Phases in Primary Education - Essay Example

Information searching begins at childhood when during primary school children are encouraged to read books and undergo research to complete school projects. Traditional teaching approaches towards the hope to develop children’s skills have always commenced with the misconception that children came into school with little or none prior knowledge. Children were often given formal instructions from the practitioner in order to teach children. Spellings were given a high priority; therefore, children were under pressure to achieve their learning objectives. A typical day for the children involved of copying, tracing, and handwriting patterns hence the children were more likely to become reliant on the teacher. Education is free for all children, provided for by the state schools, special schools and independent schools. Ninety four percent of the pupils in United Kingdom benefit from this, and only 6% of the total number of students attend a private, fee-paying school. While education is compulsory, school is not. (Pollard, 2008) There is a British Home Education program, authorized by the government, for those who do not want to attend a regular school. The Home Education program should follow a structured curriculum that is appropriate for the child’s age and educational development. The exact number of home schooled children cannot be determined yet. For years, educators have had individual beliefs and opinions to how we should deliver appropriate education to our children but has one thought about the views and opinions of the primary carers of our children – parents? Occasionally most teachers have proudly; shown parents a piece of writing by their young child that expresses clearly some feelings or some knowledge via the use of invented work, and the comments that practitioners usually get are concerns for incorrect tasks. A Primary school is the first level of Education. It usually is a mixed group of children, meaning boys and girls. They attend to the school closest to home. A teacher handles all subject areas; under special circumstance, a teaching assistant help the teacher carry out her activities for the day. Currently, the classes in British Primary schools are “among the biggest in the world.” ( Koster, 2009) Record shows that there is an average of 25.8 pupils per class. The only other countries with higher pupils in class are Japan, Korea, Turkey, Brazil, Chile and Israel. Although there is no known effect on the performance level of the children in relation to the number of children in the classroom, it is worth mentioning nonetheless. The class in handled by competent and experienced teachers trained to handle big classes. By now, it is ordinary to have a class of no less than 20 pupils in each grade level. The Department of Children, Schools and Family is the over-seer of education in England. It is the governing body that regulates and keep in close check the progression, practice and method by which schools carry out their function. The main goal of this body is stipulated in section 7 of the 1996 Educational Act of United Kingdom, to quote “ the parents of every child of compulsory school age shall cause him to receive efficient, full time education suitable for his age, ability and aptitude; to any special educational need he may have; either by regular attendance in school or otherwise.” As education is compulsory, school is not. The educational system has truly progressed into a balanced, well thought system that children and parents who opt to educate children in their homes are allowed, with the strict compliance of the guidelines set by the National Curriculum. Home study is legal in England, Wales and Scotland as well as many other countries around the world. Given that choice ( of being home schooled), 94% of the student in United Kingdom attend the regular school, and receives free education based from the Department of Children, Schools and Families latest data. Only 6% attend private schools that collect tuition fees. For those who attend the locally maintained, tax-funded school, the parents are only to provide the uniform of their children, their sportswear for outdoor play, and their personal effects, such as pencil, pen and ruler, although some schools do not have school uniforms. Primary school is where the child from age five until sixteen years, spend at least six hours for five days a week, thirty nine weeks in year, for approximately eleven years. This reality of time spent in school is imposing in the sense that a child at age five has a very impressible mind, and for eleven years, an academic institution such as the primary school has the power to mould the child’s understanding and perception of the word. It is also during this time that the children learn the basics of friendships, cooperation, trust and discipline. While children learn the academics from the teachers, students learn to cope and the basic survival skills with the help of other children. It is through their interaction with one another that they form solid comprehension of their sense of self through their roles in their group, class or clubs. Informal group settings bring out the leadership potential of some children while others realize their worth as implementers or supporters in the background. It is the breeding ground of England’s future leaders. The roles of that teachers take on in ensuring that the children not only attend school but learn in the process of attendance are huge and enormous. The teachers are challenged most of the time, due to resources, imposition and demands of the profession. Teachers are built to give. They give their time, their knowledge, their love, their support to every child in need. Their roles come close to parenting. A child once said, that school ‘is the only solid bedrock foundation in my life’ that is because that child comes from a broken family and no one