STORY TELLING

GENERAL

At the risk of sounding too old fashioned, I extol the virtues of story telling. These days, with the advent and use of smart-boards and connecting devices, teachers often use audio-visual technology when it comes to story telling and story readings. The possible reluctance that teachers may feel about telling stories to children is not new. When I was a primary school student in the 1950’s, we used to have ‘Junior Listener’ stories bradcast to us by radio. For half an hour or so we would sit at our desks in rural Western Australia and listen to the story of the week being read to us by a presenter in Perth. Memory fades with time but I cannot remember our teachers being much into story telling. We were read to from time to time. However in those days, books were not attractively presented or full of colourful illustrations to be shared with children.

Teachers should not feel reluctant about telling or reading stories to children. Sadly, the skill of story telling is becoming a lost art. I always gained great satisfaction from being able to share stories with students from Transition to Year Seven. I believe that teachers of older students can fashion their delivery of material in a way that transmits it to students in story form. Story provided ‘setting’ and helps place the context of message into a feasible environment. It helps students understand the application of theoretical contexts.

To tell stories with and to children is to engage with them in a primary conversational context. Stories told with animation and conviction, with supporting gesture and eye contact, engage children and switch them on in a way that draws them close to the message being conveyed.

Advantages

Some of the positives of story telling are as follows:

* The quality, meaning and context of language, word usage and meaning can be followed up by discussion during ‘conversational pauses’ within the story or at its end when the story is being reviewed.

* Questioning to test listening helps to build the notions of concentration and listening. To have ‘mini quizzes’ where there is some sort of contestation build within the group (for instance, girls versus boys, contest between class groups and so on) adds to student focus and engagement. This strategy discourages students ‘switching off’ and mentally wandering off into the distance.

* Having students work on ‘prediction. and ‘forecast’ by sharing their thoughts about where the story will head and how it will conclude can be an interesting and testing strategy. This approach helps develop the skills of logic and reasoning within thinking.

* Language study is enhanced. Asking children the meanings of words and words within context is an example. Similies and antonyms can be developed as a part word studies. The possibilities are endless.

* Some texts which share stories are written in the ‘language of yesteryear’. There are two volumes that come to mind, being ‘Grimm’s Fairy Tales’ and stories by Hans Christian Anderson. These stories not only introduce children to a vast array of very colourful old fashioned words that have been superseded by the idiom of modern language. They are also set in social situations of the past, largely replaced by the social attitudes and disposition of today. These stories lend to wonderful exploration of word development and a comparison of historical and contemporary social mores. They help with developing understanding of what has changed and why behaviours once acceptable have been replaced.

* The appeal of stories to imagination and ‘the mind’s eye’ is such that art growing or flowing from story presentation can be colourful and creative. If the story is one drawn from history, asking children to think of clothing, transport, buildings and other artefacts from the past can help with differentiation and clarify understanding.

* A great way of treating longer stories, is to serialise (or mini–series) them, with ‘to be continued’ as part of the understanding. That is a great way of helping children anticipate what may happen. A good story being well told can also be a motivator. Continuation can be applied as a reward for effort and endeavour.

Qualities

* Make sure when telling stories that you use clear, expressive language. Take the part with language variations of the characters you are describing.

* Engage children by asking them to respond by being characters in the story. Have them thing about and describe the characters, moods and attitudes of those around whom the story is centred.

* Have children act or visit the story or parts thereof through dramatic expression. Drama is a subject very rarely considered these days.

* As a story teller, make eye contact with the group. Vocal expression is important including pitch, rhythm and other elements of speech.

Concluding thought

I could go on about story telling. A good story told well, will be remembered for a long time. I still have people, now in their late teens and adult years, tell me they remember my story telling and how much they enjoyed stories I told.

It is a sad fact of life that adults tend to lose the capacity to imagine as they get older. To engage in story telling is to keep the imagination of the story teller alive and flourishing. As a school principal, I used to talk with children about the importance of imagination and imaginative thought. To tell stories has helped keep me in touch with this advice.

Henry Gray

SINGING

Singing is one of those things children love doing. It is also something many teachers feel concerned about, when it comes to personal vocalising adventure. For some reason or other, many teachers are reluctant to engage in signing with children at classroom level. In many schools these days, music programs are vested in singing and instrumental teachers. The domain is one into which classroom teachers, even those of early childhood children, rarely engage. That may be because of self-consciousness, embarrassment or because they genuinely believe they have no musical talent.

