Inclusive and Supportive Education Congress
International
Special Education Conference
Inclusion: Celebrating Diversity?
1st - 4th August 2005. Glasgow, Scotland
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Inclusive and Supportive Education Congress 1st - 4th August 2005. Glasgow, Scotland |
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Chendore Luan Doxsey
Daniel James Community School
Heol Ddu, Treboeth, Swansea, Wales
fox21999@yahoo.com
Children and young people with learning difficulties often have problems managing or controlling their behaviour, the learning processes, the curriculum and social environment, and evincibly their home and social environment. The problems faced by both the child and their teacher increase significantly when they occur within areas of socio-economic deprivation. The policy document, the Index for Inclusion, has supported the growing number of children diagnosed with special educational needs and disaffected social behaviour attending mainstream secondary schools. There is increasing evidence that the majority of these supported entrants are young people who live within areas of socio-economic depression. This small-scale study examined these pupils’ attitudes to learning, learning styles and social behaviour patterns. The research study was composed of a sample of children who attend a secondary school in a socio-economically disadvantaged area, their parents/carers and teachers. The study sought to establish whether or not the pupils and their teachers are equipped with sufficient knowledge and experience to deal with the problems that occur as a direct result of culture related norms and learning dysfunction.
The analysis revealed the effects of educational and social transition on these children in key stages 2,3 and 4, the Frankenstein Factor. Access to the curriculum, teaching and learning styles, the learning environment, and social interaction with teachers and peers all have a vital influence on the Frankenstein Factor. Do we create our own monsters in the classroom?
The sublime search for perfection, a remodelling of mankind, Shelley devised herDoctor Frankenstein to reflect the wishes of a class obsessed society to create the perfect human being. The monster he creates is doomed from its very beginning, cast out by society. It is, however, the monster that we empathise with and yet how many of us feel true sorrow and regret for its ultimate demise? What of the monsters currently purported to be in our midst? Children do not, as a rule, enter life, their community and school with the intent of becoming unwelcome, disaffected members of a system intended to benefit them and other members of society. The education system was set up to bring enlightenment, a desire for knowledge and learning to all. The education system establishes civilization, or so we have been taught to believe, and without it we become lesser beings. As management guru Tom Peters observes (2004). Schools were designed by Horace Mann, E.I.Thorndike, and others to be instruments of the scientific management of a mass population. Schools are intended to produce, through the application of formulas, formulaic human beings whose behaviour can be predicted and controlled. John Taylor Gatto Many children pass through the school system with ease, if with disinterest. Many leave clutching their academic achievements, the legacy of teach to test . How many of these
young people continue their quest for knowledge? How many achieve the self-fulfilling prophesy laid on them by an education system that cannot teach in the way they learn? Children are all different, we cannot shape them totally, but we can offer them the scaffolding with which to grow both academically and individually and the opportunity to desire learning. If we consider the above statement to be acceptable, why do we still operate an education system that denies the uniqueness of the child and stifles creativity. How many more monsters will we create? We currently teach in an age where indiscipline and the fear and actuality of violence has entered the classroom. Teaching unions and government officials worry daily about the rising trend of negativity and dysfunctional behaviour in our schools, teachers are leaving the profession, it is becoming more difficult to attract the future generation that will become the next educators of our children.
The study was constructed to identify the skills employed by teachers, in schools sited in an area of social-economic deprivation, that are seen to demonstrate maximum positive impact on a pupil’s holistic development in KS3 and KS4.
The aim of this small-scale study is to investigate –
(SEN) with a specific emphasis on Specific Leaning Difficulties (SpLD) Dyslexia and/or poor basic skills.
The inclusion and retention of all students in the education system in this country has been a major initiative of the Labour Governments policy for education. The Green Paper Excellence for All Children [DfEE 1997a], which built on the earlier White Paper Excellence in Schools [DfEE 1997b], began the cohesive inceptive framework for inclusion. Learning to Succeed White Paper 1999 and Bridging the Gap: Social Exclusion Unit Report 1999 have all underlined the importance for the reformation of the education system. In Wales the education system was issued with a series of reports and recommendations. Pupil Support and Social Inclusion – National Assembly for Wales Circular 3/99, The BEST for Special Education – Green Paper for Wales: January 1999, and shaping the Future for Special Education – an Action Programme – Welsh Assembly Paper [October 1999] issued directives and recommendations for a greater emphasis to be placed on prevention and early intervention, with more support and funding given to supplement literacy and numeracy programmes. This ran in conjunction with policies issued by DfES.
Success for a few was an option in the past. Success for all is the challenge now.
[Blunkett 2000:8]
David Blunkett’s statement of intent came as a direct result of the focusing of new government initiatives on underachievement and its links to poverty and low socio- economic environments.
Mittler, 1999, states,
Schools in areas of poverty are themselves working under multiple disadvantages………Unlike their colleagues in more affluent areas, teachers cannot assume that parents will necessarily know or be supportive of their work and cannot count on their co-operation………….The morale of staff is sometimes even lower than that of pupils and there is a high rate of sickness and stress.
It is an acknowledged fact that by comparison with other countries Wales has low economic growth, a significant incidence of low skills and qualification levels; 19% of the population have no qualifications as compared to 16% in the rest of the UK.
Extending Entitlement: Supporting Young People in Wales – Welsh Assembly
[September 2000] and Aiming for Excellence in Provision for Special Needs – Estyn
[July 2001], and more recently The Learning Country [WA 20001]; a direct response to
14-19 Green Paper, have set forth a number of key policy directives and legislative
proposals to carry the education system in Wales forward.
The Learning Country [1:7] states –
The plain fact is that training and education are intimately related to successful community development, social inclusion, wealth creation and personal fulfilment………
A culture of low skills, low qualifications, low creativity, low expectation, and low enterprise cannot survive in the face of European and international competition.
Whilst acknowledgement of the fact that poverty, underachievement and low academic success are explicitly linked is certainly a step forward for the education system, it still does not remove the barriers which exclude the students with learning difficulties and poor basic skills; a great number of whom live in areas of socio-economic deprivation. The present government advocates inclusion and concedes there remains a disproportionate number of children, from poor and disadvantaged areas, who encounter difficulties both in and outside school. These children face demotivation and marginalisation in both their academic and social lives. Given that an increasing number of children with learning difficulties and/or poor basic skills are entering and leaving secondary schools with few or no qualifications/academic achievements it is imperative that the reasons behind their academic dysfunction and demotivation are uncovered.
The Welsh Assembly Government’s National Basic Skills Strategy aims to raise the standards of basic skills of children, young people and adults. It covers all sectors of education and training as well as the employment sector and voluntary sector.
[University of Wales – Graduate Diploma in Professional Development [Education] 2005
This report will endeavour to raise awareness of the difficulties faced by pupils with weak literacy and numeracy skills and/or SEN in accessing broad based curriculum subjects and review and suggest a range of supportive strategies/resources that will facilitate active learning and impact positively on improving basic skills, and social behaviour.
The umbrella phrase of Special Educational Needs, encompasses all aspects of learning difficulties (the SpLD definitions are provided in appendix A), recognised as a area of concern there are have been reactions from Government, with education reforms aimed to address the problem (appendix B).
Recent government funded research estimates that approximately 4 per cent of childrenwill be severely affected by dyslexia, whilst another 6 per cent will havemoderate to mild difficulties. Estimations do not however sway the government’sspecific declaration that ‘nationally, only two per cent of children havespecial educational needs’ [Code of Practice 1994]. That there are varying degrees of dyslexia provides the government and officials with yet another dilemma. Researchers and specialists have identified many variations of dyslexia, manifesting in a wide discrepancy of both skills and weaknesses in all gradation of severe, moderate and mild forms of dyslexia. Discourse continues as to whether dyslexia should be considered a medical or educational problem (see appendix C), the diagnosis of which often incorporate early
indicators (see appendix D).
Evidence shows that there is a widespread agreement about the fundamental importance of Basic and Key Skills to pupils’ learning, success in obtaining qualifications, future employability and attitudes to lifelong learning. However, there is a disagreement on whether poor basic skills should be placed within SEN, as there is little doubt that there is certainly special educational need. It currently stands as a separate label, even though the child / adult still display evidence of academic and social difficulties associated with SEN.
If a pupil is to access the National Curriculum they need to be able to be fluent in both language [literacy] and mathematics [numeracy].
The Key Skills Unit currently define the Key Skills as –
Basic Skills Agency
The Basic Skills Agency are an independent organisation, funded by the Department of Education and Skills and the Welsh Assembly Government. They are responsible for overseeing the implementation of the Welsh Assembly Government’s National Basic Skills Strategy for Wales.
Priorities include –
Basic Skills Agency 2005-03-29
Although not responsible for strategies, such as the Government’s policy – Skills for Life, or Primary and Key Stage 3 strategies, they have recently piloted a scheme targeting Year 7 pupils who are at risk of underattaining and have a reading age 2 ½ years below current standards. It is hoped that this involvement at an important transition stage will reduce disaffection and dysfunctional behaviour in the classroom.
Children, young people and adults who are acknowledged as having poor basic skills often share the behavioural problems associated with SEN and SpLD.
Children of below average ability are badly served by our education system. The less academically able continue to suffer disproportionately from whatever acute or chronic problems affect the education service.
[Department of Education and Science [DES] 1991; 2
More than a decade later the problems of social and academic disaffection are still prevalent. The percentage of children who are underachieving or academically less able is still greatest in areas of socio-economic deprivation. Empirical evidence is extracted from a community school with its surrounding enclaves acknowledged as an area designated as one of socio-economic deprivation. The school caters for a full ability range, but have a substantial proportion of less able pupils. There is a significant number of children with special educational needs and/or behavioural problems, as well as poor basic skills.
