Sunday 22 September 2024

Narrowing those feelings

Effect is such a funny thing to explore when reading texts. It is wrapped up in so many things. What has happened previously? What does the reader think will happen next? What is really going on in the story? A lot of what we expect from students is precision. Precise identification of a mood or a feeling.The best students are those that can identify a range of precise moods and even some of those moods are conflicting moods. Take the ‘Life of Pi’ paper and the conflicting disgust and comical moods surrounding the description of the hyenas. The problem is that we are expecting teenagers to articulate feelings, which, in all fairness they are struggling to identify in themselves and not just in an extract from a story. 


The biggest problem we have in English, aside from apostrophes on everything ending with an s or the fact that a lot is two words, is oversimplification of overgeneralization. I had to write some curriculum documents and the word ‘oversimplification’ was the one I used in every box and on every page when it came to misconceptions. Knowledge isn’t the problem. It is how that knowledge is used in context that is the problem. It is the fact that it can be used in other contexts but it isn’t precise or appropriate. Take the students who use the word ‘discombobulated’ in their writing. They use it in every piece of writing, including essays. The same is seen with quotations from key texts that appear in creative writing. Or, voltas applied to non-fiction texts. 


For this reason, I have been looking at how we can support precision around thinking in texts. Effect is such a nebulous concept and it is hard to pin down. That’s why I explored if I could group the feelings around something more precise. 


  • Is the feeling related to power? 

  • Is the feeling related to the place? 

  • Is the feeling related to a character in the text? 

  • Is the feeling that the reader feels differently to the characters in the story? 


It is alright asking students what they feel in response to a text, but it takes quite a bit of skill to hone those feelings down. Quite sophisticated readers could do that easily, but most students can’t. That’s why I think it is important to think about what is causing the feeling before a student even grasps for words. 

That unpicking of feelings is really important for understanding stories. Otherwise we get generalised comments. It feels creepy. It feels sinister. Take the Hartop paper. The car has a claustrophobic setting. Hartop is dominating the car. The women are powerless. Once we have established the different feelings. We can explore the subtext. Why is it claustrophobic? Why is Hartop dominating? Why are the women powerless?  

Within any text, there are competing sources for our feelings and students need to see that there is a level of plurality in texts. We feel opposing feelings for different things in the text. Weaker students tend to generalise this fact and blanket everything with the same feeling. The better students pinpoint the differences in feeling. 

Once students have the idea of opposing sources of feelings, we can then explore the what and the why behind them. To start that discussion, I used this table this week. 

 

Size /Power 

Mood /Place 

People 

Reader  

Intimidating 

Sinister 

Confined  

Uneasy  

Superior 

Tranquil 

Imprisoned  

Pity  

Domineering 

Boredom 

Ensnared  

Confusion  

Dominating 

Monotony  

Alienated 

Amused  

Overpowering 

Foreboding  

Isolated  

Relate  

Unrelenting 

Menacing  

Detached  

Fearful  

Inferior 

Dreary  

Outcast  

Anxious  

Fragile  

Claustrophobic  

Overwhelmed  

Concerned  

Vulnerable  

Suffocating  

Suppressed  

Unsettled  

Feeble  

Idyllic  

Ecstatic  

Surprised  

Overpowered 

Harmonious  

Inspired  

Expecting  

Defenceless  

Magical  

Determined  

Unexpected 

Helpless  

Perfect  

Hopeful  

Empathise  

Powerless  

Lifeless  

Connected  

Sympathise  

Timid  

Chaotic  

Appreciated  

Intrigued  

 

This week we explored Rosabel and discussed the claustrophobic bus compared to the magical outside. We further discussed the level of detachment she felt in her situation. We often have word bingo behind tables like this, but the students used this to narrow their thinking. The narrowing down on meaning is key. Instead of throwing everything out including the kitchen sink, we were refining and narrowing. How would we describe the mood of the bus? How would we describe Rosabel’s feelings? 


We need students to be self-refining their ideas and words when approaching texts. That's what makes the best responses. They have sifting through their brain to be precise. They have picked out the right word and not the first word that comes to mind.


English is a massive subject and lots of things lead teachers to explore and grapple loads of things at once. The longer I teach, the more I come to the idea that exploring should be happening on a microscopic level. We should be refining and narrowing the ideas to be clear. As teachers, we should be working constantly on refining and sifting through things to get to the kernel of a idea. 


