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You can find the current article at its original source at https://www.theguardian.com/education/2017/jul/30/good-teachers-need-more-than-lofty-qualifications
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| Good teachers need more than lofty qualifications | Good teachers need more than lofty qualifications |
| (13 days later) | |
| I doubt that Dr Claire Seymour (Am I unqualified to teach after 26 years?, Letters, 28 July) has ever had to be concerned with children’s safeguarding, controlling a class, or developing a range of pedagogies in her extensive experience teaching literature and music in the private education sector. Small classes, large fees and levels of support that can only be dreamt of in the state sector will have provided her with comfort and support over the years. (I also wonder if she was even counted in the figure of “unqualified” teachers, as public schools are, on the whole, magically excluded from such scrutiny.) | I doubt that Dr Claire Seymour (Am I unqualified to teach after 26 years?, Letters, 28 July) has ever had to be concerned with children’s safeguarding, controlling a class, or developing a range of pedagogies in her extensive experience teaching literature and music in the private education sector. Small classes, large fees and levels of support that can only be dreamt of in the state sector will have provided her with comfort and support over the years. (I also wonder if she was even counted in the figure of “unqualified” teachers, as public schools are, on the whole, magically excluded from such scrutiny.) |
| She will no doubt be surprised to learn that state schools do not usually have “university tutors” (or, in many cases, music teaching), but do suffer a punitive inspection regime, a constant barrage of ill-thought-out criticism and a limitation (the national curriculum) to what they might teach imposed centrally (including what literature young people might read). Children still have to be taught – but the government decides what, when and to what level, while meagre funding ensures large class sizes and a paucity of professional support. | She will no doubt be surprised to learn that state schools do not usually have “university tutors” (or, in many cases, music teaching), but do suffer a punitive inspection regime, a constant barrage of ill-thought-out criticism and a limitation (the national curriculum) to what they might teach imposed centrally (including what literature young people might read). Children still have to be taught – but the government decides what, when and to what level, while meagre funding ensures large class sizes and a paucity of professional support. |
| In such circumstances a firm and confident grounding in pedagogy is essential if a teacher is going to persuade learners to make progress; and I firmly believe that the training regime provided by teacher training colleges and university schools of education was, and still is, the best way to achieve this. It is not the “experts” or “academics” (if that is what a 2:1 or above is meant to mean) that are the best teachers, but the adapters, empathisers and downright grafters.Dr Neil DenbyFormer senior lecturer in education, University of Huddersfield | In such circumstances a firm and confident grounding in pedagogy is essential if a teacher is going to persuade learners to make progress; and I firmly believe that the training regime provided by teacher training colleges and university schools of education was, and still is, the best way to achieve this. It is not the “experts” or “academics” (if that is what a 2:1 or above is meant to mean) that are the best teachers, but the adapters, empathisers and downright grafters.Dr Neil DenbyFormer senior lecturer in education, University of Huddersfield |
| • As a parent and a senior leader in a comprehensive school, allow me to address Dr Claire Seymour’s questions, in reverse order. Who I want to teach my children and my students is skilled teachers first and foremost. Formal qualifications help, but this can only be judged by observation. I would also expect a commitment to, and an understanding of, comprehensive education. | • As a parent and a senior leader in a comprehensive school, allow me to address Dr Claire Seymour’s questions, in reverse order. Who I want to teach my children and my students is skilled teachers first and foremost. Formal qualifications help, but this can only be judged by observation. I would also expect a commitment to, and an understanding of, comprehensive education. |
| Were Dr Seymour to demonstrate the above, then her highly impressive CV suggests that she would have a lot to offer more broadly, both in and beyond the classroom. But it would not be enough to get her through the door. | Were Dr Seymour to demonstrate the above, then her highly impressive CV suggests that she would have a lot to offer more broadly, both in and beyond the classroom. But it would not be enough to get her through the door. |
