It is very easy in this day and age, for children to grow up without appreciating and understanding what money is all about. With transactions conducted on line, by card and through email, hard currency is being consigned to history.

Money, once concrete and easy to see, feel and use is fast becoming illusionary. No longer is currency the main item in wallets and purses. This makes it hard to share an understanding of money with children.

Teachers may conduct some activities in classrooms to offer familiarisation with hard currency. However, the exercise can be almost meaningless. Children rarely see their parents and other adults dealing in hard currency, so the concept of visible money is disappearing.

It is easy for children to grow up without understanding the value of money. It is also easy for them to grow up without understanding the meaning of debt and credit. Recent studies confirm that many people have no idea about debt and how easily it accumulates. In order to avoid growing up with a similar lack of understanding, children need to understand money.

Recent application

An application has recently been developed that may assist children to better understand the meaning and value of money. The application ‘Easy Money’ is free to download from the online Applications Store. It is user friendly and provides children with the chance to consider and understand financial issues. Saving, spending and investment are included.

The application offers scenarios posed as questions. The proposition about savings illustrates:

“How much have you saved right now?

How much will you save every month?

What percent interest do you expect to earn?

How long until you need to use the money?”

A pop-up calculator allows the user to insert data into boxes next to each question. When completed, the answer is revealed. It shows the amount banked, interest earned and total savings.

Some of the topics include:

What can I afford to buy?

How long to repay a credit card?

What is my loan repayment?

How long will it take me to save up?

How much do I need to retire?

What is the return on my investment?

‘Easy Money’ can be used by parents at home and teachers at school to help children understand and appreciate money. And it will be beneficial to them in reinforcing sound principles of money value and management.

ABSENCE MAY BE UNAVOIDABLE

The issue of school attendance in both remote and urban school situations is one continuing to attract attention. That has been so for the past 40 years. Solutions are proposed but often not followed up by authorities.

In 2009 the enrolment of school age children became compulsory. However, there are still many school aged children in the Territory who have never been enrolled.

For children in urban schools, absence for a host of reasons occurs during term time . A major factor is that of families taking holidays during school terms when airfares and accomodation are cheaper. Attendance can be a problem for all schools.

Lead from the front.

Principals, school leadership teams and school councils need to be proactive when dealing with attendance issues. One strategy that works, is to encourage students on term time holidays, to develop a travelogue covering their experiences. This helps reinforce the learning children do while on family travels. Using media (photos and videos) to embellish adventures, adds to the written word. Trip diaries can be shared with classes and may even attract commendation and awards from classroom teachers and principals.

With a little imagination and by recognising travel as providing learning opportunities, these times away from school can become significant learning journeys for children.

While some parents request holiday assignments and worksheets, these are often not completed. That does not justify the time and effort taken by staff setting up these individual programs.

More than legislation needed

Legislating to solve attendance problems can be pretentious. The Tasmanian Government has decreed that from the beginning of 2018, no family holidays during term time will be allowed. Families will be liable for penalties of up to $2000 if they fail to follow this attendance directive.

Tasmania could have learned from the NT. We have legislation about school attendance, but when tested in court it has had very limited success. Further, the many steps that have to be actioned prior to any court hearing, are both lengthy and onerous.

There needs to be some follow up for all students on this issue, including recognition of children with outstanding attendance records. Mention in school newsletters and the presentation of merit certificates are two ways of acknowledging conscientious attenders. However, absences which result from family circumstances ought not be punitively treated. Encouraging children toward educational enrichment through their travels is a better option.

◦

GOING UP, COMING DOWN

Watch us rise and shine above the earth.

In space,

We can look down,

And see,

What we have mucked up,

Behold,

The wars,

Conflagration and confusion,

The smoke of pollution,

The turgid dirty rivers,

The plastic islands swirling in our oceans.

Hear,

The hubbub of vehicles,

The endless screech of human voice,

The crying of unwanted babies,

The sobs of aged abandoned seniors,

The rustle of papers

Under which

The homeless sleep.

Reside above,

Hear and see it all.

The despoliation,

The degradation,

Not our problem,

We are above and looking down.

WATCH OUT!

Whack!

Help, help,

We are crashing back to the world,

From which we long to escape,

Hit and crunched,

By flying space junk,

We have created.

There is no escape,

From the realities,

Created by we pernicious humans.

The tricks of retail payment plans

RETAIL KISS

Keep it simple in your mind,

Pay in cash not in kind,

Deferring plans are but a way,

Of ensuring it’s THE MOST you pay.

