‘AH’s’, ‘um ‘s’, ‘er’s’, and similar speech stumbles need to be avoided for the sake of fluency. Too many glitches may have the audience thinking you are unclear on your subject. Aim for ‘zero’.

Use notes as prompts, but try and avoid detailed reading. A speaker is more effective when speaking rather than being slavishly locked into notes. Notes can reduce the speaker’s confidence.

Consider vocalisation, the pitch, rhythm, intonation and vibrancy of voice. Live your message through your voice. Articulate carefully and correctly, and never come with a gabbling rush of words.

Speakers need to think about THANK YOU often offered at the end of a presentation. Realistically it is the audience who should be offering thanks to the presenter for his or her contribution.

Watch out for DISTRACTING GESTURES. Scratching parts of body while presenting needs avoiding. Don’t scratch nose, squint, overuse eyebrow wrinkle. Involuntary actions can be off-putting.

INJECT HUMOUR into speech, but AVOID LAUGHING at that humour. Humour engages and focuses audience groups. However, those same audiences can be off-put if speakers laugh at their own
jokes.

When presenting DON’T SHUFFLE

Movement is a part of gesture. Movement can be illustrative and points (of delivery) reinforcing. If movement is meangless stand in a relaxed but stationary manner.

SOME SPEAKERS GO ON AND ON FOREVER. What starts well goes downhill and the presenter loses it. I once heard that 24 minutes was the ideal time for any presentation where presenter owns the floor.

Presenters need to ensure that DRESS supports and enhances their podium status.The finest presentation in the world will be ruined if presenters do not respect audience by looking the part.

They detract. Speakers generally know what they want to say. I recommend small cards that snug into the palm of the hand. List KEY WORDS as prompts for what you wany to say.

CONFIDENT SPEAKERS in an informal situation can go to pieces in formal situations. They pull down a blind in their minds which says ‘ uptight time’. Make sure the blind is never pulled down.

Make sure that topics have a beginning, middle and end. PLAN for presentations to establish, build and ebb to a telling and final conclusion. Balance within discourse is a key and essential need.

SPEAK FROM THE HEART

Never be a ‘veneer speaker’ whose polish belies his/her commitment to the subject. Be a person remembered by the audience for sincerity. Speak to, not ‘down’ to your listeners.

Speakers and presenters should aim to embrace the audience, drawing listeners toward him or her by the power of sincerely uttered words. This will being them ‘together as one’ in a sharing context.

Listen carefully to speakers and EVALUATE them for strengths and elements of presentation you feel they might do differently and better. The exercise helps you focus on message and messenger.

Education these days overly focuses on accountability and discounts the importance of teaching and learning Box ticking and accreditation are largely about foolish accountability requirements. The focus on structure and not function (the teaching and development of the child/children) is distorting education.

——

All the very best for school holidays to students, teachers and school staff. May you all have a restful fortnight’s break, in readiness for term four and the business end of the academic year.

—

Education these days overly focuses on accountability and discounts the importance of teaching and learning Box ticking and accreditation are largely about foolish accountability requirements. The focus on structure and not function (the teaching and development of the child/children) is distorting education.

The principle of schools being for children has largely been forgotten.

Education these days overly focuses on accountability and discounts the importance of teaching and learning Box ticking and accreditation are largely about foolish accountability requirements. The focus on structure and not function (the teaching and development of the child/children) is distorting education.
——

The Education Engagement Strategy, when translated into outcomes and recommendations, will ONLY work if students attend school every day. Sporadic school attendance and truancy are chronic issues and have been for decades in some sections of the community. Action, not talk, is the only way forward and that action has to include regular school attendance.
——

Free dental services for school students (NT News 20/9) are not ‘new’. This Dental support services used to be available to all urban schools, with most having their own dedicated dental clinics. Clinics were operated by staff on a rotational basis. The program extended to include dental health staff visiting towns and many remote communities for preventative and corrective dental care. These programs operated during the 1970’s and 80’s but for various reasons, were let go during the 1990’s. Any reinstatement will benefit students; dental health should always be prioritised for school aged children.

