Why Schools Need to Drop the Formal Facade
The over-formalisation of schools has led to a disconnection between students and teachers, stifling genuine relationships and hindering active engagement, giving birth to an apathy epidemic. As students are confronted with the facade of conformity—teachers adorned in business attire, reciting scripted lines, each lesson following the same predictable script as the last—the essence of education becomes obscured by a fog of formality Yet, amidst this barrage of corporate bullshit and rigid systems, lies a yearning for authenticity. There is an imperative to reduce the formality reminiscent of 1920s business conventions and instead promote a more informal approach. This shift fosters genuine connections and restores the social contract between students and teachers.
Problem
The hallmarks of over-formalisation are widespread in academised schools, where the dress code resembles that of a stagnant, white, male-dominated boardroom, and outdated policies obscure genuine interaction, veiling learning possibilities in a cloak of corporate nomenclature. Students navigate an environment devoid of character, where adherence to outdated norms stifles creativity and individuality. CCorridors look the same, displays are drowned in the school’s corporate colour palette, teachers sound identical, and often harbour the same lifeless yet condescending tone, full of artifice and the rich stench of bullshit insincerity. This regimented approach not only alienates students but also fails to prepare them for the dynamic realities of the modern workplace. The pervasive focus on formality perpetuates a disconnect between educators and students, undermining the essence of education. Leadership becomes more concerned with adherence to prized policies than with fostering genuine learning.
**A note to parents: be wary of any school where the DT, PE and Drama teachers wear suits as it suggests a lack of emphasis on fostering creativity and authenticity.
Causes
The roots of over-formalisation are largely obvious, stemming from a culture obsessed with metrics and appearances. Academisation has prompted an era of standardisation, where conformity is prized above all else. The pressure to adhere to rigid structures and extinct corporate “norms” leaves little room for authentic expression or genuine connection. As students are bombarded with formalities, expected to know pointless acronyms that some tit on the exec board invented whilst teeing off, the essence of education is obscured by a facade of compliance. This hinders their ability to develop meaningful relationships and invest in their ‘learning journey’ (urgh… I just said learning journey… fucking he….**throws up in mouth). Listen to the shit you are peddling: Learning journey, 5 pillars, steps, red pen, green pen, learning intentions etc Who the fuck just touched base in my thought shower?
Effects
The impact of over-formalisation on students is extensive. It permeates their entire educational experience, shaping their perceptions of themselves and their surroundings. I can picture a future scenario where a kid enters their workplace for the first time, expecting a ‘Lesson Starter’ or ‘Do Now’ task only to be looked at with a collective glare of “what the actual fuck?”. We are inadvertently creating a monster devoid of initiative, unintentionally shaping a new generation with unrealistic expectations.
As students navigate through an environment dominated by rigid structures and apparent ‘corporate norms,’ they often feel constrained by the classic MAT, toxic trademark: a ‘one-size-fits-all’ approach that neglects to acknowledge students’ individuality, as well as the individuality of their teachers. This stifles creativity, dampens enthusiasm, and erodes self-confidence, leaving many feeling disconnected and disempowered. Moreover, the emphasis on formality often breeds a culture of compliance rather than critical thinking, inhibiting students’ ability to question, innovate, and engage meaningfully with their learning. Ask yourself this: which kid goes home and says, ‘Gee, Mum, Mr Forest delivers the best learning intentions and the way he adheres to the praise system is super swell’? Absolutely no one, that’s fucking who.
Students invest in character, and by reducing teachers to faceless representatives of the corporate machine, a significant source of inspiration is lost. It’s the inspiring teachers who foster student engagement and buy-in.
Solutions
Firstly, teachers must remain true to their character and prioritize the cultivation of authentic relationships with their students, fostering an environment of trust, respect, and empathy. Schools should actively promote this approach. This entails transitioning away from rigid hierarchies towards a more collaborative and inclusive model of teaching and learning. Relationships between teachers and students should be based on social dynamics rather than economic ones (insert later article). Additionally, there is a pressing need to overhaul outdated policies and practices inherited from the Victorian era, which often prioritise formality over substance. This may entail eliminating bureaucratic obstacles, revising dress codes to discard business attire in favour of clothing that is more comfortable and relatable (The Business Dress Myth), and promoting more flexible approaches to curriculum delivery. Most importantly, [and this is the one that makes the Multi Chain Academy CEOverpaid slice their drive into the rough], teachers must be empowered to exercise autonomy and creativity in their teaching practices, enabling greater innovation and responsiveness to students’ needs. By embracing informality and authenticity, schools can foster environments where students feel valued, supported, and empowered. This also involves streamlining convoluted praise systems, ensuring that recognition is genuine and meaningful rather than mere branded, bureaucratic bullshit (add link later).
Conclusion
We cannot promote a system that stifles creativity and alienates students; a more human-centric approach to education is needed. By prioritising authenticity and informality, we can create environments where students can thrive, develop meaningful relationships, and invest in both their own and their teacher’s character.
A note to Mr Adlam
I used to hate English. However, my love for the subject grew because of your innovative approaches. For example, while teaching Lord of the Flies, you encouraged me to draw the characters and scenes as we read through the book. But more than anything, I cherished our Monday morning lessons that started with ten minutes of ‘football corner,’ where we discussed the weekend results. You made me invest in your character, respect you, and listen to what you had to say because I knew you cared for all of us. Thank you.
