Archive for Reflective practice

One thing I’ve already noticed this year is how much less cluttered my classroom is. There isn’t the pile of resources covered in post-its for my TA to photocopy each morning and I’m picking up less scrap at the end of each day. I’ve relegated the charging cabinet outside another classroom and manage with one surge protected tower of 10 plugs – that doesn’t count as clutter! Surely 34 iPads haven’t made my room tidier? Well possibly…

I also realised the answer to the declutter question was more importantly linked to a process that allowed the children to choose and self differentiate the level at which they want or are able to work, look at things at their own pace and at times in more detail. And as I typed, I also realised the iPads were saving me time!

Whereas previously I might create a resource in the evening, put in in dropbox, print and photocopy in the morning, I now email them, as soon as completed, to children in readiness for the lesson. Other resources are photographed by the children and used directly into an app, or written about in their books. As they have constant access to the web if required then any images are just searched for on a need-to-have basis. Gone are the days when I used to print reference out for a lesson or new topic. Our weekly maths pre and post learning questions are now done in Socrative rather than making, printing, sticking in books. Marking and assessing the paper versions for 35 children takes an hour, Socrative takes me less than a minute – and I still have evidence. As they do it on their own device – it is far less likely that they copy the person next to them. An exit ticket can be completed within the end phase of the lesson, I can scoop up and talk to the children that need clarification immediately. This alone has changed the way my partner teacher and I teach maths. Another post on this later.

In addition to saving paper, emailing worksheets and resources has several other HUGE benefits. I send them as ONE document – this allows children to have choice, self differentiate, see what other groups are doing and challenge themselves to work at a level they feel comfortable with. I encourage them to move on to the next one if they find the first few questions easy. It also means for most of them there is ALWAYS an extension activity. I colour code the top of each resource with a graduated colour so children know it may be appropriate for more than one group. They are always encouraged to up level if possible.

The physical aspect of preparing materials ready and on tables and the transition between main teaching and independent learning is easier, even blurred, as children view these on their device as part of the lesson. I can’t yet say with confidence that these things are specifically impacting on progress, but it certainly is making aspects of my teaching and children’s learning smoother and more successful.

NOTE: there is probably a better way than email, but as we run an internal Educational GApps environment where every child has a single username and password giving them access to GApps features as well as all other . I have set up groups with their own short cut email address. After a mistake where one child hit reply all (and all children asked why ChildA had emailed them!), I realised I wasn’t been as efficient or safe as I could be, and I now send all emails to myself and BCC the group in. We are constantly learning and refining, this may not be the way in which we continue to send it but it works for us at the moment.

I must have written million posts in my head over the last 3 weeks. Life with iPads is a roller coaster – highs of children learning independently and lows of them being dropped! As well as the overwhelming desire to make the most of them, but not enough hours in the day to try stuff out!

However the total highlight of the trial so far has been the 21 I bought and gave to staff. Staff have been enthusiastic, engaged, trying things out and teaching us more seasoned tech users all a thing or two. For those who ever followed my previous teaching blog, you may remember blogging and my school didn’t really get on – they are now blogging from within classrooms, direct from the iPad within lessons! To watch our school NewsBlog grow – fills me with pleasure and pride.  As a teacher I LOVE knowing what the rest of the school is up to. CLICK HERE to see it. I have also shifted all my ICT Assessment over to a single Gdoc for each class. Staff can now sit with their device within a lesson, observe and check off strands by level and ‘I Can’ Statements. These are shared with me, and as we have decided to develop our ICT teaching by focussing on a different strand each term, I can see how children are progressing. Worth the financial investment!

Year 6 have embraced the small class sets they have (2 self confessed technophobic teachers – but now using iPads, Apple TV and GApps with results!), the older children are taking home the ideas they have learnt in class and doing homework on their own devices using App ideas learnt in school. Year 4 are still struggling with the novelty at times, but there have been more than a few flashes of brilliance. Charging is an issue, but we think this is the covers not closing properly. Adapting ones teaching style whilst getting to know the class and fall into a rhythm has been more than challenging – I’m still not there, and not sure I will be for a while. Finding the right workflow has been frustrating – we are still awaiting our VLE to release their App which will enable e-portfolios and feedback to become a more fluid process. If this has not happened by Oct HT I will need to find another solution. Printopia has saved us a fortune in wireless printers. Apple TV is flaky to say the least, we have had faulty models and it seems the close proximity of the devices causes issues. We have also tried Reflection, but similar issues at times with devices not ‘seeing’ airplay as an option. My hunch is we need a wireless controller for all the access points as devices seem to be flicking between them randomly.  The whole issue of updating, VPP and mass deployment (we now have nearly 160 devices in school) is a whole other post! Primary schools have a different set of issues from secondary 1:1 deployments and Apple, resellers and IT firms need to be aware of these. Our new IT Support company has been a invaluable support throughout.