Socio-Behavioural and Cultural Norms
The conformity of a group is reliant on the formation of Norms. Norms are regularities of social behaviour, which are considered by the group to be socially desirable, and where there is a social pressure to conform to them. In any group situation there is the desire to be accepted, to be held in esteem, to ensure cognitive consistency – that is, the tendency of an individual’s beliefs or actions to be consistent with one another. When cognitive dissonance, or the lack of such consistency, arises, the individual unconsciously changes his/her behaviour, belief, action or perception to conform to the group norm.
David Fontana in his book, Psychology For Teachers , 1981, states that from an educational standpoint there is a direct link between measured intelligence and socio-economic status, higher parental economic status producing more intelligent children. Whilst the number of lower intelligence children invariably come from a socio-economically deprived background. Fontana draws attention to the possible lack of material possessions that stimulate intellectual activity, and their cultural environment. He also states they are less likely to have parents who motivate them, or use complex speech structures. This lack of complex dyadic communication would therefore be missing from their everyday speech.
Basing his initial findings upon this information he goes on to state the case for possible
genetic determination of intelligence. Fontana states that research has shown
that people of lower intelligence gravitate to a like group, whilst those of
higher intelligence move upward toward a higher socio-economic group.
Given the above findings to be true, there must be a correlation between the
nature-nurture belief and that of genetically determined factors.
The social cognition learning model asserts that culture is the prime determinant
of individual development. That is, we respond, learn and develop as a direct response
to our cultural environment. Vygotsky, the theorist in the development of the social
cognition model, states in his book, Mind in Society, 1978, that a child’s learning
development is affected by the culture in which he or she grows up in.
This would include specifically the child’s family environment. Vygotsky further
states that the child learns through interaction.
Culture makes two sorts of contributions to a child’s development:
way in which the child thinks
Vygotsky states that culture teaches children both what to think and how to think.
If language is a primary form of interaction through which adults and peers transmit
the knowledge that exists in the surrounding culture to the child, it is of little
surprise that a child who lives in an area of socio-economic deprivation is less likely
to receive the quality or quantity of knowledge as that of a child who lives in an area
of higher economic growth and stability.
If the zone of proximal development is reliant solely on the direct intervention of family
and immediate cultural surroundings it does not explain the recurrence of children with
high intellects whom frequently arise from areas of deprivation.
Poverty and Academic Attainment
The National Child Development Study, which began in 1958, has approximately 17,000
children from different backgrounds. The studies use a means of identification,
which classifies the children involved in the study into five social class groups, as did
Fontana and many other educational social psychologists.
The classification ran from:
professional, advantaged backgrounds.
and economic.
From the start of the study it became obvious that a group of children characterised as
‘disadvantaged’ were less successful academically than those from group one, two, or
three.
Documented evidence shows there are clear links between social background and
educational outcomes:
had reading difficulties as compared with social class one.
were three years ahead in maths and reading compared with
children in social class five.
below average reading and maths scores and more showed
behaviour problems.”
National Child Development Study Report [Acheson 1998]
If we are to concur with the above findings we must also acknowledge that children
with Specific Learning Difficulties [Dyslexia] and/or poor basic skills, who live
within an impoverished area, classifiable as social groups four and five, have more
problems to contend with than children with Specific Learning Difficulties [Dyslexia]
and/or poor basic skills who are classified as social groups one, two and three.
Proximal Development and Situated Learning
Vygotsky states that there is a difference in what a child can do on his own, and what a
child can do with help, this is known as proximal development.
Proximal development therefore relies heavily on the help that the child receives,
both in quality and in quantity.
School and the education system do not function in isolation, there is a support system
that disseminates from the society in which the child lives. The society’s values, beliefs
and priorities transfer and permeate the life and work of the school. What happens in
school, therefore, is a reflection of the society in which that school functions.
The findings of this study show the comparisons of academic and behaviour patterns of
pupils with SEN, SpLd and/or poor basic skills from four schools sited in two different
socio-economic areas.
Area One equates to social groups one, two and three.
Area Two equates to social groups four and five.
above average expectancy.
below average in academic acceptance level.
the students in area one.
students from area two.
two.
average or above success.
from area two have poor academic success, the majority failing to go on to
successfully complete FE and/or HE education.
Lave in his book , Situated Learning : Legitimate Peripheral Participation, 1990, takes
the case for proximal development further than that of social learning. Lave argues that
learning as it normally occurs is a function of the activity, context and culture in which
it occurs [where it is situated].
We must therefore acknowledge that most classroom learning activities that involve
specific knowledge are abstract and not cognitively natural.
A child does not have to attend school in order to learn to walk or talk, or recognise
objects, or remember the personalities and visual attributes of the people around them.
They do have to attend school to learn written language, arithmetic and science, because
these subjects are not natural cognitive evolved occurrences.
The child must then rely heavily on his teacher, social and cultural
environment to teach him these abstract concepts.
Hence, we arrive at two basic principles of successful learning:
In the classroom, all children are taught the fundaments of abstract knowledge. The
majority of those children are able and equipped to take that abstract knowledge
and utilise it, by reason and association.
Their social grouping most often sets the standard by which they assimilate and
replicate that information. External supports, that is, their parents/guardians
and social environment are major factors in academic success.
It has been specifically proven that students from social groups one, two and three are,
on average, more successful academically than those from social groups four and five.
If we therefore transpose those facts into secondary schools that are acknowledged as
schools operating within areas of socio-economic deprivation, or social groups four and
five, it becomes clear that the students attending those schools are already contending
with learning difficulties.
Without the underlying support systems, ie, parents, family, positive social environments,
the students who attend schools in social group four and five are not as well equipped
to accept learning/abstract knowledge as those students from social groups one, two and
three.
Considering the above statements to be true and factual, then deep consideration must
be given to those students who attend social group four and five schools, and who
are already acknowledged as SEN, SpLD[Dyslexia], or those having poor basic skills.
Arguably Britain could follow the trends of good practice identified in Italy, Norway,
Sweden, Canada and America.
In Italy in 1975, the government began a radical overhaul of the education system. A new
inclusive curriculum was introduced, which opened the way for all students, regardless of
academic skills and/or backgrounds, to access learning, achievement and approved and
valued academic qualifications. Enhanced learning packages were introduced, which
allowed the academically bright to prosper, whilst the students with learning disabilities,
or poor basic skills were guided and supported with an equally valued curriculum.
In America and Canada, implementation of similar learning systems started. The
alternative curriculum models were intended to be inclusive and thematic in content,
relating directly to the needs of the individual student.
Alternative models such as Madison’s Alternative Programmes, The Irving Programme
and Mountview Alternative Public School, have seen significant improvements
in academic and behavioural achievements and attainments, whilst their dropout
rate has fallen in comparison to other academic institutes. The attendance rate in
schools running these systems has also risen significantly.
In 2002 the British government DfES issued a green paper which they hoped would
radically overhaul the archaic education system in this country.
Estelle Morris, states in her foreword introducing the DfES, Green Paper on extending
opportunities and raising standards for 14 to 19 year olds, that the first challenge is to
build an education system that every young person and their parent has confidence in.
The need for reform of the 14-19 curriculum in our secondary schools has never
been so urgent.
Estelle Morris, Secretary of State for Education and Skills, 2002/3.
The 14-19 green paper purports to recognise the needs and aspirations of the individual
pupil. It affirms that vocational courses and qualifications have been undervalued
in the past, and proposes the introduction of a new curriculum that will allow young
people to plan their learning from the end of key stage 3.
The paper aims to promote education with character , where not only academic
achievement is essential, but also the fundaments of inclusion and citizenship will be
viewed with equal value.
The support given to any student from any environment by the teacher is vital to the
learning process.
It becomes of double importance when the students are not in receipt of adequate parental
and social or cultural support. The support networks vary considerably within social
areas, dependent not only on the cultural norm aspect of the socio-graphic area,
but also on the economic variances.
A child in need of extra learning support in Area One has not only his immediate family
to draw upon, but also a large network of professional and semi-professional
acquaintances and neighbours. This, added to the possibility of a private tutor and extra
lessons, personal support materials and access to specific educational
hardware and software, broadens the gap still further between that child and a child from
Area Two. [refer to case studies]
A teacher who works in an Area Two school often has to deal with a negative learning
culture. That teacher has to negotiate a positive belief about learning.
If students do not believe they can learn or that learning is important to them,
no instructional strategies will produce effective, long- term learning.
Maranzo, 1997 , What are the basics of instruction? Proposes that the most important
role of the teacher in learning group interaction is the ability to impact upon
the student’s positive beliefs about their learning. Learning should be enjoyable.
It is the role of the teacher to ensure that regardless of cultural/social backgrounds or
behavioural style that all students within a group are given equal opportunities
to achieve, whether socially or academically. A successful learning experience
raises expectations and allows achievements to be perceived as attainable by all.
The Governments decision to implement more alternative curriculum programmes within
schools began in 1999, the governments White Paper outlining strategies for
achievement in July of that year. David Blunkett’s proposal to replace all schools
designated as failing with New City Academies, January 2000, over the next few years
caused serious misgivings in educational circles, and according to latest government
figures, these misgiving were well founded, the New City Academy schools presenting
amongst the lowest academic achievement results in recent tables.
The new Green Paper on extending opportunities and raising standards for 14-19 year
olds, [England], and the equivalent proposal Learning Country: Learning Pathways 14-
19, [Wales], is seen as the future alternative curriculum and new learning system/model.
It aims to eradicate the current defect model of education and transform it
into a more social model of learning. The proposals to upgrade the apparent academic
undervalued alternative courses, currently running within our schools, into valid,
valued and worthwhile qualifications are indeed admirable; and, will no doubt
provide certain of the academic populace with the chance to succeed.
However, it still does not distinguish sufficiently, the learning difficulties faced by
children who live in areas of socio-economic deprivation. It is not just the curriculum
that must change; it is the way in which we, as teachers, teach it.
There have been serious considerations of both the students [learning systems]
and the curriculum [the proposal/introduction of the new Green Paper,2002],
however there needs to be a vast overhaul in the practice, methodology and models
used by the teacher. Many of the teachers in our schools still teach and prescribe to the
methods/models of the 1900’s, “ universalism ”, and outdated methods of teaching, control
and social interaction between teacher and pupil.
