How would you solve the problems in the Education system?

Feeona

micropig wrote: »

Ok so it's not an issue then

Edit: Why are the circumstances beyond the teachers control, I'm suggesting they're not, so can you explain how they are?

Thank you for your answer.

Seavill explained the situation perfectly well.

micropig

Feeona wrote: »

Thank you for your answer.

Seavill explained the situation perfectly well.

Ok Then surely they knew before the lesson that the student had low reading levels.

Even if they didn't, surely the lesson was planned to include material to allow all abilities to participate?

Feeona

micropig wrote: »

Ok Then surely they knew before the lesson that the student had low reading lessons.

Even if they didn't, surely the lesson was planned to include material to allow all abilities to participate?

The teacher you were referring to in your 'example' already explained the dynamics of the situation. If you have further questions, I think it would be better if you directed them at him/her.

micropig

Is it the students fault they don't have the ability? or
Is it the teachers fault they did not find this information out?

The Black Oil

Firstly, I'm not a teacher or a parent. I would push the school year into July, but I think that's only worthwhile if it adds value to the curriculum, or takes pressure off of other parts of it or if it had some other benefit. I'll plead ignorance as to the current state of the curriculum, though and then it would put pressure on August...so, I don't know. I'd also look at the CPD aspect, if this is not done enough as it is, I don't know. Courses should not just be something you do to then take a few days off later in the year, not to say that everyone does, I'm sure most do courses for genuine reasons. A friend of mine is a teacher and after our course (2 year Dip (not teaching) he was quite determined to not teach the same way again, such was some of our lecturing experiences. If you're not doing any further qualifications or any CPD (not always practical, I'll grant you), I think questions need to be asked about why you are not upskilling. I'm happy to be corrected on this.

I'd agree with the poster who mentioned meetings at the start of the year for new entrants, it is done in some cases, but maybe not enough. Also agree with religion after school, but that's not going to happen. Re NEWB, do they have any substantial powers? I know of two instances of kids missing more than usual amount of days - their teachers told me 'nothing will happen' despite there being some assigned to work with the family.

Technology and facilities. Hah! Is there much common sense applying here, at all? There was little to no technology in school when I was young, VHS tapes, maybe. Now IWBs and computers are all the rage, grand. Some of that is coming from parents, but I think unless you live with a board or technology in your classroom each day you don't really know what it's like. It's a tool or a resource, but that is all it is. A good teacher will have childrens' ears because of communication skills from the get go, they can vary the day and keep it interesting, not because of a fancy screen.

Computer rooms shouldn't be knocked, either, they are useful. Plenty of schools only have bits of technology because they have to collect Tesco vouchers or fundraise even during the Celtic Tiger, yes. It's all well and good to be dishing out grants for this and that, but a) most schools do not (in my experience) have staff who know enough to the necessary maintenance and they can hardly afford to pay someone X per hour to come in a fix it and b) it's no good giving IT grants unless basic, up to date infrastructure is already in place. Also, this stuff changes so fast, I'm aware of one school whose laptops, of which there are a few, are now sitting in a cupboard because of the introduction of IWBs. Schools also have to fix leaks in the roof, toilets, etc, that should come before technology, imo and you can't have a one size fits all strategy, everyone has different needs. It's useful to roll out broadband and it's great to be technically literate, yes, but let's not go overboard. Websites? These are a modern necessity and somewhat demanded, but again, who really has the time to sit down and update them regularly, in a busy school, no one.

Seniority - needs to be kicked to the kerb re promotions, etc.

I'd like to see kids cooking, though again this isn't always practical.

Prefabs, good jaysus.

micropig

Black Oil wrote: »

I would push the school year into July, but I think that's only worthwhile if it adds value to the curriculum, or takes pressure off of other parts of it or if it had some other benefit.

My issue with re extending the year with the ways things are at the moment. Will having an ineffective teacher for a month longer each year help?

