VIGNETTES SERIES 14: BUILDING POSITIVES FOR STUDENTS

It is the little things that help when it comes to entrenching positive characteristics and qualities.
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VIGNETTE 43

REWARDING THE EFFORT

Children owe it to themselves to do their best work in class. Sometimes they may think their work being done for teachers and parents. There are ways of helping children realise teachers and parents are supports, with the work being done ultimately for their benefit.

While ownership of work is vested in children, applauding their efforts helps when it comes to building pride in product and learning outcomes. It is discouraging for children who are trying their best, to be minimally recognised by teachers. Handwritten comments of praise, stamps, stars and stickers mean a lot. They are small tangibles that go a long way toward building justified pride in the hearts of children who have done their best. These small tokens of recognition are boosting for children. They love sharing their successes with parents, relations and friends.

Recognition of work and effort through merit certificates awarded at class or school assemblies is boosting for children. Classroom wall charts which track star awards are constant reminders of student success. Mention in school newsletters might be an option. Letting parents know about the efforts of their children by work of mouth, phone call or note might be an option. Rewards policies are often established by particular schools but a great deal of praising opportunity is left to the discretion of teachers.

Don’t overlook recognising effort by encouragement awards. It is nice to let children know their efforts at improvement are not going unnoticed.

Some schools allow teachers to purchase stickers and other reward tangibles from classroom allowances. If not, purchases of teaching aids and requisites are tax deductible. It is wise to keep receipts.

Recognising and rewarding the efforts of children, goes toward creating a positively happy classroom. Children are made to feel good about work outcomes while praising is uplifting for teachers.
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VIGNETTE 44

CORRECTING FOR POLITENESS SAKE

These days, manners are not practised by habit. Many children (and adults) are poorly mannered. It seems that a big percentage have never been taught the rudiments of good manners at home. Child care programs may try but their prime focus is on minding, not on teaching.

All too frequently children overlook ‘excuse me’, ‘please’, ‘thank you’. ‘i beg your pardon’ and so on. Although it gets monotonous, correcting students who overlook these essences of politeness and good manners is important. Commenting in a praising context to children who do remember to use these words and expressions can offer positive reinforcement.

One of the most frequent oversights occurs when children butt into conversations being held by teachers with another student or students. That impetuosity certainly needs correction. Children need to appreciate the need to wait their turn when dealing with teachers.

Manners can be broached through appropriately constructed lessons. To involve students in situational role play where manners need to be practised can help. Periodic classroom discussions about manners and politeness might be useful.
The subject could be broached through a Socratic Discussion session.

Strategies to reinforce the need for good manners including reinforcement through daily classroom interaction should be part of teaching and learning strategy.
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VIGNETTES SERIES 12

Vignettes 38 – 40   ALL ABOUT TIME
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VIGNETTE 38

TIME TELLING AND TIME AWARENESS

These days many many children have difficulty in telling the time. It is important that children learn to tell and to appreciate time as early in life as possible. One of the things heading to confusion is the fact that we have both digital and analogue time telling devices.

I would strongly suggest the wisdom in having a decent analog clock in each classroom. If the school doesn’t supply clocks, a quite readable analog can be purchased from any supermarket for no more than about six or seven dollars. The clock would need to be of sufficient size to be clearly read from the back of the classroom. The numbers ‘1’ to ’12’ are preferable to those with other markers denoting five minute intervals.
While more expensive I would also suggest a digital clock to be displayed somewhere in the room. That will help students when it comes to comparisons between analogue and digital time telling.

No device is of any use if it is ignored! To that end, reference to time by teachers is important. There are many games available that help students when it comes to time telling. Another strategy may be for teachers to draw attention to the clock(s) as the day reaches towards milestones. That may be recess, lunchtime, home time, the start of art, physical education lessons and so on. I believe that after a period of time children will begin to learn to avert their eyes toward clocks and possibly to remind the teacher about what is coming up and what is happening next.

