2094: The New School

In response to The Daily Post’s writing prompt: “The New School.”

“You get to redesign school as we know it from the ground up. Will you do away with reading, writing, and arithmetic? What skills and knowledge will your school focus on imparting to young minds?”

As longtime readers (and actual friends) will know, I used to be a teacher — initially in secondary schools and later in primary schools. In the first instance, suffering a massive stress and depression-induced nervous breakdown caused me to abandon that particular career path; in the second instance, recognising the telltale signs of Something Bad About To Happen In My Brain caused me to get out before it happened again. I still do some private music teaching, but my classroom days are well and truly over.

Thing is, my woes in the classroom weren’t because I was a bad teacher. In fact, I was actually a pretty good teacher, as observations of my practice will attest. The trouble is that the way schools are in the UK today — or, at least, as they were when I was teaching back in the early years of the new millennium up until about 2010 or so — aren’t particularly conducive to effective teaching by people like me who know their stuff about a variety of topics, but who aren’t necessarily particularly strong on the whole “behaviour management” side of things. And unfortunately, the overall standard of behaviour in modern schools has significantly declined since I was a student myself; teachers no longer command respect and authority simply by virtue of the fact that they are teachers, and many students are able to get away with appalling behaviour, often with a ready-made “special educational needs” excuse ready to go as soon as you might want to do anything about it.

So what would a completely redesigned, money-is-no-object, Utopian school look like in my mind? Well, let’s consider a number of different areas.

Firstly, I think it’s important to take ability levels into account: there should be specialist teachers for different strata of ability in different subjects as well as just subject specialists. The reason I say this is that there are some teachers who are particularly adept at handling pupils who struggle to take in or retain information, and others who are particularly strong at pushing the more talented children as far as they can possibly go. Mixing both of these types of pupil in the classroom along with a bunch more who are somewhere around the middle is not conducive to good learning; the requirement to provide “differentiated” lesson plans is largely a product of the way schools work these days rather than a particularly effective, proven method of getting things done. This is particularly apparent in primary school, where classes tend to stay together for all their subjects, with one teacher expected to effectively deliver three or four different lessons simultaneously in order to cater to each of the ability groups.

When handling ability groups, however, it is, of course, important to have a little tact and sensitivity about the whole thing: there should not be a stigma attached to being in a particular group. This is something I’m not entirely sure could be prevented entirely: even if you make a specific effort to obscure the fact that groups are based on ability levels, kids, in my experience, tend to know when they’re in the “top” or “bottom” sets for something. An alternative, more radical approach, of course, would be to make schools themselves more selective, with entire educational establishments specifically catering to “challenging”, “gifted” or “average” students. That way the entire school can be set up to support all its pupils most effectively.

Yet another angle you can take on this is that modern youth’s perception of academic success and suchlike needs to be repositioned. For many years now, it’s not been particularly “cool” to perform well in school; an effective new way of thinking about school would incentivise good performance — or at least progress — to encourage all pupils to push themselves that little bit further. The con to this sort of idea, of course, is that it engenders elitism; those students who know that they are at the top of the ladder may become complacent, and this may lead to conflict. This is why I’d lean towards my earlier idea of stratifying entire educational establishments: that way, the attainment level across an entire establishment is fairly “flat” and thus all but eliminates these conflicts — though also an element of healthy competition.

Alongside questions of ability levels is the matter of the dreaded “league tables” — those facts and figures that come out each year and reduce each school down to the number of A-C grades they get at GCSE and/or A-level time. The trouble with league tables is that while they demonstrate a school’s ability to prepare pupils for exams, they don’t demonstrate other aspects of education such as preparation for later life and learning skills. They also don’t take into account how much individual pupils improve between joining and leaving a school, which, in many ways, is a far more relevant metric than just the end results of each cohort’s exams. League tables as they are, then, need to be scrapped altogether in favour of something that paints a more realistic picture of how schools are performing — and which doesn’t encourage schools to be seen as “better” or “worse” based purely on a rather arbitrary number.

Now, the biggie for me would be the matter of behaviour. As I mentioned earlier, behaviour management was not one of my strong points, and this was largely because I didn’t feel like I was particularly well-equipped to deal with a lot of situations that came my way. How do you handle a child who threatens to knife you because you asked them to stop talking, for example? A child who continues to beat up his peers because his parents told him it was all right to do so (and whose parents repeat this advice to you at a Parents’ Evening)? A child who shows fundamental disrespect for other people’s property, even when taking good care of that property would allow them to have a more enjoyable experience at school? As modern education stands, there is really very little that most teachers can do against poor behaviour; it mostly comes down to psychological tricks of various degrees: convincing children that they “want” to behave well; incentivising good behaviour; leading by example.

Balls to all that, I say; teachers need the power to punish. I’m not (necessarily) talking about corporal punishment — though I got smacked as a kid and sure as hell didn’t do the things that got me a smack again after the first time — but rather a wider range of tools and support that teachers can use to keep their classrooms under control. Whether this is additional people in the classroom to help out or stronger powers to impose sanctions on poorly behaved children, I’m not entirely sure; what does need to happen, though, is that pupils need to know their place and to show the appropriate amount of respect, both to authority figures and to their peers. This, I think, would be the most challenging part of redesigning schools, but would probably have the biggest impact if done correctly.

Other ideas I’ve had floating around my head include some means of “gamifying” the classroom. Rewards of various kinds have been proven to provide a good incentive for kids to perform and behave well, but there’s not much in the way of consistency with how these are applied between educational establishments. So how about some sort of nationwide reward scheme, administered electronically with its information stored on the Internet? There could be leaderboards and achievements, just like a video game, and these could run the gamut of the school life experience from academia to sports, thereby allowing all students to clearly see where their strengths are and have their achievements celebrated. Were money no object, these could even translate into some form of real-life rewards to encourage healthy competition or striving for clearly-defined goals.

These are all nice dreams, but unfortunately all of them would doubtless be impractical to implement in one way or another. Shame, really, since if many of these were in place, I’d strongly consider returning to the classroom. As it stands, though, I value what is left of my sanity too much to ever stand at the chalkface ever again.