I need to blog more… short successful lessons as well as the mistakes we make. Usual excuses of planning, teaching marking as well as an imminent Ofsted Inspection keep getting in the way!

Don’t get me wrong – I love my job! But sometimes I don’t quite get the point of why we are doing everything we are supposed to do.

Most schemes, plans, other stuff I find – are all about achieving an objective by expending knowledge. I am new, I struggle constantly, but I try my hardest every day to put every learning objective into a context that has relevance to the children I teach. Even if it is giving my own adult perspective of how I’ve used whatever we happen to be learning about.  In my view, stuff needs a point. No point – children switch off!

So that got me thinking.

I am obviously new to life as a teacher, but not education. My past life includes managing the design department of a large educational publisher and running my own businesses (forays into gaming and IT). In other words the real world – a lot of which, as grown ups we know, is tough and much, much more than just what you know! This resonates with me when I am thinking of what, as a teacher I am preparing my pupils for.

When I employed staff, graduates, or otherwise what was I looking for? Almost over and above the skills for the job I wanted self confidence, good communication skills, intuitiveness, the ability to work as part of a team, solve problems and at times, to think outside the box. Whilst crystal balls are hard to come by, it was also very useful if they would stay abreast of changes in the industry.

If these are the people I once wanted to employ – shouldn’t these be the people I now want to help create?

What would I like my pupils and my own children to emerge from formal education with? A lot of the above but add in resilience, an ability to self regulate, goal set, know what achievement feels like and a knowledge of how to transfer skills  – research, teamwork, collaboration are done in most industries! I can create a game without ever ‘meeting’ another person working on the project, I can create a fully illustrated picture book in exactly the same way. I get my CDP online via live streaming and twitter. Our world, means we now communicate in different ways, surely this is also what we need to teach our children to do. Not just rely on a terms ICT lessons on sending emails and their early experiences of face book and other social media doing it for us.

So it comes back to – what is the point of what I am doing…

And then @xannov tweeted this.

  • I often read tweets from teachers on here, and wonder what an amzing learning experience children would get  if we worked in the same school … We’d all be trying new tech and encouraging children to try (and sometimes fail) new stuff and learn from it.

The combination of my own personal feeling that education has to be far more than crashing through a curriculum to tick boxes as well as my frustrations with my current position and their unwillingness to embrace modern technology resonated strongly in that tweet from @xannov yesterday.

What a dream it would be to work with so many enthusiastic individuals, who seem to be constantly striving to find the balance between engaging learners in ways that both make the most of opportunities here now, and give children skills for lifelong learning in this future we can’t comprehend. Selfishly – I want to be the best teacher I can be, so why not learn alongside people I aspire to be like. Unselfishly – we need to teach children to use the tools of their world to become successful citizens.

So when the discussion between @xannov and @chrismayoh and I developed further into using technology for pupil to pupil learning – I got excited because it felt like that might be the hook on which I could hang my original quandary…. how to create learning that has a point – as well as gives children valuable skillsets for their future.

I continued to mull how this pupil to pupil learning might look and read @xannov’s blog post on pupil to pupil learning with interest. I can see the huge value in sharing learning and of a pupil meet where children are given a platform to share their own classes successes and learning with peers from around the country/world. But I can also sense the fidgety bottoms of my less engaged pupils at having to listen for 30 minutes even if it was on an ipad!

What I could really see was 21st century children using tech to work collaboratively and then celebrating their combined successes with other children. Children’s own version of viral marketing!

My vision of pupil to pupil learning looked more like innovative project design for a global enterprise. One where roles and parts are done in different places, where collaboration is required from all for the outcome to be successful, where there may be one objective but many possible routes to meet it. Or where there was no overall objective, but opportunities to add even more value to an existing collaboration are seized when they arise?

