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order. Hello, hello.
Hey everyone and welcome to episode 2 of teach sleep.
Repeat, my name is Dylan and my name is Hayden and we have been
overwhelmed by the response to the first episode.
Thank you so much to everyone who listened, we had teachers
non-teachers, and we even received some lovely feedback
that we had them. Oh, really nice feedback.
The first feedback that I got was why do you sound so weird
when you say your name? So I've Now really
self-conscious about that. Was that when you introduce
yourself at the start, yeah, the paper I said and I'm Hayden or
my name's Hayden so I've run it through about 12 different ways
now and I just think they all sound strange.
So hopefully you guys can let me know.
Yeah, make sure you rewind. This podcast a bit guys and
listen because I wasn't paying attention to your not going to
lie because I was too busy thinking about this week's
episode. And this week, I know, we're on
the same page here, Hayden, but I thought what we should do
after talking about the strikes last week and perhaps doing
something quite Heavy. We wanted to switch up a bit and
go really positive this week. Isn't that right?
Yeah, I think going back to like when we thought about doing this
podcast, we really wanted to make something kind of fun, a
little bit, silly something relatable perhaps but it was
just irresistible. Wasn't it last week that we can?
How could we not talk about the strikes when it was such a,
something we're really passionate about, to be honest
with you, we are genuinely passionate.
We wanted to talk about it. Yeah, definitely.
I think we should we should lighten up a little bit.
I'm just going to say right now. I'm not gonna lie to you guys.
It is Season of illness in school, right?
I have not been able to shake off this cold for about two
months. So if you feel like I'm
struggling to breathe and out of breath just through talking,
you're absolutely right. Because that's how I feel right
now, but there's a cure, isn't it?
Dylan? Oh yeah, there's something that
is a cure for both of us. Actually, what's that?
It's the season of cream eggs, right now, it's Green Mix
season. I love cream mix season, and
that's how I know Easter is around the corner.
Be, and Christmas is done because I walk into the shop,
and I see a succulent five bucks, cream eggs.
And I just My face lights up and it's almost as if I'm not there
anymore. If I ever need to cheer Dylan up
and you know, he knows this is true, it's not very often that
I'll do something nice, but I'll come round his house.
I'll drop a drop a box of cream eggs at his door, and that'll
cheer him up. Genuinely, I honestly, feel like
when I was younger, I didn't necessarily understand why.
You know, people might like flowers delivered.
I like what I do flowers, when I received a pack of 53 makes I
get the feeling I understand it now and they don't last long.
So that's enough about cream, eggs Dylan.
Let's This podcast back to its core, I'm going to ask you a
question. What is your favorite part about
teaching? I want to clarify.
I love this job. I really, really do because I
wouldn't carry on doing otherwise and my favorite part
it boils down to and maybe you agree.
I'm sure you do the children, the children, the children, the
children, whether it's helping them understand, something, it
didn't know before. That's a really, really nice
feeling as a teacher when you help them to grasp A New
Concept, they've been struggling with but also just working.
With them, they are pure Lon. They are funny.
And actually I asked just enjoy standing in front of them,
delivering lessons and getting to know them.
Yeah, I think I agree. I was really trying to think
before we start this podcast about, when what days do I come
home? And feel like, really bust, and
it is always those days where I've had an interaction with a
child, or group of children. We're like the relationship
between us has really developed. Like we've had a personal Bond
and that child has maybe gone home feeling really good.
Because I just maybe help them with a, like a social problem or
like you said help them actually in a lesson learning something
like it's not always just about the lessons.
Yeah. And I think later on in the
podcast will go into more detail about that and dive deeper into
how to form those relationships and why they actually might be
beneficial in the long run and where's the line?
But for now I think what I wanted to do and you already
know because I've asked you to prepare this.
Oh yeah. Is we have scoured our brains?
Our mind palaces our memories for our favorite story.
He's from our years and years of teaching, I think between us we
are honestly closing in on about 20 years of teaching right now.
So we've got plenty of stories and we wanted to give you a
snippet of our favorite so I'm going to start us off.
Hayden go on for context if anybody doesn't know us Hayden
and I we worked in the same school to start with.
That's how we met each other. We went to school together in
secondary school. We're in different year groups
and then we ended up working together for quite a few years.
