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I recently saw this piece of brilliance …
Isn’t it awesome?
Of course some people will think it’s cute … but wrong.
Whereas others may think it’s cute … and smart.
Putting aside the fact the responsibility for clarity of communication is with the communicator, not the recipient – which means the exam board have to accept their role in the answer given – it also highlights how one persons ‘normal’ is another persons ‘lateral thinking’.
I know that sounds a big leap for what is a young kids incorrect/correct answer to an exam question … but at a time where the British PM wants to kill the arts and freedom of expression for kids in schools – in favour of even more logical and rational studies – it’s a sign how early we try to destroy/control/devalue the imaginations of the young.
What I find ironic about the British PM’s stance is that he seems to be of the belief that having people study maths for longer will make everything better.
Putting aside the fact that much of the UK’s global influence – ignoring the violent invasions of other countries – has come from the arts, that’s a big call to make.
Even more so when you consider the financial mess the UK is in right now, has come from the hands of the very people he wants to encourage more of.
As a parent this situation is very difficult.
Of course we want our children to be set up to embrace life. But if they’re all being taught the same thing … in the same way … without consideration of what their own personal talents, interests and abilities are … then are you actually preparing them to thrive or simply survive?
Recently Otis got diagnosed with a learning difficulty.
I say difficulty, but really it’s a complication.
It’s called Dysgraphia.
While this doesn’t affect his ability to learn, it does affect how he does it and what he may be able to do because of it.
We are incredibly grateful the school he goes to – Birkenhead Primary – not only embraced this situation by changing the way he could engage and present his schoolwork. They did it by specifically tailoring their classes and approach to ensure Otis could participate in ways that actively played to his strengths while maintaining the pace of everyone’s learning. And if that wasn’t impressive enough … they were the ones who first noticed there may be an area of challenge for him and were proactive in acting on it.
The impact of this approach on Otis has been enormous.
Not just in areas of his schoolwork that were being impacted because of dysgraphia, but in his overall confidence, enjoyment and willingness to participate.
He has always been a kid who tries hard and wants to do the right thing [so definitely more like Jill than me] … but thanks to his teachers, he now feels he can express himself fully rather than having to become a smaller version of himself in an attempt to find a way to get through certain areas of class that challenged him because of his dysgraphia rather than his ability.
Frankly I doubt this would have happened if we were still in the UK.
Not because the teachers aren’t as good, but because the system doesn’t allow the sort of deviation of approach that Otis’ school created for him.
What’s scary is Sunak’s attitude towards education will only make this situation for kids like Otis, even harder.
Either actively leaving them behind or setting them up for a life of anxiety, guilt and feelings of inadequacy. And yet it doesn’t have to be that way.
So many of these complications aren’t barriers to learning capacity, just accessibility.
A bit of flexibility can unlock the full potential of a child, especially with the power of technology these days.
But the schooling system is increasingly about ‘targets’ rather than learning.
Preparing you for exams rather than life.
Systems rather than needs.
And while I totally accept creating an education system that caters to the masses as well as the edges is incredibly difficult, having a one-dimensional system that ‘succeeds’ by forcing compliance and oppression is not the solution either.
What the British PM needs to understand is making kids study maths for longer isn’t going to solve the UK’s economic woes. But maybe designing an education system that enables teachers to help kids learn how to play to their strengths, is.
Or to paraphase Sir Ken Robinson … see creativity and imagination as a strength, not a weakness.
We’re so lucky Otis’ school values potential rather than parity … but I can’t help but wonder how many other clever kids are out there who have been written off simply because the system would not allow for them to be recognised, embraced and helped.
When will certain governments understand an educated generation is a successful nation?
Probably when they understand school should be about learning not teaching and it’s an investment rather than a cost.