SNIPPETS FOR PRE-SERVICE TEACHERS (4)

THE CLASSROOM CAPTAIN AND CREW

Technology with all its advances is better understood by children and young people than teachers. Students in terms of their intimate technological knowledge are often streets ahead of their instructors. teachers worry they can’t keep up.
In 1996, Heather Gabriel wrote in ‘The Australian’, that teachers should not stress out about this factor. She suggested that the classroom be like unto a ship, the teachers the captain and students like unto the crew. A good ship’s captain does not try and try to do everything. He or she delegates to the crew and oversees the totality of function to ensure the ship safely negotiates from the start to the end of its journey. Similarly, teachers can engage students to oversee aspects of the classroom’s technological challenge while ensuring that technology enhances learning outcomes. That to my way of thinking is an apt analogy.

SPELLING HAS BEEN ZAPPED

I weep for the way in which spelling has been discounted in this modern day and age. Too often the elements of word study are neglected and ‘anything goes’.  Teacher too often do not know how to teach spelling and do not know how to spell themselves.  Spelling. grammatical constructs, word usage and application including meaning are discounted.  When I trained as a teacher in 1968 – 69, one of our ‘method’ units was the teaching of spelling.  Furthermore, we were required to sit a test of 100 spelling words and were allowed one error.  An error included writing the word, realising it was wrong and correcting that word.  Failure required the test to be sat again and again and again.  The test HAD to be passed before trainees graduated. Failure meant one did not graduate until such time as the test was mastered.

A far cry from then until now, when it often seems anything goes.  Dear teachers of tomorrow, how I hope you will help reverse that trend by teaching spelling.

PLAGIARISM

One of the sins of our profession and many others is claiming ‘ownership’ of ideas without sufficiently acknowledging the genesis of the initiative. So often something claimed as belonging to a person by that person, has its origins elsewhere. That applies to information gleaned from the web but also results from the claimant not sufficiently researching to determine whether her or his idea has been tried in another place and at an earlier time. As a long term educator, I can attest to that happening for me on quite a few occasions. Never did I protests loudly because if our children benefit, does it really matter where the idea was sourced. Nevertheless, one puts these things away in the back of one’s mind and it does impact upon the respect held for purloiners.

ALWAYS acknowledge your sources.

WHAT’S NEW IS OLD

New ideas and approaches tend to be pre-tried (or old) ideas that have been planned, implemented, tried and dropped for new ideas in the past. In reality, they never fade completely away but sit and wait until ‘new leaders’ in time come along and revisit the old, trotting them out as new initiatives and possibly the way to the future.

If only education was about ‘steady state’ instead of bouncing from one idea to the next to the next! With all these changes, many of them coming from people in high places and systems level, school leaders and staff are constantly persuaded (or required) to move with the times. At the end of this process are students, poor students. What must THEY think? Of course, they are never asked. Always question the need for change.

E-MAILS CAN BE TROUBLE

There are constant cases and incidents happening to remind of the fact that we need to be careful with email traffic. It is all too easy for an e-mail written with haste and without prior thought, to create problems for the writer. Never ever comment on people or personality issues within emails; discuss issues but not people, messages but not the character or reputation of the messengers. Be careful in responding to parental emails, because responses can be held against teachers and leaders who commit on issues relating to students. My suggestion (based on many years of experience) is to respond by telephone or by invited the parent in for a conversation. Emails are intended to save time in responding to qqueriies. Sometimes theycan be terribly counter-productive.

WORK SHOULD BE MARKED

It can be easy to set assignments for primary children and secondary students, then overlook the marking of what they produce. The freneticism of the school day (and week, month etc) makes for marking oversight. Without assessment, the work to students is not completed and finished, They are left hanging in the air. Should this omission become too frequent, the efforts put in by students will fall away sharply. To overlook marking is a demotivator for children and older students alike.

Students appreciate comments and you can’t go past stickers and small tangibles for primary school students. Self marking happens but personalising marking is so important.

TALKING WITH STUDENTS

One of the most important things about offering security to children is the way in which teachers speak “with” them. Often it’s a case of teachers talking “at” or “to” those they are teaching.

Teachers when dealing with each other in staffrooms or collaborative sessions or during professional development sessions, speak conversationally. They each feel comfortable with the other and. the conversation manifests in that manner.

When dealing with children however, teachers often lose the conversational element replacing it with what might be termed “command language”. The niceness of speech often dissipates and delivery takes on a quite harsh quality.

Metaphorically speaking teachers when dealing with each other are somewhat like motorcars which come along quietly from point a to point b. However, when relating to children those same teachers trade the cars for four wheel drive vehicles, lock them into 4×4 and then grate their way through conversation with children in a manner that can be far from pleasant. Language can be embracing or off putting. In order to draw children close in terms of comfort, qualities of conversation and vocalisation are important. There is no way the teachers will draw children in and toward them if their language is the push off in terms of its invitation.

DUMPING IS RUINING

One of the things educators musty avoid is the ‘rush’ put upon them by systems to cram more and more into the teaching space of each day and week. It seems that whenever anything, ANYTHING becomes urgent or imperative, itv is back on schools and teachers to fix the issue. Schools prima facie, became the repository of all social accountabilities. Teachers have to fix issues that go well and truly beyond the educational pale.

I believe we have to resist the issue of becoming the dumping ground for what governments and society feel need fixing. Authorities identify problems, toss them at schools to fix and wash their hands like Ponticus Pilot. “Another problem downloaded” one can hear them think. That is not the way it should work. Educators are accountable people but we are reduced if we accept the dumps that can smother teachers and schools. We need to know our boundaries.

GRADUATE TEACHERS, BE APPRECIATED

There is always an apprehension felt by graduate teachers who wonder how they will be welcomed as ‘neophytes’ by experienced staff and leaders of schools to which they are appointed. While many are pleasantly surprised by the welcome they receive and the support they are given, there are others whose worst fears are founded. It is important that teachers and leaders welcome new staff and avoid offering icy reception.

School leaders for the most part must also recognise their graduate teachers have been immersed in the latest of theoretical propositions, but not greatly in the practical aspects of classroom management and teaching. Allowing them to share their university gained expertise and offering mentoring to support practical needs is surely a wise way forward.

TRAIN TO USE TIME WISELY

Time is an element we should treat with respect. No more so than on the educational front. Too often it seems, meetings and other professional gatherings that add to the length of the school day are held simply because they  are timetabled. If meetings are not  necessary, why not cancel them. Teachers and school staff will appreciate the extra time generated and most will use it for other professional activities.  

