A couple of days ago on Twitter I was talking about a Scholastic-Gates survey (the article is also in my Diigo bookmarks and you can go directly to it with this handy link) asking teachers about their work conditions. It’s a US survey, but the results I think are applicable in pretty much any Western country, and with the way National is sniffing at the leavings of the US it’s even more relevant here – especially now we have announcements of larger class sizes and performance-based pay.
So what did it say, for those who don’t feel like reading the whole article? Well, the things the teachers thought were the most important for improving student outcomes were these:
Family involvement and support (84%). High expectations for all students to avoid self-fulfilling prophecies of failure (71%). Fewer students per class (62%). Effective and engaged principals (57%).
Not that this wasn’t just the number of teachers who said yes to each option – this was the number who “very strongly agreed”, meaning the numbers who thought they would help to some degree were even higher. The things ranked as least important were:
A longer school day (6%). Monetary rewards for teachers based on a) the whole school’s performance (8%) or b) individual teacher’s performances (9%). A longer school year (10%).
Almost all the teachers hated standardised tests, with percentages who strongly agreed that they were important often in the single figures, and while they also hated teacher evaluations that were similarly standardised, like checklists or purely by pupil scores, they were quite happy with evaluations that actually looked at what they did in the classroom, talked to them, and were run by professionals.
And what did they say would keep them in the profession? Well, it wasn’t merit pay. It was pretty obvious things to anyone who knows anything about teaching, actually – better support, more non-teaching hours (to do things like planning the curriculum, marking assignments and working with other teachers), more family involvement and more help for students with problems (eg behaviour or disability).
The survey also found that, on average, teachers worked for upwards of ten hours a day (it lists two figures – 10h40m and 11h25m)!
So what can we take from this here in New Zealand? Well, Treasury’s recommendation to apply larger class sizes is obviously going in completely the wrong direction. Even when I was last in high school ten years ago, classes were often higher than 30 students until sixth or seventh form (Years 12-13), about 28-30 when I was in primary school, and from anecdotal evidence they seem to be in about the low thirties now. The recommended ratio will be going up to these figures:
Year 1: 1:15 (teacher:student)
Year 2-3: 1:23
Year 4-10: 1:27.5
Year 11-13: 1:17.5
You have to wonder, if the recommended ratios are so much lower than actual class sizes, what will happen with them increasing? One prediction I’ve seen is that 90% of schools will lose at least one teacher, which is about 1800 jobs gone. Hekia Parata reckons that “the changes were critical in helping to increase productivity.” That’s like the idea that increasing your work day increases productivity – you’re working longer so you’ll do more work, right? Except that’s not true. Past eight hours, you start to lose productivity at an alarming rate, so much so that it would be more productive to cut everyone’s hours back down to 40. There’s an article on that here. There is only one teaching style that works with a large class size, whether it be 35 students or 350 – lectures. I had one teacher who did lectures at high school. They were very occasional and he only did them for the senior students in a class that was mostly full of future uni goers (Classical Studies). He was a truly excellent teacher who was preparing us for the learning style we’d have to adjust to at university because he knew we could handle it.
Do we really want to be subjecting ten year olds to lectures, though? Does anyone really think that would be productive?
Education is not something you can do on a production line. There are at least four main learning styles (audio, kinesthetic, visual diagrams, visual text) and endless combinations and sub-styles. I’m something of a spatial thinker and I tend to a mixture of visual diagrams, text and kinesthetic, while I’m terrible at audio – I can only manage to listen for a few minutes before speech just becomes white noise and I have to actively focus back on what the lecturer is saying. Doing that for an hour is exhausting, which is why even if I do eventually move to Palmerston North I’ll probably remain an extramural student. Teachers rarely had to give me extra attention because I really liked to learn and found my own ways around it, but that’s always going to only be a minority of students. Especially when they’re young, kids need individualised attention so they can, at the very least, learn how to learn.
In the meantime, teachers remain too poorly paid for the work they do. Increased class sizes will make that work harder, and increased qualifications required will mean higher levels of debt by the time they start working – if they can even get through the system with the new student allowance restrictions. This is really not the way forward.