| Is she unqualified? To judge her by her letter alone, I would say yes. Her (albeit very abridged) résumé suggests that her experience in education consists largely of working with the privileged few, or those who have already experienced academic success. | Is she unqualified? To judge her by her letter alone, I would say yes. Her (albeit very abridged) résumé suggests that her experience in education consists largely of working with the privileged few, or those who have already experienced academic success. |
| None of this makes Dr Seymour unskilled or detracts from her achievements, distinction or success in the classroom. But if she wants to be part of the state sector then a formal qualification will get her foot in the door, give her some relevant experience, and show prospective employers some commitment to comprehensive education.Olly McGregor HamannLondon | None of this makes Dr Seymour unskilled or detracts from her achievements, distinction or success in the classroom. But if she wants to be part of the state sector then a formal qualification will get her foot in the door, give her some relevant experience, and show prospective employers some commitment to comprehensive education.Olly McGregor HamannLondon |
| • Dr Seymour asks who we want to teach our children. Not easy to answer. We all know people who have little formal education but who are “natural” teachers. I was “taught” at a grammar school in the 50s by several Oxbridge graduates. They doubtless had a wealth of knowledge, but having it in one’s head doesn’t automatically mean that it will transfer itself to the minds of teenagers. Many current members of the government are Oxbridge graduates – would you fancy any of them as teachers for your children? A good, effective teacher above all needs enthusiasm and some classroom skills. Perhaps a little knowledge helps too.Ann GordonRomford | • Dr Seymour asks who we want to teach our children. Not easy to answer. We all know people who have little formal education but who are “natural” teachers. I was “taught” at a grammar school in the 50s by several Oxbridge graduates. They doubtless had a wealth of knowledge, but having it in one’s head doesn’t automatically mean that it will transfer itself to the minds of teenagers. Many current members of the government are Oxbridge graduates – would you fancy any of them as teachers for your children? A good, effective teacher above all needs enthusiasm and some classroom skills. Perhaps a little knowledge helps too.Ann GordonRomford |
| • Ian Barge hits the nail on the head, (Letters, 28 July). Dr Claire Seymour deplores the fact that some trainee teachers are accepted with a 2:2 or lower, but this is one of the consequences of the situation explained by Ian Barge. Initial teacher training establishments need to recruit, and the government policy of giving tax-free bursaries of up to £30,000 to entice more highly qualified graduates is still clearly not enough to ensure an adequate supply of teachers in state schools. These bursaries, incidentally, are non-returnable even if their recipients don’t teach in the state sector or indeed teach at all on completion of training. Regarding Dr Seymour’s qualifications and experience, this is wonderful, but very little of it would convince me that she is qualified to teach in the state sector.Deirdre BurrellMortimer, Berkshire | • Ian Barge hits the nail on the head, (Letters, 28 July). Dr Claire Seymour deplores the fact that some trainee teachers are accepted with a 2:2 or lower, but this is one of the consequences of the situation explained by Ian Barge. Initial teacher training establishments need to recruit, and the government policy of giving tax-free bursaries of up to £30,000 to entice more highly qualified graduates is still clearly not enough to ensure an adequate supply of teachers in state schools. These bursaries, incidentally, are non-returnable even if their recipients don’t teach in the state sector or indeed teach at all on completion of training. Regarding Dr Seymour’s qualifications and experience, this is wonderful, but very little of it would convince me that she is qualified to teach in the state sector.Deirdre BurrellMortimer, Berkshire |
| • Crawford Anderson (Letters, 28 July) points out that your article on unqualified teachers (60% rise in unqualified teachers, says Labour, 26 July) only refers to the situation in England and Wales as education is a devolved matter in Scotland. It is of course also a devolved matter in Wales. In fact, the document on which the original article is based is entitled “School workforce in England: November 2016”. Jane HarveyMonmouth | • Crawford Anderson (Letters, 28 July) points out that your article on unqualified teachers (60% rise in unqualified teachers, says Labour, 26 July) only refers to the situation in England and Wales as education is a devolved matter in Scotland. It is of course also a devolved matter in Wales. In fact, the document on which the original article is based is entitled “School workforce in England: November 2016”. Jane HarveyMonmouth |
| • Join the debate – email guardian.letters@theguardian.com | • Join the debate – email guardian.letters@theguardian.com |
| • Read more Guardian letters – click here to visit gu.com/letters | • Read more Guardian letters – click here to visit gu.com/letters |
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