WEBVTT 00:00:00.000 --> 00:00:02.700 Hi, my name is Jordan. I am a special education 00:00:02.700 --> 00:00:06.139 teacher from the UK. I share my passion for everything 00:00:06.139 --> 00:00:09.119 communication, sensory regulation and fun lesson 00:00:09.119 --> 00:00:11.660 ideas for my classroom of disabled pupils aged 00:00:11.660 --> 00:00:15.300 4 to 11. Each week I am joined by experts in 00:00:15.300 --> 00:00:17.640 the field answering your questions and sharing 00:00:17.640 --> 00:00:19.559 our knowledge and experience working alongside 00:00:19.559 --> 00:00:22.539 our beautiful young people. Let's get started. 00:00:27.500 --> 00:00:29.879 Hello everybody and welcome to the Sensory Classroom 00:00:29.879 --> 00:00:32.679 podcast. My name is Jordan and today I'm joined 00:00:32.679 --> 00:00:36.320 by Alex from Father, Teacher, Reader. Alex is 00:00:36.320 --> 00:00:39.369 a dad to three boys and loves... sharing books 00:00:39.369 --> 00:00:41.390 together and sharing books on their Instagram. 00:00:41.530 --> 00:00:44.670 He shares loads of reviews and lots of topical 00:00:44.670 --> 00:00:47.810 and seasonal kind of reviews on books. And he's 00:00:47.810 --> 00:00:50.229 also an SEMH teacher as well. I'm really excited 00:00:50.229 --> 00:00:52.390 to talk about my favourite thing, which is children's 00:00:52.390 --> 00:00:54.710 books with him today. Hi, Alex. Thank you for 00:00:54.710 --> 00:00:57.229 introducing me. Yes, I'm Alex, also known as 00:00:57.229 --> 00:00:59.950 Father Teacher Reader. I'm a dad to three boys 00:00:59.950 --> 00:01:03.490 and we all love reading together. I am also an 00:01:03.490 --> 00:01:06.709 SEMH teacher and I teach up in a school in Manchester 00:01:06.709 --> 00:01:10.239 where I work for children. who have social emotional 00:01:10.239 --> 00:01:12.420 mental health as their primary area of need but 00:01:12.420 --> 00:01:14.620 yeah thank you for having me you're so welcome 00:01:14.620 --> 00:01:17.140 so i suppose for those that don't know how would 00:01:17.140 --> 00:01:23.040 an semh class differ from special education needs 00:01:23.040 --> 00:01:24.760 school you know what what are the differences 00:01:24.760 --> 00:01:28.920 that you see um so basically my class is classified 00:01:28.920 --> 00:01:30.659 as a resource provision so we're attached to 00:01:30.659 --> 00:01:33.700 a mainstream primary school so the aim for the 00:01:33.700 --> 00:01:36.560 children who i'm working with is to try and get 00:01:36.560 --> 00:01:40.650 them back into a mainstream class So my class 00:01:40.650 --> 00:01:43.450 has a high level of adults. There's three adults 00:01:43.450 --> 00:01:45.989 to five children at the moment. And we work not 00:01:45.989 --> 00:01:48.709 just on academic targets, but also targets around 00:01:48.709 --> 00:01:51.150 their social and emotional needs. We do a lot 00:01:51.150 --> 00:01:54.989 of PSHE, life skills kind of activities. And 00:01:54.989 --> 00:01:57.329 then when children are settled in our setting, 00:01:57.450 --> 00:01:59.790 then they'll start to attend mainstream classes. 00:02:00.359 --> 00:02:02.000 but in subjects that they're good at. So we wouldn't 00:02:02.000 --> 00:02:03.859 just throw them straight back into mainstream. 00:02:04.200 --> 00:02:05.939 If they're really good at maths, they might attend 00:02:05.939 --> 00:02:07.939 to maths. If they love reading, they might attend 00:02:07.939 --> 00:02:09.780 to reading. If they're really creative and it's 00:02:09.780 --> 00:02:12.580 art. So it's all dependent on the child's needs 00:02:12.580 --> 00:02:13.840 and where they're at. And that's where we try 00:02:13.840 --> 00:02:16.080 and meet them. It sounds wonderful. It's how 00:02:16.080 --> 00:02:18.740 inclusion should work, right? Yeah, it should 00:02:18.740 --> 00:02:20.960 work. And you said you're a father of three boys 00:02:20.960 --> 00:02:24.039 as well. And this is an incredibly stereotypical 00:02:24.039 --> 00:02:27.099 and blanket statement of me. But my understanding 00:02:27.099 --> 00:02:29.729 is that it's... Boys maybe find it typically 00:02:29.729 --> 00:02:33.449 harder to find a love of reading or to settle 00:02:33.449 --> 00:02:36.169 for reading. Is that what you've found as part 00:02:36.169 --> 00:02:40.030 of a teacher and a dad? Yeah. So as a teacher, 00:02:40.090 --> 00:02:43.729 when I first started at my setting, the kids 00:02:43.729 --> 00:02:46.389 were, most of them were boys, like 90 % of the 00:02:46.389 --> 00:02:48.870 children in the SMH setting are boys. And they'd 00:02:48.870 --> 00:02:50.930 be like, we hate reading. They'd rip books up 00:02:50.930 --> 00:02:53.289 at me. They'd throw them at me. They'd destroy 00:02:53.289 --> 00:02:57.030 the book area. I was like, right. we can't have 00:02:57.030 --> 00:02:58.849 this let's let's get them into a love of reading 00:02:58.849 --> 00:03:02.110 so a big thing was like voice and choice what 00:03:02.110 --> 00:03:03.870 what do you want to read what are your interests 00:03:03.870 --> 00:03:07.669 what do you like let's move away from just stereotypical 00:03:07.669 --> 00:03:10.069 chapter books is reading and look at what else 00:03:10.069 --> 00:03:12.610 is out there like graphic novels have been a 00:03:12.610 --> 00:03:15.129 game changer like books like the investigators 00:03:15.129 --> 00:03:20.090 bumble and snug like you name it dog man like 00:03:20.090 --> 00:03:22.930 they love reading and now i actually get children 00:03:22.930 --> 00:03:24.490 going into crisis when i have to say like right 00:03:24.490 --> 00:03:28.030 it's time to stop reading um so we've definitely 00:03:28.030 --> 00:03:31.990 changed that but stereotypically yeah i have 00:03:31.990 --> 00:03:36.270 found at school boys were less likely to want 00:03:36.270 --> 00:03:38.370 to read less