#oneaday Day 623: Crime and Punishment

It’s been a while since I told a story from my past life at the chalkface, so I feel it’s about time we fixed that with another real-life tale of What Teaching is Really Like.

I worked in three schools (not counting those I did supply teaching in) during the course of my teaching career — two secondary and one primary. One of the secondaries and the primary were in what could politely be termed “somewhat deprived areas” while the other secondary was right on the border of an aforementioned “somewhat deprived area” and a very middle-class town — the sort of place that has shops that sell nothing but fabric, and tearooms rather than branches of Starbucks, that sort of thing.

All three of them, regardless of location, and regardless of age group, had Problem Children. You could often preemptively tell a Problem Child from the names on the register — generally speaking, if a child was male and called Jordan, female and had some obscure misspelling of a relatively normal name (Kaylee, Abbygale, Rooth) or of either sex and in possession of a completely made-up stupid name (Peaches, Infographia, Cubblers) they were likely to be a Problem Child. Sometimes you were pleasantly surprised — girls named Jordan often ended up being quite nice, and when you got your hands on a new class you often didn’t know the sexes of the pupils, particularly if they had stupid names — but more often than not you’d run into a Problem Child sooner or later.

One particular Problem Child I encountered in the primary school in which I taught had a relatively normal name and, ironically, was one of the brighter kids in the class. But my God he was an asshole. He’d answer back, he’d yell at the teacher, the teaching assistant and his peers, and he’d frequently storm out of the room if he was pulled up on any sort of inappropriate behaviour. When parents’ evening came around, I spoke to his parents about his behaviour — particularly the violent side of things — and I was told that they had simply told him to react to anything he saw as “unfair treatment” by striking back. “If someone hits you,” said the dad, “you hit them back.”

There’s not much you can say to that, really, even with all the Anti-Bullying Policies and Zero Tolerance Initiatives in the world.

Then there was a Problem Child I came into regular contact with during my time at the first secondary school at which I taught. He, too, was an asshole, and this time with no redeeming features whatsoever — i.e. he was a dimwit as well. Again, he’d be aggressive, sweary, belligerent and completely resistant to authority. And again, there was no support from the parents.

“My mum says I don’t have to come to detentions,” he told me upon receiving a detention for being a cunt (obviously not the exact wording I used on the form recording said inappropriate behaviour). “So I’m not coming.”

He didn’t come.

With many of these children — particularly in cases there was no parental support for whatever reason — it was pretty much impossible to instill any sort of discipline in them. There was nothing that they feared. They didn’t fear detentions because they just wouldn’t turn up. They didn’t fear the wrath of the teachers or senior staff members. And they didn’t fear exclusion because that just meant time away from the school they hated so much. There was little to nothing that could be done to discourage these little grotbags from acting like complete bellends.

The teacher training guides would say that punishment is not the way to go — that positive reinforcement is, in fact, the way in which they best learn what behaviours are appropriate and which are not. The trouble is, taken to the extreme, you end up with the ridiculous sight that many schools indulge in — primary schools in particular — which is the weekly Celebration Assembly. Here, the whole school gathers and a selection of children from each tutor group are called up one by one to come to the front and receive a certificate. These certificates aren’t necessarily for academic achievement — and, indeed, usually aren’t. No, these certificates are frequently awarded for “playing nicely with the other children” and “sitting in a chair for over half of the lesson” and “not hurting anyone”. All of those are genuine examples, by the way, unlike the names I gave earlier, most of which were made up.

Now, while it’s nice to celebrate the fact that little Cockbag, who never sits in his chair for more than 5 seconds and loves punching everyone in the neck, actually sat down and completed two maths questions in the last week, it completely devalues the entire concept of “rewards” for everyone — teacher and pupil. When I was at primary school in the late 80s and early 90s, we were rewarded for good work in class or special achievements. Go and colour in a square on your rocket. Have a gold star. Show the class what you’ve done. No-one got a square on their rocket, a gold star or the opportunity to show the class what they’d done for successfully sitting in their chair for more than fifteen seconds at once.