Singing is something I enjoyed with children in many different school settings, in grades at all levels and in all kinds of schools.

I don’t profess to be authentic in musical terms, but enjoyment should be the key to singing. Holding a tune helps, but for most if that does not come naturally, it can be cultivated.

Having fun with singing helps. Singing for enjoyment ought to be considered, especially as singing is confidence building for children. I believe that to sing can also build teacher confidence. The exercise is one that promotes vocal projection, facial expression, and correct word usage. Listening skills are enhanced because singers have to listen out for each other.

Some of the songs I taught children years ago, they still remember years later and as adults. I have had that feedback. Children I know from more recent years remind me of songs taught.

Memory building

Without doubt, learning the lyrics and music that goes with singing, helps when it comes to memory building. Songs stay with people for years, sometimes a lifetime, after the learning. The stimulation of memory is important because the ability to memorise is one of the characteristics with which we have been blessed.

Part of the appeal to memory is that of challenging children to learn the rudiments of the song as quickly as possible. When I was a primary school student back in the 1950’s, we used to have singing lessons to our schools broadcast over the radio. Lessons were weekly for 30 or 45 minutes. Once the song we were learning was introduced, the singing teacher would drag the learning out over several weeks. We poor children would back up phrase by phrase, line by line and verse by verse for what seemed an eternity. The enjoyment of singing became entangled within this torturous learning process. When teaching singing, be smart about methodology.

Linking

Singing can be linked with other elements of the curriculum, especially Social and Cultural Education. Attached is an example to illustrate.

Musical Appreciation

‘Linking’ similarly applies when it comes to musical appreciation. Music and instrumental appreciation is helpful when it comes to studying countries, cultures and people of the world. Musical appreciation is a strategy that helps us better understand and appreciate Indigenous Australians.

Creative appeal.

Children are asked to use their imaginations to create stories, write poems, manufacture art/craft pieces and to carry out scientific experiments. This may extend to electives studies, speech preparation and other activities. There is no reason why children, even very young children, can’t be encouraged to create and teach (under guidance) their own songs.

Singing is a great activity, one I recommend.

Regards

Henry Gray

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Attachment: Brumby Jack

BRUMBY JACK

See the dust cloud on the plain,
Hear the sound like falling rain,
Flashing hooves and heads held high,
As the wild bush brumbies gallop by.

Chorus*

*Here comes Brumby Jack,
Bringing the horses down the track,
Hear his come as he wheels them around,
He keeps them together safe and sound.

There’s Stumpy, Billy. Silver Dan,
Pickles, Jim and Pelican,
He has a name for everyone,
And when he calls they come at a run.

Chorus

He loves his wild bush friends so well,
Many a farming man can tell,
He’ll never eat or go to bed,
Until he’s sure they’ve all been fed.

Chorus

Froim the mountain side to the distant plain,
Here, there and back again,
They roam the country wild and free,
‘Cause that’s the way they want to be.

Chorus

Conversation and Discussion Points – a few

Discussion points about wild horses and why – origins.
*Location, location – where found.
* Property and farm damage.
*Use of horses and how domesticated horses could escape, breed and create brumby herds.
*’Life of a horse’.
*Persuasive argument on pro’s and cons of horse rearing, breeding, use and so on.
* Word study ; ‘wheel’, ‘roam’, ‘plain’ and so on.

These columns were published in the Darwin/Palmerson/ Litchfield Suns in May, June 2014.

Readers are welcome to quote and use, but I would appreciate acknowledgement of the Suns Newspapers.
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‘MIND HEALTH’ A TOP PRIORITY

We are made increasingly aware of challenges children and young people face in modern times. The relatively uncluttered and unhurried times of the past are gone. Children of today are being brought up in an increasingly frenetic world, one that has the potential to confuse and cause them concern.

The nurture of children is about far more than providing food, shelter and clothing. It is about spending time with them and being part of their developing lives. With parents and caregivers heavily committed to work, this can take a great deal of juggling.

