According to the TDA 4 out of 5 applications made for primary vacancies are from females. This is an issue that has worried parents and teachers for some time.

But surely it doesn’t matter whether the teacher in the classroom is male or female, what matters is that a lot of our primary schools are staffed entirely by women and that may effect some pupils.

Surely the main objective should be whether the teacher is the most effective?
But not everyone agrees with this, there are several views on why males should enter the classroom:

* Having male role models is essential for both girls and boys.
* Boys would rather turn to men when wanting to confide in someone about issues such as bullying.
* Boys sport cannot always be delivered by female teachers.
* Children need to see teaching as a career option for both sexes.
* It gives children a more balanced view of society

The above are just some reasons as to why more men are being recruited into the teaching profession, but NASUWT believe the gender of the teacher has no real impact on the students.

In my opinion more men need to teach in primary schools so that children have a balanced view of life. Its not only women that can be good primary teachers and nurture children in a learning environment.

What are your views?
Do you think the gender of a teacher affects a child?
Do you think this area is being scrutinised too much?
Have you have any experience whereby you felt your learning had a positive/negative affect because of the gender of your teachers?

Add a comment!

You know the situation, the same child in the class is being disruptive yet again, so what do you do? Well, you have a couple of options, you can send him out the class, but you’ve already done that twice. You would give him a detention, but detentions don’t exist in Primary schools. This child is rude, he swears, hits other children and is stopping everyone else from having a productive day, so, you expel him.

Harsh? The above scenario is all the more common, with Ofsted reporting 13,460 fixed term exclusions in 2006-07. But how can this be avoided? The root cause of the problem could range from anything from problems at home, bullying, wanting attention to name a few. Ofsted Inspectors say the whole situation can be avoided with better classroom management.

What are your views – Have you had a similar situation in your class or school? Do you think exclusions should be avoided, or do you think they are the only effective method? Do you have any tips for better classroom management? Share your thoughts with us!

Hi my name is Colin Bell and I am passionate about Education… promoting cultural understanding, developing effective school workforces and creating international professional networks…

My role in Eteach is Head of Development for International Schools, connecting schools with our International talent pool of educational professionals. I have been involved in Education since qualifying from University reading a degree in Plant Sciences and then undertaking EFL teaching qualifications from Cambridge University, which led me to teach in the UK and overseas… I had a fantastic time teaching English in the Czech Republic and Japan for 3.5 years.

My students ranged from Early Years to University students, business leaders from Japanese industry and Military commanders from the Czech Armed forces. I returned to the UK and spent a couple of years recruiting teachers to schools across Asia allowing teachers to develop their career portfolios and karaoke skills…

Working in Local and Regional UK Government and studying for Chartered Institute of Marketing qualifications was my next move… I spent 6 years leading Recruitment, Retention and Marketing for Education and Children’s Services in the London Borough of Richmond upon Thames. During this time I worked with a variety of committed social partners including schools, Universities and government agencies. I chaired the South London Local Authorities School Workforce Recruitment Group, and I was seconded as Project Manager for the Government Office for London ‘London Challenge’ inner city schools recruitment programme.

Developing teachers and their global education leadership potential is area which I have particular experience having delivered National College for School Leaders (NCSL) leadership succession planning strategies and on behalf of the Department for Children’s Services and Families leading teachers International Professional Development study visits for groups of school leaders and teachers to China, Canada and the USA. This was a fantastic opportunity to share good practice, to visit a variety of schools and to meet educational professionals from around the world…

Lifelong learning is something I believe in and practice… through my role as a part time EFL lecturer in a London Further Education College I continue to teach and learn languages through interaction with multinational students. I also support the delivery of the United Nations Millennium goals volunteering as Communications Manager for a UNA UK London branch.

My 3 wishes are to…

1) complete another UK coast to coast bike ride this summer
2) grow a greater variety of exotic chillies
3) improve my Middle Eastern and Asian culinary skills

As you’ll already know your teaching qualifications and experience are a valid professional passport to rewarding and exciting career opportunities… get in touch to share your international teaching and travel experiences… foods, cultures, languages and achievements…

Goodbye, Sayonara, Au Revoir, Ma’a Salama, Zai Jian