I wonder what on Earth the solution could be. It’s pretty clear from what I saw that the one and only thing that the Problem Children feared was humiliation in front of their friends and peers — something that undermined their “authority”, for want of a better word. So perhaps some sort of Inverse Celebration Assembly would be warranted, where the headmaster solemnly called out the names of the worst offenders each week, brought them onto the stage and forced them to do the Dance of Shame while everyone else pointed and laughed. Anyone who refused to do the Dance of Shame would be fed to the goldfish kept by Class 2, who had developed a taste for human flesh ever since Barry Jenkins kept his hand in there for an entire period for a bet.

But then that’s probably some sort of human rights violation, isn’t it?

#oneaday Day 127: You Checked In

Gamification pervades our mobile, Internet-connected society. The concept has been around a lot longer than the buzzword, of course, but it’s in recent years that it’s really taken off thanks to all manner of applications that while in practice are mostly pointless, somehow manage to be fun. I guess that’s part of the point.

Take Foursquare, for example, primarily a service to do two things: to tell people where you are, and to find things that are nearby. But add in points, leaderboards and collectible badges and somehow it becomes an incentive to get out and about and explore places. Same with rival app Gowalla, which has a whole other set of things to collect.

When the whole “check-in” craze first started, it looked like it was primarily going to be a location-based service. But no — services like GetGlue popped up, allowing people to check in to the entertainment they were enjoying as well as discuss it with others and find out new things that they like.

Whatever you think about the applications and their uses themselves, all of them contribute to building up a large, mostly user-generated database of Interesting Things, whether those things are places, pieces of entertainment, beers or whatever else you can check in to these days. Would people take the time to put these collaborative databases together if they didn’t feel like they were being “rewarded” for it?

Well, perhaps. Look at Wikipedia — that represents a repository of a considerable amount of human knowledge on topics both important and utterly asinine. There’s no experience levels, badges or anything else there, just the contributors’ knowledge that they have helped with a worldwide effort to collect humanity’s knowledge.

What the “gamification” side of things adds, though, is enough incentive for lazy people to take part. People who write and edit Wikipedia entries are, in all likelihood, interested in their topic enough to be able to write at length about it — not to mention putting up with the seemingly-endless community criticism. Someone who checks into a Foursquare venue and leaves a tip saying “try the beef curry, it’s fantastic and only costs four quid on Tuesdays” is helping out other people who may be stopping by the same beef curry-selling establishment and also feels like they’re having a bit of fun while doing it.

Perhaps the education sector should take note. There’s already an element of gamification in schools, what with marks and grades and so on, but perhaps children would be more engaged with things like reading if there was more of a game-like “incentive” for them to get on with it? Perhaps schools should set up their own GetGlue-style social network to allow kids to check in to what they are doing and earn “rewards” for things like reading books, completing homework and the like.

Okay. You shouldn’t need that sort of thing to get kids engaged — but having worked as a teacher, it’s clear that something should be done to get kids interested rather than apathetic. Perhaps gamification is the way forward for education?

#oneaday, Day 120: Education, Edducaytion, Eddyukayshun

Schools are “failing our children”. So say various government watchdogs, quangos, hypocrites, rhinoceroses and jabberwockies. But aforementioned bodies (some of which I may have made up a little bit) don’t take into account that it’s their fault in the first place that schools are “failing our children”. Not to mention the fact that there’s also a lot of blame to lay at the feet of both the parents and the kids themselves before you start pointing the Finger of Justice™ at the hard-working teachers and other school staff who are trying very much to make the best of a bad lot.

I quit being a full-time teacher. Twice, in fact. I’m not going to make that mistake a third time. Fool me once and all that. Currently, to pay the bills, I am enjoying the life of a supply teacher. This means that I can choose whether or not to sleep in every morning or maybe be woken at the crack of dawn by a phone call saying some festering scumhole school in the very armpit of Southampton is short of a teacher for today and could I possibly go along with a chair, a whip and a net and see if I can do anything with them? There are two very simple equations to bear in mind here.

1. sb = 0(£) + 100(j) where sb is “staying in bed”, £ is money and j is joy.

2. nsbapcdtvfssvas = muchos(£) – 5000(j) where nsbapcdtvfssvas is “not staying in bed, answering phone at crack of dawn, visiting festering scumhole school in very armpit of Southampton”, £ is money and j is joy.

So while equation 1 leads to a gain in joy, it does not lead to a gain in money. Indirectly, in fact, it tends to lead to a decrease in money, as staying at home often leads to wandering out in search of coffee. However, while equation 2 leads to an increase in money it leads to a substantial hit in the joy department. And no, that’s not a euphemism for your dangly parts.