Neither should meetings drag on and on interminably. I believe that any presentation should not exceed twenty to twenty-five minutes. Presenters who go on and on lose their audience who are physically present but often mentally miles and miles away.

We all need to consider the importance and wise use of time. Train as teachers who are time conscious and time wise.

SHARING

I  believe it important that teachers in training take every opportunity to share with their peers. Collaboration is ever so important. It is strengthening and allows for tomorrow’s teachers to develop a real sense of collective.  Importantly, sharing confirms that pre-service teachers are not on their own. Together they are preparing to participate in the most of important of all professions – guiding and shaping the futures of our young people.

EDUCATING TIME AWARENESS

When working with students it is important for school leaders and teachers to educate an awareness of time. When workshops are being held, when students are involve in project undertaking, make participants aware of time left on a graduated basis. Don’t leave it until the last minute before springing the need for quick wind-up and pack-up upon them. This approach panics participants be they students or staff members, sending them into a flurry and leaving the activity with them as a slight (or substantial) sour taste in the mouth.

When managing time as a facilitator or teacher, be empathetic not vitriolic. 

NEVER PUSH FAMILY AWAY

A clear and distinct danger of the teaching and educational profession is that work priorities can push family responsibilities into the background. The amount of time spent at work, or working on work tasks at home can relegate family members. They may come to feel they are being taken for granted.

Family members will wear the tag of second class citizenship for only so long; many families have broken up because work commitments have devalued them, diluting and eroding what may well have been strong family values. Beyond their years at work, those who have surrendered families may well finish up as sad, lonely and unwanted perople. “No one on their death bed ever regretted not having spent more time at work”. (anon)

‘Family first’ should be the norm.

PREPARE FOR THIS TRUTH

As a long term educational practitioner in schools, it seems to me that those who look ‘at’ schools rather than being ‘in’ them, labour under a false belief. They perceive school as some sort of utopian environment in which all students thirst for knowledge and have a keen desire to learn. All that teachers have to do therefore, is teach. Little do they realise that the issue of discipline is a major stumbling block to this being an actuality.

For many teachers ion many schools in many parts of the world, MANAGING BEHAVIOUR is the key issue. Maybe a little teaching slips in on the side, but control of deliberately disinclined students who really don’t want to be there is a key stumbling block. Teachers have ways of adapting to meet this challenge, or at least minimising it’s thrust. But for administrators to believe there are no issues, or to know and not care is just so wrong. They need first hand exposure to classroom reality.

ASK FOR HELP

No matter who we are or where we sit in the educational structure, we should always, but ALWAYS ask if help is needed. Too often we sit, cogitate and stew over issues that seem to be insurmountable. We may think our status or efficiency will diminish in the eyes of superordinates, peers or subordinates if assistance is sought; In a sharing, caring and collaborative profession that should be far from the truth. As teachers and educators we need to be there for each other.

IT CAN BE LONELY

Unless we care for each other as colleagues, as lecturers toward students and teachers toward children, our profession can be very lonely. There is nothing worse than a sense of isolation that can imbue those within schools, universities or other educational environments. Teaching and learning at their best is about caring and sharing. To balkanise ourselves, isolate in boxes or to become captured within the silo of singular, unshared environment is anathema. The ‘personality’ of education is about how we relate to each other. May synergy (collective energy) underline our shared contributions to this the most significant of all professions.

HOMEWORK: BLESSING OR BANE?

Homework is an issue that has been doing the rounds of education for decades. There are educators who believe in homework’s importance, others who would like to discount it altogether. Similarly, some parents appreciate homework while others would like to see it given the big flick. Those in favour of homework believe it reinforces and consolidates learning through extra practice that happens away from school. Opposition to homework comes from those who think ‘enough is enough’; that beyond the school day, children should be freed from learning tasks. Some parents and commentators suggest that homework is the teacher’ s way of handing their teaching responsibilities to parents. What do you think? Should homework policies be supported or discounted?

THE BUCK STOPS HERE

Be we teachers in training, teachers new or experienced, school leaders or those with system responsibilities, we should always be accountable for our actions. There is a tendency in life to say ‘who, me’ when it comes to accountability for actions. Shirking responsibilities for the outcome of our actions is a devious and unprofessional habit. To look for support and understanding is natural but to try and blame others for our actions is wrong. professional character and strength is built when we accept responsibility for our wrong decisions, apologise, try and put things to rights, then move on. We should never dump our decisions and actions on others; the blame game is wrong. The best example to set to children, students and those we lead, occurs when we own the outcomes of our actions. This builds self-respect and respect vested in us by others.

THE NEWEST STAFF KNOW THE MOST

One of my discoveries as an educator and member of various organisations, is that of realising that the most recent members of any group, purport to be the most knowledgeable about that organisation.  They often reflect a ‘know itv all’ attitude to institutions they join. That may be a manifestation of insecurity or uncertainty on their part; they want to prove they are up to the mark!   Nevertheless the ‘don’t tell me’ brush-off that can be given is irksome.

Some come believing they are saviours appointed to lead ‘their’ schools and workplaces forward, discounting and peremptorily dismissing  what has gone before.  If leaders, they tend to consign the history and traditions of their new organisation to the archives or waste bin. Many have the belief that those who were there before them are a threat and need to be shed as quickly as possible. ‘My way or the highway’ along with ‘you are on MY bus and if not, you are off it’ are approaches they move quickly to embed.

My hope would be that none of us ever experience such situations. Sadly, that hope is faint. We can however, ensure these sad, selfish characteristics are never a part of our professional make-up.

NEED FOR TEACHING METHOD WITHIN TRAINING

Should teaching methodology be part of teacher training or is it more important for preservice teachers to graduate with Bachelor and Masters level degrees with practical needs catching up later?

We seem to have entered an era wherein the training institute hands preservice teachers a degree. On graduation they enterv schools where, with careful coaching and mentoring, they are taught to teach – often by people with far less paper qualifications.

FRENETIC WORRY FOR NOTHING

It seems to me that educators are on the go and so immersed within the busy-work of our profession, there is no time to draw breath, relax and consider our accomplishments. There is little time for self-appreciation nor time for appreciating others, be they fellow educators or students with whom we might be working. So much of what we do is about administrivia that does little to support real educational effort. Justification is too often the order of the day and often to little avail. No sooner is one set of paperwork accountabilities and compliances completed than we have to move to the next. We stress out, and for what real purpose. There is a need re-position and re-set priorities so they focus on our children and students, not simply on justifying our position as occupational members.

