I wasn’t planning to write anything at all on this topic. Far brighter people than me have written far more incisive commentary about the importance of reading and the struggles that young people have with it. And anyway, this was just a baseline test; a straightforward reading test done in class with (hopefully) minimal stress. But, in teaching sometimes it feels like nothing is ever straightforward.
September and baseline testing for Year 7s go hand in hand. Not always merrily skipping down a corridor, but hand in hand all the same. So, it should be straightforward, right? Read the texts, read the questions, answer the questions using the information from said texts. And as a bonus, take your time doing it as we can use a little chunk of next lesson too. Easy? Well not for all, naturally. But straightforward, surely?
Of course, if you’re a teacher or have ever worked in education, you know the answer to the question above. And of course, the answer is a big fat NO! As I mentioned earlier, nothing ever seems straightforward in education and some days everything can feel like a battle.
Which brings me to my topic. Reading tests. Or rather, the reading test that I’ve just done with my seemingly delightful Year 7 group.
Now previous readers might already know that I’ve recently taken up a new post at an all boys school. Suffice to say, as you might well expect it’s pretty tough at the moment. On top of a shedload of entirely new and sometimes alien systems and routines, all my learners are boys and therefore full of the ‘challenges’ that boys can bring! That said, it’s a very supportive environment and I feel like I’m getting on top of things and coping with anything that gets thrown at me…metaphorically!
In amongst my cohort of somewhat rowdy boys, my Year 7s stick out like the proverbial sore thumb. I’m new, they’re new and we’re in this together. They’re keen to get on and eager to please and of course, full of questions, as we probably all were at that age. They all say a cheery ‘morning, sir’ at the door and many of them tell me to have a ‘good evening’ or even a ‘good weekend’ when they leave, depending on the day.
So, today’s attempt at a baseline reading test was a timely reminder that there are always hitches, irritations and curveballs in teaching. Okay, this one wasn’t the biggest deal, but it reminded me of the need for patience and also the need to always make sure that everyone in the room is sure of what they’re doing.
The problems started as I gave out the texts. One reading booklet with texts to read from and an answer booklet…where you put your answers. First off, I asked my class to fill in the front of the answer booklet with the necessary information. In this case that was first name, middle name, surname, date of birth and school name. I explained what was needed and also that, if they didn’t have a middle name, then they didn’t have to write one. And this was when the questions started.
“Sir, where do you put your name?”
“Sir, what if I haven’t got a middle name?”
“Sir, what if I don’t want to put my middle name?”
“Why do I have to put my middle name?”
“Why do they need my date of birth?”
Eventually, we got there, even adding my own name to the front of their answer booklet just in case it was misplaced. At least someone would know where to find me.
Next came instructions about time. I’d been told that it didn’t matter if the test didn’t get completed in the hour – we could use next lesson too. So, I made it really clear that the boys should take their time, look for accuracy rather than speed and that we’d have this lesson and the next if needed. It wasn’t a race. You can guess what came next…
“How long have we got, sir?”
The first time they asked, I just repeated myself. Same with the next. And, with a slightly more irritated tone, the next too. By the time the same question had been asked about 8 times in 10 minutes or so however, I felt like steam might be coming out of my ears!
Then, it was time to give a bit of guidance. The answers they needed were in the texts that they were going to read, they should read the texts first before attempting the questions, the paper would tell them which text questions were referring to and so on. But before I’d even got halfway through what I was saying, the hands were going up. I asked them to wait; I might answer your question before you get the chance to ask if you wait until I finish. Still, the hands stayed up like this was some kind of endurance test. And then, when I’d finished…
“Where will the answers be, sir?”
“How do I know what text the question is about?”
“How long have we got, sir?” Just kidding with that one; they’d got the point by now!
Once those worries were seen too, again, I gave a final warning. Treat the test like an exam. There should be no talking and while they should ask if they had a question, I couldn’t just give answers and they’d be better off just reading the text again. And with that, I told the class that they could begin writing.
Seconds later, a hand shot up to ask a question, while the boy sat in front of me started reading the first question out loud.
I give up!
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