Time telling is very much a part of functional literacy. People who don’t know how to tell the time can become quite lost.

To appreciate time quotients it may help for teachers to tell students undertaking activities at what time that lesson is due to finish. They then begin to understand how long they have to go. This can help students organise their time and to work out how much should have been completed by the time a particular period in lapses.

A useful activity is to give children blank clock faces and ask them by inserting minute and hour hands, to show particular times dictated in a mental exercise. Variation on this might be to ask students to show their favourite time of the day and why it is that this is a highlight time.

To develop exercises drawing attention to both analogue and digital time telling is a way of having students understand both methodologies.

This might sound like an exercise that is never ending. However children will become time literate with practice and importantly have an understanding of what time means. Time management is an issue that often challenges people, including adults. To help students gain an understanding and appreciation of time and why it is important cannot be overstated.
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VIGNETTE 39

LEARNING TAKES TIME

It is easy to make the mistake as teachers, of thinking we have to approach teaching in a rip, tear, rush manner. There is so much to be taught and so little time in which to do it, that the only option is to cram and cram. It is easy to think like that because of the huge load placed on schools and staff.

Learning takes time. Brain and cognitive development does not come all at once. Rather the process is graduated and in sync with the overall physical and mental development of children. We need to keep this in mind, teaching empathetically and patiently.

This is not an easy exercise in our modern classrooms. There is so much pressuring in and upon teachers, that quite often the only thing of seeming importance is to cram in as much learning opportunity as possible. Children need to have time to understand and digest the concepts being taught. The traditional lesson of introducing new concepts, teaching then revising and extending in the cyclical way was a good method of operation. It still works in this day and age. Crowding too much into shorter periods of time will leave students with half understandings and cause them to be very frustrated learners.

Reinforcement is important. The joy of learning is to understand what one has been offered from a learning viewpoint. This means pacing learning steadily and carefully, not always easy because of the imperatives trust on teachers. Getting the balance right between quantity (volume” and quality (manner of teaching”) is important. Volume learning is frustrating for students. The emphasis on quantity so that ticks can be placed against lists of things to be taught to the disadvantage of quality is unfortunate.

One way of a judging how well students are learning is to take them aside individually or in small groups is to discuss with them what’s been taught. If they can come back to you in a relaxed conversational manner showing understanding then it becomes clear that the right quantity/quality nexus is being met. If students appear to have no clues at all, then obviously the amount being crammed is overdone.

I believe that learning opportunities have to be consistent but “making haste slowly” is developing teaching in the right direction. One quality that is absolutely necessary when teaching is to have patience, to be prepared to spend time doing things with children so that learning sticks.
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VIGNETTE 40

TAKE TIME TO RELAX

Teachers need to remember that there is more to life than teaching. I believe it important for teachers take time to relax and in that relaxation to get right away from their professional obligations. One good way of doing this is to leave school at school and not to take it home. It may be that teachers start work early or leave school late in order to accomplish what needs to be done; that is wiser than putting school into bags and cases to take home in order to work on at night.

Teachers need relaxation, time with families, and to extend their interests and activities to life beyond classrooms. Dedication is important but to become introverted and narrowly focused on teaching and classroom does little to expand personal development for educators. Already a great deal of “out of class room” time is asked of teachers for extra curricular activities associated with schools. Then there’s the professional development needs that ask teachers to spend time after work and at weekends honing their professional skills. school camps, reporting nights and the many, many hours it takes to prepare school reports add to the extracurricular list.

While most teachers are motivated by the desire to work with and develop children, the issue of reward does come into contention. NT Teachers are paid for 36.75 hours each week. However, the vast majority put in 15 or 20, sometimes more hours each week over and above the time recognised by renumeration. This time is generally given willingly. It is easy to see why teaching can become a profession that totally consumes people.