We've gone, our separate ways. We've come back, we've worked
all over the Time but initially, we worked in the same school and
this story is absolutely brilliant.
So I like to set the scene. You're in celebration assembly,
big, big assembly celebration assembly, every single Friday,
the kids are pumped. They walk in every staff members
down the side on their chairs year, six or on the benches
Freedom, that the big boys at the back.
And we had a teacher who was an assistant head and he led the
celebration assemblies every week and he was the perfect
person to Do this because he was so extra.
He was so over the top. We'd have, We Are the Champions
blast them on the speakers as they come in, we have celebrate
good times. The kids would be bougie and
dancing and this guy he'd be handing out the certificates for
every class and if you talk about it, right?
This week young Penelope, she has been absolutely perfect in
maths. She's been smashing her TT rock
stars. Let's give it up for this girl.
Lets go and the crowd to be going wild and he be so extra
over the top. And it got to the end of
assembly and there's one certificate left on the side.
It's laminated it's almost like thick plastic, it's shiny.
It's like the the trophy everyone wants.
He picks up and he's bending down.
Crouching down to the level of the children and he goes, right.
We've got one more big award here.
Who's ready to find out? Who's got this one, this person
has been caring considerate. He's reading off this job.
And he gets to the day he goes and it's to bungo and no kid,
stands up, no one wants to claim the trophy so he's trying to
keep up this facade. Bungo anyone?
I've got a big trophy here, he's been brilliant, all term, it's
bungo, does anyone know a bungo anyone know a bungalow in the
school? He's clearly worried at this
point because he knows everyone's name and he started
to realize there is no Pongo and this girl just puts her hand up
really Slowly in the middle of assembly and he has yes and she
is I think that's the school dinner menu menu that's in a
laminating pouch and bungo is the name of a one-ball.
It was a promotion for the one ball still TV.
Only have one memory, one memory of this and it is just the sight
of teachers. Big up and down on that jazz
trying to hold it in as they were creasing up, knowing
watching their fellow colleague. Make a complete fool of himself
reading out the school dinner menu, a classic villain and if
that assistant head is listening to, this just know that you are
a legend and many people think of this story and laugh, and it
brings them lots of Joy. So, thank you.
Absolutely. Absolutely.
What an amazing guy. Well, I've got a story for you
as well. Dylan, maybe not as funny as
that one, but it's kind of at my expense, really, to be honest
with you. This one.
Not so much. At someone else.
Oh, they're my favorite kind of stories.
So this one's a bit more recent couple years ago during the
covid. X.
No one is to speak about anymore.
We had the opportunity to have our vaccinations a bit earlier
because they were still doing the kind of age bracket
vaccination. So, like the over 70s, I think
it wasn't about over-60s, maybe over 50s around that time,
something like that. Either way it wasn't down to us
yet and for context at the time, I was 28.
I'm 30 now. But 28 is really important
number so I was dismissing the children of my class and as
always, having a couple of interactions with parents and
one of the children went and told their parent.
Oh, my teacher had that vaccination today because we
were given like a last-minute opportunity to go and get them
from a clinic that just had spares basically.
So we did and I came back to school.
It was all fine. And yeah.
The child said that to their parent and the parent comes over
and talks to me. And says, oh, I think they were
joking but said, oh, I didn't realize that the the over 50s
were now getting their vaccinations.
You didn't look over 50 and, you know, I she is joking.
And as I haha, yeah, no, no, maybe not the over 50s.
She was like, huh, in all seriousness.
I didn't realize they were doing over 40s.
And she was dead serious at this point I'm 28 and and this woman
was like sort of joking about me being on the 50 maybe reading my
reaction and realizing that I'm not over 50 but then was
confident enough to be the archaea but he must be in his
40s though. So made that s comma T.
What she was testing the water she came over going on.
This is my chance for all this time.
I'm thinking is he in his 40s or his fifties.
I know what I'll do. I'll joke about him being in his
fifties and I'll see his reaction.
Yeah, literally. Literally, I was genuinely quite
offended. I was thinking, I know, I know.
I've not got any hair, I know, I'm I know I'm bored now.
But come on, I'm time in my 20s. I'm not fifth like 40 plus.
