Идеальная школа

[Алексей Конобеев]

Нашел интересную статью в Гардиан, где учитель рассказывает о том, какой была бы его идеальная школа. ВОт пара цитат:

"I have been a teacher (a very long time ago), a parent, and a writer about education, and RDHC will be a school where I would be happy to teach or send my children. It would reject educational dogma as firmly as it rejects religious dogma. On the teaching of reading, for example, the left shouts "real books" while the right shouts "phonics"; and the voice of the classroom teacher, who knows you need both, is drowned out. We will not choose what we do because it has the correct political label, but because it helps children to learn and to be happy.

 

One way to ensure that happens is to let teachers, parents, pupils and the local community run the school. So unlike all existing academies, the sponsor will not have an inbuilt majority on the governing body. We will make elected parent and teacher governors powerful, and have at least two elected pupil governors.

 

As a humanist school, we will pride ourselves on our teaching of religion. Other faith schools have agitated for and been given the right to discriminate against teachers and pupils who are not of the correct religion, but we will not. Our children will learn about all beliefs. Children can cope with the fact that adults believe different things. And we see nothing but good in the idea of a Muslim learning mathematics from a Sikh, or an atheist being taught English by a Catholic."

 

"There will also be no parents evenings. Instead, there will be constant dialogue between parents and teachers, and we will have a system of mentors to make sure that happens. Every child will have one of our staff assigned as his or her personal mentor – and, crucially, staff will have a reduced teaching load if they take on mentoring. The mentor will remain with the child throughout their time at the school, and the two will be expected to get to know each other very well.

 

Of course, our admissions criteria will mean that we get our share of the children who are hardest to teach, and among those will be a few who cannot read properly when they arrive at the age of 11. If you cannot read, you cannot learn anything else. Most of what is done in other lessons goes over your head, and you end up disaffected and disruptive, leaving school with no qualifications and no prospect of work. Prisons are packed with adults who never learned to read properly.

 

We will adopt an idea put to me by teacher Phil Beadle, author of that splendid practical manual How To Teach. At RDHC, every child's reading ability will be assessed when they arrive at the age of 11. Those who cannot read properly will go straight into a reading recovery group. We will not try to teach them anything else until we have taught them to read fluently."

 

"The author Francis Gilbert writes of a school where he once taught: "Just walking down the corridor was hazardous. Frequently, children would rush up behind me and hit me on the back of the head, shouting out, 'Gilly, Gilly, how are ya doing, mate?'" When he complained, his head of year said he needed to get a sense of humour. Beadle had a pupil who regularly called him a "fucking idiot". In our school, the boundaries will be drawn widely, but they will be fixed. Cross that boundary and the sky falls in on you.

 

We will not flinch from calling in the police. Our staff are not police officers, nor are they social workers or probation officers; they are teachers. Why should they, or our pupils, be less safe in the corridors of their school than on the streets? Bullying, abusing staff and making lessons unbearable will not be tolerated, and those who do it will be excluded."

 

"I learned a few things about how schools should be laid out from Paul Kelley, headteacher at Monkseaton high school in Tyneside and best known as the Laura Spence head (Spence was the pupil turned down by Oxford despite brilliant A-levels, made famous by Gordon Brown). Kelley has no office – you can find him hunched over a desk pretty well anywhere in his school, with pupils walking round him. He does have a staff room, but it is surrounded by glass, so everyone can see in. Most people think this is a formula for disrespect. At Monkseaton, the pupils have discovered that the sight of a teacher drinking tea is terminally tedious.

 

As far as possible, our common spaces are going to be places where pupils and teachers mix naturally. We will have as few mysteries and no-go areas as we can get away with. Both sides learn that the other can be quite good company, and the presence of teachers cuts down on casual bullying. Teachers will be encouraged to eat with pupils as often as possible. Beadle writes: "Given that school dinners are repulsive mulch you wouldn't feed to a pig, a child wolfing them down enthusiastically with snaffling relish will tell you something very important about that child: that they are not properly looked after, and you must take special care of them in lessons."

 

We cannot divorce ourselves from the target culture, but we can make sure it does not run our lives. If our results are not quite as good as they were the previous year, we will not consider ourselves to have failed, and if other people think we have, then that is their stupidity. This stand will enable us to avoid using the national curriculum as an excuse to teach to the test. Take English as an example. It is possible to teach English Literature to GCSE by taking individual scenes from the Shakespeare play you are studying and not reading the whole text. You can pass the exam, but it is a pointless way of teaching. Our English department will use the whole text. In many schools, only pupils who do well in English language are allowed to take English literature at GCSE. All our pupils, without exception, will study English literature to GCSE."

Сама статья здесь: http://www.guardian.co.uk/education/2010/s...-perfect-school

 

Прочитал я статью и снова задумался о том, как много унас общих проблем, вне зависимости от того. в какой стране мы преподаем. А вот интересно, в какой школе вам хотелось бы работать? Какой была бы ваша идеальная школа?

[пять гор]

Я бы взяла следующие критерии:

- здание, оснащение (hardware))

- учителя

- содержание обучения (последние два software).

Отталкиваясь от этих трех составляющих, можно уже что-то "наидеалить"...

[kitten2010]

Чего-то идеального, наверное не существует. То, что будет идеально для учителя, не будет казаться идеальным ученику или государству. То, что идеально для ученика, не покажется идеальным учителю. И так далее, и тому подобное. Опять же возникнет множество вопросов об оценке "идеального", об оценке конечного продукта. Идеального может быть и хотелось, но реальность все вывернет по-своему.

[Laddy]

Школа учителей-единомышленников. Отбор детей по принципу готовности их самих и их родителей к сотрудничеству и согласия с сформулированными педколлективом принципами обучения и воспитания. Если известный режиссер театра говорит, что "у актера, который хочет работать в его театре, должна быть та же группа крови", то к идеальной школе это тем более должно относиться.

[Laddy]

Идеального может быть и хотелось, но реальность все вывернет по-своему.

Что поделать, это действительно так.

[Harry Smith]

Нет идеальных школ! Я с удовольствием работаю в моей школе и буду работать также с удовольствием в любой другой, даже в самой проблемной.... Если каждый учитель будет заниматься своим делом все школы будут идеальными... Государство должен заботиться и заплатить своим учителям достойно... И поменьше бумажной волокиты....

[Harry Smith]

Моя идеальная школа еще не построена.

 

А вообще, мне было бы комфортно работать в школе с чисто языковым уклоном, где можно преподавать с удовольствием во благо учеников, следуя своим профессионально-эгоистическим соображениям и никому не доказывать, что язык главнее математики в тех случаях, когда он действительно главнее.

 

А кто мешает работать в такой школе? Но нужно помнить, что работать в школе с чисто языковым уклоном не так легко.... желаю удачи!