Time to rise above our station.

It’s 4.30 in the morning: I can’t sleep. Today is the fourth whole school development day I’ve organised – a morning of workshops led by staff, attended by staff – and, of course, I’m convinced it’ll be a disaster. I’ve woken up with a cold so that feeling of impending doom is magnified, that ‘Imposter Syndrome’ is kicking in. It’s never gone badly before but there is always a first time and I’m pretty sure today will be the day. I’m sick of feeling like this.

I’ve spent the last  two months coaxing and cajoling colleagues into leading workshops, delivering training, sharing ideas. The number of superb colleagues who have convinced themselves that ‘I don’t do anything special’ is both mystifying and heart-breaking. What is wrong with a system whose lead specialists feel like this; worn down by s system which seems to be against them, which often treats them like the enemy? A system that treats anyone who raises their head above sea-level as a show off or a trouble maker? But we’re not allowed to rise above our station, are we?

For a year I’ve felt like that. Last December my book came out. Pretty soon after, I received two tweets from followers; one a very prominent member of the Educational Twitterati, who reminded me ‘Not to get above myself’. The other one – someone who I have met – told me, after beginning writing for TES Scotland, that I was ‘a big mouth who no-one wanted to listen to’. Both comments have never been very far way for most of this year. Oh, I know that some will think I’m massively prominent on Twitter myself. Perhaps. But I’m a humble classroom teacher who has found himself apologising for being so prominent.

I spent much of my childhood being told I’d never amount to much, much of my school life being invisible. Even when I eventually became a teacher, for the first ten years there was little expectation that I would rise above the mediocre; I’d been conditioned to think that. So, being from my background, coming from where I come from, bringing out a book is an extreme rarity. As a result, I find it hugely difficult and uncomfortable to accept compliments. I expect and anticipate that someone will try to burst my bubble. And that means I turn down a load of offers to speak about my book. No more.

For anyone who is reading this, perhaps recognising these feelings, sharing my upbringing and background, it’s time to get above our station. It’s time to break free from sneering negativity and acceptance of mediocrity. I’m just a teacher like you; I’ve been fortunate enough to find myself in a position where I can write a book. But for all of us, it’s time to shout from the rooftops – both literally and metaphorically; write if you don’t want to shout – that we have things to to say; that we will no longer be silent and humble and shy about the great things we do in our classrooms. Lift your head up; look people in the eyes: you are a teacher.

4 thoughts on “Time to rise above our station.

  1. I couldn’t agree more. I had my blogging wrists slapped last year because I had the ‘audacity’ to point out that our local newspaper had not only misquoted me but had printed inaccuracies about our Autism provision. Bonkers! The paper wasn’t held to task – I was! Whatever happened to professional dialogue and challenging the staus quo? Are we all to become puppets force fed on policies and protocol? Feeling fearful and frustrated!

  2. Pingback: Educational Reader's Digest | Friday 17th November - Friday 24th November - Douglas Wise

  3. “No running in the corridor”
    “No swinging on a chair”
    “Albert?! Einstein?! Come here boy!”
    “When will you cut your hair?!”
    “Dali, clocks don’t melt like that!”
    “Pablo! Eyes front boy!”
    “Bill Gates, no logging on just yet!”
    “Dyson, that vacuum’s not a toy!”
    “Burns, speak plainer English!”
    “Hendrix, follow the sheet!”
    “Lennon, you dreaming again, my boy?!”
    “Marley, stick to four bar beats!”
    “Larkin, I’m telling your mum and dad!”
    “Hitchcock, that’s a horrible sensation!”
    If teachers insist on conformity,
    No pupil will quit their station.

    Gavin Cunningham

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