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| The qualities needed to be a good teacher | The qualities needed to be a good teacher |
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| I expected my letter (28 July) to generate comment, most likely negative and accusatory. I recognise that I am not typical of most “unqualified” teachers. In fact, I fully agree with the sentiments of the letters published alongside my own. My essential point was that “qualified” is meaningless if the term means only that the candidate has qualified teacher status (QTS). | I expected my letter (28 July) to generate comment, most likely negative and accusatory. I recognise that I am not typical of most “unqualified” teachers. In fact, I fully agree with the sentiments of the letters published alongside my own. My essential point was that “qualified” is meaningless if the term means only that the candidate has qualified teacher status (QTS). |
| To correct some of the misconceptions of other correspondents (Letters, 31 July): I have never taught music in the private secondary sector; “small classes, large fees and levels of support” are by no means common to all private establishments and the latter has certainly not been a feature of my own secondary teaching experience. Far from being unfamiliar with issues relating to “children’s safeguarding”, as a head of an inner-city sixth form for eight years, I dealt with just about every pastoral concern from mental health issues to sexual assault, child abuse to suicide attempts. The classes I have taught during my 16 years in secondary education have generally been of fairly mixed ability, with many students requiring extra support. And it is because I have not only knowledge of and passion for my disciplines but also the ability to adapt to learners’ needs (including those beginning or returning to education in their adult years), can empathise with others, and have an appetite for and commitment to hard work, that I have enjoyed a successful and rewarding career in several educational sectors – and continue to do so. There are many with QTS who have none of the latter qualities, as well as many who do. | To correct some of the misconceptions of other correspondents (Letters, 31 July): I have never taught music in the private secondary sector; “small classes, large fees and levels of support” are by no means common to all private establishments and the latter has certainly not been a feature of my own secondary teaching experience. Far from being unfamiliar with issues relating to “children’s safeguarding”, as a head of an inner-city sixth form for eight years, I dealt with just about every pastoral concern from mental health issues to sexual assault, child abuse to suicide attempts. The classes I have taught during my 16 years in secondary education have generally been of fairly mixed ability, with many students requiring extra support. And it is because I have not only knowledge of and passion for my disciplines but also the ability to adapt to learners’ needs (including those beginning or returning to education in their adult years), can empathise with others, and have an appetite for and commitment to hard work, that I have enjoyed a successful and rewarding career in several educational sectors – and continue to do so. There are many with QTS who have none of the latter qualities, as well as many who do. |
| Of course, enthusiasm and classroom skills are essential, and hopefully rather more than “a little knowledge”. I am not sure why working in the private, higher and adult education sectors is presumed to preclude one from having these qualities.Dr Claire SeymourLondon | Of course, enthusiasm and classroom skills are essential, and hopefully rather more than “a little knowledge”. I am not sure why working in the private, higher and adult education sectors is presumed to preclude one from having these qualities.Dr Claire SeymourLondon |
| • Last week you ran a brilliant article on there being no such thing as a “gifted child” (Education, 25 July). The text of the article combined with Labour’s analysis of the “so-called mythical age” (Social mobility? It’s not a good goal, Education, 1 August) show how confused our current education policy is in regard to equality of opportunity. I started teaching in 1972 after a year at Goldmiths doing an art teaching qualification. There we were taught the theory and firmly believed that all children had enormous capacity to learn and develop their ability to achieve whatever they wanted to do in life. Comprehensive schools were the key to giving all children this opportunity. These “1960s” leftwing liberal notions, now unfashionable, have been rejected in favour of children being taught to achieve within a standard measurement to fit league tables. | • Last week you ran a brilliant article on there being no such thing as a “gifted child” (Education, 25 July). The text of the article combined with Labour’s analysis of the “so-called mythical age” (Social mobility? It’s not a good goal, Education, 1 August) show how confused our current education policy is in regard to equality of opportunity. I started teaching in 1972 after a year at Goldmiths doing an art teaching qualification. There we were taught the theory and firmly believed that all children had enormous capacity to learn and develop their ability to achieve whatever they wanted to do in life. Comprehensive schools were the key to giving all children this opportunity. These “1960s” leftwing liberal notions, now unfashionable, have been rejected in favour of children being taught to achieve within a standard measurement to fit league tables. |
| In order to improve opportunity for all we need an education system for all, based on sound research and the principle of equality, as were the original comprehensive schools. Further fragmentation of provision with multi-academy trusts, “free schools” and partnerships with “public schools”, all led by the DfE, will only lead to more inequality in our society.Linda KarlsenWhitstable, Kent | In order to improve opportunity for all we need an education system for all, based on sound research and the principle of equality, as were the original comprehensive schools. Further fragmentation of provision with multi-academy trusts, “free schools” and partnerships with “public schools”, all led by the DfE, will only lead to more inequality in our society.Linda KarlsenWhitstable, Kent |
| • 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 |