493 Schools of Education push Multiculturalism rather than Maths, Reading

Schools of Education push Multiculturalism rather than Maths, Reading

(1) Schools of education push Multiculturalism rather than Maths
(2) No Wonder Johnny (Still) Can't Read. Schools of Education hijacked
by Cultural Marxists
(3) Self-Esteem Fad Harms Students and Education System
(4) 25% of kids aged 10-12 can't do basic addition
(5) How 500,000 pupils dodge core GCSE subjects as schools sign them up
for softer options
(6) Law Schools Teach Junk, Exaggerate Their Students' Job Prospects
(7) Law professors have little experience of the actual practice of law
(8) Teachers strike over bad behaviour by children
(9) Schools have been hiding true extent of pupil bad behaviour for
years, claims Education Secretary

(1) Schools of education push Multiculturalism rather than Maths

Schools of education

By Walter E. Williams

Posted January 23, 2012 1:26 PM
 From the Editors

Professor of Economics at George Mason University

http://www.freedompolitics.com/articles/education-3095-schools-center.html
http://www.shelbystar.com/articles/sand-61569-schools-column.html

Larry Sand's article "No Wonder Johnny (Still) Can't Read" -- written
for The John William Pope Center for Higher Education Policy, based in
Raleigh, N.C. -- blames schools of education for the decline in
America's education.

Education professors drum into students that they should not "drill and
kill" or be the "sage on the stage" but instead be the "guide on the
side" who "facilitates student discovery." This kind of harebrained
thinking, coupled with multicultural nonsense, explains today's
education. During his teacher education, Sand says, "teachers-to-be were
forced to learn about this ethnic group, that impoverished group, this
sexually anomalous group, that under-represented group, etc. -- all
under the rubric of 'Culturally Responsive Education.'"

Education majors are woefully lacking in academic skills. Here are some
sample test questions for you to answer. Question 1: Which of the
following is equal to a quarter-million? a) 40,000, b) 250,000, c)
2,500,000, d) 1/4,000,000 or e) 4/1,000,000. Question 2: Martin Luther
King Jr. (insert the correct choice) for the poor of all races. a) spoke
out passionately, b) spoke out passionate, c) did spoke out
passionately, d) has spoke out passionately or e) had spoken out
passionate. Question 3: What would you do if your student sprained an
ankle? a) Put a Band-Aid on it, b) Ice it or c) Rinse it with water.

Guess whether these questions were on a sixth-grade, ninth-grade or
12th-grade test. I bet the average reader would guess that it's a
sixth-grade test. Wrong. How about ninth-grade? Wrong again. You say,
"OK, Williams, so they're 12th-grade test questions!" Still wrong.
According to a Heartland Institute-published School Reform News
(September 2001) article titled "Who Tells Teachers They Can Teach?",
those test questions came from prospective teacher tests. The first two
questions are samples from the Praxis I test for teachers, and the third
is from the 1999 teacher certification test in Illinois. According to
the Chicago Sun-Times (9/6/01), 5,243 Illinois teachers failed their
teacher certification tests. The Chicago Sun-Times also reported, "One
teacher failed 24 of 25 teacher tests -- including 11 of 12 Basic Skills
tests and all 12 tests on teaching learning-disabled children." Yet that
teacher was assigned to teach learning-disabled children in Chicago.
Departments of education have solved the problem of teacher test
failure. According to a New York Post story (11/14/11) titled "City
teacher tests turn into E-ZPass," more than 99 percent of teachers pass.

