How a smörgåsbord of learning in lower phases might be contributing to high exclusion rates in secondary schools

Posted on

Well said. I’m with you!

The Quirky Teacher

I wrote yesterday about how I believed the disadvantaged child who does not experience firm rules, structure or habits/routines in the home has therefore not developed the willpower or presence of mind to choose to concentrate in class (or choose the more difficult tasks on offer) as much as his advantaged peer. This is a psychological disadvantage that is further compounded by his first experience of educational settings in the EYFS phase being more about freedoms and experiences (mimicking what he has at home, but with more books) than being about putting him firmly on a path to educational prowess. This entrenching of poor habits of the mind is, I believe, the reason why certain groups of disadvantaged children stubbornly continue to trail behind their peers, despite government intervention (such as having to mandate the teaching systematic synthetic phonics) and a grassroots uprising of commitment to evidence-based practice to help…

View original post 1,803 more words


Leave a Reply

Fill in your details below or click an icon to log in: Logo

You are commenting using your account. Log Out /  Change )

Google+ photo

You are commenting using your Google+ account. Log Out /  Change )

Twitter picture

You are commenting using your Twitter account. Log Out /  Change )

Facebook photo

You are commenting using your Facebook account. Log Out /  Change )

Connecting to %s

This site uses Akismet to reduce spam. Learn how your comment data is processed.