The Toxic Classroom offers a wide-ranging look at education today and explores in detail the pressures children experience as a result of constant change, digital technology and political interference. Beginning with what it is like to be a child in the classroom, the book goes on to provide a detailed analysis of the curriculum, assessment and accountability, school structures, educating for global citizenship and the plethora of social issues schools are now expected to solve. Written from the perspective of a successful headteacher with over 30 years' teaching experience, the book considers…mehr
The Toxic Classroom offers a wide-ranging look at education today and explores in detail the pressures children experience as a result of constant change, digital technology and political interference. Beginning with what it is like to be a child in the classroom, the book goes on to provide a detailed analysis of the curriculum, assessment and accountability, school structures, educating for global citizenship and the plethora of social issues schools are now expected to solve. Written from the perspective of a successful headteacher with over 30 years' teaching experience, the book considers what needs to be done to put things right and outlines a more equitable and effective school system. Each chapter outlines the steps schools can implement immediately and the longer-term policy changes that are needed de-toxify the classroom and facilitate a genuine love of learning. Offering a challenging yet compelling argument for putting education back into the hands of teachers, this book will be of great interest both to the general reader and to those working within education such as teachers and professionals who wish to improve the ways in which children learn and develop.
Richard Steward is an educational consultant with extensive experience as a teacher and headteacher. He has taught in a variety of schools in a 30-year career and has worked as a part-time lecturer with The Open University. He has worked with the National College for Teaching and Learning and been involved in a wide range of national educational research projects. His previous book is titled, The Gradual Art of School Improvement, and he can be found on twitter @StewardRichard.
Inhaltsangabe
Introduction 1. What is it like to be a child in school today? An early start Working with others Parents Poverty and neglect Fear of failure Social media Mental health Boredom Schools are the answer Toxic schooling What can schools do now to put things right? What should policymakers do to put thing right? 2. The curriculum The background Where are we now? The foundation stage Where are we now? Primary education Where are we now? Secondary education Where are we now? Post-16 education Destination university What should children be learning in school? What can schools do now to put things right? What should policymakers do to put thing right? 3. The core subjects English Mathematics Science Computing Languages The humanities Conclusion What can schools do now to put things right? What should policymakers do to put thing right? 4. Beyond the core The arts Design technology Physical education PSHE/citizenship Studies and 'ologies' Vocational subjects Extra-curricular Conclusion What can schools do now to put things right? What should policymakers do to put thing right? 5. Assessment and accountability Early years testing Primary testing Secondary assessment Assessment post-16 Ofsted - a new hope? What can schools do now to put things right? What should policymakers do to put thing right? 6. Structures Academies Free schools Multi-academy trusts Grammar schools Independent schools Faith schools Beyond the mainstream Admissions Departures A final thought on age What can schools do now to put things right? What should policymakers do to put thing right? 7. A wider view What happened to the learning culture? Education, childcare or social service? Educating for global citizenship What can schools do now to put things right? What should policymakers do to put thing right? 8. A vision for the future Independent, grammar and faith schools Structural confusion Age and stage Governance What can schools do now to put things right? What should policymakers do to put thing right? 9. A 21st century curriculum The curriculum A modest proposal Summary: a curriculum model for the future 10. Conclusion: detoxifying the classroom What are children learning for? Putting things right Painting in oils Appendix Index
Introduction 1. What is it like to be a child in school today? An early start Working with others Parents Poverty and neglect Fear of failure Social media Mental health Boredom Schools are the answer Toxic schooling What can schools do now to put things right? What should policymakers do to put thing right? 2. The curriculum The background Where are we now? The foundation stage Where are we now? Primary education Where are we now? Secondary education Where are we now? Post-16 education Destination university What should children be learning in school? What can schools do now to put things right? What should policymakers do to put thing right? 3. The core subjects English Mathematics Science Computing Languages The humanities Conclusion What can schools do now to put things right? What should policymakers do to put thing right? 4. Beyond the core The arts Design technology Physical education PSHE/citizenship Studies and 'ologies' Vocational subjects Extra-curricular Conclusion What can schools do now to put things right? What should policymakers do to put thing right? 5. Assessment and accountability Early years testing Primary testing Secondary assessment Assessment post-16 Ofsted - a new hope? What can schools do now to put things right? What should policymakers do to put thing right? 6. Structures Academies Free schools Multi-academy trusts Grammar schools Independent schools Faith schools Beyond the mainstream Admissions Departures A final thought on age What can schools do now to put things right? What should policymakers do to put thing right? 7. A wider view What happened to the learning culture? Education, childcare or social service? Educating for global citizenship What can schools do now to put things right? What should policymakers do to put thing right? 8. A vision for the future Independent, grammar and faith schools Structural confusion Age and stage Governance What can schools do now to put things right? What should policymakers do to put thing right? 9. A 21st century curriculum The curriculum A modest proposal Summary: a curriculum model for the future 10. Conclusion: detoxifying the classroom What are children learning for? Putting things right Painting in oils Appendix Index
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