Ofsted – Dr Jean Pain | Psychotherapist

I read in my Saturday paper that at long last pupils will be taught to spell and learn grammar. About time too and the younger the better. When I was a child I enjoyed doing spelling tests every week. I believe that the teaching of English grammar should be started at the same time as children are learning to read and write. This is the practice in some European countries. Another subject that could be taught in primary school is another language.

It is well known that up to a very early age, say 6 to 8, children can easily learn two or even three languages at the same time and we are talking about all normal children, not the brightest ones. The older we get the harder it is for children to learn another language.

I have heard from parents that when their children start school they are often very disappointed because they don’t want to play they really want to learn proper subjects. We have always underrated just how much small children can take in. Of course the methods for this early teaching need to be carefully designed. Let me give you an example. My nephew’s son has a Danish mother. They came to visit us when he was three years old and he was already speaking Danish and English. His wise mother spoke her own language to him from the start in tandem with lots of English from his family and friends.

As we were having lunch his mother was talking with him. “Did you answer in Danish?” I asked him. He looked puzzled and turned to his mother for help. She said “This is how Mummy talks”. His mother cleverly used this phrase instead of the word ‘Danish’. I realised that he could easily move from one language to another, but he hadn’t yet grasped the concept that there were many other languages. He just took all this for granted.

It occurred to me how useful it would be to to learn the grammar at the same time as we are learning the language. I had to wait until I was at grammar school to learn two languages, French and Latin and English grammar. I know I would have learned all this much earlier and easier with skilful teaching leaving me free to go further and faster later on.

If children learn real grown-up stuff, in their eyes, it would be a wonderful boost to their confidence and they would improve, not lose, their ability to concentrate.

One of many mistakes in education changes since I was a child, is giving homework to children under eleven. With good teachers, there is no need. Children need time to themselves to play and read in their own homes and put school behind them until the next day. Even worse, it is another great mistake for parents to try to ‘help’ with homework. That is not a role of parenting. Home is somewhere to relax and rest. There should be no interference between teachers and parents unless there is a serious problem that needs to be examined. However, most teachers who choose their job have the gift of finding their own way of passing on information. Busybodies, i.e. Ofsted, should stay away unless there is a real reason for help.

You won’t believe this but Ofsted has interfered so much in education, with pressure from the government, that at the beginning of each new academic year all teachers in comprehensive schools are obliged to attend the day before to be taught how to teach no matter how much or how little experience they have had. The result is that many of the best teachers feel very frustrated and look for another job or take the earliest retirement they can whilst the worst, who don’t mind being told what to do, stay on. The truth is that teaching, like writing, music and all kinds of creative activities are inherited abilities, just as we all have the mental capacity to be able to learn to speak and we all learn to do so in our own individual way.

So it follows that the the best teachers have their own methods learned from their own inherited talents and experiences. Three of the greatest in the field of language, Saussure, Wittgenstein and Harvey Sacks, were all innovators. They were from different countries: Saussure was Swiss, Wittgenstein was German and Sacks was American. Saussure discovered that words are signs and symbols that stand for all things, people and ideas. Wittgenstein taught us that the meaning of words depends on the contexts in which the words are used and Sacks agreed with Wittgenstein and contributed his work on Conversation Analysis in all social talk in many situations.

Could you imagine any of these great men allowing anyone to tell them what to do? Certainly not. We should show the same respect to our teachers as was the case before the 1950’s when I was at school. The proof of the pudding is in the eating. Standards have dropped drastically. Useful subjects are largely left out, especially English grammar, Latin and foreign languages. Note these are all the humanities on which we build the foundations of our ability to think clearly and understand human nature and the bases of our own cultures.

We must not let ourselves be taken in by examination results. Anyone who wants to can rig them and they do. Who are making the judgements? Many of those whose education has suffered from the constantly lowering standards of the last few decades. They are the people who think they are right and that there is only one way of doing things according to their own prejudices.

More than ever standards are dropping in the fine arts.

However it is not all doom and gloom. For example, no-one tells conductors what to do yet they work in perfect harmony and this is recognised by the constantly filled Halls of the most popular music, including those from the past as well as the present.

Simon Rattle is, I think, one of the best. On the radio he was asked the question “How do you manage the orchestra?” His answer was “I’m constantly challenging the orchestra to do better. But they are also challenging me, so it’s a series of continual failures.”

This is a sharp reminder that nothing is perfect. All researchers have to bear this in mind. We learn more from our failures than from our successes. The more times we get something wrong the further we move towards success. What do we do when that is over? All who are worth their salt start to look for a further challenge.