At the end of long working days, parents come home exhausted. Many collect children from care centres on the way home. When they walk in the front door, there are domestic chores to confront, meaning young people are left to look after themselves. Television, videos, computer games, Facebook and texting take over minding duties while parents attend to household tasks. Countless studies confirm that prime time spent by parents talking with their children is minimal.

It is important that parents share conversation with their children. Girls and boys need to feel part of the family circle with opinions and ideas that are heard and respected. It is through conversation that parents get to know and understand their own young people. Sharing time also helps children gain confidence in their parents.

Avoiding Sad Outcomes

Concerns about bullying, together with worry, anxiousness and feeling they are not important family members can lead to depression – a growing phenomena among young people.

Common signs of depression among children in the years up to puberty can include:
* a prolonged sad mood
* a loss of interest in normal activities such as playing and games
* withdrawal both at home and school
* uncharacteristic behaviours such as stealing or bullying
* tiredness, particularly in the afternoon
* sleep disturbance
* bed wetting. ( the above dot points from an online source)

Key school programs

The Department of Education (DoE) encourages schools and school communities to be aware of issues that confront children socially and emotionally. More and more, schools are involving with “Kid’s Matter”, “Mind Matters”, and “Bullying No Way” initiatives. These programs offer life building skills.

“Kids Matter … is a flexible whole school approach … improving children’s mental health and wellbeing (in) primary schools.” (kidsmatter.edu.au, home page) The program aims to build respectful relationships. It’s focus is on the following:
* Developing a sense of belonging and inclusiveness for children at school and home.
* Supporting social and emotional learning.
* Working with parents and carers.
* Offering individualised support for students needing help.

‘Mind matters’ is a similar program. It supports Australian secondary schools to promote the mental health and well being of older students. (mindmatters.edu.au, home page)

‘Bullying No Way’ has been established to help make teachers, parents and students aware of bullying’s insidious impacts. Bullying, be it physical, verbal, online or in other forms can have devastating impacts on the lives and confidence of those on the receiving end. It is far too common and cannot be ignored. (bullyingnoway.gov.au/)

Young people have a right to healthy bodies and strong minds. They need to be aware of their part in building a sound future. However, things may not work out the way they should if school and home do not play their part. Educators as secondary carers and parents as primary caregivers are obligated toward helping children transition successfully into an adult world.
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EXCURSIONS PROVIDE FOR KEY LEARNING

While most formal education takes place within school classrooms, student opportunities beyond the ‘four walls’ fill an important role in student development.
The part excursions play in furthering awareness should be appreciated. One of the Territory’s educational positives is the emphasis placed on their value.

Scope

Activities beyond the normal teaching and learning contexts are many and varied. They are often planned to support child development as students move up the grades and through the years.

In primary schools, the child’s first extended educational experience may be an overnight camp at school. By the time children are in year 3 or 4, excursions often extend to provide for overnights of one or two days in designated learning environments at places away from home. Berry Springs Wildlife Park is a top end example of where children camp and learn about animals, birds and nature.

Children in upper primary years may spend up to a week at the Batchelor Outdoor Education Centre, Outbound Adventure at Wallaroo (on the Arnhem Highway) or at similar places. These programs build confidence, introduce students to new skills and allow them to develop a sense of living that goes beyond the comforts of our modern homes. Sometimes exchanges between schools take place, with students being able to learn about other places in the Territory, for example Katherine, Jabiru and other Territory towns and communities.

Extending knowledge

In more recent years, senior primary students have travelled interstate on extended excursion programs. One of the most popular destinations is Canberra where the War Museum, Parliament House, the National Art Gallery and other places of significance are visited. Education officers working in each place offer key learning and understanding opportunities. Some school groups while down south also visit Australia’s snow fields.

Secondary students also participate in these programs, often venturing further from home for longer periods of time. Destinations for some primary and secondary school excursion groups include overseas countries as near as Indonesia and as far away as Japan.

‘Living’ learning

Excursions add value to learning, enabling students to extend their knowledge and understanding in first hand situations. After reading, visualising or being told about elements of the curriculum studied, they get to ‘live’ and be part of these environments beyond home and school. Initial planning and preparation is enriched by excursion experiences. Post-visit studies then take on added relevance and new meaning. Feedback to school and parents by way of written or oral presentation is rewarding for students and their families who support them through funding these activities.