Work life balance is important, and something that should always be taken into account.
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SUNS 82 and 83: ‘THE EISTEDDFOD IS HISTORY’ and ‘SCHOOL UNIFORMS A POSITIVE POLICY.
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THE EISTEDDFOD IS NO MORE

Many people now living in Darwin, Palmerston and the Top End have never heard of the North Australian Eisteddfod. The Eisteddfod, an arts and cultural exposition available to Top End Territorians, folded nearly five years ago. It had been an institution for 48 years.

The Eisteddfod used to run for two weeks in May each year. It offered school students from our top end schools, including Katherine, Arnhemland and remote communities, the chance to display their talents to appreciative audiences.

The Eisteddfod was held at the Darwin Entertainment Centre (DEC). It provided competition in singing, instrumental performance, dance, drama, poetry, reading, speaking and other cultural areas.

There was ongoing commitment to the Eisteddfod by an organising committee of volunteers. Schools, dance companies, music groups and others participated. The program was for both students and adults as individuals, small groups and large ensembles. Entry fees were modest and affordable. Prize money, perpetual trophies and individual mementos of success were on offer.

A hiring subsidy offered by the Entertainment Centre made the venue affordable. Entry fees defrayed some of the operating costs.

In its later years, the Eisteddfod began to struggle. Costs were increasing and the program did not have a guaranteed income stream. The Department of Education offered some administrative and financial support. A substantial donation came from an anonymous supporter. However, the program was mothballed. The only thing remaining is for this Association to be formally wound up.

Several factors have contributed to the demise of this iconic annual cultural event.
* The retirement of key committee members.
* The inability of the committee to attract new members.
* The scarcity of volunteers to help stage the event.
* Lack of guaranteed income because government funding had to be applied for each year. A triennial funding arrangement would have helped but was never endorsed.
* The takeover of May, the historical Eisteddfod month, by NAPLAN programs that impacted all schools. Commitments in place made the finding of another time-slot awkward.

The Eisteddfod’s disappearance into the annals of history is deeply disappointing.
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SCHOOL UNIFORMS : A POSITIVE POLICY

From time to time the issue of school uniforms gains traction in the press. This happened recently with the NT News reporting ructions about dress standards at Casuarina Senior College. The concerns expressed by a small group are not representative of the College as a whole.

The uniform issue in the NT goes back to the 1970’s. I have read and been told that before Cyclone Tracy school uniform was part of life for government school students, but not afterwards. Personal experience dating from 1987 is that uniform wearing in Darwin was optional for primary students and non- existent for their peers in secondary school.

Principals and school councils desirous of students wearing uniform were not supported by the Education Department or Government. Uniforms were available, but worn by a minority of children, usually those in Early Childhood. Competition to encourage uniform wearing included acknowledgement of best dressed classes each week. Some schools had mascots awarded weekly to the class with the most students in uniform.

In 2006, the Henderson Labour Government began moving in the direction of school uniforms. Department policy released in 2009 states the official position for primary and middle schools. “All students in Northern Territory Government schools from Transition to Year 9 are required to wear an authorised school uniform whilst on school premises and when attending official school activities during and after school hours. …
School uniform policies must include the following elements:

1. A requirement that students wear an authorised school uniform

2. Measures to address short and long-term exceptional circumstances that may be faced by a student or their family. For example, cultural and/or religious considerations and financial hardship.

3. Measures to address health and safety considerations such as appropriate footwear, hats and other sun protection factors.”

Since then, the uniform policy has been extended to include students in senior years Government schools.

Those attending private schools, both Catholic and Independent have always had uniforms as part of their dress code. That is one of the elements about private school education that over the years has appealed to many parents and students.

There are many positives derived from adherence to a school uniform policy:

* It builds pride in the school providing a sense of identity.
* It avoids argument and heartache caused when students feel embarrassed when not
in costly designer dress.
* It reminds students when they are in public or on excursions they are representatives
of their schools.
* It offers clothing affordability. Many schools sell second-hand uniforms in good
condition which helps defray school costs.

