Posts Tagged ‘anxiety’

As I feel the need to stand on my soap box and get something off my chest this week I apologise in advance for  my work-related rant and won’t be at all offended should you wish to click away now…

picture courtesy of Anxiety UK

picture courtesy of Anxiety UK

So, two weeks back into term time and already I have signed a petition to remove the Secretary of State for Education. I don’t add my name to anything lightly but I really do think it’s time for Gove to go. His unrealistic and ever changing demands on teachers is creating an exhausted, de-motivated and de-moralised staffroom; the delivery of our national curriculum with its incessant assessing puts unnecessary pressure on students, creating stressed and apathetic pupils. Do children actually enjoy school these days? Ask a few – I did – and they looked at me as if I’m barmy. As far as many of them are concerned, it’s a place to meet their friends – what goes on in classes is just a damn nuisance.

To maintain league table positions, schools have to chase grades. Targets are imposed on students and it is up to the staff to make sure these targets are met, never mind the anxiety felt by hard working children who aspire to, but sometimes fall short of, their aspirational targets. The government recently implemented performance related pay for teachers. In any other profession or line of work (except perhaps the front line of the health service) I’d say this is more than acceptable – in the corporate world it is probably essential. But teaching?  Where we are dealing with the lives and minds of young people? I don’t think so.

Some kids, however hard they work, however much they try, however much guidance they receive from dedicated teachers just aren’t going to reach that magical A-C banding which means that staff, not fulfilling their quota of ‘passes’ will find their pay packets lacking. This system is just crying out to be abused by unscrupulous heads of department who could cream off top students for their own classrooms thus ensuring a constant flow of suitable, remunerative grades.

A-C grades at GCSE (exams taken at age 16) are the keys to moving onto further education and eventually university. Grades convert to points which in turn, convert to cash for funding. It is not unusual nowadays for many top level students to achieve ten A or A* grades at GCSE, which is great for the students and for the school coffers but how does this happen? Are that many students good at everything? In my dim and distant past people generally leant towards either maths/science or English and the arts with only the odd few who were more than competent at everything. What can this possibly mean? Are we breeding a race of super students now who are as good at creative writing and art as they are maths and physics? Who can turn their hands to practical subjects and still be ace at computing and chemistry? No of course we aren’t. Our national curriculum is tailored to ensure that kids jump through hoops with the drained direction of their dedicated teachers.

When they’re not taking exams, pupils are being constantly assessed. I’m sure this has always been the case – just not so obviously to the students as it is now. The students are shown a framework for success criteria and in some cases, the mark scheme, before they even open a book and assessments are churned out in every year group, from ages 11-16, sometimes as close together as one every three weeks in one subject alone. Multiply that by the number of subjects on the timetable and you have one hell of a lot of assessments not to mention BORING BORING BORING.

To what end? Where’s the learning? More importantly, as far as I’m concerned, where’s the fun? It seems to me that we are only teaching them to pass a test, to excel in assessments and that any actual knowledge they may acquire is a happy additional benefit. I wonder if this is all a government ploy to create a generation of analysts… because that’s what they are learning – to analyse, not to create. Short sighted, in my opinion. Eventually, without creators, there will be nothing left to analyse. Rather like when our government got rid of all the manufacturing industries. They really don’t think things through, do they?

During my schooldays which, incidentally, I loved, we were afforded the opportunity (and the time), in English classes, to spend whole lessons discussing books plays and poems around set texts. We were taught to love Shakespeare and poetry before we had to start picking it to bits: we were given a lifelong love of literature which is why I get so exasperated with our older students who think that reading seven novels about an irritating little bespectacled wizard is sufficient recreational reading material for a potential A* student. (I ranted controversially once before about Harry Potter, which you can read here if you’re interested).

My Art lessons were peppered with visits to galleries and History to museums while Geography offered field trips which included wading around in the River Dart and getting lost on an unknown fell in the Lake District. We survived without need for all the health and safety legislation required now to take groups of students anywhere remotely interesting.

(Actually a colleague and I did manage to evade the red tape once and take a group of our students to the theatre. This trip is probably worth a post in its own right, as it turned out).

I know things have moved on substantially since I was at school – of course they have and facilities these days are fantastic. Just what is the point of it all if the learning is secondary to the testing? I wonder if, a few years down the line, our students will remember anything about their schooling or whether their memories will be of one long assessment – and how sad if that is the case.

Hopefully equilibrium will be restored next week but in the meantime, should you feel inclined to sign the Remove Gove from Office petition, you can do so here and if you’d like to read my poem on ‘Free Range Children,’ just click here.

Phew, that feels better…

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I have a mobile phone, obviously. I hate the damn thing. I use it rarely, even though last year, I fell victim to fashion and technology and exchanged my old-fashioned, easy to use brick for a streamlined smart version. Smart? Only as smart as the user who, in this case, remains stubbornly Luddite. The child who served me in the Mobile Phone Store was very helpful and reeled off a complicated spiel as to the merits of one phone over another; explained the ins and outs of having a contract over pay as you go, then asked me how many text messages I send in a month. On average. Give or take. When I replied probably less than twenty, his expression was one of pity followed by a glazing over of the eyes as it dawned on him that the lack of commission made from this particular sale was hardly worth the bother.

I left the store with my new phone, on the cheapest tariff available which didn’t include a user’s manual but gives me 100 minutes of call time, 500 free texts a month and 250 MB of mobile internet.

The efficacy of this new bit of kit is questionable. Apparently I can download as many apps as I like – whatever they may be – the cost of which goes straight through and inflates the account I was forced to set up, but I can’t get through to people I want to speak to on account of poor network coverage. I concede that texting is useful and I do use the facility, usually in reply to someone else or to confirm an arrangement, but as far as chatting goes, I prefer to do that F2F. (text-speak for face to face, FYI).  While the Sofa Loafer holidayed in America it was good to know that he’d reached his destination safely. Or it would have been had he been able to get a signal in El Paso. I received a one word text – ‘here’ – when he landed at JFK in New York and then nothing for six days. For all I knew he had been kidnapped and bundled across the  border to Juarez, which, as he was so fond of reminding me before his trip, is supposed to be one of the most dangerous cities in the world. As no ransom request was forthcoming during the next few days, I assumed that he’d met up with his friend.

I have two theories; the first is that mobile phones are contributing to growing anxiety prevalent in today’s society. The fact that Sofa Loafer had his phone and I expected him to keep in touch just served to make me more nervous when I didn’t hear. Later during his trip, after I had received a few brief but reassuring messages, I received a text in the middle of the night to tell me he was stranded at Atlanta railway station, the tone of which, I felt, implied that I was somehow culpable. Great! Four thousand miles away, all I could do was offer sympathy and advise patience. He discovered that American trains are even less reliable than British ones, and that having a decent book while travelling is essential. When my husband and I travelled around India in our early twenties, would it have been any comfort to my mother to know that I’d contracted Delhi-belly on the first day and that our hotel was full of cockroaches?

My second theory is that far from making our children more independent, having a mobile phone clamped about their person at all times actually makes them more reliant on someone at the other end of the phone telling them what to do. Whatever happened to initiative? Oh, sorry, not on the National Curriculum. Interestingly, Multi-Modal Language is. I’ll be picking this fascinating topic to bits in a future post. BFN.

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