by Toby Payne-Cook @CREducATE
I first heard the Who’s incendiary 1970 live cover of Mose Allison’s ‘Young Man Blues,’ – first recorded in 1957 – in about 1987, at the age of fifteen:
Well, a young man ain’t got nothing in the world these days.
Well, you know in the old days, when a young man was a strong man, all the people they stepped back when a young man walked by.
But you know, nowadays, it’s the old man who’s got all the money and the young man ain’t got nothing in the world these days.
This is certainly a sentiment the under 35s can relate to: as applied to the Brexit Vote, to the surge in youth popularity of the Labour party under Jeremy Corbyn, to the ageing electorate and all the consequent electioneering in the Conservative party, and – most topically – to much of the largely ignored cries of extinction rebellion over the last few years.
Back in the utopia of the pre-internet and media age, when people were mostly dead by the age of sixty, when physical strength and fitness was a society enriching commodity the young man was indeed, King (let’s not get sidetracked by the fact that the young women, and the poor were massively oppressed too, right now – because this blog post isn’t about that).
This post is triggered, just like my last post about GCSEs, by a tweet by Tabitha McIntosh (@TabitaSurge) and the pending discussion on her Teachers Talk Radio Show this coming Monday 8th November (@TTRadio2021, ttradio.org). Tabitha is turning 50 this weekend – I think, happy birthday etc) and exploring the topic of age in the teaching profession.
Teachers have got younger over the last forty years. They’ve not defied ageing, just, on average, become a lot younger than they used to be. So, arguably, Mose Allison’s lyric – and Roger Daltrey’s venomous vocal – don’t apply to the modern teaching profession. It is the young person who has all the power (not all the money in this case, obvs).
I’m sure Tabitha’s exploration of this will be much more insightful, intellectual and humorous than any commentary I muster on this most sensitive of topics but before exploring the prime of life – I’ll explain in a moment – let me summarise the rather obvious facts.
Caveats and context to any unintended prejudice: I am 49. I believe there are a great many brilliant teachers of all ages, genders, ethnicity, faith, affluence and social backgrounds. I also believe there are a significant number of fairly poor teachers of all ages, genders, ethnicity, faith, affluence and social background. Sometimes I’m brilliant; frequently I’m not. There is no such thing as a universally brilliant teacher for all people in all situations at all times. I don’t think I was ever taught by anyone under thirty throughout my school or university days from 1976-1995. The vast majority of my teachers were over forty. And, I think, about half of them were probably over fifty. Admittedly, I was privately educated from September 1980, at the age of 8 (Year 4), but my oldest teacher was probably my reception class, or year 2, teacher at primary school in the very late seventies.
So, some generalised facts about ageism in the teaching profession in 2021.
- As with virtually every aspect of modern life we understand the cost of everything but the value of nothing.
- Young teachers are cheaper than older teachers.
- Young teachers are – generally – less encumbered by wider life pressures and responsibilities than their older counterparts.
- Young teachers are more compliant, more impressionable, more ambitious, more keen to impress and have more relentless energy (available to transfer science pedants).
- Young teachers are generally willing to work (or at least be at work) for longer hours.
- Older teachers are more cynical, sceptical and generally harder to manage.
- Older teachers know that most of the initiatives being misappropriated and mandated by their younger, more senior counterparts are mostly wrong, rubbish or add little or no value to the quality of the children’s learning.
- Older teachers are less malleable, less flexible and less interested in using work as a medium for socialising, dating and general bantering.
- Education is chronically underfunded, so point 2 (interwoven with points 3 and 4) above becomes all that matters when managing tight budgets.
- The teaching profession (and many others) has consistently failed to address progression (in terms of experience and pay) without taking on extra responsibility or leadership (TLRs, upper pay scale etc). This has lead to deep seated malaise, distrust and resentment in the profession – in both age directions.
- The teaching profession, particularly in primary, is dominated by women; many of whom re-evaluate their professional priorities after motherhood.
- As noted by the brilliant Emma Turner (@Emma_Turner75) in her book ‘Let’s Talk About Flex’ – schools and the teaching profession has one of the least flexible approaches to flexible working of all professions / employers.
So, now we’ve got that out of the way, let’s talk about AGE, baby!
Firstly, a bit of personal context again. I am 49, male, and I have a very good long-term memory (both for substantive facts, but particularly for episodic, emotion enhanced, memories – so I can recall in graphic, mind-skewed, detail certain aspects of my 11, 15, 18, 21, 24, 28, 35, 40 and my 47. All these ages of ‘me’ were different to the 49 me; aligned, cumulative and similar in character but markedly different in context, experience, joy, sadness and ‘feel.’ Some people feel as though they never change, and maybe their surroundings, outlook and people around them don’t change as much as they have for me; but I am highly cognisant of having quite a different take on life pre-18, to the one I had aged 19-26, with 27 – 47 being quite different to the way I now see and experience the world at 49. I’m sure this will change again. I am not a constant. We are always adapting to our surroundings, and changing – maybe only a tiny bit – as a consequence. While my 11, or my 18 couldn’t have predicted my 49, I think my 28 could have done; so while I’ve not lived beyond my 49 – yet – I feel that I can write with some authority about life beyond 49, based upon the books I’ve read, the friends I’ve made, the colleagues I’ve worked with and the insight of my significantly elder half siblings (66, 69, 70, 75 and 78), mother and her friends.