(Although I think extending the school year with effective teachers is a great idea)

Black Oil wrote: »

I'll plead ignorance as to the current state of the curriculum, though and then it would put pressure on August...so, I don't know. I'd also look at the CPD aspect, if this is not done enough as it is, I don't know. Courses should not just be something you do to then take a few days off later in the year, not to say that everyone does, I'm sure most do courses for genuine reasons. A friend of mine is a teacher and after our course (2 year Dip (not teaching) he was quite determined to not teach the same way again, such was some of our lecturing experiences. If you're not doing any further qualifications or any CPD (not always practical, I'll grant you), I think questions need to be asked about why you are not upskilling. I'm happy to be corrected on this.

Agree looking at CPD & Upskilling (Teachers who have not up-skilled should be removed from the profession and teachers with relevant skills given these places)

Black Oil wrote: »

I'd agree with the poster who mentioned meetings at the start of the year for new entrants, it is done in some cases, but maybe not enough. Also agree with religion after school, but that's not going to happen. Re NEWB, do they have any substantial powers? I know of two instances of kids missing more than usual amount of days - their teachers told me 'nothing will happen' despite there being some assigned to work with the family.

+1

Black Oil wrote: »

Technology and facilities. Hah! Is there much common sense applying here, at all? There was little to no technology in school when I was young, VHS tapes, maybe. Now IWBs and computers are all the rage, grand. Some of that is coming from parents, but I think unless you live with a board or technology in your classroom each day you don't really know what it's like. It's a tool or a resource, but that is all it is. A good teacher will have childrens' ears because of communication skills from the get go, they can vary the day and keep it interesting, not because of a fancy screen.

Not sure I agree with this. Different children learn by different techniques and the teacher talking isn't always the best one. Some learn through listening to the teacher, some engage quicker with music, some with pictures, most through doing & correcting, from their peers, some through independent research-All these techniques should be used to support each other

Asking children to research on computers gives them more skills that just having the information. How do students in university research? Should we not be teaching these skills to school children?

Black Oil wrote: »

Computer rooms shouldn't be knocked, either, they are useful. Plenty of schools only have bits of technology because they have to collect Tesco vouchers or fundraise even during the Celtic Tiger, yes. It's all well and good to be dishing out grants for this and that, but a) most schools do not (in my experience) have staff who know enough to the necessary maintenance and they can hardly afford to pay someone X per hour to come in a fix it and b) it's no good giving IT grants unless basic, up to date infrastructure is already in place. Also, this stuff changes so fast, I'm aware of one school whose laptops, of which there are a few, are now sitting in a cupboard because of the introduction of IWBs. Schools also have to fix leaks in the roof, toilets, etc, that should come before technology, imo and you can't have a one size fits all strategy, everyone has different needs. It's useful to roll out broadband and it's great to be technically literate, yes, but let's not go overboard. Websites? These are a modern necessity and somewhat demanded, but again, who really has the time to sit down and update them regularly, in a busy school, no one.

Not knocking computer rooms-Are they equipped with the last computers/facilities?
Why aren't we getting IT professionals to teach IT?
Scientists to teach science etc?
Why didn't we use some of the money to build brand new state of the art facilities?

Because too much of the education budget was being spent on teachers salaries

Black Oil wrote: »

Seniority - needs to be kicked to the kerb re promotions, etc.

I'd like to see kids cooking, though again this isn't always practical.

Prefabs, good jaysus.

Headteacher need to take more responsibility for the standard of teaching in the school

Good jaysus is right!!!

Feeona

micropig wrote: »

Good jaysus is right!!!

Yeah prefabs really do need updating. Too hot on sunny days, too cold in the winter. There's usually a health and safety issue with them too, with nails and what not sticking up out of the floor.

micropig

Feeona wrote: »

Yeah prefabs really do need updating. Too hot on sunny days, too cold in the winter. There's usually a health and safety issue with them too, with nails and what not sticking up out of the floor.

+1

& they're prefabs!!!!:D

Feeona

micropig wrote: »

+1

& they're prefabs!!!!:D

Yeah definitely no getting away from that! :rolleyes::pac:

micropig

Feeona wrote: »

Yeah prefabs really do need updating. Too hot on sunny days, too cold in the winter. There's usually a health and safety issue with them too, with nails and what not sticking up out of the floor.