These teachers maintain no acknowledgement of learning styles or social empathy.
The holistic models of the Scandinavian Countries have long since remodelled the way
in which they teach their teachers to teach. There is more emphasis on the whole child,
that includes any learning dysfunctions, behavioural dysfunctions, and the social norms
of the child.
Wenche Aasen, Early Childhood Studies, formerly of the University of Bergen, Norway,
advocates this holistic support. In an interview Aasen states ,
‘ You must first know the child, his family, his neighbourhood, before you make
judgement on the best way to teach him.’
She further states , ‘What is right and obvious to you, may be vague and unclear if that
child has nothing to relate that concept or teaching too. Unless you can relate to that
child, his life both inside and outside school, you will not teach him to the best of your
ability, and he will not learn to the best of his.’
This holistic teaching methodology does encompass the whole child, by knowing more
about the students, their social culture and norms, you can provide yourself with
a key to their learning and behaviour patterns. Without that key you are indeed
beating on a locked door.
The National Curriculum 2000 incorporates a statement of inclusion, which says teachers
should secure pupils motivation and concentration by using teaching approaches
appropriate to different learning styles. The necessity to alter and vary teaching styles or
strategies was also underlined by Dunn and Dunn, in 1984, where they stated that only
30% of students remember even 75% of what they hear during a lesson. 40% retain
75% of what they read and see. While 30% of students are tactual/kinaesthetic learners.
The present curriculum does not appear to differentiate for a significant number of pupils
who need not only different teaching strategies in order to facilitate learning, but also a
different content.
SEN, SpLD[Dyslexia], Poor Basic Skills and Inclusive Models of Learning
The abstract knowledge that permeates throughout the British and many other
educational systems and academic environments proves difficult and sometimes
impossible for children with learning difficulties, SpLD or poor basic skills.
Their ability to accumulate and assimilate this knowledge relies deeply in their teachers
and the curriculum in which they find themselves enmeshed. In order to facilitate
any child’s ability to learn and retain knowledge, the teacher, the school, the curriculum
and their social environment must become pro-active.
If this is the case, and will prove to be a way forward for the academic success of those
pupils with learning difficulties and/or poor basic skills, do we need to change the
model that is currently running within our education system?
The classification of children into higher or lower sets based entirely upon their
cognitive, reading age and written language skills gauged through examination
procedures is not inclusive or appropriate to many children.
The immense difficulties faced by a substantial number of children with learning
difficulties and/or poor basic skills is compounded by their inclusion into classes that are
designated low ability often due to behaviour problems. A significant number of children
with dyslexic tendencies are very bright, the initial problem they face is that of the
written language. However, when placed with a class of low ability/low cognisance
learners, they will soon conform to the norm within that class. [See Socio-Behavioural
and Cultural Norms, and Associated Behavioural Problems.] Then there is the
contentious issue of self- fulfilling prophecy to consider if these children are labelled
at such an early age. Mixed ability classes often have a better learning ethos embedded
within them, and the more academically able pupils will often help those who are
struggling to grasp a concept or theory.
Peter Mittler in his book, Working Towards Inclusive Education
:Social Contexts , 2000, states that the government are purporting the current model
running in schools with below average results [significantly the majority of these
schools lie within social groups four and five], is a ‘defect model’ or a
‘within child model’. This is based on the assumption that the origins of learning
difficulties lie largely within the child.
If this is the case, are we not then returning to the preface of Descartes ‘ ghost in the
machine’ , where we assume that the child chooses to fail?
With the Governments radical improvement of SEN facilitators and the emerging policies
on inclusion in education, beginning with the Green Paper Excellence for all Children
[DfEE 1997A], and the revised National Curriculum [DfEE and QCA 1999], there
can be little doubt of the government’s commitment to the principles of
inclusion and educational reform. The more recent interest in Key or Basic Skills
Agencies, promoting life – long learning, and catch – up schemes within both schools
and their immediate communities indicate the education systems acceptance of the
possibility that the current education model may not be necessarily the correct one for all.
However, regardless of the government’s apparent commitment to the SEN sector, there
remains the problem of an effective, and worthwhile, inclusive curriculum.
The current methodology, whilst noble in intent, does not satisfy the academic structures
and constrictors within our society.
If the government’s belief that a diagnosis of the child [Educational and Behavioural
Psychologist report and intervention, SEN breakdown, academic issues etc.],
and the production of an individual learning plan will provide the cure and remedy the
child, they are sadly mistaken. We return to the ‘defect model’.
The transition therefore of the ‘defect model’ into a social model is placed in the hands
of the school management team, whom often have no experience of the problems
and socio-micro culture that the child undergoes on a day to day basis.
They, in turn, are presented with the child’s inclusion into an unequal
and divisive educational system that provides little alternative curriculum of worth.
[Many alternative curriculum subjects are viewed as having no academic worth or
standing at the end of the course.] Whilst the latest drive to return to a more vocationally
driven curriculum for those children labelled as SEN, poor basic skills, underattaining or
at worst dysfunctional still does not satisfy the future employers who remain
reluctant to accept these new qualifications.
The Child’s Perception of Self
Although a significant number of children with learning difficulties and/or poor basic
skills, that attend Area Two schools, reach approved academic standards,
with few or no behavioural problems, there are unfortunately many more who do
not.
The behavioural problems often displayed by these children are usually frustration
related. They simply cannot understand the work set for them in the environment
and format in which it is set. This combined with their inclusion into classes
set as low ability students does nothing to enable them to configure a more
suitable learning method for themselves. When faced with this academic
pressure many simply resort to the behaviour and attitude of their normed group.
[see Socio-Behavioural and Cultural Norms, and Associated Behavioural Problems.]
There is little doubt that the child is aware of his or her perceived academic failure or
dysfunction as they proceed through the education system. [Although many strenuously
deny it.] Their poor achievement, through key stage 3 is often a direct result of their
actual inability to understand the work set combined with a very short attention span.
The average reading age in the school which I researched, based on All Wales Reading
Test / NFER results indicates that around a third of the pupils in year 7 have a reading
age below the standard score. 85 pupils of 176 pupils tested [present when the test was
administered] have a reading age of below 9 years. [48% of cohort].
Methodology
On the assumption that our environment can have a significant
impact on the success of teaching and learning, and the social development of the
child, the aim of this small scale study was to investigate;
with poor basic skills, leading to both academic underattainment and dysfunctional
behaviour .
areas of socio-economic deprivation, and whether variables such
as age, gender, teaching styles and cultural experiences impact on
attitude to learning and poor behaviour patterns.
effectively in areas of socio-economic deprivation.
The study is a primary piece of research which consists of original information collected
by the author from Autumn 2000 untill Spring 2005.
The literature search was conducted using Educational database ERIC and the British
Educational Index at Swansea University Library.
Many items were gathered by electronic data bases such as the British Dyslexia
Association database, the British and European Journals of Special Educational
Needs research database.
Many articles were retrieved from electronic search engines such as
….and FindArticles.com which enable the search and retrieval of archives.
Information was gathered from the Special Educational Needs Department, Swansea.
SIMS were accessed via school databases and educational intranet.
Initial interviews were held with LEA behavioural and educational psychologists,
SENCO’s, learning support staff and also with trainee teachers/PGCE students
from a variety of Colleges and Universities.
These interviews were held to discuss the problems faced by the pupils and staff,
both learning and socio-environmental. Concerns were expressed during these interviews
of the negative view of learning which appeared to be held endemic in both school
and the immediate social culture.
The case studies are reports of events and responses to those events, and are used to
underline actualities of difficulties that occurred in a cross section of pupils.
The case studies are recent, occurring in 2000, 2001, 2002, 2003, 2004 and early 2005.
The studies are indicative of the stresses and strains placed on both pupil and teacher as a
result of learning difficulties. The names of the pupils have been altered to retain
anonymity and in respect to both their and their parents wishes and school SEN policy.
Questionnaire s
In order to obtain qualitative data the main research instrument was a multiple choice –
open ended questionnaire that developed as a result of the initial interviews, this was
aimed at the transition period Year 9 to Year 10.
To avoid an inventory styled response the use of questions that merely stated
the cognitive component of attitude were avoided ; i.e. Likeart scale - ascertaining the
extent to which the response agrees or disagrees with a certain concept.
Instead, the questionnaire is structured using simple language, as it is aimed at 13 –15
years old pupils, requesting personal responses from the respondent.
The construction of the questionnaire lent itself to gathering information as a means
response. The questions and responses were simple and unobstructive in nature.
The responses were therefore relatively easy to group into a means structure.
E.g. Do you behave well? If so, why?
The last question on the questionnaire was one formed as a conative component.
i.e. If you could change anything about school, what would it be?
This enabled replies to disclose future intention and suggestion. The questionnaire was
structured to be given out at two stages to the same pupils. Initially in year 9 – key stage
3, and approximately 10 months later, shortly after the transition from year 9 into year 10
– key stage 4.
The questionnaires were sent to two schools in the area defined as Area Two
in the research. The return rate was high, 84% for the first return, but fell slightly
to 78% upon the second. [mean]
There was a guarantee of anonymity placed upon the questionnaires, this form of research
was not intended to look at individuals, but to acquire a more abstract overview
of the school from the pupils perspective.
The questionnaire was used to gain information on how the pupil felt about the learning
experience he or she was receiving.
The secondary research instrument was a tracking exercise, this was aimed at the
transition period Year7.
The pupils chosen for tracking had a reading age 2-2 ½ years below the National average
reading scores.
Permission for this project was acquired from the Head Teacher, and SENCO. The Senior
Management Team was also informed. The rest of the teaching staff were told about the
tracking project during staff briefing, it was further explained that it was part of a Basic
Skills Module and more information would be given closer to the tracking days.
The transition information and recent AWRT scores were accessed from the Skills
Development Department and two pupils were chosen [based on reading scores].
