I had my first teacher training interview last Friday. I’m not sure how I came across or whether I shall be invited back for the next stage in the recruitment process. One thing I was asked to do was to give a 5 minute presentation on a topic of my choice and after some deliberation, I decided to talk about my vision for education. I figured it was important to explain why I wanted to be a teacher and what kind of teacher I wanted to be. If my vision didn’t square with theirs, then we would not be a good fit either way.
I’m sharing here some of what I said. Maybe you can have a better inkling than me whether it went down well or not. In any case, I found it a useful exercise to put into words what I believe education is about and what it should look like. It went a little like this…
Let me start by saying that education is very precious to me. It allowed me to be more thoughtful, analytical and philosophical. It opened many doors for me and I want to be able to pass that gift on to my students and help open doors for them too. I’ve seen the various educational debates that are raging at the moment between the “traditionalists” who emphasize a knowledge-led curriculum versus the “progressives” who want to focus more on creative thinking and problem solving skills. And I have to confess to being baffled by this dichotomy on offer. Why do we have to choose between one or the other?
I’ve always thought it was a given that a teacher’s job was to impart knowledge and that this knowledge would underpin creativity and problem solving. Let me give you an analogy which demonstrates my point, albeit not in an educational setting. My mother taught me how to make perfect, fluffy white rice. Over the years, I have taken her recipe and added a few tweaks of my own. My expertise in cooking rice gave me the confidence to play around with the recipe, to be creative with it. I hope to teach my son, when he is a bit older, how to cook rice both the way my mum made it and with my innovations. In due course, I expect he will go forth into the world with this knowledge and try out his own permutations of it. In this way knowledge gets passed on and improved upon from generation to generation.
I guess this means that I fall more into the “knowledge-led” camp. To be honest though, I think this is all a bit of a no brainer and that we need to look beyond this debate. What do we understand by a good education? Now it is beyond the scope of my 5 minutes to answer this question in any depth but let me give you, very briefly, my perspective on what encapsulates a good education, based on what I have read and observed in schools so far.
I’ve talked already about the importance of imparting knowledge and so I won’t go much more into that. Secondly, I believe in pitching things up and setting high expectations rather than pitching things down as is so often the case. For example, I am not in favour of giving students lots of handouts rather than expecting them to write their own notes and I’m not in favour of spoon feeding them with writing frames rather than encouraging them to formulate their own sentences. I have seen Year 10 history students carelessly copy down the writing frames on the white board and then cobble them together with what is written on their handouts, resulting in often incoherent sentences that make no grammatical sense. I think all this spoon feeding derives from a sense, not overtly articulated, that the students are just not able to work at that high a level and so we have to pitch things down for them. But then this becomes a self fulfilling prophecy. If you want to raise standards you have to have high expectations. You can’t do it by just making things easier. Of course that’s much harder to do and much more challenging, but nothing worthwhile is ever achieved by taking the easy road.
When I think of a good education I also think of language skills and communication. If you can’t read, write or speak properly, you haven’t been well educated, full stop. I am able to sit here before you and speak articulately about this topic precisely because of my education.
And finally we come to what is, to my mind, one of the biggest issues of the day: behaviour management. If you are constantly having to manage even low level disruption, constantly having to stop what you’re saying because someone is talking over you, then you are not going to be able to teach very well. I see behaviour and discipline rather like the first building blocks in Maslow’s hierarchy of needs. In order to learn, I believe you need to be in classrooms where there is good behaviour. You can have a well behaved classroom where learning doesn’t happen, but not the other way around.
Those then are my five pillars of a good education: knowledge, pitching things up, language, communication and discipline. That’s what I think teaching is about and I hope most of what I have said chimes with your outlook on education.
[At this point, I was told I had about 30 seconds left, so I decided to squeeze in one last bit of the presentation I had prepared.]
Let me finish with this little vignette.
Many teachers will have had a light bulb moment when they realise teaching is the profession for them. Although I probably had been thinking about it sub-consciously for a while, I had such a moment when I received this note from my son’s teacher.
When I tell you this note was written by no less than the deputy head of an Ofsted Outstanding school, you may get an idea of my level of frustration, disillusionment and ultimately my conviction that someone needs to step in and raise standards. I do believe that teachers have to be well educated themselves, to be masters of their subject, in order to pass that on to their students. When I saw this note I realised that here was an opportunity for me to do something of value. Or more simply, it made me feel needed. And so here I am, raring to go. Thank you for listening.