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Teachers on Treadmills

Playing the Good Game

I used to love football as a kid. The camaraderie was a key part of it, of course, but I also genuinely enjoyed the technical aspect of the game: I learned my craft through endless rounds of heads and volleys, of one-man knockout, of ‘wall-y’, of kick-ups and curby, of round-the-world and, of course, during games with my mates at the weekends. Having a kickabout, trying new stuff, getting better, getting stuff wrong and it not being the end of the world.

When I left school at 16, I left home and signed for Norwich City. Within a year, I hated football. No longer could I simply enjoy: everything was about improvement. About getting better. About doing things differently. About analysing the minutiae of performance and never quite being satisfied with this aspect, or that outcome, about examining this, reflecting on that, getting better. And always high-stakes. I was captain of the U19s from the age of 17 onward, but the added responsibility made little difference: football had become a technocratic process, leached of the very thing that, for me, ever gave it sparkle. Or put another way, one could no longer savour and enjoy the very thing that first inspired my commitment to the game: it had now become little but an endless process of CPD.

Of course, some thrived in that environment, and a few of my team mates from those days have gone on to have successful careers. But many more didn’t. And, to cede the point, maybe we can agree that that is how it should be in an elitist environment: football can afford to have tremendously high attrition rates, since supply vastly outstrips the demand. Football, in other words, can afford to be picky, to risk losing some gems, in the name of improving its stock.

But not every employment sector has that luxury.

Talking a Good Game

There is a tribe of educationalists who have discovered that issuing pious platitudes and talking tough about education can do wonders for career advancement. They have chosen the broad path: elevating easy analyses to the universal whilst ignoring contextual details consigns them to forever fail at bringing about the transformation they desire. Cries of sanctimony, of moral judgment, might impress rightly-concerned outsiders, but it rarely acts as a magic wand for reality.

One conduit for this tough-talking has been the transformation of the term ‘professionalism’, which now acts as a kind of educational Sorting Hat for those of a particular mindset, a particular educational philosophy, wherein doing your job well is not really what matters, so much as doing it a certain way, and from within the realms of a certain educational perspective. Armed with weak analogies and apparent status-anxiety, they seem to want teaching to imitate the rest of the ‘professions’: slick suits and industry jargon, research papers and data analyses, and a constant focus on improving practice, improving procedure, improving outcome.

And in this, they’re not entirely wrong. But they’re not entirely right, either.

Being Good Enough

Placing oneself on an endless treadmill of reflection and improvement is exhausting. Having no time to stop, to rest, to consolidate, is exhausting. Always being never quite as good as one could possibly be is exhausting. There is a sort of spiritual violence in being convinced that, wherever you’re at, whatever you’re doing, you could (for which read ‘should’) be doing it better. And at times that can cut deep.

Some people might thrive off that – indeed, they might even make a decent career telling everyone else that they, too, should thrive off that, just like they do. And that they should be undertaking CPD in their evenings, their weekends, goodness, even during their maternity leave. Because, we are told, that’s what good teachers, professionals, do.

But here’s the thing we must always remember, for our sanity as much as any shred of work-life balance – most good teachers, and many of the best, really don’t do that. Or, perhaps more accurately, most do some of the time, but at others are quite happy just getting through. Just managing. Just doing enough.

This is not a spiritual or moral or professional failing: it is real life. Sometimes we feel on top of our work, expansive, ready to learn new things, take on new projects. Sometimes we don’t. Or sometimes we can’t, because just getting through to the end of each day is a struggle.

Getting through to the end of each day. Intact. Our results broadly on track. At some point, we are going to have to recognise the value in that, and stop treating it as a minimum and barely-worthy-of-recognition expectation, rather than the important achievement it really is.

Because as things stand, it really is an important, if increasingly difficult, achievement. And the sense of gratitude that should flow from it from those who benefit, much like the sense of pride that should flow from it from those who deliver, is not helped by driving a culture in which one always harbours the feeling that it could, should, must be better. And that failing to be perpetually devoted to this act of self-flagellation is a weakness, a failing, a lack of professionalism.

Of course it could be better. All know that. But sometimes it is good enough. And sometimes, good enough should mean precisely that. Or else more and more folk might well decide that, by the rules of the game, they can never be good enough, or, worse still, are not prepared to be.


The Ordinary Teacher

The Myth of Maximal Efficiency 

The Dignity of Being a Teacher

The NeoTraddie Revolution




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