There are many issues concerning the National Curriculum. Advocates of the document agree with the idea that it maintains continuity and progression from year to another. On the other hand the arguments against the curriculum concern the point about professional autonomy being threatened. The teachers within key stage 2 , feel as though they are being dictated to, they are not free to teach whatever they so wish.
The government has vowed that the National Curriculum would reduce the workload of teachers, this I feel is not the case. Teachers are not only required to teach the prescribed subjects, but are expected to undertake vast amounts of paperwork which involves assessments of the children.
The document as already acknowledged has become prescriptive ordering and instructing teacher of what they have to teach. The only positive factor is that the curriculum does not go so far as much as lying " down requirements about the methods teachers should use." ( Moon, 1996, p9)
The year 2000 is to witness a revised version of the National Curriculum. The content of the document is unsure, but I have no doubt from what I have observed in school that maths, english, science and IT will become the core subjects within schools. My only concern is that schools are drifting away from an ' arts' curriculum to one that places maths, english, science and IT at the centre of learning. I would like to see implemented in the National Curriculum more emphasis not just on numercay, literacy and ICT but subjects that cater for the social and personal development of the child.
Not only is this an important issue, but also at present schools are not equipped with resources such as software, textbooks, and science equipment to enable them to carry out sufficient teaching. The purpose of the curriculum is to provide a framework that rules out any inconsistencies between schools. This I perceive cannot be achieved if schools are at various stages with resources where one school is more equipped than others.
The school at present follows the direction concerning the teaching of maths and english (this may also be a result of the attention that is now given to numeracy and literacy). The remaining subjects are integrated to form what is known as topic work. Each term, every year group are given a theme to study ranging from the Romans to Planet Earth. The remaining subjects involved are usually history, geography, and art.
The view of Moon concerning topic work is, " the learning that is offered to children is not fragmented into different subjects" ( p17) the subjects are taught discreetly. I agree to a certain extent with the way in which all the subjects are integrated, but my only concern is by doing the same topic work for a couple of months can become tedious and frustrating for the children as they become accustomed to the daily routine of maths, english followed by topic work.
Care however, as Moon stated, is needed to ensure that the work given to children does not amount " to little more than copying books." My observations within the base class is completely the opposite, there is too much emphasis on drawing activities and not enough on developing writing, speaking and listening skills, it is very rare that the children are required to work from books. There has to be a balance between copying from a book and lessons that are artistic in nature.
The establishment of a broad and balanced curriculum is just one example of the issues that need to be examined when undertaking teaching.
As previously stated, the issues one would take into account when considering primary teaching are numerous. Issues that cause grave concerns are: provisions for pupils with special educational needs, promotion of equal opportunities, approaches to behaviour management just to name but a few.
The issue I will discuss in further detail is that of the approaches to behaviour management.
Over the past number of years, there have been constant concerns about the standards of behaviour within the country's schools, as well as school discipline. Disruptive behaviour and any other forms of misbehaviour are reported to be on the increase, with even complaints from the teachers themselves.
The question then is how is anyone including myself, going to cope with the increase of disruptive behaviour that is entering schools?
As a competent teacher, I will be expected to demonstrate that I can,
" set high expectations for pupils' behaviour, establishing and monitoring a good standard of discipline through well focused teaching, and through positive and productive relationships." (Standards for Qualified Teacher Status section B4i)
Having this ability as a teacher is vital if I am to achieve a high standard of classroom behaviour.
Having studied aspects of behaviour in previous lectures together with conversing with members of staff at the school, the behaviour in questioning is not necessarily of an abusive nature, but misbehaviour that involves constant bickering, shouting out in class and avoiding the work that is set.
Behaviour management in my school is very efficient, to the point where it is rather difficult to witness any forms of misbehaviour within the school as a whole.
