Michaela: ‘You’ll leave with more
questions than answers’
Barry Smith, Deputy Headteacher
at Michaela, wasn’t wrong. After two days at the school, my head is spinning. I
am still trying to digest and comprehend everything that I have witnessed and
heard. I am unsure of exactly how I feel about Michaela and I have been left
pondering if I want to join the revolution.
During her introduction to
Michaela’s ‘The Battle Hymn of the Tiger Teachers’ event on Saturday morning
Katharine Birbalsingh, the Headteacher of Michaela, exclaimed that ‘We’re
thinking differently and we’re part of the revolution. Join us and be on the
right side of history!’
Michaela are certainly challenging
the status quo or ‘ripping up the rule book’, as Katharine would put it. Teachers
at the school are required to challenge what has become the ‘known truths’ in
education and, in doing so, they have become unashamedly knowledge focused and
they have adopted a tough-love ideology. Their philosophy and practices have
raised debate, scepticism and, in some cases, have been opposed very strongly. I was
unsure what side of the fence I would fall on, but I went with an open-mind and
as Katharine requested of delegates, I was willing to change my mind.
I visited the school on Friday
and had the opportunity to drop into lessons. The best way to describe what I
saw is absolute consistency. Pupils’ movements and actions in lesson were
unified, teachers taught lessons through drilling and didactic teaching and
using the exact same structure. Even on the corridors pupils moved consistently, in lines and with purpose.
The event, Michaela hosted the following
day, was really valuable because I had seen the school in operation but I
did not have the opportunity to listen to the reasoning behind their methods
and values. This is why, when I left on Friday, I had more questions than
answers. The majority of these were addressed throughout the ‘The Battle Hymn
of the Tiger Teachers’ event and the following is what I took away.
One aspect of Katharine’s opening
speech that resonated with me was a section on ‘personal responsibility’. It is
clear that this underpins the routines and no-excuse behaviour policy at
Michaela. The school does not aim to oppress children, contrary to the
suggestions of some of Michaela’s critics. Rather it is used to inspire them to
rise to the ‘top of the pyramid’, a metaphor used to articulate the extremely
high standards that the school has for their pupils. A pupil at Michaela
operates at the ‘top of the pyramid’ simply because it is ‘who they are’. Their
behaviour represents their intrinsic motivations rather than their desires to
simply avoid a sanction, to please others or to benefit their future self.
I witnessed this first hand,
during a conversation over lunch, a year 9 pupil explained how they had been
given a detention in a Maths lesson for talking. He expressed gratitude for
having the opportunity to learn from his mistake so that he could become a more
successful individual. The systems in place at Michaela ensure that pupils take
personal responsibility seriously. How many behaviour systems across schools in
England result in pupils staying at the bottom of the pyramid? Behaving just to
‘fall into line’ or to achieve rewards and please their teachers? The large
majority I assume. Michaela could argue, for this reason, that it is the large
majority of schools that are oppressing our school children.
How can I improve our school systems so that pupils’ take greater
personal responsibility? This is one question I will take away; behaviour
is excellent in my school but how can I change the attitudes of my pupils so
that they act in manner that reflects their desire to become a better version
of themselves rather than simply to conform to the school rules?
Whilst recounting his experience
of joining the Michaela teaching staff Mike Taylor expressed a concern that
‘teaching is becoming anti-intellectual’, sadly I agree. However, as a member
of SLT am I part of that problem? For teachers to be more effective and for the
profession to be an intellectual one we need to provide time for our teachers
to refine their practice and to develop their subject knowledge. Mike outlined
how, as a teacher at Michaela, he had the rest and freedom to be a better
teacher.
What is the learning return on the time invested? This one
question, posed by Jessica Lund, will become my most important takeaway from
the weekend. If I want my staff to become experts in their subjects, I need to
give them the time and freedom to do so. I definitely can’t ask them to do
anymore!
Jessica Lund’s speech, No
nonsense. No burnout. No marking, discussed the one huge challenge facing our
profession; workload, wellbeing and teacher burnout. This is something taken
very seriously at Michaela. The staffs questioning nature extends to their own
work. Jessica regularly posed a question that they frequently use; ‘what is the
learning return on time invested?’. The use of this question has resulted in
Michaela not marking work and centralising homework. Jessica explained that ‘we
don’t mark we give feedback’. She emphasised that pupils are more similar, in
terms of their learning, than different. So why write the same targets in 90%
of pupils’ books? Why not focus on teaching the 10% and the common
misconceptions before they arise?
What is the learning return on the time invested? I need to ask
this question to determine how efficient and effective our school’s choices
are. Do they have a greater impact on staff or pupils? If the answer is staff. We
need to change or stop what we do.
If Joe Kirby had to attribute the
astonishing culture and impeccable behaviour at Michaela to one single thing,
it wold probably be the Michaela boot camp. Each new cohort is inducted to the
‘Michaela way’ with an intensive bootcamp that focuses on developing the
mindset and habits that pupils need to be successful. Joe stated that ‘we can’t
expect children to do anything that they haven’t explicitly been taught’.
Michaela prioritise culture over curriculum in this first week and teach pupils
about stoicism, self-control, the school values, how to deal with being given a
demerit and how to behave in detention.
The bootcamp is not only an essential
induction for new pupils, it also provides a sound foundation for new teachers.
Often new teachers can feel overwhelmed with the complexity of new systems and
structures, this can prove especially difficult when older pupils know the
rules far better than the new staff. The opportunity to observe experienced
staff, team teach and practice on the new cohort develops confidence and means
that pupils cannot differentiate between the new and more experienced teachers.
What are the habits I would most
like to prioritise in my school? How do I model these to both staff and pupils?
The culture and ethos within a school is shaped by its whole school systems and
practices. Can I leave the adoption of these to chance? If I do, I am likely to
find myself within a different culture to the one I envisioned.
There were other speeches
throughout the day that were equally as thought-provoking but the above are
most pertinent to me. The school’s new book ‘Battle Hymn of the Tiger Teachers’
explains the ‘Michaela Way’ in greater detail. I recommend you read it; it is
the first thing I will be doing when I finish this post. I have bought a
number of copies so that staff at my school can also reflect on and learn from ‘The
Michaela Way'.
Regardless of your opinion of the
school you can only applaud Michaela for their openness and transparency.
During my two days at the school there was no arrogance. The school doesn’t
profess to be the greatest school in the world. Teachers openly admit they have
made mistakes and that they are continually learning and developing. Michaela
has simply put itself ‘out there’ and, in doing so, they have encouraged
educators to question the practices within the teaching profession and they
have inspired schools to make changes against bureaucracy and in favour of
enabling both staff and pupils to flourish.
It is easy to criticise and judge
from afar but my advice would be to engage with the staff, visit the school and
use it as an opportunity to learn. Whilst I was there pupils were as happy,
better behaved and more knowledgeable than any other pupils I have ever
seen…you simply cannot ignore that.