What would be the ONE thing that'd have the biggest impact on your teaching?

[CatKisser]

A teacher pal and I were just discussing this.

For me - smaller classes. From 30 to 20, it'd be a dream. Currently I mark 60 English and Maths books almost every night and it's bloody hard going if you're actually going to be constructive. And the time you could give to each child would be brilliant!

For my friend it was more powers to exclude violent/disruptive pupils. (He's secondary.) He's struggling with some fairly outrageous behaviour in a failing school and is feeling very, very down at the moment. I don't necessarily agree with his comment, but it was an interesting discussion.

How about anyone else?

Right now, smaller classes. Mine is only 24 but I had 4 off the other day and the difference was startling.

Definitely smaller classes. It'd make a massive difference to teaching and learning and would greatly assist with behaviour management.

More PPA time to keep on top of marking and planning (Secondary English) 3/30 doesn't even scratch the surface.

Oh I know what you mean about having a few off and noticing the impact. It's quite surprising!

God yes, secondary English must be extremely heavy in terms of marking.

Class numbers are a big one. Last year I was in a school where my average number in a class was 33. This year I have 12-25 and it makes all the difference especially as I teach a practical subject.

The other main thing is behaviour - it's pretty decent at the school I'm in now but students should not be allowed to stay in a class where they are at all disruptive.

Matching PPA time to that in Shanghai. They only spend 30% of their time teaching. We spend 90%. Imagine the collaboration, planning and in-depth marking you could do with all that PPA.

I'm going to sound tragic here, but I wouldn't want that much PPA. I'm in a school going through shit at the mo, and literally the only bit of pleasure I get is from teaching and working with the kids.
Interesting post though - never knew that. What are teachers in Shanghai expected to do in that time, Noble?

Stronger management. Not overly impressed with ours.

I'd rather less paperwork, rather than more PPA time. Fewer bits of paper to prove myself would be very welcome indeed.

Agree with everyone's ideas so far but for me long term it would be to have an exam system that didn't change on a bi-annual basis. I've really only just got to the point where I feel like an expert with the new new curriculum and exam spec (CA, spoken language, 2 and a quarter hour exam etc) and now I have to get students ready for something completely different. I don't know how the skills and mark schemes work yet nor how the new 1-8 grading system works or relates to GCSE grades. Not to mention the levels going with no suggested alternative/replacement. I think it is utterly de-skilling and a disgrace for the current year 9's.

Like others have said before me... smaller class sizes.

Also:
1 - rooms that are big enough to accommodate the class size without students feeling uncomfortable (and hot!)
2 - enough laptops/ computers so that everyone had access. 24 students and 18 or 20 pieces of equipment twice a week - how is that supposed to work?!
3 - less paperwork so that I can spend time planning engaging lessons
4 - not having to interview potential students 5 weeks into the academic year as their existing 6th form/ college has booted them out for non-attendance, behaviour, not working at correct level etc. It's a waste of time. There is no more space in my class!
5 - smt constantly (and I do mean constantly) telling us that ofsted are coming. We are all facing burn out considering they have been saying this since September 2013

I teach in FE - but I think you may have gathered that!

Smaller class sizes.

Secondary teacher. Core + written subject. Six classes of 30, 30, 30, 27, 27, & 30 kids.

Had to go to four days to mark and have a life. Now have really compromised, rubbish pay but am happier. Shouldn't have had to do that, though.

Smaller class sizes is the dream. I have groups going our for interventions 3 times a week, and the difference it makes to the lessons I'm teaching is enormous. (And they are not all LA boosters, 1 is LA, 1 MA and 1 HA - it makes the same difference no matter who goes out!)

A more supportive SENCO. I really like our SENCO, but have 2 children who I need support with and have been brushed off about both. It is frustrating.

Smaller classes. I taught a Primary 6 class last year with 22. So much easier in all aspects.

OH, and working part time. Our head (though lovely) does not like people working part time. I am TTC at the moment, and think I will have to start looking for another job when I go back after maternity as I don't think ill be able to be an effective teacher full time with a young child... (of course this is hypothetical atm! But still a concern.)

I work in a school with 20 max in a class and at one time only had 13. It was blissful.

Small class sizes makes a massive difference to workload, class management, behaviour.....

If I had a gripe I'd like more IT. We currently have one computer and a Beamer in each classroom and it's not enough. But it's a small whinge.

A more supportive SENCO. I really like our SENCO, but have 2 children who I need support with and have been brushed off about both. It is frustrating.
Yes, yes, yes!
We have a couple of children whose teacher was begging for SENCO help all through years 3 and 4 but was ignored. Now they're in year 5 and very behind academically, but it's also quite clear they need formal evaluation and the process is only just beginning. It's appalling.
Oh and even more unhappily, our infant school sent THREE children through this year with "moderate learning difficulties" ... but levelled at threes for everything. Thanks for that.

A ten minute gap between lessons so there was time to reset the room between classes/tidy up/speak to students with questions/have a wee.

Totally agree with whoever said having an exam spec that doesn't change every two minutes.

Definitely smaller class sizes.

Alternatively, every class to be supported by two TAs. One specifically for small group/one to one intervention for children that need it, and given lots of training in this area to become specialised. At the minute my TA is hearing daily readers, doing dyslexia intervention, anger management, self esteem and just giving one to one time to kids who desperately need a bit of love and attention. Makes a mountain of difference to them and to the class. Of course then you lose support within class so to be greedy, I'd have another TA doing that job.

More TA support would be preferable to more PPA time in my opinion. As you say, being in the classroom with the children is the best bit.

Smaller class size does not equal smaller workload unfortunately.

Apparently the teachers in Shanghai spend loads of time observing other teachers, visiting other schools, joint planning and actually figuring out the best way to teach topics.

I also read that the kids hand their homework in first thing in the morning, then the teacher has time to mark it before the lesson so they get immediate feedback.

I bet they don't take work home in the evenings. A Shanghai teacher commented that we mustn't have any time to think about what we are teaching as we are too busy teaching.

Definitely smaller class sizes-no question.

I am amazed about the teachers in Shanghai-is that really true, do you have any links? Why are they held up as a paragon of wonderfulness to all things teaching without that little gem being mentioned??

The government just cherry picks bits from every other schools to make the worst possible scenario. High results from Shangai-without thinking how they are achieved, early starts like private schools, late evenings like private school, short holidays like, erm-not sure who, as it's not private schools or America or lots of European countries!?