EDUCATIONAL POINTS TO PONDER

The ICAC report and recommendations on the Milingimbi School funding situation and monetary use, raise two very important points. Firstly, school principals and finance managers have to be scrupulously circumspect in the way priorities are established for the use of funds. Secondly, the Department of Education audit processes must involve an examination of school accounts and not be about rubber stamping without checking. A situation like Milingimbi reflects badly on the budgetary management of all schools and that is not fair.

—-

The decision by the Charles Darwin University Board to reinstate the Diploma of Nursing is very good news. Hopefully the revamped program will have a strong focus on practical skills including bedside manner and relationships with patients. Too often, modern training has a clinical focus but not one that includes the way nurses interact with those being treated.

—

Educators and those who place a high level of emphasis and importance on NAPLAN tests (NT News 25/8) will be delighted at the upturn in NT competencies confirmed by the May 2021 results. This is great news and helps confirm the benefits of ongoing face to face teaching in our schools. Opportunities for many students in other states have been hindered by school closures and forced online learning.

—-

PRIORITISING TEACHING

Get some good teachers and listen to what the good teachers say and do what the good teachers advise. Teach children the methodology behind learning. Tell them and show them. Train the students. Teacher students to have exploring minds and to be independent.

Focus on system and routines in the first instance.

_________________

Box ticking and accreditation are largely about foolish accountability requirements. It is about systems (structure) and not function (the teaching and development of the child/children).

To

Much of the accreditation is pure garbage.

Marg Rogers Lecturer, Early Childhood Education at the University of New England wrote. “We have so many educators who want to do their job but are dealing with the systems/structure … It would be great to have the function at the forefront of the educator’s mind so they can fully engage with children every day.” The Conversation 22/9/21

____

The Education Engagement Strategy, when translated into outcomes and recommendations, will ONLY work if students attend school every day. Sporadic school attendance and truancy are chronic issues and have been for decades in some sections of the community. Action, not talk, is the only way forward and that action has to include regular school attendance.

Education and change needed

The Northern Territory Voluntary Euthanasia Bill of 1996 was one of the most enlightened and visionary pieces of legislation ever passed by our Assembly. It’s overturning in the Federal Parliament by the Kevin Andrews/Tony Burke bill the following year was both callous and cruelly indifferent. For the federal parliament to pass this bill of recission was a denial of Territory rights.

Over time a significant number of people with terminal illnesses have been robbed of natural justice. Many have been forced to endure untoward suffering in their final weeks and months of life.

This denial of a legislative right in the NT continues, notwithstanding that Victoria, New South Wales, Western Australia, South Australia and now Queensland have moved in the direction of their own state legislation that embraces euthanasia. Moves are afoot for legislation allowing euthanasia to be introduced into the NSW Parliament.

It is to be hoped that Senator Sam McMahon’s initiative, being prepared for debate in federal parliament to allow the Territory to re-engage on the issue, is successful. If that came to pass, my hope would be that a bill encompassing euthanasia could be re-introduced into the Northern Territory assembly. That would reinstate an entitlement to debate legislation savagely stripped away by Canberra 24 years ago.

Sincerely

Henry Gray (75 years)

SPEAK TO BE REMEMBERED

Those most remembered as speakers are those who galvanise their audiences and engage with them. Don’t over talk. Twenty five minutes is tops. Engage the audience, involve them.

Always speak with conviction and sincerity. The audience can sense passion and speaker belief in his or her message by studying the presenter’s body language. Introduce, develop and conclude carefully.

I BELIEVE THE EYES TO BE THE MOST POWERFUL OF COMMUNICATIONS TOOLS. Speakers who are confident rove the audience, with his/her eyes canvassing the eyes of everyone in the listening group.

The unwillingness of a growing number of people in our two major states to comply with government limitations imposed because of Covid, is adding to the burdens of both states.

Deliberate disobedience and defiance of government orders about unlawful assembly is adding to the issue of Covid spread. Large groups congregating for unlawful assembly, without masks, without socially distancing and without caring for other than contravening requirements are doing the wrong thing.

It may be no coincidence that the two states with the worst Covid records, are the two states with the greatest number of people who are doing the wrong thing against requirements and limitations that have been put into place.