Why can’t a lesson or a unit be treated like this? Why couldn’t with good streaming (restrictions noted) two classes in different places share one input, then work independently to create possible solutions and then collaborate to meet one end.

Why can’t children communicate thoughts and progress via blogs and skype?

Why can’t children’s artwork from one place be used and embedded into online e-books and written about by students in another year group in another school? Why can’t draft poems be uploaded, phrases magpied by another children, edited, improved and shared in recorded presentations of these merged ideas?

Why can’t we take the Mantle of the Expert principle and go virtual?

My early experience of such possibilities were when my class used one of @deputymitchell’s Year 6s students writing as part of a literacy unit we were doing. In many ways despite the success, I can’t help but feeling we all just brushed the tip of an amazing possibility that may have magnified the learning even further. What if Binyameen had written the opening of another story that the children in my class had continued (we were only focussing on the build up and climax)? What if … we had given him some of our stories to check and edit? What if … he had fancied continuing one through to its resolution and ending? What if … another class looking at manipulating imaging software had decided to create some images for the emerging story. What if … the list becomes endless.

I accept that this couldn’t happen for all of the curriculum, and the pressures we face as teachers mean that in many ways it may just add more! But the possibility I sensed last night felt as if, even if we did it once in a year –  we could give children a early experience and a glimpse of the world that we are preparing them for. It would help to maximise all the amazing tools online and give tech a point in its own right

I think the Epic Citadell Challenge is moving learning in that direction. There are probably others that I don’t know of. I am very interested to know of any collaborative learning projects.

So, as for setting up a new school, putting the best in the business all in one place – great idea! But why not think outside the box and allow pupils to experience this super school virtually? Rather than being a lone school held up as a shining example, we become innovative teachers that lead by example and guide others in the best interest of all children.

Be yourself. As hard as it is not to become a clone of the teacher with whom you are on practice with you need to steal the good things, ditch the bad and find yourself in the middle!

Have confidence. You were chosen for the course for a reason! Looking and listening to many experienced teachers can be disheartening and overwhelming, as you feel there is so much still to learn. There is… but best done in small steps!

Take risks but be able to substantiate them. The first time I used Myst and moved the tables around (aka Tim Rylands) the teacher with whom I was teaching said she had been teaching 17 years and her room was designed so everyone could always see the IWB and stomped around for the rest of the morning. But the buzz from 30 excited children and the subsequent writing results were worth being able to explain that it was done that way for a reason.

Don’t reinvent the wheel! Been there done it – spent hours planning a 10min mental oral starter or a weekend on a 60minute observed lesson. The best I ever taught took the bones of someone elses planning and tweaked it.

Blogging creates global citizens. Look at lots of examples and decide which bits suit you before you create your own.

Love Wallwisher. Children do to.

Create a twitter PLN – its scary at first. I thought I had nothing to contribute, especially with so many far more experienced teachers around. But people are so helpful. When the going gets tough there is always someone out there to offer an encouraging word or another idea to try. Would never have thought I would have found a HT in the far reaches of Scotland who is fast becoming the most amazing online virtual mentor! (no pressure Fiona – HUGE thank you!!) …. all via blogging and twitter!

Remember to thank for the info, help and RTs! Politeness online seems to account for a lot.

Nothing will ever feel ‘right’ until you get your own class but if you dish out bags of enthusiasm children will generally come along for the ride.

Admit mistakes. Children love it when they realise you are learning too! Couple with very firm fairness and I’ve found they don’t take advantage.

I always remind myself – and one of the best things about this profession… is that every day is different – and everyday is a new day. Children are amazingly forgiving. Reflect, learn, adapt and move on! No time for festering!

For all we live in the 21st century and a world of fast moving tech –  READ real books too! Nothing captures a child’s imagination than a well written, well read book. Use picture books ALL the way up through primary education – no matter what anyone says about them being babyish past Year 3. Its bollocks!

Read Alan McLeans “Motivating every Learner” most inspiring book I’ve read in the last 18 months. Teachers Toolkit a close second for dipping in and out of.

Have patience. None of us could run confidently before we could walk!


A quick post to reflect on surviving my first term.

It was certainly a roller coaster – one that currently feels like it has been slowed by ploughing through haze of disorganisation, not to mention a paper mountain!