Do conditions like these give the children the impression that education is important and worth investing in?


I doubt anyone would like working in these conditions

micropig

So what other issues cause problems?
1)Lack of facilities
2)?????????


I ask this instead of offering issues which may be a problem,as it was indicated to me that I was focusing on the wrong issues

The Black Oil

Removing the non-upskillers might be a little cut and dry. If it were me, I'd say give everyone who has not done so 2-3 years to get something under their belt. Failure after that, yeah, start to look for other people.

Agreed that kids learn in different ways. This is about walking a fine line - a balancing act, imo. Kids might listen to Jollyphonics through IWBs, so I do see the value in the medium of technology, but peer interaction is definitely important - socially and for learning.

Re the IT side, I don't think we need IT professionals teaching relevant skills a) where will they come from? b) will they really have the time? and c) who'll paying them? At the older end of primary school, kids will be doing stuff in Powerpoint, etc. I don't think they need to be doing a whole lot else, typing, writing properly, working in groups of 3-4 to make a video project. At the younger end it might be Maths Circus, BBC/CBeebies online or similar. The schools I know of are primarily running Win XP, (pretty reasonably specc'd machines), which will be a problem once support for this stops in 2014 (let's not get bogged down in the OS stuff!). Upgrading - this is, again, time and money that likely isn't there. There's obsolete stuff around and donations from parents/work places, some useful...if it can be added to the pot, but again, very few people have the time to sit down and set up a PC, add to the network, etc from scratch. College is a different ball game, tbf.

Headteacher need to take more responsibility for the standard of teaching in the school

Would be interest to hear how you think this can come about, what's the mechanism to get a principal to do that?

Also, more NEPS psychologists, please, but again, that's a non-runner, I'd imagine.

micropig

Black Oil wrote: »

Removing the non-upskillers might be a little cut and dry. If it were me, I'd say give everyone who has not done so 2-3 years to get something under their belt. Failure after that, yeah, start to look for other people.

Agreed that kids learn in different ways. This is about walking a fine line - a balancing act, imo. Kids might listen to Jollyphonics through IWBs, so I do see the value in the medium of technology, but peer interaction is definitely important - socially and for learning.



Would be interest to hear how you think this can come about, what's the mechanism to get a principal to do that?

Also, more NEPS psychologists, please, but again, that's a non-runner, I'd imagine.

Agree - It's about a balancing act & varying activities so childen stay engaged.

There is a lot more you can do with interactive white boards than just listen to music, watch screen etc.

For example
Games where students pick a number-behind number is key work-student must give definition of keyword

The opposite way around teacher reads definition-2 students compete to find answer on the board, class split in two teams

Various interactive activities and children are usually motivated by a bit of healthy competition


These are only 2 examples but just show how IBW can be used, the children are learning & bit more interesting than books etc & they're are many more examples

Black Oil wrote: »

Re the IT side, I don't think we need IT professionals teaching relevant skills a) where will they come from? b) will they really have the time? and c) who'll paying them? At the older end of primary school, kids will be doing stuff in Powerpoint, etc. I don't think they need to be doing a whole lot else, typing, writing properly, making working in groups of 3-4 to make a video project. At the younger end it might be Maths Circus or similar. The schools I know of are primarily running Win XP, (pretty reasonably specc'd machines), which will be a problem once support for this stops in 2014 (let's not get bogged down in the OS stuff!). Upgrading - this is, again, time and money that likely isn't there. There's obsolete stuff around and donations from parents/work places, some useful...if it can be added to the pot, but again, very few people have the time to sit down and set up a PC, add to the network, etc from scratch. College is a different ball game, tbf..

a) I'd nearly guarantee that there is IT professionals who want to be teachers
b) Time could be factored in to their timetable for such
c) They'll be paid as full time teachers

Video projects - great example of another way technology can be used (for those that where indicating that I suggested technology is only laptops)

Students is primary school - I think at the lower end, they should be focusing on literacy and numeracy and getting the basics right. IIRC somewhere on this thread it was said that there was a 13 year who couldn't tell the time:eek::eek::eek:

Why are resources coming from parents etc (although well done parents) and not the education budget?

