Botheredness®: Stories, stance and pedagogy

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Apart from his huge popularity as a speaker, Hywel also writes a regular column for the TES and, his second book written with friend and fellow Independent Thinking Associate Dr Debra Kidd and entitled Uncharted Territories, has been very well received, full of practical inspiration to bring learning to life for all.

If you are looking for ideas to add creativity, imagination and magic to your lessons in a way that has children and young people engaged and working independently, regardless of academic ability or prior behavioural issues, and a hugely entertaining speaker for a conference keynote, an INSET event or to come in and model his work with children and students in your classroom, then Hywel is definitely who you are looking for. One way that I like warming up documents is by using stories and narratives, so if we're teaching Romans, we say ‘Where are the people in Romans? Where are we? What are the dilemmas and problems that these people have to face?’.

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The thing that I’ve found that works and the stuff I like to share in my work, is the idea of using narratives and stories to breathe life into what can seem to a child to be quite a cold curriculum. I was working in a ‘PRU’, a Pupil Referral Unit, and I was walking down the corridor one day and there was a little boy who was outside the room, sitting on the floor - and he was looking really grumpy. I said “Well… Romans, that's quite exciting isn’t it? There's Gladiators and there's invasions! There's quite a lot going on with Romans”.

There's lots of things we could do, we could perhaps dress up as Romans for the day - that might work. There's all sorts of things we could do to get Maxwell bothered.

I said “Come on, Max! What’s up mate?”, and he said “Oh! Mr. Roberts! Mr. Roberts! We're doing Romans!”. But as soon as we write it down it's dehumanised. And what we do as teachers is take that cold document and we warm it up.

Hey up! How do we get children bothered about what they're learning? How do we get them to care about what it is that you're teaching them? For them, school can seem a bit of a rough river, so how are we going to Sherpa them across? How are we going to metaphorically hold their hands?

That's one way of doing it. We have to protect children like Maxwell and other kids, we have to protect them into it. So it's not just about curriculum, it's not just about classrooms, it's not just about the adults, it's not just about the children - it's about the whole thing and I think that's what authentic care is.