S P O T T I N G
T H E
S P I N A C H
K N O W L E D G E
A R T
L E T S S E X
M A P S
O F
O R A C Y
T A L K
A B O U T
E D U C A T I O N
G O L D E N
T E A C H E R A W A R D S
A N D
M O R E !
Artwork Credit Ibrahim Chaudhury 11T
contents Hello FROM OUR HEAD Once again, FGCS staff showcase the brilliant things they are doing in their classrooms and beyond in this term's TLC edition. You will see our collective efforts in creating a whole school culture of continual improvement, whoever we are.
Happy reading and happy holidays!
Thahmina
Featured Blog: Spotting the Spinach
3
Thahmina Begum
Boosting memory with knowledge maps
7
Maisha Ali
Art of oracy
8
Shahina Hamid
Building positive relationships
9
Joseph Grant
Curriculum Booklets
10
Heena Chowdrey
Professional Development Project
11
Rob Clark
Let's talk about Sex Education
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Geraldine Davies
Golden Teacher Award
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Blogs TB
The not very exciting egg. Photo by cottonbro on Pexels.com
Spotting the Spinach
Thahmina Begum, Head of School
‘What will you do to make sure FGCS continues achieving the excellent outcomes it has been achieving?’
It is a question I was often asked as a new
But what does it look like from the chicken’s point of
headteacher and though there is sometimes the
view? It’s a completely different story. While the world
assumption that our results were achieved in a
ignored this dormant-looking egg, the chicken was
vacuum, it is still an important question to explore.
evolving, growing, developing, incubating. From the
First of all, consider the following excerpt from Jim
chicken’s point of view, cracking the egg is simply one
Collins’ ‘Good to Great’:
more step in a long chain of steps leading up to that moment—a big step, to be sure, but hardly the radical,
Picture an egg just sitting there. No one pays it much
single-step transformation it looks like to those
attention until, one day, the egg cracks open and out
watching from outside the egg.
jumps a chicken! All the major magazines and newspapers jump on the event, writing feature stories —“The Transformation of Egg to Chicken!” “The Remarkable Revolution of the Egg!” “Stunning Turnaround at Egg!”—as if the egg had undergone some overnight metamorphosis, radically altering itself into a chicken.
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The hum drum of high expectations FGCS’ transformation was not overnight. It was a
other end of the spectrum, simply, to be grateful we’re
constant and often laborious grind from every corner
all back in school and to just ‘get by’.
of the school. Getting the basics right. Collaborative planning. Tracking. Following through. Evaluating.
But we don’t want to grab the next shiny thing or just
Difficult decision making. Persevering in the face of
‘get by’. We want to remember our core purpose –
obstacles. Reading and researching. Applying what
improving the life chances of our students – and be
works in our context. What isn’t in the headlines is all
even better at doing this. Because we can all improve.
of these things and more. But none of this is headline
Not because we’re not good enough. But, to use the
worthy. Much like Collins’ egg, it is not anything
words of Dylan William, because we can be even better.
sensational or romantic. It does not necessarily
So this year, we have set about refining the
inspire. It is the hum drum of high expectations.
fundamentals of our practice, in order to be even better In essence, what I’d really like to do is hack the product
However, as mentioned, it IS a question worth asking.
life cycle and establish a loop between the growth and
If we look at the stages of a product’s life cycle – a
maturity stage. In other words, be in a perpetual state of
concept used in marketing or business models – FGCS
‘getting better’.
would sit in the ‘maturity phase’, as a school consistently in the top 50 schools in the country for
THE PROACTIVE TEACHER FRAMEWORK
progress.
At FGCS, we use principles of Explicit Direct Instruction, a combination of research informed best classroom practices, as a blueprint for success in our lessons. This year we have taken it a step further and defined the behaviours required to achieve these practices really well. We’ve called it the proactive teacher framework. Because everything is great in theory. But can often fall flat in practice. We want to define what Paul Brambrick-Santayo refers to in his book ‘Get Better Faster’ as ‘action steps’. What are the behaviours required to achieve better presence / better behaviour management / better questioning / better routines and so on? If we identify the required behaviours and we consciously practise them, over and
THE PRODUCT LIFE CYCLE
over again, we will form good habits. It is a simple but
Our challenge is to continue at this peak and not
powerful formula:
succumb to the ‘decline’ phase that so many organisations experience. How will we do this?The answer for me is simple. We continue to do what we do well, but EVEN BETTER. This is not revolutionary or
But we want to go one step further this year. As a
headline worthy though. Much like the egg analogy, to
school, we already have an open door culture. Learning
an outsider, it will appear nothing much is happening,
walks are a norm across the school and teachers receive
until we see the results.But in reality, on the ground, it
feedback on aspects of their lessons via Google forms.
