Week 27: Kindness

Introduction

Kindness. It goes a long way. I have grown up smothered in it and I know first-hand what a difference it can make. I am a massive advocate for bringing a tiny ray of sunshine into someone’s gloomy day; just one moment of brightness has the potential to change someone’s life around.

I learned this from my paternal grandparents. Like myself, they were secondary teachers, as well as being Methodist missionaries. Their lives revolved around making the world a better place, bringing this light into people’s lives and consistently putting other people first. They were retired by the time I came into their lives, but I can imagine the sort of teachers they were. On my bad days I think of them, I think of the difference they must have made in hundreds of thousands of students’ lives between them and I know that this is in my blood. I want to be like them.

This week has been a great week for me. Because I have been putting other people first, putting kindness first. There are a few people (both friends and students!) in my life that are going through a tough time (understatement – you know who you are!) and it completely breaks my heart. However, in putting these other people first and giving up a bit of my ‘busy’ schedule to show how much I care for and about them, and doing my best to make a difference in their lives, no matter how small, I have found that I have become quicker at lesson planning – particular now I am planning in reverse and keeping it more focused around lesson objectives and outcomes.

I am so happy to say (and with two weeks left of placement 3 I’m hoping it stays this way!) that I am feeling the best I have felt in years both mentally and emotionally. I am genuinely proud of myself and the progress I have made – doing it the Duncalfe way!

So, if this is as far as you read (and I won’t blame you if this is the case… I’m clearly in a rambly mood!), make sure you sprinkle a bit of kindness in your day – it can really make a difference to both your life and the people around you. This is something we all need to remember – especially with the news about New Zealand this morning. My heart still belongs in that country, and it is broken to hear that such devastation has hit Christchurch again.

Anyway, now that’s off my chest, I will go through my week as usual!

Cutest moment with a year 9 student!

Its moments like this that make everything worth it. One of my lovely year 9s mentioned last week that she had read ‘Red Queen’ by Victoria Aveyard, and she said she enjoyed it just as much as the Hunger Games… I was sold!! I just mentioned in passing that I’d add it to my ‘books to read’ list and she said she would let me borrow it. I didn’t think anything of it and, honestly, totally forgot about it!

Tuesday’s lesson came around, and this student hung around after the rest of the class had gone. She rummaged around in her bag for a bit, I asked her if she was ok and then she pulled the novel out of her bag with a shy smile on her face. My heart melted. She was so excited for me to read it. She even said to me “Don’t rush it. I know you’re really busy and reading lots of other books too!”

MY HEART COULD BURST. This is one of the sweetest things anyone has done for me – let alone a student. I will remember this moment for the rest of my life.

9Y3 First drafts

I was extremely proud of my 9Y3 class this week! As (I think) I have mentioned before, I decided to take more of a coursework-y approach to the travel writing unit with 9Y3. When I did this unit of work with my other year 9 groups last term, it couldn’t have gone better and nearly all of them met or surpassed their target grade. So, after speaking with my AT, I decided to try something completely different – and I figured I may not have a chance to do this kind of drafting and redrafting when I have my own classes (hopefully!) next year.

This idea of coursework was lost on the majority of the class – they are reluctant to edit their own work, often struggling to pin point what they have done well, let alone what they could improve!! However, I believe they have come around to the idea – particularly after saying they may jump up one or even two grades after editing their work!

The majority of them finished their first drafts on Thursday, and there were even a few keen beans who wanted to do more at home! I started marking them today… and I have to say… the progress made from the last paragraph I marked (just over a week ago) is phenomenal already! I am very excited to see what they will be producing!

10X5 absolutely crushing Animal Farm!

It’s clearly the week of feeling proud of my students this week. My bottom set year 10 classes are showing a fantastic understanding of Animal Farm. I have taken to do ‘team challenge’ plenaries (they love a bit of competition) and they have been flourishing. Some of them have even started quoting from the text already!

Language A-level

I’ve sandwiched this part in with the good parts of the week, hiding the not so good amongst the great to lessen the blow. I mean, it’s not that bad, but it is definitely more than the recurring little niggling thought it started out as.

So, my university tutor is coming to observe me with my 12 language class. This is totally fine. Totally fine, except I still haven’t taken them for a whole lesson. Totally fine, except not all of these students want to be here (thanks to the ‘you must stay in education until your 18 rule’). Totally fine, except I am 110% terrified.