Not sure I agree college is a totally different ball game-Isn't this what we are preparing our children for in school?

Edit re up-skilling teachers -technology has been around for long enough, if they haven't already investigated how they can use it in their classroom & the benefits it has to support their teaching, they are not motivated teachers

micropig

@blackoil re principals - random checks on teachers classes, popping in an out, talking to students, looking at students books, it should be obvious which students are learning and which are not

Principals etc popping in and out to watch a class, should be common place so that students do not blink an eye when they come in & will happily chat to them about what they are learning

teachers shouldn't mind, because if your teaching is good it shouldn't matter who's watching

micropig

Anyone know what activities take up the bulk of headteachers & assistants day?

The Black Oil

I know some of the features of IWB software, it's handy. Going by some threads on boards there are IT people who have an interest in teaching, sure. There would be lots of kinks to iron out for it to work effectively, though. With IT, what I meant was, the emphasis at primary levels needs to be mostly about the getting the literacy and numeracy in motion, I don't feel as though there should be any shades of college expectations hanging over primary on the IT side, start pushing the IT aspect a little harder in secondary when college is around the corner. For SEN kids, I'm half tempted to say that we should take a leaf out of Temple Grandin's book and get retired IT people or scientists in to talk to kids 'it doesn't matter if what you're teaching them is old - you're lighting the spark.'

Technology is a funny thing. I wouldn't agree that those not in the know are unmotivated, a lot of them are a afraid of something new (even some of the younger teachers). They learn at different paces and you'll probably have to tell them 10 times how to fix their sound. Yes, they might have a personal notebook or smartphone, and they can write up notes, but it'll be their child or partner who has set up the kit to begin with.

I would assume that the budget and parents donating stuff is a fairly typical 'make do' Irish situation.

Principals are often overburdened with administration - they're in meetings, following up on this and that, completing grant applications, resending stuff to the Dept because they claimed they didn't get it, writing cheques, paying subs, dealing with queries about TY work experience, enrolment, lots and lots of day to day stuff to be done. It all goes crazy in late summer June because people want everything done last minute.

micropig

Black Oil wrote: »

I know some of the features of IWB software, it's handy. Going by some threads on boards there are IT people who have an interest in teaching, sure. There would be lots of kinks to iron out for it to work effectively, though. With IT, what I meant was, the emphasis at primary levels needs to be mostly about the getting the literacy and numeracy in motion, I don't feel as though there should be any shades of college expectations hanging over primary on the IT side, start pushing the IT aspect a little harder in secondary when college is around the corner. For SEN kids, I'm half tempted to say that we should take a leaf out of Temple Grandin's book and get retired IT people or scientists in to talk to kids 'it doesn't matter if what you're teaching them is old - you're lighting the spark.'

Technology is a funny thing. I wouldn't agree that those not in the know are unmotivated, a lot of them are a afraid of something new (even some of the younger teachers). They learn at different paces and you'll probably have to tell them 10 times how to fix their sound. Yes, they might have a personal notebook or smartphone, and they can write up notes, but it'll be their child or partner who has set up the kit to begin with.

I would assume that the budget and parents donating stuff is a fairly typical 'make do' Irish situation.

Principals are often overburdened with administration - they're in meetings, following up on this and that, completing grant applications, resending stuff to the Dept because they claimed they didn't get it, writing cheques, paying subs, dealing with queries about TY work experience, enrolment, lots and lots of day to day stuff to be done. It all goes crazy in late summer June because people want everything done last minute.

For SEN students I think learning support rooms & on site resource teacher/s, one of which also trained in counselling children who are removed from class -ie teacher rings if student is totally disruptive (all in class avenues of corrective discipline exhausted). Learning support removes child from room & brings to learning support centre & counsel

We'll have to agree to disagree re teachers & technology _Although I think this invalidates their argument that they have it tough keeping students on task, surely if it is as tough as some claim, they would explore every option to improve their teaching and increase the amount of teaching techniques used in their class (do these same teachers who can't plug in speakers have an iphone?)


re principals & administration: We are paying them too high of wages to be administrators, Surely we should be utilising the skills they have? Don't the secretaries do most of this any way, assistant principals???)

