Anyone taking the bus or train to work in the UK this morning would have been confronted by this headline in the popular free newspaper the Metro, creating the impression (again) that our schools are currently populated by armies of illiterate teachers who can hardly distinguish their anus from their olecranon. So let me try to put the ‘problem’ into perspective. One of my many responsibilities in a previous role as a DHT in a large secondary comprehensive school was to read, comment on and sign the twice-yearly reports for my year group – around 250 students. In the course of doing that I would regularly have to return to members of staff who had errors in their reports and ask, as diplomatically as possible, that they be re-written, to save potential embarrassment all round (Note that ‘embarrassment’ is a tricky word to spell). It is a task I did not enjoy. Was it ignorance on the part of the teacher or simply the pressure of deadlines and a hundred and one other things on their minds? In my view it was much of the latter and a little bit of the former.
“Evidence presented to the Review suggested that a small, but none-the-less significant, number of initial teacher education students lack some of the fundamental attributes to become good teachers, including limited interpersonal skills and basic weaknesses in literacy and numeracy. Although the evidence was largely impressionistic and applied only to a minority of students, the concern was persistent and widespread and needs to be addressed.”
Teaching Scotland’s Future - Report of a review of teacher education in Scotland January 2011
Teachers do, occasionally, make mistakes when writing reports. But we all mistakes, don’t we? Of course we do, yet teachers, uniquely it seems among the population at large, are not allowed to. They must be above reproach, infallible, superhuman, an expectation all too easily taken up by the mainstream media. Newspapers, and newspaper journalists themselves you may have noticed, also make mistakes, despite having internal mechanisms to ensure that they don’t, a point not lost on independent ICT consultant and founder of L4L Leon Cych, who contacted the Metro and asked them about their newspaper and the role of the sub-editor. You can hear the resulting conversation here (Note that it is easy to confuse ‘hear’ and ‘here’ if you are in a hurry).
At the risk of spoiling the fun for anyone who has yet to attend one of my literacy sessions with teachers, I often begin with a spelling test consisting of four or five words, offering a substantial prize for anyone who achieves full marks. Only one person has ever claimed the prize, and he admitted later that he had attended an earlier event so remembered the words, which I hadn’t changed. The moral of the story is that whether you are a teacher or just an ordinary human being, when it comes to literacy none of us is the finished article (Note the singular noun ‘none’ – no one – takes a singular verb ‘is’). The key issue is not whether you know, or think you know, everything, but whether you are aware of your weaknesses and are taking the appropriate steps to improve them.
Footnote: the most common error in the reports I was responsible for checking was a failure to distinguish between ‘practice’ and ‘practise’. When I explained the difference to one colleague I was told that I was making it up.