In September I started teaching at Michaela.
What drew me there? The first thing was Michaela’s mathagogy. Over the summer, I reflected on my experiences as a maths teacher in the series ‘Is this the best we can do? Doing better’, looking at issues with UK maths education such as work ethic, textbooks, pedagogy, subject knowledge, expectations, behaviour. Much of the inspiration from this series has come from Michaela teachers. (I didn’t quite write all the posts I was intending to write – but I’m hoping to finish off the series, especially in light of my experiences at Michaela, trying to put some of these into practise.) I’ve been eagerly following Michaela blogs since the school started, and found myself nodding along to(/exuberantly absorbing) many of their thoughts – for example, on recall, or the foundations of teaching problem solving; or teaching efficiency in strategies; or on making textbooks. So it felt like a natural fit.
And then I visited. Watching one of the maths team teach an hour of maths was one of the highlights of my year, and that one hour hugely transformed my own teaching practice when I returned to my previous school. (To list a few things, I started speaking much faster in lesson, expected 100% attention, encouraged pupils to take more responsibility for their results, heightened my own expectations, and showed my own personality more. All from watching her for an hour!) I knew I wanted to work there. More than that, I knew that I couldn’t bring about my thoughts on maths education all by myself – such as making textbooks, or setting daily homework, or regular testing – but Michaela seemed to be doing it all, and more, already.
Those things drew me to work there. I’ve been there for a month. How has it been? Here are some reflections.