I think their main focus should be on ensuring the teachers are providing a good education for the children

#15

micropig wrote: »

What do you think are the issues we should be focusing on?

Just some of the ideas. It is unlikely that the public debate in Ireland will ever stretch to anything as relevant as this - most likely we'll continue to remain bogged down in misdirected discussion - but since you asked:

Sort out the patronage issue.

Improved pre-service training, with much more of a focus on observation of best practice.

Better support for teachers in the first few years following graduation.

Move to a more clinical approach in schools, with staff collaborating in their
planning. Schools to have access to a range of services and other professionals, e.g. educational psychologists.

Give more freedom/responsibility to teachers to develop the curriculum at local level (this can only be done after the implementation of improved pre- and in-service training).

Give more freedom/responsibility to principals to choose their own staff, including the ability to get rid of teachers.

Allow for collaboration between schools.

Allow second level students to engage in large scale collaborative projects.

Forget the latest garbage that is the 'Literacy and Numeracy Plan', which won't work.

Ram home the message to parents that the level of their involvement with their children is directly related to the educational outcomes of the children.

Give much more funding to schools that educate marginalised or disadvantaged children.

Things like well-stocked classrooms, nice playgrounds and warm, modern buildings are a given.

I have more, but that will do for now. It's a bit of a pointless discussion given the state of the public finances.

micropig

#15 wrote: »

Just some of the ideas. It is unlikely that the public debate in Ireland will ever stretch to anything as relevant as this - most likely we'll continue to remain bogged down in misdirected discussion - but since you asked:

Sort out the patronage issue.

Improved pre-service training, with much more of a focus on observation of best practice.

Better support for teachers in the first few years following graduation.

Move to a more clinical approach in schools, with staff collaborating in their
planning. Schools to have access to a range of services and other professionals, e.g. educational psychologists.

Give more freedom/responsibility to teachers to develop the curriculum at local level (this can only be done after the implementation of improved pre- and in-service training).

Give more freedom/responsibility to principals to choose their own staff, including the ability to get rid of teachers.

Allow for collaboration between schools.

Allow second level students to engage in large scale collaborative projects.

Forget the latest garbage that is the 'Literacy and Numeracy Plan', which won't work.

Ram home the message to parents that the level of their involvement with their children is directly related to the educational outcomes of the children.

Give much more funding to schools that educate marginalised or disadvantaged children.

Things like well-stocked classrooms, nice playgrounds and warm, modern buildings are a given.

I have more, but that will do for now. It's a bit of a pointless discussion given the state of the public finances.

+1 on most of the issue mentions and can I ask for a link to show me what the unions are doing about these issues

I don't agree the literacy & numeracy plan won't work. Can you explain why you think it won't?

Where do you suggest we could get the funding for schools, well stocked classrooms etc(aren't these facilities, I have been talking a lot about improving facilities)

micropig

Re funding -we had the money and didn't spend it, why not?

Someone suggested to me that we didn't spend it all because the projects done came out under budget -Surely we should have twice as many schools so?

The Black Oil

Ideally, LS rooms, but physically they may be no more than a glorified broom cupboard in some cases, though they make the best of them. The right secretary will do his/her bit and keep some of the distracting stuff from the principal's desk, but a lot needs their attention, too, and often their offices are at the front of the school with them being constantly interrupted.

Some of the technology question can come back to a person's original training and the era they grew up in. I'd some training colleges must have IWBs, so you'll get an interest early on with people in college now or a few years ago. What I would suggest, if a school is getting new system, is perhaps that 2-3 staff learn it and teach others bits and pieces as they go. It's of little use to get one person giving a 15 min demo. Certainly as soon the IWBs came into one school most people said to me 'I must do a course' (they often want the IWB software installed on their personal laptops) so I think the motivation piece is there, time often isn't. They'd probably have to learn it at home. What skills do you mean, leadership?

micropig

Black Oil wrote: »

Ideally, LS rooms, but physically they may be no more than a glorified broom cupboard in some cases, though they make the best of them. The right secretary will do his/her bit and keep some of the distracting stuff from the principal's desk, but a lot needs their attention, too, and often their offices are at the front of the school with them being constantly interrupted.

