What we learn from experience depends on the kind of philosophy we bring to experience.
As the Senior School pupils were sitting on the edge of their seats during Monday’s assembly listening to my fascinating reflections on the benefits of holidaying in rural France, and why we might be better off living in a world turned upside down, the fire alarm sounded.
Happily, it was a scheduled drill and not the real thing, all went well, and we evacuated the Hall speedily and efficiently. Fire drills are an obligatory part of the start of each term, and we try (from time to time) to mix things up a little, hence the interruption to assembly. By doing relatively familiar things in a different way we can learn a good deal.
If there were any pupils who were spooked by the sounding of the fire alarm, they did not show it. Most took it in their (usual) stride. Some may have been relieved to be spared the rest of my thoughts for the week. Fortunately, we weren’t rained on. Another drill, another entry in the fire record which will be checked by the pompiers during their next inspection. Just part of the normal start of term routine.
Schools tend to be interested in rehearsals, drills, and practices. Senior School pupils have just finished mock exams, one of the most notable examples of this phenomenon. After the fire drill we were into rehearsals for the Senior School production in the hall (save the dates now!) After school we have sports teams training, our netballers getting ready for games in Brussels this weekend. Lessons, it could be said are simply a drill for time when the knowledge will be used for real.
Over the course of a school year our pupils should be exposed to a wide range of experiences, they should be given opportunity to discover through these where they have strengths and talents. Most experiences are low key, they prepare for later life. Lessons about working together, teamwork and getting along. Sometimes it is the difficulties in these relationships that teach the most, although painful at the time. We provide other more obvious examples through our trips and activities programme. Those who choose to engage with the Duke of Edinburgh’s Award Scheme, or Model United Nations, or participate in music put themselves in situations in which they may feel challenged. As a teacher there is always a danger of stepping in too soon. We sometimes provide the answer when holding back may just allow a more productive self-generated answer. As parents we always want to dive in to do what is best for our children, to bring the forgotten kit or homework to perhaps mitigate against a sanction or consequence that could follow. What is learned as a consequence? Character is more likely to be formed by experience.
The best learning is that born from experience. Learning from doing. Public exams go better after the experience of mocks. By feeling cold, wet and a wee bit footsore on an expedition we learn that there is more grit in us than we think. Going one down in the first few minutes is a challenge to compete all the harder. Playing the wrong note can be an incentive to prepare more effectively. Whilst getting out of one’s comfort zone is a tired phrase, it is important that, from time to time, we provide these experiences in a supportive and caring context, then the learning will be all the more significant.
Nicholas Hammond
Headmaster