Textbooks used in schools of education advocate sheer nonsense. A
passage in Enid Lee et al.'s "Beyond Heroes and Holidays" reads: "We
cannot afford to become so bogged down in grammar and spelling that we
forget the whole story. ... The onslaught of antihuman practices that
this nation and other nations are facing today: racism, and sexism, and
the greed for money and human labor that disguises itself as
'globalization.'" Marilyn Burns' text "About Teaching Mathematics"
reads, "There is no place for requiring students to practice tedious
calculations that are more efficiently and accurately done by using
calculators." "New Designs for Teaching and Learning," by Dennis Adams
and Mary Hamm, says: "Content knowledge is not seen to be as important
as possessing teaching skills and knowledge about the students being
taught. ... Successful teachers understand the outside context of
community, personal abilities, and feelings, while they establish an
inside context or environment conducive to learning." That means it's no
problem if a teacher can't figure out that a quarter-million is the same
as 250,000. Harvey Daniels and Marilyn Bizar's text "Methods that
Matter" reads, "Students can no longer be viewed as cognitive living
rooms into which the furniture of knowledge is moved in and arranged by
teachers, and teachers cannot invariably act as subject-matter experts."
The authors add, "The main use of standardized tests in America is to
justify the distribution of certain goodies to certain people."

Schools of education represent the academic slums of most any college.
American education can benefit from slum removal.

(2) No Wonder Johnny (Still) Can't Read. Schools of Education hijacked
by Cultural Marxists

http://www.popecenter.org/commentaries/article.html?id=2633

No Wonder Johnny (Still) Can't Read

Schools of education focus on fads, not knowledge and skills. I know
that from experience.

By Larry Sand

January 04, 2012

There are many reasons for the lamentable state of education in the
United States today, but perhaps none is greater than our schools of
education.

My experience at California State University, Los Angeles in the 1980s
was typical. The courses were easy. Rigor was non-existent. I took
eleven courses for credit, receiving ten As and one B and never once
feeling intellectually challenged. There was typically an easy mid-term
and a final and a paper (which was supposed to show that I knew how to
deliver a lesson).

Sometimes the courses were like being back in grade school. I had a lot
of fun in my methods classes, especially in Physical Education, where we
played games all period.

The required course work included ten weeks each of classes in music and
art, but science and social science were combined into one five-week
class. A basic course in classroom management, something that would have
been a great benefit to future teachers, was non-existent.

Rather than focusing on the best techniques for teaching students the
skills and concepts they need, professors drummed into us that we should
not "drill and kill," nor be the "sage on the stage," but instead be the
"guide on the side" who "facilitates student discovery." The children's
feelings were to be engaged first and foremost. Legions of students who
have had teachers who were trained in these progressive techniques can
barely add or read, but they probably have extremely high self-esteem.

By the time I got to the classroom, I felt less prepared to teach than
the day I began Cal State.

"Whole language" was the regnant theory of the day. It drops the
traditional, successful, phonics method of teaching reading and replaces
it with a "holistic" approach in which students are taught to use
"critical thinking strategies" to guess the meaning of words they don't
recognize. It was a disaster for student reading ability, but is still
prominent in education schools today. (Whole language advocates have
taken to calling it by other names, such as "balanced literacy.")

Then, in the 1990s, the fad of multiculturalism took hold and it has
grown to epidemic proportions. Teachers-to-be were forced to learn about
this ethnic group, that impoverished group, this sexually anomalous
group, that under-represented group, etc.—all under the rubric of
"Culturally Responsive Education" (CRE).

CRE means "understanding that one's way of thinking, behaving, and being
is influenced by race, ethnicity, social class, and language."
Prospective teachers are required to examine their own "sociocultural
identities" and the inequalities in schools and society that support
"institutionalized discrimination," which preserves a "privileged
society based on social class and skin color."

Those ideas, incidentally, are not presented as theories, but as facts
that are not open to question. Education schools are thus indoctrinating
their students in a tendentious idea that encourages them to see all
social problems as stemming from "discrimination" and "privilege."

Instead of devoting their time to learning how to teach students
fractions or paragraphing, teacher candidates are supposed to inspect
and confront any negative attitudes they might have toward cultural
groups. This boils down to saying that the dominant culture needs to
understand that it has been oppressing everyone else and must make amends.