Oh man, I just sort of went and then you cried yourself to sleep
again, right? Yeah.
Common theme with a freshman. Okay, my next one.
This is to do with. I'm sure our teachers can relate
and we absolutely love it. Let's be real getting cards.
Getting cards and presents and gifts Christmas Time end of
year, right? And again, genuinely, I know
people might say this, I really appreciate the gifts but That
often not even my favorite thing, so it's not like, I'm
just looking for monetary value. I don't want to a massive lovely
gift of a child. Sometimes the written notes on
my favorite and this is an example.
So it's Christmas. This is my first year.
So I'm an Inky T because I'm old enough to have been an amputee
and not nect. I was in nqt and one of my
favorite classes and this child is one of my favorite children.
He was just hilarious. He was one of those guys.
You could just have a laugh, have a joke with, but they
really knew how to work hard. And where the line was and he
walked in it's Christmas time and he gave me a bag.
But then I got the card and I love reading the card because
it's one of two things in a card from a child.
It's either dear mr. Price from blank and that's it.
That's fine. Lovely, or they try and be
funny. They go over the top, they say a
joke, they draw a picture, either way, absolutely lovely.
But I just had a feeling that the way he gave me this card, he
had a kind of smirk on his face and I was ready.
I thought I'd take it and sometimes I wait open them.
But for this one, I said, should I open it now?
And he just very shyly tucked. His chin into his to his neck
and he just kind of give me a quick note and then ran off to
his seat and when he sat down, he was kind of staring at me
like anticipating some that horse is going to be easy to
draw on this picture of Santa and he's going to put a beard on
him and say it's mr. Price or something like that.
So I got up and I read it goes dear mr.
Price Mark, a, Merry Christmas? Oh, there's no picture anywhere.
Okay, I'll just keep reading. From plank p.s.
I know Santa isn't real. This is the year for.
I bet he was waiting so long to tell you, they were staring.
He was staring me like grinning. He give me that little gin, a
little Emoji with, it's just like the side.
Yeah, I know, I'm up to something and all I did in that
moment was I looked at him and I gave him the green back, and
just gave him an odd moment. He knows, you know, I love it
when children, like, do that thing where they think they know
something, they shouldn't know. Like she did, they like, Like I
know this thing and they feel so sneaky about it.
Like the common one for me, is anything about your personal
life? Basically, when they realize
you're not an alien, like you actually just human.
Now go up to you and be like, I know, you've got Facebook, I'ma
give you the eyes like we're their parents.
Maybe I would, you know, I just looked at it or something.
I know that. I know you've got a girlfriend.
That just think it's like, this crazy fact.
Like, oh my God, my teacher does this normal thing?
Yeah. Like when sometimes you shopping
at the weekend and you see it, You know what's gonna happen,
you see them out and they're like shy, maybe don't say
anything. You know, Monday morning they're
going to walk in. Saw you at Tesco just shopping.
Do you have to test every now and then and you shied away from
me when I walk past. So you're very confident now.
Talking of the children, loving the idea that I've got some
information, they shouldn't have.
And kind of using that against you like, oh, I know this
Hayden. Do you remember what we used to
tell the children? The school?
Yeah. Yeah, we've manufactured,
hilarious harmless lie about the Dillon and I, in which we've
convinced basically the whole school to the point, where they
like, even tell the younger children that we haven't even
talked yet. That Dylan and I are brothers
Blood Brothers. Okay.
And the best bit is. It's like a Two layered thing.
We felt so smart because you always get those children.
They just they see right through you.
They're like, no, you're not. No, you're not.
No, they just don't stop.
And eventually we were like, okay, let's just cave in and be
that are fine. We're not really brothers.
We're just cousins. And at that point, they like,
what they believe that layer. So, then you get, you get the
kids that are like, oh, how did you know mr.
Stephens. Mrs. And mr.
Price of their brothers and then you get the other kids going.
No, they're not. They're just cousins.
To the point where someone that I thought this year, we haven't
actually done this in a long time.
I don't think so. It was a real surprise, but
this, this particular child has a brother, a couple of years
older that I taught a while back when we probably did, you know,
to have a bit of fun with this and say in the middle of a
lesson, one day, I can't report it was on but they just said to
me dead serious in the middle lesson.
