8th August 2008 at 01:00

Posted by bigjimmy

SQA results are due out this week and I was wondering how pupils would feel: every emotion from despair to elation, I imagine.

During September, PTs will be summoned by their heidies to explain their department's results and, after that, heidies will be asked the same by their council bosses.

We all use various strategies to improve what is the single most important reason for our jobs: attainment. We teach through verbal, written and kinaesthetic media and differentiate our lessons to cater for all pupils; use formative assessment, etc.

Surely the biggest detriment to raising attainment is the utter laziness of many pupils? Pupils who think they have worked hard by writing three sentences; pupils who didn't do their homework?

Posted by Scotia

Respect has a lot to do with it - respect for the teacher or respect for the purpose. Where a pupil respects a teacher, even the really idle can sometimes buck up.

I've seen it, with one colleague in particular. She is a no-nonsense, experienced teacher who gets great results with every class. Not a miracle worker, just a good teacher.

Likewise, if a pupil really wants something and believes doing the task will help himher get it, then they do work. Boys especially.

Posted by ermaelnije

I agree with a lot of what you say. One of the biggest problems is the amount of "positivity" in primary (I am a primary teacher). It seems that we should praise everything a child does, instead of being able to say they are wrong. Pupils need to be made aware of acceptable standards. National assessment levels are a nonsense because of the low threshold for a pass.

Posted by Cleo Cat

We have a problem regarding pupil motivationlazinessinability to learn independently. I'm witnessing the effects in my own two uni student children.

They have had such a shaky first year, despite doing well in school. Why? Why does my son get an A in his Advanced Higher maths but fails first-year uni maths, which is supposedly a fairly similar level? My theory is that we in secondary are jumping through far too many hoops to cater for all the different needs of pupils. We are getting so expert at teaching, but our pupils are absolutely hopeless at learning.

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