Teach your Children Well

Years ago, when I was a proper working person and not a layabout pensioner, I was a teacher. I worked in primary schools, beginning with the oldest children, in a tenement style school in Stockwell, London and finishing with the tiny tots in the reception class in a seaside village.

During the first, pre-career break time there was room for some experimentation in the classroom. There was the freedom to implement such ideas as ‘bay-working’, where the room was split into areas or ‘bays’, each bay being set up for some independent work in a specific curriculum subject.

When I returned to reaching after a ten year career break [having my own children] there was still a culture of freedom and the school where I taught implemented a system called ‘integrated day’, the idea being that a topic was chosen and the learning arose from delving into curriculum areas around that topic.

During the years I worked in the integrated day system I can never remember any of us, children included, feeling stressed, bored or exhausted [although, to be fair I was still relatively young]. The children, no matter what age, were responsible for their own day’s achievements and became independent from not being ‘spoon-fed’ every skill and piece of knowledge. We considered ourselves providers or facilitators and all of us attended school each day with a buzzy feeling of enthusiasm for what the day would bring.

Within the system we used ‘real’ books for reading. We’d quietly withdraw a specific ability group to teach a skill in Maths or English or hear individuals read then filter them back in to practise what they’d learned. Art, science, story writing, technology or play would all be going on simultaneously.

There were many opportunities for children to help each other and enjoy roles and responsibilities. Everyone could say what they were doing and why. The behaviour was mature and sensible, even though sixty or seventy children would be sharing a [large] area.

Within three or four years of this halcyon period the ‘national curriculum’ was introduced. Nine curriculum subjects were identified and separated. There was no more linking up areas into topics. The concept of targets crept in. Appraisal and the beginning of scrutiny began. Some bright, government ambition-seeker invented OFSTED. Fear became a feature of every day teaching life.

There was no more opportunity for integrated day, for children to feel empowered by their independence. The parents no longer trusted us. Testing, in the form of SATS was thought up, a system the parents fixated on and became obsessed with, their children’s ‘level’ being the only thing that mattered-more than motivation, achievement, self-esteem or happiness.

I believe that parents, teachers and anyone who is involved with children’s development should aim to foster a spirit of independence in thought and action, maintain the natural desire to learn and encourage kindness, respect and support of each other, just as we used to. That way we may have a hope of growing and nurturing a kind, caring and intelligent society and not the grasping, selfish and ignorant culture we are stuck with today.

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                It is accepted that to be good at something, to excel, to be an expert-you must love that thing. You must have dreamed of doing it since childhood; have worked, or practised or studied at it in all your waking hours. It is true for great musicians, artists, sportspeople and of course, writers. But what if there is a pursuit you love, that you spend time on, you practise and you study-but you are, you remain, you continue to be completely useless at it?

                At school, for instance I was very fond of both geography and biology. In geography I loved drawing maps, shading in the contours and labelling everything. In biology I got enormous pleasure from drawing diagrams and again, labelling the bits. I’d spend time over these tasks, colouring along the coastlines in blue on a map, or shading in the joints on a skeleton. But it was to no avail. I bombed at both subjects and was [not unkindly] advised to ‘drop’ them like hot potatoes before ‘O’ levels loomed.

                So it is, nowadays with photography. I love photographing things. When walking in a new place I am rarely without my camera in my pocket-or more often-in my hand. I do, however have to have a compact, idiot-proof camera that will do everything for me except press its own button. I confess to no understanding at all of shutter speeds, lenses, exposures, filters and zooms [although I do have an excellent zoom on my little gadget]. I take snaps. I take many snaps of objects that have just gone past, or that are too far away for the camera to see, or are blurred or are in the dark, or are anyway, unrecognisable. But in this automated, computerised, digitalised age it matters not a flash, because that master capability exists-the delete button.

                These days anyone can have a go at photography and be ‘published’, [in much the same way as blogging]. Holiday snaps on Facebook must have become the new ‘postcards’. Myself, I’m not sorry about the demise of the postcard. They were a complete chore, a duty to be executed and got out of the way as quickly as possible. You had to choose them, buy them, get stamps. The shop selling the postcards might not sell stamps, or would sell stamps only of you bought cards from them. Then you had to think of something to write to Aunty Elsie or whoever. What could you write in that tiny space that would be interesting or amusing or informative? You could write in barely legible miniature documenting every moment of your vacation or you could use up the entire space with a vacuous ‘wish you were here’ kind of statement.

                No-I prefer the FB approach, except that due to an entrenched phobia about having my own phizog snapped I like to be behind the lens rather than the subject; and I get to be a published photographer –just like everyone else!