Moving swiftly on: parenting and education

Considering my own childhood - and I realise it must seem odd to many - led me inexorably to think about my own role as a parent trying to encourage children to learn, do homework and so on. I was about to say that by comparison with my own parents' involvement, I was a complete failure - but then I thought about the outcome for both sons and decided that was a tad sweeping. So what do I remember?

The Word Tin. Son no.1 used to produce this, when he was in P1, with a look of doom. We had to pick words out of a tobacco tin (where on earth did I lay my hands on this item?) and he had to recognise them. At the time he was four and a half and it was torture. Later, there was more amusement to be had in thinking up outrageous sentences with which he could demonstrate the meaning of words. And that, I have to admit, is all I can remember from the Primary school years. I have very little recollection of what - if anything - I did to help no. 2 son. He used a thing called the word-maker, and progressed to a sentence-maker, but I didn't seem to do anything. Could this be because by then I'd gone back to work?

When your children attend the secondary school in which both parents teach, the experience is somewhat different from the norm. I was certainly involved in helping both sons with English - rescuing one from having to do North and South for Higher by spending a whole Easter holiday studying the Larkin set texts so that he could use them in the exam a month later actually involved me in the most God-awful scene with his class teacher, who happened to be my boss. I did a bit of Standard-grade Latin with both of them. And when no.1 son became editor of the school magazine, he recruited me as the Editor-in-chief because it was more convenient for him - and look where that got us.

Actually it got me into what I see as the most important single piece of education I ever undertook. I don't know how many evenings I spent in the school while both sons in turn ran the magazine, teaching myself to do desktop publishing (Adobe Pagemaker) when they left and the boy who knew how to do it let us down, sharing hilarious pressure with successive generations of student journalists when the photocopier jammed/ran out of ink/got too hot, going off with them to competitions in Edinburgh and to the Scottish Parliament, sitting in on interviews with Frank Pignatelli, then Director of Education for Strathclyde, and John Smith, leader of the Labour party. Pupils who were shy learned to use the phone, to contact advertisers, to sell advertising; others learned touch-typing without ever taking Business Studies, coaxed ancient Macintosh Classics to work years after they should have recycled, learned to use the scanner and the value of white space on the page.

Did this make up for the fact that we had television on every night? That there was a small telly in the older son's bedroom, linked to the ZX Spectrum but also to an aerial? That they both had radios and listened to music incessantly, from an early age? That we allowed an 11 year old to have a modem and a year's subscription to BT's precursor of the internet (what on earth was it called?) so that he would come and beg: "Can I go online now?" before he was in secondary school? At the time I felt I was failing, when I'd find one of them sweating over something for the magazine the night before some important exam, but now I'm less sure.

But there's so much more to think about in this early exposure to the medium I'm using now that I think I'd better leave it to another post. It's a long way from the Word Tin ...

The parental role in education

The radio was on this morning, wittering away in the background, when I caught a few sentences and realised that Call Kay was inviting us to consider the role of parents in their children's education. I didn't listen for long, lest I be tempted to contribute (I have phoned this programme twice in the past - don't want to get a name for myself) but it started a train of memories. Hence the photo. It was taken - by me, as I'm not in it - in Paris. I was 14 at the time, my sister 11. I know this because I can recall my mother telling some French waiter that we were "onze et quatorze" - and so right in the age range that I can remember most vividly when it comes to thinking about school, homework and study.

The chat on the radio today was looking at the perceived failure of state schools adequately to prepare their students for the competition to enter the top universities, and asking how much parental pressure/support/coercion was needed to supplement the work of the school. As a teacher, a parent and - a long time ago - a child, I think I have quite a rounded picture of this - but in this post, I'd like to share the part my home played in ensuring that I succeeded in what I set out to do.

By the time I was ten, we lived in a Victorian terraced house in the West End of Glasgow, with four bedrooms and two public, as well as a large kitchen, a wash-house and a lined loft. Loads of room into which one could vanish - but in winter it was cold, and we tended to live between the dining-room and the kitchen. That meant piano practice was less assiduous than it might have been, but was generally done before the evening meal - perhaps on the premise that food would replace the heat lost during practice. Dinner was over by 6pm - both parents were teachers, both home at the same time as us. For the next three hours, my sister and I sat at the dining room table and did homework - and there was always a great deal of this. (We were at a grant-aided selective school, and we could be asked to leave if we didn't work). Until about 7pm, we weren't allowed to make a noise. In fact, I got hell once for throwing a pencil down on the table, as my father had fallen asleep in his chair and I woke him.  Once his post-prandial kip was over, however, we had two hours in which both our parents took a hand in our struggles.

