Teachers’ International Professional Development - TIPD

Hertfordshire LEA co-ordinated Study Visit

Summary profile
Local Education Authority : / Hertfordshire
Full Name of LEA visit leader :
E-mail address : / Dr Alister Fraser

Reference and Title of Visit : / SV476: Boys’ Under-achievement
Provider : / British Council
Country / Region visited : / Russia/ Irkutsk
Types of schools visited : / Primary
Secondary
Age of students observed : / 7 - 18
Language/s used: / English
Key Educational Purpose of the Visit: /
  • To find ways of improving boys' concentration, effort and attainment.
  • To see how another culture deals with the issue of boys' under-achievement – if indeed it is an issue
  • To discover new methodology, ideas and strategies to improve achievement at whole school and individual student level.

Introduction

Intended aims of the visit:

Boys' under-achievement is a national problem and one which is shared by many schools at primary and secondary level within Hertfordshire. It was hoped that a study visit of this sort would further enhance our understanding of what it is that causes boys to under-achieve and increase our knowledge of strategies that could be implemented to help overcome this issue. Additionally, we hoped to discover to what extent culture is a factor in causing boys' under-attainment and, if so, how we might begin to address this. Many schools have tried a considerable range of approaches to raise boys’ achievement; it was hoped that the opportunity to 'think out of the box' might increase this range still further

Expected outcomes of the visit:

  • Greater understanding of what factors give rise to boys under-achievement
  • Effective and practical strategies to help overcome boys’ under-acvievement
  • Clear and objective thinking about the nature of boys' under-achievement.
  • Insight to the particular cultural factors which might affect a boy's performance.

How were these to be identified and recorded:

  • A range of school visits which involved:

- classroom observations

- interviews with teachers, principals, advisers and students

- round table discussions with heads of departments, class teachers and senior

management teams

  • Specialist briefings from representatives of the Regional Department of Education
  • Specialist briefings from the Municipal Department of Education
  • Discussion with staff at the Regional Rehabilitation Centre for Children

Evidence was recorded through note-taking and through the use of video and photography.

Report of the experience

It is true to say that expectations of the visit were high prior to departure. The various members of the group came from reasonably widely differing schools, covering both the primary and secondary phases, and there was a similarly broad expectation in terms of outcomes matched to differing contexts. It was gratifying to find that the British Council in Irkutsk had put together a programme that catered for interest across the primary and secondary phase. This was further enhanced by the degree of flexibility that was afforded by the principals of the various schools we visited in accommodating the different needs of the visiting party. Our prime objective was to explore and find solutions to the problem of boys’ underachievement; it needs to be stated, however, that this tight focus could not in reality be maintained for the whole of the visit. The opportunities to gain insight across a much broader range could not be ignored and the group arrived home in England with a broader, rich and valued experience of Russian schooling.

The agenda that was arranged by the British Council in Irkutsk was varied and balanced. It began with specialist briefings from members of staff at the Institute for In-service Teacher Training. These gave us an interesting insight to the theory that underpins practice in the schools. Presentations by representatives of the Regional and Municipal Departments of Education were given on the Russian system of education and the development of education in the Irkutsk region and this helped to set the scene for our programme of visits. We visited four schools and a Rehabilitation Centre for Children, which took place on successive days. We observed a range of subjects being taught and received presentations from students about their work in lessons and in extra-curricular activities. Whilst it is acknowledged that the visit presented a wonderful opportunity to gain a perspective on Russian education and schooling, we are also aware that, in many respects, it is, by its nature, only a limited view and this has constantly to be borne in mind when reaching conclusions.

Our first visit was to the Experimental School No. 47 in Irkutsk. We were met at the school entrance by a group of girls in traditional costume singing a welcome which was both touching and greatly appreciated. We observed a range of lessons and were struck by the high level of commitment shown by students and teachers alike. The building itself was spacious and cared for. Students respected their environment and took pride in showing us around and in talking about their life and work in school. Particularly notable was the very good quality of relationships between staff and students. There were good systems in place to cater for the social developmental needs of students. In many respects the school had a formal approach with clear structures in place, which were known and respected by the students. For example, there was a strict dress code (agreed incidentally by the students themselves) and a code of conduct that included the protocol that students stood when a member of staff entered a classroom. The standards achieved were high; particularly memorable was a dance class where older students, boys and girls, worked hard to give of their best; and a singing class where younger pupils attained well under the guidance of an inspirational teacher. The school has devised a system where tutors draw up tailored work programmes to meet the needs of individual students in conjunction with parents and psychologists.

