Teachers - what is your view of this

[northernterritory]

I am looking for a teacher's view of this. I am a Governor at my DD's school. I have my doubts about some of their practices. The teachers don't seem to work much directly with te kids. Big classes etc. But they ave special help at the top and special help at the bottom. The 'average' group seems to be left to it until they slip through the net at occasional assessments.

They have just assessed the kids to find out who the 'bottom group' is.

This 'bottom group' will now go on an hour a day intensive literacy course for the next 16 weeks with a TA to 'get them up to scratch' for the time the school take their 'optional' external marked SATS in May - all Juniors take them.

Is this an effective way of teaching? Is it par for the course to see, every so often, who's falling beind and then apply a bit of resources to catch them up for SATs time.

They seemed to do exactly the same every year.

I'd seriously like your opinion!

As a parent I wouldnt be happy that a TA was teaching my child so much. TA's are not always quialified to even NVQ level, their role is to support not teach.

Northern Territory - as a governor, we on Mumsnet are not the ones who can assuage your concerns, you need to be talking to both your head and your Chair of Governors.

Have you asked about how work is differentiated within lessons? When was the last time you observed in the classroom? Has anyone actually spent time explaining how lessons are structured and delivered and why they are delivered like that?

Also much of what you are talking about is day to day management and as such is the responsibility of the Head, the role of a governor is very different and that of a parent governor is even more challenging. Your role is strategic - are the methods which the school is employing getting the best results for each child - not just yours.

The biggest problem with being a governor is to set aside your own experiences in school but to learn to apply your skillset to ensure that you support your school in delivering the best education possible for each child.

I've noticed in our school at least the child that starts ahead nearly always stays ahead. I will be bearing this in mind when DC is born and keep trying to champion my son's cause in the meantime.

LadyLatte - thanks for your post.

I think I have mentioned that I was simply looking for shared experiences.

In an academically driven primary school world, my views, I have found, are often not shared by others. Thus, I was simply interested to hear the response of some of the professionals who use this board and so helpfully share their experiences.

As you will appreciate, my role is not to complain about things I don't like the look of, but to act as a 'critical friend' in supporting the school. My concerns have arisen through a process of ongoing experiences of the school, including lesson observations. But, I felt that hearing the experiences of others is helpful in establising a wider perspective.

The fact that I am a Governor is in fact a bit of a red herring as I would have asked this question if I were not. It is more about my doubts about the school which continue to be confirmed every time I talk with the Head. So perhaps this explains why I am talking to mumsnet and not the FGB!

owever, I think it is naive to suggest that parent governors are not, and should not be, influenced by what they observe in school. As long as they are able to place their experience and views in a broader context and understand the limited nature of their role as a governor, than there is every reason for that perspective to be welcomed.

Having read the posts so far I thought I would put in my tupece worth in.

First of all I am a TA and I work in a class as a LSA. I work in both juniors and infants. I love my job and work hard to try and as effectively as possible help the children I am with.

MY typical day starts with me looking through the plans 1st thing. (I work in the AM with an infant class as an LSA) After the usual admin type things I will usually wait for the children and line them up while the teacher gets the register. I then sit behind a child whilst they are being told about the day and taught the 1st session. I the will have a group of about 7 and we will work through what has been planned for the session. I tend to have year 1s with three lower ability year 2s.

After milk and play is Maths I usually take my group which more often than not is the year ones and low ability year twos. I deliver the whole session and usually follow the Hamilton maths plan. I then feed back to the class teacher at the end of the session.

4 Sessions during assembly I work with a pair of children on language and maths, it is intensive fast paced and usually planned by me however the class teacher will say what she wants them to look at through say a 3 or 4 week period but it is up to me how I deliver it. The class teacher knows me and trusts me. I respect her and she respects me.

I have worked in classes where the teachers have treated you like something second class a teacher I onced worked with said to me:
"In school there is a higher -arky Headteacher, Teacher and you other people."

I have also worked with fantastic teachers who work out your strengths quickly and use them they treat you as their equal and your opinion does really matter.