Pupils at the centre

Pupils at the centre

1. The Impact of Austerity Measures on Families with Children

   • Note: Poverty line is 60% of median income.
   • 2014-2015
     • Real earnings start to rise
       • Income for earners will grow strongly.
         • Not the case for recipients of income benefits.
   • 2011-2012
     • Relative poverty rates fell for all family types.
       • But has increased from then on.
         • Larger families are affected the most.
           • Likely to be driven by cap on benefits.
             • £500 maximum per week.
               • 4+ no. of children not accounted for.
   • Children in council housing
     • % of children in council is higher than any other type of accomodation.
       • 2010
       • 2011
       • 2012
       • 2013
       • % expected to rise further in 2014 & 2015
         • Due to housing benefit cuts that will be introduced this year.
       • Over 1/3 of UK children live in council housing.
   • 2012-2013
     • Key tax & benefit measures introduced.
       • Working Tax Credit
         • Couples with children
           • Hours increased from 16-24
       • Families with children
         • Lose more net income than both pensioners & working age households.
         • 2 earner couple with children
           • With Universal Credit: -1.75% net income
           • With Universal Credit: -1.75% net income
         • 1 earner couple with children
           • Without Universal Credit: -8.25% net income
           • With Universal Credit: -6.25% net income
         • Zero-earner couple with children
           • Hit the hardest (with Universal Credit)
             • -12.25% net income
           • Without Universal Credit: -11% net income
         • Lone parent, working
           • Without Universal Credit: -8.5% net income
           • With Universal Credit: -6.5% net income
         • Lone parent, not working
           • Hit the hardest (without Universal Credit)
             • -12.25% net income
           • With Universal Credit: -12% net income
         • Without Universal Credit: Low-income households with children lose the most net income as a result of the new reforms. Single parents and unemployed couples are hit the hardest.
         • With Universal Credit: Low-income households with children lost the most net income. Unemployed parents (couples & singles) are hit the hardest.
         • The Reality: somewhere inbetween with & without Universal Credit predictions which means that low-income households will definitely be affected; in a bad way. Single unemployed figures are also worrying for children that leave school in search of a job - if they are not employed, they will be some of the poorest people in the UK. Vulnerable people are not being supported. The poor are getting poorer and it is the children who suffer.
           • A reduced net income impacts on pupils, parent engagement, achievement, access to opportunities, aspirations and leadership in the ways that The Myth of the Culture of Poverty sets out. A culture of classism means that low-income parents have to work longer hours and can't be with their children, children have low self-esteem and less access to opportunities. Leadership that is influenced by a culture of classism will not stretch pupils academically (affecting achievement) and educators' own practice.
   • Conclusion: the poor are getting poorer.

2. The Student-Centered Classroom - Leo Jones

   • Promoting a "can do" attitude.
     • enjoyable
     • motivating
     • effective
     • Enabling students to be independent
       • life skill
   • Confronting negative attitudes to learning & speaking English:
     • panic/nervousness
     • scared of making mistakes
       • anxious about "losing face"
     • embarrassed
     • Too dependent on teacher
       • advice
       • praise
       • approval
       • correction
     • unable to communicate effectively
     • Preventing students from being independent
       • detrimental in the "real world"
   • In a student-centered classroom
     • pupils
       • working
         • pair work
           • more protective/private
             • confidence building
           • cooperation & collaboration
           • having a 3rd student to watch and take notes & feedback after activity can be useful
         • group work
           • debate
           • ideal: 3 talkative students or 4/5 less talkative students
         • whole class
           • report back/ teacher Q&A/continue debate
         • alone
           • prep
       • don't ignore each other, value each other, cooperate, learn from each other & help each other
     • the teacher
       • is a member of the class as a participant in the learning process
       • is available to give advice & encouragment when pupils are working & provide a Q&A session with feedback afterwards
         • ALWAYS leave time for Q&A
           • encourage & praise here
       • is not didactic
       • is a facilitator
         • helps students develop skils
       • encourages students to ask questions & help one another
         • is honest when he/she doesn't know the answer but makes a note to look it up & feed back
     • large/small/mixed ability/different ages/monolingual classes (teacher & pupils) face different challenges
     • making mistakes is OK; it is a natural part of the learning process
       • the teacher & students all know this. Personal correction can be discourgaging but ignoring mistakes is damaging. Resolution: teacher takes notes whilst observing students working & feeds back at the end of the activity.
         • Correction is systematic. Focus one thing at a time - less confusing & overwhelming
   • Conclusion: Giving in to students who want to be teacher-led might not be in their best interest; leadership is not about being didactic, it is about giving guidance. Students get more "talking time" in the student-centered classroom and build confidence as a result of this - also encouraging belief in their aspirations. If students are to improve their speaking skills then there is no substitute for group & pair work; making students more employable when they leave schoool. Working together is also fun!

3. Luke's world

   • Luke
     • Aspirations
       • Wants to be a vet
       • Wants to go to uni - "not like Chelsey"
     • Background
       • Low-income: family survive entirely on benefits.
         • Mum unemployed for 4 years
         • Chelsey
           • Unemployed/not in education
             • school
               • lots of detentions
               • left at 16
           • Underage smoker
           • Teenage mum at 16
       • Single parent family, father left when Luke was 7 years old.
       • Poor area
     • Education
       • Parent engagement
         • Mum is very busy
           • Appears to be uninterested in Luke's education
     • Access to opportunities
       • Not much is expected of Luke; he doesn't have fair access.
         • He is full of potential & could turn his behaviour around with the right support but he doesn't mention any.
           • "At the moment, I am being quite bad. When I drop grades, they probably won't take me."
   • Culture
     • of poverty
       • 1.6 million children in the UK growing up in poverty
       • damaging stereotypes
     • of classism
       • low expectations
         • impacts on leadership
           • Luke knows that he can do better (stop being "silly") but doesn't appear to be challenged or motivated by his school.
         • impacts on Luke
           • "I probably won't get the vet job."