"adopt a US-style programme which brings ex-servicemen and women back to
school."
Their reasoning?
"...ex-soldiers could have a profound effect on discipline and learning."
Their logic is simple. Ex-soldiers are not intimidated by adrenaline fueled adolescents. Ex-soldiers are statistically more likely to stay in the profession longer. Ex-soldiers are more confident in their moral authority. Ex-solidiers are likely to gain respect, especially from boys, because of their experience in a macho profession.
The implication however is that teachers from other backgrounds may be more intimidated, less likely to stay in the profession, un-confident in their moral authority and less likely to gain the respect of boys.
All in all a description of a teacher worn down by the circumstances of their job day-in day-out.
The Frustration
It is at this point the frustration kicks in. Surely there is a reason why some (perhaps many) teachers might be described in this way - apart from the fact that they don't happen to have spent 10 years in the armed services.
I suggest that many, if not all teachers, could be as effective at maintaining discipline as any ex-serviceman - provided they were given the training, tools and support from their senior management team.
The Hope
Unbelievably the think tank's report also said:
"Whether we like it or not, children from more deprived neighbourhoods often
respond to raw physical power".
One has to wonder what they expect ex-soldiers to do that existing teachers currently do not do. Something highly illegal by the sounds of it. But this may represent a teeny glimmer of light in the area of classroom discipline.
Perhaps new government policies will come down from above, untying the hands of school senior managers and teachers to be more effective. We can only hope.
While none of us would really want to 'bring back the cane' I think the CPS has really hit on the crux of classroom discipline - sometimes what is required is a show of strength - and currently by-and-large, that show of strength is simply not being given.
It really comes right down to behaviourist theory at its most basic level - stimulus response - Stick and Carrot. The problem however is that balance between the two may not be correct, too much carrot and not enough stick for the students who need it most - so it doesn't work effectively. This is a topic all on its own and I will cover it in my next post.
Posts
1 comment:
Additional thought from the author: In this sense it ought to be a priority of middle and senior managment to build and enhance the moral authority of all their staff.
Sadly, statistics and funding issues often mean that instead of bolstering a teacher's moral authority, their authority is constantly undermined.
How long even an ex-serviceman will keep his moral authority when the reality of poor disciplinary procedures take their toll would be worth further investigation. As would a definition of an appropriate use of "raw physical power"; all teachers could use a definition of that.
Post a Comment