I was recently speaking with a group of children about what they felt was missing in their current educational model and something that came up time and again was the lack of tutoring in how to manage their financial affairs.
It’s easy to forget that the day to day monetary matters we adults take for granted can seem baffling for a child. Youngsters are being expected to develop responsible spending habits earlier and earlier in their lives, often without sufficient guided experiential tuition to embed understanding of how money works.
I am reminded of taking a group of post-16s from a special school to Ikea as part of a project to refurbish their classroom, which we were trying to use to accomplish elements of their maths curriculum. The formal part of the excursion involved budgeting and buying according to previously established measurements, but what struck me most of all was the purchasing of lunch.
It was extremely rare for these children to be handed responsibility for their own spending, so as part of the day’s experience, my colleagues and I were determined to give them some autonomy over buying their meals. Each child was given their own five pound note, and under supervision of a member of the team, was able to select their own food within that five pound spend, take it to the till, pay and check that the change was correct.
The sense of achievement for these youngsters was extraordinary, I think it made them feel more like a regular functioning member of society - much more than any other part of the day.
We all know how exciting it can be for a child to hand the fare to the bus driver, or to give the tip to the waitress in the café. It’s important that we make the most of these opportunities to verbally reinforce these transactions and normalise care over daily financial affairs. How will your children know exactly what is going on when you wave your card over the scanner unless you tell them, and explain to them how you account for the spending and deal with personal and household budgeting?
It might sound boring to you, but it’s a whole new world to them.
If you discuss money with your children more readily, it will cease to be such a mystery to them - they may even become more responsible when it comes to turning off the lights and TV. Of course, to be effective, it means we have to set a good example ourselves - which can often be the greater part of the challenge!
Earlier this year The Guardian printed a piece by the winner of their Young Sportswriter of the Year (ages seven to nine) award; one Caleb Waterhouse, aged eight.
It’s a piece about the snowboarder Katie Ormerod and how inspirational she is. It’s coherent, informative and charmingly rendered in the vernacular of youth whilst still being eminently readable. The link is at the end of this blogpost.
It’s not news that children - especially little boys - love superheroes. In the run up to, and during, Halloween it’s been possible to see youngsters dressed up in every flavour of crusader, caped or otherwise.
I have been asking mini-sized Batmen, Supermen, Iron and Spider Men amongst others what it is that they love so much about these characters. Mostly the answers revolve around their various superhuman capabilities and the fact that they are the good guys who can overcome any danger or threat to themselves or humanity as a whole. Behind these words lie the truth of the matter.
I've been holding drama workshops in Latvia again - so I'm re-publishing this blog, for the participants of those workshops:
This article, discussing the value of incorporating performance into senior school, first appeared in Teach Secondary magazine.
My thanks to editor Helen Mulley for allowing reproduction, and if you want to know more, details of this and their other magazines and resources are available at:https://www.teachwire.net
What a Performance!
It’s a curious dichotomy we live with when it comes to the notion of performance, I think. On the one hand it feels like every other young person you come across is all set to win the X Factor and become the next big thing, and on the other hand we’re brought up being told that no-one really likes a show off. . . talk about mixed messages. . . where does this leave us with our attitude to performing within our school environment?
So it's time to start thinking about the school year that lies ahead for our little darlings. How well do you remember your own school days? What are the things you remember most powerfully? Do you feel in touch with your own childhood? Does the remembering make you feel good or bad?