Learning outside the classroom context enables students and staff to build on positive relationships. Often those participating come back to school with added appreciation and respect for each other. Excursions are exercises in team building. They certainly help those taking part to understand and know each other as people. They come at a cost to parents and often engage schools in fundraising. However, the value added to student learning outcomes makes the preparation and expenditure fully worthwhile.
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1. Regardless of your position, SEEK FEEDBACK from a critical friend or colleague on thing you do well and elements of your performance needing attention and improvement. Be open to advice – it helps.

2. It is sad that many Principals are UNHAPPY in the jobs they are doing. They are trapped in their profession. Too old to change jobs and too young to retire they are counting the days left.

In terms of these issues, it often seems that systems, regardless of location, are more than willing to pass the responsibility buck to schools and teachers. It also seems that tghgosecwho are ‘home feee’ and excused of all responsibility for students are parents and primary caregivers. The fact that teachers are belted with brickbats and seldom appreciated with bouquets adds to the deep unhapppinmes and sense of frustration manty feel. It is no wonder that stress manifests at alarming levels.

Principals talk two languages. The one is ‘above the table’ being the language they believe their superordinates and system managers need to hear. It is about contractual self-preservation and ensuring their future is secured. So many go along with the compliances expected of them by system controllers and their controller, the Government. Those coming on behalf of departments to principal groups meet the above table response.

It is the second level of language, the ‘under the table’ dialogue to which I am referring. When principals talk among themselves without external impositions, they share their true feelings and state things as they really feel them to be. Out come true feelings of frustration and concern, kept away from the eyes of those above for fear of retribution.

My role has been different to yours. I was a school principal in two different systems for just on 40 years. I also filled executive roles for ten years within our Principal’s Association and base my statement on feedback over time. It has been in the latter rather than the earlier years that principal concerns with trends and directions have really magnified – but under the table.

3. Too often agendas for schools are set FOR those schools not WITH those schools. You will find that most principals enjoy their engagement with students and mostly with staff. The imprimatur coming down on schools from above, the burgeoning accountability, compliance and administrative trails fills them with feelings of deep concern.

4. BRIEF DAILY SUMMARIES can be useful. Summary might include: *Activity/project; * How did I feel (+’s and -‘s); *What did I learn; * Implications for study/ work (tasks), people (relations) and self.

5. Consider the value of CONCENTRIC MANAGEMENT as a model worthy of practise by leaders. Teachers and staff members can feel that leaders are better recognising and appreciating them via this approach.

6. Consider developing and including a MISSION STATEMENT of 25 words or less on the reverse side of your business or personal card. I did this from 1987. It can make a significant impact when shared.

7. WEB SITES SELL SCHOOLS. First impressions can be lasting. Potential enrolees may be sold on or turned off schools by online detail. Make sure sites are current, well maintained and student oriented.

8. We have many great teachers and principals. They care! It is awful that there are some who use schools as trampolines: Launching pads to greater, higher, system glory. That is a sad detractor.

9. I believe the most significant value that should underpin our schools and embrace educators, leaders, teachers, support staff, students and community is RESPECT. Without respect we flounder and sink.

10. It seems to me that school leaders, teachers, support staff and students are the ACTORS. The school and classrooms are stages. ‘Education’ is the plot and the future in life’s world the conclusion.

11. Do you like me believe SLEEP is important? All of us, principals and teachers alike (not to mention students) do our jobs ever so much better if we enter each day relaxed, refreshed and ready.

12.I believe schools are best served if within staff there is a mix of age and experience along with youthful exuberance and new ideas. Pairing teachers with this mix in mind can help both team members.

13. In REPORTING on student progress, are principals and teachers frightened to tell it the way it is because of parent response and the fear of litigation? Does that lead to ‘gobbledegook’ reporting?

14. It seems to me that many principals, teachers and staff members are ‘age wearied and worn’ long before their time. Retirement is looked to with longing. Can this terrible phenomena be treated?

15. REWARDS THAT MEAN THE MOST
We all deserve salary and adequate recompense for the contribution we make to preparing the next generation for life’s world. Yet ‘thank you’ from students and parents is a transcending reward.