Among the offshoots of CRE is anti-racist math which has now been
embraced in a number of school districts. In Newton, Massachusetts, for
example, the top objective for the district's math teachers is to teach
"respect for human differences." Students should "live out the
system-wide core value of 'respect for human differences' by
demonstrating anti-racist/anti-bias behaviors." The problem is that you
can do all of that to perfection and not learn a smidgeon of mathematics.

In 2008, education reform professor Jay Greene showed how bad the
multiculturalism problem had become. Writing in City Journal, he and a
research assistant explored the number of multicultural classes offered
in our teachers' colleges. They counted the number of course titles and
descriptions that

  "…contained the words 'multiculturalism,' 'diversity,' 'inclusion,'
and variants thereof, and then compared those with the number that used
variants of the word "math." We then computed a
'multiculturalism-to-math ratio'—a rough indicator of the relative
importance of social goals to academic skills in ed schools."

The results were telling.

"The average ed school, we found, has a multiculturalism-to-math ratio
of 1.82, meaning that it offers 82 percent more courses featuring social
goals than featuring math. At Harvard and Stanford, the ratio is about
2: almost twice as many courses are social as mathematical. At the
University of Minnesota, the ratio is higher than 12. And at UCLA, a
whopping 47 course titles and descriptions contain the word
'multiculturalism' or 'diversity,' while only three contain the word
'math,' giving it a ratio of almost 16."

In my state, California, thirty percent of students entering the
formerly vaunted University of California system now need remedial help.
For the Cal State schools, which include most of the state's schools of
education, sixty percent of the students need remediation and for the
city and community colleges a whopping 90 percent need remediation.

This means that we are not educating children properly in our K-12
systems. The lack of rigor and misplaced focus in education schools bear
much of the responsibility.

Can our education schools be turned around?

Arizona State University, with the largest undergraduate teacher prep
program in the country, has just this year unveiled a "radical" new
program, in which students must demonstrate mastery of specific teaching
skills as measured by a popular teaching framework. ASU is using the
Teacher Advancement Program, a model run by the National Institute for
Excellence in Teaching.

After examining the description of this new approach to teacher
education, I must say that it looks solid. Rather than using the
standard "touchy-feely" methods, the program employs objective measures
to evaluate teachers. It remains to be seen whether the entrenched
"progressive" forces will kill off or subvert the Teacher Advancement
Program, but it is a challenge to the status quo.

Most of our education schools have been getting away with malpractice
that would not be tolerated in any other profession. Unless we start
doing something radically different than we have been doing, we will
continue to turn out teachers who miseducate the children of America.

(3) Self-Esteem Fad Harms Students and Education System

http://www.openmarket.org/2012/01/17/self-esteem-fad-harms-students-and-education-system/

by HANS BADER on JANUARY 17, 2012

Two politically-correct beliefs have inflicted enormous harm on our
education system: the belief that inflated, unearned self-esteem is a
good thing, and the belief that money without accountability will
improve our schools. The Washington Post reports on the failure of
self-esteem to improve educational achievement: "For decades, the
prevailing wisdom in education was that high self-esteem would lead to
high achievement. The theory led to an avalanche of daily affirmations,
awards ceremonies and attendance certificates — but few, if any academic
gains."

Indeed, students' self-esteem outstripped their achievement, which fell
compared to their international peers. U.S. eighth-graders did worse in
math than their peers in countries like Singapore and South Korea, but
felt better about themselves and their ability in math. "'We used to
think we could hand children self-esteem on a platter,' Stanford
University psychologist Carol Dweck said. 'That has backfired.'"

So now, teachers in some school systems are belatedly "tempering praise
to push students" to achieve more rather than just feel good about
themselves. ...