If we go way back, over two hundred years to pre-Victorian times (I’m not getting into the whole Original Sin thing – don’t worry) there were just people, and younger people. The concept of childhood hadn’t really been invented. During Victorian times we had essentially two stages of life:
Childhood and Adulthood.
Over the last 150 years, since discovery of basic sanitation, hygiene and modern medicine through the late 1800s and early 1900s, that grew into three stages:
Childhood, Adulthood and Old Age.
Since the rise in psychology as a discipline through the 20th century and the cultural and economic invention of the teenager in the 1950s and early 1960s four stages evolved:
Childhood, Adolescence, Adulthood and Old Age.
In David Brooks (@nytdavidbrooks) fascinating book ‘The Road to Character’ published in 2015, he suggests that there are now six stages of life (in the affluent West):
Childhood, Adolescence, Odyssey, Adulthood, Active Retirement and Old Age.
This resonates strongly with me. There is, of course, a lot of overlap between the stages. More like an amorphous phase transition than a highly crystalline melting point. And these phased transitions will happen at different ages for all of us; overlapping too. Definitions are important and age generalisations too, so:
Childhood: 0-12. A fully dependent human being. Not capable of looking after themselves for extended periods of time. Obviously a 12 year old is significantly more independent than a 2 year old, but we’re not in the business of sending 12 year olds up chimneys or down the mines anymore.
Adolescence: 9-24, most commonly 12 – 18. The cognitive, emotional and physical transition from childhood to adulthood. This includes puberty (physical changes only) and is most prevalent during the early-mid teenage years 13-16, so we culturally misappropriate ‘adolescent’ with ‘teenager’ which irritates me, intensely. I blame Harry Enfield. If anyone has – or is – parenting adolescents you will likely know that the 12/13 transition is a breeze in comparison to the 13/14 one, which in turn is likely to be less challenging (for all involved) than the 14/15 transition. Typically, but not always, 13/14 is worse in girls and 14/15 worse in boys. Adolescence and consequent puberty starts earlier in girls than boys (not in all cases). The misappropriation of the term teenager really doesn’t help. Girls, in particular, can be very adolescent by the middle of Year 5, aged 9 or 10. And while most adolescents have completed puberty (the physical changes associated with adolescence) by the end of the teenage years, the neural architecture of our brains continues to change significantly (it never stops changing completely) through our early to mid twenties, affecting our generally poorer evaluation of risk at that stage in our lives (drinking to excess, driving too fast, casual sex, experimentation with recreational drugs, greater thrill seeking) – essentially the concept of delayed gratification has not fully developed.
Odyssey: 16 – 35, typically 18-26. This doesn’t exist biologically. It is a cultural observation, phenomenon or invention. It is all the figuring out who we are, what we want to be, the finding oneself stuff from too many self-help guides; the stuff of too many a corporate training day or some fluffy ‘CPD.’ But it does matter. Too many of us pigeon hole ourselves too early (because of the narrowing and specialisation of our education system post 16, and the pressure to decide upon a university course, apprenticeship or career at the largely clueless, misinformed or poorly informed at best, tender age of 17) and lock ourselves onto a treadmill we can’t easily escape, even if we want to. The young man from Mose Allison’s day in 1957, or the Young Man’s heyday at any point in history prior to the 1920s would scoff at the concept but we are now – on average – living so much longer, working for much longer, with more choice and opportunity available that spending a few years in our late teens or early twenties trying to figure it all out makes some psychological sense. Try a few things out. Don’t commit too deeply. Explore. Travel. Read. Think. Discuss. Odyssey doesn’t have to happen once in our lives, at the onset of adulthood or tail-end of adolescence. We can flux throughout adulthood these days – mental health; debt; addiction; therapy; career change; marriage; parenthood; divorce; bereavement and moving country or continent, or out of the city can all cause us to re-evaluate our lives and purpose on the surface of this planet, at any stage or age of life. Personally, the idea that we are somehow ‘complete’ aged 25 (or even 18) used to appeal to me but now, I don’t think we are ever ‘complete’ – life is a journey, a constant odyssey; not a destination. But that thinking doesn’t sit comfortably with convention, or the stereotypical thrust of our collective, economically-driven existence.
Adulthood: 18-70, more typically 24 – 60. David Brooks defines adulthood as being financially independent, or becoming a parent (i.e having significant responsibility for other humans). I’d define adulthood as being a fully independent being, ideally with a clear sense of purpose in their life, probably involving significant responsibility for other humans (children, employees, pupils, patients, clients, colleagues, constituents, the elderly or infirm).
Active retirement: 55 – 85, typically 65 – 80. An adult, typically over 55, who is fit and well, and no longer in paid employment, generally with significant spending power and electoral influence.
Old age: 70 – 100+, typically 75 – 90. This is the most subjective category of them all. It starts earlier for the poor than it does for the affluent middle classes. A young person is likely to describe anyone the age of their grandparents of older as old aged (so over 50 in some cases) while a fit and healthy 70 year old is not likely to entertain the concept of old age until well over 80; a healthy 80 year old, likely even older. I would describe old age as a retired, older adult who is dependent upon either significant family or state support on a regular basis. Essentially, an older person who no longer is a fully independent adult. For some this can be as early as 60, for others not until they are over 90. This demographic is the fastest growing in relative size nationally.
Just to be different, a little contrary, to enable greater personal reflection (mine and yours) and to consider the ageism and age-related resentment (in both directions) within society and the teaching profession, I am going to go further than David Brook’s six stages and invent ELEVEN PHASES entitled THE PRIME OF LIFE [see what I did there]?
