Education Bill

My Lords, I want to flag up for the Minister that this might be relevant to his interest in the training and development of teachers more generally and that he might seek confirmation from those of your Lordships who have been in practice in this area whether my concerns regarding the teacher-pupil relationship are right. I know from other settings working with children that it is vital to build a relationship of trust. All kinds of emotions can emerge from that. There can be love, as the noble Lord, Lord Elton, has often said, but there can also be feelings of hate. I remember observing a teacher—a man in his late 40s, perhaps—working with a 16 year-old girl with Down’s syndrome. We were taking her out on a summer expedition to picnic in the park. She was a lovely girl but she was unmanageable; she would push the boundaries. She would walk away, and what could he do? What could any of us do? As we went back in the minibus I observed him—I may have been incorrect in my observation—start to tease her about her boyfriend who was sat next to her. We are all human and when we are put under pressure certain people get under our skin and certain things come up. The way in which we can avoid taking such things personally is by reflecting on what we are doing—just as that Montessori teacher was helped to observe that wagging her finger at pupils was not helpful and perhaps came from an experience in her past that she does not want to bring about again. Rather long-windedly, I am suggesting to the Minister that his work in bringing in Charlie Taylor to advise about behaviour and in thinking about how we can better train and develop teachers might be useful in this area—not only to avoid having to bring about the searching of children but the danger that certain children might be targeted by teachers who find them annoying. This might be one way of dealing with that annoyance. People have always emphasised to me that—I wanted to check this point with those who have teaching experience—little attention is given to the teacher-pupil relationship in teacher training and development and that there is a vacuum in that regard. In the initial teacher training there is very little about child development and how you interact with children. Continuing professional development is also lacking in that regard. Teachers report that it is wonderful to be given training in child development and managing difficult behaviour. Indeed, the training that foster carers say is most valuable to them is that concerned with managing difficult behaviour. I flag up the point to the Minister that the broader issue of the training and development of teachers is involved here. I know that he is doing some work in that area and he may want to say something about that in his response.