[...] There are now more college administrators than faculty at
California State University, and colleges are creating new positions for
liberal bureaucrats even as they raise student tuition to record levels:

The University of California at San Diego, for example, is creating a
new full-time "vice chancellor for equity, diversity, and inclusion."
This position would augment UC San Diego's already massive diversity
apparatus, which includes the Chancellor's Diversity Office, the
associate vice chancellor for faculty equity, the assistant vice
chancellor for diversity, the faculty equity advisors, the graduate
diversity coordinators, the staff diversity liaison, the undergraduate
student diversity liaison, the graduate student diversity liaison, the
chief diversity officer, the director of development for diversity
initiatives, the Office of Academic Diversity and Equal Opportunity, the
Committee on Gender Identity and Sexual Orientation Issues, the
Committee on the Status of Women, the Campus Council on Climate, Culture
and Inclusion, the Diversity Council, and the directors of the
Cross-Cultural Center, the Lesbian Gay Bisexual Transgender Resource
Center, and the Women's Center. ...

States spend hundreds of millions of dollars operating colleges that
have extremely low standards, yet manage to graduate almost no one —
like Chicago State, "which has just a 12.8 percent six-year graduation
rate." Bush increased federal education spending 58 percent faster than
inflation, while Obama seeks to double it. Spending has exploded at the
K-12 level: per-pupil spending in the U.S. is among the highest in the
world.

(4) 25% of kids aged 10-12 can't do basic addition

http://www.dailymail.co.uk/news/article-2090618/A-quarter-children-aged-10-12-t-basic-addition-don-t-know-difference--re.html

A quarter of children aged 10 to 12 can't do basic addition and one in
five doesn't know the difference between 'there', 'their' and 'they're'

By SUZANNAH HILLS

Last updated at 11:31 AM on 24th January 2012

Young children are leaving primary school unable to spell, add up or do
their times tables because their parents are too busy to help them
practise, a survey revealed today.

Half of children aged between 10 and 12 do not know what a noun is or
cannot identify an adverb - while almost a third, 31 per cent, cannot
use apostrophes correctly.

More than one in five - 22 per cent - could not use the correct version
of 'they're', 'there' and 'their' in a sentence and more than four in 10
couldn't spell the word 'secretaries' correctly.

Maths didn't fare much better in the survey by online tutor, mytutor,
with more than a quarter of children being unable to add two small sums
of money without using a calculator as they can't do division and basic
algebra.

Twenty-seven per cent of children surveyed could not add £2.36 and £1.49
to get £3.85. In addition, more than a third, 36 per cent, could not
divide 415 by five and a quarter did not know the answer to seven
multiplied by six.

Nick Smith, head of online tuition at mytutor, said: 'Maths and English
are key skills for children as they enter secondary school, yet our
study shows that many are already slipping behind their peers and could
be lacking confidence.'

The survey of 1,000 children aged between 10 and 12 found that one in
four did not know their times tables, a quarter could not use decimal
points and two in five could not spell simple plurals.

THE SURVEY SAYS:
   Twenty-two per cent could not use the correct version of 'they're',
'there', or 'their' in a sentence.
   Forty-two per cent couldn't spell the word 'secretaries' correctly.
   Twenty-seven per cent of children surveyed could not add £2.36 and
£1.49 to get £3.85.
   More than a third, 36 per cent, could not divide 415 by five and a
quarter did not know the answer to seven multiplied by six.
   Almost a third, 31 per cent, cannot use apostrophes correctly.
   Half of children aged between 10 and 12 do not know what a noun is or
cannot identify an adverb.
   One in four did not know their times tables.
   A quarter could not use decimal points.
   Two in five cannot spell simple plurals.
   Almost half of parents surveyed, 48 per cent, said they think their
child is worse at maths than they were at the same age.
   Thirty-six per cent felt their child's English was worse than theirs
was at the same age.
   Almost four in 10 parents - 39 per cent - said they spend less time
learning with their children than their parents did with them a
generation ago.
   Only 30 per cent claimed to spend more time helping their child with
their learning than their parents did.
   Nearly six out of 10 parents - 59 per cent - spend less than an hour
a week learning with their children - amounting to just eight-and-a-half
minutes a day.
   One in five parents spend less than 30 minutes a week learning with
their offspring.

But the survey also discovered that most parents who are struggling to
find a work-life balance spend less than 10 minutes a day helping their
children with their learning because they are too busy.

