Teechers I have known: Colin Chapman

There are many teechers in the world. Some have made their mark on me (literally!) and others have left me with something most amazing legacy (though it is often in defiance of their passion and ability to fire something in their pupils).

One of those is a chap by the name of Colin Chapman who taught at Woodbery Downs School - now gone it was one of the first purpose built Comprehensives  - whose passion for English and his compassion on a scrawny Norf London kid from a rather tough and difficult home which manifested itself in getting me to read different stuff and write pomes and sow seeds that have taken me to many places.

I've tried to find the bloke to say 'Thank You' but have failed at every turn and so, in the vain hope that one of the half-dozen who reads this blog might know of him or one of his, am positing my thanks here. I really couldn't have done it without this man's gift to me.

Mind you it also got me stick for reading 'poofy stuff' when I was an apprentice (still sad that they burned one of my books of Wordsworth - a hardback from Foyles) and for using big words (but I've never been pusillanimous have I?). But, burning books a debt of gratitude is indeed owed and acknowledged.

And to the teacher who left a physical mark (and taught me the value of integrity):

John Bignell and his ever-present opportunity to bow to the Queen!

Motivating our children

And setting their sights high - surely one of the goals of education.

Education is not about maximising the child's earning potential but helping them to fulfil the potential that they have to be exactly who they are and to do what they might actually enjoy, or even be 'called'  to do and be.

But apparently I am greatly mistaken as the recounting of a recent 'careers' lesson at one of our local schools clearly shows. Here's a brief rendition of the lesson as performed by the reduced 'Vic the Vicar' theatre company:

"Good morning children, welcome to the careers lesson. I am Ms Nohope; let's begin with some ground rules:

First, it's a very good idea to be realistic and to start from the very first stages of thinking about what you want to do by realising that you won't be living out your dreams when you enter the world of work; so let's drop ideas of being footballers, singers, actors or other glamorous jobs and start thinking about jobs you can really do! Jobs like working in supermarkets, shops and perhaps even motorway service areas.

Now we've got that out of the way you need to realise that setting your sights too high just leads to disappointment (thinks to self: I never thought I'd end up in up place like this!) and it's better to aim low and get what you can, isn't it?

So (points to pupil), what you you like to be? (The answer is that they'd like to be a doctor)

Well that's good but you'd be better off perhaps trying to be a nursing auxiliary as that's probably within your grasp.

Yes, I know you want to be a doctor but I know about these things and that's not really realistic from a school like this (thinks: in a town like this) and you'll only end up disappointed whereas if you take my advice you'll get what you want and have a nice blue uniform too!

Yes, I do know what I'm talking about - I'm just trying to help you make choices that you have a chance of fulfilling. "

Scene shimmers and lesson ends leaving our heroic careers teacher to dream about what would have happened if they had only managed to become whatever it was that they failed to do. . . . .  And the children to accept that they are but plebs - yes, schooling is no longer aspirational and enabling, it is merely the means by which those who have are given more and those from less aspirational areas are schooled to accept their lot (and to know their place).

Many years ago I found myself in a headmaster's office in Hounslow fighting with teachers who regarded the kids from the estate I served as nothing (at best) more than potential baggage handlers, airport workers and shop workers. All they sought to do was contain the kids until the reached an age where they could be sent out into the world to take their place in the world of benefits, social housing or the airport.

I struggled to get the school to raise its game and serve their pupils better - but like DH Lawrence's  lovely Miss Brangwen they merely clung to the belief that it was cruel to show them a wider world when all they had was Hounslow West and no aspirations.

It was wrong then and it is wrong now. I fought then and, no surprise coming, I'm willing to take up the gauntlet again, especially as we see our state school system eroded and destroyed by Adonis' disgraceful class engineering that is Academies.

Game on teacher Dudes - Molesworth was right: 'Down with Skool!'

Footprints - part of Holy Writ? (3)

The famous 'Butt prints in the sand' version:

One night I had a wondrous dream,
One set of footprints there was seen,
The footprints of my precious Lord,
But mine were not along the shore.

But then some stranger prints appeared,
And I asked the Lord, "What have we here?"
Those prints are large and round and neat,
"But Lord they are too big for feet."

"My child," He said in somber tones,
"For miles I carried you alone.
I challenged you to walk in faith,
But you refused and made me wait."

"You disobeyed, you would not grow,
The walk of faith, you would not know.
So I got tired, I got fed up,
and there I dropped you on your butt."

"Because in life, there comes a time,
when one must fight, and one must climb.
When one must rise and take a stand,
or leave their butt prints in the sand."

(Suggested by the Pioneer Minister ;-)  )

Footprints - part of Holy Writ? (2)

There are many really interesting parodies of 'footprints'. This offering is one from an obviously Catholic source and uses the vehicle that is 'footprints' in a rather pointed manner:

Footprints - part of Holy Writ? (1)

Many years ago (when the earth was young) I was sitting in a service one day when one of the church members got up to do a 'reading'. Now the reason for the ' '  is that what they got up and read wasn't, as was the usual practice, something from the Bible but that wonderfully reflective offering ' Footprints'. To top it all when she had finished reading it, in unusually hushed and sombre tones, she added an 'Amen' for good measure and walked away looking as if she had just read something that had just come down from the mountain.

"Hey Ho!" I thought (as I often do) - whatever floats your boat. But sadly, that day, I remember that we didn't get another reading and this was indeed the text from which the sermons was to be drawn.

As much as I think there is something wonderfully supportive and true in the words of footprints, I'm not so sure that I'd place it us there alongside scripture and even if I was to use it as the primary focus of a sermon, I would be looking at passages that could be drawn in to support, challenge and bless.

With that in mind, I have to say that the cartoon below (which I first saw this morning) made me smile as I sat in my study (now a balmy 11.7 degrees C) and so I thought I'd perhaps share it with you as I embark on a journey that considers footprints (and perhaps some others that I struggle with) and the reasons for it.

Please feel free to offer correctives and bring other perspective into the process - This is merely my brain bleeding onto the keyboard and screen (now there's a nice Advent image for us all):

Pax