Father was always deeply critical of the teaching in the English department of our school, so we had a great deal of incredibly thorough input on texts we were studying. That went without saying. What was more remarkable, I thought, was that he would also work out from first principles what was going on in the Physics problems I had such trouble with - sums involving moment, I recall with horrifying clarity. My mother, meanwhile, would sit down with my tiny, battered copy of Caesar's Gallic Wars or, later, Virgil's Aeneid (Book 2) and, as she put it, "break the back of it" before I set to work on my preparation for the next day's terrifying oral translation session round the class. She also pushed us to work at French, which I personally hated because of the accent involved, and made several visits at parents' evenings to ask why we had so little written homework in French (lazy teacher; fluent as married to French woman but no fire in his chubby belly). That holiday in Paris, by the way, was by way of encouraging me at the end of S2 - I can still remember the chagrin when the lift man in our hotel corrected my pronunciation of "quatrième".

All this must have taken an enormous amount of dedication and energy on the part of two people who had already taught for a whole day - or even the half day done by my mother, who would then have had to shop (no car, so limited to what she could carry each time) and deal with our sizeable and dusty-corner-ridden house. There was no thought that my sister and I should do housework, other than during a holiday. But perhaps the biggest single contributing factor was the absence of a television. Despite my sense of deprivation at never having seen Quatermass or Emergency: Ward 10 my father refused to have a set until I had graduated (I lived at home when I was at Uni). He said I'd become an addict and that would be the end.

How right he was. I'll return to this subject - I want to think about my own deficiencies when it came to fulfilling the parental role - but for now, I'll indulge my latest addiction. Another go at Bubbles HD before I head out?

Home and study

This recent line of thought about learning has taken some interesting twists. I suppose most of us take for granted our own peculiarities - until we're brought up against the effect they may have on others. I was intrigued by Katya's comment about home education for her children: how does one educate one's own? I mean, I know I chucked in the odd bit of input when my offspring were doing English, or Latin - but they were pretty young when I stopped interfering with their maths homework. My own parents helped me - I've already mentioned how my father supplemented the lamentable teaching in English that my otherwise admirable school provided, and my mother used to sit poring over passages of Virgil until she had, as she put it, "broken the back" of the nightly translation exercise for me. But how extraordinary that my father (with his 1st in English) should then turn his attention to my struggles with Physics, in order to assist me in understanding, if I remember correctly, the principle of moments.

I hadn't thought about this for years, until Mrs H pointed out that for a family of four to sit in one room every evening with the homework going on at the table while individual tuition took place at various moments between the hours of 6pm and 9pm was, to put it mildly, unusual. My sister and I had masses of homework, and yet I never, in all my school and university career, worked later than 9pm - because my father was sure that any work done past that time wasn't likely to be worth much. (And here I am blogging at midnight - was he right?) After 9pm I would look forward to an hour or so's reading before bed - we had no telly in the house until I had graduated from Uni. So structured, so easy to fall in with - would I have succeeded at all if he'd been less interested? Or would I simply have pursued my own interests and never, ever have passed higher Maths?

It's hard to imagine that happening now, and yet I still believe that if parents don't interfere in their children's education in some way these children have a much harder row to hoe. They have to provide their own motivation, find a silent space away from the telly, resist the temptation of Facebook or Second Life - or use these and other tools creatively in the educational process.

And does anyone still prepare translations of Virgil any more?

Commitment and nags

As I've bragged (or should that be brogged? - a neat amalgamation of verbs) about the success of edublogs like Progress Report I think it's only fair to acknowledge that wildbanks has been a complete failure in terms of encouraging a student to work and progress. The joyous bit for me was that I felt able to tell the parents that they were wasting their money and my time and that we should cease trading forthwith - how often did I long for that freedom in my classroom days!

I often reflect on the discrepancy between parents' ambitions for their children and the inclination of said children to do anything to fulfil these ambitions - which the child may even profess for themselves. On the other hand, it was just great when one of the Progress Report bloggers came back sua sponte with an onslaught on her Higher work - for then I was reminded of the drive created to improve and succeed.

In the end, of course, it's all a matter of commitment. Some people reach that stage of maturity earlier than others; some people have wonderful nagging parents who sacrifice their own peaceful lives to keep up the pressure. That's what I had when I was at school, and I've never ceased to marvel at the way my father - a famous Glasgow English teacher in his day - helped me with physics while my mother would do the preliminary work on my Virgil translation because I had so much homework. I hope I in turn was able to carry on the noble tradition of nag-in-chief despite the temptation to do my own thing.....