likely to know what they wanted 00:03:38.370 --> 00:03:41.909 to read so part of my job at school was like 00:03:41.909 --> 00:03:44.330 let's make them love reading we have story time 00:03:44.330 --> 00:03:47.370 at the beginning of the day we use books throughout 00:03:47.370 --> 00:03:50.310 the day for a range of things we have snack time 00:03:50.310 --> 00:03:53.289 which we put a story on the board as well so 00:03:53.289 --> 00:03:54.849 like throughout the day they're getting at least 00:03:54.849 --> 00:03:57.370 three books a day um i think that's sometimes 00:03:57.370 --> 00:03:59.689 always them reading right sometimes just say 00:03:59.689 --> 00:04:02.949 it's an audio or being read to yes we take the 00:04:02.949 --> 00:04:05.409 pressure of say if they're dyslexic which often 00:04:06.090 --> 00:04:08.710 Like the SEMH comes from something, doesn't it? 00:04:08.750 --> 00:04:11.990 A neurodivergence or something. A lack of confidence 00:04:11.990 --> 00:04:14.669 in some way or there's a reason. And sometimes 00:04:14.669 --> 00:04:16.769 it can be dyslexia. You know, they fall out of 00:04:16.769 --> 00:04:18.649 love of school because it just feels really hard. 00:04:18.829 --> 00:04:21.110 You know, reading is just really hard. So yeah, 00:04:21.149 --> 00:04:24.269 by having it read to you is a really lovely way 00:04:24.269 --> 00:04:26.310 of just removing that barrier and still breeding 00:04:26.310 --> 00:04:29.050 a love of reading. Like you said, like the children 00:04:29.050 --> 00:04:30.689 I work with now, they're year five and year six 00:04:30.689 --> 00:04:33.069 and they're still being love read to. Like it's 00:04:33.069 --> 00:04:34.709 not just something just for our little ones. 00:04:35.529 --> 00:04:38.050 i think everyone likes being just read to and 00:04:38.050 --> 00:04:41.529 just getting to chill um but at home as well 00:04:41.529 --> 00:04:43.790 i think a big barrier i think children at home 00:04:43.790 --> 00:04:46.610 is actually having books at home i think i know 00:04:46.610 --> 00:04:48.569 with my page i get a lot of books and we do have 00:04:48.569 --> 00:04:50.550 a lot of books in the house so it's a bit different 00:04:50.550 --> 00:04:53.329 and i think like we have story time at night 00:04:53.329 --> 00:04:55.709 like reading is a big part of our life so i think 00:04:55.709 --> 00:04:58.829 my boys might be a bit different from stereotypical 00:04:58.829 --> 00:05:02.629 but there is definitely challenges for trying 00:05:02.629 --> 00:05:07.850 to engaged boys and i think we just have to meet 00:05:07.850 --> 00:05:10.470 them where they are and what are their interests 00:05:10.470 --> 00:05:12.389 if you find a book even if it's like a non -fiction 00:05:12.389 --> 00:05:14.490 book about tractors or a non -fiction book about 00:05:14.490 --> 00:05:17.620 dinosaurs And you just read a page of that. You're 00:05:17.620 --> 00:05:19.339 starting that love of reading in just a different 00:05:19.339 --> 00:05:21.079 way that's not just like chapter books and story 00:05:21.079 --> 00:05:23.939 books. Nonfiction has been more of the way to 00:05:23.939 --> 00:05:27.040 go with my learners as well. It ends up more 00:05:27.040 --> 00:05:29.699 of a conversation as well. They can share the 00:05:29.699 --> 00:05:32.100 facts that they know and it can be a really lovely 00:05:32.100 --> 00:05:34.959 relationship builder rather than focusing on 00:05:34.959 --> 00:05:37.480 the words they don't know or correcting them 00:05:37.480 --> 00:05:39.439 and all those things they might find really triggering 00:05:39.439 --> 00:05:42.740 with fiction books. it doesn't feel like a test 00:05:42.740 --> 00:05:45.379 they're actually excelling in telling me all 00:05:45.379 --> 00:05:47.540 the facts that they know and sharing that love 00:05:47.540 --> 00:05:49.439 of their special interest together so that for 00:05:49.439 --> 00:05:52.120 us has been a really lovely way in and like you 00:05:52.120 --> 00:05:53.600 said with non -fiction books as well it's normally 00:05:53.600 --> 00:05:55.300 like broken down with little subheadings and 00:05:55.300 --> 00:05:58.060 little boxes of information so you're not just 00:05:58.060 --> 00:06:01.079 faced with like a page of text you've got like 00:06:01.079 --> 00:06:02.839 little snippets and you can read you can start 00:06:02.839 --> 00:06:04.240 at the bottom over on that corner you can start 00:06:04.240 --> 00:06:06.079 over there there's no right way to read a non 00:06:06.079 --> 00:06:07.579 -fiction book as well you can dip in and out 00:06:07.579 --> 00:06:10.100 of it like when you feel like it so yeah lots 00:06:10.100 --> 00:06:12.680 of images as well isn't there a lot of photos 00:06:12.680 --> 00:06:15.819 and labeling and those illustrations as well 00:06:15.819 --> 00:06:18.459 so which give context to what you might be reading 00:06:18.459 --> 00:06:20.660 about it gives clues to what the text says doesn't 00:06:20.660 --> 00:06:25.060 it yeah have you noticed that lots of your semh 00:06:25.060 --> 00:06:30.100 children have traits of dyslexia yes you have 00:06:30.100 --> 00:06:34.519 so we we screen them all for dyslexia after that 00:06:35.299 --> 00:06:38.459 once they're in about year two slash three we 00:06:38.459 --> 00:06:40.980 start screening for dyslexia and we found the 00:06:40.980 --> 00:06:43.040 majority of them do have dyslexic tendencies 00:06:43.040 --> 00:06:46.240 um so we've used a lot of the barrington stoke 00:06:46.240 --> 00:06:49.399 books i don't know if you're aware of that they 00:06:49.399 --> 00:06:52.639 are brilliant for dyslexic learners and i think 00:06:52.639 --> 00:06:54.959 we found i think you we've talked about this 00:06:55.370 --> 00:06:58.050 but you found out that some of our older learners 00:06:58.050 --> 00:06:59.870 they're