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This account covers a two-week period in a selective secondary school in Regent’s Park, London. It draws on information elicited from group interviews with Year 11 students. Students were interviewed in single sex friendship groups that were comprised of pupils of a broad spectrum of ability levels. (4) Students of both sexes and all abilities defined good lessons as enjoyable and fun. They appreciated subject knowledge and enthusiasm by their teachers. This was particularly the case in the higher achieving group, Year 11A. Students preferred teachers who showed their commitment to the class, and who responded sensitively to their needs by providing individual support. Students also stressed that their teachers were instigating friendly relationships with them. For example, teachers walked up to them and talked to them in the corridor. Student involvement and participation were important aspects of good quality teaching, and boys as opposed to girls believed that it enhanced learning. This mainly occurred through pair work, and through asking questions of their teachers. However, boys did not hold back their criticism when teachers were using didactic teaching methods, and expressed dislike of long class periods, which were seen as very boring and detrimental to learning. In such lessons, teaching experience was likely to become counter-productive and to some extent generated only the appearance of learning. (5) Boys were more critical than girls of the formal, uneasy atmosphere in the classroom; a small number of male students often fidgeted and shuffled in their seats. They cited a relaxed, informal ambience as an important factor in facilitating learning. Both sexes felt that being able to talk about their work to their peers, who were sitting near them, contributed to their learning. They preferred peer work to having to sit in silence for the whole lesson. Girls were much more inclined to work with friends of their own sex, while boys found it helpful to work in mixed groups. (6) Although the Bullock Report placed a particular emphasis on students talking themselves into understanding, it is noteworthy to underline that this sort of discussion and talk was still not regarded as a highly effective teaching / learning strategy by teachers. (7) Little opportunity was given to students to work in groups, and mathematics and English teachers frowned upon collaboration in learning for boys in Year 11B, which was the lower achieving group. Group work focused on a very different role of the teacher, that of facilitator of learning as opposed to that of director. It enabled students to express themselves by encouraging the free exchange of ideas. Linked to the issue of informality in the classroom, this account also discusses the teacher’s classroom management. Teachers of Year 11B perceived talking and disruptive behaviour as counter-productive. A small group of male students in the lower achieving group were particularly disruptive, wasting time in some lessons. Although control over behaviour was the teacher’s responsibility, it was mainly achieved through shouting at boys. They would say, “Right, sit down, shut up and get on with your work. When I say I am not interested in you, I mean it. That’s final.” (8) A small number of male students felt that their teachers showed impatience with them. This was especially the case with boys who wanted to ask questions without being looked down upon. (9) One boy, in particular, felt that being allowed to ask questions of his teacher contributed to his learning, and his capacity to understand was undermined when this right was denied or even violated. Pupils have different views on the quality and effectiveness of the teaching in a secondary school. There was a particular history teacher who could, however, fulfil the requirements which were expected of a “good” teacher. Students of all ability in his class were able to complete the setwork, and he praised and encouraged them. “Well done! Indeed,” he uttered in the classroom after their high achievements on their homework. (10) Students of both sexes also praised teachers who showed interest in them as individuals, who recognised their achievements in extra-curricular activities such as outdoor games (netball) and indoor activities (basketball and weights). (11)

