Ben Newmark Profile picture
May 27 10 tweets 2 min read
#littlestories.
1. My old English teacher at @DixonsAcademies Mr King told us this. It's about climbing and about different universes existing in the same physical place. Faults in memory mine. But it's worth it a scrolling down.
2 Mr King was a climber and so was his wife. They climbed together as part of a group that did up in mountains and cliffs. One day they roped up and began. Everything went fine. Everyone climbed a huge, huge cliff. Roped in. Safe.
3. Then Mr King's wife stepped up. Sorry for not knowing her name. She wasn't my teacher so it's faded. She was three quarters of the way up when the people belaying her spotted she wasn't properly roped in..
4. For non climbers this means she had no rope protection. If she slipped or fell she would die. Often on hard climbs people take a break. They lean back on the rope and rest. This is what Mr King's wife thought she could do..
5. But she couldn't. If she did all protection would come out and she would fall and die. And she didn't know..
6. Which left those on the ground looking up with an impossible dilemma. Tell her? If you slip you die? Would she panic? Or tell her and encourage her to do it without a break without knowing why? There are no right calls. They went for option B.
7. She didn't understand. At one important and difficult point she wanted a rest. To lean back on the ropes. She didn't know if she did this she would die.
8. Those below her had to hide their fear but encourage her. They did. Telling her she didn't need the rest. She could do it one. She was confused and they had to convince her while hiding the utter terror.
9. And she did it. In one. And was pleased. And then she looked down and saw a group of men and women crying and hugging each other and crying and not able to stop. And she had no idea what had just happened.
10. And this is how wild and weird the world is and how it sometimes does incredible things.

Fin.

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More from @bennewmark

May 27
1. When I was about sixteen off the back of older generation nostalgia some friends and I bought tickets to Happy Mondays in Manchester. Part of the ticket was a coach from Bradford.
2. Everyone was older than us but probably younger than I am now. Everyone was drunk. We were sitting behind two blokes who were quieter than the rest but talking intensely.
3. One said to the other, talking about us, "the sixteen year olds today they'll never know music like we did, know what it means. Life changes so much.."
Read 4 tweets
May 15
Thread. 🚨BIG NEWS 🚨
1. Delighted and a bit scared to be speaking @researchEDLeics next Saturday with @TomRees_77 on something that means a lot to us personally and professionally. Our session is on the new SEND Green Paper.
2. Nobody expects to have a child "different" to "typical" children and for Tom and I it's been a rollercoaster. We're both inexpressibly proud of our children and, like all parents, want and expect the best for them. The very best.
3. If you want to dig into our stories here's two things we've written.
This is Tom on Freddie.
upsndowns.co.uk/index.php/abou…
Read 15 tweets
May 14
The weirdest thing about arguments children don't need rules is the failure to accept rules for adults are stricter and punishments harsher. An important role of schools is to introduce children to rules in more forgiving world than the adult one.
This is obvious even at the lowest level. Think about what happens if a child swears at another child and then compare this to what would happen if you swore at a colleague at work.
Sometimes it feels as if people think once children leave school they'll go into a world that allows them to behave how they want without consequence and schools are weird outliers. I reckon this might say something about where these people work.
Read 4 tweets
Apr 29
1. A way we do CPD @lodgeparkacad is to spend time working effortfully on one thing. Over the last year and a half we've worked on Means of Participation, 100% engagement, Checking for Understanding and Responsive Teaching.
2. We do whole staff training, make each a school wide action step and then give time for departments to make the generic subject specific. We only set one school wide action step with the others devolved entirely to departments.
3. We focus quality assurance and support on the action step and then look at the evidence we have to decide how far we've embedded it. If embedded we make it what we call a 'standard.' A standard doesn't mean we think we all get it right all the time..
Read 8 tweets

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