Figure 1.-- One destinct advantage is class size. Prep school classes tend to be small, affording needed opportunities for individual attention. Class sizes vary from school to school, but usually smaller than 20 children. This is especially important for the younger children developing their reading skills. |
The indisputedly high standards achieved by the prepschools can not, in all firness to the many committed educators in the state system, be enyirely attributed to the schools alone. Prep school children, for the most part, are a mixed ability group, but even so they are by definition a select group. Teachers at prep schools have many advantages over their counterparts in the state system.
One destinct advantage is class size. Prep school classes tend to be small, affording needed opportunities for individual attention. The staff pupil ratio at most preparatory boarding schools is about 10 to 1 with class sizes averaging about 15 to 18 children. Day schools tend to have somewhat higher staff ratios ans class sizes, but still substantially lower than in the state system. Teachers no matter how competebnt and committed simply can not meet the needs of all the children when confronted with a large number of children in the class. It is possible to meet the needs of most of the children, but thoise requiring extra help simply will not get what they need. Children with special needs can often escape the attention of teachers when classes approach 30 children. This is especially the case of younger children just learning to read. Some key academic skills, especially reading and writing can only be effectively persued in small lasses where teachers can assist those children having difficulty. Teachers must have time to work individually with the children in class and time after class to correct and evaluate their work. Teachers with large classes can not do an adequate job either during or after classes.
Prep schools normally have fewer discipline problems because the families the children come from generally produce more disciplined children than some of the children entering state schools. Prep school children may be more spoiled when they arrive at school, but they are less likely to be disruptive. We say this not only because the childrn tend to come from affluent families, but als listening to the teachers discuss their pupils in the teacher's lounge. Prep schools simply do not tolerate disruptive children. One or two disruptive students can not only monopolize a teacher's time, but change the whole atmosphere in a classroom. Schools will attemp to work with difficult children. Prep schools require a level od politeness and civility that state school teachers are unable to demand. Children who do not respond and continue causung problems are eventually asked to leave. As a result, prep school teachers can focus their time and energy on real teaching without the disruptive distractions that state school teachers must contend with.
Prep school teachers receive more support from parents than many state school teachers experience. The parents who send their children to prep schools are generally well educated and emphasized education. Thus the children tend to have greater help at home as well as superior pre-prep academic training. Parents pay substantial fees. For many this requires a considerable economic sacrifice. The fact that their parents are prepared to make considerable financial sacrifices means that most have real interest in academic success. As a result they expet value for their money--meaning real academic results.
The children at prep schools come from financially secure families. Most educational psychologists agree that the single most important factor detemining success at school is the home environment. It is likely that the prep school children would probably achieve aboce average success in the state system. Some state school children, especially in the inner cities, come from very difficult home situations. One sate school teacher in South London that we spoke to told us that it was an accomplishment just getting the children in theuir seats and calmed down so she could begin morning lessons.
Boarding schools, because of their more intimate contact and greater control over the children have opportunities not available to state school teachers or indeed to teachers at prepararory day schools.