The GTP route certainly prepared me for classroom life. Having observed different teachers settling classes in last year and being practically aware of various pitfalls it didn’t feel that strange to have my own class. In fact it was a relief.

I am my reflective self’s worst enemy. I am constantly reviewing, mentally improving and changing things. It does mean my mind rarely switches off. I know this affects my work life balance I think to the detriment of my own children. I need to address this.

My archilles heels are my maths teaching (I can do things my own kooky way, but have realised I really struggle to explain them clearly and logically) and the not-always-internal battle of wanting to teach with instinct rather than the constraints of “we’ve always done it that way”. Another blog post on the latter coming soon.

So I may have had my knuckles rapped for my classroom being bright and vibrant and my displays being different from the other Y4 classroom. I know I have been in trouble for having a class blog and for inspiring parents to want to come in and be more involved. I know I haven’t taught any outstanding lessons, have a long way to go to complete a lesson with a perfect plenary and to complete a day having fitted everything in without letting my children out slightly late – but I have formed relationships with all of the children in my class. I could tell you one thing each of them is genuinely good at and one thing that they could manageably aspire to achieve this year. I have watched 4 children who made little or no progress last year open and blossom in 7 weeks – this totally inspires me. The power of being able to make a difference and the realisation of the responsibility of this is mind-blowing.

My highlights have been –

  • My Greenhouse display (children made flowers with their own wishes for this year on petals, then parents and I added a leaf each to their flowers, each with a wish) As I put them up on the display some of the messages made me cry. It inspired me to do the best I can for each of those children this year. Will post a photo soon.
  • Maths Activity time – planning the extra, differentiated activities takes time and would be far easier not to do. But children love the 10mins hands on time, it gives me a good opportunity for assessment and I hope by the end of the year their basic skills will have improved.
  • Setting up house groups – having four mixed ability groups has made it easy to change tasks to suit working collaboratively where possible. Children are learning to take roles and work well within these groups. I see these as vitally important life skills worth nurturing this year.
  • My hands on habitats lesson.
  • Learning logs – this deserves and will get its own blog post. The flip side to this success is that because the other class doesn’t do them, I have to keep them ‘secret’ and can’t share them with parents at parents evening.
  • The children in my class starting to log on, comment and start to feel a sense of ownership of their class blog as well as their growing sense of that they are part of a global community.
  • A guided reading session with my more able pupil using a short story I found on the internet. Reading and discussing it together was like unlocking doors to creative wonder.
  • Finding time to read, relax and laugh with my class – I have not been the ‘don’t smile til Christmas’ type of teacher. I believe I am firm and fair but I am human and we certainly feel like an “us” rather than a “me and them” type of classroom. That to me, and my instinct, feels like a pretty good foundation on which to continue building this year.

So as half term creeps on towards me, I have a mountain of marking to complete, next terms planning to sort, a classroom to tidy (I really did walk out tonight at 6 and leave a mess behind), I hope that I find some time to slow down a bit without getting sick!

Today I slowed the rollercoaster using a pinch of bravery and a dose of gut instinct.

I changed the order of the day around (TT only works 4 days a week, so have sneaky opportunity to do so). Picked apart Abacus plan the night before and prepared for my maths lesson, making a few quick Notebook slides to ensure it moved logically (for me at least!). It worked – 15 minutes on the carpet with plenty of TPS and then a hands-on activity for my MAG, everyone achieved and I even managed a decent plenary.

We shifted all the furniture and made a circle of chairs and had a P4C session using Say Hello by Jack and Michael Foreman (superbly simple book with layers of richness to be unearthed under the surface), a question on loneliness ended up as a discussion about homelessness – am always surprised how these sessions work themselves around! Still not everyone taking part, but its only the 3rd time.

But the biggest success was feeling that some hands on creative learning was required to help understand the concepts of habitats and start to contemplate food chains. Dare I even admit – there wasn’t even really a plan. I just knew I wanted to pass this all back to the children and see what they could come up with. The potential for chaos and disaster felt huge!

But I took a leaf out of the early years book – and raided all their resources!! Year 4 was filled with tough spots, trays, plastic bugs, animals and even some fake snow! After a short session modelling and talking using snow and arctic animals. I just gave each house group (mixed ability) a selection of creatures and laid out all the other resources at the front of the classroom…. and let them go for it.

Creativeness ensued. Everyone worked collaboratively. Every child was engaged. No one fell out. Not one child came to me and moaned about another child’s behaviour.

