PLEASE NOTE – ESPECIALLY THE NORTHERN TERRITORY

SCRIPTURAL TAKE ON EXCESSIVE RELIANCE ON ALCOHOL

(Various versions of Proverbs 20:1)

Treasury of Scripture

Wine is a mocker, strong drink is raging: and whoever is deceived thereby is not wise.

New International Version

Wine is a mocker and beer a brawler; whoever is led astray by them is not wise.

New Living Translation

Wine produces mockers; alcohol leads to brawls. Those led astray by drink cannot be wise.

Amplified Bible

Wine is a mocker, strong drink a riotous brawler, And whoever is intoxicated by it is not wise

Young’s Literal Translation

Wine is a scorner — strong drink is noisy, And any going astray in it is not wise.

Alcohol is the number one front-and-centre scourge in the Northern Territory. It is not going too far to say that the NT is a soak of beer, wines (usually fortified) and spirits.

The revenue governments make from the sale of alcohol pales insignificance compared to the costs of managing the consequences created by this insidious liquid.

I would go so far as to say that for every $1 raised by taxes on alcohol, $30 is spent in the Northern Territory on managing the fallout created by its consumption.

Consider:

* The cost of scores of PALS on bottleshop duty.

* The salary costs of police whose prime focus is on managing alcohol problems.

* The cost of ambulances, Careflight, paramedic salaries, medical staff salaries, ED and hospital beds to counter the

impacts of alcohol.

* Cost of grants and support given to support groups for ministration to alcohol-affected people.

* The cost of accommodation provided to house those impacted by alcohol.

* The cost of salaries and expenses incurred by the Department of Community and Families, whose staff often deal with the fallout of family/ community disruptions caused by alcohol.

* Cleaning and litter management cost left as an aftermath of drinking binges.

* Expenses incurred by city and town councils which must employ personnel to assist with managing those (and their families) affected by alcohol.

* Costs of supporting the Larrakeyah Nation and orther agencies with vehicle patrols seeking to support those in the long grass.

* Costs of the ‘return to country’ program. (Costs are supposed to be reimbursed but this wpould happen on very few occasions.)

* Costs of repairs to houses and community facilities damaged by fire and/or trashed during drunken rampages. [The best example in recent times would be the destructrion of over 20 homes at Wadeye during rhe ongoing civil unrest in that place during 2022. This kind of situation is reduplicated in. many communities around the NT.]

* Costs of regular deployment of police to the various hot spots occasioned by alcohol-induced critical incidents around the Northern Territory.

* The ongoing cost of fixing damaged business premises, both internally and externally, because of damage done during ram raids, break-ins, window smashing and fittings damage.

Alcohol – the bane of the NT.

Natasha Bita’s story “Radical fix for teacher shortages” expressly and by inference, raises issues deserving earnest consideration. Most point toward issues that have challenged the profession for many years, indeed from the time prospective teachers commence training.

I worked as a part time lecturer, tutor and marker within the Education Faculty at Charles Darwin University from 2010 until 2016. Teachers in training during those years regularly gave me feedback on a number of concerns.

Many felt hampered because student behaviour (which they could not control) distracted them from teaching.

There was concern because teaching methods had not been taught during university lectures.

There was a concern that they were often ‘used’ by schools to babysit classes.

Visits by lecturers during practice teaching periods were increasingly infrequent as university staff used student time away from university for their own research and sturdy purposes.

A constant distraction was the need students had to work at jobs order to earn money for food, transport and accomodation.

The burden of accumulating HECS debt confronted many students.

If training is founded on a regime that causes teacher disaffection, right from the start of training to grow, it is no wonder school education faces its 2022 quandary. I only hope that our new federal education minister Jason Clare can help right the wrongs that have been accumulating for far too long.

E-MAILS CAN LEAD TO DOUBLE JEOPARDY

Emails can be double jeopardy and I cannot advocate too strongly, the need to take care and to exercise caution when it comes to their construction and dispatch. Once sent, they are out there forever and cannot be retrieved.

There are constant cases and incidents happening to remind us of the fact that we need to be careful with email traffic. It is all too easy for an e-mail written with haste and without prior thought, to create problems for the writer. Never ever comment on people or personality issues within emails; discuss issues but not people, messages but not the character or reputation of the messengers.