Our next visit to Lyceum No.2 in Irkutsk proved to be very different. This was a smaller school but was still spacious both within classrooms and outside in the public areas. Again, our welcome was warm and we were extended every courtesy from the head teacher, staff and students. Teachers talked openly about their work and members of our group took the opportunity to share professional practice and to exchange knowledge about particularly helpful resources that are available on the Internet. Students had arranged a short knowledge competition to which we were invited which involved students from across the age range. This was conducted with enthusiasm and commitment and one could not help but notice the very good quality of the relationships between the students themselves and between students and teachers. This was followed by a question and answer session between the school and the visiting group that was both informative and very good humoured. One of the abiding memories of this visit was the very good ethos within the school. There was a high degree of mutual respect between students and staff where individuals were valued both in terms of their achievements and for their personal qualities.

The third visit was to the BolshayaRechkaSchool which is a school in a rural setting not far from LakeBaikal. We were greeted in the traditional manner with a group of girls in local costume singing a song of welcome and offering freshly baked bread to their visitors. This was a delightful start to our visit the spirit of welcome and friendship extended throughout the day. We visited a number of lessons including a science lesson delivered by the headteacher and primary classes where art and mathematics were taking place. The lessons were well prepared and students applied themselves with enthusiasm and commitment. Of particular note was the school’s museum that was organised and run by a former teacher at the school and a member of the local community. A number of impressions were made upon us; first, the pervasive sense of community with established traditions and values. It seemed to us as visitors that the school was proud of its pupils both past and present and made every effort to affirm this. Second, there was a great sense of respect and caring for individuals;

Recognition and praise was given to students’ talents wherever they lay and not just confined to academic achievement.

Our final school visit was to Lyceum No. 42 in Irkutsk. The school had recently been re-built and was modern and spacious. The Trans-Siberian Railway Company had been instrumental in establishing the school and continues to be involved in its direction. We had the opportunity of visiting a number of classes and observed the Student Council in action. Again, the level of commitment and enthusiasm shown by teachers and students was both compelling and refreshing. The building was well cared for and it was apparent that the students were proud of their school. Students mounted an entertainment for us at the end of the school day with contributions from all the age groups. The open and natural way that they entered into this will stay long in the memory. The school offered a broad curriculum to its students including astronomy, which was delivered by knowledgeable teachers. Overall impressions were positive of a school where a sense of community and belonging were greatly in evidence and where the individual pupils mattered for the qualities they brought to it.

Lastly, we visited the Regional Rehabilitation Centre for Children. This centre brought together the skills and knowledge from a range of disciplines concerned with the welfare of children. They worked closely with parents to ensure the best possible provision for individual children and also catered for a reasonably large number of orphaned children. The level of commitment of the staff was clearly very high in the face of having to deal with large numbers of young people with all the pressure of time that that entailed.

As a group we reached a number of conclusions and observations. We are aware that given the small data set they can only be tentative and circumspect but nevertheless are firmly based upon what we saw and experienced.

The overall impression is one that is positive. There are themes that emerged time and again throughout all our visits. The high quality of relationships that we encountered between the students themselves and with their teachers was pervasive. Students were confident and self-assured with a high level of self-esteem. Mutual respect between teachers and pupils was a hallmark of all the schools. In every case there was a great sense of community and belonging. There was a strong emphasis upon the country’s traditions and culture. Behaviour was consistently very good and there was no evidence of disruptive behaviour. Teachers valued their pupils and constantly recognised and reinforced their individual talents. Additionally, we were struck by the number of opportunities that were taken by senior staff to praise and recognise the talents of the teaching and support staff.

