Botheredness®: Stories, stance and pedagogy

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That's one way of doing it. We have to protect children like Maxwell and other kids, we have to protect them into it.

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. 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.

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. 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? I said “Come on, Max! What’s up mate?”, and he said “Oh! Mr. Roberts! Mr. Roberts! We're doing Romans!”. And I think that's what we signed up to when we become teachers. That's what we wanted to do. It's the reason we signed up in the first place - that spark, that feeling you had in your teacher heart - that is ‘botheredness’!” The challenge then for us, was to sit as teachers and support staff and say to each other, ‘How do we get Maxwell bothered about Romans?’.

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”. 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?’. At a time when people are challenging the whole idea that children need to be engaged and invested in their own learning, believing that discipline and ‘no excuses’ are what is needed to keep a difficult class on task, Hywel shows that creativity, humour, imagination and what he calls ‘botheredness’ might be a far better set of professional skills to bring to any classroom.

We warm it up, and we warm it up by thinking about ourselves and thinking about how we are preparing and sharing this curriculum that we've constructed. 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. 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. 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.