Thanks for reading, 


Xris


Sunday 1 September 2024

Booklets for GCSE English and English Literature

Over the past few years, we have been working on how we can use booklets effectively. With Literature texts, there is so much you can do. That is the beauty and also the problem with it. How do you ensure students get a similar experience but allow the teacher some level of freedom to teach how they want? That’s why we have worked on our booklets that work alongside what the normal teacher does. We’ve said that regardless of the class, they will cover the same three or four components. They can adapt / amend or tweak but there’s a level of consistency around the teaching but teachers are free to teach a poem how they like, for example. 


The problem I have seen is a step by step guide of teaching a text in some cases. That might be fine for a non-specialist, but it is completely reductive if you are an experienced English teacher. Let me just clip those wings of yours. Now, you can teach ‘beigely’! 


I think curriculum leaders should look at how we can foster that level of balance in teaching. Let me take away some of the difficulties and let me give you some opportunities to do the things you like to do. That’s why I think we have to be really careful with how we structure a curriculum. Tom - it is Wednesday Week 2 of Term 3 so you should be on lesson 1.2342244xi and not lesson 1.2333462ii. That’s why I think leaders should be looking at what tools do teachers need rather than constructing identical teachers. I will say this again and again - I have yet to see the perfect textbook for English lessons. That’s because there isn’t one. English is a nebulous subject. It changes, adapts or combines with other things. It is more a virus or strain of bacteria than a mountain to climb. As soon as you think you’ve cracked it, it changes again. 


Below are the links to my booklets:  


Cluster 1

Cluster 2


https://www.dropbox.com/scl/fi/5myhkibwm8tfcd9lc721x/10.2-Cluster-1-Poetry-2023-Component-Booklet.docx?rlkey=bo3mvl6e8bpoh76332gj3jx0d&st=mgo511rp&dl=0


https://www.dropbox.com/scl/fi/tnxcmpr39rocfz435tbkn/10.6-Cluster-2-Poetry-2023-Component-Booklet.docx?rlkey=5wswye8dxzzlj5sbuabt2u6me&st=xd962jdx&dl=0



Lang Paper 1 Q1,2 

Lang Paper 1 Q3,4 

Lang Paper 1 Q5 

https://www.dropbox.com/scl/fi/jcctf0sr8aupgf3n8w97o/10.1-PAPER-1-Q1-and-Q2-Booklet-Component-2024-V2.docx?rlkey=6h8cnbnq9bbqet3kc3acqf0on&st=rwvzxhj8&dl=0


https://www.dropbox.com/scl/fi/m6vjfamzti2ilx7prqy5d/10.5-PAPER-1-Q3-and-Q4-Booklet-Component-2024-V3.docx?rlkey=zi1huonqjr2p0v62s5wjdeul6&st=63wf3ixj&dl=0


https://www.dropbox.com/scl/fi/3b85yvorh86duvmoj8kdg/10.3-PAPER-1-Q5-Part-1-Storytelling.docx?rlkey=s43v5axnxmcxezvey5xdoasl6&st=1swm5ytj&dl=0


Lang Paper 2 Q1,2 

Lang Paper 2 Q3,4 

Lang Paper 2 Q5 

https://www.dropbox.com/scl/fi/c9dyc8jqbtxn9zjwvoif4/11.1-PAPER-2-Q1-and-Q2-Booklet-Component-2023.odt?rlkey=khgedufz42diir9m6xckw4ng1&st=1jxl81tm&dl=0


https://www.dropbox.com/scl/fi/kr65txvfivyf3j8v9ojgb/11.5-PAPER-2-Q3-and-Q4-Booklet-Component-2023-Final.odt?rlkey=21i694541q04q3xmy4h7jp9t5&st=khx3kvfy&dl=0


https://www.dropbox.com/scl/fi/s00rnb1qtyjiolznujfk9/11.5-PAPER-2-Q5-Booklet-Component-2024.odt?rlkey=y2epbl2pwpertprjz3a5xc9b3&st=wseqmj1p&dl=0



The booklets allow me to address common problems across the department. If necessary, I can change a component as we go through the year. Yes, there are other things for the teachers to think about, but collectively these are the big ones we are going to focus on. The components are common problems, elements that students struggle with or limiting elements.   


The further benefit is it allows me to add breadth and scope in the curriculum with texts. All too often, people get caught up with the ‘big texts’ and they forget the benefit of having splinter texts or small texts to squeeze next to the bigger ones in the curriculum.  


If useful, I will add my language and other literature booklets over time. 


Thanks 


Xris