Be careful in responding to parental emails, because responses can be held against teachers and leaders who commit on issues relating to students. My suggestion (based on many years of experience) is to respond by telephone or by invited the parent in for a conversation.

Emails are intended to save time in responding to queries. Sometimes they can be counter-productive.

VOCATIONAL TRAINING OFTEN DISCOUNTED

In recent months, a new realisation seems to be growing on those who are involved with educational decision making and the setting of priorities for students. It seems to be dawning upon us all, that there is more to education than university degrees and occupations based solely upon pure academics. That should be reassuring for those who are completing secondary school who are concerned that high level academic qualifications are prerequisite to every occupation in life.

So much is made of university qualifications, including batchelor and masters level degrees along with PhD’s, that little else seems to count. That is far from being the case. There are a myriad of excellent occupational opportunities available, requiring practical skills sets outside the scope of degree qualifications. The pity is that more is not made known about TAFE, VET and trade options when young people are considering career options. It seems that the thrust is toward the need for upcoming tertiary age students to only consider fully academically focused degree courses.

Tim Pitman and Gavin Moodie, writing for ‘The Conversation’ (Supporting part time and online learners is the key to reducing university drop-out rates) revealed that the first year university attrition average for Australia across all universities is under 15%. For the NT, that attrition rate is just above 26%. This means that one in very four students has cause to re-think tertiary studies.

There are many reasons for study discontinuity and one might well be a realisation that full blown degree study is not the best option. Re-thinking career options is obviously part of this double take. It might also be that study costs and the burden of an upcoming HECS debt weigh on the student conscience. Withdrawal from courses by March 31 in the year of enrolment, means that HECS debts are avoided.

The need for a re-think can leave students in a state of insecurity about what to do occupationally.

An option that might be considered is promoting to students the array of work opportunities available through trades training and related areas of occupational study. Our territory is desperately short of qualified people. Part of this is due to a misplaced belief that trades and apprentice-based training leads to second-class jobs. That is far from the case. Thriving communities need occupational balance and at the moment this is an area of distinct shortfall in the NT.

share the good.

APPRECIATING ADAM DRAKE AND ‘BALANCED CHOICE’

Adam Drake is one of the most brilliant leaders whose community contribution I have studied. The work he does in leading Balanced Choice makes this organisation One Of The Very Best when it comes to the development of young people (and those not so young). The organisation’s leaders consider the needs of people in gender and ethnic terms. Everyone is welcome with the organisation’s thesis of wanting the greater good for every person within our country.

While founding the organisation, Adam has worked hard to build a leadership group that now takes the message of his organisation (the organisation they share) throughout the length and breadth of the Northern Territory, into South Australia and very shortly into Victoria. The work done by this organisation through its leadership group is inspirational.

One of Adam’s significant strengths as a leader is to consider the advice offered by the leadership group as a whole. He is not autocratic but a transactional, developmental and transformative leader. He values all within the leadership group.

One of the strengths of Balanced Choice is the synergistic way in which the leaders “link“ with those undertaking programs organised by Adam and his cohort. Every person and every participant feels valued and wanted.

Balance Choice has been responsible for refocusing and uplifting those who feel despair, taking them to a plane of positiveness. They feel valued and worthwhile and, having been inspired, rarely look back to past times. Notably, the skills they learn and the attitude they develop participants take with them into their daily lives there for sharing joy with others.

A strength of Adam Drake is the way he keeps in touch with both his leadership group and those with him he has worked. Balance Choice has indeed been responsible for changing The direction in life’s world of thousands of people. Such as the quality of the message from Balanced Choice, That these positive changes remain with those who have been uplifted for the foreseeable future.

Adam Drake is humble and would never put himself forward for accolades. He doesn’t do the work he does for recognition, but he deserves the credit he doesn’t crave. After careful study and reflection upon the organisation and Adam’s significant role, I feel he would be a worthy contender for recognition as the Northern Territorian of the year for 2023. His leadership is beyond peers, and the work he and his organisation (and those leaders with him) have done for Territory and increasingly for Australians elsewhere is due to recognition and public acclaim.

Adam is a man and the Balanced Choice an organisation, we need in these times. People, especially indigenous Australians are crying out for support, development and the uplifting that he, his co-leaders and Balanced Choice offer.