But I digress in talk of made-up maths. I was about to tell you what is so very wrong with education. Particularly primary-level education, as that’s where I’ve been spending most of my time recently. So let’s do another list, shall we? Good. I know how you like lists, particularly if they’re illustrated.

1. Overcomplicating everything.

I remember when I was at primary school. A tick meant “correct” and a cross meant “wrong”. If you were lucky, you got a brief comment, like “Good.” or “Lazy work.” depending on whether you’d done good or lazy work.

In the school I was working in today, they had a “marking key” on the wall. A squiggly line meant “look at this”. A straight line with a “sp” meant “spelling mistake”. A circled letter meant “you should have used a capital letter”. A circled empty space meant “you have missed some punctuation”. A caret meant “you’ve missed a word out”. And then and only then did the key reveal that, yes, tick means “correct” and cross (or dot, now) means “wrong”.

Seriously? These are eight- and nine-year olds we’re dealing with here. Some of them can barely read, and you expect them to decipher that babble? Not only that, but then every book is expected to have a comment in there which, at the very least, says something inane like “Well done! You have shown me you are able to use connectives to join sentences together!” or “Congratulations! You successfully subtracted two things using the written method!” or “Super! You were able to recreate the entire Nutcracker Suite through the medium of rectal flatulence!”

Which brings us nicely on to…

2. Using unnecessarily high-level language.

Remember: eight- and nine-year olds. Do they really need to know terminology like “learning objective” and “success criteria”? I am yet to meet a child who actually knows why they write down the learning objective and success criteria other than “it’s the stuff we copy at the start of the work, innit”. The sole purpose for it is so when the inspectors come to play that the teachers can point proudly at the various learning objectives and say “Look! They’ve done this!”.

Bollocks.

3. Making unnecessary work.

Oh silly me. I made a mistake. The children shouldn’t be copying the learning objective and success criteria. The teacher should have prepared them all in advance, trimmed them to size and stuck them in the children’s books for them. Bear in mind at this point that a typical class has about 30 kids in it, each with at least five books (literacy, numeracy, “topic”, science, art) and each day typically has four or five different things going on throughout the course of it. So hey, with all that to plan, what’s a little extra cutting and sticking into ninety different books?

4. Dumb-ass theories that make no sense.

There are too many of these to count. Phonics is one. Anything involving behaviour management is another. Take a quick detour and go and watch this, including the stupid interactive part. The first shot of the class and the obnoxious children in it is the most accurate depiction of what it’s actually like to be in a classroom. However, the supposed “strategies” for dealing with the class are complete bollocks. Giving the teen who thinks talking about fucking his classmate’s mother a “positive note” if he sits down and gets on with his work? Don’t make me laugh.

5. Pressure, pressure, pressure!

I was talking to someone the other day – I think it may have been Rhiarti – and talking about how the imagination of young people is stifled these days. UPDATE: Yes, it was definitely Rhiarti, right here, in fact. So yes – the imagination of young people is stifled by the fact that they’re expected to learn all these million-and-one different techniques which there’s no way in hell are going to stay in their tiny heads. I remember “writing” at primary school being all about writing stories. Now, they’re expected to write Reports, Explanation Texts, Instruction Texts, Recounts, Narratives and all manner of other things (all inevitably capitalised, too) rather than, you know, just being able to sit down and write to express themselves. Even when they do get the rare opportunity to write a story, it’s inevitably got such a long list of completely arbitrary success criteria for them to fulfil that any semblance of creativity has been battered out of them by the end of their school career. Which is sad.

All this is the tip of the iceberg. Don’t even get me started on the “three stage lesson”, on “thinking skills”, “thinking hats”, Bloom’s Taxonomy, starters, plenaries and all manner of other shit.

So, in summary, a lot needs to change. But unfortunately, all of the things above, which are quite obviously and clearly dumb and stupid, are the sorts of things which men in suits with clipboards think “get results” and “show progress”. Well hooray for progress. Somehow we managed without it for a long time. Why can’t we go back to those days, for the kids’ sake and for the sake of the poor, anxious teachers constantly on the verge of nervous breakdowns?