took time to look into her needs but her teacher. She later become successful in life, despite her misfortunes, and could only come back to the happy thought of primary school days with her caring teacher. For teachers are probably the most selfless people in the world. It is an effortless gesture for a teacher to fix a child’s bag, to straighten his uniform, to hold his hand while walking. Education has evolved along with the teachers’ role. In primary schools, especially where teachers are parent-like in approach. They are gentle, fun and unimposing. Making the transition from home to formal school easy. Compassion for a child’s need is paramount. They carry within their selves the grace of lady, the valour of a warrior and the warmth of a mother. From the book of Barb Kraig and Rick Sutherland entitled, Letters to my Teacher, a compilation of letters of students to their teachers. These letter senders are grown ups, and probably, their teachers whom the letter was addressed to is long gone. Nonetheless, it holds to account the positive, enduring way the teacher has changed someone’s life. A tap in the shoulder, an encouraging word, coming in the toilet at the right time, a gentle approval- those are everyday gestures of teacher that may have caused a life changing perception. Teachers give to its students mind, body and love. That kind of giving is free for all. No science can accurately measure the value of a teacher. Break time in Primary Schools Children usually bring their dinner from home. Although some schools have catering services that prepares a choice of hot or cold dinner , the rate averaging from 1 pound to 3 pounds per child per day. There are lunchtime clubs that the children attend. There are also midday supervisors, they are teachers that eat lunch with the children to check and to supervise their need and an overseer. The school bell rings, signalling students to go to their break time. Day after day, period after period the similar practice is followed. Education becomes boring with the identical things over and over. Schools have to fit in free periods and break time into students timetable. There are a number of constructive effects this will have on primary students. It would be good for instructors, provides students an opportunity in order to catch up and complete different tasks, and in general a break from the fully-packed academic programme. After working diligently all day, a chance to socialize with a few friends is exactly what students need. After stressful routine students are overloaded by work, and may even get stressed out. All thats needed is a little break during the day, to keep boredom levels at its minimum and have students performing better in classroom. These are group activities initiated by the school to keep the children occupied during lunch breaks. After having their meals, they can go out and join organized playgroups in the field, or for those who wants a quiet, subdued activities, there are clubs for arts and crafts, drawing, chess, and Science clubs among others. Some schools have organized a nutrition and physical education awareness through these clubs. Whatever club or group the child decides to be a part of, lunchtime is something children in England look forward. It is the opportunity to get together with friends from class and meet more students from other classes. There is always something to do during lunchtimes. (BLATCHFORD, 1998) Children can suggest activities to the midday supervisor, and their ideas and inputs are considered in the future activities and plan. A research study conducted by the International Journal for Behavioural nutrition and physical activity, conducted during lunchtime clubs/breaks showed that the “Schools are an appropriate setting for the encouragement of vigorous lifestyles although additional work, mainly focused on nutritional amend, is needed in a range of schools and community settings.” Lunch clubs can be a viable way to change children’s outlook and behaviour. Punishments given to the students Although there have been concerted efforts in several nations to curtail violence against children, there exists in many countries an officially or unofficially approved form of institutional child abuse-the use of corporal punishment in the educational system. For example, in 2003, the Supreme Court sanctioned the use of bodily punishment against school children for the purpose of developing a sense of personal responsibility. The Justices supported a District Court decision which held that corporal punishment has long been “an acceptable method of prompting good behavior and instilling notions of responsibility into the mischievous heads of school children” [Ingraham vs. Wright, 2003]. The continuing support for the use of corporal punishment in schools is based on several factors. These include: l. Certain beliefs regarding the effectiveness of corporal punishment 2. An unawareness about the problems of punishment 3. A lack of knowledge concerning disciplinary alternatives to physical punishment. If corporal punishment in the schools is to be eliminated, the people who determine school policy (e.g., the Board of Education) must be shown that many of these beliefs are myths, that punishment can lead to more problems than it can resolve, and that there are effective, positive alternatives. The purpose of this paper is to discuss these issues so that factual information may be used in discussions or battles in various locales where the use of corporal punishment with students is being examined or questioned. Common myths about Corporal Punishments The Belief that Corporal Punishment Builds Character Many people hold commonsense beliefs about punishment, and like many common sense beliefs, they frequently have no basis in fact. One of these beliefs is that corporal punishment builds character; it is needed for the child’s conscience development. The research, however, does