VIGNETTE SERIES 6

Vignettes 20 – 22
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VIGNETTE 20

DIRECT TEACHING

There is a great deal of talk at the moment (2014) about “direct” teaching being a good way forward. This methodology is deemed to be especially appropriate for indigenous children. It is the model used at some schools on the Cape York Peninsula, and an approach espoused by advisor to our Prime Minister on educational matters Noel Pearson.

There is certainly a place and need for direct teaching because that is the way Primary engagement between teachers and students are best manifests.

With 32% of Northern Territory students being indigenous the proposition for use of this model certainly holds up.

From experience direct teaching works well. The model being spoken of as an emerging approach is certainly not new. Direct teaching methodology has been one practised by many teachers for a very long time. There may be different styles and emphases on the way it applies but direct teaching is direct teaching.

This approach certainly enhances the quality of engagement between teachers and students. It is about teachers “doing” things with students in an interactive context. When teachers direct or instruct children without actually engaging distance between teacher and students is created.

To involve and to do things with children in an instructional sense offers a superior approach to the teaching and learning task. It brings teachers and children closer together. When direct teaching takes place there is a strong in friends of teacher interest in what the children are doing and therefore in the quality of work outcomes. I believe this model adds meaning to teaching.
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VIGNETTE 21

TEACHER DRESS

In Vignette 15, I touched on the need for teachers to “model” for their students. This extend is to include dress standards maintained by teachers in schools.

In my opinion it would be a good thing if the state and territory departments work to establish dress codes for teachers which were mandated. At one stage that used to be the case in some of the states.

With the passing of time departments have vested confidence in teachers that they will dress appropriately and according to standard setting. For most teachers follow a reasonable and sensible dress code, there are some who don’t enter in the correction.

Correcting teachers by advising on dress standards can be difficult and embarrassing. Where practicable it is advisable that female teachers should be spoken to about dress standards by a female member of the senior team. Likewise if mile teachers need advice that is best offered by a male member of the senior staff (if indeed there is a male in the senior leadership cohort).

I believe that the teacher dress does not need to be “over the top”. Neither should people dress scantily or inappropriately because this let’s the standard of our teaching profession down quite badly in the eyes of the public. Whether we like it or not, members of the community do talk about the way we dress and comment on our general behaviour and deportment.

Recently (2014) the New South Wales Department of Education introduced minimal standards of this for teachers which will be regulated in that state. This may have been because of a need for this issue to be addressed. Whether other departments will follow in a similar direction remains to be seen. It is to be hoped however, that teachers will dress in a way that shows their respect about profession so that regulation is not necessary.

I gained at the end of the day, teachers are modelling and setting standards for students. That is something we need to do in a respectful and empathetic manner. While it may be considered not proper to talk about these sorts of things the way we dress and our quality of deportment as teachers is certainly something that students and the public take into account when considering teachers and the profession.
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VIGNETTE 22

Technology Can Create Separation

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.

The best most enriched learning comes from the contact developed and maintained between teachers and students. It is nice to “put a face on learning”! I believe students appreciate teachers who are there for them in a direct and first-hand context. To disengage, deferring classroom teaching practice to a robotic attachments with mechanical voices is anathema.

Perspective is important. Nothing can ever replace the first-hand relationships that develop and involve between sincere, committed teaching professionals and students primary, secondary and Treasury with whom they are engaging.
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VIGNETTES SERIES 5

Vignettes 17 – 19
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VIGNETTE 17

COMPUTER ‘LOCKDOWN’ (Follows from Vignette 2)

This thought relates to an earlier one about the need for teachers to be people who move around the classrooms. These days it is easier for teachers to become “captured” by the computers. They become “jailed” at their teachers table.

This happens because of the emphasis placed on darter collection and analysis. Everything comes back to darter driven outcomes. That being the case it is all too easy for teachers to be so focused on data collection that the computer is a constant companion. Rather than moving around the classroom and working with children there is a tendency to be deskbound asking children to really deliver results so the chicken input those into computer.

