
‘Plug in and play.’
A simple enough phrase usually marking the start of a whole traumatic episode of self loathing and total frustration as you begin to realise that the phrase has no relationship with truth.
It was with trepidation that I attempted to use a computer projector with my maths class. The bulb on my OHP has blown and there is no replacement. At all. Probably ever.
So no OHP then. Unless I buy a bulb myself and attempt the squaring of the circle by trying to get my school to reimburse me for the cost. This is not how Things Are Done. If you take the initiative by short circuiting the Byzantine processes that have to be completed before anything can be bought. There is also the problem of who will pay, even if I considered getting spare bulbs through the Normal Channels.
In our school there are co-ordinators who have monthly budgets. These have to be spent during the month. I seem to remember viering or vireing (or however it was spelled) money, which meant that you were able to save money from one month and put it together with money from another month to buy something which would have been impossible to buy in one month. This is not allowed here. Budgets are jealously guarded. My OHP exists outside the normal subject allowances. It is a financial orphan with no parent prepared to pay the maintenance. I will, yet again need to find a sneaky way through the logical gates on impenetrable financial obduracy. Or cheat. Is that the same thing?
In desperation I turned to the computer projector.
In the best traditions of professional teaching I waited until the class were sitting in front of me before I attempted to make the machine work.
And it did!
I linked it to my laptop and it worked. It was a delight even if the area around my desk looked as though a patient was undergoing major surgery with power cables going everywhere.
In my shocked experience young school kids have a primary urge to ‘touch base’ or get up to check that the person they can see from their seats is actually the same person in reality as their teacher. This can only be achieved by the sceptical pupils getting up from their seats and making a pilgrimage to the front of the class and demanding a close contact response to a question directed to the teacher irrespective of what he might be doing or saying at the time.
With such a flow of pupils (nailing them to their seats being regarded as dated educational thinking) the multiplicity of power lines will lead, inevitably, to expensive disaster.
On the other hand it isn’t my money.
So many things to weigh up!
A simple enough phrase usually marking the start of a whole traumatic episode of self loathing and total frustration as you begin to realise that the phrase has no relationship with truth.
It was with trepidation that I attempted to use a computer projector with my maths class. The bulb on my OHP has blown and there is no replacement. At all. Probably ever.
So no OHP then. Unless I buy a bulb myself and attempt the squaring of the circle by trying to get my school to reimburse me for the cost. This is not how Things Are Done. If you take the initiative by short circuiting the Byzantine processes that have to be completed before anything can be bought. There is also the problem of who will pay, even if I considered getting spare bulbs through the Normal Channels.
In our school there are co-ordinators who have monthly budgets. These have to be spent during the month. I seem to remember viering or vireing (or however it was spelled) money, which meant that you were able to save money from one month and put it together with money from another month to buy something which would have been impossible to buy in one month. This is not allowed here. Budgets are jealously guarded. My OHP exists outside the normal subject allowances. It is a financial orphan with no parent prepared to pay the maintenance. I will, yet again need to find a sneaky way through the logical gates on impenetrable financial obduracy. Or cheat. Is that the same thing?
In desperation I turned to the computer projector.
In the best traditions of professional teaching I waited until the class were sitting in front of me before I attempted to make the machine work.And it did!
I linked it to my laptop and it worked. It was a delight even if the area around my desk looked as though a patient was undergoing major surgery with power cables going everywhere.
In my shocked experience young school kids have a primary urge to ‘touch base’ or get up to check that the person they can see from their seats is actually the same person in reality as their teacher. This can only be achieved by the sceptical pupils getting up from their seats and making a pilgrimage to the front of the class and demanding a close contact response to a question directed to the teacher irrespective of what he might be doing or saying at the time.
With such a flow of pupils (nailing them to their seats being regarded as dated educational thinking) the multiplicity of power lines will lead, inevitably, to expensive disaster.
On the other hand it isn’t my money.
So many things to weigh up!






It was very effective and deeply disturbing. But Aschenbach’s discovery sung at the end of the first act, ‘I love you,’ has been made so obvious that the assertion carries little dramatic force.
but the novella suggests deeper levels of meaning both sexual and philosophical. This production solves the problem of presentation by removing Tadzio from the equation. The final moments have Aschenbach deposited in a deckchair and when he slumps (in death?) The Traveller gets up from a deckchair up stage and walks off leaving the corpse of Aschenbach behind. A weak moment in an otherwise strong production.

in preparation for my teaching on Monday. I am more than ever convinced that it is not ideal for my pupils, but they are supposed to be the top set in English so it will give them something to work on – at least they will have to use their dictionaries for something other than the dictionary look up sequence at the beginning of the lesson.
with a view to obtaining extracts for next week’s teaching. The easy option was teaching Roald Dahl but I was too slow off the mark to bag all the novels in the library. I am therefore left with a ‘make do’ option. I fear that the story line, vocabulary and concepts will be too advanced for my class, but we shall see. Anyway I rather like the novels: they are good fun and easy to read.



completed my near regeneration.





scalloped glass cup and saucer. You have to understand that one thing that my mother instilled in me was an almost reverential attitude to Wedgwood and things china. This later extended itself to include things cutlery and things glass. Here in Catalonia Wedgwood is usually found only in places like El Corte Inglés so in Castelldefels I have had to compromise and change my allegiance to Zara Home. I have to say that the teapot was an impulse buy because I immediately imagined myself sitting on the balcony sipping Earl Grey while contemplating the gently undulating waves. It’s what I do! Sad isn’t it!






has announced that she will move her collection of 19th and 20th century Catalan art from Catalonia’s Museu Nacional d’Art (MNAC) to Sant Feliu de Guixols Monastery in 2011. She is the high profile protector of the insanely, mind bogglingly incredible art collection that she inherited from her insanely, mind bogglingly etc wealthy husband, the Barón Thyssen-Bornemisza. The collection is split between a number of locations.

The back of the novel proclaims “A new Ken Follett is born!” and from my reading of the first hundred pages in this monumental novel I can see what the critic means. The subject matter is clearly within the territory of Ken Follett, but the standard of writing is not at Ken Follett’s level. There is a certain clunking quality to the scene setting and rather obvious devices in introducing characters and background information. The historical setting is paraded uneasily and exposition is generally unsophisticated. These are, however, early days and I have barely dented the bulk of this read!



The Courbet perhaps?



I suppose that it is impossible for any young teacher not to approach his or her first job without his or her laptop being loaded with a program to construct word searches. And pupils are apparently programmed to respond to word searches with alacrity. We shall, if I manage to get them printed out, see if the well attested magic works every time!
The drawings and paintings of Casas are a revelation; he has the fluency of line and perception of a Daumier and other 'unknown' Catalan artists can take their place easily with some of the best in Europe for their time.