So it doesn't your doesn't your brother have one of those and I
would look to him I was like what?
Yeah. Doesn't your brother have one of
those. So What Jimmy then I remembered
I was like, Oh, you mean mr. Price?
Yeah. Yeah.
Not just carried on with this
thing was I couldn't believe that this child had lacked has
had this, you know, fact in their head this whole time.
And it just came out in the mid of a lesson.
Made me laugh a lot. Brilliant, brilliant.
I've got one memory. It was again, when we used to
work in the same school and we were involved in Mass
leadership. Not as much as we are now, but
we were just involved in the mass Hub and we did some pupil
conferencing and at this is one, my favorite things to do in.
Is it just talk to the children about what they got up to in
essence because it's just funny sometimes?
And there was this one time, I remember, it just happened to be
that. I took a couple of children out
of your maths class. So boy and a girl took them out
and I was asking about what they do in maths, what did you learn
today? What did you learn last week?
And we got to one question boy, laughs.
Oh, I know I'm going to expose you and I just said to her.
Okay. And, you know, just just Mr.
Stevens support you and lessons it.
Do you understand what you're doing each day and he just went.
Yeah. But any kind of hesitated, I was
like, I've got to write this down about Hayden some, it's got
robbed. Yeah, but you know, he does just
go on a bit, doesn't listen? Wait, listen.
I like to tell stories but what was funny about this was he
didn't say he has to go on a bit, doesn't it?
I saw what you mean, and it. Well, you know, he just tells us
stories about his life and he just doesn't want you get them
with a mouse brilliant, but that I Really rubbish after that
because I was like, oh no, they don't like my stories.
Well, I think with this one, it he just wanted to crack on his
Mass head and I don't think necessarily it's is to a
detrimental on you to tell to Children some stories.
No, it's fair enough and I will continue to tell my rubbish
stories to the class at inappropriate times because you
know that's what a good teacher does right?
And I will continue to do some people conferencing and find out
how much they all hate it and expose me horribly.
What listen getting stories on me like that.
I've got a story on you which always Makes me laugh.
I think I know what's coming a cushy do because I always you
only think of this story. When I say that I'm going to
mock you. So back to assemblies.
Again seems to be a theme of this podcast Dylan once was in
assembly with all of us and it was a really special assembly
where we have to give like an award to children, but it's not
just like your classic end of the week award.
We're talking like one child have a whole year group and it's
a really big school. Gets this very special award
every couple of terms and it's supposed to be about Be like
some sort of Bravery or something, they've overcome in
their life, like a really special thing, Dylan can't
really think of anything or anyone like really particularly
meaningful to give it to you. So you just give it, give it to
a kid that he likes. Someone that just works hard in
class could have been, you know, 20 children.
They just gave to this Channel and this child goes up to the
front and receive this award honestly isn't really too
bothered about getting it and I looked around.
I was scared less. He couldn't have cared less and
I was sat in front of Dylan because it's just that classic
setup of teachers down us. Sides.
And I was sat in front of Dylan, sort of smirking thinking, this
is quite embarrassing because we've just had some like really
heartfelt story about the last one and they will fuck your
haste in a right mess. You know that was like the
comment I turn around and Dylan's crying.
Didn't genuinely genuinely has to talk about this.
Child has to read off like the thing and he starts crying like
it's nothing even that meaningful.
It's just in tears. I'm just looking across the room
to the other teachers thinking are we all singing didn't crying
about it? Can you explain yourself to look
at that stupid? Because he was really lovely
hate you crying. The reaction was so unnecessary.
Oh, I remember it. Because what's supposed to
happen is it's only one per year group.
So like it's, you know, it wasn't even like I had to pick
someone in my class, and I couldn't think for some reason,
the whole year group decided, it's a boy, but every now and
then, it's just nice to give it someone just for constantly
being lovely constantly doing the right thing.
I've got it under the radar, right?
Because it can happen sometimes and it doesn't necessarily have
to be something, overwhelmingly, bad has happened to deserve this
award, it kind of what it turned into, which was lovely because
children, overcome Lots. But I just wanted to give it to
him and when I had to explain why I just remembered how
brilliant he was. Okay.
