A good quick activity that can engage and galvanise children prior to recess and lunch breaks is a short but intensive quiz. One if the best ways to organise this is to call for hands up after the question. The first hand earns answering right. A mistake is not penalised it passes to the next hand and so on. Questions that come from teacher knowledge rather than being read, speed the pace of the quiz.

The complexity of questions would depend on the level of class and children. Questions can be about all manner of things. Some thoughts from an inexhaustible list might include the following:

Spelling words

Recall of stories being shared

General knowledge

Politicans in the assembly

Bus routes

Layout questions about the local shopping centre

Wheat, from seed planting to bread making

Plurals of birds, animals and so on

School history

What teachers teach where (visualised school mapping and location within the precinct)

Watch my face, what’s my mood

Maths, SOCE and other subject questions – quick revision.

The list goes on

Stimulating thought processes prior to a break or at home time can be stimulating and fun.

There is increasing focus within classrooms upon technology and its use to promote teaching and learning. One of the things of which we have to be careful is the technology doesn’t take over. Technological tools are servants to be used in the enhancement of what we offer our student groups. We should never allowed to take over and dominate. Technology is a good servant but can be a bad master.

For older teachers particularly but younger ones as well, technology can be confusing. There is so much to learn and keeping abreast of developments can be hard. There is also a tendency to keep things not fully understood at arm’s-length. The case in point for myself was reluctant to come to terms with Learnline, a critically important communications tool I needed to understand in order to work with external students at university. I got over that concern and learned to use the tool and now try and keep abreast of upgrades and enhancements.

I was always appreciative of the fact that smart boards and other devices came toward the end of my teaching career. Being nervous about using and applying technology is not wise but certainly exists.

In 1996, there was an article in ‘The Australian’ newspaper written fro memory by Heather Gabriel. This column suggested that teachers in classrooms avoid becoming petrified of technology. Rather than stressing over understanding, the writer suggested teachers regard themselves as captains and students as the crew of a ship. The purpose of any journey is to get from Point A to Point B. To achieve that, a ship’s captain employs the expertise of his or her crew and acts as the overall controller.

Similarly, children often know a lot more about the intricacies of technology than teachers. Delegating children to use that knowledge to manage the ‘mechanics of technology’ can help avoid glitches and facilitate smooth sailing. Keeping an eye on the way technology is being used helps avoid the shortfalls (wrong sites and so on) that can find their way onto computer screens.

This approach promotes a collaborative and shared classroom. And over time, teachers learn a lot from children about ‘what works’ on the technological front.

Try it, it works.

There are two kinds of personalities in this world. Regardless of what we do when we go these personality types are with us. There are the “sayers” and the “doers”.

I believe it is very important as educators to be people who earn the respect of others

by “living” the statements that we make in the positions that we uphold to others. It is all together too easy to be somebody who commands and ask other people to do things and to act in particular ways. That after all is a part of the teaching and development of others. However we need to be prepared to live by the precepts we espouse. Unless we adhere in our lives to the things we ask of others we will not earn their respect.

“Do as I do” is very important in the teacher – pupil relationship. If students know us as teachers who live by this principle their respect will be enhanced. This applies to every aspect of that relationship.

If we want children to be on time and say so, then we need to be on time ourselves. Everyone children to return promptly after recess and lunch, then we can’t avoid is teachers to be late ourselves. If we want children to wear hats out in the playground then as teachers we need to do the same. If we put it upon children to keep their desks and tidy tray is clean neat and tidy, then teachers’ tables and working benches should be kept the same way.

I don’t believe we should ask the children to maintain standards that we are not prepared to maintain ourselves. And example might be handwriting.

If we ask children to take care when they’re writing in where books then we need to have the same set of standards that we maintain with written work. We might think the children don’t sense or understand what we’re doing but believe you me, they are very sharp and perceptive in that regard.

The principle extends to the way in which we approach our teaching tasks. The precepts or tenets under which we operate should not just be sets of empty words but reflective of vibrant teaching practices. In that way we earn the respect of our colleagues, the community and of course our students.

There may be occasions when we have to depart from the norm of usual operation. If that’s the case I believe it important that students and close colleagues understand why on the particular occasion the expected process can’t be followed.

Respect is a very important quality and in many ways the cement the binds those within an organisation together. It is a key value. If we earn the respect of others, self-respect also develops.

SACRIFICES PALE INTO INSIGNIFICANCE

What sacrifices have you made in life?

SACRIFICING STUDY FOR WORK

As a teacher who became a principal, I desired to complete doctoral studies during my career.

I’ve done or completed several degrees at postgraduate and masters level and was Deadset keen to undertake a doctorate.

I was also a school principal and in that context became aware of the fact that a good number of my colleagues were taking time off work to complete study programs. Thinking the matter through, I decided it would be far better for me from the viewpoint of my job and my work with children, staff and community not to leave and undertake study because it just seemed unfair to those with whom I was working.

so I didn’t pursue doctoral studies and am not particularly sorry about that. What I had was a full-time professional life and what I did was to spend my time as a principal in my schools. I also worked around the school teaching children and getting to know them.