The introduction of dress codes for government schools is one of the best policies developed in recent years.

VIGNETTES SERIES 11

Vignettes 35 – 37
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Vignette 35

DON’T DISCOUNT DRAMA
Drama is an area often underdone in classrooms. It is generally seen to be a subject that must give way to more important requirements, like getting on with language maths science and other key subjects. Drama is seen as a diversion taking attention away from key learning and conceptual areas.

That this happens it’s a pity. Rather than being an isolated standalone subject, drama can be used to correlate and integrate with other subjects. It can be used to reinforce learning by putting students into a context of acting out situations about which they’ve been learning. It offers a first hand experience rather than being second and third hand. it allows students to engage with and immerse themselves in experiencing what it was really like to be a part of the past

Children love to play and to pretend. To reinforce literature, stories been told, history, even mathematical and scientific concepts through acting them out and in gauging through play can be reinforcing.

Sometimes teachers feel drama is a subject that is below them. They feel embarrassed about the idea of getting involved with students in dramatic play situations. Drama can be a very vibrant and engaging area and for teachers to involve convinces students of the authenticity of Drama as a subject reinforcer. And what’s wrong with teachers having fun in classrooms with students. If they can assume roles outside their skins, this will encourage children to do likewise.

I encourage teachers to integrate Drama into student learning and developmental opportunities. ‘Learning by doing’ (and drama IS doing) is one of the very best methodologies available to educators.
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VIGNETTE 36

IMAGINATION

One of the delightful things about teaching and working with children is the quality of imagination they can bring to learning and understanding. I used to say to children in classes, particularly those in the upper primary area, that they had three eyes: Their left eye , right eye, and their “I” For “imagination”) eye. Their “I” eye was in the middle of their foreheads but not visible. Their “I” eye was hidden from view but had the capacity to work hard and to see a lot beneath the surface. Their imagination was something that enabled them to visualise things not necessarily there at the moment. For instance the ability to conjure up pictures in their minds of what was going on in stories, in their understanding of historical facts, their engagement with music, drama, and with core subjects including Literacy and Mathematics.

The use of imagination can make learning a living and vibrant experience because it facilitates engagement. Too often people feel disassociated from what they are doing. They don’t bring imagination into play as they tackle tasks.

As the teacher and in later years as a person who used to work with children in the areas of music, storytelling, and drama I used to encourage them to use imagination to make things real through their engagement with what we were doing and therefore learning outcomes.

Imagination can also be used to help tackle problems and solutions. Often adults find it hard to overcome problems with which they are confronted because they don’t bring imagination into play. Inhibitions come to the fore and make overcoming challenges hard. Children are not confronted by those same obstacles or barriers. It’s for that reason that children often find solutions to problems much easier to reach than do adults. They don’t have the same hangups and worries about their environment as may be be the case for adults.

It is of concern that video games and technological entertainment can diminish imagination for children. Rather than relying upon their imagination and thought processes to reach end points that’s all done for them by games which reward them for no more or less than following the sequence of activities and events by letting their fingers walk around keyboards. While games are part of life they should never be allowed to take over the natural ability of children to immerse themselves in situations and solve problems without assistance.

Imagination is to be encouraged, particularly when it comes to story writing and creation. It’s something I believe we as teachers need to work hard to grow upon our children. Neither does it end with primary school students but extends into the middle and upper school domains.

I believe the teachers who work with children to grow their imaginations also grow their own. Being aware of imagination and its qualities is important. Imagination should not become stunted as people reach from childhood into adult realms. It is critically important as a teaching of development tool.
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VIGNETTE 37

DESK TIDINESS

One of the things that happens all too quickly and easily in classrooms is for student desks or working tables to become untidy. This bad habit applies to students of all ages. It impacts tidy trays and disk storage areas.

