Students Teach Vital Lesson on School Reform

By Peter Ranscombe

PUPILS are not often asked what they think about their school, about their teachers – and about what they want from their education. Not, that is, until now

A genuinely ground-breaking project in Dundee is going further than ever before in canvassing the view from the classroom – and it is not just about asking pupils’ opinions. The scheme hopes to use the information gathered to change teaching methods in the schools concerned.

More than 700 first year pupils at four of the city’s biggest secondary schools have been giving their views on schools and school work to researchers from Dundee University. The project is a collaboration between the university and Dundee City Council’s education department.

Elizabeth Leo, professor of organisational leadership and learning at the university and the leader of the study, says: “Pupils’ views of themselves as learners can help teachers understand the difficulties pupils face in schools, attitudes to school and school work and the reasons why they succeed or fail.”

The study will use the thoughts of pupils from the four secondary schools – Craigie High, Harris Academy, Menzieshill High and Morgan Academy – to develop how principal teachers work in the schools, especially their leadership role. The teachers and researchers want to learn more about what motivates pupils and what they think about their own performance and the ways in which they learn. They hope by learning about the pupils’ motivations, they will be able to help them achieve more during their time at school, which includes trying to improve exam results.

Nearly two-thirds of the first year pupils who took part in the research had high aspirations for the future and wanted to stay on in education after 18. The majority held positive views about their schools, but one in five expressed a lack in confidence when it came to their own abilities and tended not to ask their teachers for help with their work. Most said they preferred secondary school to primary school, but half of them said they found school work boring, one of the results that principal teachers will be studying with interest and aiming to tackle in their schools.

Headteachers and senior staff from the four schools met at a conference last week, to hear the results of the study.

Ian Jones, rector at Menzieshill High, says the research offers a “better understanding of what it is that interests and motivates pupils”.

“Also, we’ll find out some of the things they’re less keen on and will be able to take action to try and make learning and teaching as accessible to them as possible,” Jones says. “We know traditionally pupils come into first year keen and enthusiastic and, in their journey from first to second year, that enthusiasm will wane at different points.

“One of the things I’m looking forward to is trying to chart that, find out what the reasons are and then look at how we can keep pupils motivated and on-task.

“Without any doubt, I think this research will have an impact on the schools. We need a very good basis for the move into Standard Grades and then on to Highers and further studies and we want pupils to have a fulfilling time at all points in their education.”

Menzieshill has 18 principal teachers in charge of subjects and another seven working as guidance teachers.

Jones thinks they will all be able to learn lessons from the research and use it to improve life for pupils in the school. He thinks the teachers will gain other things from the study too.

“Part of the benefit was the discussion they had with colleagues from other schools,” he says.

“It was focused on what the principal teachers will now do with the information and how they will use it within their departments.”

Leo believes that by focusing on pupils’ learning instead of directly trying to affect their performance, teachers will be able to improve both.

“By working collaboratively, we can support principal teachers to evaluate new ideas and to change what and how pupils are taught – as well as to promote learning and boost performance in and across their schools,” Leo says.

“This is helping teachers understand better pupils’ views of themselves as learners and in turn, to help them develop what and how best to teach them.”

Leo adds the study shows relationships with peers and teachers are fundamental to pupils’ experience of school – and that they are very conscious of teachers and their abilities.

“They recognise whether or not there is a culture of encouragement in their classrooms and schools; they want to succeed, but do not always know how to go about it,” she says.

“They are highly alert to their teachers’ behaviours (verbal and non-verbal) and value those teachers whom they perceive to go the extra mile for them in helping them to learn and to overcome difficulties with school work.”

“Pupils worry about their safety. They want to feel safe in the classroom, the playground and around school, expressing appreciation about a headteacher who spends every break-time walking round the playground.

“They see this as caring about them.”

What pupils had to say about their learning experiences

WHAT MAKES A GOOD LESSON?

* When I have learned something more than before I walked into class.

* A teacher who can control the class, but can be funny and really nice.

* Being given work that’s not too easy and not too hard.

* When everyone behaves, we get to do our work and you get it right.

* Sitting and discussing with each other.

* When you work hard but enjoy it.

* When you learn, but not when it is boring.

WHAT DO YOU THINK YOU NEED FROM SCHOOL TO HELP YOU SUCCEED WHEN YOU LEAVE?

* More work in class to challenge people.

* One thing, knowledge; a whole period of revision is not going to teach you anything.

* Something to know your level.

* May be a little more education, I can’t think of anymore.

* I don’t think I have thought that far.

* I need more intelligence.

* I need the teachers to encourage me and give me confidence.

WHAT MAKES A GOOD TEACHER? WHAT SHOULD THEY BE LIKE?

* Good, but kind of strict.

* A good teacher should be able to teach you things you didn’t know and he/she should be able to have a laugh.

* Nice, quiet, strict, friendly, kind, helpful, quite young and trendy.

* Kind, not a person who explodes at the smallest things. They should have a sense of humour.

* I think all my teachers are brilliant, except the one who picks on me.

* One that doesn’t shout/moan – and helps you under any circumstances.

* It doesn’t matter if they are male or female, but one who is not “moany”. One teacher gets on at someone for taking too long to get a pencil out of their school bag.

* A good teacher should be sound, young and fashionable.

* A good teacher should be smart, funny, interesting, someone who should not “spontaneously combust”.

KEY FINDINGS

* Pupils feel a strong sense of belonging to a school.

* Relationships with teachers and peers are key to a sense of well-being.

* They want to succeed, but don’t always know how to go about it.

* They value teachers whom they perceive to go the extra mile in helping them learn and overcome difficulties.

They want to feel safe in the classroom, playground and beyond.

* They need to feel valued for more than academic achievements.