AT THE END OF EACH DAY

Reflect on the things you have done well, not only tasks remaining as challenges. Allow yourself to appreciate accomplishments, for that adds to balanced reflection.

In contemplating and reflecting on the organisation, remember and appreciate the roles played by everybody connected with the school or the establishment you are leading or managing.

Always remember that the best organisations, those that best meet challenges and have the most to reflect upon in terms of satisfaction are those powered by synergy, the collective energy of the group.

When looking at what counts most educationally, remember always the words of Dr Jim Eedle the first secretary for education in the Northern Territory.

They are words I have never forgotten for I heard him utter them in 1979 at a principals conference in Katherine.He said “schools are for children“. He also said that “structure of the system should always serve education’s function – which was to develop students and children to their fullest potential.What he said matters most; And it seems all too often that this advice has been forgotten. Dr Eedle has passed to his rest but his words will live with me forever.

The way it was done half a century ago was the best way and we’ve drifted along long way from quality teacher education and training since then. I really really hope that in terms of training 2023/20 24 are going to be introduced or should I say reintroduced to the 1960s.

PLAGIARISM IS SO WRONG

One of the sins of our profession and many others is claiming ‘ownership’ of ideas without sufficiently acknowledging the genesis of the initiative. So often something claimed as belonging to a person by that person, has its origins elsewhere. That applies to information gleaned from the web but also results from the claimant not sufficiently researching to determine whether her or his idea has been tried in another place and at an earlier time.

As a long term educator, I can attest to that happening for me on quite a few occasions. Ideas I had and actions I initiated were, not infrequently, usurped by others who claimed practicdes and innovations I had introduced as their own. I never protested loudly because if children and students benefit, does it really matter where the idea originated.

Nevertheless, one puts these things away in the back of one’s mind and it does impact upon the respect held for purloiners.

ALWAYS acknowledge your sources. Encourage and require children and studenst to do the same.

SPELLING IS BEING ZAPPED

I weep for the way in which spelling has been discounted in this modern day and age. Too often the elements of word study are neglected and ‘anything goes’. Teacher too often do not know how to teach spelling and do not know how to spell themselves. Spelling. grammatical constructs, word usage and application including meaning are discounted.

When I trained as a teacher in 1968 – 69, one of our ‘method’ units was the teaching of spelling. Furthermore, we were required to sit a test of 100 spelling words and were allowed one error. An error included writing the word, realising it was wrong and correcting that word. Failure required the test to be sat again and again and again. The test HAD to be passed before trainees graduated. Failure meant one did not graduate until the test was mastered.

A far cry from then until now, when it often seems anything goes. Dear teachers of today and tomorrow, how I hope you will help reverse that trend by teaching spelling.

When dealing with issues, try to avoid extreme responses before considering the substance of the situation. It is easy to go from being very very excited and euphoric to very very downcast and despairing when considering things without proper digestion and comprehension. Never rush. When presented with issues considered carefully the ramifications of your responses, making them as evenhanded as possible. Never be impetuous or rash; when looking at issues consider all things carefully. Show wisdom up front of making decisions. Try to avoid being a person who is wise in hindsight because what has been done could’ve been done differently and better.

THE CLASSROOM CAPTAIN AND CREW

Technology with all its advances is better understood by children and young people than teachers. Students in terms of their intimate technological knowledge are often streets ahead of their instructors. teachers worry they can’t keep up.

In 1996, Heather Gabriel wrote in ‘The Australian’, that teachers should not stress out about this factor. She suggested that the classroom be like unto a ship, the teachers the captain and students like unto the crew. A good ship’s captain does not try and try to do everything. He or she delegates to the crew and oversees the totality of function to ensure the ship safely negotiates from the start to the end of its journey.

Similarly, teachers can engage students to oversee aspects of the classroom’s technological challenge while ensuring that technology enhances learning outcomes. That to my way of thinking is an apt analogy

DEEP DIVING OR FROG HOPPING

The myriad of educational initiatives constantly coming at us, means schools could always be in a state of flux. We are constantly urged to try this, that and the other idea, meaning there can be little time to settle on an agenda. Organisations deserve predictability and steady state. Schools also need to be places where deep learning is offered.