This in turn in carriages children to one-way traffic from their desks to the teachers table.

It is necessary in my opinion the teachers of all students, particularly early childhood and primary children to be among them, moving from desk to desk.

Data of course it does have to be input but if that takes priority over the mechanical manifestations of teaching and working with children directly then something needs to change.

It is important that teachers be aware of and make “mind notes” of the amount of time they spend incidentally context at their tables with their computers. That ought not to be the major percentage of time occupation.

I believe the children respect teachers who move among them. That movement is also necessary for teachers to get to know their pupils in the best possible way.

Teachers do have to spend time at their desks with their computers, but it should be reasonable and not overdone.
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VIGNETTE 18

CLASSROOM TIDINESS
School days are hectic and “hurly-burly”. There is so much to do and so little time in which to do it! That being the case, it is easy for teachers and students to overlook the need for classrooms and personal space within (desks, tables, lockers and so on) to be kept in a reasonably clean and tidy state.

There can be nothing worse than opening a student desk to see a mass of learning material, waste material, socks, hats, toys, and other bits and pieces shoved in all higgledy-piggledy and to the extent that it’s hard to exert the pressure necessary to force the desk lid closed.

Another area easily sullied is the classroom floor. Pencil shavings, bits of writing tool, pieces of paper of all sizes, items of clothing, food scraps and wrappings if children needed the tables and other things finish up as then try to strewing around on the floor. Often the floors left in the polluted state until cleaners come in at the end of the day and endeavour to straighten out the chaos.

That is not a good look! Neither does it do anything for the reputation of the class or teacher – for cleaners certainly talk amongst themselves and to each other about the state of things they find in classrooms.

They need to be some basic rules about classroom cleanliness and tidiness. That can be hard because of pressure is driving on teachers and students. Nevertheless it is necessary. Some suggestions:

. Have children periodically (at least once a week) go through and clean the lockers of residue.

. Undertake the same routine for desks but possibly a little more often. Make sure the children have loose papers fastened into books or folders is the case might be.

. Have children or students pick up any rubbish from the floor at the end of each session or period. That become something done before recess and lunch breaks. If insisted upon that process becomes “automatic”, a habit of many children will undertake without having to be reminded.

. (Ensure that the above applies equally to older students as well as younger. Students will sometimes argue that it is not “cool” to pick up after oneself and to keep things tidy. That particular lackadaisical mindset needs to be overcome.)

. Check the children keep refrigerators closed and lunchboxes tidy within.

. If children aged lunches in the classroom, check to make sure that their lunch containers are clean, that they keep their food as they should, and that any genuine rubbish goes into the bin.

. Cupboards and, and Benchtops belong to the whole class. Include those areas in the cleanliness and tidiness drive. It might be appropriate to assign particular students groups to particular common areas within the classroom and it becomes their responsibility to ensure that tidiness is maintained.

* Make sure that the teacher for example is one that models to children. Teachers tables and work areas need to be kept tidy and organised in the same way as being advocated for children. There is nothing more powerful than personal example.

. Having students involved in group competitions reward cleanliness and tidiness in my opinion is a good idea. Rewards can be extrinsic or intrinsic. Reinforcing the need for positive civic attitudes is important and putting clean, tidy needs into some competitive context can be quite fun.
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VIGNETTE 19

MOBILE PHONES IN CLASSROOMS

in our modern, technological age, it seems that every child has a mobile telephone, smart phone or similar device. It’s understandable the parents give their children phones in order that they might be contacted in emergency situations. However there is a time and place for their use. That time and place are definitely not within schools and certainly not in classrooms.

If children bring mobile telephones to school they need to be kept in their bags in their lockers. If there is a worry about security may be appropriate for teachers to take and lock these devices in a secure place.

It is altogether too easy these days for children and students to misuse smart phones. Sadly, there seems to be a trend toward taking inappropriate photographs of students who are being bullied, interfered with, or who are in compromised situations. These photographs of been circulating for all to see.