16. TESTING AND ASSESSMENT

When testing and assessment become the most prominent and dominating feature of education, we are in deep trouble.  Beware systems, reacting to government pressure that put stress on teaching, assessment and DATA, where data becomes the number one priority. Then students are no longer students but ‘objects’ to be cauterised and tested every which way.  They are no longer the end in outcome and importance terms (schools are for children:Eedle 1978)  but a means to an end.   They are reduced becoming educational artefacts and objects.

17. PRIME FOCUS

Our prime focus should be on the holistic development of students. Social, emotional and moral/spiritual elements should be considered along with academics. Sadly, the modern focus discounts elements of character development, concentrating almost solely on academic factors. We regard children and students less as people and more as objects to be incessantly rested, measured, assessed and evaluated. We elevate the brain and discount the soul.

18. OPINION VALIDITY

It is of concern that quite often the opinions and beliefs of educational practitioners are discounted because they are not ‘guru theoreticians’ engaged in research and located within universities. I have great respect for academic doctors and professors, but rue the fact that those who can contribute but without the ultimate academic accolade are regarded as having opinion of less worth than those held by high level academics. Ofter practitioners, being those as the chalk face have contemporary experiece. Those within academic halls have often been removed from classroom reality for a long time. Both academics and practitioners should be equally heard.

19. SHARING THE JOY

I don’t believe we should be shy about sharing classroom and school celebrations with the wider community. Too often schools and teachers are canned and criticised when students do not meet expectations.  Brickbats are common, bouquets rare.  When good things happen we should share the joy.
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1. E-MAILS once sent are indelible and everlasting. Consider the wisdom of dealing with issues by face-to-face or telephone contact. Written messages so often come back to haunt their senders.

2. We have many great teachers and principals. They care! It is awful that there are some who use schools as trampolines: Launching pads to greater, higher, system glory. That is a sad detractor.

3. I believe the most significant value that should underpin our schools and embrace educators, leaders, teachers, support staff, students and community is RESPECT. Without respect we flounder and sink.

4. It seems to me that school leaders, teachers, support staff and students are the ACTORS. The school and classrooms are stages. ‘Education’ is the plot and the future in life’s world the conclusion.

5. It seems that the opinions and beliefs of both school leaders and teachers are at times discounted because they are not the holders of high level tertiary qualifications. From practice grows wisdom.

6. I believe the best possible staff mix is one where experienced and neophyte teachers associate together. Youthful enthusiasm and new ideas need to infuse schools. Beginning staff need to link with their older peers who have much to offer in support.

7. Educators often urge children to eat well and healthily and get a good night’s sleep. They come to school more refreshed and inclined to learning. Is that not advice we need to also heed?

8. Do you like me believe SLEEP is important? All of us, principals and teachers alike (not to mention students) do our jobs ever so much better if we enter each day relaxed, refreshed and ready.

9. Does education reach a point where principals and teachers are ‘too old’ to bounce back in resilient terms from daily challenges? I feel educators can succumb to draining and emotional exhaustion

10. I believe schools are best served if within staff there is a mix of age and experience along with youthful exuberance and new ideas. Pairing teachers with this mix in mind can help both team members.

11. In REPORTING on student progress, are principals and teachers frightened to tell it the way it is because of parent response and the fear of litigation? Does that lead to ‘gobbledegook’ reporting?

12. It seems to me that many principals, teachers and staff members are ‘age wearied and worn’ long before their time. Retirement is looked to with longing. Can this terrible phenomena be treated?

13. REWARDS THAT MEAN THE MOST
We all deserve salary and adequate recompense for the contribution we make to preparing the next generation for life’s world. Yet ‘thank you’ from students and parents is a transcending reward.

14. TESTING AND ASSESSMENT
When testing and assessment become the most prominent and dominating feature of education, we are in deep trouble.  Beware systems, reacting to government pressure that put stress on teaching, assessment and DATA, where data becomes the number one priority. Then students are no longer students but ‘objects’ to be cauterised and tested every which way.  They are no longer the end in outcome and importance terms (schools are for children:Eedle 1978)  but a means to an end.   They are reduced becoming educational artefacts and objects.

15. PRIME FOCUS
Our prime focus should be on the holistic development of students. Social, emotional and moral/spiritual elements should be considered along with academics. Sadly, the modern focus discounts elements of character development, concentrating almost solely on academic factors. We regard children and students less as people and more as objects to be incessantly rested, measured, assessed and evaluated. We elevate the brain and discount the soul.