Instead of eleven decades (that would be rather dull), I’m going to use varying age ranges between prime numbers (for mathematical purists, I am going to skip a few primes, partly to fit my narrative and partly so this blog post doesn’t roll on to near infinity or the largest known prime number: 282,589,933 – 1, a number containing 24,862,048 digits in base 10). Like I’ve done above for David Brook’s six stages, I’m going to define EACH PHASE – generally; link it to education (both learning and teaching) and include a brief personal reflection of this stage in italics – which you can skip, read or even consider your own personal reflection of this PHASE.
THE PRIME OF LIFE (also a Neil Young song on his Sleep with Angels album, recorded after Kurt Cobain’s suicide in 1994).
The Eleven Phases (I’ve highlighted in bold the FIVE phases I consider to be the Prime [the best bits] of life):
- Unconditional love (0 – 2).
- Foundational (2 – 7).
- Compliance (7 – 11).
- Primed (11-13).
- The Mire (13-17).
- Freedom (17 – 23).
- Energy (23-29).
- Busy (29-43).
- Stressed (43-53).
- Wisdom (53-71).
- Anger or Serenity (71-101).
UNCONDITIONAL LOVE (0 years – 2 years)
None of us remember this phase. From a parenting perspective, this is undoubtedly the most important phase to get right, for all else follows. It is undoubtedly the most exhausting phase of parenthood but also the most rewarding. The vast majority of adult mental health challenges and psychological/psychiatric conditions can be traced back to here. So far as I can tell, you can’t go far wrong if you give your baby plenty of warmth, nutrition, contact, attention and love. Personally, I find some of our modern cultural artefacts and selfishness extremely problematic here: The supernanny factor. The rush to get into a routine to fit in with an extremely non-biological or nature infused society and world of work and convention. The separate bedroom. The excess of plastic toys. The angry, exhausted, misplaced discipline. The premature playdates.
Educationally, this stage of our life is pre pre-school, but it is where we learn the fastest. We learn to talk. That is beyond incredible. No other animal does that. And how do we learn to talk – neuroscientifically, I have no idea – well, we learn to talk by listening. By listening to words spoken near us or to us. Many of them long, complicated and very much not in line with Biff, Chip and the Oxford Reading Tree. So, if you want your child to thrive in school or life, talk to them loads and loads and loads at this phase. Read to them. A lot. Picture books. Story books. Made up stories. Act and gesture to them.
Further reading: They F*** You Up by Oliver James, This be the Verse by Phillip Larkin, Genome by Matt Ridley, The Incredible Unlikeliness of Being by Alice Roberts, Innate by Kevin Mitchell.
FOUNDATIONAL (2 years – 7 years)
Even in a loving, supportive and kind environment a ‘toddler’ or young child has not yet developed all the cognitive and emotional architecture to behave like a school age child, let alone like an adult. Young children are fundamentally different beings to their adult counterparts and a great many of us struggle to understand that. For a large chunk of our recorded history we invented a concept called ‘Original Sin’ to explain this. But that, as you know, is a whole different story.
Having said that, this is the age range where intense socialisation increases. The young child begins interacting, independently of their carer or parent, with the world around them – particularly other children and people – in earnest.
Socialisation and play is the most important part of this phase. Young children are wonderfully indiscriminate but social conditioning, entrenchment and prejudice begins, under the careful influence of our parents, families and local communities.
Children who are exposed to lots of words, stories, numbers, conversation, varied adults, culture (museums, galleries, concerts, theatre etc) at this stage are likely to have a kick start to formal education whenever it begins but, so far as I understand, the effect of this by the time the child is 18 is not as significant as some of the leading proponents of formal schooling starting as early as they do in this country would have us believe.
It strikes me that we have created a schooling system to fit around our economic system rather than a schooling system with the best interests of the child or the mental health and happiness of wider society in mind.
In the words of Alain de Botton, we have become too preoccupied with how good society is at Maths or Science and not concerned enough with how good it is at marriage or kindness. ‘We devote inordinate hours to leaning about tectonic plates and cloud formations, and relatively few fathoming shame and rage.’ – Alain de Botton, The School of Life, an emotional education.
David Brooks, in the Road to Character, concurs with de Botton’s concerns suggesting that our education systems are too focussed on ‘resume’ (CV – our knowledge, skills and talents which enable the smooth, cold running of schools, business and politics) virtues rather than ‘eulogy’ (how people remember us when we’re gone, how we make people feel) virtues.
I am very much of the view that the EYFS (early years foundation stage) of education should be extended to six or seven – but that children should be exposed to a lot of words and numbers and concepts, in a playful way and semi-formally, if their home environments can’t provide it from the age of three or four. Much of the time should be spent developing resilience, socialisation and communication skills rather than an excess of formal classroom learning.
In complete contrast to my worldview above, I sat in a formal classroom from the age of four. I don’t remember much of it but I do recall being a timid child who was a bit scared of other children, who was also a bit scared of my first teacher. But I absorbed a lot of information and by the time I was seven I knew most of my times tables quite well and could, I think read and write proficiently. I also knew an inordinate amount about the origins of the names of the week and months of the year; the sabre tooth tiger too.
My first school was fifteen minutes from home. I rarely played in the park after school or had play dates. I think I was rather mollycoddled by Mum. My early childhood was bucolic and blissful but incredibly isolated. I had a younger sister but I remember spending a lot of time alone, drifting in my imaginary world. Because I didn’t go to the local village school, I never “played out” – though we did go around to family friends houses with other children regularly.