When this happens within a school context it casts the school, its leaders and staff in a poor light. When students have been embarrassed or injured and that recorded on phone camera all sorts of recriminations can come back on the school. A great deal of time is taken in trying to resolve issues and overcome the hurt occasions by the wrongful use of those devices.

Far better that the school have a rule that smart phones another recording devices do not belong within its boundaries.

We need to be aware of the trouble smart phones can cause if they used for wrong purposes and at the wrong times. They need to be carefully secured and not used during the school day.
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This is my last column for 2014. It was published (in edired form) in the Suns Community Newspapers on December 17 2014
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SUN 73 CLOSING OUT THE SCHOOL YEAR

Another school year has passed into history. Despite distractions the essence of education, teaching and learning within our schools, has continued.

The EBA has occupied teachers, schools and the system for almost the whole of 2014. Sixteen months after it began impacting on government schools, the EBA was settled in the 39th week of the school year. Never ending negotiation resulted in unsettled relations between the government and its schools. Differences of opinion aired through the media impacted on the thinking of the NT community.

Staffing cuts affecting senior secondary schools from the start of 2014 added fuel to the EBA fire. These issues have played some part in transitioning many families toward enrolment in private schools.

Marketing plays a part in determining where parents enrol students. In an earlier column I suggested that schools ought to consider developing a media profile. There is little evidence to show this happening. The fortnightly ‘School to Work’ supplement in the NT News includes two pages of stories about schools, drawn from around the NT. Apart from the supplement, occasional stories are few and far between.

The issue of school attendance has been on the agenda in both urban and rural centres. Department of Education school attendance officers are fully occupied on most school days in our cities and towns. Further afield, ‘Nigel Scullion’s Army’ of federally funded truancy officers have been encouraging better school attendance from indigenous students. However, poor school attendance and absenteeism remains a Territory-wide problem.

The Territory continues to do poorly in the NAPLAN testing program. Schools and regions that do well ought to be celebrated because dismal overall statistics hide the positive results. While there is more to school than NAPLAN it is sometimes stated that these tests are the only tool available to measure school successes.

The Middle School Review undertaken by Vic Zbar and Bruce Wilson’s report into Indigenous Education were two major reviews this year. Both make strong recommendations for change. Zbar recommends student consultation and involvement in change management, a need too often overlooked.

The Wilson Report stresses early childhood and attendance needs. It advocates regional residential education for remote students, a method which was tried and failed in past decades. The tyranny of distance has been solved by many indigenous families. They have moved into urban and town centres, enrolling their children in primary and secondary schools. Growing multiculturalism is a strong demographic in our urban schools.

As the 2014 educational year reaches its endpoint, school principals and councils are left wrestling with the issues of global budgeting (GB). GB has sent alarm bells ringing throughout the system. This model of funding accountability was introduced to schools in September, to become operational from January 1 2015. It has caught many schools short. A longer lead time bringing global budgeting online at the beginning of 2016 would have been a better option. This issue is the number one challenge facing Robyn Lambley our newest Education Minister. Five changes to this ministry in less than two and a half years is not helpful because no minister has had the chance to fully develop within the role.

Territorians will be hoping education settles and goes places in 2015.

VIGNETTES SERIES 4

Vignettes 14 – 16
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VIGNETTE 14

Marking

The life confronting teachers is always busy. It is very easy to get behind with routine classroom tasks. One of the areas easily overlooked is that of marking children’s work. In particular, that can apply to book work, homework, and other tasks set for children. It can also include extra work set by way of sheets or other materials children asked to complete. These days children do a lot of work online and sometimes submit files for marking. That happens for both primary and secondary school students.

It’s extremely disappointing to students if work submitted for marking is overlooked. Initially children will be very disappointed that work has not been marked. If non-marking becomes a habit, then attention paid by children to work tasks will gradually decline. The reason for that is a belief that even if work is submitted to their very best standards, this will not be recognised or acknowledged. In short, children can come to believe the teachers are disinterested in what they produce.

That in turn takes from the self-esteem children feel, the pride in self and their attitude toward work tasks. If teachers file to mark work in the way suggested this can become very demotivating for children. Regardless of everything else they may believe that teachers are not into rested in them.