Some of the technology question can come back to a person's original training and the era they grew up in. I'd some training colleges must have IWBs, so you'll get an interest early on with people in college now or a few years ago. What I would suggest, if a school is getting new system, is perhaps that 2-3 staff learn it and teach others bits and pieces as they go. It's of little use to get one person giving a 15 min demo. Certainly as soon the IWBs came into one school most people said to me 'I must do a course' (they often want the IWB software installed on their personal laptops) so I think the motivation piece is there, time often isn't. They'd probably have to learn it at home. What skills do you mean, leadership?

re LS: This is what I want to get rid of - make shift/do resources. Why not spend the money building suitable facilities?

re: principals & assistant principals, I'm not suggesting they do this all day, but 15 mins a day in different classrooms would give them a great indication what is going on / what type of activites

re teachers & technology: what does this say to students? When you get to a certain age you can stop learning?

Why can't all staff do a training course? / not a 15min demo but proper training? -suggestion it could be run for 1 month of the summer


Principals skills we should be utilising: their knowledge of teaching / good & new teaching practices & techniques

seavill

micropig wrote: »

I'm only suggesting solutions to the problems offered (none so far are the students fault, but all have to do with lack of motivation by the teacher to find out the level the students in the class are working at and presenting them with activities they may actually enjoy learning through.

How dare you criticise me and my teaching without knowing anything about me. As I explained I was asked to take over from someone who was suddenly taken to hospital at 8pm the night before. I had 9 single classes to prepare for and stayed up until 3am getting ready as best I could for this. i was in school next morning at 8am and the school was not open until 8.15 I then had to photocopy, get keys sort the room, get materials ready etc. It is completely impractical for me to find out the situation with 270 students (9periods x 30 students approx) within that 35mins before needing to be in class and get the materials ready.

Lack of motivation - preparing an active lesson which is differentiated, with the use of technologies, getting 4 hours sleep to acomploish this. Lack of motivation????



YOU yoruself keep going on about solutions to the problem and people not offering them. You keep referring back to how unions did not do their job back when we had money etc. How is this offering a solution to the problems you pose??????



"Why are teachers/unions not shouting about the lack of support they are been given to effectively manage behaviour problems?"

As your post pointed out previously the members of the union DID BRING UP STRIKING DUE TO RESOURCE CUTS, however were unable to strike due to CPA. and don't respond with who voted for CPA.



"And yet nobody has offered other solutions so far..............................."



If you go back to my original post I did offer solutions to the questions posed by you individually the broad sweeping statements are getting tiresome.

I will just recap on my post referring to your questions



1) The teachers and parents of the troublesome students must be made sit together to solve the problem not one acting individually



2) Longer school year - more class contact time



3) Continue planning and correcting, using all modern methods, but reduce having to do extra planning just to satisfy an inspector

4) Cut in pay across the board and this money must be specifically used for SNA's and resource hours etc. not for any other purpose within the government

5) Active learning activities however it must be realised that these cannot be done 100% of the time.

I would like you Micropig to refrain from slagging off my teaching abilities again as I believe this is extremely disrespectful and unprofessional

A lot of your suggestions come down to money I have suggested a way to solve this to a certain extent. Do not suggest I did not. Do not refer back to what unions should have done back in the good days

Feeona

#15 wrote: »

Just some of the ideas. It is unlikely that the public debate in Ireland will ever stretch to anything as relevant as this - most likely we'll continue to remain bogged down in misdirected discussion - but since you asked:

Sort out the patronage issue.

Improved pre-service training, with much more of a focus on observation of best practice.

Better support for teachers in the first few years following graduation. NQT courses are now available, as are mentors for NQT's in schools

Move to a more clinical approach in schools, with staff collaborating in their
planning. Schools to have access to a range of services and other professionals, e.g. educational psychologists. Staff do collaborate and share ideas, lessons etc. there is usually an overall school plan which informs teachers of what they should be teaching, and for other information such as the type of language to use in Mathematics etc. Schools also have access to SENO's, who come in to assess children who appear to have special needs. Unfortunately, I believe that a school only has access to SENO's for three children and no more.

