GETTING TO THE ROOT CAUSE. This site has maintained that one purpose of the common school is to socialize the young into the Habits of Highly Effective People. London Times commentator Harriet Sergeant suggests that schools are failing at that mission because some teachers are ashamed to be Highly Effective.

Then instead of authority and leadership, boys in state schools too often find themselves taught by teachers ashamed of their values. One young man teaching in a school in a deprived area in the northeast said his “main focus” was not to offend his pupils. “I don’t want to push my middle-class values on them,” he explained earnestly. When a pupil described his hopes for the future, stacking shelves in the local supermarket, “I pointed out the many positive aspects of the job — meeting people and so forth.” There was little attempt by the school, he admitted, to provide pastoral care or raise pupils’ expectations. He saw no link between this and his No 1 problem — pupil apathy.

It's possible that such "unwillingness" to appear to be an advocate is a behavior learned in teachers' college. (There might be other dynamics at work in Britain -- stacking grocery shelves is still a way of earning college money in the States.) Here's an observation from Janet at SCSU Scholars.

Too many of the so-called teacher colleges began emphasizing self-esteem, the whole person, etc. over content in the 1970's. These institutions were extremely influential. When these "can do no wrong" ideas began, the college population came from homes where books, magazines and papers are readily available. Most came from English speaking homes with trditional work ethics and those who did not understood an earned degree (vs one given to students) would open doors regardless of background. Unless spoiled, these students would succeed. Once the feeling mentality overtook the learning mentality, problems started. Though today's college population is more varied the skills to succeed are the same. Unfortunately too many students are not taught necessary academic or social skills and too many parents overprotect their kids while demanding too little respect for themselves and teachers. The result is: a less educated populace; entry level workers who do not understand that showing up on time and doing what needs to be done are necessary for success; businesses and agencies that hire workers discover these new comers often cannot think, cannot make decisions, and call home when the going gets uncomfortable (note, I did not say the 'going gets tough').

Her conclusion:

We have spent far too many years in the bubble of "I'm ok, you're ok." We are ok but we still need to learn. By default, American attracts the best, brightest and most energetic. We are lying to ourselves if we continue to adapt a system that handicaps everyone, native and foreign born.

True enough. But the Times and the Scholars are likely preaching to the converted. What mugging by reality does the rest of the school establishment require?