Kidd / Gilbert Teaching

Notes from the front line. We are, at the time I write this, in need of a revolution in education. This is a strong statement and I don't use it lightly
1. Auflage 2014
ISBN: 978-1-78135-194-9
Verlag: Independent Thinking Press
Format: EPUB
Kopierschutz: 6 - ePub Watermark

E-Book, Englisch, 138 Seiten

Our current education system is overloaded with amendments, additions and adjustments which have been designed to keep an outdated model in the air. But it is crashing. And as it comes down, we see the battle of blame begin. It is time to take our vocation back, to learn to trust ourselves and each other and, crucially, to take control of the direction of education and policy. We have allowed powerful institutions to manipulate the fear of parents and teachers to the extent that neither can see how to proceed without being told what to think. Covering education policy, PISA testing, Ofsted, exams, pedagogy and much more, this book explores how the so-called accountability and quality systems in our country have been used to straightjacket teachers into compliance, even when flying in the face of emerging knowledge and understanding about learning. This is a narrative of hope. Of how the system could be different. It offers tales from within the classroom of learning in spite, but without spite. Of hope, of laughter, of gentle subversion. This is a call to arms in a pedagogical revolution. Will you answer it?

Debra Kidd taught for 23 years in primary, secondary and higher education settings.She is the author of two previous books, Teaching: Notes from the Front Line and Becoming Mobius: The Complex Matter of Education, but her latest project, Uncharted Territories: Adventures in Learning, with Hywel Roberts is her favourite because it represents where her heart is - in the classroom. Debra is the co-founder and organiser of Northern Rocks - one of the largest teaching and learning conferences in the UK. She also has a doctorate in education and believes more than anything else that the secret to great teaching is to 'make it

Autoren/Hrsg.

Kidd, Debra

Gilbert, Ian

Leseproben

Introduction

Shakespeare, , Act 5, Scene 1

I used to quite enjoy physics in Year 9. We’d arrive at our lesson, collect a textbook from the teacher’s desk and turn to whatever page he’d written on the blackboard. And then, while he sat on the steps of the fire escape with a newspaper, cigarette and a cup of coffee, we’d discuss the Burnley game from the night before. I didn’t learn any physics, of course, but I learned a lot about football and found out that if you were a girl who knew about football you were quite interesting to boys. I don’t think that is what our teacher had hoped for. But then I don’t think he had hopes for us at all in that school, which was in its first year of comprehensive status, having been a secondary modern for years. I don’t think he was used to giving children hope and joy. I think about those lessons a lot when people talk about how the quality of education has deteriorated over the past four or five decades. I wonder where they went to school because, among my peer group, my experience was not unusual.

When I left my secondary school at 16 clutching a handful of O levels, my dad sent me to a private school. It was his way of feeling that he was providing the ‘best’ for his daughter, having spent years painstakingly building up a business and carrying his family out of poverty into an affluence symbolised by bidets, Volvos and independent education. With the exception of two teachers who seemed to think that discussing things was useful, our lessons largely consisted of taking notes from a teacher/reader sitting at a desk dictating from a book. It seemed that money bought compliant classmates but little in the way of teaching quality. No one took responsibility for our results. You listened, took notes, memorised and regurgitated. And if you did this successfully, and were able to respond succinctly to fairly predictable questions, you passed your A levels. It was as easy as that. Hardly anyone did A levels then, so there were plenty of university places to go around and you didn’t have to stress about grades too much. One grade B and a couple of Cs would get you through the door of a Russell Group university. Simple. And if you failed? Well, that was your fault, nobody else’s.

Was it really that bad in both settings? Of course not. In the first, there was the wonderful Dorothy Bowling who encouraged in me a lifelong love of music, and in the second, the witty Dave Hopkinson who made me see the importance of politics. Both brought interests into my life that enriched and influenced my future, as teachers have done for children throughout time. But back then there was a great deal of inconsistency, and this inconsistency was a national problem.