And did I choke up? Yes, you are.
Which I just remember, you just be like, he's just such a nice
boy. Is this really just started?
Like, it could have been a pupil of the week, just a standard A
week just tried so hard this time and he couldn't have cared
less. I reckon, you know, when
children get certificates and you put the effort in to write
something and then when it gets to like Christmas or Easter or
something, and you do a bit betray clear and it's just in
their training, they did, they would take it home.
They don't just don't care. This one wasn't even a
certificate. It was a trophy.
It was like a mini trophy. It was like a clear glass
see-through, really, like premium thing.
Yeah. Just in the bottom of a bag.
Haven't emptied in a couple of terms.
Well, listen, Dylan. I love these stories.
I know we've got loads more stories for the future but we've
also really, really like to hear some stories from people at
home. Can you think of your funniest
or most favorable teaching memory and Dylan?
If we got a way for them to send it in?
Yeah actually this week I have set up an email that you can
email us your stories at and we're going to feature our
favorite ones every single week. So do let us know.
The email is this teach sleep. Repeat POD at gmail.com.
Sorry what? That's the longest email I've
ever heard. Is that he isn't real heat
sleep. Repeat POD at gmail.com.
You're being serious. I'm sorry.
I genuinely thought you were holding such a long pot.
That's the just right in. At our spell it for you.
T, EA CH SL e e p r, EP a--. T-- P OD at gmail.com.
Sorry, I'm gonna, you know, Gmail has been used a lot when
you really can't get shot Gmail's anymore.
Well, sorry, mr. Can't even say my own name at
the start of a podcast. Maybe next time you can set up
the email fair enough. Fair enough.
Well did I would you like to repeat that?
Because I was taking the mick. Yes, I would actually.
So you've got any funny stories. You wanted to feature them on
the podcast. Read them out.
You can stay Anonymous if you like, it is teach sleep.
Repeat to POD at gmail.com, would you like me to spell
again? No, no, that's fine.
I won't let us know guys, to give us an email.
Give us some of your funny stories.
Early in the podcast Hayden we mentioned the relationships you
build with the children because like we said that's our favorite
part of the job. It's helping the children, make
progress, it's helping to develop as people.
It's helping them overcome obstacles and barriers.
That's why we're into teaching. And one of the biggest things
that I found helps to do that to get the most out of a child in a
classroom. Firstly obviously is that they
feel safe and that's the most important thing ever.
But secondly, the closer relationship that I have my
class the better in terms of the outcome.
But I just want you to tell me your thoughts Hayden on.
Where is that line? Because at the end of the day,
we're their teacher, we're not there pal.
We're not there. Mate, what do you think about
where that line is? And how can we get the most out
of the children while still maintaining really strict
professional demeanor? I think that point you made
about like, you know, we're not their friends but we can kind of
be friendly with them and develop that relationship is
really important and I actually learned that lesson in my nqt,
you might the teacher. I was, I was with at the time.
So I think he highlighted that That I was really Pally with the
kids because you are you just a bit insecure when you start?
I think a lot of people are and I want the kids to like me, like
I need them to like me, then then I can do my job properly
and he kind of took me to the side and did just say, listen,
you can't be their friend, but you can be nice and you can be
friendly to them so that they respect you and that really
stuck with me. And I have tried to kind of
build that in to my career because like, you I think it's
super important that you develop real relationships with the
children, not fake ones, not made-up ones, you're forcing
them to respect you, but Relationships with them for me.
That's a really, really nice. Say I've never heard it like
that actually, before you said that you're not their friend but
you could be friendly. I really like that distinction
between the two because it hits the nail on the head.
For me, I do not want any child in the class to come in and be
bored. I don't want any child in the
class to come in and feel like they don't get on with their
teacher. You need to have that really
strong bond of your class, and the stronger that Bond.
Is the better. The work will be because you
have more respect from them. I don't think as a teacher from
when I was at school, maybe I'm wrong.
But my experience at school was that it felt like teachers kind
of just demanded respect from the start and if you didn't give
them that respect from the start, that was it.
There was no attempt at trying to make that Bond.
It was just you listen you right, you do this.
If you don't, if you struggle if you're not bothering to do
anything, that's your fault. And I think from my point of
view, as a teacher, the onus is on us, right?