Looking back, I had immense outdoor and creative, rural freedom, but my social interactions were heavily controlled by my dominating mother.
COMPLIANCE (7 years – 11 years)
In English school speak, this is KS2 (key stage 2) or for the older amongst us “Juniors.” Children by this stage have developed significant independence from their parents – to varying degrees. They have been inculcated into the unnatural environment of the classroom, one of thirty children guided through their daily tasks by – generally – a solitary teacher. Providing that expected classroom behaviours, habits, basic communication skills and manners are nurtured or developed towards the latter parts of the foundation stage, then most children of this age are incredibly COMPLIANT.
If you tell them to always copy the learning objective, underline the long date twice, always write in blue ink while hopping on one leg and happily wearing the same uniform as everyone else, they – generally – will. They will almost always believe everything you – as the teacher, parent or responsible adult – tell them, whether you are correct or not, whether you are kind or funny or not, whether you are of strong moral fibre or not. They are incredibly impressionable, mostly eager to please and – are generally – enthusiastic about their learning and most topics and activities presented to them.
In year 3, or junior 1, I was taught by Mrs New. She was cool and probably smoked a lot of fags in the staff room; she always wore black, had a black leather jacket and black mini and – I imagine now – was a massive Siouxsie and the Banshees fan. She was the youngest of the four teachers I had at St Josephs infant and junior school in Bideford, probably in her late thirties. My proficiency in maths developed a lot with her, I recall. I know that I had mastered long multiplication by the age of eight.
At just eight years old (August birthday) I moved to an independent prep school five miles from home as one of 12 day pupils. There were about 110 full time boarders aged 8-13, who only went home every three weeks. Friends sometimes came to stay with me the other weekends and we ran wild and free in my bucolic paradise. 120 of us were spread across 8 classes, over 5 school years. In what was then year 4, I joined class 2 and after 3 weeks was moved up to class 3. The following year, I jumped into class 5, 6 the next year and 7 after that. The classes weren’t grouped by age, rather by ability. As a pupil of higher ability for my age (at the time), this was good for me though it did mean reading Orwell’s 1984 aged 9 or10 – I didn’t have a clue what the hell was going on and it put me off reading for pleasure until my late twenties. It probably wasn’t so good for the lower ability students. But class time isn’t – or wasn’t for socialising. We had a lot of time outside and a lot of extra-curricular activities, the school day was 8:30 – 6pm (with prep on top of that).
I had specialist teachers for most subjects from the age of 9. It was a very traditional education, with some excellent teachers. A few were rather dull, but there was much excitement in the art room, dark room, school gym, on the playing fields, in the nets, in the extensive school grounds, building dams on the stream which fed the school lake, building dens in the nearby woods and playing in the “avalanches” (a muddy dell in the woods) – which was a misnomer obviously.
It was a very privileged education and a very happy place. Mr Hocking was a brilliant maths teacher (no one afterwards came close); the Science lab was great – I don’t remember doing much practical work myself but I do remember a lot of demos and enjoying pond dipping in the school lake. Mr Schott was an excellent English teacher too, I really liked him. All the teachers were over fortyish, except Mr Barron the Science teacher and possibly Mrs Veal, who taught art.
I took a lot of “prep” home too. Way too much. So much so that my Mum felt compelled to do much of the writing for me. The teacher’s must have known. I now teach children of mothers like mine. The children are always little lost. Interesting.
PRIMED (age 11 to 13)
By the age of eleven, at the end of primary school – due to the preceding compliance phase, most children are totally PRIMED for learning. The mire of adolescence has not yet kicked in, most of us have a reasonable command of literacy and numeracy and are PRIMED and ready for some deep learning so it seems a little odd that we’ve decided that 11 is the time to throw children into the lion’s den of secondary school. Yes, most are ready for escaping the four walls of one classroom all day and every day, and one ‘love them or loathe them’ class teacher but such a huge change into such a daunting environment, with a complete absence of generalist teachers or personal touch seems a bit counter-intuitive. Couple that to the fact that year 7 and 8 are the least important school years in a secondary school in our over measured, high stakes, exam orientated education system in KS4 and 5 from 14-18, and the PRIMED, generally not too self-obsessed (yet) and still fairly eager to learn young minds are treated sub-optimally. We could do better, people because I would argue the two or three years from 11-14 are – arguably – when our minds are most sponge like, primed with lots of enabling prior knowledge and basic skills, ready to start assimilating the complex world around them.
For me, personally, the school mentioned in the COMPLIANCE section above closed down just before my 12th birthday, so I moved 35 miles south to the edge of Dartmoor to board at a different prep school for two years. This place was more socially elitist, with more drama and music and sport than the previous establishment. My academics continued to prosper, but I’d say the teaching wasn’t as strong but it was exciting not only to have specialist teachers but to move around to different classrooms, and spend a windy, freezing amount of time on the moor at weekends. Again all the teachers bar one were over forty, a couple over sixty. Most of them were fairly dull and formulaic but their age and experience meant that I perceived a kind of wisdom in them, I’m not sure I detected in my younger – male – English teacher. He was cool though, but I only remember learning about Marxism via the lyrics to Imagine by John Lennon from him. But that’s a more episodic memory than the multilayers of semantic tedium I absorbed from all the others!