Initially one pupil was selected from the SIG group, the other was chosen as a balance
[both pupils had a reading score 2 ½ years + below the national average], unfortunately
the balance pupil was absent on the day and was replaced with another child who was
also a member of the SIG group.
The Curriculum/Timetable Manager in consultation with SENCO and myself decided the
days on which the tracking process would take place. This involved reviewing timetable
to ensure that appropriate lessons would be taking place in order to track the progress of
the pupil.
Teachers delivering the lessons were informed and assured that the observation was
directed at the child and not the teacher, and that it was being carried out in order to
collect information on the progression or problems faced by the pupil; that is, the pupils
response to the literacy demands of the curriculum.
It was decided that the pupils would not be informed that they were under specific and
directed observation, but the class would be told that a tracking procedure would be
taking place as a general review of progress and it would be a whole class exercise. It was
considered a sufficient and plausible reason to explain my presence in a number of
classes. It worked extremely well as neither child realised they were being observed.
Observations were recorded on a pre-formatted checklist, which was made available for
the subject teachers to read upon request. Interestingly, no one asked to see them. If I had
been a teacher delivering a lesson in which one of the pupils was being observed in order
to see how well they were accessing literacy I would want to know if the pupil was
experiencing any difficulties so that I could alter future lessons to enable the pupil to
progress.
Anonymity of both the pupils was insured and no members of staff were named within
the checklists. The lessons were named in order for any discoveries or issues to be
analysed and fed back to the Senior Management team.
A brief of schools designated as Area One
The populace regards both the schools and their surrounding areas in a favourable light.
The schools cater for a full ability range, but have a significant proportion of
academically able pupils. There is also a high number of preferred placement
pupils attending the schools due to their acknowledged academic success
and consistent attainment levels.
The areas are recognised as those of strong economic and social growth.
Less than 12% of the children attending these schools are eligible for free
school meals, and fewer than 8% are aided by clothing allowances.
Employment in Area One is high, consisting of mainly professional/semi-professional
occupations and/or self-employment.
A brief descriptor of a specific school designated as Area Two
The schools and their enclaves are widely regarded by the public of the surrounding
neighbourhoods as high-crime areas, and areas of social deprivation.
This is acknowledged by the awarding of category 1 status
The schools cater for a full ability range, but have a substantial proportion of
less able pupils. In one school, approximately 35.5%of pupils are registered as
having special educational needs [SEN], with a further 20% having just failed
the required descriptors of the SEN register. Of these 55.5% of pupils there
are a significant number of children with poor basic skills and/or behavioural problems
Other schools in Area Two have similar figures, with a means number of 30.76%
of pupils with a statement of learning difficulties, 15% more pupils narrowly missing
the required descriptors of statement. There are a high number of students with
behavioural problems.
Area Two is recognised as one of socio-economic deprivation this is reflected by the
fact that over 47% of the pupils are eligible for free school meals, and some
37% are given clothing allowance in order to purchase school uniform.
Unemployment, and the general acceptance of unemployment is high, with a
large number of pupils having parents and grandparents who are seldom employed, or in
a few cases, have never been employed. There is an established population of long
term unemployed who perpetuate the normality of not working. [See socio- behavioural
and cultural norms.]
This has given rise to the nonchalant attitude of some of the pupils with regard to the
necessity to work in school and achieve results. Also the acceptance, of some parents,
in aiding their children to remain at home as opposed to attending the school,
reflecting in turn, their own poor experiences at school.
Case Studies
The third element of research was a series of case studies investigating pupils from Area
1 and Area 2. these pupils were/have been acknowledged as SEN, SpLD and/or poor
basic skills.
Case study 1 – Area Two
Emily
Emily was the archetypal classroom clown, capable of dissolving the
most dedicated of classes into uncontrollable giggles. She was a
popular girl, of average intelligence, but often failing to show this. Her
desire for acceptance into the group far outweighed her desire for
academic success, and if the only role in the group was that of
‘classroom clown’, so be it.
The teachers for the most part ignored her general disruptive
behaviour, as she was actually quite a nice child.
Year 7 was regarded by the school, Emily and her parents, as a time
of transition. It was felt that Emily would settle down and mature by
the time she reached year 8.
Year 8 arrived, Emily was still clowning around, and it was observed
that her unit results were beginning to deteriorate. Upon discussion
with Emily it was revealed that she found most lessons boring. She
had long since discovered that she could get away with the minimum
effort and work in most classes if she kept reasonably quiet. Whilst in
the other classes, such as science, English, modern languages and
mathamatics, she merely resorted to the ‘clown’ image knowing her
disruption would allow a speedy exit from the academic problem, and
occasionally the whole lesson.
Emily was knowingly manipulating both the class and her teachers in
order to escape from work.
The decision was made that, as Emily was clever enough to manipulate the situation
for her own benefit she was intelligent enough to do the work. It appeared that
Emily had become used to not working in a classroom environment.
This called for both changes in teaching tactics and classroom dynamics.
For the purpose of this study and as a possible solution to the problems that Emily was
causing for herself, the class and the teacher, a meeting was arranged for teachers
who taught Emily in mixed ability classes, eg art, DT, RE, drama and music.
A decision was reached to experiment in these classes with group dynamics and
differentiation in learning/teaching styles.
Division of the class into small project groups gave the teachers the opportunity to
observe the roles and identities of each individual in their class. During the following
lesson with the class, the teachers moved members to different groups.
Emily was placed in a group of quiet ‘acceptors’, who viewed her
inclusion in their group with horror. There is an inert desire in every individual to be
accepted into a group, thus Emily began, over a period of time, to unconsciously
change her behaviour, action and perceptions to conform to the group norm.
With the positive effect of successful group dynamics in place, the teachers began to alter
the pace and content of the lessons. Different teaching and learning strategies were
implemented.
It was subsequently discovered that Emily preferred a visual tactile learning experience,
tactual/kinaesthetic, which, through demonstration and practical experiments,
enhanced her learning ability. Emily’s attitude to work and learning underwent
quite a radical change. She no longer had time to become bored; her erstwhile
audiences were also too busy to encourage her inappropriate behaviour.
Many teachers noticed Emily’s change of behaviour, and in some cases, where possible,
began to develop similar tactics during their lessons. Amongst those children in Emily’s
class were several with variant learning difficulties, they too benefited from the
change in teaching styles shown by their teachers.
Gregorc states in his book, The Mind Styles Model , 1999, that it
should be noted that 75% of teachers are sequential and analytical
presenters: 70% of students do not learn this way. Amongst those
70% of pupils are the children with learning difficulties and/or poor basic skills, if
they are to be truly included within the education system should we not look at the
way in which we teach our teachers to teach
Case Study 2 - Area Two
Michael
Michael’s parents reported their concerns to the school early in November 2000, and
with the assistance of the school SENCO, monitored their son’s progress. Michael did
not appear to settle well academically, although he enjoyed school.
Michael’s referral occurred following discussions between his parents and the school
in September 2001. Both his parents and the school felt he was underachieving
academically. There were concerns about Michael’s reading and writing skills,
which did not appear to be in line with his SAT’s results from Yr.6
Michael had previously achieved Level 4 English, Level 3 Maths and Level 4 Science.
Michael had received extra help with maths, but had received no extra help with
either science or English.
Concerns were raised over the quality of Michael’s reading and writing, with Michael
himself admitting to increased stress over academic issues. Michael felt he was under
pressure to keep up with schoolwork, realising himself, that he was last in all his sets
when it came to academic tests and exams.
Under observation, it was noted that Michael’s attention wandered easily when not
stimulated by the learning experience. Michael needed a variety of teaching styles
to keep him engaged in the learning process. If he thinks he cannot understand
a process or statement he automatically turns off, an action which gives the
appearance that he is daydreaming. Michael will not ask, or volunteer the fact that he
does not understand. This is one of Michael’s main problems when it comes to
negotiating the learning process. In order to mask his own assumed inability,
Michael will sometimes act the fool.
Michael has a reasonable vocabulary, a fact that often disguises his genuine difficulty
with written language, by giving the appearance of indifference to learning,
or indeed, wanting to learn. The necessity to ‘act the fool’ would appear to hide the
real fact that Michael is desperately lacking in confidence and has very low self-esteem.
Another guise of his lack of confidence and low self-esteem is that on occasion, he does
appear to act aggressively or cheekily as a self- defence mechanism. This usually occurs
when confronted with an academic problem and/or a teacher or adult whom he dislikes.
This psychological defence pattern often has reciprocal action from the individuals
involved.
Michael is very insecure in his relationships and interactions with some members of staff.
Michael was diagnosed with SpLD[Dyslexia] following specific testing
in November 2001
Michael was withdrawn from specific lessons and received help through a multi-sensory
individual learning programme that helped him understand and develop new learning
techniques. He was slowly re-integrated into standard timetable, where he received LSA
support. Michael’s behaviour anomalies became less frequent, although the
placement into lower set academic classes did little to improve his over all self-esteem.
It should be noted, however, as these children mature and progress through the education
system, their behaviour becomes more acceptable by the beginning of key stage 4.
Case study 3 – Area One
Kelly
Kelly had been recognised as ‘underattaining’ in year 4. She had
received substantial help from the primary school, with both teacher
and LSA support. Her transition to year 7 had been relatively smooth,
her only problems were the occasional lapse of memory concerning
the sequence of timetable. She occasionally turned up in the wrong
lesson if she ‘lost’ the rest of her class.
In year 8 Kelly began to notice that her classmates were making far
more progress than her academically. She became withdrawn and
appeared to suffer with a lot of ‘illnesses’. Kelly’s parents, anxious that
she did not fall behind academically, engaged a tutor for six hours per
week.
Thus reinforced, Kelly returned to school and resumed normal lessons.
The tutor was retained, and Kelly continued to receive private tuition.
In the spring term, revised class settings occurred for key skill subjects, and Kelly found
herself in the lower sets. Kelly was unhappy with this situation, as most of her friends
were in the top sets, she once more felt isolated because of her poor basic skills.
