Saturday, July 4, 2015

Two articles of interest for teachers.........

In Today's Guardian (UK) newspaper:

Teachers in England are seeing unprecedented levels of school-related anxiety, stress and mental health problems among pupils of all age groups and abilities, particularly around test or exam time, according to a new report.
Children aged 10 or 11 are said to be “in complete meltdown”, in tears, or feeling sick during tests, and problems can be made worse by their competitive parents, according to the Exam Factories? report commissioned by the National Union of Teachers and conducted independently by Merryn Hutchings, emeritus professor at London Metropolitan University.
Teachers complain that low achievement at tests or exams is resulting in low motivation and low self-esteem. One secondary school teacher at an unnamed school said “self-harming is rife” at key stage 4 (14- to 16-year-olds) and reported that a pupil was hospitalised for three months in a psychiatric ward following a suicide attempt, another nearly starved herself to death and numerous other students “suffered from symptoms that are on the questionnaires that the NHS uses to diagnose depression”.
The report looks at how tests, exams, Ofsted inspections and other “accountability measures” are affecting schools. It includes responses from a survey of nearly 8,000 teachers, case studies of heads, other teachers (not all NUT members) and children, and a review of research and other literature.
Hutchings said: “The problems are caused by increased pressure from tests/exams, [children’s] greater awareness at younger ages of their own ‘failure’, and the increased rigour and academic demands of the curriculum.
“The increase in diagnosis of ADHD (attention deficit hyperactive disorder) has been shown to be linked to the increase in high-stakes testing. Thus it appears that some children are being diagnosed and medicated because the school environment has become less suitable for them, allowing less movement and practical work, and requiring them to sit still for long periods.”
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Christine Blower, the NUT general secretary, said: “The findings about the experiences and concerns of children and young people are shocking and sometimes upsetting.
“The study exposes the reduction in the quality of teacher-pupil interaction, the loss of flexibility and lack of time for teachers to respond to children as individuals, the growing pressure on children to do things before they are ready, and the focus on a narrower range of subjects.”
The NUT has been at odds with successive governments over testing, exams and inspections for 25 years but the findings on children’s health may strike a more sympathetic chord among politicians this time.
A number of other reports in recent years have raised concerns about the increasing pressure children feel. ChildLine has reported big increases in school and education-related issues and Lucie Russell, director of campaigns at charityYoung Minds, said in response to Hutchings’ findings that many of those the charity worked with “said that they feel completely defined by their grades and that is very detrimental to their wellbeing and self-esteem”.
Russell said: “We have to question the role of schools in relation to developing well-rounded, confident young people.”
Ofsted has never reported on pupils’ mental health since it was established in the mid-1990s, although ministers across health and education departments have become increasingly worried about the issue.
The Department for Education said: “No one should be stressed out by exams, which is why we have scrapped modules and January assessments so young people are only entered for tests when they are truly ready.
“We are also investing in mental health services helping schools provide counselling services and support for pupils with mental health needs. This is alongside almost £5m funding for projects dedicated to helping children and young people with mental health issues.”

And a letter in today's NYT:

To the Editor:
In “No Teachers Are Required for Grading Common Core” (news article, June 23)we have final confirmation on the state of the teaching profession today. We prepare our teachers poorly in programs that are rarely rigorous and almost never useful to the practitioner; we pay them far less than what other professionals make while simultaneously requiring them to obtain more and more specialized degrees; we tell teachers that we will evaluate them fairly based on standardized test results from students; and now we hire former wedding planners to grade those tests so we can rate those teachers.
Doesn’t anyone recognize the insanity of public education these days? How can we make the claim that teaching at any level is a profession when there is every indication that our public policy treats it in such an insulting fashion?
It is small wonder the most accomplished students from the college ranks predominantly seek other avenues of employment. Can you imagine doctors having their performance be judged on some standard operation, a dubious premise to begin with, and then have the results be evaluated by — what — truck drivers? I happen to love truck drivers, and I know they would be the first to tell us they don’t want to rate doctors or have doctors rate them, so why is it O.K. for teachers?
Of course it’s always the money, isn’t it? Maybe we think: Anyone can teach. That may be true, but anyone can do surgery, too, except the trick is that you are supposed to heal patients, not harm them. Great teachers heal, and we treat them like dirt.
GEORGE WHITTEMORE
Princeton, Mass.
The writer has been a teacher, a dean and a headmaster.


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