Now, it may not seem like a big deal. On the whole, they are a well-behaved class and I have really enjoyed teaching them when I have team taught a lesson. However, the amount I am required to know suddenly shoots up. I have always loved English language – I definitely would not have graduated with the grade I did if I did not do language. So why then…. Why why why does my brain decided to regularly fail me. I KNOW WHAT THESE TERMS MEAN. Why do they disappear from my head when I need them to be fresh.

I guess it is partly because my priorities lie with the year 9s and 10s. I see them (pretty much) for all their lessons, whereas I only see each a-level class around twice a week. Therefore, I often find it lower down on my priority list.

But anyway, I’ve spoken to the class teacher I share the class with. We have a plan in place. It’s just a waiting game now. I’ll take the whole lesson with them – for the first time – next week. So, I’m just praying that it goes well and gives me a confidence boost!

Rime of the Ancient Mariner – Feminism, Marxism and Psychoanalysis!!!!

Contrasting my previous point, I have found that I am loving teaching a-level English literature – and I was completely sure that I would not enjoy Coleridge one bit!

This week I took my two lessons to go through the mammoth ‘Rime of the Ancient Mariner’; I quite enjoy the poem myself and (after reading York notes along side it) found it relatively easy to understand – particularly in comparison to some of his other poems! As my feedback was to use a range of different activities with the 6^thformers, I made sure I meticulously planned a range of different activities with them.

I was then told 5 out of 10 would be on a school trip! Slightly annoying, but not the end of the world!

I decided to keep my plan similar (I won’t go into the details – just included group work then creative consolidation), however, I ended up completely changing this as 4 out of the 5 students weren’t sure about the poem (I’ll bet a couple didn’t even attempt reading it!). I ended up literally talking through the poem with the students – and it felt fantastic. They went from not having a clue to coming up with remarkable suggestions that I hadn’t thought of in the space of just under an hour. It was a lesson where I could see definite progress had been made, and the students were very thankful for me to have helped them out with it!

The following lesson I had them on my own for the first time and, annoyingly, the lesson went perfectly! Exactly as I wanted it to go! Obviously there are still many things I need to improve on, especially stretching and challenging, but, by the end of the lesson, the students had adopted different critical points of view (feminist, Marxist and psychoanalysis) and used them to talk through ideas and themes in the poems, then seamlessly linking it altogether with An Ideal Husband. I don’t see them next week, but in my last week I will definitely make it my aim to ensure I am including way more challenging moments to ensure I have covered enough for the students to get the top grades!

#reimaginediary

Finally, I wanted to end by talking about the reimagine diary project I started last weekend. I have loved keeping a daily diary – especially as I have been using Mayfly Sound(click to go to their website!). Now, don’t get me wrong, I love writing! But it is ridiculously time consuming. With Mayfly, you capture your voice recording and link it to different pictures of mayflies – so you can listen back to the recording when you scan the picture. Very simple, but very effective; saves a lot of time too! I love it!

Currently Reading:

Rime of the Ancient Mariner – Samuel Taylor Coleridge

Red Queen – Victoria Aveyard

Animal Farm – George Orwell

Week 21: Happy Snow Day

Introduction

I am currently writing this in bed, in the middle of the afternoon on a Friday… thanks to the amber weather warning and waking up to a load of snow outside. (Kinda annoying as I spent ages preparing for today’s lessons, as it didn’t look like it will happen… at least my planning for Monday is done!) Today has been a short week at school, as we had a university recall day on Monday, so I have only had 3 days of teaching – luckily, I had an official lesson observation on Thursday!

This week has also been a week of assessments – so not the most thrilling to teach! In light of this… I don’t have masses to say this week, so will be a short post!

University Recall Day

As always, it was wonderful to be able to spend time catching up with my fellow course mates. Everyone generally has a funny anecdote to share, and there seems to be no one who can empathise more closely with the highs and lows of our PGCE placement.

In the morning, we had a session on how to go about applying for jobs; what to write in letters of application, and how to respond to typical interview questions. I’m not planning on looking to apply until around the Easter break – I want to make sure I put everything into this placement, so I don’t let my standards slip! However, if a job comes up that looks like it would be perfect for me, I am not ruling out applying before then… scary and exciting stuff!

