Debt-write off plan for teachers

Things have come a long way since I first trained to be a teacher.  The course I did lasted a year and though thoroughly enjoyable did little to prepare me for what life was like day after day in the classroom.  I learned a lot about the history of education (for me very interesting but for my science colleagues of no interest at all), the philosophy, sociology and psychology of education but it was really the term I spent on work experience that was of greatest value.  I’m not sure the school felt the same.  My head of department visited my class once and my tutor twice but I still ended up with a distinction…I still wonder why.  I had one class on Monday afternoon, all day Tuesday and Wednesday and one class first thing on Thursday morning and when I asked what I should do for the remainder of the time was told to go home…so a very long weekend.  Having mentored trainee teachers over a twenty year period myself, what is now offered as training is infinitely superior though undoubtedly less enjoyable.  Does it produce better teachers, since many in the Labour Party and the current Minister (if not the head of Ofsted) appear to think that we now have the best teachers ever?  I’m not convinced.  Certainly teachers are now better at planning learning and lessons…no longer a back of the envelop job or as a colleague of mine once said, I planned my lessons in my first year of teaching and twenty years later I’m still using them.  But, and I’ve observed this, there is then an almost determinist process of getting through the plan even when it is evident that the plan is not working or when the students have engaged with the lesson and want to explore things not on the plan and are disappointed because the teacher intends to follow the plan at all costs.  You may think, and probably correctly, that this is evidence of a teacher insufficiently confident in their own ability and unwilling to tear up the plan.  Perhaps I was lucky when doing a lesson during Ofsted on the poor in the sixteenth century and students turned the lesson into a comparison with how the poor were dealt with then and now and my plan went out of the window that the inspector (about my age and with similar experiences I suspect) really enjoyed it and graded it outstanding…planning is essential for good learning but in itself it will not necessarily lead to good learning.  Students enjoy spontaneity, anecdotes, red herrings (they’re always good at finding them) and getting you off the point (ditto), but that’s what education is about…it isn’t neat, determinist or inflexible.

So should we be aiming for teaching, in the words of Stephen Twigg, to be ‘an elite profession of top graduates’?   Well yes, if that means that teachers will again become a respected profession.  But, just because you’re a top graduate, will not necessarily make you a competent let alone a good teacher.  To be a good teacher you need three things: a willingness to learn along with your students, a personality that is open and accessible to students and, and I’ve always believed that this is essential, the ability to recognise that although you will get through to many even most of your students, in some cases you won’t and it doesn’t matter what you do; all you can hope is that another teacher will.  Now that is not something that automatically comes from a high-level or a lower level degree , it’s not something that can really be taught (though training can refine it) and is ultimately something that you either have (in which case teaching is for you) or not (don’t touch it with a barge-pole as you’ll suffer and more importantly so will your kids).  Having a National College for Teaching Excellence and using a debt write-off plan to bribe people to enter it (a bit harsh perhaps) will certainly encourage good candidates for teaching but there is one big problem.  As soon as you establish any College for Excellence, the tendency is for its trainees to go into the profession and rapidly gain promotion and in teaching that means promotion out of the classroom.  Yes you monitor the teaching of others and provide advice to improve it but the impact of your specific skills on students inevitably diminishes.  As a teacher you might be in the classroom twenty hours a week, as a head of department fifteen and so on and like everyone you are promoted to your level of incompetence (that is, unless you decide to stop seeking advancement and do what you enjoy and are good at).  When I became a teacher I did so because I wanted to get students to enjoy my subject and enjoy learning about it and I spent many enjoyable years successfully doing that.  Today, teaching has lost that simplicity (you may think rightly) and, to my mind, students have lost out as a consequence.  Yes we should always strive to improve the quality of teachers and Stephen Twigg is right when he says that ‘Our education system is only as good as its staff’ but unless what is being taught and how its is being taught addresses the needs and interests of students, it doesn't matter whether the teachers are top graduates or not, they won’t learn effectively.

Too clever by half: intellectuals and politics

Although the definition of politics as the ‘art of the possible’ was attributed to RAB Butler in 1971, it was in fact originally made by Otto von Bismarck in 1867.  Yet it and Harold Wilson’s much vaunted aphorism that ‘ a week is a long time in politics’ in many ways characterise the ways in which politicians construe politics in Britain.  Walter Bagehot in his essay on Sir Robert Peel published in 1856 was more explicit in his view of politicians: ‘a constitutional statesman is in general a man of common opinions and uncommon abilities….[with] the powers of a first-rate man and the creed of a second-rate man…His intellect, admirable in administrative routines…was not of the class which creates, or which readily even believes an absolutely new idea…’   Scepticism towards intellectuals and ideas in politics has a long pedigree and there is a certain irony in the fact that Arthur Balfour, arguably Britain’s only intellectual as prime minister, wrote on the question of philosophical scepticism. 

The English view of intellectuals in politics, the view of very different in Scotland where Enlightenment ideas established a long tradition of the intellectual in politics, is far different from perspectives on the Continent and, to some degree, in the United States where being called an intellectual is seen less as a term of derision than a recognition of the political ideas individuals express.  In France, it can even be a career choice.  This is not to say that English politicians do not have ideas, and on occasions original ones but reflects that very English trait that intellectuals are ‘too clever by half’, a sort of inverse intellectual snobbery.  While we value wit and satire, we do not have a real affinity for intellectuals; they are regarded as aloof, impractical and often politically naive.  Politics is about being pragmatic and politicians with intellectual aspirations save them for their autobiographies and even there they often have little significance.  Politicians enter politics for different reasons but a common theme is a desire to make society ‘better’ (no politician would want to make it worse), though there is rarely any attempt to define what ‘better’ actually means.  What the public crave is a politics that delivers what they want, whether that be economic prosperity, political stability or in the past the vote, and they are little interested in the philosophical route politicians take to reach those ends.  The intellectual divide separating conservatism, liberalism and socialism that resulted in vibrant debates not simply about means but ends has been gradually eroded in the past three decades to such an extent that all three major political parties can now be seen as supporting the idea of social democracy, though again without really defining what social democracy actually means, and seeking electoral control of the increasingly unintellectual ‘middle ground’ leaving debates about ideas to the extremes on left and right.  Vision is something politicians talk about when they are in opposition but once in power vision is rarely seen as having any real resonance in the need to find practical and pragmatic solutions to political problems in a 24/7 media age.  Reacting to circumstances has always been an important feature of any form of politics but reacting to situations in an intellectual vacuum makes politics less the art of the possible and more the craft of the administrative detail.