Archive | July 2013

Opening The Door On Our ‘Craft Knowledge’


My last post of the school year is a resolution for the school year ahead. There is no special philosophy, research or expensive equipment required. It is a simple focus on ‘opening the door’ more in the coming year. It is about sharing. Not just in the sense of sharing knowledge through blogs, Teachmeets or Twitter, or through great books on education, although all of these have their value. The commitment to sharing and ‘opening the door’ is primarily about being in the classrooms of my colleagues more and them being in mine more too. Not as a lesson judgement, a snooping check or some OFSTED preparation, but to simply share better what we do well.

I am excited at the prospect of becoming a ‘Teacher Coach‘ in the coming year. I will have the pleasure of working with a whole host of teachers across the school. Part of that coaching is utilising video technology to share best practice. As part of the whole-school process we will aim to share our successes, ideas and good practice. I hope to use that technology, alongside good old fashioned human appearances (!) to see, share and support more teachers and their learning. In my capacity as a Subject Leader of English and as a Teacher Coach, this will pretty much be my core business. I need to get better at doing it with consistency. We should look to any levers, like video technology, that help us share our good practice and see other teachers teach and talk about it more often. Sharing good practice matters. It has a significant impact upon student outcomes:


Thank you to David Weston for guiding me to this chart, and for greatly influencing this post.

This ‘opening of the door’ has the attendant benefit of being great for my teaching and learning because I most acutely learn about my craft when I observe other teachers, whether it be interview lessons, student teachers, or my experienced colleagues. What I hope to do is help create more of this ‘open door attitude’ writ large. We mustn’t be afraid to share. We must resist labelling people as arrogant because they are happy to share. We mustn’t inhibit others from being inclined to share their practice, simply because we don’t want to open our door and we are inhibited ourselves.

Teaching is a very emotional business and it is often quite an isolated one. More experienced teachers can go months without an adult in the room, other than a teaching assistant. Opportunities like ‘lesson study‘, where teachers observe practice, like medical rounds in a hospital, is very rare. Just as rare is the basic practice of watching our colleagues teach (outside of more formal PD observations) with anything like regularity. After our NQT year planned approaches to doing this usually grind to a halt. Therefore, often unintentionally, we develop deep-seated emotional barriers to such experiences, becoming defensive about our teaching. Of course, the torturous process attending OFSTED exacerbates these issues and accentuates personal inhibitions. These barriers, over time, ossify into our teacher self. It can sometimes become negative without our ever having intended it to be so. Roland Barth expressed this problem sagely here:

“More often, we educators become one another’s adversaries in a more subtle way—by withholding. School people carry around extraordinary insights about their practice—about discipline, parental involvement, staff development, child development, leadership, and curriculum. I call these insights craft knowledge. Acquired over the years in the school of hard knocks, these insights offer every bit as much value to improving schools as do elegant research studies and national reports. If one day we educators could only disclose our rich craft knowledge to one another, we could transform our schools overnight.”

When a teacher does place value on what she knows and musters up the courage and generosity of spirit to share an important learning—“I’ve got this great idea about how to teach math without ability-grouping the kids”—a common response from fellow teachers is, “Big deal. What’s she after, a promotion?” Regrettably, as a profession, we do not place much value on our craft knowledge or on those who share it.”
Roland Barth, ‘Improving Relationships Within the Schoolhouse

I spent time this week talking to my Head teacher, John Tomsett, about him speaking to an experienced teacher in our school who has honed their craft expertly over time with little fanfare (see his excellent post here). So much so, this teacher humbly simply couldn’t understand the attention being given over to his teaching, or the consistently outstanding results his students attain year after year. Not to mention his reputation as being the wisest of colleagues. My abiding feeling after having that chat about this member of staff, and reading John’s blogpost, was being desperate to get in and observe him at his craft! I want to drain the marrow of his ‘craft knowledge’ while I can, use it myself, and look to pass it on. It left me craving a culture of consistently ‘opening the door’.

In the current climate of ‘payment related performance’ there is the corrosive potential for competition trumping collaboration between teachers. Once more, Barth anticipated this notion in 2006:

“We also become one another’s adversaries through competition. In the cruel world of schools, we become competitors for scarce resources and recognition. One teacher put it this way: “I teach in a culture of competition in which teaching is seen as an arcane mystery and teachers guard their tricks like great magicians.”

The guiding principles of competition are, “The better you look, the worse I look,” and “The worse you look, the better I look.” No wonder so many educators root for the failure of their peers rather than assist with their success.

Our guiding principles, as Barth suggests, need to be a determined by a deep-rooted sense of collegiality. By sharing and making sure we share better and more often than we thought possible. Despite all the external factors that inhibit us from ‘opening the door’ we must do so with determination. That is my resolution. I now need to work on the ideas to make it happen. Roland Barth eloquently summarises the challenge and the value of ‘opening the door on our craft knowledge:

“Making our practice mutually visible will never be easy, because we will never be fully confident that we know what we’re supposed to be doing and that we’re doing it well. And we’re never quite sure just how students will behave. None of us wants to risk being exposed as incompetent. Yet there is no more powerful way of learning and improving on the job than by observing others and having others observe us.”