The onus is always a nice, it's on us to develop that.
Under the children. It's an asked to find something
in common with them so that they have some kind of middle ground
and that's how you're going to get the best out of them is to
actually Foster that relationship while still being
that teacher figure, not their friend.
And I find that those classes because every class is
different. But those classes where you do
really managed to develop those personal individual
relationships with the children in the class, I just find that
behavior problems are way less. I just don't have as many
behavior problems. Obviously you still get some but
I just the Intend to listen to you a bit more because they
actually like you, they actually respect your opinion and what
you think of them. So they can see you're genuinely
annoyed and their behavior, those children that you develop
those relationships, where they'll care about it.
They don't they don't want to upset you because they actually
like you and that's reciprocated, isn't it?
Because like you said, they care about you.
They don't want to annoy you. They want to please you, the
want to give you their hard work, you'll want to do the best
for you and that's because they feel like you're doing the best
for them. You're listening to them, you're
taking their problem, seriously. Not just dismissing it, as
children will be quiet and work there people, you know, and and
I really, really, really value that and I think that line is
somewhere in the middle, obviously, but I really like,
I'm going to say again, you can be friendly with them, but
you're not their friend, you're their teacher.
I think I, you probably do this as well.
It is a bit of a teacher tactic, really, but it's something.
I do probably every year with multiple children and you can
back me up here or not. But when, when I have psych,
some sort of behavioral issue Ooh, someone's may be kicking
off in class. You're upset about something,
they're annoyed about something. I tend to take them out of the
classroom and have a one-to-one and my kind of aim is to almost
shocked them really with how much I actually care.
And I'm not just going to shout at them and I'll sit them down
and I will tell them like just really to their face.
Just be like, I really care about you and I think you're
really cool kid. I've got a lot of time for you
and if you want to talk you can talk about any point.
You want come chat with me at lunch time, come and chat with
me and I'll be there to talk to you.
But what you're doing in class right now is really
disrespectful and it's hurting my feelings.
And I do find that with not of everyone because we're all
different, but 99% of children, I think it catches them off
guard and they're like, oh my teacher is actually just a human
and it's nice to hear. I care about you from from
someone, when they're being genuine, and I don't know.
But for me is solved a lot of problems over the years.
And I've ended up, developing really nice relationships with
those kids who had a bit of a reputation of maybe being
naughty or misbehaved in class. It's almost like you've laid the
foundations as well for prevention, rather than trying
to patch it up later by Eating in the ground work, early and
building those relationships. Not as many behavior problems
might arise. Again, we're not saying for a
moment that if you have a paper problems in your class, it's
your fault because you didn't build a relationship with them.
It's not as simple as that, but you're preventing it as much as
possible. And I think that approach, it
works for me anyway, and it sounds like it works for you.
Everyone's got a different style, I was just wondering
because again, we've known each other for ages teaching, but
we're not actually watched each other teach loads and loads and
loads. How often would you say that you
shout in your classroom? Okay.
They are we talking? Like genuine, like I'm shouting
because I'm like actually genuinely angry and I think and
I feel like I just have to raise my voice in pure salt anger or
just shouting cause they're being quite noisy to me.
It's a choice. It's of a teaching style, right?
Because there's two types of shouting that you just said,
it's when you're actually angry and you shout, because you're
angry, right? And it's not premeditated, And
this then shouting because you feel like it's the right thing
to do to get the children to stop doing something.
And I suppose the reason I'm asking is because I've been told
and it wasn't necessarily a choice I made from the start but
it is something I don't like I don't like shouting.
I really don't like shouting and I can't look past the idea of a
grown man who's nearly 30 bellowing at an eight-year-old
child. Like I just think there must be
other ways to solve things the doing that.
But there is one exception for me.
Me, which I want to say just yet, I'm wondering what you
think. Yeah, I think I probably agree
with you in terms of like, it's kind of it almost for me.
It gives the feel of being out of control, like, if you
genuinely, if you're shouting, as you are just emotional in
that moment and it's the only thing you can think of doing.
I don't think it's, I don't think it's the best tactic it
has its place though. Like, I have definitely been in
situations where I honestly, that's the only thing I could
have done in that particular situation for the, for a child,
or a group of children to listen to me and take me seriously.