#oneaday Day 61: Call me Gordon

I’m a free man! Yes, my contract finished today so as of right this moment I am unemployed. At least as far as that pesky full-time work goes. I’ll tell you one thing I won’t miss, and that’s the 40-mile commute with the immensely predictable traffic around Winchester. I don’t know what it is about that place, but the M3 slows to a crawl and all of the roads in and out of the city also slow to a crawl, so it’s impossible to win whichever way you choose to go. I let fly with quite a few obscenities on the way home tonight as all I wanted to do was get home.

I’m not going to be sitting on my ass doing nothing, though. I have plenty of things lined up. I have some music pupils starting this week (and, of course, if you know anyone in the Southampton area who is looking for a music teacher, kindly point them in the direction of http://www.pjedmusic.co.uk) and I am shortly to put up a site advertising IT tuition services. Then I’ll be doing some writing, too, for a couple of different sites: Kombo.com and DailyJoypad.co.uk, both of which are going to be a great way to get some exposure for my writing, along with the stuff I’ve done for Good Old Games and WhatTheyPlay in the past.

Right now, it’s late, there are drunken morons shouting incoherently outside my window and I’ve just finished recording an episode of the Exploding Barrel Podcast with the ever-awesome Minotti brothers. Just looked out of the window and the noise was being made by two… I hesitate to call them “men” because they were acting like the kids I’ve been teaching. Two of them. It sounded like a bloody football crowd. And this after Southampton was (apparently) voted “most welcoming and friendly city in the UK“. (I call bullshit on that, by the way, in case you hadn’t guessed).

Tomorrow is the first day of a new beginning, or something. I’m meeting one of my (potential) new pupils, I’m getting some stuff sorted ready to do my website writing and I’ll have the chance to kick back and actually relax a bit for what feels like the first time in months. It’s like a big weight has gone from my shoulders.

I feel bad for my colleagues I left behind as they are without exception awesome people that I will miss a great deal, and they’re in a tough situation that is going to be hard work to get through. What I won’t miss, however, is the stress of that job, the (8-year old) kids who climb walls and get brought in by the police, the reams and reams of ultimately fairly meaningless paperwork, the finger-wagging “official” people telling us that we don’t know what we’re doing and… well, you get the idea. Here’s to a more positive future, but I will spare a thought for those great people I worked with regularly.

I’m just rambling now, clearly. I think it’s time to go to bed. Up and at ’em tomorrow morning… and PAX is creeping ever closer. I can’t wait.

One A Day, Day 24: Any Other Day

There goes another day. There are now two days remaining until the half-term vacation and a well-earned week off for me. I can’t wait. I wish I didn’t have to go back after said holiday, but at least there isn’t that long to survive after it – and then the joy of PAX.

Naturally, since I’m nearing the end of one of the more unpleasant chapters of my life, now is the time for the shit to hit the fan. The school is expecting a “progress inspection” from the inspectors who judged it “shit” in the first place (I’m paraphrasing, of course) and that will inevitably involve yet more lesson observations. I’m half tempted to not even try, and let them get a real look at what the kids in that school are like. Why should I put myself out preparing a full-on fancy lesson plan when it only gets judged as “inadequate” by the local authority anyway?

I forgot to mention about the previous one – the super-ironic thing about that “inadequate” lesson (which my colleague also taught and got judged similarly, remember) is that we were following the guidelines on the National Strategy Framework Bollocks Primary Policy Full Of Shit site, or whatever it’s called, to the letter. The lesson we delivered was straight out of the National Framework. And it was “inadequate”.

Stupid.

On a side note, I have absolutely no idea why that site gives you the opportunity to 1) comment on 2) rate and 3) share its contents on Facebook. It’s a huge pile of shit all round, so I urge you all to go there forthwith and troll the comments sections for each page as only the Internet can.

So what else is going to happen? Well, there’s assessments to give in (which I’ve nearly finished, but not quite – late evening tomorrow… gah) and then there’s a parents’ evening to look forward to at the beginning of March, at which point I will be counting down the days until I escape so I really have little to no interest in talking to those who spawned the mini-chavs in my care. Actually, there’s the potential opportunity for some fun there. There are plenty of kids in that class who need a good bollocking and don’t listen when I give it to them, so hopefully the parents will sort them out.