just being given quite youngish looking 00:06:59.870 --> 00:07:02.029 books expected to read because that's the reading 00:07:02.029 --> 00:07:04.490 level so it might be they're in year five and 00:07:04.490 --> 00:07:06.529 year six but they're reading a book that's aimed 00:07:06.529 --> 00:07:08.269 at a year one child because that's the level 00:07:08.269 --> 00:07:11.370 they're reading at whereas barrington stoke the 00:07:11.370 --> 00:07:13.670 content might be aimed for like a five to six 00:07:13.670 --> 00:07:16.629 year old but it looks like and the topic is more 00:07:16.629 --> 00:07:19.009 for like a year five and year six child they're 00:07:19.009 --> 00:07:21.560 really really good and they've got it all affect 00:07:21.560 --> 00:07:23.920 their confidence their self -esteem their peer 00:07:23.920 --> 00:07:25.560 -to -peer group you know they're aware of what 00:07:25.560 --> 00:07:27.699 their friends are reading this the dyslexic students 00:07:27.699 --> 00:07:29.220 in my mainstream school because i worked really 00:07:29.220 --> 00:07:32.519 closely with uh them with a program that we were 00:07:32.519 --> 00:07:34.199 doing and they were desperate to read things 00:07:34.199 --> 00:07:36.360 like harry potter and chapter books they were 00:07:36.360 --> 00:07:38.220 so excited that they could read a chapter book 00:07:38.220 --> 00:07:40.040 because they've just been reading these really 00:07:40.040 --> 00:07:44.560 thin 10 minutes really big text words and they 00:07:44.560 --> 00:07:47.220 were aware that it was different and they didn't 00:07:47.220 --> 00:07:49.779 want to be different completely completely agree 00:07:49.779 --> 00:07:52.019 with that i had a child in my class and he was 00:07:52.019 --> 00:07:54.620 not stuck up but constantly working on these 00:07:54.620 --> 00:07:56.259 like phase five books and they aren't like you 00:07:56.259 --> 00:07:59.100 said they're very tiny text is big he's like 00:07:59.100 --> 00:08:01.319 it's boring it's boring so i was like oh it's 00:08:01.319 --> 00:08:05.540 boring it's boring and like as well like you're 00:08:05.540 --> 00:08:07.160 actually going to do a bit more harm than good 00:08:07.160 --> 00:08:09.360 there because their self -confidence with reading 00:08:09.360 --> 00:08:10.540 is just going to dip. They're not going to want 00:08:10.540 --> 00:08:11.759 to read. And then you're going to have a crisis 00:08:11.759 --> 00:08:13.339 when, right, it's reading time. Oh, I'm reading 00:08:13.339 --> 00:08:16.740 this little book again, whereas everyone else 00:08:16.740 --> 00:08:20.079 is on one of these books. So him, like comics 00:08:20.079 --> 00:08:22.579 and graphic novels, honestly, being a game changer, 00:08:22.720 --> 00:08:24.939 he loves reading. He's like, oh, it's time to 00:08:24.939 --> 00:08:26.579 read. Can I read this one? Can I read that? And 00:08:26.579 --> 00:08:28.920 in my class, I have a selection of graphic novels 00:08:28.920 --> 00:08:30.519 on the bookshelf at all times that they know 00:08:30.519 --> 00:08:33.169 they can just... dip in and dip out of and they 00:08:33.169 --> 00:08:35.330 also now like all the kids have a book on their 00:08:35.330 --> 00:08:38.330 desk as well but a book that they've chosen to 00:08:38.330 --> 00:08:40.690 and they want to put on their desk and everyone 00:08:40.690 --> 00:08:42.210 else looks and go oh what have you got on your 00:08:42.210 --> 00:08:43.970 desk like so that they're interested in what 00:08:43.970 --> 00:08:47.350 other people are reading they want to read it's 00:08:47.350 --> 00:08:52.990 like definitely just finding books that they 00:08:52.990 --> 00:08:56.500 want to read is a big big step and yeah there'll 00:08:56.500 --> 00:08:58.220 be there'll be words that they might not be able 00:08:58.220 --> 00:09:00.379 to read and that is fine like you do not have 00:09:00.379 --> 00:09:02.919 to read every single word in the book but that's 00:09:02.919 --> 00:09:04.840 really helps build their confidence around reading 00:09:04.840 --> 00:09:08.259 that's really really lovely where did your love 00:09:08.259 --> 00:09:13.840 of children's books and books so definitely started 00:09:13.840 --> 00:09:17.980 for me as a kid so my grandma devon now but she 00:09:17.980 --> 00:09:20.500 used to look after me and my twin brother a lot. 00:09:20.679 --> 00:09:22.639 And one of the things we used to do was go to 00:09:22.639 --> 00:09:24.980 the library. And I remember maxing out the library 00:09:24.980 --> 00:09:27.919 card every week, seeing what I could get. And 00:09:27.919 --> 00:09:30.480 that's where my love of reading started from. 00:09:30.740 --> 00:09:33.340 Dipped a bit in teenage years. I think I found 00:09:33.340 --> 00:09:37.840 reading wasn't seen as cool, which then I stopped 00:09:37.840 --> 00:09:40.000 reading and maybe hid my reading. But when I 00:09:40.000 --> 00:09:43.019 got to about 18, 19, I was like, no, the benefits 00:09:43.019 --> 00:09:46.779 of reading, reading is cool. I love it. I love 00:09:46.779 --> 00:09:50.799 it just to... relax i love it to educate myself 00:09:50.799 --> 00:09:54.480 i love it to entertain myself so it's just been 00:09:54.480 --> 00:09:58.039 a huge part of my life and then about three and 00:09:58.039 --> 00:09:59.720 a bit years ago my wife was like do you know 00:09:59.720 --> 00:10:01.840 people share books online it's like what do you 00:10:01.840 --> 00:10:04.100 mean she was like oh on instagram like people 00:10:04.100 --> 00:10:05.879 share the books they're reading she said i think 00:10:05.879 --> 00:10:07.480 you'd be really good at it and i was like do 00:10:07.480 --> 00:10:11.039 i do i not and then i just like one weekend i 00:10:11.039 --> 00:10:14.000 was like right i'll i'll just do it and then 00:10:14.000 --> 00:10:16.200 yes met some