Don’t succumb to retail tricks,

They’ll earn you sad financial kicks,

‘Thinking of you’ the plans they boast,

They want for you to pay the

Defer for months and even years,

You’ll get caught out when interest tiers,

You’ll be suckered that I know,

For goods you bought long times ago.

Debt can mount like mountains high,

‘Twill bite you hard and make you cry,

Out loud in sad ongoing pain,

Your loss will be a retail gain.

Be wise, pay bills as you go,

They paint plans to be as white as snow,

Succumb and you will come a thud,

That ‘snow’ will turn to slippery mud.

POH

I worked with international students attending CDU for a number of years. During that time I developed notes and support materials I shared with the student cohort at the time.

While now not involved with the CDU, I collated materials that could be of use to overseas students – and indeed local ones. These materials I am more than happy to share by emailing them to students. They are free to those wanting copies.

I am on LinkedIn, have an email address and am more than happy to support those undertaking study. Feel free to make contact.

With so much going on within schools, it is easy to discount the need for special events and activities. Teaching and learning strategies, together with data collection and analysis, are constant and almost totally preoccupying. The need for academic pursuits to be a key activity is unquestioned. It often seems that schools are so wired to testing, measurement and assessment that there is little time for anything else.

Schools become so busy responding to systemically imposed requirements and the academic imperative, that the fun part of education can be overlooked. Schools should be happy places. There is a danger that the overloaded curriculum will impose a ‘nose to the grindstone’ mentality on teachers and students alike. This is not helped by principals and school leaders feeling the need to everlastingly oversight the school academic tasks at hand.

Including special days and celebratory opportunities into school calendars is important. These activities help to build school spirit. They draw students, staff and community members together. There are many special events from which to choose. They might include the following.

* School discos. One held toward the end of each term is a way to socially celebrate school and students.

* An annual or biennial school fete brings people together and offers special fundraising opportunities.

* Celebrating anniversaries is a way of remembering school history and looking forward to the future.

* Organising events to celebrate the opening of new school facilities.

* Organising open classrooms and celebrating learning themes is positively focussing for parents and the community.

* Highlighting book week including a costume parade of students dressed in the costumes of book characters.

* Special days celebrating science, maths and the cultures of children who are members of the student community.

* Highlighting student accomplishment during school assemblies. This might include class items, celebrating success in competitions and acknowledging sporting results.

* Taking part in the Tournament of Minds, ‘Lock up Your Boss’, Principal for a Day and so on.

This is not an exhaustible list. Many more activities could be included.

A question of balance

Not for a minute would I downplay the academic priority of education. However, there is need for fun, enjoyment, camaraderie and days of relaxation to be mixed with more formal teaching and learning pursuits. These are the things upon which happy and memorable school days are based. They should not be forgotten for they are the activities that help children and school communities to grow together

Today, Friday, October 27 is being celebrated as World Teachers’ Day. Territory teachers will be recognised and thanked at functions in Darwin, Palmerston, Alice Springs, Katherine, Nhulunbuy and at smaller centres around the NT. Individual schools, their students and communities will also celebrate their teachers and school support staff. This is well deserved.

Teachers and school staff members have enormous responsibilities. High-level expectations are held for them. Teachers are people responsible for a great deal that goes beyond the academics of teaching and learning. They are advisors, counsellors and friends, responsible for social, emotional and moral aspects of development in young people. They share a real partnership with parents and primary caregivers in the nurturing of this world’s most precious resource – our children.

Dispelling Myths

There are two everlasting 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 additional 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 other than ‘Reading, Writing and Arithmetic’.

The aim of school educators is to work with parents to develop well rounded students. Young people need both confidence and skill to master the challenges they will face. Sincere educators offer children the chance to succeed, by growing up to become confident, competent adults.

Recognising Northern Territory Teachers

The Northern Territory Government, the Department of Education, Catholic Schools and the Northern Territory Independent Schools Association’s will recognise teachers and school support workers for the contribution they make to our community. Teachers Unions and professional association also appreciate teachers and school staff members. This once a year celebration recognises the effort, care and commitment teachers and staff bring to work every day.

Celebrations on Friday will enable the NT community to appreciate teachers, support staff and others connected with education across the length and breadth of the Territory. This recognition is richly deserved.

There can be no greater or more significant work than what is done by staff in our schools. The destiny of our children and young people of today, the leaders of tomorrow’s world, is largely in their hands.

Thank you all teachers and educators. I salute you.

Regards

Henry Gray

October 27 2023

I have been a member of LinkedIn for quite a few years. Having a LinkedIn site is something I’ve appreciated because it enables me to communicate and to learn from others in a professional form.

