No time -- even for a nervous breakdown.

The author comments on teaching in Great Britain. He describes keeping up with curriculum frameworks, differentiation, and synthetic phonics as prescribed by the government. He notes attempts to keep abreast of preferred terminology, guidance, and good practice and his dismay that literacy standards have not improved among British children in spite of best efforts. He concludes that all the interference and effort has resulted in teachers who are too tired, too scared, and too short of time.