Without doubt teachers in remote areas of the NT are feeling the pangs of isolation from family and friends imposed by Covid 19 restrictions. What impact must isolation have had on remote area teachers in past times. No phones, no internet connection, no live radio and TV, no email, sporadic delivery of supplies, irregular letters and parcels mail, little if any other than tinned food, few roads, limited plane services to unsealed airstrips, rudimentary medical care and no awareness of the world beyond community boundaries. That WAS isolation.

—-

The reluctance amongst Indigenous Australians to be immunised against Covid 19, is being fuelled by misrepresentation about vaccine side effects. These outright lies being peddled through social media and in some cases by personal misrepresentation are nothing short of criminal. Indigenous Covid deaths arising because vaccination has been rejected, should be held as manslaughter against those guilty of peddling this false information.

—-

Marty Aust’s periodic columns on the redemptive way forward for young people canvas the subject in detail – with one area of omission. Mr Aust (and the reports to which he refers in his column (Sun. Terr. 4/9)) never touches on the issue of parental responsibility for their children who become the subject of reports and commentary because of their aberrant and wayward behaviour. Why is it that on this subject, Mr Aust and others avoid mentioning and advocating the responsibility of parents in the bringing up of their children.

EDUCATIONAL POINTS TO PONDER

The Sunday Territorian (20/6) and the NT News (21/6) carried timely stories warning of the deleterious impact of addiction on young people overusing iPads, iPhones and devices. In this context it makes no sense that the NT Department of Education has no policy limiting the access of primary and secondary students to iPhones during school hours. The department urgently needs to follow the example of those stares which have placed bans on school day usage.

—-

Katherine and it’s nearby region are flourishing agricultural, horticultural and industrial hubs. I am constantly amazed that school excursions are limited to tourist attractions. Visits should include visits to farms and businesses. Young people have little awareness about the substance upon which the town and its hinterland are based. They leave knowing little about the ‘real’ Katherine.

—-

A few short years ago the Charles Darwin University was in debt for many millions of dollars. The solution was to curtail TAFE/vet courses and to cut back on staff in those areas. Now, in 2021, the university has a surplus of over $22 million. So the university is going to reinstate TAFE/Vet courses and will obviously rehire staff to run those programs. Help me, help me! I do not understand.

Interesting changes are proposed for changes to Australian curriculum. Personally, I worry about the fact that language embodied in documents is becoming more confused and less clear. Lightening the load on schools (declutttering) has been the subject of conversation since the 1980’s – possibly earlier. Jim Spinks, who partnered with Brian (whose surname escapes me today) was an influencer when devolved authority to schools was being touted in the 1980’s. I remember him telling us at a conference in Darwin that a major educational fault was continual adding on to curriculum and educational requirements. The problem was that nothing was dropped off, grossly overburdening curriculum requirements.

If anything, that congestion has worsened because schools and teachers are saddled with the responsibility of developing children in terms of behaviour, personal management and deportment.

I do not feel confident about the curriculum for students, young or old.

Neither do I like the fact that documentation to do with curriculum suggestions coming from ACARA is increasingly obtuse and ever less clear because of the language used.

Aging is a funny process. You may ‘look’ old but quite often don’t ‘feel’ that aged within your mind. You appear old to others and are often treated accordingly. That can range from derision and discounting to the according of appreciation and respect.

Age is something often beholden from without, but not necessarily felt within by the aging one.

Practically speaking, one has to know her or his physical limitations as she or he gets older. Without that caution, there can be unnecessary and hurtful consequences. Falling, accidents and other altogether avoidable setbacks may occur.

A strange phenomena about ‘age’ is that it is often anticipated with dread by those who are younger and considering the futures of life’s pathway. Yet on arrival, you wonder what the fuss and worry was all about.

Being prepared in terms of planning when young for financial security when older sure helps! Being old, poor and dependent on others for everything is NOT recommended.

From Henry at 75

READY FOR TEACHING BEYOND TRAINING?

Ready?

Ready for the classroom misbehaviour and the management of ill-disciplined children.

Ready?

Ready to teach children as young as five about the meaning of ‘consent’.

Ready?

Ready for the NAPLAN tests which for many are an annual educational abomination.

Ready?

Ready to deal with an increasing number of parents who have no respect for education and educators.

Ready?

Ready to be weighed down by a curriculum to which elements are added and added without anything ever being deleted.

