 As a former headmaster I recognise that students, teachers and school administrators are suffering from too much stress these days. Why is that? Every government would love educational standards to improve; especially if they could take the credit for it. But through their constant pressure to see better results whilst providing dwindling resources - all they have achieved is to stress everyone involved. Stress is not a positive in a learning environment. If people give in to the pressure and try to produce better results without changing learning efficiency they must work harder or longer hours and most feel they are already approaching their limits in that regard. If they dig their heels in and refuse to do more, they remain under the constant stress of conflict. There is a solution that will make everyone happy - to increase learning efficiency. Performed correctly, an increase in learning efficiency can reduce stress for all major stakeholders including parents. Furthermore, academic performance can be improved and the need to cram entirely removed (a major source of stress). Some of the saved time can be used by teachers to create engaging lessons rather than only teach to the test. A wise school will ensure each stakeholder benefits. When I took my O’Levels back in 1979, I cannot claim to having been either gifted nor especially hard working. I was a very average pupil at a rather excellent grammar school in Sussex. At that time, it took 600 hours to complete the French curriculum, after which I achieved a “C”. Because my school was all about excellence and because I was not (at that time), I was denied permission to continue studying French at “A” level. The reason given was a lack of ability and I think they were right given the skills and knowledge I had at the time. In my late teens I discovered “Accelerated Learning” and in my 20’s I set a world record in Accelerated Language Learning. Since then, I have been an advocate, practitioner and evangelist. Returning to today - the odd part of your story is, that in the last 5 years many apps have appeared in the market which, used knowledgeably, would have produced a profound increase in learning efficiency and begun to relieve this accumulating stress. Those same tools are already deployed in many schools however no obvious change has taken place in grades achieved per hour of study or stress levels. Why is that? I can assure you from 40 years of personal experience, that the principles used by many of the tools available today do work. Accelerated language learning is entirely logical and can be easily understood. Results are not changing because these tools are being applied without a clear understanding of what they can achieve and how they need to be used to get those results. Would we suggest teacher training? “Yes”, but there is something much more important to do first. Tools should support a vision and not lead one. We recommend that since accelerated language learning tools are now in the general public awareness, that it is a good time for school management to understand their full potential. To determine how your school may most constructively integrate these tools into your language programmes and what proportion of their full potential is realistic to expect at your school given your circumstances and ethos. Teacher training can then be included as part of a properly designed implementation programme for your school. Total Fluency Ltd enjoys working with organisations to apply accelerated language learning techniques which produce better results in less time with less stress. For more information Join our mailing list - Arrange an introductory briefing for senior management. Download a white paper on how to successfully implement accelerated language learning - Hear us speak at the Independent Schools Portal Senior Leaders meeting - on 7th March 2019 at Pownall Hall School Email us: info@totalfluency.com http://totalfluency.com Bruce Balmer Bio World record holder in speed learning 40 years of practice, training and teaching accelerated learning Former Headmaster (Banff Academy, Calgary, Canada) Lectured to 350 of Britains better private schools including Gordonstoun, Benenden, Roedean, Cheltenham ladies college, Charterhourse, Morton Hall etc. Has lectured to 65,000+ students in UK, France and Canada Special Needs Teacher Training.
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