But most of the time it's for Is not really real or kind of use
it as a tactic. I raised you by voice now, but
not very often. And I've even spoken to the
children about this and told them the difference between
shouting and raising my voice because I will raise my voice to
talk over and to cut through and I say to them, look I'm not
shouting now, but I wouldn't talk to someone with this level
of voice in a general conversation.
So there's a difference there and there are levels to shouting
and I will say the few times I do shout, it tends to be like a
health and safety thing. I had a class once we went
swimming a few times many years ago and it was of their first
few times in the pool. And we got back in the coach
said to me, that they were messing around in the pool and
actually, it was becoming unsafe.
And at that point, I thought, okay, how can I have an effect
here? And because I didn't shout to my
class at all. It held power, that's that, that
raising of the voice. The children knew I was being
serious and I didn't just shout for the sake of shouting.
It was premeditated. I knew I was going to raise my
voice. I knew I was going to put on
this Persona of, this is completely unacceptable and it
cuts through Because it's one of the probably in that whole year,
I think that was the only time I raised my voice to that level
and they took it seriously. How often do you think you get
genuinely angry at school like real anger as time has gone on
almost never, because I think you've seen it all by, then
maybe a few years ago, something happens and it really bothers
your blood. Like how could you get into that
fight? I've put so much time into
trying to help you and you've got onto the playground and you
push someone over. Yeah.
And that would maybe used to make me really We angry apply.
Why have you done that? I've put so much of my energy
and I've just spoken to you. I didn't understand it, but I
think the more experienced that we've become, you've always seen
everything now and in terms of pure anger at the children, my
first thought is always, yeah, but there's probably an
explanation XYZ. Yeah.
Or a better way of dealing with this situation right now, that
doesn't involve me being angry It can only be beneficial to
spend time, really building those relationships of your
class, but just not going over that line.
I think the more experience you get, you realize where that line
has to be a new experiment with it.
You might feel like, sometimes you become to paly and you're
not getting as much out of them. So you ran it back in.
It's a constant move. And you know what class to class
that line is going to be different, right.
I know that you said something to me before and I definitely do
this as well and you said it. And you were saying that
sometimes you will be a little bit to paly, you'll recognize it
in the moment that on Actually, I've been a little bit too
friendly with the class right now, I've maybe done a few too
many jokes and they're getting a little bit, you know, out of
their seats, joining in being a bit shouted, as well, and then
you've sort of regretted it. Is that right?
Yeah. I think, what I mean is you have
a joke, you have a laugh, you're having fun and then kind of you
look at the clock and you're like, oh gosh, we've got to get
this writing done in the next 20 minutes and you might think,
okay, whoa, okay, class. And it's easy for me as a grown
adult with my emotions under control because I've gone
through the face of growing up, I can say, okay, let's stop that
there. Then we need to focus now and
children. Can't just do that something.
Then they're not emotionally mature enough.
Just to say, oh yeah, Mr. Price I said we're going to stop.
So I'm going to start writing now and that's kind of unfair in
the children. And that's my self-reflection
basically, is you need to be aware of that.
And because if you need to get something out of the children,
they need to produce something need to be in the mindset.
You can't just flip on and off. You have to really plan out as
well. I mean, I think they'd actually
lose respect for you if you then got angry at them because they'd
be like, well, hang on me like 20 seconds ago, we were all
having a Off I think absolutely right.
And you saying that maybe really think about my own practice and
how I've definitely done that in times in my career I've got
cross at them because they can't immediately snap out of a silly
mode that I got them in by messing around in the first
place. But I think the overall kind of
point for me is just that if you spend that time, developing the
relationships with the children on an individual level, you can
afford to have a little bit more fun and be friendly with them in
the class but maintain that level of respect and still get
the best out of them, right? That's All, we've got time for
this week. We are going to.
Okay, no, we haven't talked with the glue sticks in the cupboard.
Are you did mention you were going to do it?
I did promise. We did probably listen.
It doesn't matter. We'll do it next time right?
Next time. Next time we'll talk like this
six next time. So guys, we'll see you, then for
another episode next week. Thanks for listening.
Catch you next time.