TECHNOLOGY NOT A TEACHING SUBSTITUTE

It is important that technology in classrooms and schools should be appreciated. It is important that teachers and students share teaching and learning opportunities,where these are enhances by the use of technology and equipment available. However, technological tools should never be allowed to stand in the place of the teacher.

Can be all too easy for teachers to recycle from direct interface with students, preferring instead to establish communications with learners through software packages available to support learning. Using attachments like blackboard, Skype, Scootle, and a myriad of other learning aids can help when it comes to refining and extending student learning. These devices must be under the control of teachers and structured in the way they are used to support student learning. It can be all too easy for teachers to hand pass their role in student learning development to the point of becoming detached.

ARE CHILDREN LIKE GAS BOTTLES?

Some years ago, a group of Assistant Principals visited a gas works in Darwin. Their guide said that there was similarity between his job and theirs. His job was to oversee the return of empty gas bottles, their filling and redistribution for use within the community.  He said teachers and school leaders had a similar task. They oversaw the arrival of new children starting school. Children as ‘new starters’ were like empty gas cylinders who had to be filled with knowledge and understanding as they progressed up the grades and through the years.  They would leave school ‘full’ of knowledge and go forth to serve the community was his proposition.
That analogy gave me much food for thought. What do you think of such a comparison?

TWO KEY CONSIDERATIONS

As a principal over time, it seemed to me two things (among others) were important.

1.  It was of critical importance to separate the personal from the professional in terms of relationships. I feel it impossible to be a good boss or empathic leader if those one os leading are one’s personal ‘buddy’ friends and mates. Separation can enhance respect and make leadership easier.

2. I felt it important to be a person who lead by doing and not by saying. Directing others without being prepared to go there oneself does little to enhance leadership. It is far more important to be respected than liked.

MISSION STATEMENT KEEPS ONE FOCUSSED

My mission statement grew from a leadership program conducted by dr Colin Moyle of Deakin University (Geelong, Victoria, Australia) in the early 1980’s. Dr Moyle in emphasising the importance of direction and surety of track through life challenged us each to develop a mission statement of 25 words or less.  I gave this a lot of thought and developed the following:

To fulfil and be fulfilled in organisational mode – family, work, recreation;
To acquit my responsibilities with integrity;
To work with a smile in my heart.

This statement is at the base of all my emails and on the reverse of my business card. it has for me been a reminder, guidance and a focus. Do others have statements of mission or purpose?

QUALITIES STUDENTS BRING TO SCHOOLS

Over many years I came to appreciate two fine student qualities. The one was the quality of imagination with which children and young people are imbued and blessed. The other was the simple, creative and often unique ways in which students tackled problems and arrived at solutions to issues.   These were qualities that added to the contribution and impact that was offered by students elected by their peers to representative councils.

When talking with students, I used to urge upon them the fact they ought to work hard to retain their qualities of imagination into their adult years. When imagination diminishes, problems often grow to take on quite significant proportions. Similarly, my engagement with students was to urge upon them the fact they should always consider issues carefully but retain the personal confidence necessary too be significant problem solvers.

BE A ‘BOLD’ EDUCATOR

One of the sad transitions that has occurred over the past forty years has been the gradual turn of student performance issues back onto teachers. It used to be that genuine (real) non-effort on the part of students became a concern shared by teachers with parents. Together then would exhort students toward greater engagement. These days, the minimal outcomes achieved by students with such dispositions is blamed back onto teachers in an almost sole fashion. Teachers are hammered if children don’t achieve, notwithstanding the commitment of the child and the support of home. Teachers are handed few bouquets but are regularly clouted about their heads by figurative brickbats. Small wonder the joy of teaching is so short-lived and so full of dissolution for many classroom educators.

School leaders need to be affirmative, forthright, bold and adventuresome. We ought not to be so worried about preserving our future that we are frightened to have counter opinions. We do not have to agree with everything offered by superordinates. We should contribute to educational debate in a living ‘two way’ transactional manner. We ought not be people who respond with ‘how high’ when told to jump. often the command to leap comes from those who would not know and who have not been anywhere near schools for eons of time. We need to participate in healthy and robust educational debate, not being weakly acquiescent to the opinions or demands of others.

SNIPPETS FOR PRE-SERVICE TEACHERS (3)

When going on practice, it is common to have questions to which answers are sought. My advice is to keep a small note book handy, to jot things down which go toward providing information and answers.

As a part time person connected with teacher education, it is heart warming to know of the deep commitment of so many pre-service teachers to becoming our teachers’ of tomorrow.

Should the development of speech and speaking programs be part of the curriculum available to children and students of all ages? Is ‘speaking and listening’ becoming an extinct form of expression?

My concern is more with the qualities of speaking and LISTENING than with the mere speaking of words. There is speaking and speaking. Listening as a part of the speech platform seems to have gone by the bye. Too often people listen for pause, so they can begin speaking. They listen but don’t hear or comprehend.

Please consider becoming teachers who appreciate the efforts of students and peers. “Thanks’ is a little word, hugely appreciated by those deserving recognition but so often overlooked. It is easy to pick, find fault, criticise and throw brick-bats. It seems that too often we overlook the bouquets.

THANKING people and meaning it creates a warm glow within others. The benefits of this positive remembrance lift offerors as well as receivers.

DON’T MAKE WORK A 24/7 EXPERIENCE

‘No one on their death bed ever regretted not having spent more time at work’ is something I heard many years ago. Work IS important and we need to do our very best. However, there needs to be life after work, a time for family, friends and relaxation. We need renewal and revitalisation.  That does not happen if our noses are forever on the grindstone. We need to do our conscientious best at the coalface. We also need to live life.

TEACHING SHOULD BE A JOY

I hope that all pre-service teachers are going into the profession because because they want to, not because they feel under qualified to go into any other profession.   Teaching is challenging but it should also bring joy. Teachers need to be ‘wannabees’ not ‘gottabees’.  All the best to all those who are preparing to enter our classrooms as teachers of tomorrow.

THE ICEBERG PROFESSION

The work done by teachers, school leaders and others connected with schools is metaphorically like an iceberg. One tenth of an iceberg is visible above the water, with the other nine tenths below the water. It is invisible to the casual observer.