Almost half of parents surveyed, 48 per cent, said they thought their
child was worse at maths than they were at the same age and more than a
third, 36 per cent, felt their child's English was worse than theirs was
at the same age. ...

(5) How 500,000 pupils dodge core GCSE subjects as schools sign them up
for softer options

http://www.dailymail.co.uk/news/article-2089688/How-500-000-pupils-dodge-core-GCSE-subjects-schools-sign-softer-options.html

By SARAH HARRIS

Last updated at 12:11 AM on 21st January 2012

Almost 500,000 state school pupils are failing to achieve good GCSEs in
core subjects because they are signed up to softer options by their schools.

Instead of studying English, maths, history or geography, science and
languages – the bedrock of a good education – many are taking easier but
less useful subjects such as media studies or sociology. ...

(6) Law Schools Teach Junk, Exaggerate Their Students' Job Prospects

http://www.openmarket.org/2012/01/23/law-schools-teach-junk-exaggerate-their-students-job-prospects/

by HANS BADER on JANUARY 23, 2012 · 0 COMMENTS

Propped up by government subsidies and regulations requiring students to
attend law school before taking the bar exam, law schools waste their
students' time teaching irrelevant legal theories and ideologies, even
as they paint a deceptively rosy picture of the job prospects that await
their students upon graduation.  As I noted in The Wall Street Journal
this weekend,

{quote}
At Harvard Law School I learned about trendy ideological fads and
feminist and Marxist legal theory. But I did not learn the basics of
real-estate and family law until I took a commercial bar-exam
preparation course after graduating from law school. I learned more
practical law in one summer of studying for the bar exam than I did in
three years of law school. Students should not have to attend law school
before taking the bar exam.
{end}

As Charlotte Allen notes at Minding the Campus, law schools are "fudging
the facts" regarding their students' job prospects in order to attract
students and justify skyrocketing tuitions:

{quote}
law schools, along with the universities to which they are attached,
crave their students' tuition dollars (law schools, where expensive labs
are nonexistent and large lecture courses are the rule, tend to be cash
cows for their host campuses) ... One way to do this is to boast a high
percentage [to U.S. News & World Report of] "graduates known to be
employed within nine months after graduation."
{end}

The "known" in the phrase "known to be employed" is the operative word.
Law schools send their recent graduates surveys ...  The graduates then
self-report their employment, if any, and the school calculates the
percentage of those who responded who say they have jobs and submits it
to U.S. News. Graduates who fail to respond to the survey or who can't
be located don't count. Furthermore, any kind of job counts as
"employment," even a job that requires no legal training. In a Jan. 8
story for the New York Times, reporter David Segal wrote: "Waiting
tables at Applebee's? You're employed. Stocking aisles at Home Depot?
You're working, too." ... Segal reported that Georgetown University's
law school, safely in the top tier ... last year sent an e-mail to its
graduates who were "still seeking employment" offering them $20-and-hour
temporary jobs in the admissions office for the six weeks encompassing
Feb. 15, the cut-off date under U.S. News's nine-month rule...As might
be easily predicted from these loosey-goosey controls on survey
accuracy, even the lowest-tiered law schools report astonishingly high
levels of employment for their graduates...Last year that number had
jumped to 93 percent, with some schools reporting 99 percent and 100
percent employment. ...

As I have previously explained, there is no reason to require people to
attend law school before sitting for the bar exam. As law professor Paul
Campos notes, legal education is a rip-off, since the typical law
professor "knows nothing about being a lawyer. Hence, he must bullshit,"
and thus, "talks without knowing what he is talking about," when
explaining the practical workings of the legal system or how to be a
lawyer. But since most states require people to attend law school before
sitting for the bar exam, law schools have been able to increase tuition
by nearly 1,000 percent since 1960 in real terms. ==

(7) Law professors have little experience of the actual practice of law

http://andrewsullivan.thedailybeast.com/2011/12/is-legal-education-bullshit.html

15 Dec 2011 09:55 AM

Is A Legal Education Bullshit?