Facebook, Twitter and other social accounts don’t do anything for me and I’m not interested in joining. I regard LinkedIn as being a forum with a professional orientation and for the most part, I think that holds up.

I would welcome the opportunity to become a premium member; however being a retired person does not lend itself to premium costs so my site remains as it is.

From time to time, I have enquired about whether or not a premium subscription could be available at reduced cost for retirees and others who do not have income earning capacity. I have never received any response to this query, so can only assume that the administrators of LinkedIn are not interested.

Linking my blog (henry Gray blog.wordpress.com) to my LinkedIn account has been a strategy I have found useful.

I am glad to have the opportunity to be a member of LinkedIn and have learnt many lessons from my membership and participation.

People often find out that inappropriate text messages and photographs, often sent or taken years earlier, are getting them into severe trouble when revealed. It would be far better if people would desist from photographs and texts taken and sent in the heat of the moment.

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 unto a frog hopping form 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

SIGN ALL CORRESPONDENCE

Posted on May 11, 2016

Notwithstanding email and SMS traffic, there is still a place for old-fashioned correspondence by letter and printed memo. As a principal I valued the ability to transact communications using this ‘old fashioned’ approach. I always took the opportunity to personally sign all correspondence, no matter what the volume.

Attaching a signature in this way adds a personal touch. If signatures are verifiable as having been individually added, this somehow adds a note of empathy and personality in contract that is not otherwise available.

Dampening the signature just a little and adding finger pressure will quickly confirm if it has been personally added or is stereotyped. Often signatures are added in a different colour to the text but are still copied rather than being added by hand. 

The receiver of a letter or memo that has been personally signed appreciates that the sender has taken time to confirm individual care. In personally signing correspondence, I reflected briefly on the person to whom the communication was being sent. This brief reflection was important. 

Consider personalising correspondence in this manner. I am sure it is a positive strategy

I used to periodically shout morning teas for my staff. That came from my wallet and not a slush fund. Also shouted birthday cakes on quite a number of occasions. Intrinsically, Christmas cards, letters of thanks and certificates of appreciation were part of my repertoire. Some of my colleagues had me as an odd ball but I would do it the same again because of the dividends caring and appreciation pays

DON’T FORCE UNDERSTANDING

We need to be very careful that the development of young children is not detrimental. Little children need time to absorb and to understand the world into which they are growing. In these modern times, that world is increasingly complex and difficult to understand. There is a tendency on the part of many to advocate the ‘forcing’ of learning and understanding on children before they are mature enough to grasp concepts.

Recent Early Childhood supplements in the NT News and the Suns point to the wisdom of gradually presenting learning opportunities to children. Articles in these supplements laid stress on the importance of play and providing relaxed, enjoyable places of learning for young children. The building within them of a desire to learn and having confidence in their learning, will not come if unduly hastened. ‘Force feeding’ knowledge into children goes against both common sense and espoused recommendations.

A significant point made in the Suns EC supplement was that ‘Play makes a lasting impact’. That article went on to confirm that “skills developed through quality early childhood education last a lifetime.” The critical importance of quality parenting, well prepared educators and empathetic schools count for a lot, in terms of young children growing up.

Against this backdrop of thoughtful reflection about development, come Australian Government directives that amount to premature expectation and force feeding of knowledge beyond the ability of young children to comprehend.

There are two recent examples of this imposition. The first was Federal Education Minister Simon Birmingham’s decision that all preschool children in Australia should be introduced to the Japanese Language. How can little children possibly comprehend ‘Japan’ and the ‘why’ of this language, when they are still in the initial stages of literacy development in our mother tongue. A directive like this is confusing for them and distorts their key educational needs.

More recently PM Turnbull has decided that ” three year olds in childcare and students from preschool … upwards will be taught about suicide awareness and mental health … .” ( “Aussie youngsters get mental health boost’, NT News, 8.6.17) Specific suicide discussion could happen with children as young as 8 years of age. Introducing children to complexities beyond their comprehensive ability poses distinct risks. It is far better to provide for the emergence of happiness and satisfaction through carefully structured learning experiences, than attempting to educate through hastily conceived programs

1.  Always make sure you write notes at the end of each day, that reflect on the things you have done well and on things you might do differently and better with or during your next lessons. It is important to make note of your successes as well as noting the things offering challenge. This ‘reflective journal ‘ is ever so important and can be easily overlooked. My suggestion would be that you write it with reference to your plans and notes used during the day, that you write conversationally and that you use it as a way of noting things you recall.