people online and they were commenting 00:10:16.200 --> 00:10:18.659 and then discovered this whole bookstagram community 00:10:18.659 --> 00:10:22.139 with loads of amazing parents and teachers and 00:10:22.139 --> 00:10:25.960 librarians and readers um yeah and it's just 00:10:25.960 --> 00:10:28.899 kind of grown and grown from there It's been 00:10:28.899 --> 00:10:30.899 really helpful for me because I know you share 00:10:30.899 --> 00:10:35.100 things about topics or seasonal things, holiday 00:10:35.100 --> 00:10:37.220 things. It's really helpful because otherwise 00:10:37.220 --> 00:10:39.200 we're starting from scratch and we're all doing 00:10:39.200 --> 00:10:42.120 it. We all do it ourselves. Every like new time 00:10:42.120 --> 00:10:43.919 we get a new topic or every time there's like 00:10:43.919 --> 00:10:46.200 a holiday or tricky topic to cover, hot books 00:10:46.200 --> 00:10:48.080 would be like that. And we're all doing it our 00:10:48.080 --> 00:10:50.779 own, like on our own from scratch. Like why don't 00:10:50.779 --> 00:10:53.659 we just do it together? teachers have teachers 00:10:53.659 --> 00:10:56.200 have so much on their plates and like on top 00:10:56.200 --> 00:10:57.940 of that they're expected to know what books are 00:10:57.940 --> 00:11:00.360 available out there and there's so many like 00:11:00.360 --> 00:11:03.879 new books coming out um diverse books coming 00:11:03.879 --> 00:11:07.179 out and like sometimes as teachers we just we 00:11:07.179 --> 00:11:09.279 know this one book that we enjoyed as a kid and 00:11:09.279 --> 00:11:11.139 it was a classic then and we just end up using 00:11:11.139 --> 00:11:15.080 the very same books when there's a better range 00:11:15.080 --> 00:11:17.200 out now so part of my page is just showing like 00:11:17.200 --> 00:11:19.399 what is out there because i know it's hard for 00:11:19.399 --> 00:11:21.440 teachers to constantly be on the ball and see 00:11:21.440 --> 00:11:23.039 what new authors are coming out and what new 00:11:23.039 --> 00:11:25.399 books are coming out but yeah so i just love 00:11:25.399 --> 00:11:27.279 sharing collections and like you said i could 00:11:27.279 --> 00:11:30.500 share them around themes so if there's like valentine's 00:11:30.500 --> 00:11:33.139 day coming up or easter or i'll share a collection 00:11:33.139 --> 00:11:38.220 of books on my page around that or um books around 00:11:38.220 --> 00:11:41.799 different festivals holidays special weeks you 00:11:41.799 --> 00:11:44.259 know like anti -bullying week and things like 00:11:44.259 --> 00:11:46.159 that i'll try and just create a collection of 00:11:46.159 --> 00:11:49.159 books and share them on my page having that those 00:11:49.159 --> 00:11:52.000 diversities of books and i think i'm definitely 00:11:52.000 --> 00:11:56.559 one for you know i'm really busy oh yeah hand 00:11:56.559 --> 00:11:59.460 a surprise yeah maybe from around the world and 00:11:59.460 --> 00:12:01.899 it can be really problematic and hand a surprise 00:12:01.899 --> 00:12:04.700 particularly problematic because it's actually 00:12:04.700 --> 00:12:07.799 oh god where do we start written by somebody 00:12:07.799 --> 00:12:16.120 that isn't of color it really does um embed an 00:12:16.120 --> 00:12:20.279 idea of what people live like in different countries 00:12:20.279 --> 00:12:22.679 which isn't accurate and it can be incredibly 00:12:22.679 --> 00:12:24.779 problematic and we tell it to our youngest learners 00:12:24.779 --> 00:12:26.559 so right from a really early age they've got 00:12:26.559 --> 00:12:30.600 a really different and warped view of what it 00:12:30.600 --> 00:12:33.259 is to live in other countries so hand surprises 00:12:33.259 --> 00:12:35.720 classic one it comes out every year and i love 00:12:35.720 --> 00:12:38.960 you're paid for giving us alternatives yes for 00:12:39.549 --> 00:12:42.309 books like that without us having to you know 00:12:42.309 --> 00:12:43.970 we can be lazy we don't have to do the research 00:12:43.970 --> 00:12:46.370 ourselves we can come to you and trust your opinion 00:12:46.370 --> 00:12:48.610 and trust that you have done the research to 00:12:48.610 --> 00:12:51.789 then find a better option like you said it's 00:12:51.789 --> 00:12:54.710 a it's a big thing about own voices in children's 00:12:54.710 --> 00:12:57.509 literature like i don't know if you know dappo 00:12:57.509 --> 00:13:01.929 adiola who did look up yeah yes i love the car 00:13:01.929 --> 00:13:05.590 so the illustrator dappo he has made so many 00:13:05.590 --> 00:13:09.870 brilliant books and they're just honestly incredible 00:13:09.870 --> 00:13:13.070 to read his illustrations are amazing him as 00:13:13.070 --> 00:13:16.929 a person's amazing there's the catch polls james 00:13:16.929 --> 00:13:19.850 and lucy who have done some brilliant picture 00:13:19.850 --> 00:13:24.149 books about physical disabilities and they are 00:13:24.149 --> 00:13:28.009 honestly just fantastic you've got the gina kaminsky 00:13:28.009 --> 00:13:31.740 books by craig bar green that show the wonderful 00:13:31.740 --> 00:13:33.980 girl with autism and how she communicates and 00:13:33.980 --> 00:13:36.139 it actually uses visuals within the story like 00:13:36.139 --> 00:13:38.940 there are so many brilliant own voices books 00:13:38.940 --> 00:13:41.720 coming out that honestly i just want to shout 00:13:41.720 --> 00:13:43.919 on the rooftops and let everyone know about them 00:13:43.919 --> 00:13:46.299 because they are so helpful and what a wonderful 00:13:46.299 --> 00:13:49.399 position that you're in yeah like i love it and 00:13:49.399 --> 00:13:51.279 i love sharing that with teachers in my school 00:13:51.279 --> 00:13:53.940 and saying oh look did you know this book's out 00:13:53.940 --> 00:13:55.419 and like that would be