Ready?

Ready for endless exercises in professional development, which often seem to be purposeless and trite – indeed after hours time filling exercises.

Ready?

Ready for hours and hours and hours of educational input where teaching is more about data collection for systemic justification than it is for children.

Ready?

Ready for a career that so many teachers find to be disappointing and fruitless and so disenchanting that up to 70% of those graduating from pre-service into our schools, leave within five years.

Ready?

Never ready for what education is becoming.

Educational Remembrances

Good leaders and teachers learn a lot about what to do, by learning a lot about what not to do. Bad teachers and challenging leaders teach observers a great deal about how they need to go forward in teaching and leadership.

Personal and professional separation are necessary, particularly if you are a school leader. It is very hard to be a boss to one’s mates.

Remember to be on appreciator of things that people with whom you associate too well. In education we are quick to criticise but often slow to commend.

If you pick up a good idea on process from somebody else, be quick to thank them and to recognise them for their development of you in your role.

Make sure the expectations of others are practices your own personal and professional life.

The Letters Editor

‘The Australian’

GPO Box 4162

SYDNEY NSW 2001

Dear Editor

The ramifications for publishers of Facebook and other online pages (‘Facebook ruling a legal minefield’, The Australian 9/9/2021) may not be all bad. The High Court ruling that publishers of sites attached to their platforms are responsible for published content could be managed quite simply. All that might be required during is for organisations to designate a moderator or moderating staff who expunge comments that are defamatory or licentious in nature.

Individuals who have Facebook pages should also accept moderating responsibility. Facebook and other sites already allow page owners to bar persons whose comments are unacceptable. It would be easy for platform providers to cancel the publishing rights of those deemed to be inappropriate users – as happened with Donald Trump.

Media groups are already halfway there. If I write a comment and attach it to story in one of the Newscorp papers, it is accepted under the heading ‘pending’ (publication) and not attached to the correspondence thread unless it is acceptable.

Moderation is already being practised by media on some of its platforms. The High Court ruling simply extends the principle of publishing accountability to include responsibility for entries published on sites under its masthead.

Sincerely

Henry Gray

9 September 2021

Regardless of background, one stand alone quality if practised, will guarantee success at school – regular school attendance. Lack of academic success on the part of far too many students in remote, town and urban settings is a product of unexplained absence and truancy.

—-

Without doubt teachers in remote areas of the NT are feeling the pangs of isolation from family and friends imposed by Covid 19 restrictions. What impact must isolation have had on remote area teachers in past times. No phones, no internet connection, no live radio and TV, no email, sporadic delivery of supplies, irregular letters and parcels mail, little if any other than tinned food, few roads, limited plane services to unsealed airstrips, rudimentary medical care and no awareness of the world beyond community boundaries. That WAS isolation.

—-

The reluctance amongst Indigenous Australians to be immunised against Covid 19, is being fuelled by misrepresentation about vaccine side effects. These outright lies being peddled through social media and in some cases by personal misrepresentation are nothing short of criminal. Indigenous Covid deaths arising because vaccination has been rejected, should be held as manslaughter against those guilty of peddling this false information.

—-

Marty Aust’s periodic columns on the redemptive way forward for young people canvas the subject in detail – with one area of omission. Mr Aust (and the reports to which he refers in his column (Sun. Terr. 4/9)) never touches on the issue of parental responsibility for their children who become the subject of reports and commentary because of their aberrant and wayward behaviour. Why is it that on this subject, Mr Aust and others avoid mentioning and advocating the responsibility of parents in the bringing up of their children.

CONFUSING AND COMPLICATING CURRICULUM

Interesting changes are proposed for changes to Australian curriculum. Personally, I worry about the fact that language embodied in documents is becoming more confused and less clear. Lightening the load on schools (declutttering) has been the subject of conversation since the 1980’s – possibly earlier. Jim Spinks, who partnered with Brian (whose surname escapes me today) was an influencer when devolved authority to schools was being touted in the 1980’s. I remember him telling us at a conference in Darwin that a major educational fault was continual adding on to curriculum and educational requirements. The problem was that nothing was dropped off, grossly overburdening curriculum requirements.

If anything, that congestion has worsened because schools and teachers are saddled with the responsibility of developing children in terms of behaviour, personal management and deportment.

