March 13, 2017 by Sarah Gillie
When children are small and make their first tentative steps into the world of education, often semi-informally in a play-based setting, each day can seem to bring with it another small trophy of the day’s activities: some small, sticky objet or crinkled artwork that must, for an unspecified period, at the very least grace the kitchen shelf, mantlepiece, front of fridge or other ‘boasting wall’. Certain pieces do not come straight home, they are painted, glazed, mounted or laminated and showcased in the classroom, sent home at the end of term or academic year. Some of these, in my family, have been known to survive decades, and I recall another mother going out specifically to buy cheap luggage in which to store items that were no longer on display, so keen was she to preserve these records of her children’s early achievements.
We accept and expect that much will be made of our children’s and students’ early efforts, as they gain experience and confidence through copying and experimentation. Why, then, does this change at the very time when young people’s burgeoning maturity and self-awareness make them most vulnerable, do we begin to expect them to simply produce schoolwork on demand with growing independence and diminishing rewards?
A quick scroll through social media or blogging sites reveals tales of 7-11 year olds who have become first disappointed, then disempowered, disaffected, disenfranchised, some manifesting frustration in word or deed, gaining a reputation for being disruptive, others withdrawing into a shell. Both of these groups may reveal the extent of their distress only in the safety of their home environment.
Too often, parents report teachers’ response that,”Everything’s fine at school.” Perversely, this can be followed, sometimes only a matter of days later by a note or phone call asking them to attend a meeting to discuss behaviour, progress or both. We need to break this cycle.
I’d like to propose two small changes we can consider in our day-to-day school interactions.
- Continue to value every contribution and celebrate students’ achievements, so that our students can take pride in their efforts and gain confidence to keep trying.
- Keep the communication lines open: teacher – student, teacher – parent, teacher – colleagues and management. By nurturing mutual trust we can begin to break down barriers, and maybe even prevent them. It’s quite possible that students may perform, behave or feel differently at home and at school, and through understanding the differences, we may be able to tease out aspects of tasks and environments that pose a threat (to avoid them) or factors that support (to promote across settings).