16. OPINION VALIDITY
It is of concern that quite often the opinions and beliefs of educational practitioners are discounted because they are not ‘guru theoreticians’ engaged in research and located within universities. I have great respect for academic doctors and professors, but rue the fact that those who can contribute but without the ultimate academic accolade are regarded as having opinion of less worth than those held by high level academics. Ofter practitioners, being those as the chalk face have contemporary experiece. Those within academic halls have often been removed from classroom reality for a long time. Both academics and practitioners should be equally heard.

17. SHARING THE JOY

I don’t believe we should be shy about sharing classroom and school celebrations with the wider community. Too often schools and teachers are canned and criticised when students do not meet expectations.  Brickbats are common, bouquets rare.  When good things happen we should share the joy.
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  1. The conveyance of feeling and delivery of message is enhance by the FACIAL EXPRESSIONS of teachers. A ‘living face’ is vital and engaging, drawing students toward teachers. The face is a key aid.

2. All the very best to Pre-service Teachers about to embark on PRACTICE TEACHING in schools. Don’t be overawed and don’t feel undervalued by this opportunity. Learn, but also share your knowledge.

3. Aim to avoid MISSED DAYS during practice rounds. However, if unwell don’t soldier on. Get a medical certificate and arrange catch up days with your host school. Give practice your very best effort.

4. I hope teachers in training are preparing for a profession to which they intend to commit a serious, substantial period of their lives. When challenged, talk about issues with a critical colleague.

5. As you start on a teaching career path, determine to that RESPECT is a key value you will demonstrate in all relationships with people. You in turn will be paid respect and be appreciated.

6. It seems to me that school leaders, teachers, support staff and students are the ACTORS. The school and classrooms are stages. ‘Education’ is the plot and the future in life’s world the conclusion.

7. Do you like me believe SLEEP is important? All of us, principals and teachers alike (not to mention students) do our jobs ever so much better if we enter each day relaxed, refreshed and ready.

8. I believe schools are best served if within staff there is a mix of age and experience along with youthful exuberance and new ideas. Pairing teachers with this mix in mind can help both team members.

9. In REPORTING on student progress, are principals and teachers frightened to tell it the way it is because of parent response and the fear of litigation? Does that lead to ‘gobbledegook’ reporting?

10. Many teachers and staff members are ‘age wearied and worn’ long before their time. Retirement is looked to with longing. May this blight never affect our upcoming generation of new teachers.

11. REWARDS THAT MEAN THE MOST
We all deserve salary and adequate recompense for the contribution we make to preparing the next generation for life’s world. Yet ‘thank you’ from students and parents is a transcending reward

12. TESTING AND ASSESSMENT – PLEASE CONSIDER
When testing and assessment become the most prominent and dominating feature of education, we are in deep trouble.  Beware systems, reacting to government pressure that put stress on teaching, assessment and DATA, where data becomes the number one priority. Then students are no longer students but ‘objects’ to be cauterised and tested every which way.  They are no longer the end in outcome and importance terms (schools are for children:Eedle 1978)  but a means to an end.   They are reduced becoming educational artefacts and objects.

13. PRIME FOCUS

Our prime focus should be on the holistic development of students. Social, emotional and moral/spiritual elements should be considered along with academics. Sadly, the modern focus discounts elements of character development, concentrating almost solely on academic factors. We regard children and students less as people and more as objects to be incessantly rested, measured, assessed and evaluated. We elevate the brain and discount the soul.

14.OPINION VALIDITY

It is of concern that quite often the opinions and beliefs of educational practitioners are discounted because they are not ‘guru theoreticians’ engaged in research and located within universities. I have great respect for academic doctors and professors, but rue the fact that those who can contribute but without the ultimate academic accolade are regarded as having opinion of less worth than those held by high level academics. Ofter practitioners, being those as the chalk face have contemporary experiece. Those within academic halls have often been removed from classroom reality for a long time. Both academics and practitioners should be equally heard.

15. SHARING THE JOY

I don’t believe we should be shy about sharing classroom and school celebrations with the wider community. Too often schools and teachers are canned and criticised when students do not meet expectations.  Brickbats are common, bouquets rare.  When good things happen we should share the joy.
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