Having carried out playground supervision, I have come across the odd 'scuffle', but that was easily solved. One incident involved two boys who decided to have a little fight. I calmly walked over to them and asked what was going on. Having listened to both sides of the story, I asked if this was an appropriate form of behaviour, in which they answered 'no!' I then persuaded them to apologise to one another, and they went off to enjoy what was left of their break.
The schools approaches to behaviour management are given in their whole school behaviour policy. The staff is expected at all times to set standards of behaviour that are acceptable for children to follow. The children are also expected to contribute to the policy by expecting to behave in a reasonable manner at all times. The general expectation of the whole school is to promote respect and tolerance - everyone is to be treated with respect.
As reported earlier, behaviour in terms of a whole school approach is of a high standard in comparison to the schools I have previously had experience in.
I would no doubt agree that it is on a classroom level in which I am able to witness the many forms of misbehaviour, and at the same time observe how the class teacher manages such behaviour.
The year six class have their own class rules, which they all compiled together as a group. The rules were summed up in just two statements. The first of which is to respect other people and their property; the second is to treat others as you yourself wish to be treated. Everyone including the class teacher is expected to follow the rules.
The minor disruptions that I have observed in the class are that of, speaking whilst the teacher is talking together with off task behaviour.
To ensure such beahiour is influenced and reinforced within the school, the school operates a rewards system. This involves house points, smileys, and finally verbal and written praise.
The approach to discourage misbehaviour is the use of sanctioning whether it be: a warning
deduction of house points
denial of privileges
a report system
involvement of the headteacher
I have not yet witnessed the latter two approaches in action within the school.
The approach used frequently by the class teacher to manage behaviour is the use of a warning. The teacher rarely has to raise his voice at the pupils in order to be heard. It is therefore clear that this form of sanctioning if done sternly enough is effective, as the teacher rarely has to report to the other forms of approaches.
Usually if a child is talking whilst the teacher is informing the whole class, he will pause, gain eye contact with the child and then give a disapproving comment such as, " I am addressing the whole class, hence everyone should be listening and not talking," other than that he will just ask the child what is one of the class rule. I have not yet witnessed him giving out a verbal warning.
Another approach I have witnessed relating to managing behaviour is the use of individual and group praise. For example at the end of a lesson the class usually becomes a little rowdy and excited. The teacher in order to gain the whole class' attention would praise in a loud voice the individual or a table of children that were settled, and ready to be given their next instruction. This is usually expressed as,
" Well done X, a smiley for you for waiting quietly and patiently,"
or " Well done X's table, you can go out onto the playground."
This approach is also effective, because once the remainder of the class begins to hear praise and points are being distributed, they realise that in order for them to receive one they also need to be following the behaviour of those receiving them. The result of this approach as I have observed so many times, turns an unsettled class into a settled class ready to be given further instructions. In this situation, individual and group praise are used by the teacher for the building and maintaining of acceptable behaviour.
The management of behaviour is not just limited to the classroom, but is applied to the whole school in general. My observations regarding the issue of behaviour has led me to the conclusion that the schools approach to its management is highly worthwhile. The assigning of rules, rewards, praise together with sanctioning all play an important role in approaches to behaviour management.
In order to be a successful primary teacher, it is very important that I take into account the issues the course has raised and those stated earlier in this assignment, whether it be the impact of the National Curriculum on schools, and as discussed issues regarding behaviour management.
Bibliography.
- Clarizio. H, ' Towards Positive Classroom Discipline.' America, 1971.
- Cohen. L, and Manion. L, ' A Guide to Teaching Practice.' Routledge, London, 1989.
- Fisher. R, ' Teaching Juniors.' Simon and Schuster Education, 1991.
- Gray. P, Miller. A, and Noakes. J, ' Challenging Behaviour in Schools.' Routledge, London, 1994.
- Moon. B, ' A Guide to the National Curriculum.' Oxford University Press, 1996.
- Pollard. A, ' Reflective Teaching in the Primary School.' Cassell, London, 1997.
- Proctor. A, ' Learning to Teach in the Primary Classroom.' Routledge, London, 1995.
