Tests, Exams, and assessment!

Hi! 

Firstly, Merry Christmas! Hope you all well, and recovering from the masses of chocolate, turkey, and wine that comes with our beloved holiday season! 

Right down to business, I thought I'd blog once more this year in between that black out week between Christmas and New Years! I can never recall what day of the week it is, during this time! I've been reminded half a dozen times that it's Saturday! Shocker I know!

Right, so I decided to end the year a big issue that surrounded Education over the Summer break, when Education Minister Ed Balls scrapped Key Stage 3 SATS test! Now any UK reader, will of course with mention of SATS only speak of them with dread and bad memoirs! I hated the SATS tests, being assessed at 14! What a JOKE! Furthermore I was assessed at 7 and 11 years of age! Makes you wonder why I wish to become a teacher!

My opinion of SATS, they were always a bad idea! And although Ed Balls, did the right thing of scrapping them in England (they've already been scrapped in Wales.)  His reasons behind scrapping them were totally wrong! If he had come out and decided they were useless, unfair and put young people under intense stress, then fair enough! (Warning: This Blog might become a little political; but I'll tell you I am and always will be a Labour Party Voter.  I might not fully agree with New Labour, but better the devil you know, then the devil you don't.)  Ed Balls decided to scrap them because of the ballooning administrative costs and the fact the company were an absolute joke! Outsourcing test markers?? Surely, a line to far?

So what might we have in replace of the dreaded SATS in England? Single level testing?  Well, that's just the SATS tests tarted up for the 21st Century.  Plus in many SATS papers, the Papers cover many levels.  If you fail a single level paper, which you can do! Then you won't receive a level!  Quite a scary prospect, if you're thrown into a level 5 or 6 single level paper!

No, no, no! Single level testing? Bad, bad idea! A paper like that will surely ramp up the pressure on a child.  Plus there is no chance of showing a cascade of achievement. And of course, Exams are one-off events, like Cup Finals! If you show up not at 100% then, that could make all the difference between a level 5 or 6.  And could furthermore, put you at a disadvantage when taking your GCSE's.  The most important thing in a 14-16 year old's mind!

So, what can we possible replace them with? Modular Exams? Well no, again! It's a hard for an Undergraduate to revise for a University module they might have only had 10 hours access to! Surely, the same might apply to a teenager!

Coursework? Hmmm....Maybe! But in many studies Coursework favours Girls then Boys, and well...let's not talk about the Girl/Boy divide at the moment in Education! Surely, that's for another time!

To me, the answer is "Continual Assessment."  No one-off exams, Or two/three week projects.  But setting and asking children to complete tasks as homework/classwork.  And marking the work throughout the year, and give a level at the end of the year based on the averages.  Yeah, ok! I admit, not perfect! But then Education is the pursuit of Perfection! Over the course of a year, no one knows a pupil better then his/her teacher! Not an external marker 100's of 100's of miles away sitting in a study over the summer, listening to Radio 4!

Continual Assessment! Simple, cheap and effective!  Or is it far too much like common sense for those in the "know" to take on board!

Ah well, Rant Over!

Happy New Year,  See you in 2009!

Peter,

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The Wider Remit

Hi everyone!

It's nice to see my blog is slowly gaining in popularity. I'd appreciate it, if those who read this would share it with others.  But if I'm honestly, I just enjoy spouting off some spiel about whatever takes my fancy within the sphere of Education.  

Before I start, my apologies...I promised to blog twice last week.  But School being School, something at the last minute came up, which needed taking care of.  But I'll try to blog later in the week this time...Last week of term and all that, might be as late as the Sunday.

As you can see the title is called "The Wider Remit."  What does that mean? Well to me, this discusses the role teachers play as Pastoral tutors.

Of course, when your hired as a teacher.  You're simply not hired to teach your subject, or in my case Subjects!  You are usally 90% of the time, attached to a Tutor Group.  To play a secondary role as Pastoral mentor or Form tutor to 25-30 kids.  This involves a lot more then merely spending 30 minutes a day with them, taking the Register and handing out notices about Room Chances, Football club and of course....Staying off the grass at breaktime.