One of the things that quickly adds to untidiness are sheets of paper students have completed but which haven’t been filed, glued into scrapbooks or arranged for permanent keeping. They quickly become ratty, crumpled, dog-eared and therefore not worth keeping although they are a record of work.

It is important to encourage children to take pride in their work. One of those pride elements is the way in which work is stored in desks and storage units.

Another thing that often happens is that pencil shavings get left either on the top of the desks, in desk storage areas or on the floor. It’s important to encourage children to sharpen their pencils at the waste bin. The best pencil sharpeners are those that contain the shavings so that they can be periodically emptied into the bin.

Desks and tidy trays can become cruddy, quickly. I believe it is important for teachers to have students go through and tidy their desks at least once a week. It is a habit worth establishing.

When choosing a time to clean desks or desk areas make sure that a time limit is set. It shouldn’t take more than 10 minutes for desks to be given a regulation cleanup and for tidy trays to be fixed. The ideal thing happens when students automatically and by habit keep their desks clean neat and tidy and. To encourage this when students finish work and have five minutes spare, to ask if their desk need attention can be a way of helping to establish that habit.

I’ve heard it said that “cleanliness is next to Godliness”. There is no better way of starting young people who grow to become tomorrows adults into acquiring the tidiness habit than reinforcing it through school. And there is no better place to start than with desk tidiness.
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VIGNETTES SERIES 10

Vignettes 32 – 34
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VIGNETTE. 32

SPELLING : NECESSARY OR SUPERFLUOUS?

There are some who says that attention the spelling is old hat and the discipline of being able to spell accurately and correctly really not necessary anymore.

In an age of computer technology, they argue that the computer, iPads and similar gadgets provide students with correct spelling options through “spellcheck” and other text refining devices. Therefore it is not necessary to know how to spell words by heart any longer.

Others argue that in terms of priority spelling is a basic that no longer needs to be taught. There are other teaching and learning priorities.

Maybe “experts” believe that spelling skills will be required by osmosis. Some people genuinely believe that spelling accuracy isn’t important because corrections for both spelling and grammar can be provided by checks built into attachments for word documents and others. My personal belief is that that is the lazy way out.

I once had a teacher say to me “I don’t teach spelling because I don’t like it.” Teaching basics is apparently boring and quite stifling for some people. This overlooks the fact that teaching important basic understanding this is repetitious and not all learning is tinsel and glitter. However, there is a way of engaging children with spelling that makes it quite exciting and look forward to. There are numerous spelling games available that can be adapted for classroom use. These can be developed to support and reinforce graduated learning where the specific spelling word building an extension program is being followed.

Spelling and word appreciation games up also available and this is one area where computer or iPad use can be reinforcing. My contention however is that spelling is an area that requires basic teaching. It can’t all be left to children working on devices and acquiring the understanding they need without teaching going into the program.

And example of one game are used with spelling was to ask children to within their minds to configure words broken into syllables attached to a piece of elastic. There is the word. as your stretch the elastic with in your minds eye the word broke into syllables. The study of the silver balls enabled you to follow the patterning of the word. When the word had been “examined the close boat by the stretch principal the elastic was relaxed the word came back together and was spilled aurally with everything all in place. I found this method worked particularly well especially if it was built into a game including competition between children for accuracy and recall.

I believe we neglect spelling at our peril and to the eternal loss of students.
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VIGNETTE 33

WATCH OUT FOR TRENDINESS

Education is exciting, often because of the chance to innovate and try out new ideas. However, it is important to consider and study the merit of new ideas. ‘Reform’ and ‘initiative’ are words often overdone.

Education that bounces from one new idea to the next, to the next in rapid succession, can present a destabilising and hard to follow classroom experience for children. There seems no end to the plethora of ideas, approaches and priorities that come along.

It is important that schools and teachers apply a filter to suggestions of change. The pros and cons of issues need to be considered. To grasp at something new for the sake of its novelty is unwise.