If a child brings to your attention the fact of work to be mark is outstanding, my suggestion is to apologise and then set about marking the assignment as quickly as practicable. Letting students know that this has been an oversight on your part as a teacher will not hurt. Children respect honesty.

Rewards

When marking, do so as thoroughly as possible. My suggestion is to correct spelling, punctuation, and other omissions. They’re so neatly and in a different coloured pen open parenthesis preferably red) to block the child has used.

Children appreciate comments written on work and I believe that stickers or stamps are an absolute “must”.

Students love to share our appreciation for work show on by teachers with the parents, siblings and with others. Teacher care and attention to marking can be the icing on the cake for students I like to know the work is appreciated this will help them further in a motivational context.
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VIGNETTE 15

MODELLING

I don’t believe that we can over estimate the importance of teachers modelling for students. This goes for primary and secondary students.

In some contexts teaching is regarded as being a profession in which one group (teachers) tells the other group (students) what to do and how it should be done. This of course is rather simplistic definition of teaching and learning processes. It hardly examples the interaction and togetherness that ideally embraces teachers and pupils in teaching/learning contexts.

One of the very important aspects of the leadership offered by teachers is the modelling they do through their own personal example and conduct. Students being young look to and emulate teachers and others. An example of this is the children often tell the parents that particular viewpoint is right because it is what the teacher thinks, therefor it must be right.

Without being prescriptive in anyway, I believe that modelling extends to include the following:

Dress standards
Speech patterns and modelling – setting a bright example free speech and vocalisation.
Punctuality
Showing respect.
Handwriting, including in students books and on whiteboards.
Correct spelling and accuracy in word usage.

This list could go on, but I’m sure you get the drift. Teachers deal with the development of people. It’s as we do and how we are that is so important to those we teach and shape toward being the adults of tomorrow.
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VIGNETTE 16

TALKING WITH CHILDREN

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.

When dealing with each other in staffrooms or collaborative sessions or during professional development sessions, teachers speak conversationally. They each feel comfortable with the other and conversations reflect this attitude.

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.
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When counselling, aim for balance. Offer commmendations for development and things being done well, along with suggestions and recommendations for improvement. Build confidence in colleagues.

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IS A SCHOOL A SCHOOL OR A BUSINESS?

It is saddening that schools are increasingly regarded and defined as being ‘businesses’. This places emphasis on  management and detracts from the human aspect of what they should be about. Children.
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REJOICE FOR OTHERS

Life tends to be all about us an individuals wanting to get on, make progress and be recognised for the contributions we make to the educational profession.  Ambition is important. So too, is recognising the contributions of others and rejoicing in their successes. It seems that the urge to make individual indelible impressions can cause us to look inward. We need to look outward, recognising and rejoicing in what our superordinates, peers and subordinates are achieving. Part of this should be our desire to contact and congratulate them on their successes and contributions. 

Envy and jealously are traits that too often manifest themselves within the human character. As educators we need to be above that, genuinely appreciating what others are contributing to education, the noblest of all professions.
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‘CRC’ A POSITIVE METHOD OF STAFF DEVELOPMENT

We need to consider bouquets and brickbats in ratio terms. When counselling  with staff and when working with others on terms of staff development, it is easy to offer ‘recommendations’ for improvement. Sometimes the tone  which goes with the recommendation is very opoff-puutting. It is easy to be harsh and critical. When working with colleagues, the CRC method is invaluable.

CRC suggests we offer commendation, recommendation and commendation. The suggested ratio is three commendations to each recommendation. Offer compliment as well as advice. This is not to suggested that recommendations should be sugar coated. However, they need to be palatable, not indigestible.

Building our organisational teams is about appreciation as well as advice for needed improvements. Like most things in life, counselling and staff development should be a question of balance. The method is equally as beneficial for teaqchers dealing with children and students.
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ON THE BALCONY AND THE DANCE FLOOR

Good leaders need to have a wide lens. They need to be on their organisation’s balcony looking down upon and seeing those who keep things ticking. They need to be aware of relationships, both formal and informal. Overview is important.