When children came up to me saying “We need water for a river” the answer they got was  – “we are in a school, what could you use? – its up to you.” They went and found blue paper and cut a river and a pond, others went outside to gather more bits they felt they needed. Another group went around and raided all the pot plants and created a jungle. I listened in on conversations about how certain creatures couldn’t live there ‘because it can’t eat’, we stood on chairs to get “birds eye” views of our habitats and understand the purpose of camouflage. Adjustments were made. Learning happened. And when we had tidied up, they didn’t want to stop – they wanted to know about food chains and how they are drawn. Result!! – next weeks lesson has an interest already!! I can feel the post-its, skipping ropes and seal-acting skills coming out before we start to record anything!

I am starting to let children use the ipad during carpet sessions to find out stuff we don’t know – and want to know now! …it’s working but that’s another post! But we all learnt that badgers are omnivores and eat hedgehogs as well as roots and berries.

Whilst I didn’t ‘teach’ and I gave the children a reasonable amount of freedom. I did circulate, question and take photos! Next time, I would rather like to take a leaf of Oliver Quinlan’s thought book and really step back and ‘just’ observe. I wonder what else I’d notice?

But roll on a few more creative days like that!

Not quite sure which theme park my roller coaster belongs to. Mostly it seems to have been steady undulations, tiredness and a sense of overwhelming lack of knowledge forming the dips, with the odd high from a child’s comment, piece of work or the marking actually done before I’ve left for the day.

I’m pretty exhausted, my mouth is full of ulcers, I rarely work less than 15 hours a day, I don’t think I’ve finished a cup of tea since the beginning of September and my posterior definitely hasn’t placed itself on a seat in the staffroom… is this the point where the but comes in with a glowing positive statement about how I love the job anyway and I wouldn’t change a thing?

The rollercoaster appears to have shifted theme parks.  The primary gradients aren’t caused by emotions of the NQT life – those I can deal with, but it is the uncontrollable speed of the learning (or lack of) ride that my class and I seem to be on that is distressing me at the moment.

I am discovering the pitfalls of Abacus and team teaching amongst other things. I’ve realised I need to compromise. I have lowered my expectations of myself, and what I can achieve but I am reluctant to lower my expectations of the children. Therein lies my biggest issue.

There never seems to be enough time! We lurch from one lesson to another, constantly building up a pile of unfinished work. I always feel one step behind my team teacher. The standards of presentation and quality are an added issue – but there is no time planned in to spend a lesson teaching and practicing the expectations. There doesn’t seem time to breathe, let alone stop and smell some enjoyment. We haven’t found time to read our class book or do any sharing for a week. I feel like I am losing a grip on all the things I love and want to share about learning, reading, thinking, exploring and instead am chasing a curriculum that isn’t taking into account that we are human, let alone individuals.

As soon as the lightbulbs of understanding just start to flicker, we move on. Half my class didn’t understand division after 2 days, but I was told we need to move on, we will visit it again for 2 more days later in the year. A third of my class don’t know their number bonds to 10 – so how can we securely start to understand number pairs to 100 or 1000? Why can’t I slow down (or even better – get off!) and find some creative ways to secure the basics before tackling more complex concepts. I’m a visual hands on learner, but find the Abacus process very dry. Even the books are hard for many children to access. Why can’t we spend one lesson a week making something that will aid our learning?  I have incorporated 10 minutes most afternoon for maths activities which are mostly hands on. They are great when we do them, but I haven’t had the time to set them up properly in a ‘tumbleboard’ fashion.

I was gutted this week to be moved on from a literacy unit after reading, talking, acting and drawing – to a point that I felt we could write, only to be told that we needed to move onto another unit so we could ‘time’ our first of the month assessment writing correctly!

Our topic is dry – I’m bored with it. The children have written three comparisons and watched a dull video. I want to draw a line and start again. Lets go back to picture books – why can’t I try Made in China as a starting point. Lets all pack a bag and pretend we are going to China (we’ll need to research to know what sort of things to bring!), lets follow the paper butterflies journey, lets document our findings in a travel scrapbook. We can work out how much money we will need, different groups can go and explore different attractions then we’ll ‘meet’ to discuss, we can share a celebration meal. I know I am capable of more but I’m not enjoying the shackles I find myself bound with at the moment. Frustration abounds.