Give more freedom/responsibility to teachers to develop the curriculum at local level (this can only be done after the implementation of improved pre- and in-service training).

Give more freedom/responsibility to principals to choose their own staff, including the ability to get rid of teachers.

Allow for collaboration between schools. There's nothing really to stop collaboration between schools. It often goes on unofficially. Usually down to the principal

Allow second level students to engage in large scale collaborative projects.

Forget the latest garbage that is the 'Literacy and Numeracy Plan', which won't work. Education is a dumping ground for the latest fad in research, or surveys. The government want to keep the public happy, and so want to be seen to be doing something about Literacy and Numeracy levels. Personally, I believe that the overcrowded curriculum introduced in 1999 (eleven subjects plus Religion) at primary level led to lower literacy and numeracy levels.

Ram home the message to parents that the level of their involvement with their children is directly related to the educational outcomes of the children. Some parents just don't care unfortunately. It's not unusual for a child (of parents who don't care) to come in without lunch several days in a row, or send their child in without a coat on a freezing cold day . I quickly learned how lucky I was growing up in a family with parents who cared for me.

Give much more funding to schools that educate marginalised or disadvantaged children.

Things like well-stocked classrooms, nice playgrounds and warm, modern buildings are a given.

I have more, but that will do for now. It's a bit of a pointless discussion given the state of the public finances.

Just a few points I inserted in bold in your quote. I agree that public finances would dictate most of the points you raised.

The patronage is a huge can of worms and would probably take years to implement, and even more years again to resolve any issues arising from it.

The Black Oil

I'd say once the LS teacher has the right resources (in addition to photocopied stuff, charts, exercises, word play, tests, how to get words right, etc, but they have some sort of system) the physical space matters less. Some LS teachers take their pupils to museums/out of the school, or they might give the weaker children the best slot of the day only for the child to be regularly dropped in late and miss their LS spot. I don't know how to protect against that other than asking the parent to get the child to school on time like almost everyone else.

If a principal has a good working relationship with his/her staff I don't see an issue with them spending time in the classroom, but I think your 15 minute suggestion would only really be practical on some sort of rota. Too often they'll get pulled away by a phone call or someone at the office. The assistant principals I've met do stuff like the rola and maybe some LS work. I wouldn't be against people doing a course, again this would require a bit of pre-planning and knowing when the IT stuff is ready so as to be able to learn and then jump on board once term starts. I don't think most kids would read much into some teachers being a bit slow with gadgets.

micropig

seavill wrote: »

How dare you criticise me and my teaching without knowing anything about me. As I explained I was asked to take over from someone who was suddenly taken to hospital at 8pm the night before. I had 9 single classes to prepare for and stayed up until 3am getting ready as best I could for this. i was in school next morning at 8am and the school was not open until 8.15 I then had to photocopy, get keys sort the room, get materials ready etc. It is completely impractical for me to find out the situation with 270 students (9periods x 30 students approx) within that 35mins before needing to be in class and get the materials ready.

Not critising your teaching -Just this issue re a student not able to engage in the work

If you only found out at the last minute, why did the other teaching not email you the lesson plans they had prepared / not saved on the school system?

Not suggesting you didn't work hard at preparing the lessons, but am suggesting that maybe the lessons weren't differentiated enough for all students to engage with the lesson

seavill wrote: »

Lack of motivation - preparing an active lesson which is differentiated, with the use of technologies, getting 4 hours sleep to acomploish this. Lack of motivation????

I think this is very motivated. I am only sorry for you that the lesson plans & IEP's where not saved by the other teacher on the school system & you didn't get a good nights sleep.

My comment re lack of motivation was about teachers who do not upskill to include technology in their lessons

seavill wrote: »

YOU yoruself keep going on about solutions to the problem and people not offering them. You keep referring back to how unions did not do their job back when we had money etc. How is this offering a solution to the problems you pose??????

