Challenge and reward: teaching in a London Academy

By Warwick Sharp

Teaching in a London Academy has been a huge privilege full of challenge and reward. As a participant of Teach First (a two year scheme placing top graduates in tough schools) I was warned to expect ‘hills of happiness’ and ‘valleys of death’. The experience has certainly been unique; you can be sworn at one minute and listened to with utter respect the next.

I have discovered how difficult it is to successfully teach young people but have been amazed by their potential once you do. We need to develop a system that will excite and motivate our children so that they achieve highly in school and beyond. The question is how?

One of the most difficult students I have ever taught had the trademark trick of turning off my computer whenever he found the lesson boring. However, this same unruly student was described as “always dedicated and hard working” by his work experience employer. Apart from slightly knocking my teaching confidence, this illustrates the importance of truly engaging every single pupil.

On my first day, a Deputy Head informed me “you earn your own respect here”. On top of that I have learnt three key lessons. Firstly, the overwhelming importance of parent/carer attitude. When ringing home to request permission for a detention, responses varied from “he will be there” to “good luck catching him”. Creating a supportive home life is fundamental to education and this impacts on debates around family issues, affordable housing, and social services.

Secondly, the need to motivate rather than simply expect effort. As Careers Coordinator, a student recently asked me why she should stay in school if she wants to become a plumber. She illustrates why we need to reform qualifications and the curriculum to match the diverse range of learning styles. The diploma combines classroom teaching and work-related learning like no qualification has done before. Critics argue it is second class and admittedly only 40% of Russell Group universities consider it an entry route. However, for her it would be the ideal route while more academic students could still pursue A-levels.

The tremendous responsibility held by teachers is my third key lesson. Good teachers have the power to transform lives, particularly for the most vulnerable in society. Upon discovering that I am a Cambridge graduate the response from students was invariably “what are you doing here”. It is outrageous that they are so shocked that I want to teach. However, to be honest, without Teach First I would not have even considered it.

The programme throws you into the deep end in the belief that you can swim. Lack of experience is made up for with energy, intelligence and creativity. It is an emotional rollercoaster. Originally, the idea of Teach First was rejected; people said it would never work. Less than a decade later over a thousand participants have made a “notable impact in transforming underperforming (school) departments” (Ofsted). This shows we need new and revolutionary ways to attract and retain brilliant teachers.

Since 1997 Labour has doubled spending per pupil from £2,900 to over £5,850 today. There are a record number of teachers and more young people gain 5 or more good GCSEs than ever before. These are fantastic achievements. My teaching experience has instilled in me a passion to do even more. We can make education in Britain the best in the world and that must be our aim.

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