I do not feel confident about the curriculum for students, young or old.

Neither do I like the fact that documentation to do with curriculum suggestions coming from ACARA is increasingly obtuse and ever less clear because of the language used.

Once upon a time in Education

Listening was an important attribute instilled as an attribute enhancing comprehension and understanding.

Handwriting was taught and legibility encouraged.

Children learned about words through phonetic study.

Oral reading to the teacher and within groups lead to fluency when sharing text. Discussion within groups and shared conversation built understanding about meaning of the written word.

Children learned tables and mathematical formulae. They developed the ability to carry out mental computation and were dexterous without the need for calculator assistance.

Grammar was studied. Rules relating to the English language and usage were studied and understood.

Spelling was an essential subject. Words and their usage was an important part of study.

My oh my, how things have changed.

There are some things about covid management that have been well done, but many that leave a good deal to be desired.

• Covid has developed thousands and thousands of Australians within the political, medical, commercial, and social organisation domains who are now experts on the subject of coronavirus. Before Covid, they were unknown but this wicked virus has given them illumination. Many are doing great good, while others confuse matters with supposed expertise that is contradictory and flies in the face of common sense.

• The reluctance of the Australian Government to go away from hotel quarantine to the establishment of dedicated facilities (possibly modelled on Howard Springs quarantine facility) has been a major shortcoming. Insistence on the hotel model of quarantining in the CBD’s of our capital cities has looked after thousands of returnees, and been responsible of thousands of infections in the Australian community thanks to the 27 times the virus has leaked into the community from hotels. Covid will be with us for many years and dedicated facilities constructed by the Federal Government are an absolute must.

• The unclear lines of demarcation and authority between the states/ territories and the commonwealth, has been confusing. This area of uncertainty has also allowed for blame for shortcomings and failures to be batted back and forth between authorities.

• The absolute schemozzle over vaccines has been the major drawback in countering Covid. Confusion has reigned supreme with the hesitation of authorities adding to the misinformation being circulated about vaccination by those with nefarious intent. The blunders over vaccines are incomprehensible and have occurred because of the inputs and interpretations of thousands of ‘experts’. A bigger mess of vaccination in Australia has never been made.

EDUCATIONAL POINTLETS TO PONDER

Darwin and Palmerston schools have been misinformed on the issue of returning school based constables. It’s temporary. SBC’s are to be replaced in urban schools by untrained police auxiliaries. Their annual cost of employment ($3 million total) is apparently being met from the Education Department budget. Some deal!!

—-

With NAPLAN over for another year, teachers and students can now get on with real teaching and learning. The tests are a distraction from what should be key focus issues for schools. The testing program is a distraction.

—

No wonder students’ results in key learning areas are unceasingly in the mediocre to catastrophic range (NT News 25/5). Hungry, tired and downright bored students (boredom often the outcome of sloppy teaching methods) can never excel in key subjects. This story should be a wake-up icall to parents about the importance of the eating and sleeping habits of their children.

—EDUCATIONAL POINTS TO PONDER

The Sunday Territorian (20/6) and the NT News (21/6) carried timely stories warning of the deleterious impact of addiction on young people overusing iPads, iPhones and devices. In this context it makes no sense that the NT Department of Education has no policy limiting the access of primary and secondary students to iPhones during school hours. The department urgently needs to follow the example of those stares which have placed bans on school day usage.

—-

Katherine and it’s nearby region are flourishing agricultural, horticultural and industrial hubs. I am constantly amazed that school excursions are limited to tourist attractions. Visits should include visits to farms and businesses. Young people have little awareness about the substance upon which the town and its hinterland are based. They leave knowing little about the ‘real’ Katherine.

—-

A few short years ago the Charles Darwin University was in debt for many millions of dollars. The solution was to curtail TAFE/vet courses and to cut back on staff in those areas. Now, in 2021, the university has a surplus of over $22 million. So the university is going to reinstate TAFE/Vet courses and will obviously rehire staff to run those programs. Help me, help me! I do not understand.

EDUCATIONAL POINTLETS TO PONDER

Women are coming to the fore in staffing NT schools. Many of our primary schools are down to one male member of staff – the janitor.