It’s a game. Not just the learning game in class, but a game in the corridors as well. I’m struggling with the time, the desire to be creative, but not stand on toes, the balance between enthusing children, trying new things and getting the basics right in a traditional manner. I want to be accountable to my children and their learning, not always to the policies of ‘we’ve always done it that way’.

And I really want to learn how to help children learn – not how to ‘teach’. Another post.

I wonder at what point ones brain just spontaneously combusts?

I guess I will end with the message I got from a parent this week – and cling onto some thread that I must be doing something right, even though it feels like I’ve hardly started on the things I want to do.

“Don’t know what you’ve done but A came home last night, picked up a pencil and wrote an A4 sheet …… We were amazed. He has done more in the last couple of weeks than all of last year. Thank you.”

The first week is over already – albeit 2 days! I’ve really enjoyed it – in fact I’ve loved it! The strangest (and best) thing has been not to have been watched or observed or have the presence of another teacher in the room – it has given me a sense of freedom. I don’t have to stick to the lesson plan I devised if I suddenly think there is a better way. Nor will I have to discuss in detail afterwards the things I will need to do to improve it for next time (not that it stops me thinking about it!) I think in essence I am settling into being ‘me’ the teacher rather than what I think I should be or what the observer thinks I should be!

My highlights of Friday were – seemingly many!

Laughing with the children – whoever said don’t smile until Christmas (or rather I learnt on a recent #ukedchat that it was perfectly ok to do so!) So mix a few balls, a parachute, 27 children and a shiny hall floor – result is giggling including the teacher! I gave the children the opportunity to choose a game they knew, they chose ‘Sharks’ and informed me of the rules. I flinched at the thought of children being dragged by other children under the parachute (health and safety!) but decided to run the risk with a trial game and after giving my non-participating broken legged child the opportunity to pick the lifeguards and shark we were off. Well brave was the child who tried to drag me under! But it was great to see all children engaged and enjoying something! And hilarious to see children who were sitting around the edge of the parachute suddenly disappear!

Roll on when I can teach subjects like maths with confidence because teaching is even more of a joy when you do feel comfortable with the subject. As a former children’s book illustrator art is certainly a strength of mine! We drew self portraits and I used the visualiser at various points during the lesson to show the class how to draw eyes, add shadow and blend using a variety of pencil strengths and a finger. Results were great and as it is something children do in the first week every year it was so interesting to observe their improvement when marking!

Some of Super 7s self-portraits

And following on from our ‘rules session yesterday where we read the Sorcerer’s Apprentice and discussed rules and consequences, the only child who could tell me the meaning of consequence and give me an example was my ADD child who 12 months ago had no recollection of lashing out in the line or was able to comprehend the concept of consequences. The amazing power of Ritalin! (and no my teaching wasn’t that bad, because after they had been reminded the lightbulbs went on in the other 26 children and they were all keen to share examples)

I was far less impressed with the quality and amount of writing in their holiday recount ‘Big Write’. But that needs more thought before I decide what to do about that!

And you have to love reflective practice (another blog post coming!) but in my desire to pass responsibility for learning back to the children more often, I set them a mini investigation project for the evening. Surprisingly most did it (result to start with!). Children had taken one of two options and their task today was to share this information with the rest of their ‘house’ group. The aim was that all children would then have some knowledge on the topics without having to have researched them themselves. My revelation was too see that the children in my class were not used to working this way. There was very little sharing of information, bar reading from the sheets that had brought back. Some children were disengaged and one even clearly stated that ‘this is boring’ (I did have a conversation with her about this and asked how she felt that it could be ‘more exciting’). We only did one of the two exercises this way. I left the other one and on reflecting overnight, this is what I think I will do with the next one. I will model it clearly using a small group of students I think will actively participate. I will then allow them to use their jotters to jot down interesting words or facts as other students share. This is what I would do in a meeting or collaborative learning situation so isn’t this what I should be preparing my students for? We did discuss the exercise briefly afterwards and after me explaining how I don’t know a lot about some subjects and have to research before I share with them – they could see how I had given them the opportunity to be mini-teachers. Well see how part 2 goes next week!

I’ve had 28 visitors to the class blog on the first day and 16 on the following. I’ve only told my parents about it, so I’m really pleased with that. Must keep it up!

Right must now get on with the planning for next week…