Nick Gibb is the new Minister for Schools. This is not surprising, given that previously he has shadowed this position.
He thinks traditional forms of teaching and discipline are good, so, along with his colleague Michael Gove we might expect to see not only more uniforms, but rote learning, and on the spot detentions. However, Gibb is also anti bureaucracy and wants to leave headteachers to get on with the job. Which, presumably means they are free not to implement traditional forms of teaching and discipline. We shall see.
Since taking up his new position, he is reported, according to the Guardian to have said:
“I would rather have a physics graduate from Oxbridge without a PGCE teaching in a school than a physics graduate from one of the rubbish universities with a PGCE.”
So, apparently he believes that some Universities are ‘rubbish’ , though which ones is not clear, though it seems Oxbridge does not come under the rubbish category. Neither does Durham, one might assume, given that Gibb studied Law there. Presumably he also believes that a graduate with excellent knowledge of physics will make a better teacher than someone with, say, a third class degree and a PGCE. However, there has been no announcement yet from the Government that teaching qualifications are to be dispensed with. We’ll wait and see.
Back in 2006, Steve Richards interviewed him, about his school days, for Teachers TV.
Vodpod videos no longer available.
It is clear from this what kind of school he prefers: Maidstone Grammar good, Thornes House Wakefield bad. However, he might disagree with the Minister for Education, Michael Gove on the issue of uniforms if his experience of Canadian schools is anything to go by. No uniform there, but they did start the day by singing ‘O Canada’.
If you watch the video, then listen for this quote from Gibb when Richards asks him about the different intakes of the schools he attended:
“I never knew what the intake was, as a kid I never, you never sort of assess that, but I did notice very much the differing quality of teaching and the ethos of the school”
So,while he was oblivious to the backgrounds of his fellow pupils in the numerous schools he attended, he was able to discern what good teaching is, and he stands by the validity of this selective, partial judgement.
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