Your role to this group of kids is huge! Firstly, and obviously you've got them for 5 years and even possibly 7 if they reach the Sixth Form.  Whether you like it or not, you are a Role Model to them now.  Not quite a Pseudo-Parent.  After their immediate family, its you they probably spend the most time with in a week.  I worked it out to 2 and half hours a week you spend with them.  So basically 10 hours a month...You're getting close to the 100 hours mark per school year.

In my opinion the role you play as a Group Tutor, is MORE important that right i'll say it again MORE IMPORTANT then you're role as a Subject teacher.  I'd be wary that if you wish to enter the Profession if you want to play no role in being a Pastoral mentor to children.

So sadly, you have to be flawless during your time in school and out in the wider area.  In the local pub by the school you can see a real mix of children with or without parents whether they are having food there or not.  You'd be surprised how quickly you become the topic of conversation if you walk past them on your way to the bar.  A few friends from the staffroom who like a smoke, suddenly don't feel the need to light up when out, if someone in their form or class is in the area.  It's that idea of living up to your role that you have on the children's life.

Think about it now...How many of you can name your favourite and least favourite teacher at school? I bet it comes to you like *snaps fingers* that!  For me, it's Ms. Watkiss (My College History Teacher) and Miss Parry (Home Economics and ICT) respectively.  In fact, in the comment box below tell me who your favourite and least favourite teachers were at school.

There you go, The Wider Remit!  You'd never think it but there's a lot to this teaching malarky! Yeah I know, I said Malarky! In fact done it twice now.  Right I'll wrap it up there!

In case, I don't blog later in the week.  I'd like to take this moment to wish you a happy Christmas and Prosperous New Year!

Peter 

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Classroom Management

Hi there,

Thanks for dropping by.  Apologies for the length of time since my previous post.  I've been frantically busy with school and essays and the such.  Plus I turned 23 recently, so I've been enjoying my birthday.

Anyways, enough of the waffle lets get on with it.

I've been thinking a lot recently about "Classroom Management."  Yeah, I know! It's the Zen of Teaching.  How do you keep the little bleeders from playing merry hell within your classroom, well its surely a topic that encourages a lot of debate.

Of course, I'll try right at the beginning.  The Cane!

Right, of course.  I'm completely against Corporal punishment, it's been rightfully banned many years ago.  But in a strange way, it's removal as triggered a great debate.

How do you control a classroom now?

Well, there are a few different ideas and strategies.  My personal idea on it, is to use your personality.  I'm quite a casual and informal person, but I draw the line at a very defined point.  Something which  took a few weeks to get over well enough, and do I'm getting some good world out of the kids, pity I'm finishing teaching with them this week, eh?  But there are some down-points to this type of classroom management:

1. You can't get instant rapport with your class.

2. They can see it as a chance to play hell with you.

3. Your attitude can be misunderstood as a chance to relax and doss during the lesson.

But I feel, that this type of style is probably the best way to go.  I recently the SENCO of my school, teach a bottom set year 10.  With incredible control, she was empathetic, informal and showed great humour with her class.  But they knew they couldn't dare step out of line!  Now if I ever had control of a class like that, I know I've done well!

The other main school of thought, is the strict and sold type of teacher.  The "Thall shalln't not f*ck with type!"  A type of teacher focused on delivering the lesson, under strict conditions and impose hard penalties on misbehaviour.  Now there are three big faults in this style as well

1. Children become bored, and therefore disruptive!

2. Children might be afraid to ask question, therefore might not learn!

3. Children might rebel and your control is out of the window straight away! 

I've observed lessons with this type of style, and although it does have it's really good points! I found it dull and boring, and I struggled to be motivated or interested.  But that's just me, of course!

The way I see it, every class is different.  For example, I'm more strict with a year 8 of mine then a year 7.  I put it down to the personalities and their potential to "blow up." There is sadly, no "one size fits all" type of classroom management.  But I think you're going to "make it" as a teacher, I'd suggest you need three things to get through "Classroom Management"

1. A Personality - You need to be able to hold children's attention.  You need a Personality to impress your own style on exposition and control.

2. A thick skin - Children can be cruel, don't let them see you crack, otherwise you lose! BIG!

3. A strict set of rules - whether your formal or an informal teacher, pupils need to know where the line is! Blurred lines can equal big trouble, fairness is critical!

Well, I think that's it for now! Tell you what, I'll give you a two for one deal this week and blog for you later in the week!

Til then,

Peter 

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