The lady who supports school-refuser Tim in my Year 9 maths lesson greeted me in the corridor and asked to borrow a textbook for some home-tuition work she does with him.
Then she said: “Tim likes your maths. I think there’s a very nice atmosphere of study in the lessons. It’s lovely.”
I record this not to blow my own trumpet, but because it’s only the second time in a long career that I can remember being complimented in such a way. I believe that many teachers share my experience, and this belief was confirmed when I put the point recently to teachers in my own staffroom.
The first time I was complimented occurred about three months earlier. I was sitting at my desk showing Carly of Year 8 for the umpteenth time how to do percentages on her calculator, when I heard someone say: “There’s always a nice atmosphere of study in here. It’s really good.”
These two instances of praise for my work came as a surprise to me because, although it’s recognised that praise and encouragement motivate our pupils, schools generally fail to see that staff also need such motivation.
Teaching is an occupation that demands praise for a job well-done. This is perhaps because the teacher is often isolated in his or her classroom and because there are often no clear indices of success, or certainty that one is working in the right way.
Often it is the small casual tokens of recognition of your work that can count the most. So, after returning from a trip abroad with pupils, cards of thanks from one or two thoughtful parents made the whole venture worthwhile.
Sometimes it is the pupils who give one a much needed boost to morale. A supportive remark from a parent on open evening has the same positive effect.
The two ladies who praised my efforts did more for my confidence and morale as a teacher than anything or anyone over the past 20 years.