The afternoon session was about how we can integrate the classics into the curriculum. Greek mythology is something I have always been fascinated with…. and something I would love to increase my subject knowledge in! It was really fun and also pretty useful to see how we can teach writing with just pictures. Inspiring.

Bleak House assessments – 9Y

I set the year 9s the assessment ‘compare how Dickens presents characters in Bleak House’ this week, breaking it down to a planning and a writing lesson. One of the students missed the planning lesson, and this was clear in his essay, suggesting to me that the planning lesson was in fact worth doing, and I am thinking about doing something similar for their official assessment.

I marked these essays this morning, and I would like to take a moment here to relish this feeling… the vast majority completely nailed the essay and have proven they understand how (and in a lot of cases why) Dickens presents his characters. It’s such a good feeling being able to see that my teaching has been beneficial to these students!

Unseen poetry assessments

I also had my bottom set year 10s do an unseen poetry assessment. They worked really hard on them and some of them have got higher than their target grades. Unfortunately, a few of them have not managed to get their target grade, so I am going to have to seriously think about how to word my feedback to them.

The main issue with this class is linking their ideas together – they know what language features to look for and they can use terminology accurately, it’s just they don’t always write points that make sense, therefore don’t link the evidence and analysis well. Bearing this in mind, I am going to trial a different approach to another poem on Monday, and hopefully this might help them understand what they need to do.

First Sixth Form Teaching

I honestly felt as nervous as the first time teaching my year 7 class back in October! I kept telling myself that they are just year 11s that are a little older and in non-school uniform… but that doesn’t really help. Mainly because it is the subject knowledge step up that is daunting!

I taught a section of the lesson on accent and dialect, and it went about as well as it could do! I think it is going to take a while to work on how to go about teaching sixth formers, but I know I am going to enjoy it!

Currently Reading:

The Emigree – Carol Rumens

Read in order to teach the year 10s. I’m slowly growing to love the poems in the poetry anthology… wonder if I’ll say the same after a few years teaching them on repeat!

Bleak House – Charles Dickens

A Monster Calls – Patrick Ness

Week 20 – Rollercoaster

Introduction

It would be apt to describe this weekend as a rollercoaster – not the cheesy metaphor suggesting that there have been a lot of highs and lows – but more to describe the sheer elation that this week has brought along with it!

Most importantly, I did not have a low point at all this week! Yes, I have felt tired, completely overwhelmed and have been worrying about whether or not the students have met any of my learning objectives at all… but I have not felt consumed by panic and anxiety – a first for me!

As well as this, my AT has agreed with me that I will be starting to be alone in the classroom with the year 9s we share, I have shared a few resources that are being used with the faculty (one of them being an important literacy focus sheet that all year 9s will be sticking in their books for as long as they teach the 19^thcentury unit!) and Friday brought two massive highs: a fantastic UT visit and finding out I have got a distinction in my first EPS assignment.

So, all around, I am very happy! Now, I know a few people may be thinking that I am boasting about my good fortune. This is not the case – the main reason I am writing this down and sharing it on the internet is that will undoubtedly need a reminder of how good teaching can feel at some point over the next few months – (probably on multiple occasions!). So, anyone reading this that knows me…. When this inevitably happens point me in this direction!!

Alone in the classroom

My AT had popped out a few times last week, never for longer than a few minutes. The first time this happened I completely had an internal freak out – what will I do without my safety blanket? How will I know if I am completely failing these amazing students in front of me?!

So, when he had the conversation with me about him dropping his presence in the classroom to one lesson a week, I had a tangle of conflicting emotions: my AT actually thinks I am a competent enough teacher to be left alone – I must be doing great! Versus AAAAAAAAAAAAAAAAAAAAAAAAGGGGGGGHHHH!!!!!!!

However, when the time came for me to be left alone for the majority of the lesson, I couldn’t have loved it more! It really felt like they were finally my own class; I’m not just borrowing them for a bit here and there – I am their official, real, true-life teacher for these two schemes of work. It felt amazing. I could feel myself oozing with confidence and this worked wonders in engaging my learners. I am so excited for the next few weeks, finishing off 19^thcentury prose with them!

On a side note, one of my highlights this week was reading a section of Bleak House with my year 9s. I had one boy reading as Jo, a cockney, very poor and young street sweeper, and another boy reading as Lady Dedlock, a very wealthy, fashionable lady. They completely nailed the parts and it was an absolute pleasure to witness! It was definitely one of those that-is-why-I-have-gone-into-teaching moments! J

Rising Star – 6^thform helper!

