NO 1826
The School that I'd Like
Forty years ago Australian adolescents were asked what they would like in a school. Here is what they had to say about curricula and teachers ...
'Curricula'
Student attitudes towards curricular offerings varied
enormously but there were some overall trends. Responses of students tended
on the whole to stress the need for greater subject diversification in
schools and more attention being given to practical experience and
vocational relevance.
However, some students wanted to maintain traditional
subjects in the school but wanted the range of subjects extended. Other
students resented sex segregation in curricular areas and felt that boys and
girls should be given the opportunity to study the same subjects. Some
students felt there should be more practical subjects available and that no
restrictions should be placed upon a student's choice of subjects.
A sizeable number of students felt that they were faced with a limited
curriculum and that their experience was one of little or no say in the
selection of their subjects, their courses being largely imposed upon them
by their teachers.
Responses reflecting such views were typically:
I think schools should provide a greater range of subjects, as everyone has ability that lies in different fields.
I think school should teach a wider range of subjects to everyone in the lower forms. I think there is too much specialization and lots of everyday things people should know and don't.
Many school subjects being taught today are tripe. Social Science and Latin for instance have no direct bearing on later life and when you think that school is mainly coaching for employment this is bad news. Kids should be able to pick freely the subjects they want to do.
Generally the 15- to 18-year-olds in this sample felt that curricula should be oriented more to their perceived needs and should be more relevant to their futures as members of the work-force and society in general — but whether this was to be obtained through traditional or alternative curriculum courses was not clear.
'Teachers'
Teachers, because of their involvement and contact with students, were seen
as a significant factor in the satisfaction or dissatisfaction which 15- to
18-year-olds experienced at school. Two aspects of teacher behaviour
recurred as especially important in the responses of most students — teacher
competence (qualifications, experience, knowing the subject, able to manage
the class) and teacher communication skills (being helpful and
understanding, approachable, promoting good student/teacher relationships).
A somewhat smaller group of students hoped for more informal relations with
teachers, more social involvement with them and the opportunity to address
teachers by their first names.
The major changes expected of teachers were reflected in responses such as:
Teachers should be more friendly.
The teachers would not be so strict and would treat you more like a person.
The atmosphere should be more relaxed for teaching.
A better understanding with teachers. Kids don't like to be bossed around and when they are, they rebel. I know a teacher is paid to do their job, but it would be easier if they understood each person.
Teachers and students would be equal and if the kids wanted they could call teachers by their first names.
Apart from basic friendliness and understanding, many students hoped for an enhanced social-affective atmosphere in the classroom. Again and again the dimensions of helpfulness, friendliness, caring, and approachability emerged from the responses of these 15- to 18-year-olds in defining what they expected of teachers.
Typical responses were:
The school that I'd like would have friendly teachers. I think boring teachers who push you too much are the cause of a lot of kids getting fed up in class and mucking around.
The teachers should be very understanding and pleasant to pupils — if not they should not be allowed to teach.
Teachers should be understanding and listen to students and they should treat students as fellow human beings — not as inferior.
The teacher I would like would be the friendly type who cares about the students.
The school that I'd like is one with friendly teachers who are willing to help students.
There should be a more personal attitude between the students and teachers and both the teachers and students should be allowed to say what they want to 'without stepping on anyone's toes'.
Less frequently occurring, but none the less interesting, were comments from students who expected teachers to be stimulating and challenging:
The only teachers employed would be enthusiastic and encouraging.
Only young teachers who are keen on their job.
I would like interested teachers and not screaming fanatics.
Overall, students in this study were fairly critical of teachers in the areas of communication and competence. Most of their responses, however, were responsible ones aimed at enhancing communication between teachers and students and aimed at improving student commit ment to learning.
MILLICENT POOLE
Poole, M. (1983). Youth: Expectations and Transitions. Melbourne: Routledge & Kegan Paul. pp. 36-39