There is little doubt that when education began to rise in political prominence during the 1980s – a priority which rose as manufacturing industries declined – teaching practice was so patchy across the country that some structure was necessary. The quality of teaching and learning could not be left to chance. There was a need for national standards and forms of accountability – no one who remembers education in the 1970s and 1980s can argue with that. But, unfortunately, instead of exploring how the very best and most successful practice could be shared, instead of looking at what we could learn about pedagogy, education became a vehicle for pushing forward political agendas in order to win votes. In his comprehensive book, , Mick Waters takes us through an entertaining guide of how each education minister has, over the years, tried to become associated with one forgotten initiative after another in order to make their mark.1 It would be funny if this had not come hand in hand with accusations that teachers, children and parents were consistently failing. As a result, we teachers have become accustomed to hearing and absorbing rhetoric about ‘falling standards’, ‘unacceptable failures’ and even ‘cheating’. We have been told so many times that we are not worthy of trust that we have begun to turn on each other. We have allowed ourselves to be beaten down into an acceptance of the belief that we cannot be trusted to form our own policies and practices and that we are in need not only of guidance but policing. We have begun to believe that if we do what we’re told, we will be rewarded and win acceptance. We beg to be ‘outstanding’; we crave affirmation.

These needs are managed and fed by people whose interests are served by developing tightly controlled monitoring and micro-management systems, individuals who can take the credit for any perceived success: politicians, consultants, advisers. It forms part of a myth of decline, which allows economic reform to dictate education policy without challenge from voting parents.2 Who is going to argue with a politician who promises to make their child’s school ‘better’? As teachers, we take this relentless, critical interference from people who rarely understand the complexities of classroom interactions or the difficulties of balancing all the competing needs of children, paperwork and parental expectations. We have become de-professionalised, uncertain and afraid. We have begun to believe that we are not good enough, when, in fact, even Ofsted concedes that the teaching profession is the best it has ever been. It is time to take our vocation back, to learn to trust ourselves and each other and, crucially, to take control of the direction of education and policy.

This is a book about redirecting, rechanneling and reaffirming; about taking positive action. It challenges the overpowering but deadening desire for certainty that has formed the illusion that data is truth. And because I am a teacher, and because this book is about being a teacher and taking control, it is about activism both in and out of the classroom. It is activism informed by knowledge practice, fuelled by networking, reading and collaborating. It is the activism of experience gained inside the classroom in the day-to-day interactions with children. It is pedagogical activism.

We are, at the time I write this, in need of a revolution in education. This is a strong statement and I don’t use it lightly. And I am not alone in calling for it. At the Festival of Education in 2013, Charles Leadbeater used an example from aeronautical engineering to try to explain what was happening in education.3 He showed a picture of the Douglas DC-3 – the aircraft of choice in the 1950s. The problem with the DC-3 was that it flew at an altitude that meant it had to fly through cloud cover, leading to many cancelled flights and constant damage to the aircraft. While technology was beginning to be available to design planes which could fly at higher altitudes – above the clouds – most airlines preferred to continue tinkering with and improving the DC-3. Eventually, an airline invested in Boeing planes and the rest is history. Leadbeater described Michael Gove as a passionate engineer of the DC-3, desperately battling to keep his favourite craft in the air, while convincing passengers that the Boeing would fail. Leadbeater argued for ‘regime change’, urging parents and teachers to overcome the ‘cartel of fear’ that keeps the ‘DC-3’ in operation – the fear of the unknown and the worry that change will be bad. But doing nothing is worse.

Our current education system is overloaded with amendments, additions and adjustments which have been designed to keep an outdated model in the air. But it is crashing. And as it comes down, we see the battle of blame begin. It is presented to us as a battle between traditional and progressive methods when, in fact, the vast majority of teachers steer a pathway through the middle. It is presented as a battle for the future success of our nation, built on rhetoric from the past. It is a battle being fought at the extremes where both language and actions are dangerous. It is a battleground on which politicians think it is justifiable to change examination syllabi and criteria halfway through a course in order to appear ‘tough’. A place where teachers working to ensure the best possible chances of success for children are labelled as ‘cheats’. This is a moral no-man’s-land where immediate changes to education are announced on television and in newspapers rather than through the examination regulators and boards. We are in a mêlée where politicians behave like schoolboys; dumping their girlfriends by text message and spreading gossip about them to justify the rudeness. We are living through a time when expertise is ignored, opposition is dismissed and ridiculed and where anyone with an alternative view is labelled an ‘enemy of promise’.4 These are dark times, indeed, but the darkness has been creeping up for many years and the night will be long, unless teachers take action.

When under pressure, it’s easy to look for those who are to blame. There is no doubt, as I will explore in this book, that politicians of all colours have a lot to answer for. But this would be an oversimplification of the situation. We need to look closer to home if we are to really change the way things are. How many of us have quietly complied to avoid unwanted attention? How many of us have sought to rank ourselves in comparison with our peers? How many have lost sight of a child in the pursuit of results? How many of us have changed our teaching to suit what we imagine an...