Rapid movement from one idea to the next to the next means there is little time for stabilising the agenda. Rather than deep learning, schools become like a frog hopping from lilly pad to lilly pad to lilly pad. One slip, and the frog is dunked. In the same way, schools can become places of instability. Students and teachers need both predictability and surety.

THE ICEBERG PROFESSION

The work done by teachers, school leaders and others connected with schools is metaphorically like an iceberg. One tenth of an iceberg is visible above the water, with the other nine tenths below the water. It is invisible to the casual observer.

Similarly, 10% of what educators do is visible to parents and the community. The other 90% is not seen, hidden from view, but essential if their roles are fulfilled. The depth of education is not seen. But without the devotion to planning and preparation, then follow up to teaching and visible management and leadership efforts, our roles would be far less effective.

DON’T MAKE WORK A 24/7 EXPERIENCE

‘No one on their death bed ever regretted not having spent more time at work’ is something I heard many years ago. Work IS important and we need to do our very best. However, there needs to be life after work, a time for family, friends and relaxation. We need renewal and revitalisation. That does not happen if our noses are forever on the grindstone. We need to do our conscientious best at the coalface. We also need to live life.

Teaching should be a joy. I hope that all pre-service teachers are going into the profession because because they want to, not because they feel under qualified to go into any other profession. Teaching is challenging but it should also bring joy. Teachers need to be ‘wannabees’ not ‘gottabees’. All the best to all those who are preparing to enter our classrooms as teachers of tomorrow

DON’T NEGLECT ‘THANKS’

Please consider being teachers and principals who appreciate the efforts of students and peers. “Thanks’ is a little word, hugely appreciated by those deserving recognition but so often overlooked. It is easy to pick, find fault, criticise and throw brick-bats. It seems that too often we overlook the bouquets.

THANKING people and meaning it creates a warm glow within others. The benefits of this positive remembrance lift offerers as well as receivers.

There is room for all educators to give and receive genuine thanks for appreciation is positive and uplifting.

THE IMPORTANCE OF SPEECH, SPEAKING

AND LISTENING

Should the development of speech and speaking programs be part of the curriculum available to children and students of all ages? Is ‘speaking and listening’ becoming an extinct form of expression?

My concern is more with the qualities of speaking and LISTENING than with the mere speaking of words. There is speaking and speaking. Listening as a part of the speech platform seems to have gone by the bye. Too often people listen for pause, so they can begin speaking. They listen but don’t hear or comprehend.

I asked AI

WHY ARE TEACHERS IN TRAINING NO LONGER TAUGHT ABOUT TEACHING METHODS

AI Responded

In the past, teacher education programs often emphasized teaching methods that were specific to particular subjects. For example, a math teacher might learn about different strategies for teaching algebra or geometry, while an English teacher might focus on teaching writing or literary analysis. This approach was based on the assumption that different disciplines required different pedagogical approaches in order to be effectively taught.

However, in recent years there has been a shift away from this subject-specific approach in many teacher education programs. Rather than focusing on subject-specific pedagogies, programs are placing greater emphasis on generalized teaching methods and strategies that can be applied across different subject areas. This approach emphasizes the development of transferable skills such as critical thinking, problem-solving, and collaboration, which are seen as valuable in all academic disciplines and in life beyond the classroom.

There are several reasons why this shift has occurred. One reason is that the traditional subject-specific approach may not be as effective as previously thought. Studies have shown that students who learn through approaches that emphasize transferable skills and critical thinking tend to perform better academically and are better prepared for future careers.

Another reason is that teaching is becoming more interdisciplinary. Many of today’s challenges, such as climate change or social inequality, require a multidisciplinary approach to solve. Teachers need to be able to integrate knowledge and skills from different subject areas in order to address these complex issues effectively.

Finally, there is a growing recognition of the importance of diversity, inclusivity, and equity in educational settings. Teachers need to be able to create learning environments that are responsive to students’ individual needs and backgrounds. This requires a different approach to teaching that places greater emphasis on cultural responsiveness, social justice, and student voice.

While specific subject-specific pedagogies may not be explicitly taught in teacher education programs, many programs still offer courses dedicated to teaching methods for particular subjects or subject areas. Additionally, teachers may receive additional training throughout their careers in order to develop specialized knowledge and skills related to teaching specific content areas

MY WORRY ABOUT A DEVELOPING SECONDARY EDUCATION TEACHING MODE

DO TEACHERS KNOW WHAT THEY ARE TEACHING

I recently wrote to the NT Board of Studies, The CE of the NT Education Department and our NT Minister for Education as follows in this post. Tomorrow I will post a response to the ‘why’s’ of this question of concern gleaned from online.