The second question which is addressed in this account examines significant contrasting concerns with the advocacy of the rights of children, on the one hand, and their responsibilities and participation in the classroom, on the other. Teachers may simply not be sufficiently attentive in listening to the student voice. (12) The United Nations Convention on the Right of the Child. (13) It is noteworthy to emphasise the dearth of the child’s duties in the UN Convention on the Right of the Child. (14) While the human rights of children are fully specified, the absence of “the concept of responsibility” is detrimental to the interest of children. They should be able to acknowledge their duties, as well as their rights. The awareness of their responsibilities should contribute to their achieving autonomy and their role in society. Nevertheless, a small number of male students were not informed about their rights. One reason that goes some way towards explaining why is based on a fundamental misunderstanding of the human rights of children in education. The willingness to acknowledge the responsibilities of children is underestimated. On one occasion, a boy argued that he was capable of upholding the rights of his schoolfellows. He welcomed the idea of implementing adequate structures of participation, such as a school council or a class council, which were not provided by the school. He also believed he was equipped with the skills to participate in decision-making at school level (advocacy and listening skills). He showed willingness to acknowledge his duties as a student in Year 11. If such structures were in place, school discipline could be the responsibility of a prefect, who would be in charge of all the school’s class representatives. Grievances which could be addressed in class councils include the amount of dictation and homework students had, the sexist attitudes of an unfriendly teacher towards her students, (15) and the effects of disruptive behaviour by a number of students on the learning of all. (16) The students, who were schooled in an independent institution, which showed a very high proportion of ethnic minority pupils, might also cite bullying and racial harassment as problems. (17) Without such structures, students felt that their capacity and willingness to respect and uphold the rights of others and themselves were impaired.(18) The human rights of children are based on the principle of reciprocity. (19) The United Nations Convention, however, specifies the rights of the child to the detriment of the child’s duties. The Convention adheres to certain principles such as those of non-discrimination, mutual respect and tolerance. These are also specified in the United Nations Charter and the Universal Declaration of Human Rights. Such duties should be applicable to all, including children. (20) Running alongside the plea for enhancing children’s rights awareness, was an emphasis on the development of democracy and citizenship in schools. (21)

Our main issue has been with the gender gap, the disparity of achievements between girls and boys, as evidenced in GCSE examinations. (22) Due to lack of space and time, we could not investigate further issues, which bears equal importance to the problems exposed in this first assignment. To this effect, this account could also have explored attitudes toward discrimination, and our feeling that classroom observation has left us unprepared for enhancing citizenship awareness in schools. (23) It is important to be cautious in perceiving “race” issues as a related factor accounting for ethnic differences in educational achievement. Attention could also be directed to class, ‘”ability” and achievement issues. We could argue that variability in class access to education might not be a reflection of intellectual differences between social classes. Instead a realist account of “cognitive socialisation,” based on the work of Bernstein, could go far towards explaining social differences in educational achievement. (24)

NOTES 1. Younger & Warrington, 1990a:231; Warrington et al., 2000:393. 2. Barber, M. The learning game: arguments for an education revolution; Barker, B. Educational Review, quoted in Younger & Warrington, 1990a:231. 3. Osler, 2000:55. 4. Younger & Warrington, 1990a:232. 5. Quicke, J. & Winter, C. Teaching the language of learning: towards a metacognitive approach to pupil empowerment; Harris, S., et al., Research papers in Education, quoted in Younger & Warrington, 1999a:233. 6. Younger & Warrington, 1999a:236. 7. Ibid., 235. 8. Ibid., 231;237. 9. Ibid., 237. 10. Ibid., 239. 11. Ibid. 12. Osler, 2000:55; Nieto, S. Harvard Educational Review; Rudduck, J., et al., School Improvement: what can pupil tell us?, quoted in Younger & Warrington, 1990a:231-232. 13. States parties shall assure to the child who is capable of forming his or her own views the right to express those views freely in all matters affecting the child, the views of the child being given due weight in accordance with the age and maturity of the child. (Article 12 of the United Nations Convention on the Right of the Child), quoted in Osler, 2000:55. 14. Van Beuren, G. The international law on the rights of the child, quoted in Osler, 2000:56. 15. A boy believed that his French teacher was more likely to go over to girls who had their hands up, and he would show more interest in the work if she were more friendly and generous of her time and energy. 16. Osler, 2000:59. 17. Ibid., 53-54. 18. Ibid., 55. 19. Osler, A. & Starkey, H. Teacher education and human rights; Osler, A. & Starkey, H. International Journal of Children’s Rights; Flekkøy, M. G. & Kaufman, N. H. The participation rights of the child: rights and responsibilities in family and society, quoted in Osler, 2000:55. 20. Osler, 2000:55. 21. QCA Education for citizenship and the teaching of democracy in schools: final report of the Advisory Group on citizenship, quoted in Osler 2000:59; Pilkington,1999:411; Wilkins, 2001:7. 22. P. F. Murphy & C. V. Gripps Equity in the Classroom: towards effective pedagogy for girls and boys; A. H. Halsey, et al., Education: culture, economy and society, quoted in Younger & Warrington, 1999:231. 23. Pilkington, 1999: 411; Wilkins, 2001:7. 24. Nash, 2001:189.

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