Secrets Teachers Don’t Want You to Know: Insights from a Learning Support Assistant
Becoming a learning support assistant or teaching assistant in a secondary school is a unique experience that reveals many secrets about the world of education. From hidden information to potential dangers, there are several things that teachers and learning support assistants don't want students or parents to know. Let's explore some of these intriguing insights.
1. What We Hide From Parents
Learning about sensitive topics: Teachers and learning support assistants often have to keep certain personal information private. They may overhear conversations about a student's identity or personal life but choose not to share this with parents unless it poses a risk. For instance, they won't disclose information about a student's sexuality or relationship status unless it poses a risk to well-being.
Evaluating student behavior: Teachers and learning support assistants often have a critical eye on student behavior without always sharing their observations with parents. They might recognize that a student needs more support but are constrained by school policies to avoid creating conflict. This can make parent-teacher conferences a challenging experience, as teachers often dread these interactions due to the complexity of student circumstances.
2. The Hidden Risks in School
Environmental and social risks: Access to hazardous materials is another surprising aspect of a secondary school environment. With a valid DBS (Disclosure and Barring Service) check, nearly anyone can access the lab store, adjust fire alarm controls, or access tools in the workshop. This includes exam invigilators, school governors, and even janitors.
Security measures: In the unfortunate event of a bomb threat or school shooting, teachers and staff may choose not to evacuate students. This might seem counterintuitive but is often due to strategic planning. For example, during a recent anonymous call reporting a bomb, students continued with school activities while the bomb squad checked premises. By keeping students in one place, it might be easier for the authorities to manage the situation.
3. The Truth About Special Educational Needs
Understanding needs and support: Parents often believe their child has unique needs, but this isn't always the case. A school might have hundreds or even thousands of students, with only a small fraction (like year 7 students) known to the assistant in the first two months. This highlights the challenge of resource allocation within the school system.
Support and EHCP: Students with Autism, while often affected, might not receive the necessary support due to paperwork limitations and limited availability of LSAs (Learning Support Assistants). The EHCP (Education, Health, and Care Plan) is a critical document that guides support hours, but these hours are often insufficient or not consistently provided.
4. School Policies and Enforcements
Uniform compliance: If you think your uniform is a source of freedom, think again. Teachers enforce strict rules about skirt length, shirt wear, and clothing coverage. This isn’t to protect girls but to ensure a safe and professional environment. Teachers might prefer to educate boys about responsible dress rules.
Visibility and authority: When posting about teachers on social media, you might assume your comments are anonymous. However, the school can monitor such posts, and even if you use an anonymous profile, your friends' usernames can give it away.
5. Classroom Dynamics
Seating arrangements: Every seat in the classroom has a strategic purpose. Teachers and LSAs carefully plan seating to promote a healthy learning environment. Any absence from designated seats could indicate a shift in dynamics, although this might not always be negative.
Favoritism and its complexities: The 'favorite' student isn't necessarily the one the teacher loves most. In many cases, the 'teens' can be equally irritating. Teachers and LSAs have their own evaluations, and sometimes popular students might be overrated or underestimated by teachers.
Conclusion
From the hidden risks that students and teachers face to the complexities of school policies and student support, being a learning support assistant offers a rare glimpse into the often-unexplored world of secondary education. While these insights might be surprising, they highlight the challenges and responsibilities involved in providing a nurturing and supportive learning environment.