will be a hard slog. And harder still because of all the new extraneous variables that come flying our way, (in the shape of DfE guidance, track and trace, bubbles and so forth). And the temptation will be there to take on the next exciting, headline grabbing initiative, to be convinced by the latest trending ‘research’ or at the
Conscious effort + behaviours = good habits
Unlike many schools I know, having someone drop in to your lesson is not a big deal. It happens all the time. We did away with formal lesson observations a good few years ago and instead we have ongoing informal drop ins. No more stressing about a one off scheduled formal observation. No more ‘performing’. We can concentrate
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on the every day. The feedback we receive now informs
At this point, you could do one of two things:
our own practice, lets us know what’s going well and identifies training needs on a departmental and whole
Option 1: you could jot it down and plan to let her
school level.
know about it later on when you next get the chance to see Tracy. You have a number of meetings and classes
But this year at FGCS, we want to get better, faster. To
to teach so this will be at the end of the day or
explain this better, I would like you to consider this
tomorrow morning at the latest, you tell yourself. In
final analogy. Take a look at the image below. Imagine
the meantime, Tracy continues this practice of calling
she’s a teacher. Let’s call her Tracy.
for attention in period 2, period 3, period 4 – all the way to the end of the school day. Her classes don’t really pay attention, just like in period 1. But she has become quite practiced at calling for attention in this manner. It has almost become a habit. A bad one. When you finally get to Tracy and deliver the feedback, she can’t quite pinpoint which bit of the lesson she did it in. It was a long day. There were worse lessons in between. But she nods and agrees she’ll try the strategies you suggest. If she remembers. Option 2: You step in and live coach to see Tracy implement better practice in the moment. There are several ways to do this that will not undermine AND see instant improvement in practice (BambrickSantayo breaks this down brilliantly). In this scenario, when you notice the class has not paid attention, you discreetly instruct Tracy to stand in a centre point at the front, use a ‘strong’ voice and crane her neck obviously to scan the room as she calls for the attention of the class. She tries these 3 things in that moment and the impact is palpable. Every child is
Tracy doesn't know.
paying attention, immediately. Tracy can feel the success. She can pinpoint what went wrong in her first
Tracy. Just look at her. Blissfully unaware. Tracy will
attempt. She is now able to consciously practise these
likely go the rest of her day like this. Happy as Larry.
3 steps in every lesson thereafter. By the end of the
Everyone she encounters in her day will notice the
day, she has become quite practiced at calling the class
spinach in her teeth. If they don’t say anything, she
for attention effectively.
will continue her day like this. She will encounter someone else. They may notice the spinach and also decide not to say anything, perhaps hoping someone
It has almost become a habit. A good one.
else will. And so it will continue. Before long, Tracy has
SPINACH SPOTTING AND STEPPING IN: CREATING A
gone the whole day like this. Blissfully unaware.
CULTURE Common initial reluctance of live coaching is the same
Now apply this to the classroom. Imagine you have
as one’s reluctance to tell a colleague they have spinach
popped into Tracy’s lesson at the start of period 1,
in their teeth: embarrassment, awkwardness, not
Monday morning. She calls for the attention of the
wanting to undermine and so on. (Note, schools
whole class as she hastily does something from her computer. The class does not pay attention. You notice her delivery was missing a couple of things that could have made it so much better – in other words, you spot the spinach.
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implementing unscheduled ongoing learning walks have similar reservations at first). Culture here is key. For us, we apply the 2 premises of
hospital residency that Bambrick-Santayo discusses in his book to our context:
1. We are not reactive or retrospective in our
1. A student’s learning is of the utmost importance
leadership. We are proactive in the moment.
2. Accelerated development: we get better, faster.
2. We trust each other. If you spot the spinach, step-in.
So a culture that is built upon these two premises, and one that makes live coaching a norm, will make these initial reservations irrelevant. Spotting spinach and stepping in needs to be regarded nothing more than ordinary team teaching from a student’s perspective. And a move to ‘get better faster’ from the teacher’s perspective.
