The Best Option for My Child

Making the right decision for your child is, of course, crucial. Deciding which school to send your child is perhaps the most crucial decision of all. Most parents agonise over whether to 'put their child through' the 11+ process. My message is unrelenting and simple: If they are intelligent enough, then absolutely grammar schools are the best option.

The proviso of being 'intelligent enough' is an important one. 11+ preparation has, sadly, become a big business. I am aware of some people who teach students in groups of 20, and go from one group to another in a day. 11+ is big business. This is why it is important to try to hire a tutor with integrity, who will be honest enough to tell you, after a few months, whether or not your child is intelligent enough to, realistically, have a go at these tests.

Some poor students are coached for years for this exam. They have hours of lessons every week, and are taught, eventually, to offer the right answers in the right places. And this incredibly mechanical process can, occasionally, achieve success. But just think about what that child would then have to put up with over the next seven years of their education. They would struggle. They would, instinctively, know that they were out of place and above what their mind can take. So, to some parents I say: be careful what you wish for. If your child is not naturally bright, there does need to be a point where you accept that and look for better alternatives.

Beware of the private education alternative. Private schools do not differentiate between students who have ability and students who really do have quite specific educational needs. Just because you pay £15,000 a year for an education does not mean you are guaranteeing the very best education. You may well find your child has a teacher that has been languishing in private education for generations, and simply has not moved with educational changes. You may also find that your child is surrounded by students who misbehave, considerably. The only certain thing that you will find about students in private schools is, you have guessed it, money. But money, in education, does not bring you the best.
So, concerned parent; if there is that natural brightness there. If there is that 'something special', if there is a genuine amount of intelligence beyond the average child, then grammar school is certainly an option that I would recommend.

In my experience in life, you are what you are surrounded with. If your child is surrounded by like-minded intelligent young students who want to learn then it will quite clearly have an effect on the mind set of your child. The working ethos inside the class room is absolutely crucial. If parents were to enquire of the one thing that frustrates most teachers, it is the lack of desire to be successful in the classroom by a vast amount of state educated children. If there is no desire, what, truthfully, can teachers do? In actual fact, it is the lack of desire in young students today that appears to be the crucial instigator in poor behaviour. Grammar schools, by their very nature, will be full with students with desire. And that has to be good for your child! The desire to succeed in life is a wonderful attribute to have, and the more your child is surrounded with these kinds of students, the better.

The Boy Problem - Why Do Boys Struggle in Schools

Teachers are only too familiar with the 'boy friendly lesson'. It seems that you get that extra pat on the back if you ensure that the lesson appeals to boys in particular. It also appears that schools are absolutely addicted to solving the 'boy problem' in school. There is, admittedly, a problem with boys in school. But an investigation into why boys struggle in schools provides one clear answer: they are not mature enough to appreciate education. Schools, in a nut shell, need to make the relevance of school abundantly clear for boys: the message needs to be blunt and striking. Either mature or lose out.

Let's take group work. I am an advocate of group work with students, and feel that students learn a great deal from each other. However, when I often ask a class to work in groups there are two clear divisive groups: the mature, encouraging and proactive girls with the subdued, arms crossed and silent boys. Boys just do not want to know in situations like this.

Boys are also very keen to make others laugh. They risk detentions, failing exams and telling offs just to raise a laugh from children they probably never talk to outside of class. Why? Because they are rebelling against what they see as pointless lessons, in pointless days and pointless weeks that fill up pointless years.

Boys in particular are encouraged to escape in a world that is simply not there. From computer games to television programmes to songs, boys are offered a life that is so very appealing but that is also so very unrealistic. Boys may fantasise about becoming footballers, great army generals or gangsters. Are any of these attributes realistic or going to help forge a character that society can be proud of? Of course not. Do any of these attributes encourage maturity, logic and reason? Of course not. Then why are we surprised when boys do not have the maturity that they so badly need?

This point needs to be made very clear to boys. If they do not respond they are going to fail. If they do not mature they are going to fail. If they do not try to engage in lessons and assessments then they will be lost in the abyss that is the working world.

Preparing To Become Head Of Curriculum/Subject Department - Part A

Within five years of starting your teaching career, you will have decided that you want to remain a classroom teacher or you want to become a curriculum leader where you can have a more direct influence on what is happening in many classrooms. The aim of this and the next article is to give you some strategies to help prepare you to present yourself as a candidate for these positions.

I believe that there are six areas in which you should centre your preparation. This article will discuss the following two areas. (The others will be discussed in the second article).

1. In the classroom
2. Within the school

Many of the ideas I shall suggest may well be part and parcel of what you already do professionally. You will need to expand on them. The lists of ideas on each area are extensive. You will not be able to do them all at the same time. Here is where an action plan comes into play.

It is important to note here that your goals and action plan must be flexible and open to change. Review them often and keep an ongoing record of what you have achieved. Record everything you do and achieve in your personal annual diaries. Store old ones in a place which is easily accessible. You will be surprised how often you will need to refer to them in the future.

With regard to these two areas of your preparation, I have listed ideas for you to consider. Select those that your action plan and goals suggest should be priorities.

In The Classroom

• Create a folio of resources on all aspects of your teaching.