THE MIRE (13 years – 17 years)
Somewhere between 13 and 15 we enter the MIRE. We start to escape it at 16 and most are well out of it by the age of 17. The Mire can be fun and exciting to live through. But I’m not sure many of us want to go back there. The idea of being 12 again, or 19 again, or 23 again is quite exciting but 15 again, no freaking thanks.
I totally get that those trapped in the deepest mire of adolescence are not yet adults, and that given freedom to study or do want they want, many of them would chose absolutely nothing. I therefore understand the need to keep them busy, safe and off the streets.
But quite why we have become so obsessed with filling their school days with a load of alienating, abstract, purist, academic foundations in about ten different subjects, with very little choice, I don’t know. There’s so much more we could do: community service for example, give them a greater sense of purpose, get them to know themselves and their communities a bit better. Become a little less self-obsessed. Understand the real world a bit more. Make them realise the benefits of a deep and broad education.
And the worst thing about THE MIRE is it is when the poor blighters make decisions which lock them onto, or out of, their future pathway through life. And they make those decisions as confused, peer pressured, parentally lobbied, half formed beings, often taught by teachers little older than themselves with little more life experience or wisdom than they have themselves. It is MADNESS. We choose GCSE courses at 13, we then choose a narrow range of A level options (or alternative, undervalued route) at 16 and choose a university course at 17. At precisely the time an unprecedented cacophony of chaos is going on inside our minds. This may have made perfect sense in 1931 or 1951, or even 1971 but it sure as hell doesn’t make any sense in 2021, now that we understand the adolescent brain so much more, and that life expectancy being longer, and the nature of work being much less manual and clerical than it used to be.
Educationally, what children in THE MIRE require is adults and teachers with a deep and broad life experience – wisdom if you like. To broaden their horizons, deepen their insight and introduce them to a world of personal, professional and community possibilities. This would enable informed decisions about what to study aged 16 – 19, and what pathway they intend to pursue after that.
So I would focus on academics from 7-13, and again from 16-19 (or more vocational pathways if more appropriate) and spend THE (peak) MIRE from 14-15 gaining insight, supporting communities and properly getting to know themselves and how they fit into life’s rich tapestry via team building, sport, drama, art, oracy and debating. The relentless, uninspiring (for most) drill, culminating in a few numbers on a piece of paper that determine our entire futures from the AGE of SIXTEEN is completely THE WRONG TIME to label and pigeon hole our most precious human commodity – the next generation of adults.
My personal mire – when most friends were smoking behind the bike sheds and setting their alarms to get pissed in the woods on an early Sunday morning – was skewed by Dad’s terminal cancer and subsequent death when I was sixteen in November 1988. Emotionally, I grew up very fast, chose science based A levels as I had a romantic notion of becoming a 1950s style GP and later accidentally fell into chemistry. I don’t regret the path I pursued but I locked myself out of a wordier path through life, one which I am now over-compensating for (verbosity!) here and in my attempts (when I have the free headspace) at novel writing.
I remember being 15, pontificating about this and that. Thinking I knew it all. Knowing now that I knew very little about anything at all. My traditional, socially elitist, privileged, boarding, subject based education never challenged my nascent, socially conditioned, bigotry. It should have done. I’m angry about that. Thankfully, I woke up and smelt the coffee later.
When in the MIRE, I remember liking and respecting the older, wiser teachers more; the one’s who went off piste occasionally, who could connect things together for me, open my mind and indulge my curiosity. I wasn’t much bothered by those who only seemed to know one page ahead in the textbook.
Ollie, my now 18 year old son – in his first year of debauchery at Nottingham Trent University – is the classic example of how narrow our life experience is and how ridiculous we are as beings in THE MIRE. He insisted on having a 14th birthday party. We refused. I told him that he wasn’t old enough to party properly, and that if he was, he wasn’t doing it on my watch. He protested, “but Dad, the 14th is the most important party!” to which my jaw dropped and I told him to remind me of that statement when requesting an 18th (since missed due to Covid) or 21st. We went off road driving in Landy instead.
Jemma, my middle child nonchalantly coasted through her GCSEs last summer. But now she has chosen her A levels (Economics, Psychology, Art) she is like a whole new learner. Conversational, interested and interesting. It is so sad that she will always likely hate the Sciences because of what she – and countless others – had to endure during THE MIRE. My blog post on an alternative approach to Science education is coming very soon – I promise. Gotta get it done before my guest appearance with Jane Manzone (@HeyMissSmith) on Teachers Talk Radio on 20th November.
FREEDOM (17 years to 23 years)
Of course we don’t realise it at the time, but the escape from the deepest adolescent mire of our minds brings with it a kind of newfound freedom. Our parents and teachers start to like us again and with that comes an improvement in communication skills and an openness and excitement at the life ahead of us. Generally, we’re not very sensible though. The freedom that wheels, or friends with wheels brings is huge – if you grow up in a rural or semi-rural area. The freedom of being able to go into pubs and clubs, to buy alcohol, to have consenting sex and generally paint the town red is intoxicating.
Not for everyone, I fully realise, but I think for most people our newfound FREEDOM and greater independence from 17-23 are some of the best years of our lives. The music, the parties, the gigs, festivals, the intensely exciting and emotional time imprints some deep episodic memories upon our minds. Culturally, we are most likely to nostalgically return to these times. Our favourite bands, films, books – if you were a reader back then, lifelong friends (sixth form and university – or apprenticeship and first jobs) were likely formed at this time.