As an observer of what is happening in the field of education, I am becoming more and more distressed about the teaching methodology, or lack thereof, being given in any sense of prime focus on what students are required to produce.

This is particularly the case in the NT, where I have grandchildren in both public and private school settings, ranging from year 9 to year 11 and 12.

It is in my opinion both poor form and indeed a cop out,  for students to be given a page or pages of work requirements on project and research tasks, with but scant teaching

– if any at all – into what  processes and methodologies are required.

The essences of understanding and enjoying learning are being lost to the encumbrance of process, placing students in the unenviable situation of having to ‘do it alone’.

I am convinced that part of this has to do with the fact that too many teachers themselves, do not understand the assignment, project and research requirements being demanded of students by SACE endorsed  units of study. It Is an easy out to download material online and pass it to students to complete.

There should be deep and meaningful teacher and student interaction in lessons that precede and introduce research requirements. Students should also be encouraged to liaise with teachers during the weeks offered for the completion of assignments.

To give students, often with  limited teacher contact,  quite complex assignments along with unintelligible rubrics –  explaining how they should tackle tasks to earn the various gradings –  is not good enough.  

These ‘modern’ approaches are wholly inadequate. Students need to be enthused to learn and not turned off by desultory – if any – teaching. It also seems that apparent teacher disinterest in direct teaching and learning contexts may be based on not their fully understanding the courses for which they are responsible.

THE IMPORTANCE OF PRACTICE TEACHING

When going on practice, it is common to have questions to which answers are sought. My advice is to keep a small note book handy, to jot things down which go toward providing information and answers.

As a part time person who was connected with teacher education, it is heart warming to know of the deep commitment of so many pre-service teachers to becoming our teachers’ of tomorrow.

A sad corollary impacting upon teachers and depriving students

However, that desire is prematurely truncated for far from too many graduates who after a few years feel that teaching is not dfore them. They become disillusioned, because the artefacts of accountability, push teaching to one side.

The primne focus of teachers used to be teaching. That is no longer the case. Teachers feel let down and so too, do their students.

THE ESSENCE OF EDUCATION

I was a school principal for over 40 years and have worked in all sorts of circumstances in both WA (briefly) then the Northern Territory. One of the things that has worried me over the years and one that has time and again proven to be true, is that models of operation replacing (superseding) earlier models always seem to be inferior to what is being replaced. Now you may accuse me of viewing things through rose coloured glasses but I do remember the challenges of now historical circumstances. What has changed over the years is that faith and trust along with appreciation placed in teachers and school leaders has largely dissipated.

Where there was appreciation there is now expectation. Where trust was placed in the judgement of teachers, there is now suspicion. What used to be accepted as anecdotal confirmation of progress is no longer acceptable ; everything has to be deeply, externally and empirically tested and teacher judgements are treated with suspicious disbelief.

There used to be joy in teaching and the profession was one people wanted to join. These days there is an increasing reluctance and teachers are largely wan, overtired, overworked and altogether dispirited.

Enjoy education and teaching but PLEASE beware of the pitfalls

MONEY AND EDUCATIONAL OUTCOMES

Money doesn’t ‘make’ educational outcomes. It is the inner motivation of students, the care and commitment of their parents and the earnest energies and efforts of teachers. By teachers, I mean ‘classroom teachers’ those at the coalface and doing the job day-by-day.

Those who think that money for material resources is the panacea, have it all wrong. You don’t enhance educational outcomes through money alone’ It comes from the commitment within the hearts of teachers, the nurture, care and support of parents and, above all, a keen desires on the part of children and students to learn.

Genuine learning and development is from the heart and soul, not from dollars in money bags and wallets.

SHARE YOUR THOUGHTS

After a period of time (and it doesn’t usually take too long) people get to understand when it’s appropriate to speak and to listen. It’s within staff meetings that teamship and the idea of being a team member really develops.

The suggestions apply equally at team and unit meetings. Within schools, professional development meetings are also held and it is in this space the contributions by people relatively new to the profession maybe particularly appreciated.

