This is a longish post – please bear with it 
How many of us ever know what becomes of our students once we’ve finished teaching them? How many of us ever care?
I still see many of my ex-catering students on Facebook: they ‘friended’ me years after I finished teaching them, which was years before Facebook, YouTube and Twitter were ever thought of. They are all getting on with their lives, working, bringing up families and doing all the normal stuff I probably did myself when younger.
But not all of my ex-learners are able to function quite like that.
I’ve known Larry since he was born; his father and I went to school together.
I’ve known Larry professionally since he was 16 when his class came into college on a Friday morning for a 2-hour cookery class. Larry has some minor disabilities and a moderate learning difficulty, but these didn’t prevent him from taking part in the class – in fact his SLDD school classmates were often unable to take part at all without someone to one help them one to one. Larry was more able.
When he left the SLDD school at 19 he came into the college ‘foundation studies’ department and eventually, when that particular funding stream ceased, he came to me in Catering: We had created an NVQ level 1 catering course especially for learners similar to Larry. The cookery part of the qualification wasn’t beyond them; the ‘realistic working environment (RWE)’ wasn’t impossible and we could go to town with the life-skills aspects – something my team believed in passionately. We squeezed two years out of that funding stream and taught them basic maths, basic English, work skills and IT – all of these were coordinated and where a learner was weak in one subject, but strong in another, we paired them up and they helped each other. It was a brilliant course which I was happy to hand over to the talented, tenacious, energetic and inspired Sarah Mowet when we created a level 2 course for them to roll onto.
Snow up Golcar 2013
We knew that the learners would not be quite as successful at this higher level because the cookery requirements were just too complex, but we could still help them to improve their life chances by continuing the basic skills tuition and food service skills until funding once more (finally) kicked them out. For level 2 we needed them to have work placement experience and it was Sarah who found Larry his position at the local Pizza Hut. She fought for him to get the placement and Larry fought to keep it – twelve years on he’s still there. Thank you Sarah. Thank you Larry.
Larry has kept his job at Pizza Hut – two days a week – despite the ever changing managers and other Pizza Hut personnel. He has kept it by sheer force of personality, hard work and the ability to adapt (even if slowly, over time) to changing job roles. He has never worked front of house and has always had to carry out some of the more mundane tasks in the kitchen: making up the pizza boxes, washing up etc. But he has never ceased to learn.
Through all of this time, Larry has lived with his parents. He’s in his mid-30s now and last week he moved into his own ‘pad’. It’s not quite sheltered housing, but there is someone on site (a complex with around twenty other similar pads) in case there’s any real difficulty. Larry’s pad has a shower/wet room, a bedroom, a living room and a small kitchen; all of which he will look after on his own. He is responsible for his own cooking and cleaning; he even has a washing machine.
He’s been greatly excited as his new home, which he will share with others in similar positions to him, was being made ready. Because of his slight visual impairment, he has a large T.V. and when we moved him in, we made sure that this would function as a monitor for his laptop – it did, wonderfully. He had a remote keyboard and mouse and can control his computer from the settee, along with his music. We also fixed up his Wii – so he can continue to exercise.
Prior to him moving, mum and dad had been working with Larry to consider what he would eat, when and how best to prepare it. The majority would be frozen meals that he’d either bought or that he or parents had cooked ready for him to use. They agreed between them, a five-week menu that meant Larry had a varied diet and which would help him to plan what he would take out of the freezer before going off about his daily business.
And here’s the crux of my post.
I spoke to Larry after his first week there and he said it had been ok (in his Yorkshire bred, understated way) and then I went walking with his dad on Saturday.
Dad told me that they’d been wondering how he was going on (and I think they’d been missing him too) and popped around for a cup of tea on Wednesday. They found him sat on the settee; he’d re-connected the laptop to the T.V. and was working on a document (it could have been either Excel or Word – I don’t know) that looked really complex. When asked, he said it was an inventory of his freezer’s contents. The table contained all of the food types to be found in his freezer and the two end columns were titled: Yes – No.
Dad asked him what it was for he said he’d made it himself so that when he went out shopping he could see from his stocktaking which things he would need to buy to replace things in the No column.
I loved that story – which is why I’ve written so much background (because without context it might not mean much). Larry was always good with IT and could always follow careful instructions but creating an inventory and then stocktaking are two things we’ve never taught him. He’s taught himself that.
And that’s rewarding for everyone concerned.
Larry isn’t his real name.
Boring ICT
January 30, 2012 — dsugdenBrilliant.
On Friday I presented a workshop for Glynis Frater of Learning Cultures at the National Railway Museum (NRM) in York. The course had been discussed and planned almost a year ago, but getting enough participants to make it viable has been a challenge, so there was some relief that we were able at last, to deliver it for the first time in such a wonderful venue. We’d been let down at the last moment by our original venue choice, so we were lucky to be able to secure the NRM at such short notice.
The workshop had been designed to “introduce or update teachers and other practitioners to the real power that ICT holds to engage learners” and I first planned to show participants (remind them of) some of the interactive features of MS Office. Features such as forms and comments in Word, ‘IF’ statement quizzes in Excel and drag and drop in PPT.
Then I wanted them to explore the huge potential of mobile learning (mobile in the sense that the the learner, the device, or the activity could be mobile), Web 2.0/social networking and accessibility/inclusivity. I’d also planned on working with them to explore their use of VLEs – but none of those attending actually used their VLE because each one was an authority wide installation (authority controlled) and (I’m told) unusable, which is a sad reflection on VLE use in schools.
All of those attending were Heads of ICT in their secondary school.
Yet, they’d never used forms or comments in Word before, never thought of teaching ‘IF’ statements by asking learners to create an ‘IF’ based quiz and had never seen ‘IF’ statements embedded within ‘IF’ statements. Interactive text boxes in PowerPoint were a mystery to them.
As a consequence, they were overjoyed to be shown these new (to them) techniques and came up with some good ideas for using each one. It did however reinforce my previous statement from an earlier post, responding to Michael Gove’s inference that ICT was boring …
There was some resistance to the mobile side of things and a little nervousness to the wider applications of Web 2.0, but all in all the participants had a great day and left us full of praise. They loved Wordle [also see my previous Wordle post] and Tagxedo.
What we need next is more teachers from the wider curriculum, not just heads of ICT – the more the merrier. See Learning Cultures web site for event details.