The importance of school is over-egged by the teaching profession. Yes, it makes some of us; it breaks a few too but it is mostly a holding zoo, to keep us safe and busy and off the streets and – as Covid has taught us – to get us away from our parents to enable them to go to work, and thus enable the economy, stoopid, to do its ugly but – kinda – essential thing.
It is blooming exciting becoming a young adult, escaping the school and family that was chosen for us. But with hindsight, we wish away our childhood innocence too fast because not long after FREEDOM arrives, responsibility comes knocking. And it’s downhill for a long while after that!
These were the best days of my life. While I complied at school (most of the time) I felt very constrained by it all at the end, particularly as I was eager to experience escape from boarding school, to experience the conventional Friday night out for the first time and to tentatively tiptoe my way out of my little 7% of population POSH and private schooled cocoon.
At the start of my freedom phase I was still grieving Dad – I’m still grieving him now, writing this – so I was quite a sensible and grown up 18 year old; naive and over protected too. So arrival at Kingston Poly in Sept 1991 triggered a social explosion of relentless hedonism which continued into working life.
ENERGY (23 years – 29 years)
During our Freedom Phase (which may be cut short or interrupted by early parenthood for some) we generally have very little responsibility for anyone other than ourselves, and for the first time in our lives we can make our own decisions. A lot of young people in their late teens and early twenties decide to kick against the system, This used to be a bigger phenomenon in the late 1960s and early 70s when the counter-culture almost entered the mainstream, but now younger generations are surprisingly compliant, conventional and resigned to the status quo. Give an adolescent a smartphone, an Insta and TikTok account and loads of mates to chat to online and they’re happy. They don’t really want to change the world that much. A few do, but proportionally not that many. They don’t seem collectively ready to kick against materialism, consumerism and the Metaverse just yet. This, admittedly, disappoints me quite a lot.
Anyway, even the few who flirt with the counter-culture, appear to come back to convention quite early in their twenties. The mantra of work hard, get good grades, go to uni and get a good job is still fuelling the economy and the majority of our lives. Even though there’s plentiful evidence it’s not really making us happier, or mentally healthier.
So most people calm down a bit, get a job and begin to think about ‘settling down.’ But we’re still young, so we have a lot of energy (to transfer) and can survive on burning the candle at both ends for a while. Work hard. Play hard etc. To begin with the money in the bank is enticing. Freedom remains on Thursday nights and at weekends. But we can still turn up and do the job.
If we haven’t settled down and had kids yet, which many haven’t at this stage of life – particularly in the middle, professional classes – we have immense energy and relatively few responsibilities other than turning up on time for work without too debilitating a hangover. We have immense surplus ‘energy’ still and we’re keen to impress the boss. We work extra hard and go home a bit later than our older colleagues with greater responsibilities.
If we’ve chosen wisely, we may be doing a job – or building a career – we really believe in; we’ll be keen, we’ll buy into all the latest initiatives and gleefully say yes to everything. We won’t be cynical, we’ll be easy to manage and we’ll smile a bit a more than we will in the future busy or stressed phases. With a bit of direction and some mentoring, we’ll likely work very hard for a lot less money, without moaning, than those with a mortgage to pay and three kids to feed and clothe.
We’re just a bit younger, a bit more beautiful than our older peers too; less beaten up by the trials and tribulations of life.
For those who do starting raising a family at this age, there may be less money and a more cramped family home than if you wait another ten years but I would argue that the surplus ‘ENERGY’ levels more than offset the perceived financial hardship. Sleepless nights are less debilitating, you’ve got a lot more in the tank that when in your late thirties or early forties.
When I was in this phase, I was a fresh young graduate with Zeneca Agrochemicals. At weekends I partied hard but I really went for it at work, staying late regularly, going the extra mile. As I was in industry I was well incentivised with bonuses and good pay rises and promotions. I embraced international travel opportunities and was highly thought of as a consequence. While I got on with most of my colleagues of all ages, the older (ten years plus service) ones used to have this wonderful phrase, “when you’ve been here a bit longer…” to dampen my relentless enthusiasm and positivity.
When I career changed into teaching aged 42, I had a fresh enthusiasm but also some of life’s creeping cynicism. A great, new, young 23 year old teacher joined two years after me, when I was 44. This old dog (me) was having trouble changing his tricks (or conforming to a daft mandate of some sort) and my brilliant colleague was cited as someone who just accepted the mandate and worked very hard to conform and progress. I wonder if she’ll still be conforming and progressing when she’s 44? Interestingly, while I was new to teaching in my forties, I distinctly recall not having the blind, conformist ambition that I had as a fresh-faced young scientist with Zeneca. When budgets are tight, management time resources are limited and time allowed to discuss the pros and cons of a new initiative are non existent, the young ENERGETIC, non-cynical and perhaps a little naive teacher will always win.
BUSY (aged 29 to 43)
If you’re typically middle class, professional and more conventional than you like to admit – like me – then one’s thirties and early forties are likely to be rather BUSY. You may be freshly loved up or married, starting a family, raising young children, nurturing and still progressing career, trying to maintain a social life, trying to keep up with the Jones, driving little Billy to football, Daisy to ballet and Emily to toddler group. Work will be BUSY, after work life will be BUSY, weekends will be BUSY, nigh times may well be BUSY too, but probably not in the way you remember from the ENERGY or FREEDOM phases. Just freakin’ relentlessly chasing your tail busy.