Similarly, 10% of what educators do is visible to parents and the community at large. The other 90% is not seen, hidden from view but absolutely essential if their roles are going to be fulfilled. The depth of education is not seen. But without the devotion to planning and preparation, then follow up to teaching and visible management and leadership efforts, our roles would be far less effective. 

DEEP DIVING OR FROG HOPPING

The myriad of educational initiatives constantly coming at us, means schools could always be in a state of flux. We are constantly urged to try this, that and the other idea, meaning there can be little time to settle on an agenda. Organisations deserve predictability and steady state. Schools also need to be places where deep learning is offered. Rapid movement from one idea to the next to the next means there is little time for stabilising the agenda. Rather than deep learning, schools become like unto a frog hopping form lilly pad to lilly pad to lilly pad. One slip and the frog is dunked. In the same way, schools can become places of instability.

COACHING BY RETIRED TEACHERS

Retired teachers are seldom invited to take a backward look once they depart their schools on the last day of their teaching or leadership careers. Wise Education Departments, schools and universities involved with training the upcoming generation of teachers, do well to invite retirees to share their knowledge with continuing and future educators. To do so, enables valuable inside knowledge based on their experience to be shared. While teaching, for teachers, is always a process of discovery, it ought not be a process of re-discovery. Sharing learning by coaching can help to avoid regurgitation. My suggestion is that retirees be invited to coach, thereby enriching those of us who remain or who will be our next generation of teachers.

ETHICS AND VALUES

We do well to contemplate the ethics and values that underpin educational motivation and drive us as educators. One of the smartest things our Federal Government ever did, was to put on schools the need to develop values statements. I took this very much to heart and canvassed staff, students and the parent communnity. The response fro students and staff was above 90%. High level returns (in order of 60+%) came from our community. All responses were ranked and scored, then published as a supplement in our newsletter, ‘Leanyer Links’. From each group the first response was RESPECT. For me it is the most important value and deserves to head the rest. What do readers think?

SNIPPETS FOR PRINCIPALS (3)

Should the development of speech and speaking programs be part of the curriculum available to children and students of all ages? Is ‘speaking and listening’ becoming an extinct form of expression?

My concern is more with the qualities of speaking and LISTENING than with the mere speaking of words. There is speaking and speaking. Listening as a part of the speech platform seems to have gone by the bye. Too often people listen for pause, so they can begin speaking. They listen but don’t hear or comprehend.

It is a pity that we often ‘think’ thanks for teachers, associates, colleagues and service providers, without ‘saying’ thanks. People need to know they are appreciated. That helps when it comes to building their loyalty, allegiance and desire to keep on contributing. The intrinsic value associated with expressing thanks cannot be over-estimated.

Social, emotional and moral/spiritual development is as important (if not more so) than academics. Character development and positive behavioural traits are often cast aside in terms of importance as education focuses on academic teaching, strategies and DATA. I sometime think our preoccupation with data is an educational spoiler.

DON’T MAKE WORK A 24/7 EXPERIENCE

‘No one on their death bed ever regretted not having spent more time at work’ is something I heard many years ago. Work IS important and we need to do our very best. However, there needs to be life after work, a time for family, friends and relaxation. We need renewal and revitalisation.  That does not happen if our noses are forever on the grindstone. We need to do our conscientious best at the coalface. We also need to live life.

RETIREMENT BRINGS RELIEF

One of the things I find worrisome about the teaching profession is the way so many educators begin to long for retirement, in many cases years and years before it is due. Such is the pressure of work that many feel absolutely squeezed, becoming increasingly drained and exhausted. Then when the day comes, sweet relief sweeps over the educator and a weight appears lifted off his or her shoulders. Many walk away, never to look back and reflect on the years devoted to their profession. It is just so sad that retirement brings relief.

THE ICEBERG PROFESSION

The work done by teachers, school leaders and others connected with schools is metaphorically like an iceberg. One tenth of an iceberg is visible above the water, with the other nine tenths below the water. It is invisible to the casual observer.

Similarly, 10% of what educators do is visible to parents and the community at large. The other 90% is not seen, hidden from view but absolutely essential if their roles are going to be fulfilled. The depth of education is not seen. But without the devotion to planning and preparation, then follow up to teaching and visible management and leadership efforts, our roles would be far less effective. 

DEEP DIVING OR FROG HOPPING

The myriad of educational initiatives constantly coming at us, means schools could always be in a state of flux. We are constantly urged to try this, that and the other idea, meaning there can be little time to settle on an agenda. Organisations deserve predictability and steady state. Schools also need to be places where deep learning is offered. Rapid movement from one idea to the next to the next means there is little time for stabilising the agenda. Rather than deep learning, schools become like unto a frog hopping form lilly pad to lilly pad to lilly pad. One slip and the frog is dunked. In the same way, schools can become places of instability.

COACHING BY RETIRED TEACHERS

Retired teachers are seldom invited to take a backward look once they depart their schools on the last day of their teaching or leadership careers. Wise Education Departments, schools and universities involved with training the upcoming generation of teachers, do well to invite retirees to share their knowledge with continuing and future educators. To do so, enables valuable inside knowledge based on their experience to be shared. While teaching, for teachers, is always a process of discovery, it ought not be a process of re-discovery. Sharing learning by coaching can help to avoid regurgitation. My suggestion is that retirees be invited to coach, thereby enriching those of us who remain or who will be our next generation of teachers.

ETHICS AND VALUES

We do well to contemplate the ethics and values that underpin educational motivation and drive us as educators. One of the smartest things our Federal Government ever did, was to put on schools the need to develop values statements. I took this very much to heart and canvassed staff, students and the parent communnity. The response fro students and staff was above 90%. High level returns (in order of 60+%) came from our community. All responses were ranked and scored, then published as a supplement in our newsletter, ‘Leanyer Links’. From each group the first response was RESPECT. For me it is the most important value and deserves to head the rest. What do readers think?

THE CLASSROOM CAPTAIN AND CREW

Technology with all its advances is better understood by children and young people than teachers. Students in terms of their intimate technological knowledge are often streets ahead of their instructors. teachers worry they can’t keep up.

In 1996, Heather Gabriel wrote in ‘The Australian’, that teachers should not stress out about this factor. She suggested that the classroom be like unto a ship, the teachers the captain and students like unto the crew. A good ship’s captain does not try and try to do everything. He or she delegates to the crew and oversees the totality of function to ensure the ship safely negotiates from the start to the end of its journey. Similarly, teachers can engage students to oversee aspects of the classroom’s technological challenge while ensuring that technology enhances learning outcomes. That to my way of thinking is an apt analogy.

