In hindsight, I think I was on the dyslexia spectrum (both children dyslexic). I started school in 1959. I couldn't wait to start school, but it was a big let down.
I was treated in varying ways, not bright like my sister or bright, but not making the effort, both at home and at school. The classroom tables were arranged in groups according to ability, top, middle and bottom. There wasn't any attempt to hide the fact that a child was struggling. I was in the bottom group early on. The message I learnt was that I was less worthy and of less value than the children in the top group. By age 10, reading fell into place and I was promoted to the top group, but the damage was done.
The teacher of the top class of junior school was a bully. He would cane and shove children against desks usually those who were academically struggling, but he had a hands off policy for me as I had poorly controlled asthma. He had a nasty experience of making me run round the playing field!
In secondary school, we were placed in the classroom according according to our termly exams results. My friend struggled with English and was in the 'bottom' seat. She told me she had given up. What was the point of trying?
When my own children went to school, the message was the same. You are less worthy if you are challenged academically and if you are the parent, you are failing your child! And my son, who was/is severely dyslexic was seen as a problem. The headteacher suggested I removed him from the village school, as he affected their position in the league tables due to his SATS results. Apparently, if he went to a school in the town, he would be with his own kind, whatever that was.
I became an early years teacher because I wanted to give children a better early school experience as a solid basis. I wanted them to leave my class knowing they were valuable and amazing regardless of any academic achievements. I hope I achieved that. I also felt my son was gifted to us as we counteracted the negative messages he received at school. In the latter years of my teaching career, where I worked mainly as a supply teacher, I encountered some wonderful, caring and nurturing teachers. They are out there! I made a judgement of each teacher. Would I trust this teacher with my son when he was little? And if the answer was yes, I would tell them, as teachers need positive feedback as much as children. Funny, I kept being asked back!
I have read that there is a very high percentage of dyslexic or illiterate inmates in prisons. Not difficult to see why, if they get negative feedback at home and school.
PS. I would love to meet my son's headteacher again and inform her of how successful my 'problem' son is both as a person and academically. However the temptation would be to sing na na,n, na na!
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Topic: children learn what they live (Read 13604 times)