One Size Does Not Fit All
In my years of teaching, I have come to the realisation that every child is different; one size does not fit all. The governent has tried many strategies to improve teaching and learning in schools, one of which is ‘differentiation’, but in my view this is not a feasible solution. Is it truly possible to differentiate consistently and successfully in a class of thirty different students – all working at different levels, and from a range of socio-economic backgrounds? I’m all for inclusion and doing all that we can to enable all children to access the curriculum at the same time, however in a class of thirty, this is not always possible or realistic.
This is why I so enjoy tuition – I’m able to make an impact on every child that I teach. No more ‘this student’ or ‘that student’ has slipped through the net. No more teacher guilt. The government does not realise how difficult a teacher’s job truly is in modern Britain – otherwise they wouldn’t set such unrealistic targets. Sure, there are special schools for children who are not able to take part in mainstream education. In my opinion however, this is still not enough. These schools are hard to recruit for, and teachers do not often receive the necessary training before embarking upon such roles.
In my career as a teacher, I have been priviledged enough to be able to teach in roles where I was not trapped in a classroom. I have been able to be more creative and less unfettered in my teaching. As each child is unique, I tailor my lessons accordingly. I have had lessons take place in libraries, students’ homes, even in the outdoors on a pleasant day. I have taught students with a plethora of special and learning needs: autism, ADHD, SEMH, dyslexia. And what do I so love about my job as a teacher and tutor? Every child is different; no child should be made to fit any one mould. When the government begins to realise this, perhaps they would have more realistic and achieveable targets and strategies for teachers. Many of whom are already struggling with many challenges: endless mountains of marking, the expectation of being both a social worker and a teacher – in some cases, also a parent; the thankless and downright stressful task of managing unruly behaviour in the classroom. Then teachers can simply teach, and children can simply be taught.