It is worth pointing out here that I will not be completely alone for 3 of my lessons a fortnight – I will be having a ‘rising star’ in with me. The rising stars programme is for sixth form students looking to put something extra on their CVs/ personal statements – they pick the subject they are interested in and work as a kind of TA in the class.

Boy does this take me back! The whole reason I am an English teacher is because my incredible A-Level teacher took me under her wing and allowed me to help out in a few of her classes. I can honestly say that without that experience, I would not be where I am now. She completely inspired me and made me feel as if I was good enough to make a difference in other people’s lives, and it is an experience that will stick with me for the rest of my life.

And now I am standing in front of a class of students, with the opportunity to do the same to my rising star…. And I am not even qualified yet! This student is also in both of the year 12 classes I will be teaching, and he even asked me excitedly if I would be taking their classes soon! I am completely keen to get him helping out as much as he feels comfortable with – I gave him a particularly difficult passage form Bleak House to read and he nailed it! Very proud already… and very excited to hopefully inspire him as Mrs M inspired me!

EPS assignment 2

As mentioned before, today I found out my last assignment achieved a distinction, which I am completely over the moon! The main area of improvement I had was to write more on how this will impact my own practice, so that is something I will keep in mind for my next assignments.

But for now, this is done and dusted, and it is now time to face forward to ensure that I do not let my standards drop – something that is a very real possibility, considering the difference in workload on this placement, and something that I plan on being completely honest about! In monitoring my work ethic in this way, I hope to be able to pinpoint any reasons as to why I perform in a certain way – I like lists and organisation… this worked in my undergrad and will hopefully work for me again this year!

As I believe I have mentioned previously, I will be looking at high achieving sixth form students and how feedback can be used to aid pupil progression. This assignment is pass/ fail – not at masters level – thus the stakes are much lower, so I feel way more comfortable about taking my time with it, prioritising my lesson plans. Although, saying this, I plan to get the majority of my reading done by this week, and begin to look at pinning some teachers down to interview in the near future! The only thing I am worried about, is that the research will be boring or will not be of any use to anyone. Feedback, in my opinion, is one of the most important things in teaching, and I want to be able to give my learners, present and future, every opportunity I can to achieve and even surpass their target grades.

University Tutor Visit

It felt pretty surreal to have my UT observing me so soon into P2 – that is, until I realised that we are actually half way through P2 now! (Pretty scary when I think about the amount of work I need to cover with my classes before their end of unit assessments!)

Friday timings are slightly different in this school, as they have extended tutor time, and I had already agreed to take the tutor session before my UT timetabled our observations. I had a few stressful thoughts – there are a lot of lovely students in my tutor group (year 10s) but they are probably the least engaged class I have worked with so far and will constantly chat throughout any of the sessions. I am a little unsure as to whether planned tutor sessions for every tutor is fair to the students – I have many fond memories of tutor time just being a bit of fun – light relief from the heavy work load placed on secondary school students! Obviously, there are some issues to cover, but surely it should be down to the tutor to decide when and how they deliver the topics?

That being said, the session I delivered today was ridiculously interesting! So much so that the class was completely engaged, and nearly all the chatter in the class was about the topic! Very exciting to me – especially with my UT watching! We had a look at algorithms, self-driving cars and thought experiments (much to many of my tutees’ delight, we watched this clip from The Good Place: https://www.youtube.com/watch?v=JWb_svTrcOg) Following this, we had many interesting discussions about ethics and whether it is right to prioritise ourselves or our loved ones instead of thinking about the ‘greater good’.

I’m not going to lie… the nervous sweats had started before then and they weren’t letting up for my year 9 lesson I was being formally observed in! To have both my university tutor and head of English in with me – and me wanting to impress both of them! – was a little too much for my stress levels to deal with rationally! But, much to my relief, the feedback I had was completely fantastic, and I am still aiming for the ‘very good’ teacher pen profile – a realistic target for me, which is good to know!

I think part of my success today was down to my subject knowledge – I taught a lesson where my students wrote a piece of travel writing about Fiji. Those who know me, are aware that Fiji is my favourite country in the whole world, and I hold it very dear to my heart as my beloved grandparents lived there for 3 years. Being able to tell my class little anecdotes – even having one of my students (usually too ‘cool’ to appear interested in anything I say) putting her hand up to ask in awe “Wait, miss have you actually been here?!” – felt completely amazing.