Whatever
our
teaching
TB'S LEADERSHIP TAKEAWAYS
We're a team. 3. We expect it of ourselves and we expect it of each other. 4. We own our corridors. We own our school. 5. Our students' learning and safety is of the utmost importance and drives our every effort.
experience.
Whoever we are. When we do it, it is because we are invested in the students’ learning and each others’ learning. Not because we’re not good enough. But because we can be even better. And this year, at FGCS, we will be even better, faster. See below adjusted product life cycle graph. Not to scale.
Related reading Good to Great, Jim Collins Get Better Faster, Paul Bambrick-Santayo Leverage Leadership 2.0, Paul Bambrick-Santayo The latest educational bandwagon: workload, an earlier blog by me
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Boosting memory with
Maisha Ali, RE & Sociology Teacher
Knowledge Maps
I recently came across a research study on how knowledge maps are useful scaffolds for cognitive processing. I wanted to find out how the use of knowledge maps can benefit my students’ to recall prior knowledge from previous lessons as part of our EDI framework. The study explained how “knowledge maps are node-link representations in which ideas are located in nodes and connected to other related ideas through a series of labeled links.” - (Educational Psychology Review 14, 71–86 (2002). The study found a number of congruous findings over the past 12 years and the most interesting finding in the study for me was the fact that “Students recall more central ideas when they learn from a knowledge map than when they learn from text and those with low verbal ability or low prior knowledge often benefit the most.” I wanted to embed knowledge maps more often in my lessons to investigate whether this finding was well founded and so I came up with a list of strategies which I found incredibly beneficial for my students' memory recall.
1 Using knowledge maps for memory recall starters
2 Knowledge map brain training
As part of the EDI framework, we use starters to recall previously taught key objectives. Knowledge maps can be utilised when carrying out these recall starters. For example, Knowledge map review quizzes can be created to use as starters to help students recall what they have learnt in the previous lesson.
The RE department regularly incorporates brain training in lessons to help students with their memory recall. Knowledge maps can also be used as part of brain training by giving the students a section/key terms to memorise based on a topic they have previously learnt. For example, students have learnt about issues of relationships in RE. Students have one minute to memorise as many quotes as they can in their knowledge map in relation to the topic. They then have one minute to write down as many as they can.
3 Knowledge maps as useful AFL tool in lessons Knowledge maps can be used for AFL by embedding them into plenary activities and encouraging our students to contextualise what they have learnt. Here are some examples: Knowledge map Taboo Teachers pick out a column from the knowledge map. Teacher provides a tier three key concept for a student to describe to the rest of the class without actually using the term as it is taboo. The rest of the students attempt to guess which tier three key concept is being described. Knowledge map Pictionary Students pick out a column from the knowledge map on a topic they have been studying. Teacher provides a student with a tier three key concept to draw on the board from that specific column. The rest of the class attempt to guess which concept is being drawn. Knowledge map bingo Students are asked to pick out 9 key terms from a column in their knowledge map based on a topic they have been taught. Students draw a nine box grid and put one key term in each box. Teacher calls out challenging definitions whilst the students try to identify and match up on their bingo grid. If they get three in a row, they shout out bingo! Page
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ART OF ORACY At FGCS, we want confident, articulate speakers Foreward by Thahmina Begum, Head of School
We are known for our excellent outcomes at FGCS. Our students leave school with grades exceeding their equivalent peers nationally, regardless of their backgrounds. Our students achieve everything that society expects of them in terms of their academic outcomes and yet there exists much academic evidence that highlights a persisting class pay gap. People from a poorer background who go to university and get a first will earn less than people from a privileged background who go to the same university and get a 2:2. Whilst there may be many contributing factors to this, one thing that we think will level the playing field even further for our students, aside from their excellent grades, is their spoken word. At FGCS, we want to teach our students those 'soft skills' that allows a strong first impression in an interview setting, soft skills that they might not necessarily pick up from the environments they grow up in or naturally encounter. We want our students to feel confident in the spaces they find themselves in, within school and beyond school. Whilst we all know the links that good oracy has with good writing, we also want to develop oracy specifically because of its links to self belief. We want our students to be confident and articulate speakers. Shan Hamid, Lead Practitioner, shares her top tips on embedding SHAPE in her lessons: Disruptive, low level talking that isn’t linked to learning only wastes time and there is no gain. Instead, we want talk that sparks colourful fireworks through critical and collaborative thinking, and self expression. How beautiful does that sound? Talk for writing lies at the heart of the classroom and extends beyond. We want to teach our students to learn through talk, and strengthen their understanding on a wide range of topics through dialogue with their teachers and peers. Essentially, we want to promote students to have more autonomy in expressing their ideas, from the most trivial topics to the most complicated ones. At FGCS we are leading on this by encouraging SHAPE responses in class. Sentence - no single word answers Hands away from mouth - be confident Articulate - don’t mumble Project - a loud, clear voice Eye contact - this is important! Imagine for a moment, the opposite of SHAPE. Single word replies. Hands over the mouth as they speak. Mumbled speech. Tiny, meek voices. Staring at the floor. We would not expect this from any adult we speak to! And it is our job to build these good speaking habits in our students so that they can grow into confident and articulate speakers.