WHAT’S NEW IS OLD

New ideas and approaches tend to be pre-tried (or old) ideas that have been planned, implemented, tried and dropped for new ideas in the past. In reality, they never fade completely away but sit and wait until ‘new leaders’ in time come along and revisit the old, trotting them out as new initiatives and possibly the way to the future.

If only education was about ‘steady state’ instead of bouncing from one idea to the next to the next! With all these changes, many of them coming from people in high places and systems level, school leaders and staff are constantly persuaded (or required) to move with the times. At the end of this process are students, poor students. What must THEY think? Of course, they are never asked.

PLAGIARISM

One of the sins of our profession and many others is claiming ‘ownership’ of ideas without sufficiently acknowledging the genesis of the initiative. So often something claimed as belonging to a person by that person, has its origins elsewhere. That applies to information gleaned from the web but also results from the claimant not sufficiently researching to determine whether her or his idea has been tried in another place and at an earlier time. As a long term educator, I can attest to that happening for me on quite a few occasions. Never did I protests loudly because if our children benefit, does it really matter where the idea was sourced. Nevertheless, one puts these things away in the back of one’s mind and it does impact upon the respect held for purloiners.

ALWAYS acknowledge your sources.

E-MAILS CAN BE TROUBLE

There are constant cases and incidents happening to remind of the fact that we need to be careful with email traffic. It is all too easy for an e-mail written with haste and without prior thought, to create problems for the writer. Never ever comment on people or personality issues within emails; discuss issues but not people, messages but not the character or reputation of the messengers. Be careful in responding to parental emails, because responses can be held against teachers and leaders who commit on issues relating to students. My suggestion (based on many years of experience) is to respond by telephone or by invited the parent in for a conversation. Emails are intended to save time in responding to qqueriies. Sometimes theycan be terribly counter-productive.

WORK SHOULD BE MARKED

It can be easy to set assignments for primary children and secondary students, then overlook the marking of what they produce. The freneticism of the school day (and week, month etc) makes for marking oversight. Without assessment, the work to students is not completed and finished, They are left hanging in the air. Should this omission become too frequent, the efforts put in by students will fall away sharply. To overlook marking is a demotivator for children and older students alike.

Students appreciate comments and you can’t go past stickers and small tangibles for primary school students. Self marking happens but personalising marking is so important.

TALKING WITH STUDENTS

One of the most important things about offering security to children is the way in which teachers speak “with” them. Often it’s a case of teachers talking “at” or “to” those they are teaching.

Teachers when dealing with each other in staffrooms or collaborative sessions or during professional development sessions, speak conversationally. They each feel comfortable with the other and. the conversation manifests in that manner.

When dealing with children however, teachers often lose the conversational element replacing it with what might be termed “command language”. The niceness of speech often dissipates and delivery takes on a quite harsh quality.

Metaphorically speaking teachers when dealing with each other are somewhat like motorcars which come along quietly from point a to point b. However, when relating to children those same teachers trade the cars for four wheel drive vehicles, lock them into 4×4 and then grate their way through conversation with children in a manner that can be far from pleasant. Language can be embracing or off putting. In order to draw children close in terms of comfort, qualities of conversation and vocalisation are important. There is no way the teachers will draw children in and toward them if their language is the push off in terms of its invitation.

DUMPING IS RUINING

One of the things educators musty avoid is the ‘rush’ put upon them by systems to cram more and more into the teaching space of each day and week. It seems that whenever anything, ANYTHING becomes urgent or imperative, itv is back on schools and teachers to fix the issue. Schools prima facie, became the repository of all social accountabilities. Teachers have to fix issues that go well and truly beyond the educational pale.

I believe we have to resist the issue of becoming the dumping ground for what governments and society feel need fixing. Authorities identify problems, toss them at schools to fix and wash their hands like Ponticus Pilot. “Another problem downloaded” one can hear them think. That is not the way it should work. Educators are accountable people but we are reduced if we accept the dumps that can smother teachers and schools. We need to know our boundaries.

APPRECIATING GRADUATE TEACHERS

There is always an apprehension felt by graduate teachers who wonder how they will be welcomed as ‘neophytes’ by experienced staff and leaders of schools to which they are appointed. While many are pleasantly surprised by the welcome they receive and the support they are given, there are others whose worst fears are founded. It is important that teachers and leaders welcome new staff and avoid offering icy reception.

School leaders for the most part must also recognise their graduate teachers have been immersed in the latest of theoretical propositions, but not greatly in the practical aspects of classroom management and teaching. Allowing them to share their university gained expertise and offering mentoring to support practical needs is surely a wise way forward.

BE EXPERTS IN THE USE AND APPLICATION OF TIME

Time is an element we should treat with respect. No more so than on the educational front. Too often it seems, meetings and other professional gatherings that add to the length of the school day are held simply because they  are timetabled. If meetings are not  necessary, why not cancel them. Teachers and school staff will appreciate the extra time generated and most will use it for other professional activities.  

Neither should meetings drag on and on interminably. I believe that any presentation should not exceed twenty to twenty-five minutes. Presenters who go on and on lose their audience who are physically present but often mentally miles and miles away.

We all need to consider the importance and wise use of time. Train as teachers who are time conscious and time wise.

EDUCATING TIME AWARENESS

When working with students it is important for school leaders and teachers to educate an awareness of time. When workshops are being held, when students are involve in project undertaking, make participants aware of time left on a graduated basis. Don’t leave it until the last minute before springing the need for quick wind-up and pack-up upon them. This approach panics participants be they students or staff members, sending them into a flurry and leaving the activity with them as a slight (or substantial) sour taste in the mouth.

When managing time as a facilitator or teacher, be empathetic not vitriolic. 

NEVER PUSH FAMILY AWAY

A clear and distinct danger of the teaching and educational profession is that work priorities can push family responsibilities into the background. The amount of time spent at work, or working on work tasks at home can relegate family members. They may come to feel they are being taken for granted.

Family members will wear the tag of second class citizenship for only so long; many families have broken up because work commitments have devalued them, diluting and eroding what may well have been strong family values. Beyond their years at work, those who have surrendered families may well finish up as sad, lonely and unwanted perople. “No one on their death bed ever regretted not having spent more time at work”. (anon)

‘Family first’ should be the norm.

