Samizdata

The Observer view on Labour’s plans to reform education is that the “government needs to go further on pay and workload if it is to retain high-quality teachers in schools”:

“. . . schools in England have been facing a worsening teacher for over a decade, and pupil to teacher ratios have risen, particularly in secondary schools. Last year, the teaching workforce grew by fewer than 300 teachers. Too few teachers makes it harder for those in the profession to do their jobs well – further adding to workload and behaviour management pressures, and undermining retention even more.”

I was once a teacher. I have been married to a now-retired teacher for decades. I have met a lot of teachers. The view of almost every teacher, and, equally relevantly, every former teacher that I have ever met was that pay and workload scarcely mattered in themselves. The pay is quite good. The uworkload for a conscientious teacher can be heavy during term time, but, as someone rightly points out every time teachers whinge about how long they spend marking homework and planning lessons, the workload is close to zero during school holidays. What really drives teachers out of the profession is the thing that the Observer editorial mentions as an afterthought, “behaviour management pressures”.

The House of Commons report to which the Observer article links says this:

Pupil behaviour
We recognise that teachers feel pupil behaviour has worsened in the years since the Covid-19 pandemic and we are concerned that this is driving teachers away from the profession as well as dissuading prospective teachers. Valuable work is now being done by Behaviour Hubs to help schools and teachers address pupil behaviour and we recommend that the Department expand this programme to increase capacity. The Department must also reinforce the importance of positive and effective partnerships between schools, pupils and parents in addressing and improving pupil behaviour and attendance

I expect the work of Behaviour Hubs is of some value, like the work of the Behaviour Units, Behaviour Centres, and other Behaviour Things that preceded them over the decades. I truly admire those teachers who choose to deal with the most badly-behaved children, and spreading the word about better techniques can make some difference. But none of these initiatives solved the teacher retention crises of the 1980s, 1990s, 2000s or 2010s, as these Hubs will not solve the crisis of the 2020s.

As for “The Department must also reinforce the importance of positive and effective partnerships between schools, pupils and parents in addressing and improving pupil behaviour and attendance”, I think it would be better if the Department reinforced the importance of dissolving ineffective partnerships. End them at the request of any party. If a so-called partnership between school, pupil and parent is not working, let it die. In no other area of life is an association maintained by force on one or more of the parties called a “partnership”.

In an ideal world, I would like that philosophy of voluntary association to apply across the education of all but the youngest children, but even in this world, it would do a hell of a lot of good for it to apply where the so-called partnership between school, parent and pupil is obviously a rotting corpse.

Pupils behave better if they know their schools can expel them for bad behaviour. We used to know this as a society, but the threat of expulsion has been neutered by making the process so difficult that schools instead strive to pass the bad kids around all the local schools like counterfeit money. Teachers behave better if they know their pupils can leave. Private schools still do know this, and self-employed teachers know it very well.

Most humans enjoy helping others to learn. Those who join the teaching profession do so because they want to do this good thing even more than most people do. But there can be no joy in teaching without a willing learner. It doesn’t have to be constant happy-smiley-type willingness for years on end, just a basic willingness to be there.