How happy I am in retirement to reflect upon my career. Part of that is to be glad that I took the course of action I did and prioritised my work over study.

As a corollary, I also sacrificed 106 weeks of accumulated sick leave when I retired. Some of my colleagues and others, approaching the end of their working lives, used to take time off for medical reasons and for basically cutting out The sick leave that was owed to them.

To my way of thinking that was not right and I was quite happy to sacrifice my 106 weeks of sick leave to stay the course in my school and work with students and community and of course staff.

Exactly a year ago today, I was invested with an Order of Australia Medal for my services to Education. I felt ever so proud and humble in receiving that award and feel ever so blessed to have prioritised as I did – even though that meant the sacrifices I have described. Those sacrifices were nothing compared to the joy and satisfaction I got from my work.

When they begin their training, preservice teachers are often asked to think about a philosophy, that is a personal belief position, underpinning why it is they have decided teaching is for them. Some people think that it’s a waste of time to develop a philosophy and that such reflection is not very important. They could not be more wrong.

Personal philosophy is the essence upon which a career builds. It’s really a foundation stone, THE foundation stone, where it all starts and from which one’s training and career evolve. It is the starting point to the teaching journey. It is therefore important for preservice teachers and those starting out to spend time developing a belief statement upon which their future builds.

That statement may be short and pertinent or somewhat longer. One of the best and most meaningful philosophies I ever read was that of a teacher from 30 years ago. Her philosophy, the first page of her work program, was simple yet significant. It was five words long, “Teaching is a kind of loving”. That summed up her attitude and her desire to be a person who was there for others. Most certainly others came before herself.

Others might have a statement that embraces a sense of mission. It’s not unusual for statements are philosophy to be defined as “mission statements”.

Many years ago when a relatively young principal, I was invited to attend a leadership development program. We were asked to develop a mission statement of 25 words or less. Until then I knew where I wanted to go but had never defined that in terms of ‘mission’.

I spent considerable time thinking and reflecting on my priorities as an educator, as a family man, and as a person in this world.

My mission statement, from 1983, has been with me since that time. I have it on the back of my card. It reads:

“To fulfil and be fulfilled in organisational mode – family, work, recreation.

To acquit my responsibilities with integrity.

To live with a smile in my heart.”

This precept has been my guiding philosophy for the past 36 years and something I regularly reflect upon.

Please consider the importance of a defining philosophy or sense of purpose and mission.

STAFF ROOM CONTACT

If not on duty, my strong suggestion is that during recess and lunch breaks teachers spend time out of their classrooms, mingling with staff in the school staffroom. It is important for teachers to have social contact with each other, where that is not necessarily connected with professional learning and formal collegiate exchange. Sharing time together is important; teachers and staff members should get to know each other.

Those who don’t intermingle miss out on a lot of conviviality and the sharing that goes with being in the company of others. Avoiding isolation and being regarded as an isolate is important.

Don’t focus conversation entirely on classroom issues. These matters will come up. However being away from the classroom physically should also support the need to be away from it mentally. There is more to teaching than classrooms and children within the class. If sharing outcomes, concentrate on the positives and things that have been good about a particular teaching session. It can be all too easy to focus on the ongoing challenges and continuing problems, therefore overlooking the good bits.

Avoid scandal, gossip and character besmirchment when sharing with colleagues. This includes picking children to bits and making comment of a negative nature about them. There is a time and place to have a conversation about challenging children. The social aspects of gathering together are important for forgetting about what’s going on within the classroom for a period of time.

Cups and plates used during breaks should always be washed and placed in a drainer. Washing, drying and putting a way of utensils can help keep the class the staffroom neat and orderly. Dishwashers are provided in many staff rooms. Placing crockery and cutlery in them before going back to class helps ensure staffroom tidiness. There is nothing worse for support staff and those left behind to have to clean up after others. Messy teachers and staff quickly fall from favour with their peers.

Spillages on carpets and other floor coverings can occur. To clean up any mess quickly is important. There are far too many school staff rooms where floor coverings have been spoiled and the aesthetic affect of the room impacted because spillages have been left. Once dried on floors, spills are hard to remove.

Move on the first bell and aim to be back with the children when breaks are over and it is time to resume teaching activities. There’s often some distance between learning areas and the staffroom so giving yourself travelling (walking) time to get back and resume duty needs to be taken into account.

Mix with staff socially and don’t hide away from colleagues.

YARD DUTY

In most schools, yard duty is a very important part of the “extra” that teachers and staff provide for children. The pros and cons of yard duty have been raised as issues over many years but this responsibility is still with us.

I believe that yard duty is important not only for insuring children’s safety and well-being, but to help teachers get to know children in and outside the classroom.