Winning Ugly: The Secrets of ‘Gritty’ Teaching and Learning

13-year-old Arvind Mahankali from New York (correctly spelled “knaidel,” a word for a small mass of leavened dough, to win the American national competition)

Americans love a ‘Spelling Bee‘. They are unique competitions where precocious children battle it out in a linguistic street-fight, whilst anxious parents look on with a mix of pride and anguish. It is a big deal in the USA. Arvind, the latest winner, won $30.000 for his efforts! If you have seen the compelling documentary, Spellbound, then you will know the intensity and drama of the competition. Recently, I came across some research attempting to diagnose the practice methods that accounted for the victors of these ‘Spelling Bee’ competitions – ‘Deliberate Practice Spells Success : Why Grittier Competitors Triumph at the National Spelling Bee‘, by Angela Duckworth et al. Clearly, Arvind Mahankali is a gritty individual! I am interested how we can create more Arvind’s in our classroom – students who are willing to apply the long-term effort and practice to succeed.

The research outlines two driving reasons for the success of the students, like Arvind, taking part in the ‘National Spelling Bee’: ‘grit‘ and ‘deliberate practice‘. Here is a helpful definition of ‘grit‘:

“We define grit as perseverance and passion for long-term goals. Grit entails working strenuously toward challenges, maintaining effort and interest over years despite failure, adversity, and plateaus in progress. The gritty individual approaches achievement as a marathon; his or her advantage is stamina. Whereas disappointment or boredom signals to others that it is time to change trajectory and cut losses, the gritty individual stays the course.”
From ‘Grit: Perseverance and Passion for Long-Term Goals’ by Angela L. Duckworth and Christopher Peterson


I have written a whole post defining ‘deliberate practice’ and its transformative power – see here. It can simply be defined as a mode of practice that is repeated consistently, but crucially supported by timely, precise feedback. It narrows the complexity of a task into specific components that can be drilled, honed and ultimately made automatic.

It is hard to extrapolate ‘answers‘ from the unique circumstances of the National Spelling Bee, or individuals like Arvind, to classroom learning more generally, but it does spark interesting questions about how we approach teaching and learning to promote ‘grit‘. I began to think of students in my own school whom I teach who share the same ‘grittiness’ as students like Arvind – the spelling superstar.

I teach one young man in one of my A Level classes. It is rather surprising he is sitting A levels at all. Based on his prior attainment, level 3 in his KS2 SATs, he is an unlikely candidate for further academic study; yet, he makes a mockery of national comparable outcomes. His GCSE results smashed his targets relative to equivalent students nationally and his success will no doubt continue. In my current year 10 GCSE class I have two students, one boy and one girl, who share all the ‘gritty’ traits of successful students like Arvind. At the start of the year, when I discussed their English targets with them, they both agreed to raise their personal target grades. Indeed, they pushed for this to be the case. Ever since they have approached lesson and every homework with a concerted effort that has outdone all their peers. It has seen them rise above expectations and achieve as well as, if not better, than other supposedly ‘brighter’ students with higher target grades.

I am fascinated by what processes and circumstances that create and develop students like those aforementioned. I would observe, from good knowledge of their siblings, that there is certainly an aspect of familial traits which account for their gritty character. Having role model parents exhibiting character traits that embody a true ‘grit’ goes a hell of a long way. According to John Hattie: “The effect of parental engagement over a student’s school career is equivalent to adding an extra two to three years to that student’s education”. As teachers and school leaders we do need to so a better job of sharing a dialogue with all parents about how to develop ‘grittiness’. Carole Dweck, in her work on the ‘growth mindset’, has very useful advice for parents on ‘praising effort and not ability’, ’embracing failure on the path to success’ and so on.

Of course, we need to go beyond talking the talk. we must teach with an aim to foster confident, knowledgeable and ‘gritty’ students. The following is my advice to teachers on how you can encode ‘gritty practice‘ in your pedagogy on a daily basis:


No teacher would challenge the impact of good quality feedback on student outcomes. Undertaken well, and couched in the right language, feedback can set goals that inspires the effort required to undertake the long slog of ‘deliberate practice’. Researchers have proven that setting challenging goals makes a positive difference to students – see here and it surely chimes with our innate common sense too! There is widespread knowledge of research, initiated by Paul Black and Dylan Wiliam, that proves that removing levels can have a positive impact upon students. If they focus upon formative feedback then they get better. If they possess the ‘grit‘ to persevere with responding to such feedback then they will become better learners.