really good for your topic 00:13:55.419 --> 00:13:57.460 that you're doing um And like you said, it's 00:13:57.460 --> 00:13:59.620 not just like holidays and celebrations. I think 00:13:59.620 --> 00:14:02.659 books are so important for so many subjects and 00:14:02.659 --> 00:14:05.960 lots of like tough subjects. Like you said, like 00:14:05.960 --> 00:14:08.720 grief, like being able to sit down and share 00:14:08.720 --> 00:14:12.240 a picture book that talks about grief and like 00:14:12.240 --> 00:14:14.840 the emotions behind that and the feelings and 00:14:14.840 --> 00:14:16.539 children understanding that it is okay and is 00:14:16.539 --> 00:14:19.320 normal. It's so beneficial alongside like books 00:14:19.320 --> 00:14:22.259 around emotions. Like a lot of my children in 00:14:22.259 --> 00:14:24.240 my class, like who struggle with a social, emotional, 00:14:24.279 --> 00:14:27.080 mental health, it comes out as anger. And it's 00:14:27.080 --> 00:14:29.240 teaching them that anger is fine. Anger is okay. 00:14:29.320 --> 00:14:31.559 Anger is normal. Breaking something, hurting 00:14:31.559 --> 00:14:34.740 someone isn't okay. But the feeling that you 00:14:34.740 --> 00:14:38.179 are feeling is valid. That is fine. And books 00:14:38.179 --> 00:14:42.879 do a wonderful thing for showing children that 00:14:42.879 --> 00:14:44.700 all these emotions are normal. They are okay. 00:14:47.200 --> 00:14:49.580 learners as well because the book is the same 00:14:49.580 --> 00:14:53.600 every time become come it can be easier for children 00:14:53.600 --> 00:14:55.799 to process that or as if we're having a conversation 00:14:55.799 --> 00:15:00.059 with them away from the text it can become different 00:15:00.059 --> 00:15:01.720 every time we might use different words it's 00:15:01.720 --> 00:15:03.600 harder to understand it's also could be quite 00:15:03.600 --> 00:15:05.639 intimate like face -to -face conversations quite 00:15:05.639 --> 00:15:07.899 tricky whereas just having that book because 00:15:07.899 --> 00:15:10.000 it's the same every time it's concrete doesn't 00:15:10.000 --> 00:15:12.759 change that can be quite pleasing and much more 00:15:12.759 --> 00:15:15.700 accessible to our neurodivergent learners to 00:15:15.700 --> 00:15:18.769 take that information on board it also especially 00:15:18.769 --> 00:15:21.090 talking about grief it can be quite a challenge 00:15:21.090 --> 00:15:23.429 for the adults to just discuss that with the 00:15:23.429 --> 00:15:26.029 children but by having the book having a script 00:15:26.029 --> 00:15:28.850 it allows those conversation it allows that learning 00:15:28.850 --> 00:15:31.110 so you're not just ignoring it but also it kind 00:15:31.110 --> 00:15:34.190 of removes you and your deep feelings of grief 00:15:34.190 --> 00:15:36.990 which is often going on at the same time from 00:15:36.990 --> 00:15:39.610 the conversation and actually just makes it a 00:15:39.610 --> 00:15:43.909 really palatable and positive and constructive 00:15:43.909 --> 00:15:48.679 conversation yeah it getting muddied with your 00:15:48.679 --> 00:15:52.899 own feelings that you're going through 100 % 00:15:52.899 --> 00:15:55.539 really agree with that I suppose that leads us 00:15:55.539 --> 00:15:57.919 on to social stories as well I mean writing stories 00:15:57.919 --> 00:16:00.480 I suppose we spoke a little bit earlier before 00:16:00.480 --> 00:16:03.080 we started recording that I found that there 00:16:03.080 --> 00:16:08.200 was a lack of stories for older disabled learners 00:16:08.200 --> 00:16:12.840 so older PMLD people but that were accessible 00:16:12.840 --> 00:16:16.190 on a sensory level alone without being babyish 00:16:16.190 --> 00:16:19.950 like where is my nose peekaboo like with a mirror 00:16:19.950 --> 00:16:21.590 you know that that was the kind of books that 00:16:21.590 --> 00:16:24.389 we had that was all we had that's what this isn't 00:16:24.389 --> 00:16:28.370 it's just it goes s there will they need sensory 00:16:28.370 --> 00:16:30.210 books but it doesn't have to be the board books 00:16:30.210 --> 00:16:33.190 and like like you said like this is not my all 00:16:33.190 --> 00:16:35.370 those ones like i mean they're great and they 00:16:35.370 --> 00:16:39.730 have their place they're brilliant but it's really 00:16:39.730 --> 00:16:41.970 lovely to be able to offer that scientific language 00:16:41.970 --> 00:16:47.429 and just a richer broad sensory like development 00:16:47.429 --> 00:16:50.250 and awareness as well so yeah that's why i created 00:16:50.250 --> 00:16:52.870 my own series of books have you ever considered 00:16:52.870 --> 00:16:58.629 writing your own stories i'm sure i have so there 00:16:58.629 --> 00:17:01.470 was my big one i don't know if you've ever read 00:17:01.470 --> 00:17:05.309 the um the medical diary do you remember is it 00:17:05.309 --> 00:17:08.170 this is gonna hurt by the doctor in the yeah 00:17:08.170 --> 00:17:11.130 in the guy and it inspired me to write write 00:17:11.130 --> 00:17:14.039 one very similar to what true stories that have 00:17:14.039 --> 00:17:15.700 happened in teaching I was going to call it the 00:17:15.700 --> 00:17:18.819 non -negotiables of teaching and it was basically 00:17:18.819 --> 00:17:22.000 all these stories that had happened through my 00:17:22.000 --> 00:17:25.160 teaching career that you wouldn't kind of believe 00:17:25.160 --> 00:17:27.460 had happened or like funny anecdotes and stuff 00:17:27.460 --> 00:17:29.740 but yeah no I never got around to doing it I 00:17:29.740 --> 00:17:32.460 think Mr P has done something very similar I 00:17:32.460 --> 00:17:35.720 think there's more space I think I know I know 00:17:35.720 --> 00:17:38.059 and it's maybe from like from the last four years 00:17:38.059 --> 00:17:40.339 where I've been