The role of the monarchy is largely – if not entirely symbolic. Its powers form part of convention, not practice.
Any real powers have been gradually eroded over time. It has formal powers of Crown in the executive process of British Government. But in practice these are largely exercised by Ministers as part of constitutional monarchy.
These amount to ‘official’ appointment of ministers – but not in reality (Prime Minister’s job). They give Royal Assent to all Government Bills – but again, this is largely convention. They ‘officially’ open and dissolve Parliament – convention again. And ‘declare war’ – Prime Minister again in reality.
These insignificant roles hardly seem enough to justify such a seeming worthless and hugely expensive institution. And just because it has been there for so many years does not make it a good idea.
We should scrap the royal family – once and for all – because:
- The concept is outdated
- They perform no real function – of any real importance
- The monarchy is expensive – a drain on tax-payers’ money
TEACHING REFORM NEEDED
March 11, 2008Smaller class sizes do not help pupils perform better in school.
A recent report with comments by the deputy director of the Institute of Education, Professor Dylan William said that cutting class sizes was not a cost effective way of boosting grades.
Classes needed to be reduced to 15 or less to have a significant impact, he said. - This is impractical in most schools.
Apparently – continuous monitoring of pupils’ assessment is a better way of teaching. – Some schools now do this by offering a ‘traffic light’ system – where pupils hold up coloured cards to indicate whether they have understood what the teacher has said.
Smaller classes help if children are unruly and hard to manage.
But William has called for a complete over-haul of teaching methods – if we are to really get to the nitty gritty of the problem – and tackle it head on.
Tecahers need to allow more time for pupils to respond to questions, and take more trouble to check that they have fully understood what has been said.
So why are we still trying to reduce class sizes?
And why aren’t teachers taking more note of these and similar recommendations?
Perhaps the problem – relating to the latter point particularly – is one of ‘ego-teaching’. Teachers think they know best. Period. Even if the way in which they are teaching is actually detrimental to students’ progress. And pupils are really at their mercy.
Teachers need to listen to education chiefs when they say something isn’t working. Because – chances are – they’re probably right.
Tags:class size, education, education reform, pupils, pupils performance, smaller class sizes, teaching, teaching reform
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