MISTAKEN BELIEF

As a long term educational practitioner in schools, it seems to me that those who look ‘at’ schools rather than being ‘in’ them, labour under a false belief. They perceive school as some sort of utopian environment in which all students thirst for knowledge and have a keen desire to learn. All that teachers have to do therefore, is teach. Little do they realise that the issue of discipline is a major stumbling block to this being an actuality.

For many teachers ion many schools in many parts of the world, MANAGING BEHAVIOUR is the key issue. Maybe a little teaching slips in on the side, but control of deliberately disinclined students who really don’t want to be there is a key stumbling block. Teachers have ways of adapting to meet this challenge, or at least minimising it’s thrust. But for administrators to believe there are no issues, or to know and not care is just so wrong. They need first hand exposure to classroom reality.

ASK FOR HELP

No matter who we are or where we sit in the educational structure, we should always, but ALWAYS ask if help is needed. Too often we sit, cogitate and stew over issues that seem to be insurmountable. We may think our status or efficiency will diminish in the eyes of superordinates, peers or subordinates if assistance is sought; In a sharing, caring and collaborative profession that should be far from the truth. As teachers and educators we need to be there for each other.

APPRECIATE SUPPORT STAFF

Within our schools and places of work, support staff working with and alongside us do a great job. Without their help, we would be less effective and efficient. They are valuable team members. They are generally people who have a high degree of commitment to the organisation along with deep and extraordinary knowledge of their workplaces.

Often we tend to take support staff for-granted. The expectations help of them can be extra-ordinarily high and in turn they are often paid very minimal salaries compared with professionals. There is a danger that we can, without thinking, ‘dump’ on them in a demanding and unappreciative manner. Teachers and leaders need to to value, appreciate and thank support staff members for their contribution to organisational health and well-being. Genuine appreciation is so often overlooked and underdone.

Support staff know so much about what is going on within schools. If teachers are the warp, they are the weft that is needed for strong organisational fabric.

IT CAN BE LONELY

Unless we care for each other as colleagues, as lecturers toward students and teachers toward children, our profession can be very lonely. There is nothing worse than a sense of isolation that can imbue those within schools, universities or other educational environments. Teaching and learning at their best is about caring and sharing. To balkanise ourselves, isolate in boxes or to become captured within the silo of singular, unshared environment is anathema. The ‘personality’ of education is about how we relate to each other. May synergy (collective energy) underline our shared contributions to this the most significant of all professions.

HOMEWORK: BLESSING OR BANE?

Homework is an issue that has been doing the rounds of education for decades. There are educators who believe in homework’s importance, others who would like to discount it altogether. Similarly, some parents appreciate homework while others would like to see it given the big flick. Those in favour of homework believe it reinforces and consolidates learning through extra practice that happens away from school. Opposition to homework comes from those who think ‘enough is enough’; that beyond the school day, children should be freed from learning tasks. Some parents and commentators suggest that homework is the teacher’ s way of handing their teaching responsibilities to parents. What do you think? Should homework policies be supported or discounted?

THE BUCK STOPS HERE

Be we teachers in training, teachers new or experienced, school leaders or those with system responsibilities, we should always be accountable for our actions. There is a tendency in life to say ‘who, me’ when it comes to accountability for actions. Shirking responsibilities for the outcome of our actions is a devious and unprofessional habit. To look for support and understanding is natural but to try and blame others for our actions is wrong. professional character and strength is built when we accept responsibility for our wrong decisions, apologise, try and put things to rights, then move on. We should never dump our decisions and actions on others; the blame game is wrong. The best example to set to children, students and those we lead, occurs when we own the outcomes of our actions. This builds self-respect and respect vested in us by others.

NEW LEADERS; MUCH TO GIVE AND NOTHING TO LEARN

One of my discoveries as an educator and member of various organisations, is that of realising that the most recent members of any group, purport to be the most knowledgeable about that organisation.  They often reflect a ‘know itv all’ attitude to institutions they join. That may be a manifestation of insecurity or uncertainty on their part; they want to prove they are up to the mark!   Nevertheless the ‘don’t tell me’ brush-off that can be given is irksome.

Some come believing they are saviours appointed to lead ‘their’ schools and workplaces forward, discounting and peremptorily dismissing  what has gone before.  If leaders, they tend to consign the history and traditions of their new organisation to the archives or waste bin. Many have the belief that those who were there before them are a threat and need to be shed as quickly as possible. ‘My way or the highway’ along with ‘you are on MY bus and if not, you are off it’ are approaches they move quickly to embed.

My hope would be that none of us ever experience such situations. Sadly, that hope is faint. We can however, ensure these sad, selfish characteristics are never a part of our professional make-up.

WORRY FOR NOTHING IS A WASTE OF MENTAL ENERGY

It seems to me that educators are on the go and so immersed within the busy-work of our profession, there is no time to draw breath, relax and consider our accomplishments. There is little time for self-appreciation nor time for appreciating others, be they fellow educators or students with whom we might be working. So much of what we do is about administrivia that does little to support real educational effort. Justification is too often the order of the day and often to little avail. No sooner is one set of paperwork accountabilities and compliances completed than we have to move to the next. We stress out, and for what real purpose. There is a need re-position and re-set priorities so they focus on our children and students, not simply on justifying our position as occupational members.

TECHNOLOGY CAN CLOUD COMMUNICATIONS

It is important that technology in classrooms and schools should be appreciated. It is important that teachers and students share teaching and learning opportunities,where these are enhances by the use of technology and equipment available. However, technological tools should never be allowed to stand in the place of the teacher.

Can be all too easy for teachers to recycle from direct interface with students, preferring instead to establish communications with learners through software packages available to support learning. Using attachments like blackboard, Skype, Scootle, and a myriad of other learning aids can help when it comes to refining and extending student learning. These devices must be under the control of teachers and structured in the way they are used to support student learning. It can be all too easy for teachers to hand pass their role in student learning development to the point of becoming detached.

TWO KEY DRIVERS

As a principal over time, it seemed to me two things (among others) were important.

1.  It was of critical importance to separate the personal from the professional in terms of relationships. I feel it impossible to be a good boss or empathic leader if those one os leading are one’s personal ‘buddy’ friends and mates. Separation can enhance respect and make leadership easier.

2. I felt it important to be a person who lead by doing and not by saying. Directing others without being prepared to go there oneself does little to enhance leadership. It is far more important to be respected than liked.