Paul Campos is blunt:

Our modal law professor is a man or woman who knows very little about
the actual practice of law in any form, given that he or she spent very
little time — increasingly, at more elite schools, literally no time —
practicing law before entering the legal academy. This fact means that
to a significant extent the leaders of our profession (let us call our
hypothetical specimen Professor Leader) have to spend much of their time
in class bullshitting. This is a natural consequence of the fact that
the rhetorical posture of Prof. Leader requires him to represent to his
students that is teaching them how to be lawyers. But Prof. Leader knows
nothing about being a lawyer. Hence, he must bullshit — he does not lie
to his students about how to be a lawyer (doing so would require him to
know how to be a lawyer, while attempting to deceive his students
regarding the substance of that knowledge); rather, he "talks without
knowing what he is talking about."

http://www.lawyersgunsmoneyblog.com/2011/12/on-bullshit-and-law-schools

On bullshit and law schools

[ 72 ] December 13, 2011 | Paul Campos

[...] Our modal law professor is a man or woman who knows very little
about the actual practice of law in any form, given that he or she spent
very little time — increasingly, at more elite schools, literally no
time — practicing law before entering the legal academy. ==

Some of the above articles were found at http://edwatch.blogspot.com/

(8) Teachers strike over bad behaviour by children

http://www.dailymail.co.uk/femail/article-1374233/Teachers-strike-discipline-Darwen-Vale-High-School-Staff-stage-walk-out.html

http://www.independent.co.uk/news/education/education-news/teachers-strike-over-pupils-discipline-2264503.html

Teachers strike over pupils' discipline

By Pat Hurst, PA

Teachers at a troubled high school said they were 'delighted' today
after starting a one-day strike over bad behaviour by children and 'poor
treatment' from bosses.

Staff at Darwen Vale High School in Darwen, Lancashire, say they are
angry over a lack of backing from the head, Hilary Torpey, and other
management at the school when they confront unruly children.

The unusual move - teachers have gone on strike over pay and conditions
before but rarely over school discipline - comes after Education
Secretary Michael Gove signalled a new crackdown on discipline in the
classroom.

Around 70 teachers with placards picketed the school gates today,
cheering the occasional hooting of horns in support from passing motorists.

Simon Jones, a local National Union of Teachers (NUT) official manning
the picket line, said: "We are delighted with the turnout and the
support we are receiving.

"This is not a strike against pupils. It is about management, and
management failure to support staff in dealing with challenging behaviour.

"No one wants to demonise the children here, they are no better or no
worse than any other.

"The biggest difference between this school and other schools is the
management failure to support staff."

The new head, believed to earn between £80,000 and £100,000 a year, was
at her desk in the school today, but it was a free day for the 1,100
pupils.

Members of both the NUT and National Association of Schoolmasters/Union
of Women Teachers (NASUWT) had voted overwhelmingly for the one-day
strike action.

The action comes after what unions claim are months of complaints from
members about both the pupils and the school management's way of dealing
with teachers who have to enforce discipline in the classroom.

Unions say complaints from members at the school include teachers being
pushed, shoved and sworn at, and some pupils filming staff on mobile
phones and clips being posted on Facebook.

There have also been problems of cyberbullying and pornography.

But when teachers confiscated pupils' phones, they have then been
returned by management, leaving staff "totally undermined", it is claimed.

And since last September, when the new head was appointed, five teachers
have been suspended, according to staff at the school.

They claim some children have realised that if they are disciplined,
they can make a complaint about a teacher's behaviour to get the member
of staff suspended.

Mr Jones said: "A really serious part of this is a minority of pupils
have got into the habit of making false allegations.

"The head has proven this time and time again, with a number of staff
suspended for all sorts of reasons.

"On the one hand, she is draconian with staff, and, on the other, I
would not use the words namby pamby but inconsistent with pupils.

"There is a lack of clarity. I think there is a philosophy of not
wanting to suspend."

Unions say they have been forced to take strike action because previous
complaints, starting before Christmas, to the head and school management
have fallen on deaf ears. ...

