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Shy Teacher Fuck Sex



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- How does your industry function today and how is it structured?Intensely bureacratic and authoritarian, for both staff and students.Almost every aspect of school is, for want of a better term, 'un-natural'.From uniforms, to compulsory timetables, compulsory exams and subjects, asking permission to use the toilet (bad enough for students, but teachers literally cannot go to the toilet in lessons, and if you;ve no free periods that day, tough), while for staff, performance management, endless bureacracy, constantly being pissed on by bosses and the media, performance related pay coming in, regional pay coming in, league tables, constant judgement etc etc.


- What would change now if you had the chance?Smaller class sizes, less than a 10:1 teacher ratio, with other support. Less rigid timetables, far less exams, and only those that really want to pursue a field doing it, but the freedom to explore other choices should you change your mind later.


- What do you think might need to stay in the new utopia, and what would have to go?Subject specialisms would stay, it's not even capitalism's fault that I'd be a rubbish art teacher ;)In fact we'd actually be able to 'teach' our subjects, as opposed to being spread thin and co-opted to teach (badly, usually) outside our specialisms because of budget pressures in schools and high staff turnovers.Age divisions I'd imagine would roughly stay, but hopefully the stigma would be removed form people who work at a slower pace need extra time to pick stuff up.


99% of bureacracy would go, judgements of pupils and staff would go, unless sought, and then it would be constructive.All managers would go, work shy people who generally speaking hate kids and can't wait to get out of the classroom and spend as little time near it hiding in their offices.Uniforms can also fuck off, as can staff dress codes. In communism I shall wear my Uniform Choice tshirt to work, because I am a 'cool teacher' ;)


- How would this reshaped industry be structured and how would it relate to the twin pillars of local community and wider society (eg. the postal worker above talks about how workers would need to balance the demands of local groups with the needs of everyone else)?The school would simply be a part of the community, open for everyone to avail of facilities but may specialise depending on community and workplace decisions. Classes would be much smaller and teachers would be much more facilitators, though they'd still have to teach, a physicist will hoepfully know their shit and be free to impart it, should people want to hear.


What do you think might need to stay in the new utopia, and what would have to go?I think this model of education, which is open-ended but supported with knowledgeable teachers and really good materials, is close to the way folks would learn in a libertarian society. So I would say keep most of it.


The 'anarchy' of production reigns. The industry consists of medium and small firms competing with each other, usually on the field of 'customer service,' as this is a 'value-added' experience that can be somewhat controlled by management, and other inputs are homogenized by medium-large distributors./i]Obviously, workers' control through democratic self-management and a 2/3 reduction in working hours for the same social consumption credit (tbd). Also, fuck all stupid 'choices' between branded products; I'm perfectly content with ONE brand of decent wine, ONE brand of high-test vodka, ONE brand of frozen 'french' fries, ONE brand of diet soda (am I joking, or not?), ONE brand of toothpaste, etc.


What do you think might need to stay in the new utopia, and what would have to go?People got to eat, drink and be healthy. I'd be willing to spend four 4hr days working the distribution centers for the products necessary for said activities. Managers, whose sole purpose is to intensify labor exploitation, can get fucked.


- How does your industry function today and how is it structured?Basically we get edicts telling us to educate children and take into account development difference etc and then teachers and the children are judged arbitrarily in exams, for example if a kid has a certain grade in science at age 7 then they are expected to get certain grades all the way through school. IT might have been a lucky result, the child might have been coached etc, you also have the problem that it takes nothing else into account, so if a child's mother, grandmother dies, if their parents divorce, if they have to move, if they change foster placements, if they have a period of depression, if they break their wrist... all of these things can affect exam performance and none of them are taken into account.Schools are also judged arbitrarily, for example going below 30% A*-C grades can drop a school into 'special measures' which usually means the head etc are replace by a new team and everyone is put under a microscope. Althought there is a value-added teaching mark (whether on average kids outperform the predictions) this isn't used to evalute the schools. We are overloaded with paperwork that does nothing to help students.We have a relative amount of freedom in relation to the curriculum at first (years 7-9) but as we are teaching languages we are restricted by what we need to get across, also most of the resources are pretty similar.We are performance managed individually by looking at our exam results and occasional observatins of our lessons. Once in a while OFSTED come and all hell breaks loose as this can make or break a school in terms of funding.The focus on the A*-C bracket also means that struggling schools often ignore students who are not on the C/D borderline, as students on that line are the ones that make the difference to the league tables.- What would change now if you had the chance?Cut the hours. A full time teacher will have nearly 30 hours contact time in class. Throw in 10 mins a week to mark each kid's book and that's 30 odd hours again, add in time to talk to kids who need sime support, add in contacting parents when there is a problem, and there isn't time to plan lessons.I would like to teach a lot less so I would have time to prepare and plan lessons. I would like smaller classes so I could actually engage with the students. I would like to be able to take more trips, bring in people from the community, combine lessons with other disciplines, be able to use extra resource that I don't have to pay for.I really enjoy the pastoral side of my job, but no time is set aside for it. So basicaly no one really cares if I do it well, but obviously kids need to know that someone gives a shit about them.- What do you think might need to stay in the new utopia, and what would have to go?Schools as places should stay, but classrooms need to have more resources and schools need to be much more open places that the community are involved in (not the open schools bullshit which means classrooms are rented out and things that are left in there disappear or are moved)Targets and the rest should go. To a large extent exams too. I have A* (top grade students) who can actually speak French, but might not actually get the top grade because the margins on the exam paper are wafer thin. Or because they actually gave an answer to a question rather than mechanically calculating how many key phrases and bits of language they could add in. I'm not entirely against the idea that they need to be able to show all of their skills and knowledge. I also don't like controlled assessments which favour students who can get external support.More choice for students. When I was at school they picked a language for us at 11 and we could change at 14 (but who would because they'd be starting fromscratch in an exam class) in many schools now they teach two languages until 14 then the student chooses one to continue with (until recently they often chose neither as languages tend to be a bit expensive in terms of resources and are harder and were not included as key subjects in league tables)- How would this reshaped industry be structured and how would it relate to the twin pillars of local community and wider society (eg. the postal worker above talks about how workers would need to balance the demands of local groups with the needs of everyone else)?Tough one, I think learning a language is a key part of education. It increases a person's ability to express themself, it makes them more reflective, it opens their mind to ideas of expression and audience and what language actually does when you use it.Most students and their parents disagree. I would hope that a language would still be largely compulsory, especially at first. Hopefully it would be taught in an interesting enough way that children would want to do it. For example by having speakers of foreign languages working with children from an earlier age and actually being integrated into the classroom so children see a language as a method of opening access to literature, information, cultures and most importantly to people.I would like people from within the community to be helping to teach languages within schools, or even just showing the languages, why not have someone's dad/aunt/cousin come in and teach kids a song in turkish, or how to count to ten in cantonese, or a recipe in pashto. It would also be nice to have the community involved in choosing the languages we teach. And supporting us. Why not have someone come in and teach us about an area they have visited, or came from, or where something interesting happened. 2ff7e9595c


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