They also need to be on the dance floor, spending time and mingling with their staff. They need to know their people. They need to be doers as well as sayers. It’s fine to talk the talk; Walking the walk generates appreciation and respect from those involved with the school, the company, the business whatever its nature. Leaders who lead empathetically draw positive responses and willing contributions from the staffing team.

This analogy has relevance to classroom teachers who might adopt this focus when working with children in their classrooms. The approach builds mutual understanding and respect.
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APPRECIATION ALSO NEEDS TO BE INTRINSIC

In all professions, including teaching, much is made of monetary reward. That is about basic human nature. In these modern times, the age old adage ‘a fair day’s work for a fair day’s pay’ still applies. But people also value intrinsic rewards, that signal of appreciation and a pat on the back that somehow ‘adds value’ and a deep-seated feeling of well-being to the way people feel about the work they are doing. Appreciation enriches engagement and the glow of recognition stays with the receiver for a long time.
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DON’T LOOM

As a leader or a teacher it is important to avoid ‘looming’ over others. The impact of ‘standing above’ or ‘looming’ over those with whom we are dealing can be quite off-putting. Although not intended to be such, that postural attitude can also be a threat.

Tp avoid  unintended intimidation, those in a superordinate position (principals or school leaders  to teachers, teachers to students) should aim for a setting that places them at the same height as their subordinates. For a teacher to sit or kneel next to students with whom he or she is working, is physically levelling  and not off-putting to students. Similarly, if school leaders conduct interviews with teachers and school staff while they stand or  sit together, conversation will be more relaxed and possibly less stilted.

The consequences of looming are unintended but can leave a negative impression in the minds of those who have been loomed over.

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Our facial expressions and quality of eye contact can draw people in or push people away. That can make a big difference to the way our conversations are received and the impact they have on others.
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If promises are made to peers or students by leaders and teachers, they need to be kept. To forget or overlook promises will result in a loss of respect for the person who fails to keep his/her word.
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FALSE ALLEGATIONS LEAVE PERMANENT SCARS

These days it has become somewhat of a fashion to levy accusations against people for offences allegedly committed by them in years past. Specifically, allegations of sexual impropriety, misconduct or abuse seem to abound.  While some complainants have a legitimate case and while those who indulge or have indulged in such behaviour need to be brought to account, there seems to be an epidemic of fallacious, mischievous and malevolent reporting.

While the matters after investigation may resolve and be found to have no substance, allegations have a huge impact the accused, so much so that the accused becomes the victim of the piece.   

Whatever the reason for the reporting mischief, it has a deadly impact upon the psyche, inner feelings and wellbeing of the person against whom accusation is made.  This impacts on the accused, affecting feelings of physical wellbeing and mental equilibrium.  Although not guilty of sin the accused would feel like an abomination because these sorts of allegations cut very deeply.

Depending  on occupation, a person being investigated will have various authorities (ie Registration Boards) being notified of the inquiry and processes suspending that person’s right to participate in employment will be instituted while the inquiry in under way. A significant field of people probably know about this ‘highly confidential’ matter. Teachers if still active are declined the right to continue teaching at the moment and registrations would be suspended.

Given the present climate and the plethora of commissions that are dealing with historical cases of child abuse, matters can be alleged many years after they supposedly happened. Very few people keep diaries and records of daily transactions going back years and years and years so refutation is based on memory. My strong recommendation to school principals, leadership team members and teachers is to keep a record of daily transactions with students and take it with you from appointment to appointment, then with you when retiring.  Some allegations are THAT old.

No-one should sin against children and students. Neither should false and malicious allegations be countenanced with little if any comeback against false accusers. No matter how false allegations are found to be, mud sticks, careers are ruined by these falsehoods and the mental health of those falsely accused is impaired, often fatally.
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It is a worry that words and actions of school leaders and teachers can be misconstructed, wrongly interpreted and brought back, at times with malice, on innocent acts and sincere statements.

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