The level of commitment of the students to their work was remarkable. They willingly participated and were keen to be involved. Education was valued and the students saw purpose and direction in what they were doing. The level of commitment may have had something to do with the broad curriculum that was on offer. We had expected, before the trip, to see a fairly narrow curriculum with an emphasis upon the basic skills. We were unprepared for what we encountered where the emphasis was upon providing a broad curriculum in a spirit of valuing all subjects be they academic or otherwise. It was interesting and refreshing that the same level of recognition was given to achievement in sport, the arts and humanities as to that in more academic subjects. Competition is encouraged but set within a context where all could achieve. Certificates and medals were considered more important than examination statistics.

The net result of this was that students’ self-esteem was high and they were given confidence in their ability to make progress using their unique blend of skills and talents.

The main focus of the visit was to explore and find solutions to the problem of boys’ underachievement. We found that boys in the schools we visited were motivated and engaged and saw relevance in education. We saw none of the alienation that we have witnessed in England where boys do not get recognition in those parts of the curriculum where they are more successful. The Russian education system, based upon our limited data, appears to place greater recognition of success in all its forms and it would seem that they have not fallen into the trap of only valuing what can be easily measured. It was evident to us that a boy who was good at basketball, for example, was seen as a successful student. Boys thrived on the competition that was presented. There was a high emphasis generally upon raising boys’ self esteem.

The favourably high staff to student ratio meant that greater time could be devoted to developing a positive relationship with students. Boys were thus enabled to develop their socialisation skills and in consequence had a greater sense of belonging. No students were withdrawn from classes for extra support and hence the stigma that is often attached to this practice was notably absent.

The timing of the school day was also a factor which helped to settle boys to their work. There were flexible timetable arrangements, which allowed some to work in the morning and others in the afternoon. The working day was generally shorter and a ten-minute change over time allowed for calm and peace at the start of the lesson as well as giving staff valuable preparation time in order that lessons could begin promptly and purposefully.

The experience of the trip as a whole was deemed to be highly successful for a number of reasons. It is felt that a greater understanding was gained of why boys under-achieve. Insight was gained about how culture impacts upon expectations of boys’ achievement. A range of practical strategies was gathered which can be can be used to help counteract boys’ under-achievement. We found a re-affirmation of significant values that have ‘slipped’ from the agenda in recent years in English education. We were able to establish professional links with schools and individuals working in them in Russia. We also welcomed the opportunity to work in a cross-phase way with colleagues from primary and secondary schools.

Finally, we should like to express our gratitude to the teachers, students and principals of the schools we visited for their wonderful welcome; for being so forthcoming with information and allowing us into their professional lives; we should also like to thank the staff of the Institution for In-service Teacher Training, and of the Regional Rehabilitation Centre for Children, for sharing with us the benefit of their insight; and finally our thanks go to the British Council, both here and in Russia, and to Hertfordshire LEA for the efficient organisation that made the whole visit run so smoothly.

Evaluation

  • A great effort is made to increase pupils’ self esteem by making available a wide range of extra-curricular activities that is built into the school day. Most staff conduct these activities as part of their timetable. Additionally, individual strengths, talents and personal qualities are recognised and highly valued. Non-academic achievement is highly valued even though it is difficult to measure in numerical terms Care for the individual is further enhanced by an on-site, non teaching pastoral team and support staff such as educational psychologists based in school.
  • The organisation of the school day with a 10 minute break between lessons that last 40 minutes, is effective in giving pupils time to organise themselves and staff leeway to get their lesson organised. The small class sizes with a very high staff to student ratio (1:10 in every school visited) allowed for more individual attention for pupils from their teachers.
  • The strong emphasis placed upon the local and national culture and traditions gives pupils a strong sense of belonging and participation. Education is valued by parents and society and this creates a definite sense of direction and purpose.

How can the findings be applied to the UK context?

  • Review whether current curriculum is suitable for all pupils Introduce more flexibility into the timetable
  • Measure, and recognise, success in all areas of the curriculum
  • Implement a wide range of extra-curricular activities
  • Seek to increase the Staff/pupil ratio

How will you apply them to your work?

  • Consider timetable arrangements
  • Introduce short physical activity between lessons
  • Raise profile of non-academic competitions
  • Promote positive approach to education and learning
  • Continue to develop awareness of different learning styles
  • Value pupils’ achievement outside the academic sphere as well as within it
  • Work to develop positive relationships with the pupils with an emphasis on valuing and respecting them as persons.

How do you now intend to disseminate the findings of your visit?