First published 26 Jan 2009
I was just running thoughts through my mind this morning about the ultimate effects of a compliance model of BM in a socially deprived area. Having worked in schools like this, it is clear that the pupils will not put up with being pushed around by teachers and the school establishment. It really needs a different approach, in my opinion. Many heads think they can use a 'zero tolerance' statement in their policy and all good will follow. Not so.
I then came across the recent BBC news article, 'Protesters spark academy closure' a school is facing meltdown in the community because of such an approach. They currently have 10% of all pupils on fixed-term exclusions. Just think, as a teacher, trying to manage delivery and continuity of curriculum, having a minimum of 3 students in every class you teach away because of exclusion. Of a roll of around 1500 pupils, they have 150, or 5 full classes out of 50 excluded EVERY day. This is a zero education policy in my opinion, not a zero tolerance one. The article states
'They were demonstrating over poor educational standards...'
hardly surprising when considering attendance figures for lessons, probably up to 20% absence including illness and unauthorised absences.
Why do they insist on using this heavy-handed approach when setting up academies? Is it because in doing so ,the new school will instantly become better? Is it a magic wand? I don't think so. Academies, of all places, should be the ones setting the example for the rest of the country by using emotionally intelligent and inclusive approaches to ensure they benefit the whole community. I am not at all surprised that the parents and community are protesting. It's just not good enough.
What academies need is the supportive, emotionally intelligent and inclusive approach that will allow pupils to face their issues in school, with considered support from a caring educational community. Using a compliance model will simply not work, unless they want to see detentions, exclusions and misbehaviour spiral out of control. However, I do think that many out there think this is unworkable and a soft approach, and I would beg to disagree. Having seen the results of using a caring approach with pupils, far from them taking advantage and wasting time, they use the facilities to build their 'tools for the future' and learn how to manage relationships, anger, frustration, lack of ability in a supportive environment.
One academy I'm currently working with adopted my suggestion for a classroom charter. It is simply 5 words
Care Share Love Trust Respect
and if we all work towards all of those in all our interaction, then perhaps we'll all be much happier, contented and successful as people.
Treat others how we would like to be treated
Following the write up on this academy, today 29th Jan 2009 the Richard Rose Central Academy in Carlisle, with its 10% exclusion rate, the head and chief executive have now been sacked.
Read more here
I was just running thoughts through my mind this morning about the ultimate effects of a compliance model of BM in a socially deprived area. Having worked in schools like this, it is clear that the pupils will not put up with being pushed around by teachers and the school establishment. It really needs a different approach, in my opinion. Many heads think they can use a 'zero tolerance' statement in their policy and all good will follow. Not so.
I then came across the recent BBC news article, 'Protesters spark academy closure' a school is facing meltdown in the community because of such an approach. They currently have 10% of all pupils on fixed-term exclusions. Just think, as a teacher, trying to manage delivery and continuity of curriculum, having a minimum of 3 students in every class you teach away because of exclusion. Of a roll of around 1500 pupils, they have 150, or 5 full classes out of 50 excluded EVERY day. This is a zero education policy in my opinion, not a zero tolerance one. The article states
'They were demonstrating over poor educational standards...'
hardly surprising when considering attendance figures for lessons, probably up to 20% absence including illness and unauthorised absences.
Why do they insist on using this heavy-handed approach when setting up academies? Is it because in doing so ,the new school will instantly become better? Is it a magic wand? I don't think so. Academies, of all places, should be the ones setting the example for the rest of the country by using emotionally intelligent and inclusive approaches to ensure they benefit the whole community. I am not at all surprised that the parents and community are protesting. It's just not good enough.
What academies need is the supportive, emotionally intelligent and inclusive approach that will allow pupils to face their issues in school, with considered support from a caring educational community. Using a compliance model will simply not work, unless they want to see detentions, exclusions and misbehaviour spiral out of control. However, I do think that many out there think this is unworkable and a soft approach, and I would beg to disagree. Having seen the results of using a caring approach with pupils, far from them taking advantage and wasting time, they use the facilities to build their 'tools for the future' and learn how to manage relationships, anger, frustration, lack of ability in a supportive environment.
One academy I'm currently working with adopted my suggestion for a classroom charter. It is simply 5 words
Care Share Love Trust Respect
and if we all work towards all of those in all our interaction, then perhaps we'll all be much happier, contented and successful as people.
Treat others how we would like to be treated
Following the write up on this academy, today 29th Jan 2009 the Richard Rose Central Academy in Carlisle, with its 10% exclusion rate, the head and chief executive have now been sacked.
Read more here