Sometimes teachers are asked to bring an unruly child into line and this usually means dealing with a degree totally unreasonable behaviour, mixed with recalcitrance topped off with a generous dollop of a degree of total self-centred behaviour. None of it is usually reasonable nor is there any understanding that you simply cannot run a school with this kind of unruliness. I used to give such rare displays of temper and indolence a bit of rope and when I came to see that such behaviour is also irrational and the umpteenth aggressive challenge of “Why should I…….? do whatever is being requested would be met from me with “Well it is really a simple case that I am the principal, and you are in Year 8.”
But I am going to have to re-consider my strategy after the exhibition of the gathered people in the grounds of Parliament Buildings. Clearly the behaviours that we would once have called childish, arrogant and selfish are OK. Stopping the good students from working with the teacher and seemingly they would rather work against them, instead of with them.
Overall students are more reasonable that that. Schools that work alongside their students enjoy an atmosphere that is collegial by and large. Many a school has built a structure that involves the students who respond in a reasonable manner adding the value of their ideas and enthusiasms. And during the various iterations of Covit school students have demonstrated impeccable behaviour. This has been supported by teacher displaying a commitment to their profession at a time when it would have been easy to give up.
In the previous endemics that education has had to deal with, teachers have stood out with keeping the programmes moving along. That tradition has for the most part been maintained. And that applies to all sector – early childhood, primary, secondary and tertiary.
We would do well to pause and consider the great good fortune that teachers and educators, and those working to keep the education system going. bring with them each day of the year.
Yes, changes have been necessary – new ways of programme delivery for instance, the places where instruction takes place, the role of parents, and so on. It is hoped that the system considers these and build on the best of them.