Here are some top tips: Encourage students to give perfect ‘SHAPE’ responses. Don’t let any student have an exit pass. Make this a habit and make it a part of the classroom culture. Use a range of structured questions to help students with their thought process and develop their ideas. Display key sentence starters/stems during talk for learning. Display topic specific vocabulary during talk for learning. Provide scaffolded writing frames. Teach students different types of talk across a range of contexts (persuade, argue, inform). Encourage dialogue with their peers through group/pair work. Ensure there is consistency and make time for good quality discussions. Practice makes perfect! SHAPE responses, when embedded well, enhance the discussions in a lesson. They allow our students to hear themselves sound articulate and intelligent. SHAPE responses, when made the norm, makes sounding intelligent, the 'cool' thing to do. Being confident and articulate in our speech should be encouraged and should be normal. Whoever we are.
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Building positive relationships Joseph Grant, Pastoral Mentor Lead Behaviour for learning can have a huge impact on your lesson and subsequently, your experience as a teacher. As the Pastoral Mentor Lead at FGCS, when delivering training or leading TLCs I get to see first hand, the benefits and impacts of having good strategies in place to combat behaviour issues, both inside and outside the classroom. Some of these strategies are specific to where you are but are observable and practicable and should see, in most cases, rapid improvement.
IN THE CLASSROOM This is a simple reiteration of expectations using previous precedent. You make the students feel guilty. Remind them of when you saw this particular activity done much better and let them know that's the standard. This phrase can be paraphrased to suit most task. The key to this is tone and eye contact.
"Surely that's not how we enter my classroom. I've seen you do this 100 times before and it was never this loud."
OUTSIDE THE CLASSROOM This is designed to intervene and grab a student's attention. This can be used when you see lingering or Talking in the corridor that you feel is not acceptable. It can also be used to pre-empt possible issues.
“Good morning ….. What lesson have you got next? Fantastic, do you remember which way you're going?”
For example, if you see on the corridor that two groups of friends are going to pass each other and from experience you know they can be quite chatty and slow making their way to class. You can stop one or two of them amicably. This should not be a command because then the student feels defensive. The aim of this script is to separate or grab students attention without them feeling like that's what you are doing. The key to this is to look interested and genuine. You want to say hello and make sure they are on track.
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curriculum booklets Heena Chowdrey, Assistant Headteacher Since the inception of the CST Science curriculum booklets, I’ve always wondered what our lessons would look like. In September, it wasn't just myself who was new to this idea, but every other Science teacher in the Trust. Before I go through how we implemented the curriculum booklets, I want to explain why: Curriculum booklets contain clear written explanations and instructions which follow our EDI principles All booklets have a consistency of methods and a common language Teachers are the most important resource in the room; their expertise is spent thinking about the explanation and delivery of their subject knowledge, not on making content and resources Curriculum booklets prevent split attention from students, which allow for intellectual preparation Workload is significantly reduced because all printing and photocopying is done well in advance
A lot of thought is placed on our teacher-talk. It must be high quality, clear and explicit. Not monotone, dull and boring. Planning for curriculum booklets also means planning for definitions, misconceptions and questions you'd ask your students. This would mean pre-empting any issues and adding slides to compliment your booklet.