What was even more amazing was marking their work this evening. These students who have never set foot in Fiji – some of them had never even heard of Fiji – have convincingly written about ‘Kava’ and ‘Fiji time’. I can’t even put into words how proud I am on them… I can’t wait to tell them on Tuesday! And, even more importantly, I believe I am doing my grandparents proud, following in their footsteps with both Fiji and teaching!

Currently Reading:

Poppies– Jane Weir

Another one of the anthology poems! Again, I have found I really enjoyed this poem – even more excitingly for me, one of my bottom set students gave a beautiful explanation as to why we wear poppies (even referencing In Flanders Fields!).

The Importance of Being Ernest – Oscar Wilde

I have finally finished this play! Again, I am obsessed with it – I love Wilde’s works! The twist at the end was completely fantastic and I am tempted to do some extra reading around it, to see if any contextual factors influence my reading of it! I will definitely be reading some more Wilde in the near future, however, for now, I feel as if I should move to reading something maybe more contemporary?

Bleak House– Charles Dickens

Still persevering with this epic novel! I am enjoying it and, the more my AT explains little parts of it, the more I am truly appreciating Dickens’ genius!

Girlhood– Cat Clarke

I always find YA fiction easy to read – in some ways it is more addictive than some of the other genres I read, as they are often very accessible and easy to read, as well as including gripping plots. This was no exception.

Girlhoodfollows the protagonist, Harper, who goes to a private boarding school as her family won the lottery – the day her twin sister dies. It is a story about friendship, mental health issues and family. It is definitely more for older teenagers to read, there are a lot of mature themes to deal with, as well as (as far as I remember – could be wrong!) some coarse language. Nevertheless, there are a few interesting twists – predictable, but enjoyable all the same!

Week 19 – Rock Bottom and Back Up Again!

Introduction

I am currently writing this with overwhelmingly consuming stomach pain… not sure why this is the case, but it was bad last night too! I seriously considered not going into school this morning but, as I didn’t feel too bad this morning, I decided to go in! Annoyingly I’ve felt ok all day… I’ve got a lot to do this weekend, so I better get better!

Anyway, on a lighter note, teaching has been going well this week! I am finally starting to get my head back around planning and teaching and everything in between. The main comments coming out from my observations at the moment is to draw everything together… easier said than done!

Tech fail 2.0

My not so lovely work laptop is the bane of my life at the moment! It has many, many quirks that I am beginning to get my head around, such as changing the display settings every time I plug it in. On the whole, however, I can cope with what it throws with me in a 6-hour school day,

Monday was definitely a case of having to think on my feet – I merely shut my laptop and it decided to completely turn off and not save/ recover any of the files I had open ready for the lesson. Things were the wrong way around on my PowerPoint (and I had been very excited about teaching this lesson – journalist writing about New Zealand!), I couldn’t open SIMS for love nor money (thanks to the teacher I was with for getting it up on her laptop!) and it had decided to make a weird noise when I plugged the sound in to watch a video. The laptop is already very slow, and this completely shook my confidence.

Now, don’t get me wrong, I managed to adapt my way around this, thinking on my feet as it were. It is more that I completely lost face in front of my class! It led to a few dips in the lesson, meaning they just talked over me – more so than they usually would.

It wasn’t the end of the world, but, due to my stressed state, my explanations were anything but clear and I ended up forgetting bits of the lesson I had meticulously planned in.

New Planning Style

In light of how long it had been taking me to write a plan, I decided to use a different pro forma, that I designed myself. So far, it has been quicker àI use a key instead of writing everything out. However, I have been finding myself short of time for planning and, with two assignments on the horizon, I may end up adapting it once more.

Rock Bottom on Tuesday

Following my tech fail on Monday, my confidence was not very high on Tuesday. My 9X lesson went well but my 9Y lesson, on language analysis in the opening of Bleak House, was definitely not. To the extent where I could not say if my students had successfully met the lesson objectives or not. On reflection with my AT, he gave my lesson a 5/10…. Compared to the much higher I had been doing the previous week.

