Be Positive when Assessing

When evaluating or assessing students, be personable. Offer commendations along with recommendations. Be encouraging and avoid put downs. Offer advice on major needs in private to avoid embarrassment.


The Ideas Mill: Accept Substance and Disgard Dross

Our profession – education – has more people clamouring to contribute their ideas about trends, directions and priorities than any other. Welcome substantive thought but avoid dross and razzmatazz.

Mission Statement

My Mission Statement is ‘to fulful and be fulfilled in organisational mode, family, work, recreation; to acquit my responsibilities with integrity; to work with a smile in my heart.’ What’s your’s?
Some things should be everlasting in intention and changed only to meet significantly altered situations. Mine, created after a meaningful leadership inservice in 1983, remains with me to this day. My statement is for substance and not for show. Sure, I share it but I try to live it. ‘Fashion’ in education has not been part of my practice. I have my mission statement on the reverse of my business card and it attached as a footnote to my emails. If my mission statement can influence or focus others, then that is a good thing. (I too, am influenced by those with whom I speak and about whom I read.) I commmend mission statements for the focus they offer.


Keep Things in Perspective 

Beware! As an educator, the more you do the more there seems to be left to do. Keep things in perspective. Always recognise your accomplishments along with ongoing and remaining challenges.
                               The ‘stage’ that classrooms  mirror

Classrooms are like stages, teachers like unto both actors and directors. How well they set teaching and learning scenarios is important. Taking their students along with them confirms their success.
                                    The calling should never sour

My hope is that no educators will ever walk away from their calling, their contribution, their giving, their work, their care for others with a bitter and cynical taste, so glad their career  is done.

Caught between Priorities

School leaders are often caught between a rock and hard place, challenged by the need to meld departmental expectaion with teacher needs.
                                            Value Atmosphere

There is nothing more fleeting nor more precious than organisational atmosphere. Tone and harmony are precious and easily lost school ingredients.
                                             Make a Difference

An aim for all educators, regardless of their position, should be a desire to inspire others. Onus is placed upon us to be people who put stock in the character development of children and students.


Don’t Downplay on the Basis of Language or Ethnicity

When developing special programs for those with specific language and ethnic needs, we must be careful not to diminish, downplay or minimise learning capacities.


An ultimate reward is when students from years past, having reached adulthood, thank you for the contribution you made in years past to their educational nurture and development.

Building Blocks of Learning

There are elements of learning that are ‘nose to the grindstone’ basics. Tables, word study, rules, formulae, spelling and handwriting are examples. Learning rudiments are important.

LOTE  Learning needs Careful Predication

We need to consider Languages other than English (LOTE) as part of our school programs. They need to be recognised, resourced and staffed. They should include cultural aspects of understanding because langauge on its own is poorly referenced in situational terms.

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