Monthly Archives: November 2015

THE EVERLASTINGLESS OF EDUCATION

Posted on by
Reply

A PERSONAL REFLECTION

The older you become as a teacher, the more experience you gain. However, the older you get, the greater is the strain on resilience or ‘bouce back’ capacity. As a long time school principal in primary schools, I used to keep an eye on teachers and if necessary, counsel with those who were genuinely flagging, about career options.

I retired from full time principalship one month shy of my 66th birthday, for two key reasons. One was that the physical engagement I enjoyed as a classroom visitor and teacher was being pushed by administrative requirements threatening to shackle me to the desk in my office. The second was the fact that our systrem was inexorably grasping at data and outcomes measurment to the detriment of holistic educartion and the development of chiildren as people.

I retain a deep and primary interest in education as a reader, writer, mentor, coach and as a contributor to educational journals. My connection through ‘Linked In’ is part of that evolution. I write a weekly newspaper column about educational matters and have a blog at henrygrayblog.com

It is important that we give back to education because of the opportunities that have come our way.

SNIPPETS FOR EDUCATORS (14)

Posted on by
Reply

Thoughts to share.

_______________________________________

Doing more with less

Generally speaking, budget stringencies are asking school principals and educational leaders to be like Moses in ancient times. Moses asked Pharaoh for more building supplies so Israelites (system slaves) could go on building good homes and Egyptian infrastructrure. Pharaoh got cross and told Moses to go away. Supplies were cut off. The Israelites had to scrounge, using their wits to come up with construction materials. Similiarly, educators and principals are challenged to do more with less – just like Moses.

Schools and child care

We need to change the thinking paradigm of those who believe the prime purpose of schools to be that of providing child care. The fact that schools are often defined as placeswere cghildfren go to be brought up, being like unto second homes with teachers pseudo parents is a sad indictment on modern life. Often it seems, parents give birth and hand over their children for almlost total institutionalised upbringing.

The Best Leadership

Ascribed leadership is assigned to the position and is a power many choose to use. My preference was for aquired leadership, leadership based on respect earned through the appreciation bestowed by others. 

Respect

I believe the most essential quality to be earned, as a student or as a teacher, is that of RESPECT. Respect has to be earned, for it is a recognition of decency that accrues because of genuine care.

The fragility of youth

We need to realise how fragile and concerned about the future young people are, doing our best as educators to build confidence and a sense of the positive into their thinking and belief patterns.

Hierarchial organisation

Hierarchal organisation is a worry. It stacks people in terms of importance within a pyramidical structure, from less to more important. My preference is concentric management, with one plane for all.

Too old to teach

If people have to work until they are 70, then I pity poor teachers, whose resilience and bounce back capacity reduces with each year of chronological enhancement. There is an age at which teaching becomes too hard. Being a principal or school leader at an older age is much easier and less demanding that requirements of 100% full on teaching of children in classrooms.

Granted, there are exceptions to this rule. However with special students increasing in number (percentage-wise) and behaviour management becoming the number one classroom issue, this concern is true for the majority of those in our classrooms.

Where are the parents?

Educators seem to be more than willing to put their collective hand in the air, volunteering to correct more and more of the ills and challenges confronting society.  Part of this is our seeming willingness to volunteer the bringing up of children and young people in the ways they should go.  If anything is wrong, if things need correcting, the repair and renovating role is placed squarely on the shoulders of schools and teachers.

This begs the question of where do parents fit.  It seems that more and more children get born, to be committed to child-care agencies then schools to manage and look after their total upbringing.  If things go wrong, no responsibility attaches to parents.  It is all down to schools and teachers.

Before school care, preschool, school, after school hours  care, holiday care … Where does itv end and how much time do parents give to the primary care of their children.  Don’t forget the baby sitters and child minders parents employ after hours so they can go out and socialise.

Parents have to work and I understand economic imperatives.  However, there is a question of balance.  It should be behoved upon parents to remember and fulfil their primary care responsibilities toward their children.

WHERE ARE THE PARENTS?

