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We teach only to tick boxes

Discussion in 'Education news' started by Compassman, Jan 15, 2016.

  1. Compassman

    Compassman Star commenter

  2. coppull

    coppull New commenter

    Remember it is important to provide highly paid jobs for those,who have escaped the classroom. Nobody checks their planners, books or ,are comes into their lessons,because they do not do any teaching. Its very difficult to fail your PM in our Local Authority or at an Academy if you are in the SMT.
    lanokia likes this.
  3. palmtree100

    palmtree100 Lead commenter

    Good article. Sad thing is, every minute spent "evidencing" stuff is a minute that could have been spent doing something that will directly benefit the child.
    cissy3, teacup71 and petenewton like this.
  4. indusant

    indusant Senior commenter

    It has reduced the job of a teacher to a mere bureaucrat. It trains the kids to be the same way. Unthinking, uncritical drones. Followers. At the behest of spectres in distant offices (who usually earn far much more than a teacher).

    It's little wonder that many question what they do, and choose to leave the profession altogether. It's all become too stifling and mechanical.
    cissy3, petenewton and palmtree100 like this.
  5. applecrumblebumble

    applecrumblebumble Lead commenter

    What little ticks or big ticks!
  6. monicabilongame

    monicabilongame Star commenter

    Bigger ticks have little ticks upon their backs to bite 'em
    Little ticks have smaller ticks, and so ad infinitum.

    And the smallest and bitiest of the ticks are the ones at the top of the pyramid! And those ticks can be spelled with a 'd' instead of a 't'.
  7. Jolly_Roger1

    Jolly_Roger1 Star commenter

    Teaching has become pyramid-shaped. Teaching students is merely the capstone at its apex. The massive dead weight of limestone blocks below it represents the time spent on pointless paperwork, box-ticking and other BS!
  8. Jolly_Roger1

    Jolly_Roger1 Star commenter

    Each 'staff training day' bought us yet another box-ticking exercise the purpose of which seemed to be 'help us to blame you'.
    cissy3 and Landofla like this.
  9. nearmiss

    nearmiss Lead commenter

    The kids aren't daft, by a long way. The older ones often question the validity of what they are expected to do if the opportunity to discuss the curriculum arises. They do want to learn. Given the choice they'd still come to school but they all tell me that they would like to learn more applicable skills, have more choices and a more flexible post 14 range, so that if they realise their GCSE options are not going well they could swap. If we get the compulsory stuff out of the way early enough, I often do a mini project on Summerhill School with the students with the aim of getting them to devise their own rules, sanctions, curriculum and timetable. Many of them could get at least one or two GCSEs out of the way by the end of year 9 so that they don't go off the boil by Y11 which is not unusual.

    I'm not afraid of student voice but it takes a lot of imagination to include it in the increasingly narrow, unimaginative and repetitive programme we have to ram down their throats. No room for individuality, no choice, no relevance to many of their career paths is how they see it.

    The whole system is based on a completely false premise that children improve year on year in a steady upward, linear trajectory within a tight quartile from the age of 4. There are far too many variables to pin a whole education system on this slippery basis.

    The brighter kids can see what's going on. They know that we are all cogs in a machine.
  10. lanokia

    lanokia Star commenter

    It's interesting that at the same time that they prattle on about creativity in the classroom...

    ... they adopt methods of management that specifically crush creativity. If the teacher, the leader in the room, isn't being creative then there is fuckall chance that the pupils will develop any creativity.
    InkyP, TEA2111, cissy3 and 1 other person like this.
  11. Jolly_Roger1

    Jolly_Roger1 Star commenter

    Spot on, @lanokia. What a contradiction in terms; a 'standardised lesson of creativity'.
    indusant and lanokia like this.
  12. xena-warrior

    xena-warrior Star commenter

    I departed when it became disappointingly clear that the function of a state school was to make its management look good; the teachers' role being merely to facilitate that end; and the education, development, intellectual and emotional growth of the children being secondary and coincidental to it.
    InkyP, TEA2111, lanokia and 3 others like this.
  13. cissy3

    cissy3 Star commenter

    Couldn't agree more. This idea created levelling and all related ***********.
    InkyP and lanokia like this.
  14. Compassman

    Compassman Star commenter

    Why are the unions not doing in depth research to show that linear progress, targets etc is nonsense?
    (Shouldn't take much) Then they can publicise this widely in the media and make it abundantly clear that teachers should not be measured against such nonsense.

    They do say it no to this already but they don't really force the point. People are losing their jobs over this lie.
    Last edited: Jan 17, 2016
    TEA2111 likes this.
  15. nearmiss

    nearmiss Lead commenter

    To my certain knowledge both NUT and ATL have done just that. So have numerous academics. It's hardly a big idea or a secret. Facts don't seem to influence policy these days. Every successive administration decides to tinker with schools.
    wanet likes this.

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