working like the send more maybe 00:17:40.339 --> 00:17:41.940 something around send I don't know but there 00:17:41.940 --> 00:17:45.460 is it's definitely an idea and I've got a little 00:17:45.460 --> 00:17:48.099 notebook with some ideas in okay that's good 00:17:48.099 --> 00:17:50.380 that's good to hear I do think every teacher 00:17:50.380 --> 00:17:55.460 especially in SEND have a book in them of the 00:17:55.460 --> 00:17:58.700 stuff that we have seen and gone through and 00:17:58.700 --> 00:18:03.619 heard and I would read it I think I think I think 00:18:03.619 --> 00:18:09.490 I'm but yeah one day yeah exactly so when would 00:18:09.490 --> 00:18:12.170 you said that you have the audio books in your 00:18:12.170 --> 00:18:14.450 classroom and then you read to your children 00:18:14.450 --> 00:18:16.890 is that what that looks like in your setting 00:18:16.890 --> 00:18:19.329 is it like lots of different opportunities kind 00:18:19.329 --> 00:18:22.490 of sprinkled in throughout your timetable yeah 00:18:22.490 --> 00:18:27.930 so because literacy is a barrier to a lot of 00:18:27.930 --> 00:18:32.309 them learning and they didn't like it i was thinking 00:18:32.309 --> 00:18:35.009 oh how can we drop it in so we've got we have 00:18:36.430 --> 00:18:39.710 oh sorry so when we start the day we'll have 00:18:39.710 --> 00:18:43.670 a story that i'll read to them again it's a it's 00:18:43.670 --> 00:18:45.349 our class book and they'll have a choice between 00:18:45.349 --> 00:18:47.329 the two books and we'll do a little vote and 00:18:47.329 --> 00:18:50.589 we'll share that book i really focus on diversifying 00:18:50.589 --> 00:18:53.470 the options that we had when i started the school 00:18:53.470 --> 00:18:56.250 luckily i'm in a position where i've helped develop 00:18:56.250 --> 00:18:58.309 like a reading river for all the classes in the 00:18:58.309 --> 00:19:00.630 school so they've got a selection of text they 00:19:00.630 --> 00:19:04.440 can do that with Then we'll have our literacy, 00:19:04.519 --> 00:19:07.119 which will include another form of story. Might 00:19:07.119 --> 00:19:09.599 be a picture book, might be a longer text, and 00:19:09.599 --> 00:19:14.859 we'll share bits of that. We'll use audio stories. 00:19:15.119 --> 00:19:16.960 If you have your story time online, I think it's 00:19:16.960 --> 00:19:22.960 brilliant. So it is Americanized, but they release 00:19:22.960 --> 00:19:25.859 a new story each month, but they've kind of animated 00:19:25.859 --> 00:19:29.910 the story. bit more visuals than just someone 00:19:29.910 --> 00:19:31.490 reading the book and they're all read by like 00:19:31.490 --> 00:19:34.190 american actors and stuff but my class absolutely 00:19:34.190 --> 00:19:37.450 love it so we'll at snack time that'll be on 00:19:37.450 --> 00:19:39.849 in the background then throughout the day they 00:19:39.849 --> 00:19:41.710 have and they're able to we've got a yoto player 00:19:41.710 --> 00:19:44.109 i haven't been paid to say this but they are 00:19:44.109 --> 00:19:48.150 fantastic as a audio device always available 00:19:48.150 --> 00:19:53.569 but they we we have one at home and the one at 00:19:53.569 --> 00:19:56.029 school the kids love you can even get songs now 00:19:56.029 --> 00:19:58.440 like we got the moana songs and some of the kids 00:19:58.440 --> 00:19:59.799 put that in and they'll listen to that we have 00:19:59.799 --> 00:20:01.140 the little headphones they're not disturbing 00:20:01.140 --> 00:20:03.240 anyone they can just take their way self to that 00:20:03.240 --> 00:20:06.140 you can get jokes on there now the stories of 00:20:06.140 --> 00:20:07.859 books that we've read in class that you can get 00:20:07.859 --> 00:20:11.519 on the yoto so we'll use that and then also we'll 00:20:11.519 --> 00:20:14.140 have a time where they'll read to an adult and 00:20:14.140 --> 00:20:16.799 again that'll be a book that they've chosen um 00:20:16.799 --> 00:20:19.319 and luckily i know i'm in a position where we 00:20:19.319 --> 00:20:22.420 have three adults to five kids so every day they're 00:20:22.420 --> 00:20:24.640 reading for at least 10 minutes with an adult 00:20:25.230 --> 00:20:26.890 But they don't have to be sat at the table. They 00:20:26.890 --> 00:20:28.490 might go to the calm corner, might be on a beanbag 00:20:28.490 --> 00:20:31.289 and read. As long as they're comfy when they're 00:20:31.289 --> 00:20:34.089 reading. Yeah, I suppose on that. Throughout 00:20:34.089 --> 00:20:36.250 our day, there's multiple reading opportunities. 00:20:37.509 --> 00:20:42.349 On that positioning, I suppose. Yeah. How do 00:20:42.349 --> 00:20:45.910 you support your more fidgety, more sensuous 00:20:45.910 --> 00:20:49.609 thinking, movement -needing learners to concentrate 00:20:49.609 --> 00:20:51.490 for a story, even if it's like listening to a 00:20:51.490 --> 00:20:53.710 story or when they're reading? How do you navigate 00:20:53.710 --> 00:20:57.299 that? So a lot of our learners do really struggle 00:20:57.299 --> 00:21:01.460 to sit still, as people say. But I think a big 00:21:01.460 --> 00:21:03.180 thing was changing, like talking to staff and 00:21:03.180 --> 00:21:05.279 being like sitting still isn't the be all and 00:21:05.279 --> 00:21:07.759 end all. Like that isn't an indicator to whether 00:21:07.759 --> 00:21:10.279 they're actually listening. It might actually 00:21:10.279 --> 00:21:12.940 take them more energy and effort to mask and 00:21:12.940 --> 00:21:15.759 to sit still. And they're not actually listening 00:21:15.759 --> 00:21:18.619 because they're putting all that focus into sitting 00:21:18.619 --> 00:21:20.119 still and doing what they think you want them 00:21:20.119 --> 00:21:22.400 to do. So we have a range of different seating 00:21:22.400 --> 00:21:24.880 opportunities