Michael Gove: Ex-Military Personnel Become Teacher
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November 26, 2010
FOR the benefit of punchy headlines, Michael Gove seems to be perpetuating a misunderstanding about school discipline: that bringing in ex-military personnel will somehow transform chronically disaffected young people into compliant students. Successful discipline is not about shouting loud enough to intimidate a class but clear and simple rules, fair procedures that all staff follow and consistent rewards and punishments.
While a service career develops a lot of desirable qualities, such as trust in the benefits of working in a larger team, so do many professions. Rather than “hero-worship” the military we should encourage a wider range of experienced people to become teachers, a job that requires a balance of training and classroom experience no “fast-tracking” can bring.
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More My own move from the Navy to the classroom happened in stages. I first worked in a training establishment with recruits, then in residential outdoor education and most recently in schools. I had a lot to learn, including adapting my “just get on with it” approach to people who see the world very differently.
How wise can it be to consider fasttracking people recently immersed in combat operations into schools? There are significant safety issues to address, even if the Criminal Records Bureau make checks fast enough to parachute these new battle-hardened teachers in. Chris Terrell, former navy officer, now working in state secondary and outdoor education.
MICHAEL Gove has thought seriously about the subjects pupils need to study. Sadly, he has given no equivalent consideration to teacher education, and in so doing continues its degradation into skills- based training. Before adopting the measures outlined in his White Paper, Mr Gove should engage in some serious discussion with people who know something about the theory of education. They will remind him that a passion for a subject may not be all that teachers need – - that, for example, primary teachers need to understand child development and much more — and we owe it to our children to ensure they are taught not only by the best and the brightest but by those who know what education is.
Professor Dennis Hayes, Standing Committee for the Education and Training of Teachers , scett.org.uk AS A primary school teacher for the past 18 years, I didn’t know whether to laugh or cry when I read your report about Ofsted complaining many school lessons have become boring because teachers teach to the test.
The obsession with narrowly conceived, high-stakes testing of sevenand 11-year-olds has completely ruined children’s educational experience and driven many creative teachers from the profession. Along with this fixation has come a highly punitive inspection system, staffed by individuals who seem to take notice of a school’s test results above all else. Ofsted’s whinge is a self-fulfilling prophecy.
We should encourage a wider range of experienced people to become teachers.
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