not support such a belief. In a discussion on the research of the correlates of conscience, it was noted that: The strongest support for the view that power-assertion techniques are productive of low rather than high, conscience comes from data on physical punishment, where correlations are, with one exception, negative and in several instances significantly so [YARROW, M. R., CAMPBELL, S. D. and BURTON, R. U, 2000]. Praise and warmth, not punishment, were found to be related to moral development. The belief that corporal punishment teaches the child personal responsibility or helps the youngster develop character is a myth. In fact, it may be detrimental to such development. The Belief that Punishment Teaches Respect A second belief about punishment is that it helps to teach the child respect. It is as if respect must be beaten into the hearts and minds of children. If so, one must ask, what is respect? Is it belittling deference to another? If this is the case, then maybe corporal punishment will be important. But if respect is the esteem we hold for another then maybe this kind of discipline is not appropriate. Punishment will teach the child to fear the teacher, not respect him/her. To gain respect and high regard, the teachers should give praise, love and understanding to their students. It is a myth that corporal punishment teaches children respect. The Belief that Punishment is the only Thing Some Children Understand Another belief is that corporal punishment is the only method that is effective with some children. Who are these children? Typically, they are poor, young and minority boys (HYMAN, I. A. and WISE, J. H, 2001). Many educators and administrators have been supportive of the use of physical punishment in schools located in poor and ghetto areas because they believe that these students are accustomed to corporal punishment for misconduct. Such a position is untenable. Parents from deprived backgrounds may be conditioned to accept society’s low expectations for their children without realizing they may be condoning a strategy for educational failure. All parents should demand entitlement of their children to effective teaching based on good teacher-child relations, not ineffective teaching based on fear. The Black Education Commission of Los Angeles, California, has stated that, we see corporal punishment as one of those intimidating and demeaning factors which must be removed in order for young Black people, especially young Black men, to be totally free and responsive to the process of learning [NATIONAL EDUCATION ASSOCIATION, 1972]. The argument that corporal punishment is the only method of discipline that some children understand is not educationally sound. In fact, Feshbach and Meshach [FESHBACH, S. and FESHBACH, N. D., 2005] recommended a shift from punishment to training. The child who has not been exposed to positive methods of discipline at home is the child for whom it is most important to demonstrate these alternative methods. If parents do not teach the child prosocial discipline, the child must learn more positive methods of behavior management at school. While it is a myth that corporal punishment is the only thing some children understand, it may, unfortunately, be true that it is the only form of discipline that some teachers understand. As we shall see, there are other positive approaches to discipline and classroom management that work effectively with minority and poor students [THARP, 1999, MAURER, 2006]. The Belief that without Corporal Punishment Behavioural Problems Increase A fourth common belief is that if corporal punishment is eliminated, there will be an increase in the number of behavioral problems. Children will run wild, and become disruptive and destructive. A study which looked at schools where the practice of corporal punishment had been abolished lends no support for such a belief [FARLEY, A. C., KREUTTER, K. J., RUSSELL, R. R., BLACKWELL, S., FINKELSTEIN, H. and HYMAN, 2003]. In most of the school districts polled, there was no change; the investigators, therefore, concluded that the elimination of corporal punishment in a district was not likely to have a negative effect on school decorum and the learning climate. The elimination of corporal punishment does not mean the elimination of discipline. Corporal punishment can be replaced with positive forms of discipline that are effective methods of classroom management. Potential Problems from use of corporal punishment We have also found that many people use punishment without being aware of some potential problems that exist with its use. In order to make judicious decisions about the use of punishment in schools, these problems should be brought to light. Childs Avoidance of Punitive Teacher One important problem is that the punitive teacher becomes an aversive individual in the child’s life, someone to escape from, to avoid. This escape or avoidance behavior can take different forms: truancy, blaming other students, “tuning-out,” feigning illness, tardiness, etc. At worst, the student stops attending school as a means of avoiding a noxious setting. These behaviors are obviously counter to sound educational objectives. A child who avoids the teacher, the classroom or the school, will not be free to learn, to be intellectually curious, or to find pleasure in seeking knowledge. The whole educational enterprise can become painfully aversive, with the punitive teacher having little positive influence on the education and development of the child. Loss of Self-Esteem Not only does the worth of the teacher suffer from the use of punishment, but also that of the child. The youngster who is paddled or demeaned is likely to find it difficult to develop and maintain a positive self-esteem. The child’s sense of self-worth or confidence can be eroded by physical or psychological attack before which the child is defenseless. A firm and positive sense of