Schools and staff who take and consider ideas and change suggestions are wise. This is where the value of collaboration and conversation comes to the fore. Within every group, there are those who want to run with change, others who prefer dialogue and careful consideration and a third group who dig in and avoid change at all costs. from this delightful mix, school organisation evolves.

Some thoughts:

* Discuss issues with colleagues and also be a sounding board for them.
* Read and research new initiatives.
* Make a list of the pros and cons relative to change in teaching approaches.
* Discuss ideas with people who may have trialled them.
* Make the subject one for discussion at unit meetings and possibly whole staff
meetings.
* Consider whether changes will build on what has gone before, or whether
they will mean starting all over again in particular areas. There is a lot to be
said for ‘steady state’ or incremental development.
* Take into account budgetary implications of change. Programs that are resource heavy can finish up costing schools a lot of money.
* Consider if change addresses major learning needs or if it is simply about embellishment or ‘prettying the edges’ of learning; is it about superficiality or
substance?

Change ought not be resisted by habit. Neither should it be blindly accepted for change’s sake. Consider new ideas on their merit including thinking, reading and discussion with others.

Importantly, consider that change builds on what has gone before. To throw out everything that has been developed, using change as an excuse to ‘start all over’ would be the extreme of foolishness.
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VIGNETTE 34

REPORTING TO PARENTS

Reporting to parents and caregivers in most primary schools, is a task undertaken each term. Toward the end of terms one and three, teachers report orally. Oral reports allow for conversations with parents on student progress. They enable teachers and parents to discuss progress including student strengths and the challenges they face.

Written reports are provided toward the end of terms two and four. These documents are looked forward to by many parents. They are at times photocopied and sent to grandparents or other relatives living at distance.

For teachers, report writing is a task not to be taken lightly. The importance of reports to parents in large part influences the way in which these documents are regarded by our department and school principals. They are valued and valuable documents.

There are a couple of things that need to be understood. The first is that with teaching being increasingly a collaborative effort, a number of teachers may need to contribute to the preparation of student reports. Secondly, the steps leading to final report documents, mean that reports have to be started many weeks before the end of each term. Allowing time to prepare them reasonably is something that can be easily overlooked.

Consider the following:

* Reports as a statement from teachers to parents need to be honest and
accurate.
* Spelling and grammar need to be correct as they reflect teacher standards.
* Reports should be factually correct.
* Preparation is helped if teachers have a critical colleague read through their
documents before sending them to senior staff for vetting and approval.
* What is written needs to be substantiated by background facts supporting
statements of progress. Inaccuracy can be embarrassing to teachers if report
comments are challenged by parents and cannot be refuted.
* Language needs to be carefully chosen, reporting on facts and not supposition.
* Avoid words like ‘will’ and choose words like ‘may’ when talking about potential
for improvement. Absolute words throw the onus on teachers to make things
happen; it is up to the student to achieve his or her potential.

I have always favoured the idea of teachers discussing reports with children and students about whom they are prepared, on a one-to-one basis. Commendation and recommendation for improvement might be part of these conversations. Post report discussion with parents can also have positive spin offs, particularly if the approach is one of offering encouragement.

Reports reflect outcomes based on effort. That, together with character traits that contribute to good citizenship deserve recognition. While academic success is important, the social, emotional and moral/spiritual aspects of development are also worthy of mention. That is not always possible because these criterion have been expunged from many reporting templates.
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SUNS 80 and 81 ‘VIOLENCE AGAINST TEACHERS’ and ‘TEACHER TRAINING’

These columns were published (with some editing) in the Suns in February and March 2015. Readers are welcome to use material herein.
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SUNS 80

VIOLENCE AGAINST TEACHERS IS OVER THE TOP
Teaching is becoming an unsafe profession. Increasing incidents of violence being perpetrated against those working in classrooms and schools. There have always been issues of severe misbehaviour, including violence against teachers. However the incidence of such behaviour is on the increase. The matter is one that needs to be brought into the open and fleshed out.

