Working as a volunteer in school - challenging the teacher

[Jules2]

Here's a pithy subject for other parents and teachers - I really would like to hear from teachers. I've been volunteering in a Yr 6 class at my daughter's school and every week the teacher has made some kind of mistake - be it a grammatical error, spelling mistake or a mistake in Maths. One example was where she asked pupils to put 4 fractions in ascending order and she gave them the wrong answer. I'm not so quick at Maths myself but thought it was incorrect and worked it out after I left. English is my strong suit - I was a book editor and English graduate - so I do know my stuff. But what should I do? I don't want to embarrass a teacher (and she's not the only one) and this particular teacher can be quite defensive. Should I let these errors go? Or raise them discreetly after class - but when it may be too late? Teachers/parents - have you experienced this situation and what would you advise?

Thanks for the giggle MrsCakes!!!

And there's no need for the volunteer to insist that they are equal to the teacher either, because they aren't! They haven't got the same expectations and stresses- that undervalues the teacher and that isn't fair.

The teacher may be in charge but that does not mean the volunteer should never correct or make suggestions. In an appropriate manner of course.
Yes, exactly, there are appropriate things for volunteers to comment on and there are inappropriate things for them to suggest to someone in their job.

Volunteering at school and then working as a TA prompted me to home educate. I couldn't see how children were meant to learn from teachers who didn't know their subject, couldn't spell or punctuate and failed to mark work accurately.

Tbh the things OP is talking about probably need questioning. I might not do it personally though...instead I might have a discreet word with one of the governors or someone on the parent council if the school has one.

It is a shame...because I personally would hope a volunteer, who worked with me, would feel they could talk to me about any mistakes are f mine they had spotted. Easier all round. I don't think it sound likes this is the case for the OP.

I think what might make op's initial post a bit of a red rag is the word 'challenge'.
'Discreet word' is quite different to a 'challenge' which does sound a bit like asking for a dual/ pistols at dawn!
I don't think the op meant to give that impression; just unfortunate word.

To be fair to the OP - the rest of her OP did talk about raising concerns discreetly. She made it clear that she was looking for advice, and didn't come across as someone who was planning to go in all guns blazing.

Yes but, to be fair, she did also say she did not wish to 'embarrass ' and talked about raising issues 'discreetly'.

X post.

Absolutely SirChenjin... I agree..
Just the thread title an issue I guess.

Just to throw a spanner in..... I've been asked to volunteer through the STEM programme, teaching science in schools as a 'real' scientist. Where does that leave me in the hierarchy? I'm not a qualified teacher, but I do have an advanced degree and quite a reputation in my field...... But I'd 'just' be an invaluable volunteer?

Might just stick to exploring with the kids as weekends......

Are you looking forward to your new role Dana?
Go for it.
I am sure you will be appreciated.

Callooh, I would never point out an error in front of the class. I would have a quiet word with the teacher and leave them to sort it out with the class as they saw fit. Nobody has ever had a problem with this.

I'm still considering it Dusty, but I'm swaying closer to doing it, I think m going to take the plunge, and sort it out :)

Actually, scrub that, I'm signing up tonight :) I've just realised why I've put it off. And it's not a valid reason lol!

Dana, I would do it. I am nowhere near as qualified as you (I am sure my DD's school would LEAP at the chance of a real scientist to come in and do stuff with the children), but I have found that my own skills have been enormously appreciated by the school I help at. I have found it very very rewarding indeed, particularly in terms of helping children who may not get a great deal of input at home for whatever reasons.

m.bbc.co.uk/news/uk-england-beds-bucks-herts-31454879

From parent helper to headteacher in a few years

Well done Rebecca Clarke! Interesting that she talks about using skills that she learnt as a supervisor as she worked her way up the ranks, and how gaining experience of every role in the school means she can see things from everybody's perspective

she worked her way up the ranks

Didn't you say that there weren't any ranks?

I volunteer at my children's school and do as as experience for my PGCE. I asked to never work with my own children as it's not fair to them, me or their teacher. I help in the deputy's class and on the first day he told the children that I was an extension of him and anything I said or did to do it as though it had come from him.

I consider this a huge responsibility since my maths is great but not so much in the English area.

I am a Govenor and make sure to not think of that role unless I am in school for that purpose.

I do find some of the TA work ethic is minimal though but then this is balanced with others that are there as much as the teachers so the same as any job really.

You're right, I didn't, Annunziata. However, the BBC did. I presume you read the article?

In relation to the article it strikes me that she was made head after the Govenors passed her over the first time and when the new head went off they just threw in the towel and gave her the job. If she has taught reception followed by deputy followed by head all in the same school, then we're is the breadth of experience that you should expect a head to bring to the role?
She has only ever known that school and nothing else!

I've recently started volunteering in the local primary school and I find the other volunteers who call themselves the teachers' colleagues really embarrassing.

There is one mother who name drops all the teachers by their first names in playground conversations: 'Oh I was talking to Rebecca about [X issue]...'

I think we're all part of a wider team, but the teachers and members of staff are the core of that.

I did. She said that she didn't have the authority of a classroom teacher when she was a volunteer, which is exactly the point.

I'm going to assume that the people interviewing her thought her the best person for the job Cand.

Perhaps her experience of working in another industry gave her the "breadth of experience" that teachers who have gone straight from University to the classroom don't have? We'll never know - but it's immaterial.

What is "exactly the point"?