You will feel more tired than you did in your twenties, your hangovers will be worse and you will have less energy spare to transfer into sucking up to your boss or staying late at work, or to completing the marking pile. You might even start saying NO to new opportunities and responsibilities, miss out on promotion to a younger, more energetic colleague and begin to feel a little disenfranchised. If you’re not careful your career will STAGNATE and you’ll begin to feel frustrated but your partner will be feeling the same – either because the same is happening at work for them, or because they are tired and a little bit bored by all the domesticity at HOME.
Suddenly, this treatise is turning into a self-help guide (sorry). If you are reading this while still in the ENERGY phase but maybe baby two of three is about to arrive and the BUSY phase is about to slap you in the face, make sure you make time for each other – somehow – because the STRESSED phase comes next and things will get worse! There is no way around the BUSY and STRESSED phases (unless maybe you don’t have kids), so it is ESSENTIAL that you mentally prepare for and pre-empt them with your partner in advance…
My busy phase was super super busy. Married at 28, three kids under four by thirty four, always back for bath time. Said no to career (and me) nurturing business trips because I wanted to be the best and most present Dad I could be. A double bereavement for my wife in the space of seven years in this phase. Major restructuring, downsizing, pension changes and mass redundancy consultation representative at Pfizer on top of day job, redundancy, took new job in Hertfordshire – long commute across London from Kent, parent governor at my kids primary school, binned ridiculous commute, career change, PGCE (crazy BUSY BUSY BUSY), started teaching at 42…kids still youngish: 11, 9 and 7. Just BUSY!
Further reading: During this phase, I read a brilliant book called ‘Isn’t this fun?’ (a history of ‘Fun’) by Michael Foley. By this stage in my life, the world weariness was kicking in at times, the relentless positivity and optimism of youth eroding. I was a bit lost, changing career from a position of subconscious competence to one of conscious incompetence was psychologically challenging; and I was still torn between progression and leadership ambition (I’d been a multidisciplinary project team leader and employee rep chair of the Pfizer R&D UK consultation forum in industry and supervised a small technical team too) and being a good Dad and husband and a bit of a lazy cynic too and frustrated by my apparently conflicting character. Foley wrote the book in his sixties and talked about his career frustrations about how his inner APOLLO (strong, leader, ambitious) and inner DIONYSUS (rebellious, hedonistic, non-conformist) never conquered one or the other and that he was constantly torn between these two inner voices. But then is the wisdom of his early sixties, he realised that this constant internal conflict was essential, it was what drove him and what made him human. I’m slowly coming to terms with my own internal conflict too.
STRESSED (43 years to 53 years)
Life (begins to get appreciably worse) at forty. (Not always). There is much joy in parenting and children growing more independent. Time starts flooding back. Your eldest child is a free babysitter. You can lesve the kids at home alone to pursue a hobby, or pop out for dinner. You may have reached a senior position of power and influence at work. You may be starting a new, exciting, second long-term relationship or affair; or you may still be deeply in love with your first and one true love and life is great and brilliant and wonderful.
But, statistically, it is more likely that your life is at peak external pressure and rather joyless. You don’t seem to have much time to yourself. Your kids are becoming adolescent and changing fast, they’re no longer the adorable, lovable little creatures they once were. They answer back. They swear at you. They refuse to conform to your perhaps unreasonable expectations. They punch doors. They puke on their bestie’s Mum’s carpet. You get called in to school to speak with their form tutor (or more senior). They’re self harming, or have a gaming addiction, or being bullied online. Your parents may still be alive but they are ageing and not as independent as they used to be. Maybe one of them has dementia. Maybe they are terminally and brutally ill. Maybe they’ve gone recently; you’re grieving and sorting out the house and the memories and all the unspoken shit of the last fifty years. Maybe they are a long time widow; controlling, paranoid, delusional, deeply unhappy, undiagnosed psychotic who was once wonderful but isn’t really there anymore, who is impossible to help and no clue how tormented she is, or what an unspoken and emotional burden she’s been for years. Maybe this deeply saddens you. Maybe your marriage or long-term relationship of over twenty years is floundering; undernourished. Maybe you’ve just grown apart. Maybe you were always too different and now that you’re less bound via the joys of parenting young children, you don’t know what to talk about – maybe one of you is always out of the house, busy playing sport, training for a marathon or having an affair. Maybe you’re just not very nice to each other. The kids notice. They notice everything. But you feel guilty and sad and helpless. Maybe lockdown awakened you to this. Maybe you tried to deny something was wrong; suppressed your feelings, got a little depressed. Maybe you finally made the decision that you know will be best for everyone in the long run. Maybe you’re divorcing. Maybe you naively thought it could be amicable. Maybe there’s deeper wounds and stubborness and solicitor’s fees and rent and loneliness and massive change going on in your life. Then there’s work. And putting a brave face on it all. Maybe you’re a teacher, so you just can’t crack at work, not in front of the kids. Maybe your out of work stress is so unbearable you can’t do your job. Maybe work and lovely colleagues become your refuge, your safe place, your easy place. Hard to imagine that teaching in a school could be your easy place, your rest place, your escape place, but somehow it is.