Kelly was an able sports woman; she played for both the school hockey team and netball
team. This helped maintain her popularity and gained her access into the ‘in crowd’.
Her classmates were supportive and often helped her, when appropriate, in lessons.
Year 9 saw a downward spiral into bad behaviour. Kelly’s frustration with her inability
to understand certain concepts, processes and techniques began to manifest
itself in poor behaviour and unpleasantness to the quieter members of her class.
At this stage Kelly felt secure in her social position in the school pecking order,
she was after all a member of the ‘in crowd’. Kelly began to bully, taking
out her anger and frustration on weaker members of her year group.
There were several complaints to the school about Kelly’s behaviour from angry parents.
The school immediately investigated and the whole scenario became public.
Kelly’s friends were horrified by her behaviour, and immediately ostracised her from
their group.
Her bad behaviour in class also made her unpopular; it was interfering with the whole
class learning. Her rudeness and fooling about disrupted the continuum.
Kelly soon realised that she was in danger of social exclusion, and she modified her
behaviour. She apologised to the girls that she had bullied and resumed her place in
the social pattern of school.
The pattern of Kelly’s behaviour changed because of her learning difficulty
she was frustrated with her inability to do well academically.
This frustration manifested itself in aggression and poor behaviour.
Regardless of the extra support that Kelly had received, the private tutor, parental help
etc, Kelly still displayed bad behaviour. What is interesting is the effect that Kelly
had on her classmates and their response to her behaviour.
It is significant to note that Kelly’s classmates, even the ones in the lower sets
[who are often associated with poor behaviour], did not provide Kelly with a supportive
audience. There is substantive evidence that this negative reaction to Kelly’s
poor behaviour is directly related to the social norm of the school and area. Area One
is an area where the students want to learn. The social norm of the school is one of
success and attainment; the social norm for Area One is that of success and progression.
Had Kelly attended a school in Area Two the reaction to her‘clowning’ around and
disrupting lessons would have been different. The lower set classes in these schools
have general behaviour problems, that is to say, there are more children with behaviour
problems sited in these classes. The bad behaviour manifested by Kelly in these classes
would have been viewed as the norm by the students, and approved.
Case study 4 – Area Two
J.J
J.J. had been the source of considerable disruption since his
transition to secondary school. He was aggressive and cheeky to
members of staff. His initial setting within the school had been into
the top sets, but as time passed there was a rapid spiral into bottom
and low stream classes. Where his poor behaviour made him less
than popular with his peers due to whole class sanctions awarded
because of class disruptions.
Increasing absence made it very difficult for teachers to monitor his
academic progress. His attendance was 30%.
His absenteeism, however, did not stretch to all classes. It was
observed that J.J. was hardly ever absent from P.E, Technology or Art.
There was acknowledged lack of parental control, which had been
monitored by both school and the Educational Psychologist
throughout Years 5,6,7,8 and 9. This became an issue within school
as little if any support for J.J’s constant poor behaviour was received
from his mother. Social services became involved, and for a time
the attendance situation improved, however the behavioural issue spiralled
to an all time low.
J.J became more withdrawn and sullen; his outbreaks of anger and
aggression became more frequent, with verbal threats issued to specific teachers.
It should be noted that the acts of aggression and intimidation were
not levelled at pupils. Nor were they aimed at all members of staff,
there were members of staff who could not reconcile the aggressive
and abusive behaviour that J.J displayed with the creative, humorous
and sociable boy they taught in class.
At the end of Year 9 there was an emergency meeting of all involved
with the case.
J.J attended the board in the company of his social worker, his
mother refused to attend or even display interest. A decision was
made to place J.J on a reduced timetable, although this included
English, mathematics and science, upon J.J’s plea, it also included
P.E, Technology and Art. This was agreed upon the proviso of his
attendance and behaviour in the other three subjects.
J.J, accepted, and as he progressed into key stage 4 there appeared
to be a quite radical improvement not only in his behaviour, but also
in his attitude to learning.
Due to his increased attendance it was possible to discover the fact that J.J showed
dyslexic tendencies, this along with his diagnosis of ADHD, allowed staff to deal more
effectively with his learning style. However, it was J.J’s own decision to control his own
behaviour that eventually saw him leaving school with sufficient academic qualifications
to enter college and begin a mechanics course.
The research evidenced that it is at this level, the transition to key stage 4,
that a large number of dysfunctional children become aware that their behaviour,
attainment and position within their peer group, fundaments how they are perceived by
the society outside their cultural norm.
Much of the behaviour previously exhibited becomes modified by a combination of self-
awareness, self-control and social pressure. J.J acknowledged that the only way of
attaining his goal of starting college was to control his dysfunctional behaviour
and change his attitude to learning in order to succeed.
Case study 5 – Area One
Cara
Cara transferred to a school in Area One mid way through the spring
term in 2002. She had previously attended a public school in
England, but a promotion for her father meant the whole family
moved to Wales. Cara’s family reviewed the schools in the area and
decided to send her to the one in their own catchment area because
of the excellent academic results.
Cara had been diagnosed as SpLD[Dyslexia] in year 4 and had
received both private and school led support for it.
Cara found the transition into the school difficult because of her poor
sequencing and short and long term memory problems. The classes
were larger than she was used to, and the previous school had
assigned her with her own LSA.
Cara was a very quiet child and found herself at odds with the
exuberance and enthusiastic nature of her classes. She became
withdrawn, and as ‘ the new girl’, everyone assumed she had always
been this way and did not want to pressurise her into joining in. It was
thought that the transition of moving was probably traumatic enough,
without being made to participate volubly in class.
Cara soon realised that no-one seemed to notice if she did not attend
all her lessons, she began to skip classes. As she was ‘new’ many of
the class lists had not been altered to include her name. She hid in
the school grounds.
At the beginning of summer term new class lists had been received
and questions were asked on her absences. The incident was
reported to Cara’s parents who attended an interview with the head of
year.
Cara dissolved into tears and confessed that she had missed several
Lessons over the last two weeks of spring term because nobody appeared to notice if she
was there or not. Both her parents and head of year were horrified that they had not
been aware of her feeling of alienation. She received assurances that she was noticed and
assigned a ‘buddy’ who helped her make new friends. She was also assigned with an
LSA for the majority of her lessons.
There are often pressures and stresses imposed on the student that need to be carefully
considered by both the student and their teachers. It is very easy in a busy school
to ‘miss’ the quiet pupils. Teachers remember the names of the naughty children
and the bright children first. It proves more difficult to recall the students who
say little, but quietly get on with their work. Cara felt alienated and insignificant, she
missed the constant guidance and reassurances of her LSA.
Dyslexics are not linear thinkers and will often act first without
considering the consequences. Children with poor basic skills also react impulsively.
There is a high incidence of absenteeism, or truancy, prevalent in Area Two schools.
There are numerous reasons given for this; but the most commonly re-occurring
one is that of lack of parental support. There are a number of anti-truancy
schemes running in Area Two schools; these rely on parental support. The people directly
involved with running these schemes state the biggest drawback is the inability to contact
parents to report their child’s absence from school. The children who are most frequently
absent due to truancy are those of low academic ability, a high number of these students
have SEN and/or poor basic skills.
A recent report by a team of educational psychologists and teachers/leaders from a
young offenders unit in the north of England, state that a high number of
the people in their care have learning difficulties. A large number amongst these
young offenders have SEN and/or low basic skills. The majority of the young offenders
in that secure unit are from areas similar to that described as Area Two in this report.
Underattainment / Poor Basic Skills
Research was carried out to identify the problems faced by pupils with poor basic skills,
during the early transition period into Year 7. These pupils were tracked throughout their
initial entry in 2000 and formed a large part of the group studied as they progressed
through school. Their initial attitudes to learning, as well as their behaviour patterns have
been studied and correlated into the evidence within this study.
How pupils are identified for support in literacy and / or numeracy
Pupils, other than SEN, are identified for support after reviews of specific data that is:
LSAs.
The data available to all teachers is distributed as quickly as possible before the entry of
the pupil, transition data i.e. annual reports from primary school is located with the pupils
Head of House. A Transition Booklet is compiled and distributed to Yr7 form teachers
[this indicates SpLD, Emotional/Behavioural Problems and literacy/numeracy
difficulties]. Copies of this booklet are also distributed to subject teachers, as well as
copies available to support staff and school governors. This book is considered as
confidential information and is expected to be kept in a secure place.
Complex data such as CATs and/or SATs are used to set initial groups in maths, science
and English.
IEPs are used for detailed information on pupil progress and often contain agreed targets
and strategies.
Specific strategical advisory information is cascaded by SENCO, HOY or form teacher
as seen necessary, and may only be relevant in certain subjects.
Most written advisory data is issued and written by SENCO, although SENCO,
Transition manager and LSAs enter Primary schools months ahead to liase with primary
teachers, and collate information from ROPA and individual pupils.
A vast majority of complex data e.g. CATs, SATs and AWRT/NFER is then distributed
as numerical data. Other data is word- processed or hand written.
One of the most obvious difficulties with a large amount of data, specifically numeric
data, is the vast array of seemingly similar figures, not everybody is comfortable with
information presented this way; it would be far simpler to have numeric data available on
request, but circulate only short and succinct written information based on the data
findings. I have observed a large amount of numeric data is filed in WPB[waste paper
bin] as it is often viewed as irrelevant information to a teacher. It is time consuming to
wade through columns of figures, a few sentences is often sufficient to convey anything
of import.
Another difficulty focused upon regarding data is its reliability. There are often
considerable discrepancies between test [CATs/SATs] results and the actual capabilities
of the pupil. I cannot believe that during the summer holidays that some pupils can
become intellectually disabled by such an alarming degree!
Getting the balance of data right is another issue; teachers are often bombarded by data
upon return to school [inset] leaving them slightly depressed or stupefied by data
overload. This is most often when the WPB filing system comes into use. This could be
rectified by the distribution of succinct data in a written form, with the offer of complex
data on request or available from a specific source.