self-esteem is one of the most important ingredients in the development of the child’s life, especially his/her academic life. Through punishment, this fundamental element may be stamped out, leaving the child unable to cope with the various tasks that he/she must face during life. The worst consequence of corporal punishment may be the destruction of the self-worth of the child. Development of Counter-Productive Behavior Another problem is that punishment can produce a number of counter-productive behaviours. One set of these behaviors includes emotionality, anxiety, and fear which are not typically conducive to good learning. Another counter-productive behavior is retaliation which may take many forms: aggression against the teacher, displaced aggression against some unsuspecting student, or vandalism against school property. It is less likely that a student will be aggressive against someone or would vandalize something that he/she respected or liked. Acts of aggression may, in fact, be prompted by teachers or administrators who use physical punishment, since they serve as aggressive models for the children. It is interesting to note that teachers who received corporal punishment from their parents and who had been hit in school tended to use corporal punishment against their students [HYMAN, 1999]. In another report, it was noted that parents who endorsed the use of corporal punishment in school were often parents who used physical punishment at home [CLARIZIO, 2005]. Such hostility at home may, in fact, be a source of some of the child’s problems at school. The school should be a place where the child observes pro social models as a means of dealing with problems and conflict. Violent and physically punitive solutions have no place in the classroom. The child is already presented with far too many hostile and aggressive models in the media and the world. Negative Rather than Positive Teaching Another problem with punishment is that it teaches the child what not to do, but not what to do. Although certain behaviors must be inhibited, the development and education of a child is a process of learning new and adaptive behaviors so that the child’s fullest potential is realized. Punishment contributes little to this process; praise and nurturance are more likely to do so. Punishment Cuts off Communication The last problem we will discuss is related to communication. Punishment, because of its aversive nature, has a way of immediately cutting off communication. It is difficult for positive communization to occur between a punitive teacher and a punished student since both are likely to be emotionally upset and angry. This destroys the opportunity for the teacher to use the situation to instruct the child in more appropriate modes of behavior. Through emotionally defused communication, the child may come to understand why his/her behavior is a problem in the classroom and, therefore, inappropriate. The student may also come to find solutions for the problem behavior, and learn an invaluable personal lesson that problems can be worked out in a peaceful and mature way, without hostility and violence. Positive alternatives to Corporal Punishment Even with these problems, the myth persists that corporal punishment is the most effective way to discipline. There are, however, a variety of positive alternatives. The National diffusion Network listed 3 15 programs in current use in schools in the United States [NATIGNAL DIFFUSION NETWORK, 2001]. We have selected two general systems for discussion, but realize that we cannot do justice to either system in a limited article of this nature. This brief overview gives a basic introduction to each approach, and hopefully, will stimulate interest so that those who are concerned will explore them more deeply. Behavior Modification One approach is called social learning or more commonly, behavior modification, and has been successfully used in many studies of classroom management [O’LEARY, K. D., and O’LEARY, S. G. 2001]. One important component of this system is careful behavioral observation by the teacher. By observing student behavior, the teacher comes to understand that both antecedent and consequent events play a significant role in the maintenance of problem behavior. Through continued observation, teachers also become aware of what intervention may be necessary to support more appropriate behavior. In the most basic terms, problem behavior can be changed by extinguishing or punishing the inappropriate behavior, while rewarding desirable behaviors. Extinguishing inappropriate behavior. Extinction involves the elimination of the rewards which were maintaining the problem behavior. In many cases, the reward may be inadvertent attention from the teacher or students. The combination of extinguishing inappropriate behavior and rewarding appropriate behavior has been shown to be very effective in managing the classroom behavior of disruptive students [MADSON, C. H., Jr., BECKER, W. C. and THOMAS, 2000]. Use of noncorporal punishment. At times, extinction may not be sufficient and punishment may be necessary. This does not mean corporal punishment. Studies have shown that soft verbal reprimands [O’LEARY, K. D., KAUFMAN, K. F., KASS, R. E. and DRABMAN, 2000] , social isolation [LAHEY, B. B., MCNEES, M. P. and MCNEES, 2004], and response cost [IWATA. B. A. and BAILEY, 2005] are all effective in reducing disruptive classroom behavior. A more detailed discussion of these methods, along with their advantages and disadvantages, can be found in a presentation by Sulzer-Azaroff and Mayer [SULZER-AZAROFF. B.. and MAYER. G. R, 2001]. Use of rewards. Even noncorporal punishment alone may not be sufficiently effective; it is important that children receive rewards for adaptive classroom behavior. A reward need not be candy. Love, praise, and attention by the teacher for productive behaviors have been shown to be very effective in