We need some innovative ideas - there has to be an answer.

Dear worldwatcher,

You ask a tough question and I found a few answers in
the book, "Teacher and Child," by Dr Haim Ginott.
It might be a bit dated by today's standards but
much of what Dr Ginott says still makes sense. He states:

"The stress in schools
does not change, the mood is monotonous. The
monotony only emphasizes the main motif: the
dissatisfaction, disappointment, and despair of
young teachers. Their pain comes from the nature of
life in school. Some of the teachers lose faith and
give up hope. Others clamor for reform. The more
radical seek to change systems in midstream.
Meanwhile life in the classroom marches on. There are
children to teach, parents to appease, and principals to
account to. They all make demands on teachers' time and
energy."

There's a story about a man in dire trouble who came to
his rabbi for help. the rabbi listened and advised.
"Trust in God. He will provide for you."
"Yes," answered the man. "But tell me, what do I do until
then?"

Teachers apparently ask similar questions: "How can I survive
until the system changes?" "What can I do today to improve
life in the classroom?"

Dr Ginott points out that what counts in education is
attitudes expressed in skills. As one teacher put it:
"I already know what a child needs. I know it by heart.
He needs to be accepted, respected, liked, and trusted:
encouraged, suported, activated, and amused; able to
explore, experiment, and achieve. Damn it! He needs too
much."

cont'd ...

cont'd ...

In theory, teachers already know what good education is.
They have all the concepts. Unfortunately, as Dr Ginott
points out one cannot educate children on conceptions
alone.

Children present problems which don't disappear even
when teachers believe in democracy, love, respect,
acceptance, individual differences and personal
uniqueness. Though magnificent, these concepts are too
abstract and too large. Dr Ginott tells us that:
"For classroom commerce, teachers need psychological
small change. They need specific skills for dealing
effectively and humanely with minute-to-minute
happenings-the small irritations, the daily conflicts, the
sudden crises. All these situations call for helpful and
realistic reactions."

Therefore as Dr Ginott says, "A teacher's response has crucial consequences.
It creates a climate of compliance or
defiance, a mood of contentment and a
willingness to learn or
contention and rejection.
A desire to make amends or to take
revenge. A teacher can affect the child's conduct and
character for better or for worse."

These are the facts of emotional life which make teaching and
learning possible or impossible.

For children to achieve better academic results we need teachers
who recognise this core truth. Because as Dr Ginott states,
"Learning is always in the present tense, and it is always
personal."

a simplistic suggestion that is not well received is to work harder to ensure children have a loving dad and mum at home. I am sure statistics would bear that simple fact out. Social engineers however create havoc and then insist on spending billions to mend failed experiments. Personally I have seen my own children go from a good home where the father barely passed high school to achieving the highest academic achievements ( one commencing medicine). While other factors are in play the single most important is the dad and mum.

Lexi,

John Taylor-Gatto who was an awarded schoolteacher, wrote "Dumbing us Down". In it he told of the "seven Lessons" that school instills in children.

Found a version here:

http://www.newciv.org/whole/schoolteacher.txt

Most would think his ideas radical, but as I mentioned he was awarded by New York state for his teaching - except that he saw what he was really doing. Even those who disagree with independent thinking would glean a germ of truth in the "seven lessons".

It is really simple.

Bring back the teacher training from the 40s & 50s.

Bring back the instructions for teaching from the same period.

Bring back the bl00dy stick, to instill the discipline of the same period.

Lastly let the kids who are never going to learn another thing at school from age 15, get out of the places, & start their trade or vocational training.

One of the few good things for the less academic kids today, is the in school apprenticeship program. Unfortunately this is available to very few, but those few have responded extremely well. The rest would be better off starting work, where they can behave like men, not kids.