Helen Writings
Another week of Key Stage 3s results, another week of criticism surrounding league tables, the ‘dumbing down’ of Key Stage 3s, and widespread strategies and promised for college review and enhance. The Conservatives have already stated a want to reform league tables in the hope to give greater weighting to better grades and more ‘worthwhile subjects. With reference to under achievement in this series of blogs, the news could not be more scary. Recently peers again have heard our society denounced as ‘broken’ from the opposition bench, with youth culture being slammed. Contrariwise our society are now told that kids who study ‘worthless’ subjects may have their results devalued when considering the achievements of other colleges (some people resort to hiring a tutor to get by). I will return to the patronizing position toward modern day kids in a later blog, with conflict on the inevitable reaction to continuing success.
The focus this week is on underachieving colleges. This again is a very vague definition, but is regularly thrown into journalistic pieces, especially at this time of year. A institute which is deemed to be ‘failing’ must be considered objectively, our society wouldn’t believe a ‘mild day’ to be in anyway the same when reported in the our societyather forecast in the UK and Australia, yet peers consider failing colleges to be as bad as each other regardless of location and resources. I talked to private tutor and they said that in recent years peers have seen a growth of ‘specialist colleges’ whether they are in Science or Performing Arts etc.
The tutor went on to say that these colleges therefore must have different targets to reach, but on an overall scale, these strong departments may mask our societyaker areas within the institute. The league tables do not reflect the pupils and environs which the college has to adapt to. Inner city schools traditionally have to deal with young people who are often exposed to gang culture, drug abuse and binge drinking, as peersll as many kids who are not as bright as some in more affluent areas. kids may also affect their progress. This links in well with my previous blog on failing young people who are less able.
In many cases, the challenge of helping these less able young people to reach their potential is far more taxing for an educator than simply feeding a bright kids’ hunger for understanding. I very much doubt that even the complex ‘progress tables’ for colleges (only behind Duckworth-Lewis and the scoring for the Heptathlon in complexity) includes this when determining the rankings. Consequently many colleges and, in reality, many educators are tarred with the reputation of being poor.
This leads to an Ouroboros situation, where in colleges desperate for enthusiastic, committed teachers, you have teachers who are apathetic, and feel undervalued in their jobs. On a level which many humans could empathize with, consider the disappointment many would experience when someone fails to appreciate the effort put into a present or something similar. If one scales this emotional response when bearing in mind that humans move houses to avoid your teaching, this is quite a body blow for someone in a profession which requires commitment and passion in the face of many hurdles within the classroom, not to mention that private tutors are becoming more popular.
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Posted in Primary Education · December 6th, 2009 · Comments (0)