There is far greater impact upon teaching, approach and intervention, as well as preferred
learning styles if the data is relevant and readable.
Based on the evidence of this research and in collaboration and agreement with the
Headteacher, Senior Management and the Board of Governors, the SENCO team
piloted a Skills Development Centre, where pupils with SEN, SpLD, behaviour, and
poor basic skills are targeted for Math, English and reading recovery. Currently years 7, 8
and 9 attend, with year 10 and 11 pupils withdrawn for SpLD and/or poor basic skills
intervention.
Teachers within this facility use differentiated learning/teaching styles but still follow the
Mainstream curriculum. Resources are suitably chosen to stimulate and challenge the
pupils, encouraging a more active learning experience. The physical environment of the
centres are colourful and regarded as safe by the pupils who attend, they reflect the
primary school model and have proved to be successful in encouraging both academic
and personal development.
There are LSAs assigned to each of the 3 skills centres, these, and having the same
teacher for English and maths, provide the necessary stable teaching environment the
pupils need in order to achieve and attain targets.
The school also has a Strategic Intervention Group [SIG] in place, funded by the LEA in
order to improve basic skills, primarily focused on literacy/language. Pupils participate in
literacy groups, the pupils are withdrawn on a 2-week rota basis giving a total
teaching/learning time of 20 minutes per session- 3 sessions per week, which equates as 1
hour per week intervention time. The children are given various reading/spelling and
writing tests to find their levels. These allow for the rate of improvement to be monitored,
and should show an improvement in the levels of reading and spelling age. This allows
the child to become aware of his/her own learning capabilities and engenders a more
positive attitude to school. Writers/storytellers in residence also bring learning and
language to life, the pupils take part in a series of workshops, which allow pro-active
learning to take place.
A family learning group also meets once a week in the skills development centre, this
encourages family members to come into school during lesson 5 and actively work and
learn strategies to encourage their child to develop his/her literacy and numeracy skills.
They work in close contact with members of the skills development team and also a
specialist teacher who comes in to lead the sessions.
Other interventions currently in use within the school to develop literacy and numeracy
are:
[Success maker had been used until recently; a lack of funding has placed the
license fee out of school reach at this time.]
The promotion of learning
Results of questionnaires issued over a period, namely that of key stage 3 transition to
key stage 4, to a group of students from Area two, shows quite clearly the changes of
attitude to both school and the actual learning process.
Questionnaires were issued to 30 girls and 30 boys from lower sets in Year 9, the same
questionnaire was issued approximately ten months later to the same students in Year 10.
The questionnaire resolved to find the differences in attitudes of the students to both
learning and teaching styles. Ultimately analysing attitudes and behaviour.
In year 9, 45% of students liked school.
In year 10 this had risen to 65%.
In year 9, 55% of students disliked school because of the subjects they had take,
whilst 47% of those students also disliked their teachers.
In year 10, 35% of students disliked school because they could not take the subjects
they wanted to take, 27% of these students disliked their teachers.
There is a marked difference in the number of children who like school in year 9
and the increased enjoyment of school in year 10.
This is due to the student’s personal choice being exercised as to
which subjects they choose to study. The obvious exception being
the key skills subjects.
The reduction of dislike for certain teachers also diminishes with age
and maturity, although the reduction in number may also be due to
those teachers no longer teaching that student.
The transition between key stage 3 and key stage 4 sees a maturing
and focusing of reason by the student. The ability to exercise
individual choice gives the students direct access to the subjects and
the teachers that they prefer. Thus giving them the incentive to learn
and the opportunity to direct their own learning.
In year 9, 67% of students replied that the reasons they attended school were those of
learning, gaining academic qualifications, and for legal requirements.
In year 10 this had risen to 78%.
In year 9, there was confusion as to the actual necessity of attending school, with many
taking the view that it was a torturous activity intended to bring various degrees
of unhappiness to children everywhere.
In year 10, the remaining percentage was given to cruelty or no reply.
The majority of students at both years 9 and 10, preferred the creative subjects
such as Art, Music, Drama, PE. and DT. The students stated that these were
perceived as fun lessons, where they could feel more relaxed.
In both years 9 and 10 the creative subjects were named as those in which the students
found it easy to behave in. The main reasons given for this were the lessons being fun ,
the teachers being more relaxed and the environment being interesting.
In year 9, 29% of students mentioned both maths and English as subjects they found
it easy to behave in, but that was due to the influence of two teachers. Both teachers
are renowned as being very strict. In year 10, a similar answer was given regarding
maths and English where the two teachers were concerned, but the percentage had
increased to 37%.
The reply in both years 9 and 10 remained constant with the mean of 67% that describes
teachers who are friendly, funny, interesting but have recognised rules of behaviour.
‘Firm but fun’. These teachers make learning fun through consistently interesting,
enjoyable lessons.
In year 9, there remained a 15% vote for ‘scary’, strict teachers, the apparent belief
being they could scare knowledge into you. This appears to disappear by year 10,
with an exception made for two teachers.
There was a 78% majority in both years 9 and 10 which describes a bad teacher as
boring, grumpy and unapproachable. Who ‘freaked’ at the slightest thing.
There were the same constants in both years 9 and 10 as to what made the ideal teacher.
They were –
There is an interesting correlation with the ideal teacher and the good teachers that the
students already have. The same or similar descriptors came up as answers in both
questions.
Most students in both years 9 and 10 felt they behaved well most of
the time. However, they cite incidences of misbehaviour being due to
boredom, poor teaching, personal dislike of a teacher, dislike of a
particular subject and ‘being one of the gang’. The number of these
incidences fell when the students reached year 10, with the exception
of a ‘hard core’ of acknowledged constant offenders.
There was a range of replies that remained constant throughout
years 9 and 10. These were –
be put on the school timetable. Engineering, electronics, more art,
less languages [which 75% of the students felt were irrelevant to
them].
too many lessons in the school day. Many students would prefer
to start earlier and finish earlier.
year 10 were unhappy with the toilet arrangements in school. They
felt it was an infringement of their rights to ban the use of toilets
during lesson time. Although many of them understood the
possibilities for vandalism, smoking, and abuse of the privilege,
they suggested an attendant to oversee their use.
the students voting to ban it in year 9. In year 10 it remained
unpopular, but 43% of students thought it could be enforced at key
stage 3, but removed as a privilege in key stage 4.
The results show that the attitudes to both school and the learning
environment become more positive as the children progress through the Key Stages.
For the purpose of this study the analysis of the tracking exercise has been concentrated
on two pupils, both of whom have poor basic skills, but are not necessarily categorised as
SEN.
Identifying the literacy and numeracy demands placed on Year 7 pupils with poor basic
Skills
After tracking both pupils over a two-day period I began to analyse and reflect on the
notes made on the literacy checklists. Apart from the most obvious observation of the
disruption arising from having to trek across school carrying all the equipment that they
might have needed, [poor organizational skills meant one child brought absolutely
everything to school, whilst the other turned up with a small pencil case!]. The staggered
arrival [some children travelling further than others], this being due to the actual
physical layout of the school, into classes distracted both children at the immediate start
of nearly all lessons.
The most interesting discovery made in terms of both literacy and numeracy issues was
the difference in the attitude to and of learning that a computer made to both pupils.
In observing the I.T lesson I noticed that both pupils were able to skim/scan and read text
much more quickly, identifying the required information. When I questioned the pupils
on preferred learning styles they both identified the p.c. as their favourite way of
accessing learning, it was easier to read and find things on a page.
One child said that it gave her more independence, she could work at her own pace and
she felt she could manage her own learning better. Both pupils were more successful in
both literacy and numeracy whilst using the p.c. they felt that the tools on the p.c. enabled
them to produce better work, both in content and presentation. The word processor and,
of course, the infamous spellchecker and auto grammar corrector gave them more self-
confidence.
Apart from the obvious reliance on the computer tools to bolster their confidence, the fact
that they appeared to read, skim/scan more quickly may be due to photoscopic and/or
colour preference. The different colours used to differentiate paragraphs or facts within a
page of text on a computer appeared to facilitate the children to access written language
more easily, that and the actual physical position of the text i.e. upright angled/vertical as
opposed to flat. After all, we seldom look down to converse with people. It is also worth
remembering that the desktop angle of the old school desk enabled books to be viewed at
a similar position to computers, consider the angle of a lap top computer. Evidence from
the tracking exercise indicates that that it would be worth returning to the angled book
format as it provides a more natural eye to text position.
A significant difficulty the pupils faced during the two days of tracking was the time
factor. I observed several occasions when both pupils left out some words, as they were
unable to keep up with dictated work. Because of the number of children in the class it
was very difficult for the teacher delivering the lesson to be aware of this at all times. I
had the opportunity to discretely look at the books of the two pupils I was tracking and
observed a number of spaces or blanks, both children write quite slowly and the actual
physical process of listening and simultaneously recording does not come easily to either
of them. The short term and long term sequential memory of children with poor basic
skills often make it difficult to work fluidly and at a reasonable speed when transcribing
from spoken word into written language. Although there was only a small amount of
information given this way [homework in diaries], on the days on which I observed them,
it was, nevertheless, a difficulty they could have done without.
The problem of long term and short-term sequential memory, both aural and visual, is
common in both children and adults with poor basic skills. I observed that during a
science lesson a large amount of information, recall and immediate, is sequential in
delivery. Writing out a science experiment is pure sequential recall, imagine the difficulty
in getting the order correct if you have poor sequential memory? Even the process of
copying from whiteboard to page requires sequential skills. One of the pupil’s books was
exemplar for this difficulty, with several lines out of sequence.
There is poor self-esteem and a lack of confidence in many of the children with poor
literacy/numeracy skills. Many children try and keep a low profile in classroom
situations, or alternatively, act the fool, in order to disguise their difficulties. As these
pupils become older they become more aware of their problems, their self-esteem and
confidence becomes lower; they become disaffected with both school and society.