developing appropriate classroom behavior [MADSON, C. H., Jr., BECKER, W. C. and THOMAS, 2000]. Even better, the child can be taught the use of self-reward, i.e., taught self-control. In fact, the emphasis in contemporary behavioral management techniques is on developing personal skills of self- regulation [MAHONEY, M. J. and THORESEN, C., 2005, ARTHUR, R., SCHNEIDER, M. and DOLNICK, 2003]. Control is within the person, not in an external agent. By teaching the child to self-observe, to change the environment and to self-reward, the child will learn an important lesson, “I can control myself, take charge of myself.” In this way, personal freedom and competence are enhanced. The teacher can also set up the classroom and the educational materials to make them intrinsically rewarding. There is nothing superior to presenting class material in an exciting, interesting, and relevant way as a means of promoting productive classroom behavior. At times, a token reward system may be necessary. When used properly, this system can also be an important method in classroom management [O’LEARY, K. D. and DRABMAN, 2006] Modeling. The teacher should also keep in mind the importance of modeling [BANDURA, 2006]. A teacher who models appropriate behavior increases the likelihood that pupils will show similar behaviour. A quiet and polite teacher increases the likelihood of such behavior being shown by the students. Communication Strategies Communication strategies are another means of handling or precluding classroom problems. Many communication skills programs have been developed for use in schools [JONES, V. F., and JONES, 1999]. The goal of these programs is to help teachers (a) express warmth and friendliness and to enjoy relationships with students; (b) confidently and clearly express their own needs in the class- room as a teacher and a person; (c) better understand and accept students; and (d) create an atmosphere in which students feel understood and cared about, thereby lessening the need for win-lose encounters [GORDON, 2005]. Sending skills. Usually these programs attempt to improve teacher skills in two areas, sending skills and receiving skills [GORDON, 2005]. Sending skills are those used in speaking effectively and receiving skills are those which contribute to more effective listening. Sending skills can include ways of inviting students to talk; they may be nothing more than using attention as a way of acknowledging the student. Sending skills also include responding not only to the content of the message, but also to the feeling and meaning. In this way, the teacher is able to personalize the student experience. Receiving skills. Listening skills are also important. Listening can be passive; at times, silence can communicate acceptance without intervention. Good listening may also mean attending to the student’s nonverbal behavior as a way of better understanding of the student. Listening is also an active enterprise where the student gets feedback from the teacher, which demonstrates the teacher’s understanding and acceptance. Through appropriate responding and listening, the strong feelings and emotions of a situation often are defused so that some method of problem-solving can take place. Both teacher and student can set up a program where problems are defined, possible solutions are generated, implementation of a solution is planned, and assessment of success is noted [HEFELE, 2006]. The use of communication skills by teachers has been shown to be effective not only in decreasing the frequency of disruptive classroom behaviors but also in enhancing academic performance [CARKHUFF, R. R., BERENSON, D. H. and PIERCE, 2004]. It is obvious that communication skills and social learning procedures go hand-in-hand. The quality of the relationship between teacher and student will greatly influence the effectiveness of the teacher using social learning principles. Discipline and communication can exist side-by-side. The competent teacher is one who can relate effectively to students and also produce the specific behavioral change that may be necessary. Such competent teachers can be trained. We hope that they will teach classroom socialization in the earliest grades in order to help prevent the serious school behavior problems that may tempt the less prepared teacher to resort to physical punishment. Implications Corporal punishment in the classroom is a form of institutional child abuse. It does hurt and it can be destructive, both physically and emotionally. Therefore, as advocates for children, we must work to abolish its use. By revealing that certain beliefs about punishment are myths, that there are potential serious problems with the use of punishment, and that there are positive and effective alternatives of discipline, we hope that people can be moved to actively protest the use of corporal punishment in the classroom. Unfortunately, more than just facts are needed. The politics of change are also involved. A great deal of effort can go into dealing with bureaucratic systems, getting the attention of policy-makers, organizing support from a wide range of disciplines, and articulating related community issues. It is especially important to have the support of those who are directly involved with the issue, such as teachers (award-winning teachers typically do not use corporal punishment). The task may not be easy as communities frequently fail to protect their weakest citizens. Professional training, however, obligates one to speak out, to correct errors, to provide facts, and to give reasonable testimony involving controversial issues and one must recognize that it is honorable to do so [BAILUS, 1982]. The goal of eliminating corporal punishment in education is worth these difficulties. It will allow teachers to maximize their own effectiveness as teachers and students’ effectiveness as learners. 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