(9) Schools have been hiding true extent of pupil bad behaviour for
years, claims Education Secretary

http://www.dailymail.co.uk/news/article-1373292/Schools-hiding-true-extent-pupil-bad-behaviour-years-claims-Education-Secretary.html?ITO=1490

By KATE LOVEYS
Last updated at 12:53 PM on 5th April 2011

• 1,000 schoolchildren are suspended DAILY for abuse and assault

Bad behaviour is rife in schools – and heads have been hiding the
problem for years, the Education Secretary has warned.

Michael Gove said yesterday that schools were suffering from a 'real
behaviour problem'.

And heads have conspired to hide the true extent of yobbish behaviour in
the classroom by concealing naughty pupils and incompetent teachers from
Ofsted inspectors, he added.

As a result, thousands of teachers – trained at the taxpayers' expense –
have left the profession, citing bad classroom behaviour as the reason.

And with 1,000 children being suspended every school day for abuse and
assault, their disruptive behaviour is interfering with the education
and life chances of tens of thousands of pupils.

Mr Gove's comments will enrage teachers' unions, who insist behaviour in
schools is good and that any attempt to paint a bad picture is
'scaremongering'.

Mr Gove announced his 'back to basics' plans as he published guidance
for schools on dealing with bad behaviour.

Under the updated guidance, which has been reduced from 600 pages to 50,
school heads will be able to press criminal charges against pupils who
make false allegations about teachers in England.

They will also be able to confiscate mobile phones without fear of being
accused of infringing pupils' rights.

Launching the guidance, Mr Gove said he was told by teachers that 'weak
teachers are invited to stay at home, we make sure disruptive pupils
don't come in, and the best teachers are on corridor duty. We put on our
best face for inspections'.

He added: 'We rely on Ofsted to let us know how behaviour is in many
schools. It is certainly the case that in some schools the behaviour
problem is critical.

'We do know from recent evidence that the single biggest reason [for
teachers leaving the profession] is because of poor behaviour.

Mr Gove's behaviour tsar, Charlie Taylor, said that the guidance should
encompass rules on school uniform and advice on recruiting educational
psychologists. He said a school uniform, with top buttons done up and a
nicely tied tie, can 'set the tone for a school'.

Mr Taylor added: 'You need to have the high expectations; you need to
have the rules in place and the boundaries.

'But in any school, and in particular in a deprived area... you need to
do a bit extra with them.'

Pimlico Academy in Central London, where Mr Gove launched his guidance,
has a full-time education psychologist and four part-time
psychotherapists to work with children with the most serious problems.

Concerns that schools are hiding badly behaved pupils from Ofsted were
raised at a Commons select committee hearing last year.

Tom Trust, a former member of the General Teaching Council for England,
told the committee: 'Getting evidence from head teachers is not always
reliable because they have got a lot to lose. Ofsted's views on
behaviour are not worth the paper they are written on.'

INSET Primary Schools Crisis

Tens of thousands of children face being turned away from primary
schools because a migrant baby boom has led to a severe shortage of places.

London alone faces a shortage of some 70,000 primary places in the next
four years, according to a report, and Berkshire, Bedfordshire,
Birmingham, Bristol, Sheffield and Hove are all under enormous strain.

Parents in the worst-hit areas will have to separate their siblings and
send their four-year-olds on 30- minute bus rides across their borough
to get them into a school. The rapid increase in numbers, which will
cost £1.7billion, is being attributed to a baby boom fuelled in part by
rising net migration – which more than doubled under Labour.

Many migrants were young and have since started families. It has been
predicted that 500,000 more primary places will be needed by 2018.

A sluggish housing market has compounded the crisis because parents are
effectively trapped in areas with too few school places.

Others lack the cash to send their offspring to private schools.

‘The biggest barrier to entry is the fear of not being safe in the
classroom. These are both indicators of a real behaviour problem.'

Two-thirds of teachers believe bad behaviour is driving staff out of the
classroom, according to the Department for Education.