Use of stronger writing frames or structured steps on constant display in classrooms,
allows for discrete aids to be available at all times. The fact that these hints are available
to all the pupils in the class is very important to children with low self-esteem, it allows
them to use literacy/numeracy tools in a low key manner i.e. it doesn’t draw attention to
their difficulty with key skills.
The Skills Development Centres and many other classrooms, have a large amount of
literacy and numeracy facts/steps pinned or painted on the walls, cupboard doors etc, this
allows the children to experience a degree of independence in their lessons, they don’t
have to keep asking Sir or Miss for help, plus the highly visual contents of the rooms
stimulate and underpin knowledge.
There are also games and puzzles available in the Skills Development Centres, all of
which promote literacy/numeracy in a variety of ways. S.D.C 3 works with Golden Time.
The pupils work to an agreed stage, within a certain amount of time, and to the best of
their ability [behaviour too!], and they are allowed access to the games boxes and books
for the last 10 minutes of the lesson. The children think that they are having free time,
whilst they have, in fact, completed more work in the lesson in order to have time off!
The pupils regard this as a privilege, and do not abuse Golden Time in any way. This has
proved to be an excellent strategy, as many of the classes may be timetabled with the
same teacher for three lessons in a row, although for different subjects. It is also a way of
making the learning process fun, which is very important.
In discussion with both my trust group and a number of colleagues at my school it was
decided that our respective schools all had good Literacy and Numeracy Policy
documentation, however, whilst the documentation may be sound and written with best
intention for the pupils and school as a whole [political and educational correctness and
the governments push to get all pupils to succeed to their expected standard], it is not
always transferable to the classroom.
Trust group and colleague discussion promotes the fact that there are two major
stumbling blocks to the government/education department’s golden standard for all;
socio-economic environment and social norms, and the teacher.
Socio-economic environment and the accompanying social norm have been mentioned
briefly at the start of this report, they are, in fact, worthy of a paper/report in distinction.
The teacher delivering the subject in the classroom is one of the biggest stumbling blocks
that the child faces, this is common with most children and not just those with SEN or
poor basic skills.
Although most of the teachers that the members of my trust group observed were
excellent practitioners, there were a few that were unable to communicate in a style that
was understandable to every child within their class. The majority of my fellow course
members have agreed this, obviously professional etiquette dictates that these teachers
remain anonymous; nevertheless, I feel strongly that this important issue be raised.
In agreement with Gregorc, teachers should be made more aware of different learning
styles.
If the child doesn’t learn the way you teach, can you teach the way he learns?
Learning Works, 2004
In agreement with Dunn and Dunn, [1984], The National Curriculum 2000 incorporates a
statement of inclusion, which says teachers should secure pupils motivation and
concentration by using teaching styles appropriate to different learning styles. The
present curriculum does not appear to differentiate for a significant number of pupils who
not only need different teaching strategies in order to facilitate learning, but also, in some
cases, a different content.
In nearly every lesson I observed the pupil I was tracking had to read text, whilst the both
pupils were obviously engaged in this activity in order to participate in the lesson I
became aware of a very important issue.
Idglet opty rfdesrf idg thoujfsc fr shyuj cjdfdreyun, kdhjyen sg hfjfn jjhgvgn b, ijdbg
sbsg, sghhjfg khteun mjjkjngj!
If a child apparently successfully reads the set text it does not necessarily mean that that
child understands what they have just read.
The issue of time once more disables learning; it is unlikely that a teacher has enough
time to check that every piece of text that every child in the class has read has been
understood to an acceptable level for learning to have taken place.
In countries such as Norway and Sweden a great emphasis is placed on developing the
child’s ability to become an independent learner. Children from a very early age are
encouraged to take a more philosophical approach to education and life in general. Early
years pupils in most Scandinavian countries are active participants in Forest Schools,
these are not run in the same manner or with the same outcome in mind as the forest
schools currently running in Britain. They operate on a much higher philosophical
approach and holistic model of learning. These schools play an important part in the
education system throughout the students time in school, and is proven to equip those
who have undertaken them with much better basic skills including life skills and
citizenship.
To be full participants in a literate, democratic, multicultural society citizens of the future will require abilities to reflect, to think critically, to question the information given and to be flexible and creative in their approach to solving problems.
Robert Fisher, [1998]
In other words they will need to have meta-linguistic awareness.
The Need for the Return of Play
The simplest technique to encourage meta-linguistic language and active learning is play.
Play forms the basis for the Norwegian Forest Schools Model. [Borge et al, 2003], cites
the importance of play as a fundamental learning tool, and also promotes the prototypical
image of a happy childhood. Happy children are active learners.
Play is not only crucial to the way children become self aware and the way in which
they learn the rules of social behaviour; it is also fundamental to intellectual
development.
Desirable Learning Outcomes ACCAC [2000]
What is play?
Play is a fundamental part of basic human nature, it is a learning curve that not only
dominates early development in humans, but is also an intrinsic factor in survival within
the animal world. Play develops a repertoire of suitable responses when or if a situation
arises.
Play first occurs once a child feels safe and well fed. Play begins naturally as the tactile,
rhythmic, verbally reassuring, safe, and happy consequence of being fed and cared for.
As the child develops, play reinforces the foundation of trust between child and parent or
carer, child and siblings, child and peers, and eventually forms the platform for successful
integration into society.
If there is no play, trust and skill in communication, both social and interpersonal skills
are not developed or refined. Play leads to the discovery of self and others personal
boundaries. Verbal and physical body language, freedom and social boundaries, and most
importantly safety and danger, are explored and practised during play.
Play is one of the most important factors in the stimulation and learning processes in the
developing child, and adult. Play arouses curiosity, leading to discovery and creativity.
Play develops the ability to be both adaptable and flexible. It allows for the development
of humour, co-ordination, fine and gross motor skills, empathy, intimacy, friendship and
ultimately compassion for others. Play allows for the complete holistic development and
growth in an individual. Play teaches the child to solve problems; it alters negative
states of mind or poor experiences, it allows for good mental and physical health.
The theories of play and the importance of play in children’s learning.
Children learn best when motivated and enthusiastic, this occurs spontaneously when
they are engaged in play.
All learning, emotional, social, motor and cognitive, is accelerated and facilitated by the
repetitive and explorative nature of play. When playing with peers, children acquire
interpersonal/social skills. They develop social rules, learning to control themselves and
tolerate others.
As children grow, so they develop their ability to indulge in more complex play that in
turn develops higher motor, social, emotional and cognitive skills. These are crucial
activities for young children, they enable the brain to grow and develop in a healthy way.
Play develops the skills of: -
Piaget [1962] stated the importance of play and positive social interaction in the early
developmental stages of childhood. He had a constructivist perspective on learning and
development believing that the important early years [between birth and eight] was
fundamental in laying the foundations for future learning, development and academic and
social achievement.
Vygotsky [1978] stresses the importance of play in the academic and social development
of children. He believed that children acted and expressed through play the actual social
and environmental norms present in their lives. Vygotsky was a pragmatist, he
conceptualised the theory that children took from real life situations [both negative and
positive] and processed those experiences creatively through play. Vygotsky stressed the
importance of environment and social factors that impact upon the child’s development.
Steven Pinker [2002] argues the theories of human nature and the Blank Slate against
those of Geary, Carey, and Gardener.
Traditional education is based in large part on the Blank Slate: children come to school
empty and have knowledge deposited in them.
The alternative argument emerging from the cognitive theorists states that children do not
have to go to school to learn to walk, talk, recognise objects or recall the characteristics
of their family or friends. However, they do have to go to school to learn the skills of
written language, mathematics and science, as these are not inbuilt reflex skills.
Geary underlines a final implication in that most of the things taught in school are not
cognitively natural, the process of learning and the assimilation of knowledge is not
always pleasant and fun.
Therefore, it is the teachers obligation to make the learning process as enjoyable as
possible, play is vital to this, both structured and unstructured.
ACCAC 2000 lay down combined principles that agree with the fundaments of both
Vygotsky and Piaget endeavouring to combine models and theories of constructivism and
pragmatism in a holistic context.
Young children learn most effectively when they are actively involved in first hand
experiences. Educational provision for young children is centred on the child.
Desirable Outcomes for Children’s Learning before Compulsory School Age. [ACCAC2000]
Sequential neurodevelopment and play follow 4 basic quadrants.
By providing both materials and environment in which to play, teachers set the stage for a
child’s learning experience. Teachers formulate the questions that spark children’s
thinking and empower them to be in charge of their own learning.
Simply providing a set of building blocks can enable a child to experience and develop
balance, hand-eye co-ordination, the control of fine motor skills. By placing blocks
together in size or colour the child begins to classify and sort. How high can the blocks be
built? The child begins to predict cause and affect relationships. How many blocks fill a
box; guess then try- the child has experienced estimate, addition and subtraction.
When the child or teacher invites another child to join the game they stimulate personal
social interaction, negotiation, tolerance and co-operation.
In early years education the curriculum states 6 factors of development: -
ACCAC 2000 gives a list of expected learning and desirable outcomes which a child, by
the age of five should have experienced.
In Piaget’s stages of cognitive development this would place the child in the
Preoperational Period.
Between the ages of 2-4 years there is evidence of egocentric verbalisation, the use of
speech for self without the necessity to engage others in play. The imagination is
engaged, symbolic rather than simple motor play, objects can be other things and the
child can envisage an object without the necessity of the object actually being there.
By the time the child is aged between 4-7 they enter the intuitive stage, speech becomes
more sociable and concepts, although crude, begin to form. This is the time Piaget
believed that a suitable environment and facilitator could begin to form a learning
structure that would enable the child to develop and grow intellectually.
ACCAC state that at this early years stage the child should develop certain fundamental
human skills.