An important part of meetings is to keep a note of both key inputs and outcome is generated by the gathering. This doesn’t have to be in huge detail but certainly assists recall during reflective times.

Regardless of what people might say, meetings are an important part of the school fabric. Meaningful contribution and establishing positive meeting habits stands teachers in good stead as they move through the years of their experience

CONTRIBUTE AND LEARN

Those training to be teachers and recent graduates who have been appointed to schools, are usually on contract, are sometimes reticent to contribute View points on issues. For trainees, there may be a question as to whether or not they’re welcome at staff meeting is.

I believe it to be an important part of pre-service education for those on practice to make every effort to attend staff meetings. This validates educational interest and confirms to staff members and school leaders more than a minimalist sense of obligation.l

As in “newbie” in staff meetings it is important to listen and take in what’s being said. A part of staff meetings is to contribute to the debate. Quite often those who have been in schools for a long period of time are up to date with current educational trends and thinking. Sharing what to many will be “new knowledge” helps in terms of deepening and broadening the thinking an awareness of all staff members.

TEACHING MYTHOLOGY

There are two perpetuating myths about teaching that need to be dispelled.

The first is that teachers work a six hour day five days a week for forty weeks each year. The amount of time teachers spend “on tasks” over and above that time means the public is only aware of the “tip of the iceberg”. Hours of planning and preparation go into teaching. Instruction is followed by assessment, upon which revision and extension programs are based.

The second myth is that teachers focus only on academics. Although the “3Rs” are very important there is a great deal more to the development of children than ‘Reading, Writing and Arithmetic.

The myths are as far from reality as Antarctica is from the equator.

TEACHING – AN ART OR A PROFESSION

Many years ago while working in the remote Northern Territory community of Numbulwar, one of my staff members suggested that teaching was an ‘art’ rather than a ‘profession’. That raised some thoughts about definitions and it is a matter I have pondered over the years.

To me, teaching has always been a profession and to think of it otherwise is to deny the impact that takes place at the teaching and learning interface.

But an ‘art’. Well, yes it is. There is an art, a deep personal skill in the presentation of what is being taught. That has to do with speech, speaking, listening, gesture and all the elements that go with the physical portrayal of how teachers present and how they model in classrooms. The matter of role modelling grows from the art of teaching.

In a related context, the classroom is like a stage, the teacher a key actor on that stage. Teaching is both a profession and an art.

School leaders need to be affirmative, forthright, bold and adventuresome. They ought not to be so worried about preserving our future that we are frightened to have counter opinions. They do not have to agree with everything offered by superordinates.

Leaders should contribute to educational debate in a living ‘two way’ transactional manner. They ought not be people who respond with ‘how high’ when told to jump. often the command to leap comes from those who would not know and who have not been anywhere near schools for eons of time.

Educators need to participate in healthy and robust educational debate, not being weakly acquiescent to the opinions or demands of others.

BE A ‘BOLD’ EDUCATOR

One of the sad transitions that has occurred over the past forty years has been the gradual turn of student performance issues back onto teachers. It used to be that genuine (real) non-effort on the part of students became a concern shared by teachers with parents. Together then would exhort students toward greater engagement. These days, the minimal outcomes achieved by students with such dispositions is blamed back onto teachers in an almost sole fashion.

Teachers are hammered if children don’t achieve, notwithstanding the commitment of the child and the support of home. Teachers are handed few bouquets but are regularly clouted about their heads by figurative brickbats. Small wonder the joy of teaching is so short-lived and so full of dissolution for many classroom educators. So many graduate teachers don’t last more than five years before forsaking the profession

QUALITIES STUDENTS BRING TO SCHOOLS

Over many years I came to appreciate two fine student qualities.

One was the quality of imagination with which children and young people are imbued and blessed. The other was the simple, creative and often unique ways in which students tackled problems and arrived at solutions to issues.

These were qualities that added to the contribution and impact that was offered by students elected by their peers to representative councils.

When talking with students, I used to urge upon them the fact they ought to work hard to retain their qualities of imagination into their adult years. When imagination diminishes, problems often grow to take on quite significant proportions.

Similarly, my engagement with students was to urge upon them the fact they should always consider issues carefully but retain the personal confidence necessary too be significant problem solvers.