Or perhaps not; since I’ve only had four reply slips back so far (and inevitably, all of them want to come in the latest possible time slot, meaning I have to sit twiddling my thumbs for about four hours) there might not be much opportunity to discuss it, particularly as all the parents who have signed up so far are the parents of the few actually nice children in the class.

Boo! Rubbish.

One day I’ll stop ranting about this. Hopefully it will be the day I leave (or shortly thereafter).

For now, it’s survival. Nearly there, though it was touch and go today for a while – though I did apply for another job that I actually want (as opposed to when I applied for the job I’m currently stuck in, which I applied for because I had to – at the time, I thought I wanted to do this, and there wasn’t much else available) so hopefully that will come to something. I currently have three applications pending for different jobs, all of which I very much want. Hopefully one or more of them will find me sufficiently intriguing to interview and/or hire me. Time will tell.

Now I’m off to play some video games. Ta-ta.

One A Day, Day 22: Haven’t Thought This Through

See title. It’s 11:26pm and I haven’t thought of something to write about. I did write a lengthy post extolling the virtues of Star Trek Online over at BitMob earlier, so at least I have written something. Still, not thinking things through sometimes leads to some entertaining ramblings of the nonsensical variety. Or sometimes not.

Let’s start by talking about today. That’s always a good opening.

Well, today was another day at work. Same old moans. Stupid children behaving in an annoying manner. Not wanting to be there. And, because it’s Monday, that means Meeting Day! Hooray!

Today’s meeting was about special needs provision. Specifically, and hold tight here, it was about IEPs, IBMPs, SA children, SA+ children and all manner of other nonsense that would cause your brain to melt if I explained it. The one thing that struck me, though, as I was sitting bored stiff in this meeting was this: why is one person expected to do all this shit?

I mean seriously. Think about it for a minute. A teacher is in charge of thirty kids. Their primary role is to teach them. That should be their role. But instead, they also find themselves keeping extensive and boring records of every single little mark, every single little bit of behaviour, every single time the kid looks at them funny – all to use for “evidence”. Exactly what it is to be used as “evidence” for is never made explicit. Perhaps there’s a global conspiracy involving children, and the UK’s teachers are actually secret agents attempting to get to the bottom of it. But somehow I doubt it.

To get back on the point – yes, a teacher is in charge of thirty kids. But compare this to someone who’s in charge of a team of people at work – it tends not to be just one person who is in charge of everything. Say what you like about overmanagement, at least delegating responsibility between several people means that there isn’t one person constantly on the verge of a nervous breakdown because they discover they forgot to fill out a form PQX-65-A which was due in yesterday.

It’s bollocks, is what it is. I’m glad I’m leaving.

What else? Hmm. I took a bunch of photos from my little trip to the forest the other day and finally stuck them on my computer. I’m currently booted into Windows, though, and they’re stored on the Mac side. I’ll upload them tomorrow if I remember. There are lots of pictures of wild ponies, which look like a cross between a pony and a yak.

Anything else? Err… I downloaded an iPhone app that purports to analyse your sleep patterns and wake you up when you’re in “light sleep”. I tried it out this morning and I certainly did wake up gently, though actually getting out of bed was somewhat difficult. I don’t think that was anything to do with how I woke up though – more to do with the fact that I knew as soon as I got out of bed, I would be on the way to another horrible day at work. Boo.

Still, tomorrow is my quiet day at work. Oh! That reminds me. More observations coming up. YAY. Not until the start of March (i.e. just before I finish, making them utterly useless to me) but they’re there, waiting on the peripheries of my awareness like a fetid old tramp. That and parent’s evening coming up soon, which I really can’t be bothered with. “Your child acts like a dick on a daily basis. Next!”

I think that’ll do for now. I’ll try and write something more interesting tomorrow. For now, I bid you good night.

One A Day, Day 19: The Worst Week

After midnight again… But I haven’t gone to sleep yet. Although I will be very shortly.

This week has been utterly terrible. Not just for me, but for, it seems, most people. Both my wife and I noticed an alarmingly high number of despairing status updates from our respective Facebook and Twitter friends this week, yesterday in particular.

February’s always bad. I don’t know what it is about it. But it’s always shit. And no-one ever does anything about it.

Of course, that’s a stupid statement. What CAN anyone do about it? Nothing. Except maybe declare the whole month a national holiday.

They should declare the whole month a national holiday!

