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Your letters

Don’t write off dyslexics

I was delighted to see that Edward Vickerman, the Outstanding Young Teacher of the Year, is, like myself, dyslexic (‘Backbeat’, December). I empathise with all he says about allowing children to present their work in various ways. I know how much work there used to be before spell-checking computers in writing just one simple letter.

In my fifties I managed to get a BA from the Open University and searched for somewhere to use it. Nottinghamshire council offered me a bursary to take a certificate of education. I never thought I could be a teacher, but it was when the national curriculum was coming on stream and technology teachers were scarce.

I had 14 years as a teacher and, though not all good, there were some very fulfilling times. I went on to take an MA in education with the OU.

I have been retired for a few years and fill my time as a district councillor. I took part in a pilot scheme run by South Bank university that offered a post-graduate certificate in governance for councillors. I am pleased to say that, in my seventies, I passed with merit.

So, as Edward says, ‘don’t write off dyslexics’. I wish him and any other dyslexic teachers good luck with their careers.

David Lloyd-Jones
Kent


Long division

I read the retired secondary headteacher’s response to Rob Long’s article on behaviour management with amusement, then alarm (‘Your letters’, December).

I could find no reference in Rob’s article to the massaging of egos. I did not get the feeling of having to tread through minefields, and was under the impression that the article was a guide to support teachers, not the reverse.

Young people are no longer automatically compliant upon entering a classroom, neither do they put up with ill-planned lessons and poor marking. They expect to be taught well and treated well. I have yet to meet a young person who did not respond to being treated with dignity. Unfortunately for many, it’s in the classroom where this happens for the first time.

As teachers, we encounter two types of badly behaved child: those who do not have the skills to behave in a socially acceptable way, and those who have the skills, but choose not to use them. (The ‘can’t’ or ‘won’t’ behave referred to in the article.) The article suggests ways to ‘increase the child’s behavioural repertoire’.

I have taught for 35 years in an inner city school and found Rob’s article to be full of common sense. When did shouting at an angry pupil produce anything but more shouting? Surely it is a teacher’s job to try to diffuse situations. How many times has a pupil’s naughtiness led to disclosures of abuse? How many throw-away remarks such as ‘you’re useless!’ have led to a pupil believing they were indeed useless? When did a pupil ever walk away from being yelled at and think: ‘I really enjoyed being shouted at and think I have now been given the skills to move forward and amend my ways?’

As adults we appreciate being treated with dignity and respect, so why would children be any different?

Young people are vilified by the media. We have the opportunity to shape minds, increase self-esteem and improve our pupils’ life chances. There was nothing in Rob Long’s article that contradicted this.

Sue Ellison
by email

Rob Long is one of the most interesting, inspirational people I have ever met in the field of education.

As with many articles, it can be difficult to contextualise the statements made, but Rob clearly outlines that this is ‘a general theoretical perspective’. He is simply sharing philosophies that he has real evidence work, if they are correctly adapted.

Following the two-day conference led by Rob that I attended, a group of teachers from a variety of backgrounds returned to their schools to use their new-found insight and work with staff teams to see if they could make a difference. The results were mind-blowing and every teacher was amazed by the impact they had in a short space of time.

I welcome articles such as Rob’s. As a headteacher who is always striving for the best, I think it only right that we keep our minds open and demonstrate a willingness to try new approaches, especially those which are obviously grounded in sensible thinking.

Joy Price Bish
by email

It was easy to be enthused by Rob Long’s training. I felt it would be possible to implement some of his ideas to complement what I already do. However it also made me realise that I do know how to handle my pupils. The difficulty is that the pupils were not on the training sessions with me.

I am a secondary teacher and have three Year 8 classes. On a Tuesday morning I teach them and a Year 7 class consecutively. That is 113 pupils, of whom 23 are persistent offenders and cause low level disruption. I cannot spend the time needed to put Rob Long’s strategies into action. I have tried and had some positive results with one or two pupils. But that still leaves 21. When I speak to them individually I invariably have a positive response, but it is short-lived.

So I agree with the respondent in The Teacher. I continue to plan and deliver my lessons with patience and humour, and trust that we will all emerge unscathed.

Mary Timmins
by email


Buyer beware

Your members should be aware of a company called PDC Education (www.teaching-resources-uk.com). Their business practices have caused considerable distress to members of the profession.

The website offers teachers a chance to trial PSHE resources. Only in the very small print is it explained that, unless the teacher requesting the trial writes to cancel before the 14-day trial expires, the school will automatically be invoiced for a two-year contract. The invoice can be for hundreds of pounds, with the threat of debt recovery if it is not paid.

This is not standard practice for many reputable companies who supply resources.

While PDC Education’s actions are not illegal, they are an example of sharp business practice. Devon County Council warns its schools against dealing with the firm, and the TES online forum contains several posts from aggrieved teachers caught out by the company’s tactics.

Eric Pickles
by email

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