2.  Teachers are directors, the classroom a stage and students the actors in a play that is pointing them from today toward the present. Each scene offers them ongoing development and confidence building.

3.  If a preservice teacher, never feel undervalued. Know that older colleagues appreciate the qualities you bring to schools. Know you are regarded as staff members while in your practice schools.

4.  SEPARATION of work and home is something we need to consider. There is a time for work, a time for family and a time for recreation. Wo ought avoid polluting time with family by work overlays.

5. The role set of educators is like an ICEBERG. Observers are aware of the one tenth of our duties ‘above’ the water, but unaware of the nine tenths hidden from their immediate view.

6.  Educators are people whose teaching and leadership has a life lasting impact upon students. What we do should come from the heart. Educators make a powerful and hopefully positive impact on students.

7.  Setting SCHOOL PRIORITIES is important. Genuine education is about preparing children and students for the whole of life. This preparation is about far more than academics and test results alone.

8.  Train to be a teacher because you WANT TO be a teacher, not because you HAVE TO be a teacher. Entrance requirements for teacher training should be top of the pile not bottom of the barrel.

9.  Pre-service teachers should listen to and synthesise advice. They should read widely and shared with colleagues. But they should NEVER try and copy others. Each teacher is unique and individual.

10. When counselling, correcting or advising students, be EMPATHETIC. In your mind’s eye, put yourself into their place. Think how it would feel to be on the receiving end of what you are about to say.

11. When in classrooms as preservice teachers, SEEK FEEDBACK from mentors on things you are doing well and on what might be done differently and better. Take initiative and initiate these conversations.

12. With assignments and practice preparation, work steadily toward completion and readiness. USE TIME WISELY. Take breaks, relax your mind, then come back to tasks. RECORD work to do and list tasks done.

13. SOCRATIC DISCUSSION is a method of in conversation with students, where you and they engage in quality discourse. It is superior as a way of developing shared learning and empathetic understanding.

“Great tool to use when intending for the students to take ownership in the learning. Students really carry the load in making meaning, stating and defending ideas, and synthesizing learning. Even better, the students really enjoy the fact that there is not a single right answer, but they must state and defend their ideas. The fact that text is usually utilized in a seminar increases rigor because the students identify and expand upon key ideas, not simply record and regurgitate what the teacher believes to be important.”
By David Zilli

“Of course the teacher must be good at asking relevant questions with well focused objectives. He/She must be able to organize students response logically and probe students answers to make them more specific. Furthermore, if an answer or response is irrelevant the teacher response must be making the responder to think about his/her response. Last but not the least the logical sequence of From easier to difficult, from known to unknown and from concrete to abstract be followed.”
By Mohammad Faiq

14. Regardless of your position, SEEK FEEDBACK from a critical friend or colleague on thing you do well and elements of your performance needing attention and improvement. Be open to advice – it helps.

15. BRIEF DAILY SUMMARIES can be useful. Summary might include: *Activity/project; * How did I feel (+’s and -‘s); *What did I learn; * Implications for study/ work (tasks), people (relations) and self.

I say to those with a desire to have ‘the best’ becoming teachers of specialist subjects, “Good luck in finding the teaching candidates you want.”

There is a lot that causes disaffection about the profession. Pay rates are unappealing, men are discouraged from teaching because of the threat of being accused of socially inappropriate conduct, while parents and students no longer have the level of respect for teachers that once existed.

Teacher accountabilities and responsibilities have become unwieldy while changes in curriculum and teaching focus are unappealing to older, more conservative teachers.

And remember that it is NOT teachers in classrooms who are responsible for stupid and irresponsible curriculum changes and the watering down of teaching expectations while upping data, monitoring and recording requirements Teachers and schools are the victims of nonsensical changes – along with students. Change comes from about, from the AITSL, the ‘experts’ government and others. These are people who want student accomplishment statistics to look good. They are also the people who are all about political correctness and educational fashion.

Teaching is in a watershed position.

There is deep and abiding interest in matters of an educational nature. Increasingly print, radio, and television coverage refer to educational issues. Some people pay little attention to what is being reported about education because they feel it to be inconsequential. There is also a belief that what is reported, misconstrues facts. That to some extent may be the case; however it is important to be aware of the way education is trending within the community.

Retaining information about education can be useful. There are various ways and means of doing this, but it works best if collation is organised regularly (almost on a daily basis).

Newspaper items can be clipped and pasted in a loose leaf file, indexed book, or similar. Indexation is important as it allows you to quickly refer to things you may need to recall.