MISSION STATEMENT LIGHTS THE WAY
My mission statement grew from a leadership program conducted by dr Colin Moyle of Deakin University (Geelong, Victoria, Australia) in the early 1980’s. Dr Moyle in emphasising the importance of direction and surety of track through life challenged us each to develop a mission statement of 25 words or less.  I gave this a lot of thought and developed the following:

To fulfil and be fulfilled in organisational mode – family, work, recreation;
To acquit my responsibilities with integrity;
To work with a smile in my heart.

This statement is at the base of all my emails and on the reverse of my business card. it has for me been a reminder, guidance and a focus. Do others have statements of mission or purpose?

HOW STUDENTS SHOW LEADERS THE WAY

Over many years I came to appreciate two fine student qualities. The one was the quality of imagination with which children and young people are imbued and blessed. The other was the simple, creative and often unique ways in which students tackled problems and arrived at solutions to issues.   These were qualities that added to the contribution and impact that was offered by students elected by their peers to representative councils.

When talking with students, I used to urge upon them the fact they ought to work hard to retain their qualities of imagination into their adult years. When imagination diminishes, problems often grow to take on quite significant proportions. Similarly, my engagement with students was to urge upon them the fact they should always consider issues carefully but retain the personal confidence necessary too be significant problem solvers.

EDUCATORS SHOULD BE BOLD

One of the sad transitions that has occurred over the past forty years has been the gradual turn of student performance issues back onto teachers. It used to be that genuine (real) non-effort on the part of students became a concern shared by teachers with parents. Together then would exhort students toward greater engagement. These days, the minimal outcomes achieved by students with such dispositions is blamed back onto teachers in an almost sole fashion. Teachers are hammered if children don’t achieve, notwithstanding the commitment of the child and the support of home. Teachers are handed few bouquets but are regularly clouted about their heads by figurative brickbats. Small wonder the joy of teaching is so short-lived and so full of dissolution for many classroom educators.

School leaders need to be affirmative, forthright, bold and adventuresome. We ought not to be so worried about preserving our future that we are frightened to have counter opinions. We do not have to agree with everything offered by superordinates. We should contribute to educational debate in a living ‘two way’ transactional manner. We ought not be people who respond with ‘how high’ when told to jump. often the command to leap comes from those who would not know and who have not been anywhere near schools for eons of time. We need to participate in healthy and robust educational debate, not being weakly acquiescent to the opinions or demands of others.

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SUNS 63 & 64: VALUING OUR ‘HOME GROWN’ EDUCATORS and RETIREES CAN ENRICH EDUCATION

SUNS 63 & 64: ‘VALUING OUR ‘HOME GROWN’ EDUCATORS’ and ‘RETIREES CAN ENRICH EDUCATION.

These columns were published in the Suns during October 2014. Please feel free to quote or use but in so doing please acknowledge the Suns Newspapers as publishers

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HOME GROWN SHOULD NOT BE DEVALUED

We need to appreciate and value the contributions of those who have made a long term commitment to NT development, particularly in the field of education. While many teachers and school leaders have come and gone in rapid succession over the years, there are those who have stayed. Many have felt unappreciated and under-valued. That is exacerbated by the apparent working of the promotions system.

Systems need mix

In order to grow and evolve, systems need a leadership mix that includes those from outside and those from within. Getting the balance right is critically important.

While senior departmental positions have often been filled by interstate appointees it seems the percentage of external appointments has escalated in recent years. Opportunities for those within the Territory have become less frequent. More recently, appointments to key leadership positions in our schools have also come from interstate. For the past decade the perception held by locals is that a top heavy emphasis has been placed on external appointments. Some of those appointed as principals to our schools from interstate, take leave without pay from their state departments, this being tenable for two or three years. Whether they stay or go at the end of their leave period becomes the question. The question of intent comes to the minds of those who are local and long term territory educators

When external appointments are made, assistant principals with aspirations to be principals are overlooked. They can become deflated if, time after time, their applications for promotion are denied. A perceptual corollary based on appointment history is that our homegrown personnel may be deemed sufficiently ready for appointment to outlying schools but not necessarily those more central to our city. One can but wonder at the reasons for any such distinction.

If assistant principal positions are not freed up by promotion, the career pathways available to senior teachers who may want to move up the promotional ladder are blocked. Experience at each level within schools is important. However, if career pathways are choked off for those with aspiration, the teaching dream can sour. This is especially the case when advertisements inviting young people to consider teaching, allude to a career with opportunities for advancement.

Feedback

Promotions panels representing schools and the department must be credited with wanting the best applicants for advertised positions. That fact is accepted but panels would be wise to note whether interstate applicants are considering the NT for the short or long term. Parent and school communities appreciate and value the longer term commitment that local candidates bring positions.

It is of paramount importance that feedback offered to unsuccessful applicants goes into detail on reasons why applications have failed. Few applications are made without serious intention or commitment to the process. Unsuccessful applicants, both those short-listed and otherwise, deserve more than a skeletal response from panels. Apparent dismissiveness of applicants can be quite soul destroying.

Our system and its schools deserve leadership that melds both interstate and home grown leaders. Appointment and selection is a question of balance. That balance must be built into practice.
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SUN 64

RETIREES HAVE A LOT TO OFFER

When teachers and school leaders retire from their work in the Northern Territory, a rich vein of educational experience becomes lost to the system. “Retirement day” often becomes their last day of engagement with the system. On that last afternoon, decades of experience walk out the school gate for the final time. There is generally no looking back.

I believe our schools would benefit if there was an opportunity for recently retired educators to share their knowledge and understanding with younger and less experienced peers. The fact that they have been there and done that could benefit those who are developing as classroom teachers and school leaders. While schools set up collaborative programs, another group of people who could be drawn upon to come in and lend assistance would be invaluable.

Many educators belong to professional associations. Upon retirement their memberships usually lapse and they cease to be contributors. If professional associations retain a “retirement level” membership for a substantially reduced subscription, those with an interest in educational outcomes might well stay involved. Association members could go into schools offering support for those still developing their skills repertoire.

The New South Wales Principals Association has a membership category for retirees. There is a strong cohort of ex principals and school leaders in that state. A key part of their role is to support colleagues in schools. They are available as advisors, consultants, conversationists and critical friends.