Arvind and his fellow spelling spelling stars all receive plenty of expert coaching, but such feedback can also be replicated in the classroom with consistency. The students I teach that I used as exemplars absolutely thrive on feedback. They ask for it despite often being quiet individuals in the classroom setting. They produce extra work to get even more feedback. They willingly raise their targets to receive more challenging feedback and more challenging goals. I have realised that if I focus on precise and regular formative feedback, students can become ‘grittier’ and be more inclined to undertake the typically difficult process of ‘deliberate practice’.

Public critique and student feedback

Teacher feedback is crucial, but as Graham Nutthall’s research indicated (read ‘The Hidden Lives of Learners‘), students receive most of their feedback from their peers, either formally or informally. We must therefore train students and scaffold their language to ensure the feedback they give is laced with ‘grittiness‘! Ron Berger’s strategy for ‘Public Critique’ is a very useful way of ensuring that student feedback hones in on the right kind of feedback – particularly with a ‘specific‘ focus upon making improvements. I have written about the gallery-style approach to ‘Public Critique’ here. If we ensure that students give one another better feedback we can engender more opportunities for ‘deliberate practice’, enhancing their ‘grittiness‘.

A Culture of ‘Practice Perfect’

Doug Lemov’s brilliant book, ‘Practice Perfect‘, is about how the effective practice can encode success. We can ensure students are better prepared to undertake genuine independent study by drilling them with strong patterns of practice. For example, by repeatedly getting students to tackle ‘worked examples‘ or working to group, classify or improve models of writing we can help them to automate the knowledge needed to become genuinely independent writers. Scaffolding students strongly in the first instance, then moving towards more independent work (with specific feedback again) is nothing new, but honing this process over and over can give students the habits for independent ‘deliberate practice’ which can see students make successful transformations in their learning.

A second key aspect of encoding success is by having a culture of crafting and drafting (read the gems of wisdom from Ron Berger on this aspect here). I was only yesterday speaking to a colleague who worked with a really weak SEN group. She worked on rewriting one piece of work at least four times. I had done exactly the same with my more able GCSE group this year. Students are often asked to complete one draft and then we praise them regardless of whether it is the very best they can do. We need to pursue the often ugly, difficult process of ‘deliberate practice’ in this instance and once more embed the highest standards of challenge into the work we expect from our students – encoding in their minds an innate sense of what excellence looks like and feels like so that they can replicate it.

Better Questioning Strategies

We often forget that our core pedagogy – simply the construction of our questioning – can have a significant impact upon the standards and expectations our students form. For example, if they are allowed the get-out clause of simply saying ‘I don’t know‘ to questions in class then they will avoid the challenge of answering questions in class. If we only proffer closed questions with an easy ‘guessing the answer the teacher wants‘ game for students we will sell students short. We need to ask students more challenging ‘why’ questions (see my post on ‘why’ questions here and my post on asking open and inclusive questions here). The simple truth is that by keeping the level of challenge high in all oral communication in our classroom we will foster a culture that engenders ‘grittier‘ students.


There is much debate about the value of homework, with evidence from John Hattie’s ‘Visible Learning’ proving it is more effective for older students. Of course, the evidence is problematic – see this post from Tom Sherrington about the homework debate, complete with a reply from John Hattie: ‘Homework: What does the Hattie research tell us?. My experience of homework is that the students who apply themselves to homework most consistently are those students who make the most progress in my lessons. Unsurprising really! I’m sure Arvind differentiated himself from the thousands of competitors in the ‘National Spelling Bee’ by undertaking such ‘homework’.This also applies with unerring accuracy with the students I have exemplified.

Only this last week in my GCSE English class students were given a homework task to further research and make final notes in preparation for a Shakespeare controlled assessment. The aforementioned boy in the group, the epitome of a gritty and determined individual, went far beyond most of the other students. What he may lack in innate ability in comparison to some other students in the group, he makes up for and exceeds with effort. Given an open brief and some links and multiple resources, he went to town on the homework. Subsequently, he was far better prepared than most other students, making those marginal gains that will see him excel. My answer is simple. We must set purposeful and challenging homework regularly, with related feedback on that homework. We should embed into our lesson plans a celebration of students who go the extra mile with homework.

And Finally

We must recognise that a singular inspirational assembly will not embed the attitude, knowledge and skills required to make any difference to the ‘grittiness‘ of our students in the long term. We do need to embed the attitudes and ideas associated with ‘grit‘ in the daily language of a school, with all teachers authentically sharing the belief that concerted effort and ‘grit‘ can make a definitive difference for our students. I do think that simply using the language is not enough and that we need to think about applying the concepts to our pedagogy with routine consistency. We must root ‘grittiness‘ into the culture, language, pedagogy and daily practice of our schools.

Useful Resources:

– An excellent US Dept of Education report on ‘Promoting Grit, Tenacity and Perseverance‘.

– An interesting article from the New York Times: ‘What if the Secret to Success is Failure?’

– An extensive report by the Young Foundation: ‘Grit – The Skills for Success and how they are Grown’. Via Zoe Elder (thank you Zoe).