in our class. We've got beanbags 00:21:24.880 --> 00:21:26.799 to sit on. We've got like these peanuts, which 00:21:26.799 --> 00:21:28.960 are quite like, I don't know, they're like hard, 00:21:28.960 --> 00:21:30.640 soft shapes that they like to sit on. Children 00:21:30.640 --> 00:21:34.640 have aids around their desks, like fidgets and 00:21:34.640 --> 00:21:37.539 bands on their chair that they really like. We 00:21:37.539 --> 00:21:40.700 also have like, so part of my role, we also have 00:21:40.700 --> 00:21:42.920 a younger SEMH class with like children from 00:21:42.920 --> 00:21:46.720 like years two and three. And we've got... In 00:21:46.720 --> 00:21:48.880 there, they have basically like a yoga ball, 00:21:48.920 --> 00:21:50.720 but it's on like, it's really cool. We only got 00:21:50.720 --> 00:21:53.079 it this year. It's like a yoga ball, but on like 00:21:53.079 --> 00:21:55.900 a little stand with like a back. So it's like 00:21:55.900 --> 00:21:59.279 a seat with a back, but they can bounce on it. 00:21:59.619 --> 00:22:02.559 Yeah, just bounce on it. And it's just like chill. 00:22:02.599 --> 00:22:04.579 Like we also use, the children love body socks. 00:22:04.759 --> 00:22:06.500 I don't know if you use them with your learners. 00:22:06.940 --> 00:22:09.000 They're like a light kind of. They're like a 00:22:09.000 --> 00:22:12.720 suit that kind of put that deep pressure. Honestly, 00:22:13.039 --> 00:22:15.359 we get a load of them, put them in there, chill 00:22:15.359 --> 00:22:20.450 in. lots of tools lots of movement allowing from 00:22:20.450 --> 00:22:23.950 how they are whether it's laying pacing in and 00:22:23.950 --> 00:22:29.009 out we're very exceptional all those movements 00:22:29.009 --> 00:22:32.049 and then also our timetable has lots of movement 00:22:32.049 --> 00:22:36.690 breaks in it so before a story they would have 00:22:36.690 --> 00:22:38.569 just maybe had break time and a bit though we've 00:22:38.569 --> 00:22:40.269 had a little sensory break and done like a little 00:22:40.269 --> 00:22:43.750 movement break like we do our timetable isn't 00:22:43.750 --> 00:22:49.000 like like movement is included because we understand 00:22:49.000 --> 00:22:52.140 a lot of our children who have like adhd and 00:22:52.140 --> 00:22:54.559 they need that movement they need to sensory 00:22:54.559 --> 00:22:57.799 seek as well and how wonderful that your children 00:22:57.799 --> 00:23:01.500 are in your class have that bespoke timetable 00:23:01.500 --> 00:23:03.880 that is exactly what they need because that's 00:23:03.880 --> 00:23:05.700 tricky on mainstream it's not that mainstream 00:23:05.700 --> 00:23:08.319 teachers can't have movement breaks but it's 00:23:08.599 --> 00:23:12.000 It's harder to put it in as meaningfully and 00:23:12.000 --> 00:23:14.859 as individualized as you can with five students. 00:23:14.920 --> 00:23:17.759 So it's a real benefit, isn't it? Yeah, I think 00:23:17.759 --> 00:23:20.700 that's what really pushed me into looking at 00:23:20.700 --> 00:23:24.180 Ascend role. About five years ago, I was in a 00:23:24.180 --> 00:23:26.440 school, I was doing a mainstream year one, year 00:23:26.440 --> 00:23:29.240 two class, but about six of the learners had 00:23:29.240 --> 00:23:33.140 CMH needs. And I was like, I want to help, I 00:23:33.140 --> 00:23:35.339 want to do my best, but with the constraints 00:23:35.339 --> 00:23:37.720 of a mainstream teacher, I couldn't. I was like... 00:23:38.000 --> 00:23:41.500 doing my best and then i i was like how can i 00:23:41.500 --> 00:23:43.019 do that and then you've also got the pressure 00:23:43.019 --> 00:23:46.240 from maybe like slt leaders about data and the 00:23:46.240 --> 00:23:50.380 attainment of the other children it was yeah 00:23:50.380 --> 00:23:52.279 it was really hard but then it pushed me to look 00:23:52.279 --> 00:23:56.779 into like semh and i spoke to like an educational 00:23:56.779 --> 00:23:59.259 psychologist came in and like went and had a 00:23:59.259 --> 00:24:01.440 look around like our local pro and stuff and 00:24:01.440 --> 00:24:03.279 i was like no i really do want to work with learners 00:24:03.279 --> 00:24:06.000 like this i think it was a big part of me going 00:24:06.000 --> 00:24:08.839 like they need love they need time they need 00:24:08.839 --> 00:24:11.319 that which they're not going to get in this mainstream 00:24:11.319 --> 00:24:13.380 setting but luckily I found a role in a setting 00:24:13.380 --> 00:24:20.680 that that did and yeah I have never been a mainstream 00:24:20.680 --> 00:24:22.720 teacher but I went for an interview once and 00:24:22.720 --> 00:24:26.400 I just couldn't stop looking at the children 00:24:26.400 --> 00:24:30.200 that clearly needed more and just I just knew 00:24:30.200 --> 00:24:33.400 in my heart I was like no I'd I would just be 00:24:33.400 --> 00:24:35.900 focusing too much on them almost like I wouldn't 00:24:35.900 --> 00:24:37.779 be I'd be doing the other children a disservice 00:24:37.779 --> 00:24:40.940 I'm made for SEND and I think some teachers are 00:24:40.940 --> 00:24:42.339 and some teachers aren't and I think that is 00:24:42.339 --> 00:24:45.559 perfectly okay however I think all teachers are 00:24:45.559 --> 00:24:49.059 SEND teachers these days everybody has that need 00:24:49.059 --> 00:24:51.099 so it's a really important and I love the podcast 00:24:51.099 --> 00:24:53.460 for this opportunity to be able to talk to teachers 00:24:53.460 --> 00:24:57.630 like yourself and other experts to enable all 00:24:57.630 --> 00:25:00.490 teachers to have a base knowledge of movement 00:25:00.490 --> 00:25:03.009 breaks how to support reading how to support 00:25:03.009 --> 00:25:05.069 communication and all of those wonderful things 00:25:05.069 --> 00:25:08.049 because we all need it no