All this aside, the week is now effectively over, so I am looking forward to a quiet and pointless weekend.

What about today? After my inadequacy was made official yesterday, the headteacher came to see me after school. To – get this – “check I’m still on board”. Well, no, I resigned, remember? I had to bite my tongue a bit, otherwise I would have exploded at her. I’m in two minds as to whether or not I should have given her a piece of my mind about the utter meaninglessness of those stupid judgements. I’m coming down on the “don’t rock the boat” side of things at the moment. Maybe I can tear shit up a bit a little closer to the end.

One thing I do want to do, though, is write up all the things that I’ve said are dumb about education as an article and send it somewhere like <a href="TES or even a full-on newspaper. People need to hear about the plight of teachers as so many of them – including myself – suffer in silence and don’t stand up to what is effectively bullying from people who have as much value to education as a lump of steaming turd. Actually, the turd is more valuable, as at least it could be discussed in a rather unpleasant Science lesson.

Anyway. Enough of that for now. It’s the weekend. I’m off for some well-earned sleep. Next week is the last week before the week-long half term vacation, then it’s the home straight from there.

G’night.

One A Day, Day 12: It’s pronounced B-O-LL-O-CK-S.

Good evening! Since my wife’s viewing of televisual car crash Popstar to Opera Star precludes my playing of Mass Effect and its sequel on the TV, and Star Trek Online has decided to update itself with a patch that will take 5 hours to download on Steam (despite the fact I was playing it earlier with no problems), now’s as good a time as any to get today’s entry done.

Today I would like to rant about phonics, since I had a long, boring, pointless and patronising training day on this very subject today.

For the uninitiated, phonics is the theory which suggests that children should learn reading by sounding out individual phonemes in words, then learn how to “blend” them together where appropriate. It also suggests that it’s sensible to teach six-year olds the words “morpheme“, “phoneme“, “grapheme“, “digraph” and “trigraph” – words which I didn’t come across until I studied English Language at A-level (age 16-18) and again at university.

The flaw, in case you haven’t spotted it, is that English isn’t a phonetic language. We have so many different ways of pronouncing each letter in our alphabet that using phonics to teach reading quickly becomes useless – and in the meantime, it fucks up spelling ability.

As if to emphasise this point, the official materials for teaching phonics from the government include an appendix of the most “high-frequency” words in the English language. Out of the thirty most-used words in the English language, fourteen of them are designated “tricky” words, which means that the phonics rules don’t apply to them. Well, if the phonics rules don’t apply to almost half of the most common words in the language, exactly what use is it to anyone?

The funny thing is, I can’t remember how I learned to read. I imagine that’s not an uncommon thought – childhood memories fade over time, after all – but I’m pretty sure it didn’t involve phonics at any point. I can tell this because I can spell, and don’t think that because “rough” is pronounced “r-u-ff” that it should be spelled that way too, which is what I see kids doing on a daily basis.

It’s difficult to know what to suggest, though. Phonics is fashionable. Someone somewhere said it was “good” and it stuck. As with most fashions, this is nothing to do with how good it is. It is simply the “in” thing at the time.

It doesn’t help, of course, that the leader of today’s training day was a patronising, aggressive middle-aged harpy who clearly had a chip on her shoulder about something. Her holier-than-thou attitude towards phonics and teaching reading and her steadfast refusal to consider any alternatives (even doing an arrogant “shaking head” movement whenever anyone raised a point she didn’t agree with) made everyone resent the process even more than its inherent stupidity already did.

This video pretty much sums up the problem:

(Thanks to Jeff Parsons for bringing this to my attention.)

Here’s a poem, too. Don’t say I’m not good to you.

I take it you already know
Of tough and bough and cough and dough?
Others may stumble, but not you,
On hiccough, thorough, lough and through?
Well done! And now you wish, perhaps,
To learn of less familiar traps?
Beware of heard, a dreadful word
That looks like beard and sounds like bird,
And dead: it’s said like bed, not bead –
For goodness sake don’t call it deed!
Watch out for meat and great and threat
(They rhyme with suite and straight and debt).
A moth is not a moth in mother,
Nor both in bother, broth in brother,
And here is not a match for there
Nor dear and fear for bear and pear,
And then there’s dose and rose and lose –
Just look them up – and goose and choose,
And cork and work and card and ward,
And font and front and word and sword,
And do and go and thwart and cart –
Come, come, I’ve hardly made a start!
A dreadful language? Man alive!
I’d mastered it when I was five!