Alongside our curriculum booklets, we keep slides with timers to help ensure there is very little dead time. Key elements to our booklets follow our EDI principles i.e standardised memory starters, modelling exam questions and independent work. We spend a part of our lesson reading content using the two hand ruler method, which I was even skeptical about, but it works very well in ensuring the class is incredibly focussed.
Successful schools around the country have used these styles of booklets. At the CST we love applying ideas which work whilst making them better. When implementing our curriculum booklets, teachers are asked to plan and think about their explanation.
Our booklets aren’t perfect, and will always be evolving. I anticipate that we will always be working on Science booklets to try and achieve the best outcome for our pupils.
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PROFESSIONAL DEVELOPMENT PROJECT To develop teachers' ability to independently manage their own continuing professional development, teachers undertake a termly project embedding strategies from their own research and whole school CPD program to reflect and improve their practice.
Here Rob Clark, Assistant Headteacher, reflects on his PD Project on memory retrieval.
GOAL
STRATEGY & RESEARCH
MEASURE OF IMPACT
Develop effective methods for recalling previously taught key objectives. Students will recall previously taught KOs during a range of ‘do now’ tasks embedded in all lessons.
I will employ methods of explicit memory techniques to recall prior knowledge in all practical lessons. I will embed brain training, retrieval practice grids and memory acronyms into the beginning of all practical lessons Research: Twilights / TLCs / CPD Portal / Subject Specific CPD etc
% of KO judgements consolidating or secured memory tab MCQ assignment scores
REFLECTIONS WEEK 1-3
I decided on 3 main methods of recalling previously taught KOs - brain training, retrieval grids and use of memory acronyms. I varied the methods I used to keep it interesting and different for learners each lessonI set the memory acronyms to learn as part of homework. I followed this up by testing students during ‘do now’ tasks in the form of brain training and memory retrieval grids. I had to be flexible with the way I delivered the starter activities as some practical teaching spaces do not have an interactive white board. Reflections: The quality of the ‘do now’ task was mixed. The first time I did brain training I included too much information on the sheet. Another time I tried to use sheets for the ‘do now’ task but the wet and windy weather did not agree. It was clear I needed to consider the implementation of these tasks when teaching outdoors.
WEEK 4-8 I used the memory acronyms as homework assignments and assessed students on these during the starter activity. For outdoor lessons I utilised quick fire questioning, ABCD cards, thumbs up/down to formatively assess students' understanding. For indoor lessons, I focused more on brain training and memory retrieval grids utilising mini whiteboards or clipboards. Reflections: adapting my ‘do now’ tasks to the environment appeared to work better - students were not set up to fail and I managed to maintain a good lesson pace at the beginning of each lesson without eating into practical time. I was aware though that I was not always able to get feedback from all students in every starter.
WEEK 10-16 I created a longer term plan so that I could sequence the memory retrieval and not only assess the most recent homework assignment but also assess homework assignments from last month, last term etc. I embedded dual coded images with all key terminology as a way to help recall. When an interactive whiteboard was available (hornbeam and sports hall), I utilised DPR KO View to celebrate progress and success. When an interactive whiteboard wasn’t available I still updated the DPR live by utilising my phone. I found other ways to really celebrate success through class clapping, merits and golden ticket. Reflections: All end of unit lessons included a retrieval task that required memory from all lessons within that unit. I found students were much more confident in their knowledge recall after this had been embedded as a routine. My focus on memory made me more confident in my ability to accurately update the memory tab of the DPR KOs. I found that my lessons were building on each other and my homework assignments were more relevant and linked. This also reduced my workload as I was able to assess learners within the lesson and live.
IMPACT The % of KO judgements consolidating or secured on the memory tab increased by 38%. MCQs used as homework assignments improved completion rates by 12%.