There are a number of things teachers on the yard duty should take into account.

* Cover all areas of the designated duty area. Don’t stand still in one place but rather be aware and move around the whole of the area to which care is designated. Children love to get away into nooks and crannies, not necessarily for mischievous purpose but because at times they like to be alone, and on their own. Be aware of where children are within your area.

* Converse with children as you go but avoid staying in the one place talking to individuals or small groups for too long. The whole area that needs your coverage during time on duty. To spend too long in one place talking distracts from the 360° “eye and ear awareness” for which you are responsible.

* School guards can become horribly rubbishy places. Children have a propensity to throw litter onto the ground rather than using bins, even if the nearest one is only 2 metres away. If and when you see children using the bins, commend them on their tidiness and care for the environment. A little bit of praise can go along way when it comes to building the tidiness and civic pride habit.

* If a child has an accident or injury while you are on duty and if you are unsure of severity, send somebody who is reliable to the office to report the matter straight away. It’s often a good idea to send students in pairs to ensure that the message is delivered. If you have a mobile phone, contact with the front office may not be a bad idea. When out on yard duty I always carried my mobile and if there was a need to contact the office, it was done. Some schools have two-way (walkie-talkie) radios which are used for this purpose.

* If a child is injured while out in the sun, offer them shade if you can. That may mean you shedding a jumper, giving up your hat, or standing over the child in a way that prevents the sun from shining directly onto him or her. At the same time encourage peers to stand back and not crowd in on the injured child.

* It can be helpful and comforting for somebody who is distressed to have a close friend nearby to talk with and comfort them. It’s usually easy to identify such a person. To allow that person close proximity to the injured child while keeping others back is a good idea.

* Most schools have hat policies and also students who at times either forget the hats or prefer not to wear them when out in the sun. If your duty is out in the sun, be aware of children who may not have hats and direct them into shaded areas.

While some teachers don’t like wearing hats (and therefor set a bad example to children by not wearing them) I’d strongly urge duty teachers to always have a hat on their heads when out on duty. Remember, we model for children. If we don’t do what they’re required to do that places us in somewhat of a hypocritical situation.

* In most schools, recess and lunch duties are shared between teachers. That means during any break period there will be two teachers who share the oversight an area. Always be on time if going out on the yard duty or replacing somebody already there. It’s important to not leave an area unattended, because if an accident occurs while supervision is not supplied, duty of care comes into question. There has been more than one court case as a result of poor supervision when children are at play.

* If your duty area covers toilets, make sure you keep an eye on activity around toilet doors and be aware of the behaviours of children inside. You may not feel comfortable (nor might it be appropriate) about going into a particular toilet block but eyes, ears and awareness play a very important part in this observation. Behaviour in and around toilets needs to be appropriate and not ignored.

* There is usually a five minute warning bell or chimes to alert children to the fact that recess and lunchtimes are about to end. If out on duty, make sure the children stop playing when the bell begins to sound. Directing them back to classroom via the toilet, hand basin, and drinking fountain is a good idea. Encouraging children to be ready and in line with the second bell goes can be a good time management habit to acquire. Time awareness is very important. As well, duty teachers generally need to be back to take charge of their classes or groups when the second bell goes.

Yard duty is central to the care provision provided for students by school staff. At times it might be a little irksome and you may not feel like doing it. However in the overall scheme of things here for children is paramount and duty of care critically important. Yard duty should never ever be neglected.

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Doing more with less

Generally speaking, budget stringencies are asking school principals and educational leaders to be like Moses in ancient times. Moses asked Pharaoh for more building supplies so Israelites (system slaves) could go on building good homes and Egyptian infrastructure. Pharaoh got cross and told Moses to go away. Supplies were cut off. The Israelites had to scrounge, using their wits to develop construction materials. Similarly, educators and principals are challenged to do more with less – just like Moses.

Schools and child care

We need to change the thinking paradigm of those who believe the prime purpose of schools to be that of providing child care. The fact that schools are often defined as places where children go to be brought up, being like unto second homes with teachers pseudo parents is a sad indictment on modern life. Often it seems, parents give birth and hand over their children for almost total institutionalised upbringing.

The Best Leadership

Ascribed leadership is assigned to the position and is a power many choose to use. My preference was for acquired leadership, leadership based on respect earned through the appreciation bestowed by others. 

Respect

I believe the most essential quality to be earned, as a student or as a teacher, is that of RESPECT. Respect has to be earned, for it is a recognition of decency that accrues because of genuine care.

The fragility of youth

We need to realise how fragile and concerned about the future young people are, doing our best as educators to build confidence and a sense of the positive into their thinking and belief patterns.

Hierarchical organisation

Hierarchal organisation is a worry. It stacks people in terms of importance within a pyramidical structure, from less to more important. My preference is concentric management, with one plane for all.

Why, when one wipes the glass of buildings and cars, even when they look clean, one wipes off black, sooty dust?

Where does it come from!?