In conversation with Mrs Fabers-Gumpert

When did you start teaching at Queen's and why did you join? 

I had to look it up! It was January 1991; I had survived a year and a term in a state school, thought ‘this isn’t fun’ and then saw an advertisement for a job at a school that sounded like just the kind of place I thought I would never want to teach at – single-sex, fee-paying, located on Harley Street. Then I walked in and it took me completely by surprise. It didn’t look like an educational institution, but like someone’s living room. I said exactly what I thought in the interview, rather than second-guessing what my interviewers wanted to hear and they offered me the job! That made me think perhaps this is a place where I can be myself, really make a contribution and enjoy teaching. 

You left and came back again – why was that? 

I left twice – the first time was to bring up my children and the second time was to train as a special needs teacher. I came back both times because I got a phone call out of the blue from the then Principal saying “Would you rescue an A-Level class? No strings attached you can just walk in and out” and suddenly I was sucked back in! 

How has your subject changed over the last 30 years?
 
It has changed beyond recognition. I started off teaching Scripture, which was completely on the periphery of academia. Now I teach Philosophy and Ethics, where pupils learn about and discuss issues which are absolutely central to national and international discourse. I'm teaching about abortion, race, the environment, the position of religion in public life, euthanasia and gender - which all now feel like cutting edge topics. This is why I stayed in teaching. 

Without naming any names, what makes you particularly remember certain pupils?

My A-Level students are always particularly memorable! I really get to know them as I spend so much time with them. I see them grow up. I also really remember the most challenging, out-spoken students. For instance, last week a pupil told me: “your subject is for the elderly!” But the very next topic we turned to was abortion and what is going on in the US Supreme Court at this moment and it became obvious that this is still a live issue particularly for young women. 

Also, I always remember students who are uneven academically and initially lack confidence. Often it is just one particular issue which they get hooked on and then they just blossom and achieve so much more than anyone expects. This is one of the main reasons why I’ve stayed so long at Queen’s. It is so inspiring, as a teacher, to feel you have made a real difference to individuals. 

How has the College itself changed since 1991? 

Like my subject, Queen’s has changed enormously since I joined. When I arrived, there was no uniform and there were only two school rules: ‘Do not run in the corridor’ and ‘Do not chew gum’. That was it! I remember a very early test which I set asking students to recall  the Ten Commandments. One person could only remember eight, so she added the rules about corridors and gum chewing for good measure. 

When I started here education at Queen’s was inspiring but very eclectic and sometimes a bit chaotic, frankly. Since then, the whole College has become so much more professional, but I don’t think that has quashed the legendary ‘Queen’s spirit’. Our students are still individuals, often unusual ones - whether they wear uniforms or not - but now in a more structured environment. My teaching colleagues remain knowledgeable, committed, collegiate and inspiring. We support each other and have a lot of fun together. 

What have been your highlights of teaching at Queen’s? 
 
When I started, few students chose the subject as an exam course. Now we regularly have around 30 GCSE students and this year we have so many A-level students that they had to be timetabled in two groups. Together with the students, I have discovered that the subject can be an important part of the learning skills with which The College equips its students to go out into the world. 

Somehow, I have always found myself teaching the last two periods on a Friday afternoon. It is often a big group of students, and we all arrive tired, and a bit fed up. It was a bit of a lowlight for me, when I was trying to get off to spend my weekends with my husband who was working in Holland! But more often than not we end up having fantastic discussions on important issues. Perhaps there is a bit of a weekend spirit about it and our contributions are sometimes a bit looser and wide-ranging. 

What have been your lowlights of teaching?

  I think giving grades is my lowlight. I find it difficult when you spend so much time giving really detailed feedback, encouraging students to improve and progress, but then you have to draw a rather arbitrary line somewhere because of the exam grading system. I am a big fan of Richard Dawkins’ essay ‘The Tyranny of the Discontinuous Mind’. You can have a 1% difference between an A or B grade, which is absurdly judgmental; a haphazard line which I have to draw, and it can have serious consequences for people’s lives. Over the last two years we haven’t even been able to blame the exam board as we have had to award GCSE and A-level grades ourselves!  

 What have been the main challenges of teaching during lockdown? 

The first challenge was, of course, technological - to move all our teaching online. I actually quite enjoyed that, as I learnt many new skills, and I really think we delivered our online teaching exceptionally well. 

I think the main challenge, however, was to really connect to the individual student. I missed the non-verbal communication that you have in a class. Sometimes I just found myself gazing at students’ name labels. It could feel quite alienating and certainly it was harder to connect personally with students.  

 Is there a memorable recent discussion from the classroom that you would like to share? 
 
Recently I have been talking about secularism with my A-level class and the place of religion in public life. There are really strong challenges from Freud and Humanist scholars, arguing that religion is harmful and should disappear as we move towards a rational and science-based society where we just don't need those superstitions. I find it encouraging when students respond and point out how being part of a religious community can be helpful for understanding our cultural history and benefit mental health. Others have strongly secularist views. This led to a really fascinating discussion about whether religion and science are mutually exclusive. 
 
Are there any discussions which have really brought out your quieter pupils? 

Vegetarianism, animal rights and the death penalty. Classes always have widely divergent opinions. The confident ones tend to go first and state their views loud and clear. But as the discussion goes on, quieter students who may also be in the minority find their voice with surprising effect. After a sparky discussion we usually agree to disagree.  

In Class 2 recently, we have been talking about arranged marriage and the difference between that and forced marriage. There are legal changes currently proposed in the UK to raise the legal age of marriage from 16 to 18, regardless of parental consent. The class really engaged with the arguments. They were all in favour of ‘love marriages’ but many of them were open to the idea that suggestions from parents and their community might help them to find love. It definitely wasn’t a one-sided discussion. 

For people interested in your subjects, what would you recommend they read or watch? 

I’ve already mentioned Richard Dawkins; read anything by him! I have recently asked my A-Level students to watch the film ‘Philomena’. Since it is Christmas and I for one am in need of a truly uplifting read, I recommend ‘The Book of Joy; Lasting Happiness in a Changing World’, a conversation between the Dalai Lama and Archbishop Desmond Tutu. I am a particular fan of Archbishop Tutu because we are fellow alumni of King’s College, London. These are two people who have undergone extraordinary hardship. They remain Buddhist and Christian throughout but meet in a deep, compassionate, and joyful engagement with life.