FINAL THOUGHTS I learnt that I need to carefully plan my starter activities so that they are appropriate to the teaching space, weather etc. I found myself carefully thinking about the sequencing of learning and building memory and knowledge over time. I realised in this I constantly wanted to gauge whole class understanding and I needed to do more AfL that gave me whole class responses. It was pleasing to see less confident students convey so much progress with their memory and their classmates celebrate the success with them. In the future, I want to collaborate with my team and build a broad platform of ‘do now’ tasks and MCQs that we can share with each other. Page 11
LET'S TALK ABOUT SEX EDUCATION
Mythbusting
"TEACHING RSE ENCOURAGES CHILDREN TO HAVE SEX"
GERALDINE DAVIES, HEAD OF PSHCE
The plan for the implementation of Relationships and Sex Education (RSE) at Forest Gate Community School has been years in the making and now in January 2021 it finally becomes a reality: after many drafts of policies, parental consultations and staff training we are ready to go. So I have had quite a while to reflect on the question of WHY teach RSE? Pictured is a snapshot of our staff responses to that question in our recent Twilight training session - it was a relief to see staff understood the statutory and legal obligation to keep our pupils informed - but what was more encouraging was the frequency with which concepts like safety, empowerment and confidence appeared.
Research has shown that good quality relationships and sex education can help delay first sex, lower rates of teen pregnancy, and sexually transmitted infections (STIs) and make young people more likely to find help if they need it. (Teenage Pregnancy Prevention Framework, 2018, Public Health England)
Mythbusting
‘SCHOOLS ARE TEACHING CHILDREN TO HAVE SEX’ Schools are not teaching or encouraging children or young people to have sex. We are equipping them with the skills and knowledge to make informed, healthy decisions with the confidence and knowledge, if or when they do decide to have sex, in line with their own morality, beliefs and their aspirations for their futures.
Mythbusting
‘NO-ONE CONSIDERS A PUPIL’S RELIGIOUS BELIEFS WHEN TEACHING RSE’
Ultimately for me that is the message we need to deliver, to our staff, to our students, to our concerned parents: we are not teaching RSE to tick a box, we are not teaching children how to have sex, we are here to keep our students safe and to best prepare them for the world beyond our walls and to be the best versions of themselves.
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Schools should be mindful of all their pupils’ backgrounds when teaching RSE, whatever they may be. FGCS has a commitment to respecting our diverse school make-up and are members of the Newham RSHE network. We are supported by an advisor who has completed an extensive research study, using the voices of young people to explore what constitutes good quality, faith and student sensitive RSE. It is important that whilst faith is respected and also talked about in RSE, so are other belief systems, and RSE should be sensitive to pupils or students from all differing backgrounds.
Congratulations We are delighted to announce that the Golden Teacher Award as nominated by the students was awarded to Ms Mutanhu, who is the Student Manager for Year 8. Some of the reasons for Ms Mutanhu's nomination is the fact that she is very hard working, caring and kind. A year 8 pupil commented, "I think that Ms Mutanhu deserves the Golden Teacher Award because she is always there when I need to talk to someone and whenever I see her, She always puts a smile on my face and it makes my day better than it already was."
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d r a w A r e h c a e Golden T Nominations Ms Bibi
Ms Humphreys
Ms Michael
She always makes lessons fun and is always positive and helps us with everything.
She makes things easy to understand and always helps me whenever I am stuck.
She is always there for us when we need her and she is really funny and kind.
Ms Mehsana
Ms Costello
Ms Campbell
She works extremely hard and isn't afraid of going above and beyond for the benefit of her students.
She always finds a way to cheer us up and make the lesson fun also she also helps us reach our full potential.
She always ensures we understand something before we do it. She is always such a positive person.
Mr Hamid
Mr Zac-Williams
Mr Vanstone
He makes the lesson fun but at the same time keeps us working hard and pushes us to work harder when we try to give up.
He is always making sure that we understand the work fully by really explaining it in depth by giving us examples and comparing it to real life situations.
I know that he cares about each and every one of his little chickens and also I would know who to count on if I was to need any help.
Mr Islam
Ms Davies
Ms Byrne
He is a model teacher one that can keep his class well behaved without having to shout or being angry. Always helpful.
She always pushes us to never give up and if we are sad she will brighten us up
She goes out of her way to arrange lots events and extra curricular activities that all students can attend.
Ms Ajayi
Ms Akhtar
Mr J. Collins
she motivates me and everyone else in my form to try hard and get the work done.
She is a great teacher and makes English fun and a lesson to look forward to.
Mr Ahmed-Nur
Ms Rhomes
If someone doesnt understand the work, he would happily explain it again and again until everyone is comfortable on what to do.
He is passionate about science and never hesitates to answer our questions and have long conversations about science.
She never fails to make the class smile and puts us in a good mood.
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Ms Firthous For being an excellent science teacher and being kind as well