SOAPBOX: In our readers' comment column, poet JOHN PHELAN, of Great Harwood, turns from verse to set down his thoughts on the teachers' plight as their pay looks likely to be linked to their pupils' performance...
EVERYONE wants the best for their children and dedicated teachers even more so, but comparing one class with another is not easy, as teachers well know.
So, until the authorities can find a base for comparison, pay enhancements by results will be unfair and the main reason why teachers oppose it.
To be left behind on the pay scale would be an insult if their class has dyslexic pupils or other restricted children, making their class less than average and unable to compare.
No doubt there will be many disadvantaged classes, but to mention one among several that I know is a teacher who has a class of 34 children (including 13 with special needs), some requiring more patience and two of them disabled in wheelchairs, whose misfortunes severely restrict the way they can cope.
But if all the children were of average intelligence, no-one could have cause for complaints, but to compare results with a straight forwardclass is comparing "chalk with cheese."
Behavioural problems are now commonplace - fighting, biting and kicking more and more - and disruptive influences are now widespread, classroom interruptions ever more to the fore.
Discipline has now moved full circle. In my day, rigid lines of children had to hold their hand up to speak, but today's relaxed atmosphere (allowing children to sit facing each other in groups) encourages unceasing chatter.
Social background has undoubtedly a great influence, noticeable when parents are able to help their child through, but others who don't even return homework restrict teachers in what they can do.
Many parents do not support teachers. They imagine their child can do no wrong. Even notes sent home don't always find their way there, causing headmasters to send letters so strong.
Fear of discipline is no longer with many children and strong words of chastisement are no longer a threat.
A small number think they can overrule authority at the expense of others who are trying their best.
Special needs also seems to be a growing problem.
Some children are unable to sit still and others unable to listen, as if to do so would destroy their free will.
But the worst are those causing deliberate disruptions, which to some is a game they think great, knowing to be chastised or stood in a corner is a "reward" which they can then boast to their mates.
Expelling disruptive pupils is not the answer and transferring only puts the problem elsewhere.
The only solution is firm discipline, both at home and allowing teachers their share.
Today's failure to stem this growing "child power" needs new legislation which the Government must make, because if something is not done, repercussions will come, with a breakdown of society.
Other factors must also come into the reckoning. A reason why school class numbers don't go down is because governors are truly up against it, with the way school funding is found.
Each year, early year numbers are submitted, then a price per head fixed for each child.
But if their school numbers are low they will lose out and forego additional funding if the September new intake is more, eg, if 30 pupils are submitted for funding at the early year review, and then in September they have to take in 35, those five extra pupils are not funded until the following year's review.
Governors are therefore almost compelled to keep their numbers high.
School funding would be better reviewed twice a year at least.
The pay enhancement scheme has now been postponed for 12 months.
We can only hope that when it does emerge, a fair and agreeable working comparison is achieved, not only for those teachers who have excellent results with normal classes, but also for the others equally dedicated who have the harder task and make excellent progress which cannot always be shown in exam results.
Converted for the new archive on 14 July 2000. Some images and formatting may have been lost in the conversion.
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