And then, on top of all this RESPONSIBILITY you have NO FREEDOM, you can’t envisage an end to it and so you just can’t work as hard as you used to. You just can’t commit to going the extra mile, to all the neverending unpaid goodwill. You turn up late, you go home early. Your marking isn’t up to date. You’ve not done any peer assessment with a purple f****** pen of power. There aren’t any personalised targets in the front of your books. You’re not differentiating enough. There’s A LOT going on in your life and something has to give. But you’ve got a young SLT, you cost a lot. Your experience doesn’t count for much in a prescriptive direct instruction, sit in rows, no more group tables, your displays are tired, or too loud. And pretty, but a little too freaking in your face, overconfident buzzword Teach First, goes to Research Ed on a Saturday (you know I can’t do Saturdays, I’m with Mum), county netball player only bloody twenty four is so much cheaper, so much keener, so much more loved by the kids (even though you know she’s not). So you’ve got to go. Sorry, Janice. You were brilliant twenty years ago. Even ten years ago. Thanks for everything.
Personally, I’m really fortunate to have rekindled my love of teaching – which was waning a few years ago – and I have a great new head, a supportive boss and some truly great friends at work. My school is lovely and flexible too, probably a bit richer than yours as it’s independent, so the whole older teacher cost thing isn’t such a biggie. So I’m doing OK. I don’t work on Tuesdays now, as well. That saves the school a few quid and it’s a great stress buffer. I write. And walk. And drop and pick up my teenage girls from school. That’s been good for me. Seriously – self-help again – if your life is too full, money is less important than time. Time is priceless, you don’t get it back when your retire, you know.
Further reading – Jonathan Rauch’s book ‘The Happiness Curve’ is worth a read and it’s really the subtext of this whole blog post – that we’re frequently happy, spritely, positive and unencumbered by excessive responsibility in our twenties. Our happiness then dips through our thirties and forties, reaching its lowest point in our late forties (47 is statistically the worst age to be, according to a newspaper article in the Daily Mail my Mum [that doesn’t do her any good either!] sent me, when I was 47) before slowly rising through our fifties and peaking again in our sixties, when the peak pressures in our lives dissipate.
WISDOM (53 years to 71 years)
Basically life gets better through our fifties and sixties, providing we have our health. Greater freedoms return. There are fewer pressures as a parent, as a child and as an employee. You’ve probably stopped chasing your tail. You may work part time. Or claim an early occupational pension. Or you may become a volunteer. Or a learned consultant. You’ve probably come to terms with the multilayered shapeshifting ‘me’ under your skin and you have acquired the WISDOM that is the product of a rich and varied set of EXPERIENCE, INSIGHT, KNOWLEDGE & SKILLS from work, family and friendship. You note the futility of younger, go getting people’s games and your totes Zen wiv it. You know thyself. You know what makes you happy and how to make time for it and you know what pisses you off and how to minimise it or avoid it. Your blind ambition has dissipated. Your realise that money or possessions are not a measure of your worth, legacy or happiness. You have grown, slowly and gradually, into the best version of yourself and you are of far greater benefit to society than most people in most of the other phases. But you don’t tell anyone this because it would likely piss them off somewhat, but deep down they know it to be true too.
Providing this WISE seen it all, got the T shirt and learnt from it the hard way, elder working generation don’t let their experience turn into a crippling form of cynicism, (a healthy scepticism may be okay but no one really likes a cynic) then they are much needed in the workplace. They won’t waste the time young people do re-inventing the wheel, endlessly preparing hand made resources. They won’t teach all singing all dancing lessons but they know their subject or their children’s literature or the curriculum sequence or how to speak to a difficult parent, or how to console a distressed child inside out. They don’t need to plan lessons, or work out how to integrate their Science, Geography, History, English and Maths schemes of work because they can spin on a sixpence, adapt and pull it out of the bag with no need for a dark night of the soul. They know an awful lot. And they can be worth their weight in gold. We understand the cost of everything and the value of nothing if we don’t have any of them in our schools.
It may be because Dad was 53 when I was born (and 70 when he died) and I spent alot of time around older adults as a young child, and I have older half brothers and sisters, but I’ve always had a great admiration for people 20 – 40 years (a whole generation) older than me. I feel that I benefitted greatly from having mostly older teachers. It’s the wisdom and lived experience thing. They can draw upon more stuff. They can be more polymathic. Able to connect disparate ideas and subjects together. They’re also – generally – a little humbler, calmer and less self-congratulatory than younger people. Integrity tends to deepen with age. And integrity matters. When I see young people with integrity and graciousness, I will respect and admire them too. I know there are a great many, enthusiastic, committed and brilliant young teachers out there, but I think we should all be very worried how so many of the older generation of teachers have been ostracised and driven out of the profession.
This is mainly a cost and budget issue but I think there’s something more insidious about it too.
Curricula and pedagogies have become more prescriptive. The autonomy and freedom of teachers has been diminished. Wisdom is less valued in society than it used to be. Energy, dynamism and blind ambition seems to be valued more. There is much irony when some of the loudest proponents of traditional, whole class teaching and direct instruction etc are vociferous in their disdain for educational technology and their defence of the 30:1 classroom model yet their and the government’s ideologies are more and more prescriptive, less and less autonomous and thus only a compliant, robotic teacher is required to ‘deliver’ it.
Personally, I’m not yet in this phase, but boy oh boy am I looking forward to it. I’m pretty sure I’ve still got a lot to give – in the classroom, on Twitter, in blogs and conference talks and in fiction and non fiction books too.
ANGER or SERENITY (aged 71 – 101)
Either the Wisdom phase morphs into the SERENITY phase, or if unresolved STRESS, BUSY or early life issues are allowed to fester then we can spend our latter years on the planet getting angrier and angrier. If we fall into the trap of reading the Daily Mail regularly, or paying obsessively close attention to the TV news three times a day ANGER will fester and eat you up for no good reason. Choose WISDOM and SERENITY people.