This led me to think about why it had happened. In theory I know what I am doing, I know the aspects to include in a lesson and I know how to present it – I learned all that in P1. So now, I feel, this placement is more about harmonising the different aspects which, I’m hoping, will result in teaching feeling more natural and less of a brain explosion. I felt as if I knew that lesson plan inside out but, when it came to teaching it, I had left out crucial afl pitstops as well as information that would’ve been useful to tell them.

I am lucky to have such a diligent class in most respects, however this was not the case in a lesson like this. The higher attaining students get on with it with no problem, and the lower ability students constantly asked questions and eventually got there. Unfortunately, I had no idea about what was being (or wasn’t being) learned until I flicked through their books at the end. So I am taking this hit as an important one for my journey into a teacher!

Another struggle I face is that the small ways of running things are slightly different to P1… so here is a list for me to look back to if I forget!

Always include a starter and a plenary task – even in the lessons when I feel like they may need a bit more time writing.
Always keep the lesson objective on the board, as well as activity timings and whether they are working in pairs, groups or individually.
Make sure the powerpoint is clear about all (or mostly all) details for that part of the lesson, including differentiation parts.
Remember that different teachers have different ways of teaching their classes and expect feedback that differs widely!!

Pulling myself back up!

That’s enough of the negative points from this week now! There were also a lot of things that went fantastically this week and now, starting as I am writing this, I am going to move on from the bad and focus on the good this week.

I taught my bottom set year 10s this week and completely loved it! They are so lush, yes they chat a bit and do take a lot of nagging to stay on task… but they are so much fun to teach! One of my highlights this week is one of the boys in that group turning the visualiser round to show the whole class his face on the whiteboard. Probably doesn’t sound all that funny but it certainly tickled me! I also did my first bit of marking and ‘reflecting and improvement’ time with them. I feel as if this will be where the challenge lies – they can annotate the poems fine, it’s just knowing how to translate this knowledge into a cohesive paragraph – any tips on teaching this (whilst keeping their engagement!) would be handy!

I also had my first official lesson observation on Thursday, with the 9y class. This lesson will definitely be one of my favourite lessons I have taught so far. Firstly, I got them to go back to the language analysis sheets we did on the Tuesday and use a red pen to improve what we did. I saw improvements first hand – always good to see! This was a very promising start, leading quite nicely into an introduction to satire.

Now, I feel as if satire is one of those things that once you get it you completely get it, but it is pretty challenging to understand. I have also found that the difference between satire and parody is very subtle – and often comes down to the objectivity! This lesson consisted of watching Tom and Jerry, then Itchy and Scratchy – discussing how violence for children is a bad thing. Then looking at Mr Tumble and how we might write a satire of him. All in all – I had fun, they had fun and actually had a lesson essential to their progress!

However, upon discussion that following evening, myself and my AT decide that Mr Tumble/ Justin is hard to satirise – yes he doesn’t care about the children he spends time with when he films something at schools (first-hand information from my cousin, who was working at a SEN school when he came to film there) and yes he is probably just in it for the money. However, is this something that would be worth satirising? We felt that it was in fact more of a parody, which lead to my first sort of ‘off topic’ medium term plan change – looking at the differences between parody and satire.

This then led to another fun lesson today, looking at a parody for an iPhone advert and a SNL satirisation of Trump. After talking through the differences (and a lovely explanation given to the group by one of my HA students!) the class made a unanimous decision that their Mr Tumble satires were in fact parodies. At this point, I said to them that they could create their own satire or parody about anything they wanted. I had some very interesting responses to this, some rather dark! But on the whole, I am looking forward to marking them! (I did have the intentions of doing that this weekend, but I left in a hurry (eager to be home and just have a rest) leading me to conveniently remember half way home – although this isn’t necessarily a bad thing! I also have to write plans/ make PowerPoints for next week, polish off my medium term plans look at some assignment readings amongst a sackful of other things… so I’m taking this as a good thing on this occasion (even if I do end up having a lot of work on Monday!).

Teaching Targets

Due to my increasing work load, I will be now cutting this part of my blog – I go through it with my AT in our weekly meetings, so I still have a record of it!

Currently Reading:

To also cut down on my time spent writing blogs, I will only write a mini-review when I have finished a book/ play/ poetry.

Poetry – Focused on Exposure again this week, as I was teaching it.

The Importance of Being Earnest – Oscar Wilde

Bleak House – Charles Dickens

Girlhood– Cat Clarke