Language, literacy and communication skills are developed through a variety of
interactive play structures. Stories, acting [lets pretend], social interaction in school and
out of school. Initially children play alongside each other with little or no social
interaction and quite often carry on directed conversations in which two or more children
impart information without the necessity of reciprocal comment. It is only as the
language and communication centres develop that they will begin to formally interact
with each other. This is done through the medium of play. The enjoyment of sharing a
pleasurable experience with one or more individuals.
This, of course, then encourages the development of personal and social skills. As the
child develops so does their knowledge and understanding of the world. Curiosity is
inherent in most children, the desire to explore and experience both the known and the
unknown is safely accomplished through play. Water play allows the child to establish
laws of science, mathematics and sensory reasoning. Time, money, cultures, religions,
different materials, characters can all be explored using multi-sensory strategies ranging
from dressing up to growing cress.
The desire to express themselves both accurately and logically leads to the development
of sequential and mathematical knowledge and reasoning. It becomes a necessity to
develop number; games often rely heavily on fluency in sequential reasoning and basic
numeracy skills. Play facilitates the ability to reason, order and problem solve. Snakes
and ladders, early counting rhymes, etc all provide the opportunity to promote and
develop numeracy.
Physical development engages the use of manipulative skills, personal health, and hygiene
and safety, awareness of space, fine and gross motor skills, games that use balance,
catching, throwing and awareness of time and space are played naturally by most children
with and without adult supervision and guidance.
Creative development links into all the above processes and can be developed by various
strategies and games.
The importance of play in the development of children’s learning is imperative to the
holistic development of the child and also the child’s interpersonal socio-relationships
with the external environment. Play allows for experimentation, imagination, and
socialization. Without play the learning process would be rendered stagnant and inactive.
Play makes the learning process fun. Children are kept in focus, on task and are able to
achieve, experience, experiment and learn in a safe environment. Play is non
threatening, can be self led, and with the appropriate learning structures in place, the best
way to facilitate and implant knowledge in an enjoyable way.
If this is to be acknowledged, and it is within the Early Years Curriculum, Key Stages 1
and 2 of the National Curriculum, why do we exile play at Key Stage 3 and 4?
Psychologist Edward De Bono believed that children should be taught in an active way
by doing things and playing games. Whilst there is evidence of more play led learning in
the early years, there would appear little evidence that it is maintained in the rest of the
key stages where learning involves sitting back and absorbing information in a more
passive manner.
Results of interviews with student teachers on teaching practice in Area One and Area Two.
Student teachers on teaching practice in schools in both Area One and Area Two were
questioned on their initial reaction to classroom teaching, and also their reaction to
the behaviour of the pupils.
With few exceptions they stated emphatically that nothing on their PGCE course had
prepared them for teaching in a Area Two school. A large number of female student
teachers had been reduced to tears, whilst both male and female student teachers
said they felt inadequate and unprepared for the task. This was the reaction to the
children in mainstream. The student teachers upon observation of a class with learning
difficulties, and/or low basic skills, felt that they would not have coped. They had
received insufficient information about learning dysfunction and behavioural difficulties
during their PGCE courses. This was widespread throughout the teaching
colleges/universities and not specific to one.
The student teachers had taught in other schools, Area One, and reported them as good
experiences, where they felt they had done well. They were in no way prepared for
the problems associated with teaching in a school sited in an area of socio-economic
deprivation. The student teachers said they had seen excellent teaching practice in all the
schools they had attended, but were full of admiration for many of the staff of the schools
in Area Two.
“They were just brilliant with the kids, but I was exhausted just
watching, how can they do it day after day?”
There is a high staff sickness record in schools from Area Two, this is reflective of the
constant effort that it takes to teach children from these areas.
The student teachers commented on the unusual teaching styles they had observed in
practice in Area Two schools. They observed the most successful teachers had
acquired a relaxed, informal style with the pupils, chatting and sharing jokes.
“Definitely not the textbook styles of teaching and dealing with problems
that we discussed in college.”
The student teachers felt that some of their course was outdated, and needed specific
courses or input on how to deal with bad behaviour, disruption and learning difficulties.
“What we are taught does not come close to the actual happenings
and behaviour that teachers really have to deal with in these schools.”
Teachers can no longer be viewed, or indeed consider it their right to be viewed, in a
pedagogic light. It is of note that schools designated Area One in this research
document, report little problem in the behavioural attitude of their students, this appears
then to be substantiated by their academic results. However, Area Two schools report
significant behavioural problems in their pupils , throughout the cohort, this includes
SpLD pupils, SENpupils, pupils acknowledged as having behavioural dysfunction
[ADHD],pupils with poor basic skills and mainstream pupils. This, again, is reflected
in their academic results.
Conclusion and Recommendations
I had worked hard for nearly two years, for the sole purpose of infusing life into an
inanimate body. For this I had deprived myself of rest and health. I had desired it with an
ardour that far exceeded moderation; but the beauty of the dream vanished, and
breathless horror and disgust filled my heart.
Mary Shelley, 1818
The literacy and numeracy policies and documentation present in schools are insufficient
tools to enable the pupils with SEN or poor basic skills to access learning in a way that
allows them progression, achievement and attainment through the education system.
The policies are legally required documents, their aims, objectives and targets are
removed from the actuality of the real life of children with SEN or poor key skills. They
are documents that satisfy current education politics and are not strong enough guides to
facilitate active learning or life skills.
Instead of paper rules, objectives and targets based on government theories of academic
attainment we should consider the individual needs of the child holistically.
Subject teachers should take a more philosophical approach to teaching and learning and
be aware of learning styles, strategies and tools that enable learning to take place.
QUID – it is no longer sufficient to ask a penny for your thoughts.
[understanding and reflection]
All curriculum subjects contain narrative elements that can provide a stimulus for
philosophical discussion at any/every level, Socratic or Academic Tradition.
Challenge the children to become active learners and independent learners.
Create a thinking circle [Socratic] at form time –
Present a stimulus – this could be any part of the curriculum, but should be of sufficient
interest to arouse curiosity and be challenging enough to invite reflection and discussion.
Use the skills of teachers that are already good practitioners of learning styles that are
present in school, they are far more able to give advise or suggest strategies that are
relevant to the pupils in your own school – they already know the children.
Positivity, the students acknowledge the fact they need to learn in
order they may succeed.
Teachers from Area Two schools do not teach in this environment. They have to
negotiate the cultural negativity that their pupils have of the educational system,
reinforced by social and cultural norms from the pupils family, and the actual,
real, everyday experiences the children face.
In order to teach successfully within this environment, the teacher must motivate his
pupils, and promote and supply a positive learning experience.
Throughout the questionnaires issued to pupils at schools in Area Two, there was an
overwhelming response to teaching style. The preferred style was one of response,
fun and positive reinforcement. The pupils had fun whilst learning.
In questionnaires issued to past students from a specific Area Two school, the result
was the same, an unanimous preference for a holistic and positive teaching style.
A recurring statement of the past students questionnaire was,
“I really enjoyed ……..lessons, we had fun, I didn’t even realise I was
learning. Why couldn’t all lessons and teachers be like that? If they
had I would have done better in my exams, and I would have been good in class!”
It should be noted that teachers using this holistic, positive style reported little, if any,
absenteeism from their lessons.
The provision of a safe and caring environment is essential to all children, it is vital
to those students who experience learning difficulties, and/or poor basic skills, and to
those who receive little support from the home. It is a sad reflection of society that these
students are often overlooked in favour of those students who appear brighter,
energetic and more enthusiastic.
If we are to proceed with the implementation of the DfES, Green Paper: 14-19,
and succeed with the academic and social attainments that it proposes, we must
also be prepared to enhance and refine both our teaching and holistic skills.
It is at such a vital point the introduction of a new social learning theory and an
alternative curriculum of pertinent academic value would become of value.
Unfortunately the curriculum delivered to students in many countries is based on
‘Universalism’, or the philosophy that one size fits all.
All human beings are embedded in some kind of context…That’s just how
people are. That’s just where they learn: where they are.
Hilliard [1996]
Evaluation
within our education system that directly effects the students who live
and learn within areas of socio- economic deprivation. This is where the
behavioural problem often stems – boredom, the inability to navigate the current
education system effective, the anger and frustration that creates the chaos in the
classroom.
who work in schools sited within areas of socio economic deprivation. They should
not be viewed as teachers who work in sink schools. Positive enforcement works
for both students and staff, promoting a feeling of value and raising expectations.
curriculum actuated before the 14-19 reformation takes place. Extra training
which encompasses the understanding of the difficulties the pupils face and provide
strategies that work to be provided by teachers and educators who are currently still
working in schools that face similar problems.
With a more positive attitude engendered by the teacher within the classroom, the
students will become more pro-active in the learning process, and ultimately better
behaved. [The questionnaires affirm this action.]
There should be more input into teacher training colleges/courses, by teachers who are
actually in the field. Successful teachers from schools in all social areas should be
borrowed by the PGCE/teacher training courses to share the actualities of real
teaching practice.
Systems should be introduced in schools to evaluate the quality of teaching by
comparing pupil absenteeism through curriculum/ teacher based or led lessons
to identify those teachers who are most effective.
Those teaching methods should/could be studied and shared throughout the school.
The management of the school must become more open minded, why is
Jonny always in one lesson, but never in another?
The school should look at teachers/faculties that have consistently good results, not
necessarily academic ones, and compare them with poor results, and pupil self esteem
and behaviour. Should a completely different approach be adopted, one that is more in
keeping with the methodologies/teaching styles used by the successful teachers?
Should we always measure success in academic results, surely empowerment and
acquired social skills are indicative of good teaching practice too?
The social dynamics of the teacher and the class is the key issue in the successful
facilitation of knowledge. Understanding the obstacles encountered by students, with
and without learning difficulties, who live in areas of socio-economic deprivation
is the first step to engaging positive learning beliefs and empowering them to achieve
success at whatever level of ability.
We are left with the question – is it the teacher or the child that is failing?
Suggested Lesson Planning Strategies for Pupils with Poor Literacy/ Numeracy Skills, General Learning Difficulties and Specific Learning Difficulties