Quoted by Vivian Cook and Melvin Bragg 2004,
by Richard Krogh, in D Bolinger & D A Sears, Aspects of Language, 1981,
and in Spelling Progress Bulletin March 1961, Brush up on your English.

One A Day, Day 3: Why Teaching Sucks

Those of you who follow me on Twitter or know me in general will be aware that my loathing for the teaching profession is well-documented. That, of course, didn’t stop me making an ill-advised move back into it after successfully escaping for two years. But I wonder how many of you know why?

Let me tell you.

Teaching sucks. There are many reasons for this – the chief among which is that in many, many schools the possibility of actually undertaking the activity for which the profession is named – you know, “teaching” – is rendered impossible. This happens in lots of ways.

First of all, there is the declining standard of behaviour in the classroom. I have a Year 4 class – 8 and 9 year olds. These kids are already well-versed in backchat to teachers, violence towards each other, swearing, refusing to do work and taking advantage of supposed “special needs” to their own advantage. (This isn’t, of course, to put down those kids that do have genuine difficulties learning things, but rather to put down those kids who use their supposed “condition” as an excuse to behave like a twat.)

When asking for support with children like this from senior staff, the inevitable response to the poor teacher is “you need to develop some strategies”. Well, fine. Give me some. Some that work. Oh, wait, none actually do work? Right. Let’s do some nonsense with traffic lights that they’ll ignore then.

“Keep at it. Be consistent,” they’ll say. And fine, fair enough, you should be consistent in your rewards and punishments. But I am distinctly old-fashioned in the opinion that I feel children should know their place. It is not their place to question their teacher. It is not their place to refuse to do work. It is not their place to get up out of their seat and wander around the classroom. I remember the “naughty children” in my class at primary school well (largely because they were also the ones who would bully the meeker kids such as myself), and while they were silly and could be outright nasty at playtime, in the classroom there was never any wandering around or backchat. Now, it’s not an exaggeration to say it’s a daily occurrence.

Second among the reasons that teaching is impossible is everyone’s favourite friend, bureaucracy. By the end of a single day, my desk will be covered with useless pieces of paper – notes, memos, charts, tables, percentages, requests for information. All of it is meaningless, and I don’t know where it all comes from. Why do we need to know so much information? Why is the school I’m teaching at considered a “failing” school because of some of these figures? Yes, many pupils are making slow progress but that’s because, frankly, many of them came in pretty low, don’t get much support at home and don’t have the slightest clue how to behave in the classroom, even when this is pointed out by their teacher. The fact that these children are learning anything at all should be considered a success.

Another stupid thing: the excessively celebratory nature of most schools these days. It reaches a level where it is utterly meaningless. Celebration of achievement is an important part of motivation, but when children are getting certificates in assembly for “sitting quietly all day” or “always being cheerful”, I think we may be taking things a little far. (That travesty of an “awards” ceremony happens on a weekly basis, by the way.)

The theory runs that children respond better to praise and encouragement than punishments. Well, I am yet to see any evidence of that in the three schools I have taught in, amongst children aged anywhere between 8 and 16. Children respond to things that are “unpleasant” for them. They don’t want to miss out on fun things, and they definitely don’t want to look stupid in front of their friends. So why don’t we have a weekly “anti-celebration assembly” where the naughtiest children of the week are brought up to the front of the school and admonished by the headmaster? Parents could be invited. It’d be fun.

The answer to that is, of course, that it’s not politically correct to be negative. There’s even a “golden ratio”. There should be three times as much praise as there should be punishment. I don’t know who came up with that statistic, but they probably had a clipboard.

Then there’s the Tories’ bright idea to bring in “superteachers”. This is never going to work, because the profession has such a high turnover anyway – mostly for the reasons outlined above along with the stress and the health problems that causes – that limiting access to it smacks of stupidity. In fact, this article from the Daily Mash sums it up beautifully.

Those who find success and fulfilment in the teaching profession are either very brave, very resilient or very stupid. Whatever it is, they have my eternal respect, because I’m not one of them. At the first opportunity to arise, I will be out of that door, never to return.

And this time I mean it!