—-

It is absolutely fantastic that school based police are again back in our schools. They should NEVER have been taken out in the first place. The removal started during the Labor Government era (2001 -2012) not during the CLP’s 2012 -2016 years. Labour is restoring what it removed.

—-

Our cavalier attitude toward the threat of the coronavirus, reminds one of Ecclesiastes 2:17: “Eat, drink and be merry, for tomorrow (we) die.”

—-

People are dodging dentists because of the cost (Sun. Terr. 16/5). They are not dodging restaurants, night clubs, pubs and bottle shops. Priorities are important.

——

Glad school based constables are being restored. They offer great support to children and young people. They promote in youth a sense of the need for self responsibility. They enrich our schools and community through their dedicated efforts and positive outreach.

——

Educational Change

Content on understanding key learning rudiments in maths and language has been downgraded.

Impressionistic and interpretive learning has come to the fore.

European history and literature is being moved to the backburner.

Everything indigenous is increasingly front and centre of learning.

It seems that less and less is being taught at schools because teachers are increasingly occupied with accountability and recording requirements. More and more key learning requirements are being pushed into students as homework requirements.

Blurred learning is justified by not failing students; competition between students is discouraged, and reports are long on words and short on meaning.

Data compilation including recording, drives teaching and learning strategies. Data is the king of the educational castle.

Schools and staff seem to have less and less influence in driving educational contexts. Educational direction and priorities are set from on high. Education at school level is reactive rather than proactive.

EDUCATIONAL POINTLETS TO PONDER

Darwin and Palmerston schools have been misinformed on the issue of returning school based constables. It’s temporary. SBC’s are to be replaced in urban schools by untrained police auxiliaries. Their annual cost of employment ($3 million total) is apparently being met from the Education Department budget. Some deal!!

—-

With NAPLAN over for another year, teachers and students can now get on with real teaching and learning. The tests are a distraction from what should be key focus issues for schools. The testing program is a distraction.

—

No wonder students’ results in key learning areas are unceasingly in the mediocre to catastrophic range (NT News 25/5). Hungry, tired and downright bored students (boredom often the outcome of sloppy teaching methods) can never excel in key subjects. This story should be a wake-up icall to parents about the importance of the eating and sleeping habits of their children.

—EDUCATIONAL POINTS TO PONDER

The Sunday Territorian (20/6) and the NT News (21/6) carried timely stories warning of the deleterious impact of addiction on young people overusing iPads, iPhones and devices. In this context it makes no sense that the NT Department of Education has no policy limiting the access of primary and secondary students to iPhones during school hours. The department urgently needs to follow the example of those stares which have placed bans on school day usage.

—-

Katherine and it’s nearby region are flourishing agricultural, horticultural and industrial hubs. I am constantly amazed that school excursions are limited to tourist attractions. Visits should include visits to farms and businesses. Young people have little awareness about the substance upon which the town and its hinterland are based. They leave knowing little about the ‘real’ Katherine.

—-

A few short years ago the Charles Darwin University was in debt for many millions of dollars. The solution was to curtail TAFE/vet courses and to cut back on staff in those areas. Now, in 2021, the university has a surplus of over $22 million. So the university is going to reinstate TAFE/Vet courses and will obviously rehire staff to run those programs. Help me, help me! I do not understand.

EDUCATIONAL POINTS TO PONDER

ANOTHER plan is being launched by the Education Department (NT News 26/5) to encourage students to attend school. This must be at least the 30th such plan we have had since the NT took charge of its own education in 1978. (Some had beaut bumper stuckers.) Many millions have been spent on plans that have gone before and disappeared down the gurgle of failure. It might be time for departmental leaders to draw breath and discover the reasons for these past failures.

Sadly, history and past experiences are never examined by these leaders. They will soldier on adding to past failures.

—-

Handwriting has all but vanished as a subject and skill taught as part of the school curriculum. To watch young people and others struggling to manipulate a pencil or pen is agony. The illegibility of handwritten text increasingly challenges readers. This does not augur well for our communications futures.

—-

One of the reasons NAPLAN has gone online may have to do with the inability of students to manage pencils and pens when doing tests. They don’t know how to hold writing tools. They have no fluent and their legibility is shocking. No wonder tests are now happening online.