Non threatening

Support programs of this nature need to be non-threatening. For those needing or wanting collegiate support, thoughts of unease should not be in the background. The model works if teachers and school leaders know that seeking advice and guidance is not a sign of weakness. On far too many occasions people who could benefit, fail to seek help because they fear criticism and ridicule. The concern is they will be regarded as hesitant or unsure educators, held in less regard than those who always act independently. Coaching and mentoring relationships work best if there is two way confidence and trust.

Stress

Studies conducted overtime confirm that stress in the workplace is a number one challenge for both teachers and school principals. Educators are keen to do things right. Many are fiercely determined to confront challenges independently. Coaching and mentoring opportunities would add significantly to the support that can be given to those involved in the educational field.

The Department can and does support its educators in the field. However, those in schools can gain further reassurance from being able to pick up the phone and talk with an experienced colleague who has confronted similar situations. Support can be offered without any strings attached, building confidence in those seeking advice.

Programs of this nature can be especially helpful for those who are starting out in new roles. Education in the Northern Territory is somewhat unique because of geographic separation, the special nature of many schools and the fact the system is so small.

The Department is working toward help programs. If professional associations come on board, support for those beginning their educational journey in the NT or undertaking new and different roles within our system will be enhanced.
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SUNS 61 & 62 ‘HEAD LICE’ and ‘BACK-TO-FRONT DISCIPLINE’

SUNS 61 & 62 ‘HEAD LICE’ and ‘BACK-TO-FRONT DISCIPLINE’

These columns were published in the Darwin and Palmerston Suns in September and October 2014
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SUN 61

HEAD LICE AN ETERNAL SCOURGE

Invasion by head-lice is a perennial problem for children at school, with re-infection occurring regularly. There is a significant cost for the purchase of products used in treatment. That is particularly the case where two, three or more children in each family have to be treated every time an infestation breaks out.

Until the 1980s, the impact of headlice was felt less than is now the case. Community health sisters used to come into schools, inspect heads for infestation and treat infected children. However, that practice was discontinued because the powers that be decided the head-lice issue was a “social” rather than a “medical” problem. The onus for treatment came back onto schools and parents.

Teachers and administrative staff used to check children if head-lice were suspected, notifying parents of the need for treatment. In more recent years it has been deemed inappropriate for school staff members to touch the heads of children and inspect for lice. In part that was to avoid embarrassing children. It was also felt that physical inspection of heads could be deemed a form of assault.

If head-lice are suspected, staff telephone parents, asking that children be taken home and treated, before returning to school. This may mean time off work for parents and lost learning time for children.

Head-lice continue to be the number one scourge for schools and students. It takes the inattention of only one family represented in a class of children to cause an breakout affecting them all. Schools urge parents regularly inspect children’s heads for lice or eggs, carrying out treatment if necessary. The problem however continues to manifest itself within our schools.

Illness

In a similar manner, health problems affecting one or two children can have an impact upon whole school classes. During the cold and flu season classes are quite often decimated because of children who are sick and away. Teachers are also susceptible and many become quite ill. The non-treatment or non-exclusion of one or two children in the first instance can have serious health impacts upon whole school communities.

The Demands Of Work

Parental work commitments can mean unwell children are sent to school, even though they may spend the day in the sick bay. It is not uncommon for primary school sickbays to resemble a scene from crowded house! Support staff (when signed parental permissions forms are completed) can administer prescribed medication. They also handle reluctant parental responses when ringing and requesting sick children be picked up from school.

A good deal of the contagion that spreads through school classes happens because children in poor health are at school and spreading infection.

Notification

A growing amount of administrative time is spent in notifying parents about health issues. Letters from schools to parents about head lice are sent home with monotonous regularity. With a growing percentage of parents declining immunisation for children, notification about measles, whooping cough, chicken pox, new strains of flu and other outbreaks have to be made.

Student health and well-being matters are major school issues. They should be at the forefront of parental awareness and response.
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SUN 62

DISCIPLINE ISSUE IS BACK TO FRONT

In recent weeks that hoary old chestnut ‘discipline’ has been to the fore in local media. The key issue raised was that of corporal punishment and it’s use in schools. What came to light was the fact that the NT Education Act still refers to corporal punishment as an available disciplinary alternative.

That in fact has not been the case for more than a decade. Around the turn of the century, principals in Government Schools were notified that corporal punishment was no longer to be administered. Prior to that time and as far back as the 1970’s, the use of the cane was allowed within strict regulatory parameters.

It is true to say that discipline applied to students was quite harsh in both verbal and physical terms. With the passing of years, anachronistic practices have been streamlined and modified. Behaviour management strategies based on understanding students have been developed and implemented. All schools have behaviour management policies which are included within their improvement action plans. Principles of natural justice underpin these policies. They are ahead of the present Education Act, which when modified will catch up with discipline practices in place within our schools.

Boot On Other Foot

We have moved a long way from the old, historical methods of discipline. Every effort is made to offer safe, secure learning environments to students. The idea for discipline is that it should positively uphold and reinforce 2014 school values.

A key and sinister shift however, is not how discipline impacts upon students but how the softly, softly approach can and does backfire on schools and staff members. This is particularly the case within the public school sector. Student aberrance, deliberate defiance and antisocial conduct raises difficult, sometimes intolerable situations for school staff, along with silent, suffering student majorities. As disciplinary options for principals and their teams have ‘softened’ it seems there has been an escalation in the unacceptable behavioural attitudes of some students. Teachers and other students have to suffer the indignities these behaviours unload on classes and schools.

Nicely worded, affirmative and embracing behaviour management policies, in practical terms, have little impact or influence on this hardline student core. The system appears to have little capacity to deal with manifestly unacceptable conduct, meaning that schools suffer. At the classroom level, about the only countering device and control measure available to teachers are their tongues. In many cases, verbal remonstration has little impact on correcting student behaviour. Principals and school leadership teams are similarly constrained.

Offering engaging educational alternatives within purpose built units for disruptive students has been tried and can make a difference. However, there are far more students needing this support than places available to meet school and system needs.

Stress Issues

Student discipline is an area increasingly impacting on health and well-being issues for school staff. A health and well-being survey conducted by the Monash University in 2013 identified student violence and bullying as a key stressor for school leaders (Summary Report pp 7,8). The number of teachers taking long term sickness and stress leave has escalated in the last decade and is largely attributed to student behaviour. Recently a Victorian teacher was awarded $1.3m as compensation for a career disrupted and ruined by student behaviour. According to rumour, this settlement has other educators, who have similarly suffered, considering litigation. ‘Discipline’ is a two-way street, and teachers are increasingly on the receiving end.
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