Peter Middleton

All too often we overthink things. Over-prepare, over-plan, over-ponder. Worry whether things will work, what people might think, whether or not projects will succeed and flourish… or sink and fail.

And that fear of failure often holds us back.

As adults, too readily we stick to the things we know and the safety net of expertise and experience, avoiding anything new or out of our comfort zone.

As educators, however, I think we have a responsibility to demonstrate to those youngsters in our care the importance of lifelong learning. We have to model that, getting out of our own comfort zones, making ourselves vulnerable and exposing ourselves to the possibility of failure. After all, we urge our youngsters all the time to challenge themselves and try new things but how often do we do that ourselves?

Yes Sir, I Can Boogie

I always enjoy my visits to our Prep School at Bellan House and in particular the opportunity to say hello to our younger pupils and see and hear about all that they are learning and experiencing. At their age, there is perhaps a greater willingness to try new things, and a freedom and joy that comes from being unconstrained by self-consciousness or the crippling worry of what other people think about you.

On a recent visit to Bellan, I popped my head round the door of the downstairs dance studio where our Year 2 pupils were in the middle of a ballet lesson. I’m not quite sure what possessed me, but spotting a gap in the circle in which they were formed awaiting the start of their routine, I decided to step in and join them. Not knowing the particular dance routine they had been taught (and, as my three daughters would attest, being a genuinely awful dancer), when the music started, my efforts at keeping up with the kids was – judging by their fits of laughter- a calamitous, comedic disaster!

My dance experience lasted all of 10 seconds, but this moment of spontaneous silliness was, I’m told, the highlight of the Year 2s day. Failure though it may have been, in my book that makes it worth embarrassing myself for!

When the video was uploaded on LinkedIn (which you can view here), I was somewhat overwhelmed by the response with the post having been viewed over 300,000 times and pretty much everyone I meet now saying, “ah, so you’re the dancing Headmaster!” My career is in (sequined) tatters.

I was initially somewhat surprised by the response, but reading through the comments (all 768 of them…), it quickly became clear that the video resonated with people and, aside from the joy of hearing the gleeful laughter and infectious giggles of the kids, there was a common thread to responses: as adults we must step out of our comfort zone more often, and as leaders (who, all too often, can seem rather serious, particularly to a seven year old) we mustn’t be afraid to be seen as learners as well as leaders.

Becoming Learners Again

One of the most brilliant things I’ve heard recently was about one of my TAs here at Oswestry School, who decided to sit GCSE Chemistry this year alongside those students that he’d been working with.

I don’t think I’d have heard about this had another science teacher not mentioned it- such is his way, my colleague Rob’s gone about this particular personal project quietly and without fanfare. His motivation? To step into the shoes of the pupils and be a learner again; for, in studying for the same subject, going through the same processes of learning, preparing, revising and exam writing, he will better understand his pupils and be better placed to support them in so doing. In Rob’s own words, “I was able to experience just what the pupils were going through and gain greater knowledge of the subject matter at the same time.” As he wasn’t attending every single Chemistry lesson, much of Rob’s studying was done at home studying the textbooks, undertaking past papers, and seeking guidance from teachers in the science faculty. “I understand now what our pupils go through as they prepare for their exams: the trepidation; the expectation; the pressure.”

It’s a really courageous thing to do. It’s out of Rob’s comfort zone. It’s not an area of expertise. It’s a risk.

But- regardless of outcome- it’s an eminently worthwhile, and indeed admirable, project, and I take my hat off to Rob. I’m also pretty sure he’ll do a far better job in the exam hall than I did in the dance studio! We await with interest exam results day; Rob’s said that if he passes he’ll do GCSE Physics next year. Watch this space…

Learning isn’t always easy, and it’s not always plain sailing. But who wants plain, anyway? Life is far richer with challenge, new experiences, and a lifelong love of learning. So let’s keep at it!

POSTSCRIPT:

Inspired by Rob (and slightly strong-armed by my colleagues) I recently applied to Dance HQ’s charity Strictly Shropshire competition which, I can tell you, will be a huge learning curve and pit me significantly out of my comfort zone. Seven weeks of lessons followed by Competition Night in November is an utterly terrifying prospect, but it will help me to remember what it’s like to be a learner, and will raise valuable founds for the Hope House Children’s Hospice in Shropshire. I won’t lie, I’m petrified at the prospect, but you can’t just talk the talk, you’ve got to walk the walk, too. Or, rather, dance the dance…!