Posted on by
Reply

Educators seem to be more than willing to put their collective hand in the air, volunteering to correct more and more of the ills and challenges confronting society. Part of this is our seeming willingness to volunteer the bringing up of children and young people in the ways they should go. If anything is wrong, if things need correcting, the repair and renovating role is placed squarely on the shoulders of schools and teachers.

This begs the question of where do parents fit. It seems that more and more children get born, to be committed to child-care agencies then schools to manage and look after their total upbringing. If things go wrong, no responsibility attaches to parents. It is all down to schools and teachers.

Before school care, preschool, school, after school hours care, holiday care … Where does itv end and how much time do parents give to the primary care of their children. Don’t forget the baby sitters and child minders parents employ after hours so they can go out and socialise.

Parents have to work and I understand economic imperatives. However, there is a question of balance. It should be behoved upon parents to remember and fulfil their primary care responsibilities toward their children.

EDUCATION AND ‘MIND HEALTH’

Posted on by
Reply

Worry, anxiety and depression are big factors in today’s world. They are recognised and talked about in ways that used to be taboo. ‘Taboo’ because to discuss them was deemed to be a sign of weakness. These days people do open up about mental health. It is an issue considered as relevant in many settings, including educational platforms. To be aware and to take mental health into account is important.
____________________________________________________________

3 SUNS 45

‘MIND HEALTH’ A TOP PRIORITY

We are made increasingly aware of challenges children and young people face in modern times. The relatively uncluttered and unhurried times of the past are gone. Children of today are being brought up in an increasingly frenetic world, one that has the potential to confuse and cause them concern.

The nurture of children is about far more than providing food, shelter and clothing. It is about spending time with them and being part of their developing lives. With parents and caregivers heavily committed to work, this can take a great deal of juggling.

At the end of long working days, parents come home exhausted. Many collect children from care centres on the way home. When they walk in the front door, there are domestic chores to confront, meaning young people are left to look after themselves. Television, videos, computer games, Facebook and texting take over minding duties while parents attend to household tasks. Countless studies confirm that prime time spent by parents talking with their children is minimal.

It is important that parents share conversation with their children. Girls and boys need to feel part of the family circle with opinions and ideas that are heard and respected. It is through conversation that parents get to know and understand their own young people. Sharing time also helps children gain confidence in their parents.

Avoiding Sad Outcomes

Concerns about bullying, together with worry, anxiousness and feeling they are not important family members can lead to depression – a growing phenomena among young people.

Common signs of depression among children in the years up to puberty can include:
* a prolonged sad mood
* a loss of interest in normal activities such as playing and games
* withdrawal both at home and school
* uncharacteristic behaviours such as stealing or bullying
* tiredness, particularly in the afternoon
* sleep disturbance
* bed wetting. ( the above dot points from an online source)

Key school programs

The Department of Education (DoE) encourages schools and school communities to be aware of issues that confront children socially and emotionally. More and more, schools are involving with “Kid’s Matter”, “Mind Matters”, and “Bullying No Way” initiatives. These programs offer life building skills.

“Kids Matter … is a flexible whole school approach … improving children’s mental health and wellbeing (in) primary schools.” (kidsmatter.edu.au, home page) The program aims to build respectful relationships. It’s focus is on the following:
* Developing a sense of belonging and inclusiveness for children at school and home.
* Supporting social and emotional learning.
* Working with parents and carers.
* Offering individualised support for students needing help.

‘Mind matters’ is a similar program. It supports Australian secondary schools to promote the mental health and well being of older students. (mindmatters.edu.au, home page)

‘Bullying No Way’ has been established to help make teachers, parents and students aware of bullying’s insidious impacts. Bullying, be it physical, verbal, online or in other forms can have devastating impacts on the lives and confidence of those on the receiving end. It is far too common and cannot be ignored. (bullyingnoway.gov.au/)

Young people have a right to healthy bodies and strong minds. They need to be aware of their part in building a sound future. However, things may not work out the way they should if school and home do not play their part. Educators as secondary carers and parents as primary caregivers are obligated toward helping children transition successfully into an adult world.
_____________________________________