Training teachers with 'pop Science': are humans as simplistic as Science suggests?

I have written before about the pedagogy attached to training sessions for teachers (see link here). My thoughts have been brought back to this topic after a recent training session in attachment theory. In particular, the use of popular science when training teachers.

Since I started teaching I have been involved in numerous training programmes, which upon reflection, has incorporated scientific findings about the brain to training sessions. The most recurring example is the synaptic connections within the brain which strengthen knowledge through practice. Similarly, I have become familiar with the amygdala, which according to session facilitators is actively involved with the flight, fight or freeze reactions that humans find themselves within when their “chimp” is out.

Sociology of scientific knowledge has been concerned with researching the effect of scientific knowledge upon social life and this is an example of this. During these training sessions I have often been skeptic of the use of scientific understanding of these social characteristics, which has led me to reflect, why? I think it may be due to my social science training. During A-level Sociology, I learned about the sociology of science and read works by Kuhn, Popper and Potter. Is it really true that social conduct is all down to functions within the brain? Perhaps my skepticism is a weakness and my lack of scientific knowledge is causing me to be ignorant but from my point of view this type of “popular science” is too simplistic and reduces humans to cause and effect models. 

Miss Bowling’s Shining Stars: Has something as simple as gold star stickers ignited my form?

My form, is comprised of those pupils who are punctual, do their homework and often get overlooked within a class due to dominant characters who get into trouble. Obviously, there are a couple of slips where some pupils, perhaps some more than others, forget their basic equipment or cause low level disruption. However, I found myself thinking that these are the “grey” kids who often do not get the attention or recognition they deserve on an individual basis. They may not be the pupil with the most level 1s, an attitude to learning score given to a pupil who has worked exceptionally in a lesson, but they are continuing to work well. Therefore, I decided to create a spreadsheet with all their names on, print it off and physically hand the pupils gold stars for every 1 they achieve within a day. I thought this may be a bit childish, but the reaction I have got has proved that I was wrong.

Since the implementation of the table, pupils are more than ever getting 1s in lesson; they relish in me calling out their name in form to come and collect a star to attach next to their name on the wall. Often, pupils will have achieved 2 or more 1s in one day. In fact, this week two pupils have achieved all level 1s in a day (that’s five 1s!). This may have something to do with actually handing the pupils a shiny sticker which symbolises that they have done well; psychologically putting a gold star next to their name could make them feel responsible for their attitude to learning within lesson. Having the chart visibly accessible for all my classes has made individual rewards for behaviour public. I have noticed that pupils will count how many gold stars other pupils have, then compare this number against their own. This has even proved well when I have been teaching other classes; surprisingly even with year 10. These pupils would count and see how well pupils have been doing even if they do not know them. It could be motivational for them to see that I, as a classroom teacher, am actively involved in other pupils’ education, which may translate into how they behave and act within my lessons.

Furthermore, the chart has created a tool that I can use for monitoring those pupils who do not get 1s and just “get by”: those with two or less gold stars to their name. I could then probe, why are these pupils not stretching themselves within lesson? How could I ensure they do? I’ve also found it is good for those pupils who would not usually aim for a 1 as it has given them something to aspire to within a lesson. 

What I now need to think about is how I will reward pupils once they have reached certain mile stones, any advice on this is much appreciated! 

Preparing pupils for neo-liberal liquid modernity: could high staff turnover be developing pupil resilience?

Figure adapted from Worth and De Lazzari (2017)

Statistics show that the number of teachers leaving their school every academic year, either to pursue another career or to simply move schools, is steadily increasing (Worth and De Lazzari, 2017). This phenomenon has resulted in crises of both teacher retention and turnover (Hilton, 2017). Often, these studies highlight the negative impact of high teacher turnover: for instance, Ronfeldt et al (2012) found a correlation between student achievement and high staff turnover rates; the higher the turnover, the lower the achievement. However, in my school I have begun to witness an accidental by-product of high staff turnover: the development of resilience in the face of the unknown.

It has been recommended that a crucial skill that schools must develop within their pupils is resilience. Resilience is defined by Hinduja and Patchin (2017) as a skill to overcome adversity and adopt a “carry on” attitude despite the stresses of everyday life. There are many ways in which a school can plan to develop this resilience within their pupils. For example, resources have been developed to encourage Dweck’s (2006) growth mind set in order to foster pupils’ resilience (Edutopia, 2017). However, one unintentional method of developing pupil resilience could be the level of staff turnover within a school.

I have observed that pupils are increasingly becoming reliant on the ‘concrete’ structures, such as the behaviour policy and GCSE course structures, rather than specific teachers. As such, pupils are prepared for unknown factors: they can overcome adversity, the foundation of resilience. Indeed, this is preparing pupils for life after school. Participating within liquid modernity requires resilience: society is characterised by insecurity and the insecurity within schools will make the pupils familiar and ready to deal with this feature of society (Beck, 2014). In a way, the school can be seen as a microcosm of society.

Research suggests that high staff turnover happens predominantly within disadvantaged, non-white schools. Although this may be a contributing factor as to why the achievement gap exists, it may foster a resilience gap between disadvantaged schools and those schools who have low levels of staff turnover. As my observations are only that, observations of one school in isolation, it would be interesting to, somehow, measure the resilience levels of pupils attending a school with longstanding members of staff against pupils attending a school with high levels of staff turnover.   

Reference list

Beck, U. (2014). Pioneer in Cosmopolitan Society and Risk Society. Springer.

Dweck, C (2006). Mindset: The New Psychology of Success. Stanford.  

Edutopia (2017) Resources for Nurturing Resilience. Online, available at: https://www.edutopia.org/article/resilience-resources

Hilton, G. (2017) Disappearing Teachers: An Exploration of a variety of views as to the causes of the problems affecting teacher recruitment and retention in England. BCES Conference Books, 2017, Volume 15.

Hinduja, S and Patchin, J (2017) Cultivating youth resilience to prevent bullying and cyberbullying victimization. Child Abuse & Neglect, 73, 51-62.

Ronfeldt, M. Loeb, S. Wyckoff, J. (2012). How Teacher Turnover Harms Student Achievement. American Educational Research Journal. DOI: 10.3102/0002831212463813

Worth, J. and De Lazzari. G. (2017). Teacher Retention and Turnover Research. Research Update 1: Teacher Retention by Subject. Slough: NFER.