"Why are teachers/unions not shouting about the lack of support they are been given to effectively manage behaviour problems?"

As your post pointed out previously the members of the union DID BRING UP STRIKING DUE TO RESOURCE CUTS, however were unable to strike due to CPA. and don't respond with who voted for CPA.

Who agreed to the CPA? the most powerful unions in the country (teachers unions). They could have put a clause in, we agree by x, y, z are vital to effectively running a school and if these are touched they're will be a strike

(I'm betting teachers would have a lot of public support striking over the loss of SNA's as the lack of the affects every child in the room)

My solution -I already provided this re funding
reduce the amount of the education budget spent on teachers salaries and spend it on improving facilities

Wouldn't teachers be happier with better facilities

seavill wrote: »

If you go back to my original post I did offer solutions to the questions posed by you individually the broad sweeping statements are getting tiresome.

I will just recap on my post referring to your questions

1) The teachers and parents of the troublesome students must be made sit together to solve the problem not one acting individually


2) Longer school year - more class contact time

3) Continue planning and correcting, using all modern methods, but reduce having to do extra planning just to satisfy an inspector

4) Cut in pay across the board and this money must be specifically used for SNA's and resource hours etc. not for any other purpose within the government

5) Active learning activities however it must be realised that these cannot be done 100% of the time.

I would like you Micropig to refrain from slagging off my teaching abilities again as I believe this is extremely disrespectful and unprofessional

A lot of your suggestions come down to money I have suggested a way to solve this to a certain extent. Do not suggest I did not. Do not refer back to what unions should have done back in the good days

1) I think we need to look at why children are misbehaving in class
2) Agree - but will make no difference if teacher ineffective
3) Agree, why extra planning to satisfy inspectors -all lessons should be planned to this standard the whole time
4) Absolutely agree
5) no need to do 100% of time -we must cater for all types of learners

& not slagging off your teaching ability - just suggesting solutions to the problem you presented and suggesting that this shouldn't happen

Again my suggestion for money -Reduce the amount of money spent on teachers salaries & increase the amount spent on facilities

micropig

micropig wrote: »

Again my suggestion for money -Reduce the amount of money spent on teachers salaries & increase the amount spent on facilities

You seem to be posting in the wrong forum.

Here you go: http://www.boards.ie/vbulletin/forumdisplay.php?f=22


You're welcome in advance.

micropig

Black Oil wrote: »

I'd say once the LS teacher has the right resources (in addition to photocopied stuff, charts, exercises, word play, tests, how to get words right, etc, but they have some sort of system) the physical space matters less. Some LS teachers take their pupils to museums/out of the school, or they might give the weaker children the best slot of the day only for the child to be regularly dropped in late and miss their LS spot. I don't know how to protect against that other than asking the parent to get the child to school on time like almost everyone else.

If a principal has a good working relationship with his/her staff I don't see an issue with them spending time in the classroom, but I think your 15 minute suggestion would only really be practical on some sort of rota. Too often they'll get pulled away by a phone call or someone at the office. The assistant principals I've met do stuff like the rola and maybe some LS work. I wouldn't be against people doing a course, again this would require a bit of pre-planning and knowing when the IT stuff is ready so as to be able to learn and then jump on board once term starts. I don't think most kids would read much into some teachers being a bit slow with gadgets.

If the principal has only 5 mins in the class, can't they pop back later in the class/the next day to see if the teacher is varying their activities

Children are big in to technology - most of them don't remember a time before computers. I think it gives the students the impression that the school facilities are outdated and teachers who don't use it out of touch, perhaps?

micropig

Deleted User wrote: »

You seem to be posting in the wrong forum.

Here you go: http://www.boards.ie/vbulletin/forumdisplay.php?f=22


You're welcome in advance.

Why wrong forum?
Unless you jest then this is the form for you http://www.boards.ie/vbulletin/forumdisplay.php?f=22
Thanks in advance

*looks around to see how far away angry mob of teachers are

Feeona

Deleted User wrote: »

You seem to be posting in the wrong forum.

Here you go: http://www.boards.ie/vbulletin/forumdisplay.php?f=22


You're welcome in advance.

:pac::)