I have been working as a teaching assistant in a secondary school since last September and I can confirm what everyone else has said about last nighr's programme - this is the reality of life in many of the classes I try to support. I was really shocked by some of the children's behaviour when I first started working at the school, which is by no means a bad school,but sadly I have become somewhat immune to bad language and general lack of respect shown to staff and fellow pupils. I did once try to intervene when a pupil told the teacher to shut up, but received a mouthful of abuse, so I tend to be very wary of getting involved in any confrontation now, as I don't want to make things more difficult for the teacher.
As is usually the case, it is the minority spoiling things for the majority. I feel really sorry for the kids who want want to learn, but who can't concentrate due to the noise levels in the classroom and the constant low level disruption, which undermines the teacher's ability to deliver the lesson. I would say that in half of the classes I go into, the children have learnt nothing at all in the time they are there. This really saddens me as I thought part of the reason I am employed is to help raise the children's academic attainment. Quite often I contribute nothing to the lesson apart from standing in the doorway acting as a bouncer to make sure the kids don't escape.
Having said this, there are some excellent teachers with whom I work, who know how to control behaviour by setting clear and firm boundaries. They have no problems with discipline and they also tend to be interesting in their teaching, demanding high standards and often getting them by engaging the children and rousing their interest. The teacher in the documentary did say that part of the problem may be due to the students not being intellectually challenged. I have certainly sat through some very ill prepared, badly structured and unstimulating lessons and I'm sure that boredom is often an important factor contributing to disruptive behaviour.