needed with out effort.
I love this blog – I know that most I loved the one on one moments where a teacher found the time to stop and really engage in where you are and what you have learnt and what you haven’t grasped yet. So often the rush though was felt, where an piece of work was done, marked and handed back and moved on from, even if the piece of was was clearly not understood. It is as though marking is done, not to get an idea or understanding of where the child is at which what they have learnt so as to support children to fill in the gaps in their knowledge, but simply for marking sake.
How often do we as teachers feel the pressure that children need to perform so that, we as teachers look good for inspection to get our illusive good and outstanding school status? Children feel this unspoken pressure without a doubt. Letting this go and being with each child with where they are at supports them a hundred fold.
What a nurturing and supportive way to learn, where the joy of education can clearly be felt by both teacher and student, and how inspiring for the children to take this with them into further education, their life and family… and as a result inspiring many more… gorgeous to read, thank you Anonymous.
Dear Anonymous I wished that my teacher had known so much about assessing and marking like you had discovered: “Assessing how to connect to a student is what true marking is about. “
I can feel how accepting that marking is part of the whole, not separate from it, and creating space to mark individually, releases a lot of tension in both teacher and students. So many teachers I have known have found those piles of books to mark at the end of the day or week, a burden on their shoulders that never goes away, they are always playing catch up. This way, done at the time, brings a quality of aliveness and vitality to the whole inter connection between teacher and pupils, and what is being studied, and all benefit.
It is wonderful to know that there are teachers in the world that are looking at new ways to deal with age old issues within teaching such as exams and marking. Let’s face it, our current education system has failed us for the very reason that is outlined in this blog which is the lack of connection. All children want is to be connected with and all teachers want is to be connected with so when we make it about connection everyone wins.
It is common understanding that teaching can be a very exhausting job and that exhaustion is commonplace within the education system. So as you reveal “The levels of exhaustion I experienced made me feel racy and there was no connection with the students or with their work”, if this is the result of exhaustion then the quality that is currently in teaching is lacking. It is lacking the one thing you show to be a crucial element – Connection, in bringing back vitality and love to the teaching role.
Although I am not a child and no longer in school, I was recently in an assessment for some additional training, and the tension in the room was palpable. Both from the assessors who had a very strict set of criteria to fulfil, and from us the students who had to try and live up to what seemed like unrealistic expectations, all the while under the fear of failure and rejection from the college. I kept on wondering why it was that we were being assessed in this way, a way that almost seemed to be set up to make us fail, because it was so unsupportive. Yes, absolutely do asses me, mark me, see how well I can preform my duties, but surely we must always be equally cared for.
Recently, I heard a very experienced teacher describe the devastation of the education system, the way it strips us down, makes humans less than the material to be memorised, the lists, the facts, the mnemonics, the equations. This becomes our normal. We keep our eyes on the smart kids as the endorsement all is well. Do not look at their lives, and dare not ask them how they really are…work aside. We sweep the “not smart” kids under the carpet, blame them and ignore a crushing system.
It crushes children and it crushes teachers alike.
Blogs like this are crucial, because they inspire us to ask the deeper questions.
Every moment in the classroom is an opportunity for a child to feel valued and appreciated. The beauty of a primary classroom is that teachers have the same children everyday, all day, so there is ample scope to connect with each individual and confirm them all the time.
Schools have become factory’s that all have production schedules that must be maintained, standards will be met, all is laid out, been planned and approved! From this theme, we have created Tiger Mothers. Have we lost who we all are? Has it been chosen for us how they think we should be? Teachers like you Anonymous are breaking the mold by not making your students lose who they are and keeping the connection to each other, how it is meant to be.
What a different kind of school that would be, where assessments were all primarily based on levels of connection and then the content of the curriculum.
Your lovely blog Anonymous takes me back to many years ago when I was in primary school and one of the teachers I had was very loving and caring and truly met you when they were interacting with you. I can remember feeling very supported in their class and I enjoyed my days going to school while in that class.
It is very powerful when we are loving and caring when marking the assignment and then, from that connection, meet the child and pupil in person. This is quite different from the burden such an opportunity is usually considered to be.
Your blog is relevant for each of us, not only for teachers. In all our jobs we love the connection and without connection it doesn’t work and our work doesn’t have the quality it can have.
What a gorgeous blog, I almost felt being one of the children waiting for your mark, because of your vivid descriptions. And I absolutely agree with your conclusion: teaching is all about connection. From there it all starts.
‘A knowing glance of “you’ve got it”…’ The connection that is possible in the briefest of moments can never be underestimated. And this applies beyond the classroom to every interaction in our lives.
I love the way you have brought the focus back to the children with open encouragement and a deeper understanding of how you are able to support their ability to learn through your connection to yourself and others.