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.


‘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.


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 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. 


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.


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.


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?


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.


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.


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.


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.


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.


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.


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.


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.


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.


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. 


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.


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.


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.


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.


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 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?


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.


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.


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.


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.


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.

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?


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.


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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