Every parent, irrespective of their age, will have lent a hand with their children\u2019s homework.\u00a0 None of us saw this as meddling did we?\u00a0 We wanted to be involved, help their understanding and, possibly, make sure they were at least as good as the best or better.\u00a0 When my daughter was 11 she had to build a scale model of the Globe theatre; yes, it was an interesting project but a little daunting, given that she had zero modelling skills.\u00a0 In the end that\u00a0didn’t\u00a0matter because, even though my modelling skills were zero too, I had focus, I was in the zone and I was going to prevail, no matter how many hours I had to devote to thatching a circular construction with a hole in the middle.\u00a0 She\u00a0didn’t\u00a0win top prize, she\u00a0didn’t\u00a0win any accolade at all, and I was as disappointed as she was; this was a plague on both our houses after all.\u00a0 When I was next at her school the winning Globe was in pride of place in the reception area.\u00a0 I took one look and knew instantly that that kid had architects for parents.<\/b><\/p>\n
Wanting our children to succeed in life starts early.\u00a0 Throughout nursery and primary school we set good examples; we read to them, we keep them safe, we sort out issues and we simplify the complex.\u00a0 We always looked amazing in their eyes because there was virtually nothing that we couldn’t explain coherently, apart from how babies were made.\u00a0 There may have been a couple of wobbles in years five and six when age and experience were no match for \u201cit\u2019s not done that way at school\u201d or \u201cdon\u2019t you understand the question mum?\u201d\u00a0 but, in the main, we were heroes, giants among men, primus inter pares, winners.\u00a0 For me this all changed rather quickly when my three got to secondary school.\u00a0 I found myself spending inordinate amounts of time on BBC Bitesize relearning what I once knew to help them with their homework.\u00a0 I also wanted to remain their hero, but I didn’t feel bright enough and my contributions weren’t hitting the mark consistently.\u00a0 It wasn\u2019t too long before my children stopped asking for my help altogether.<\/p>\n
Over the years I\u2019d be asked my advice now and then, but when I didn’t have the foggiest about the October Revolution or Milgram\u2019s study or the difference between diastolic and systolic blood pressure, it was back to the chorus.\u00a0 Then I found my role, I could edit the homework.\u00a0 I write for a living so I knew that I could make a worthwhile contribution.\u00a0 And I did.\u00a0 My son especially appreciated my input and I was delighted to be actively involved in his academic education once more.\u00a0 This joy ended rather abruptly when my son realised that every time I\u2019d helped him he got lower than expected marks.\u00a0 His essay on the miners\u2019 strike was a tour de force, but his history teacher wasn\u2019t of the same opinion.\u00a0 This mini masterpiece, coloured and enhanced by the addition of Eddie Shah and flying pickets, should have attracted an \u2018A\u2019 I thought, but it ended up a \u2018C\u2019.\u00a0 Why?\u00a0 Because my input, chock full of my own knowledge, or \u2018OK\u2019 as I later learned it\u2019s called, turned a sharp, relevant, fact-filled essay into a flaccid story, short on substance, but brilliantly descriptive.\u00a0 My only defence is that I didn\u2019t know the rules, aka \u2018AOs\u2019 or Assessment Objectives.<\/p>\n
As you\u2019d expect there are marking criteria for all subjects, and sometimes the students know about them and sometimes they don\u2019t, but for me it was a revelation.\u00a0\u00a0 After ploughing through all the different AOs for my son\u2019s subjects \u2013 and they change according to the subject and the unit \u2013 I realised that exam boards don\u2019t want works of art, they\u2019re after incisive thought, depth of knowledge and proof that you can apply that knowledge to specific situations.\u00a0 You need to be able to cross reference, use source material and embellish with quotes where relevant.\u00a0 This is brilliant of course, but it does mean that if you know how to trigger the higher marks, a less able student can fare better than a more able one who isn’t as savvy.\u00a0 Is there any harm in that?\u00a0 Probably, but being savvy might get you further these days.<\/p>\n
The net result of my intrusion into the world of education was increased admiration for secondary school teachers.\u00a0 I know they have a tough job just doing the day-to-day, but after trying to get to grips with one tiny, but vitally important part of their work, I realised for the first time how enormous their remit is.\u00a0 Every year they have to be completely at home with new information to guide their students successfully through the course to reach the exams \u2018fit for purpose\u2019.\u00a0\u00a0 After reading, OK (that means okay) scanning, documents from OCR and Edexcel, all I wanted to do was take another shot at the Globe.<\/p>\n
To my kids\u2019 teachers, and to every teacher helping their students be the best they can, all I want to say (without being overly descriptive and using insightful and penetrating vernacular only) is \u201crespect\u201d.<\/p>\n","protected":false},"excerpt":{"rendered":"
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