While some instances of physical abuse by students against teachers get media airplay, this may be the tip of the iceberg. Violence against teachers may not be an everyday occurrence but the threat of it happening can undermine teacher confidence.
Too often unacceptable incidents seem to be played down. There are also attempts by behaviourists to rationalise what is unacceptable behaviour as normal. Some years ago, students swearing at or back-chatting teachers was frowned upon. There were consequences. It now seems that the verballing of teachers is often accepted as normal behaviour.

Teachers taking stress leave is becoming commonplace. A major factor contributing are mental stresses placed upon teachers by non-compliant and aggressive students.

There were 22 more physical assaults on teachers in the Darwin/Palmerston area in 2014 than in 2013. Physical assaults against teachers increased in the Arnhem, Barkley and Katherine regions. (Aust. Education Union NT source) The ABC reported that 37 student assaults on teachers in 2012, had risen to 253 assaults in 2013. During the same period (2012/13) assaults by students on each other rose from 10 (2012) to 3000 in 2013.

The 2013 numbers took a huge jump because reporting requirements for incidents changed. Until then, occurrences were not always reported.

On your own

There has been a feeling that assaults, if reported, will not result in any follow up. Teachers can feel isolated after being on the receiving end of student abuse. There have also been allegations that abuse has not been reported by school leaders to the Education Department.

From time to time the Department and the Teachers Union have considered behaviour management. However, rather than having a bilateral agreement, follow up is largely left to individual schools.

The assault mentality and its magnitude are a blight upon our system and schools. Downplaying issues seems to be based on the perception that public revelation is bad PR for schools, principals and staff. I believe the responsibility for assault should be lifted from schools and owned at departmental level. Rather than a softly softly or minimalist approach, the matter should be managed assertively. This should include expulsion and prosecution. The days of excusing and offering soft response options, should be consigned to history.
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SUNS 81

TEACHER TRAINING SHOULD REVISIT THE PAST

A lot is being said and written about teacher training at the moment. Federal Education Minister Christopher Pyne said recently that graduate teachers should be mathematically savvy and competent in language and literacy. They should also be able to offer subject specialisation to students.

Minister Pyne is not breaking new ground. He is advocating a return to teacher training methods from the 1960’s and early 1970’s. At that time a Teachers Certificate, involving either two or three years study, met all the elements currently being espoused as necessary.

Training programs included the following:

* A year seven level mathematics test had to be passed.
* A spelling test of 100 words (one mistake allowed) had to be passed.
* Students were test for qualities of speaking and reading. Imperfections in either area required trainees to undertake remedial classes in order to overcome deficits in these areas.
* Educational Theory and Practice was a compulsory two year unit.
* Teaching methods for every curriculum subject had to be understood and passed.
* Students were required to elect two subjects in which they had to develop
specialist understanding. This was to facilitate their classroom teaching.
* Teaching methods in key subjects was a part of the training program. Subjects
included English, Mathematics, Psychology, Social Science (including History and
Geography). Teaching methods had to be learned (and applied when on practice)
for Early Childhood, Middle and Upper Primary grades.

Practice Teaching

Training teachers attended nearby demonstration schools to observe teachers at work. They had to professionally critique demonstration lessons, firstly in group discussion with practising teachers and then by writing their reflections for consideration by a lecturer. Learning by observation helped when they went on practice teaching rounds.

Students on practice were regularly observed by lecturers who wrote critiques on their lessons. They discussed with students the strengths and weaknesses of their teaching. The classroom teacher (mentor) always contributed to these evaluations.

Student teachers took an accumulative teaching mark with them from one practice to the next. They were required to show improvement as they moved through their six practice rounds. While assessments were rigorous, they were also fair. Teacher training was character building.

I don’t don’t disrespect modern day pre-service teacher training by universities. However, there is room for the solid and classroom focussed foundation received by those who trained in the past to be revisited.
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