matter what class we 00:25:08.049 --> 00:25:10.150 think we have we've all we're all scn teachers 00:25:10.150 --> 00:25:13.569 yeah well we definitely like looking now like 00:25:13.569 --> 00:25:16.549 schools and classes have changed so much since 00:25:16.549 --> 00:25:18.329 i first started teaching around 10 years ago 00:25:18.329 --> 00:25:22.009 like normally you might have maybe one send learner 00:25:22.009 --> 00:25:25.230 in a class like Now, like it's a big portion 00:25:25.230 --> 00:25:30.250 and movement breaks do need to be part of every 00:25:30.250 --> 00:25:33.049 timetable, not just the same timetable. Like 00:25:33.049 --> 00:25:35.230 we, I love the resources, you know, that Jen, 00:25:35.349 --> 00:25:38.210 Jen's backpacks and stuff. They're just incredible 00:25:38.210 --> 00:25:41.910 to use. Like we use them a lot. And luckily I 00:25:41.910 --> 00:25:44.210 was able to share a twilight with the staff and 00:25:44.210 --> 00:25:45.630 go like, look, look at all these resources that 00:25:45.630 --> 00:25:47.049 can use and can benefit the children in your 00:25:47.049 --> 00:25:49.750 class. I'm like, just like they're there. They're 00:25:49.750 --> 00:25:53.000 ready to use. They're accessible. yeah and they're 00:25:53.000 --> 00:25:55.759 realistic aren't they they're created by teachers 00:25:55.759 --> 00:25:58.059 for teachers and i think that's that comes with 00:25:58.059 --> 00:26:01.019 some real power that it is possible there are 00:26:01.019 --> 00:26:03.099 teachers using this that are just like you it 00:26:03.099 --> 00:26:06.400 is possible to be able to meet the needs of your 00:26:06.400 --> 00:26:08.559 students that are in your class without exclusion 00:26:08.559 --> 00:26:11.599 i suppose is is the alternative isn't it where 00:26:11.599 --> 00:26:16.210 can people find out more about your books when 00:26:16.210 --> 00:26:19.769 your book comes out all of you that's really 00:26:19.769 --> 00:26:22.569 mean sorry no your book ideas and your reviews 00:26:22.569 --> 00:26:25.509 and all of that kind of stuff so currently just 00:26:25.509 --> 00:26:27.970 on instagram so i have instagram page at father 00:26:27.970 --> 00:26:31.250 teacher reader um and there you'll see bits i 00:26:31.250 --> 00:26:33.789 share mostly book collections and books and for 00:26:33.789 --> 00:26:36.990 that page is where all that i put everything 00:26:36.990 --> 00:26:40.970 so but yeah if i do ever get a book deal it will 00:26:40.970 --> 00:26:43.809 be on there i'll be telling everyone to pre -order 00:26:44.430 --> 00:26:46.309 I shouldn't put pressure on you, but you could 00:26:46.309 --> 00:26:48.990 absolutely do. Another thing I think you should 00:26:48.990 --> 00:26:52.210 be doing is YouTube. Doing book read aloud. I 00:26:52.210 --> 00:26:54.809 know. We would love. I actually did. I actually 00:26:54.809 --> 00:26:58.490 did. So during COVID. Oh my God, this is cringy 00:26:58.490 --> 00:27:02.250 now. So I did. I created Mr. Puddick's story 00:27:02.250 --> 00:27:05.519 times. obviously when covid and children weren't 00:27:05.519 --> 00:27:07.240 going to school and i was like my kids loved 00:27:07.240 --> 00:27:09.640 story time like when i used to be an eyfs teacher 00:27:09.640 --> 00:27:11.960 i used to work reception nursery and they used 00:27:11.960 --> 00:27:14.079 to love story time i used to love story time 00:27:14.079 --> 00:27:15.660 i'd always pop to waterstone to see what new 00:27:15.660 --> 00:27:19.259 book i could get that um that week so i was like 00:27:19.259 --> 00:27:21.980 they're gonna miss that during covid so i just 00:27:21.980 --> 00:27:25.279 set up a youtube page and like no i didn't actually 00:27:25.279 --> 00:27:27.119 do it on youtube first i did it on facebook and 00:27:28.339 --> 00:27:30.019 put out there and then someone was like put it 00:27:30.019 --> 00:27:31.740 on youtube so then in the end i put it all on 00:27:31.740 --> 00:27:33.500 youtube but this is like what was covered four 00:27:33.500 --> 00:27:35.140 years ago five years ago i can't remember now 00:27:35.140 --> 00:27:40.039 and then one of the learners in my class has 00:27:40.039 --> 00:27:44.059 obviously been googling mr poddick and has found 00:27:44.059 --> 00:27:46.359 mr poddick story time and this learner has become 00:27:46.359 --> 00:27:48.359 obsessed with mr poddick story time and is like 00:27:48.359 --> 00:27:52.119 do you know you have 84 subscribers he said i'm 00:27:52.119 --> 00:27:54.059 gonna subscribe And then every day it's like, 00:27:54.119 --> 00:27:55.700 you're going to put a new video on Mystophotic 00:27:55.700 --> 00:27:57.579 Storytime. I was like, oh, that was a long time 00:27:57.579 --> 00:28:00.819 ago. Maybe it needs to come back. I feel like 00:28:00.819 --> 00:28:03.740 it does. I need some more stories to add to my 00:28:03.740 --> 00:28:05.839 core work collection and I'd love to add yours. 00:28:05.940 --> 00:28:07.940 So you didn't realise that this podcast was going 00:28:07.940 --> 00:28:09.680 to come with pressure of writing your own books. 00:28:09.700 --> 00:28:11.819 I'm starting a YouTube channel. You've given 00:28:11.819 --> 00:28:16.240 me a long to -do list. Sorry about that. Thank 00:28:16.240 --> 00:28:18.339 you so much for joining today, Alex. It's been 00:28:18.339 --> 00:28:20.869 an absolute joy to share my love of... books 00:28:20.869 --> 00:28:23.490 and reading with you if you are listening to 00:28:23.490 --> 00:28:27.269 this and you would like to extend your reading 00:28:27.269 --> 00:28:29.849 collection at home or in your classroom then 00:28:29.849 --> 00:28:32.410 please head to father underscore teacher underscore 00:28:32.410 --> 00:28:34.849 reader for some fantastic ideas on how you can 00:28:34.849 --> 00:28:37.890 do that thank you Alex thank you so much Jordan