• Create a set of goals you have for each class you teach. Review them often and change where appropriate.

• Use as great a variety of teaching pedagogues as possible.

• Become proficient in using a wide variety of technology.

• Become proficient in using a wide variety of assessment tools that reflect your teaching pedagogues.

• Become proficient in using a wide variety of behaviour management tools.

• Develop a set of class rules that complement the school's behaviour management plan.

• Make the school administration aware of what you are doing. Invite them into your classroom to see what is happening. Ask them for feedback on how you are progressing.

• Find a mentor to help keep you 'on track' - one who can see you at work in the classroom.

Within The School

• Develop an understanding of how the whole school works.

• Involve yourself in all school activities.

• Accept organisational roles within the school, e.g. sport, camps, concerts, chess club, debating and academic contests.

• Accept leadership roles in the above areas.

• Accept leadership roles in curriculum areas within your class groups or the whole school.

• Contribute often to staff meeting discussions. Ask questions for clarification where necessary.

• Offer to mentor students and trainee teachers.

• Offer to become a Year (in high schools), or House Coordinator/Master/Mistress.

• Develop an understanding of whole school issues. As a Head of Curriculum, these issues will impinge on what you would like to do. Therefore, you need to be aware of them to help in your planning.

Make sure you keep a record of all that you do and achieve. Evaluate every new idea you try and look for ways to improve, add to and expand your professional skills. Here your professional diary is your greatest asset. It will have the evidence you will need to present when you go through the selection process.

The next article will look at how you can gain a whole school community appreciation of education and how to use your involvement outside your school life to enhance your skills and reputation to help make you an ideal candidate for a Head of Curriculum.

Preparing To Become Head Of Curriculum/Subject Department - Part B

If you are reading this second article on becoming a Head of Curriculum, then I believe you are seriously considering become a curriculum leader where you can have a more direct influence on what is happening in many classrooms. The aim of this second article is to give you more strategies to help prepare you to present yourself as a candidate for these positions. They are designed to expand your skills and experience to provide you with as good a background as is possible to do the job.

As mentioned in the first article, you need to create an action plan that includes each of the areas discussed below. You know your own strengths and weaknesses so create a set of development goals based on what areas you need to develop. These need to be the basis of your action plan. If you are not sure of your strengths and weakness, seek a professional mentor to guide you here. Remember to review your goals and action plan regularly and make changes, deletions and additions, as you feel necessary.

Below is the final list of four areas to consider in your preparation to become a Curriculum Coordinator.

1. Personal professional development

2. Outside school but within the educational community

3. Your curriculum vitae

4. Activities beyond the school community

Personal Professional Development

• Keep a diary of all professional development activities in which you have participated. Include all your professional reading.

• Continue to upgrade your tertiary qualifications.

• Seek a mentor for each area of personal expertise you wish to develop.

• Attend as many professional developmental activities in as many aspects of education as you are able.*

• Offer to be involved in planning these activities in your school.

• Suggest topics for professional development activities in your school.

• As you gain experience, you may wish to offer to present a session at one of these workshops.

• At these professional development activities, be prepared to ask questions and offer input from your own experience.

• Where money is allocated for personal professional development from the school budget, make sure you use it up every year.

• Seek activities that are linked to your goals.

*There are many organisations within the education community that provide opportunities besides those offered at your own school. They include:

(a) Your own educational authorities at the local as well as state level

(b) Subject associations. Primary and secondary teachers can benefit from joining these associations and attending their conferences

(c) Private providers associated with educational technology

(d) Universities who sometimes offer opportunities

(e) Teachers' unions

Outside School But Within The Educational Community

• Join your union and be an active member.

• Join appropriate subject associations.

• If you are involved in school sport, become involved in the district and state sporting bodies that organise sporting competitions beyond the normal school competitions. Here you will meet very dedicated people from whom you can learn much. Opportunities exist here to get organisational and leadership experience.

• Offer yourself as a candidate for department committees which look at curriculum change, moderation of school results/performance and other issues.

• Write articles for professional journals - be they for a subject association or your union.

• Keep a diary of your involvement in these organisations.

Activities Beyond The School Community

• Become involved in your local community to show you have a concern for local issues. This will be very important in country areas.

• In your CV, list skills or experience you have gained in the general community. You may be a Life Member of a club. You may have been a champion public speaker.

• Public organisations can give opportunities to develop leadership and organisational skills.

Your Curriculum Vitae

• Once you have been through the 'Job Description' for a Head of Curriculum, you will know the criteria used to select candidates for those positions. Then you can set up the sections in your Curriculum Vitae (CV) that link to those criteria.

• Your CV must be a document that is always in development.

• Do a draft CV as soon as possible.

• Update your CV annually, at least.

• When you are close to applying for a position as a Head of Curriculum, ask one or more of your mentors to edit your CV and make further suggestions.

• Ensure your CV shows you have an all-school perspective.

• Before you submit your CV or statement to the relevant authorities, do some research about the school to which you are applying. Make sure you address any special aspects of the school that your experience and expertise will enhance.

One final note: You are not going to use all these strategies. Select those that fit best into who you are. Pick the areas that you need the most development in and concentrate on those first.