feeling funding pressures as a teaching assistant in schools
The vast majority of children spend every other day, from 5 til 16, in the care of schools, 93% of them in the state education system. The part schools play in shaping our society, therefore, is indisputable. Resources – the time and interest of teaching staff, materials, support for additional needs such as speech therapy and specialised equipment – are allocated within classrooms according to on-the-spot best judgement, school policy and, for external resources, as the system allows. Some children are served better than others. The gap between the higher and lower ‘achieving’ children tends to widen through primary school. When money is squeezed out of the budget, the same children who are already failed, are failed worse.
Despite the dedication of teachers and other school staff, there are things which go wrong in classrooms continuously. Filing into assembley, a generally ‘good’ 5yrold girl asks ‘Why do we have to sit so much? I hate sitting.‘ ‘Capitalism, innit,’ I think, and reply ‘What do you think would happen if you never sat? Let’s talk about it at playtime, assembly’s not talking time.’ Classes of 30 children mean a lot of whole class discipline, making a talent at sitting still cross-legged the greatest virtue a 5yrold can have. Boys tend to have higher muscle tone, some children get bored quicker – particularly if whole class tasks are either too easy or too hard for them. Quickly some children start to have days filled with confrontation … and for some reason, they then direct less energy to directed tasks. In the staffroom of a special needs secondary, the topic of discipline in mainstream comes up. Everyone agrees school should be about learning. ‘But you’ve got to have discipline for a learning environment. And if they [mainstream kids] were never bored in school, they wouldn’t know what had hit them when they had to go to work.’
I came into schools fresh (ish – there were 5 months’ unemployment) from a degree in social sciences. Schools as the institutions which churn out good workers was a concept I’d learnt academically, having grown up with middle-class expectations of gaining an ‘education’ to prepare me for life. Working in schools as an adult, it is impossible to miss the division and rule of children, shaping them to expect to operate at the bottom of a hierarchy. The new wave of Gove’s academies fetishise this discipline as the cornerstone of a ‘good’ school environment.
Many children do achieve under rigid discipline regimes. But many do not, and many are excluded – whether formally expelled or marginalised within the classroom. There is a division between those willing to work despite the oppressive environment, and those who are not. Experience of oppression by authorities affecting one’s family and friends, whether in the form of humiliation at the jobcentre, or random stop and searches by cops, makes children more resentful of this sort of discipline. The choice to be compliant or rebellious is shaped from early experiences, not only chosen according to an individual’s innate tendencies.
These fundamental problems with schools drive me toward two responses. The first is to declare school to be dead, as Everett Reimer did with great optimistic enthusiasm in his 1971 book. This would lead me to practice education in all forms outside the formal, restrictive setting of schools, and to promote these alternatives using all means available. The second is to note that schools are massively problematic, and to work within them alongside all those others who see the problems, and to attempt to practice and propagate strategies which go some way to combat these problems. These two options are rarely in direct conflict with each other, and I hope to balance the two in my own practice, and support the practice of both in whichever ways possible. Writing here is one way to motivate me to condense my reflection on my own practice, and also share it with others. The Radical Education Forum is another. Well, let’s see how all this goes.