For all my ex pupils

I was a teacher for about 44 years. I started when I was still at school (in those days they didn’t have supply teachers, just willing sixth formers like me) and i loved the job most of the time. At first I taught mainly English to A level, then for various reasons I felt a change was necessary ( I have written about it) and moved on to special School. this was my salvation.

I went for interview with a short lesson prepared on a tiny section of Macbeth. The class and the the headteacher lapped it up. Her reaction was life giving. I have learnt so much today, she gushed. Julie Barton, a sort of cuddly cross between Marilyn Monroe and the doll mending lady on Repair Shop. With a formidable brain, kind heart and the most obsessive tidiness streak (freak?) I have ever encountered. Sadly died of Covid during the pandemic.

Anyway, back to Macbeth. Shakespeare is always on the English syllabus, and everyone always groans at the very thought. But why? I thought long and hard. Actually, it did not take me very long to realise that despite the erudite pundits at the top of the English examination trees, Shakespeare did not write to be torn apart word by word, cadence by cadence, image by image. He wrote to be enjoyed. Word by word Cadence by cadence, Image by image. In the flesh. In the round.

So I made it my mission to teach it for enjoyment and understanding. And the only way you can do that is by acting it out. There are lots of techniques and tips out there, but I was just reminded of one of them when I found the cards I had made (in the photo). You will notice they have little holes at the top. that is where they were strung or pinned to the kids’ lanyards, so that we could all immediately see who was playing which part. I used to do this for most activities, partly to help me, as I couldn’t always remember who was meant to be who !

Finding these cards brought back lots of great memories of Cambridge School. More to follow, I expect. In the fulness of time!