The energy of a new school year is incredibly positive and also very demanding. Some students will begin the term refreshed, starting the year with high aspirations, new stationery in their new school bags, others will be anxious or even angry that the work ahead of them will be even more difficult to understand than it was the year before. Many will look forward to seeing classmates again, but socially less well-adjusted children, will dread a return to taunts and jibes and loneliness.
Many will be beginning the new school year with the best of intentions, wanting to please teachers, trying to better organise themselves and to contribute in lessons. Some will lack motivation, and for complex reasons, will continue to struggle, as despite everyone’s best efforts the school system does not really appear to help them.
I am frequently inspired by children who do not understand what they read, but trust that with more reading practice, their experience of reading will become more rewarding. Unfortunately, practising reading in this way is not going to help them to improve. Unless word recognition skills are fully integrated with the child’s understanding of language, a profound disconnection between these processes will persist.
Equally inspiring are the teachers and classroom practitioners who are faced with the enormous task of teaching children with extraordinarily wide-ranging attitudes to learning. I see consistently wonderful teaching in classrooms week after week, year after year. We really should celebrate that we have such a high calibre workforce in our schools.
There are new case studies on our website, illustrating how the Rhythm for Reading programme continues to support teachers in resolving the difficulties that children experience with reading comprehension. Click the link to read more.
At this time of year it’s good to feel that much has been accomplished. Programmes have been completed, training delivered, progress measured, reports read, certificates received and so on. However, educating children and young people is about so much more than ticking lists of to dos.
I’m so grateful to work with fabulous teachers in the schools that I visit and I’ve experienced close-up their boundless enthusiasm, interest in trying new things and dedication to supporting their pupils in every possible way. Accelerating progress and boosting wellbeing are important educational goals of course, but equally prominent should be the development of a very profound sense of social connectedness. A ten-year old boy explained this very clearly to me recently,
“It made me feel welcome to the group because everyone was doing the same thing. Everybody knew it. I didn’t feel left out because usually I feel left out in a group.”
For me, this suggests that some children respond particularly positively to highly structured group activities. The phrase, ‘Everybody knew it’ mirrors the emotional security that develops when the certainty of knowing exactly what to do and say, is complemented by knowing how to contribute with confidence. When the barrier of uncertainty has been eliminated, learning can be experienced as a limitless, virtuous cycle.
In this particular instance, the virtuous cycle was achieved through highly structured group sessions in which the synchronised response of the group was an intrinsic element of the pedagogy. The group grew in confidence week by week, as the tasks that they accomplished together became increasingly intricate, fast-paced and complex; consequently they enjoyed a profoundly social experience of learning.
I’m reminded by Hall, Curtin & Rutherford to mention Lave’s pertinent advice – which is so relevant here and now: Learning is not something in itself, it is part of social life. (Hall et al., 2014, p.166)
Hall, K., Curtin, A. and Rutherford, V. (2014). Networks of Minds: Learning, Culture and Neuroscience, London and New York, Routledge
Lave, J. (1996). Teaching, as learning, in practice. Mind, Culture and Activity 3(3): 149-164
The Power of Music - a research synthesis of the impact of actively making music on the intellectual, social and personal development of children and young people, by internationally renowned Professor Susan Hallam MBE, University College London, Institute of Education was published at the end of January 2015. The review brings together more than 600 scholarly publications, which provide compelling evidence of the positive effect of music on literacy, numeracy, personal and social skills to support the argument for the inclusion of music in the education of every child and young person.
Music, more than any other discipline consists of ways of doing things (techniques and methods) and ways of being (empathy, intention, style etc). Perhaps, the most important of these is how to listen well. Children, immersed in their family and home environment from pre-birth to school age, have learned nearly everything they know about their language and culture through listening. A high quality musical education develops listening far beyond the everyday level by enhancing and deepening communication; it also refines physical coordination skills far beyond what can be achieved through sport. The unique combination of these elements contributes immensely to pupils’ wellbeing and to learning more efficiently.
The value of a high quality musical education in primary school, consisting of the integration of listening skills with singing, physical coordination and notation reading skills cannot be overstated. As musicians we have a huge responsibility to equip primary teachers with great tools, and training of the highest quality so that they feel confident, secure and empowered in this exciting and creative role. With the tools and training in place, all primary teachers can deliver a high quality musical education, bringing the power of music into their classrooms and witnessing the profoundly vibrant effects of music education.