Photographing news clippings using an iPhone or iPad, saving them to your pictures file, then creating an album for clippings is another method that works well.

Scanning clippings and saving them onto USB stick is a method that works well. Again, indexing the USB file helps. It may be that you choose categories to index under, rather than an “A” to “Z”approach.

Clippings files can be backed up on iCloud or otherwise saved onto computer or USB.

From experience, the use of newspaper clippings when it comes to social and cultural education, cruising for general knowledge, for stimulating discussion in class, are but three ways in which they can be of use. Clippings can also be used to stimulate the content of debates, the writing of persuasive arguments for older students and so on.

Awareness of issues can stimulate professional discourse including helping to shape the way in which members of staff develop collaborative programming to support teaching in schools.

I believe teachers would find a study of media and the establishment of a clippings file useful and worthwhile

These days, budget stringency and cost-cutting measures occupy organisational thinking. Budget overruns and the need to cost cut in education is front and centre in the NT. The issue of budget context is a primary conversational point with budgetary constraints is becoming more and more urgent. Cost cutting and reprioritising of expenditure is the order of the day.

In that context that I am somewhat bemused by an area in which logical and legitimate curtailment could be made, without reducing the effectiveness or efficiency of operations. In fact, the reverse may apply.

Meeting on-line

It is paradoxical that in an era of cost cutting and pruning, one domain which seems to be never curtailed and forever expanded is that of travel and accommodation costs associated with meetings, conferences and gatherings. Without being too cynical, it seems that every opportunity possible is taken to travel for the purpose of meetings and conference opportunities. Some meetings attended last for very short periods of time but that doesn’t reduce travel costs. Anecdotal evidence about constant attendance at intra-territory, interstate and overseas meetings is abundant. Whenever you ring wanting to talk to people at middle and upper level management, it seems that they are somewhere around the Territory or away from the Territory attending meetings or going to conferences. As well significant proportions of school controlled budgets are allocated to funding for professional development travel purposes.

Change Needed

There is absolutely no need for these constant gatherings. They are disruptive, detract from work function and add huge budgetary burdens. One of the first changes I would make as a government minister or departmental head would be to institute a program of meeting online through whichever of the technologies was most appropriate. It could be by teleconference, video-conferencing, Skype or some other cyberspace methodology. Meetings would be instantaneous. Within the framework of reasonableness, people could connect worldwide and engage in conversation of the subject under discussion. While socialisation and getting together are important, the issue of time utilisation and cost saving makes this method one needing further exploration.

I became involved with online conferencing in the late 1990’s and during the following years attended many significant conferences that had world-wide connection. They were extremely well organised, followed carefully constructed timetables and operated on a 24/7 basis. Online discussion and later video linking helped make these connections relevant, focussed and timely. Importantly, as a school principal, I remained on duty at my workplace. At the same time I had the opportunity to extend my professional horizons by contributing online to conferences and professional gatherings.

Several years ago the Association of Northern Territory School Educational Leaders (ANTSEL) organised its Biennial Conference through online method. Conference contributors involved through video linkage in the sharing of papers and discussion threads on topics. This conference was one of the cheapest ever planned. It was also one of the most successful in terms of its organisational structure. 

Setting Priorities

Gatherings of people are important. However they incur significant expenditure and involve regular absence from work. In the interests of better effectiveness and efficiency and more considered utilisation of budgets I strongly suggest that online alternatives of meeting and gathering through cyberspace links be explored.

Airline companies, convention organisers and accommodation providers may not be particularly impressed by this alternative method of gathering. However, in the interests of budget setting and establishing careful expenditure priorities, I would encourage an examination of this alternative conferencing and meeting method.

The work of teachers and school leaders reminds me of an iceberg. Only 10% of its mass is visible. The other 90% is hidden beneath the ocean, seen only by marine creatures. In the same way the work done by teachers and school leaders is 10% observable and 90% unseen.

Perception

A common public perception of teachers and school support staff is that they work for six hours each day five days a week. This 30 hour working week is complimented by 12 weeks “holiday” each year. When it comes to occupational comparison, those working in schools are deemed to be people on Easy Street. Letters to newspapers and callers to radio talkback programs frequently slate teachers for lack of commitment and care for students.

A criticism heaped on teachers, support staff and school leadership teams is that teaching is an easy job, generating far too many rewards. I have heard people say that teachers should go and get themselves a “real job”. Letters to newspapers regularly decry teachers as being too well rewarded for the tasks they undertake.

There are some of course, who appreciate the in depth nature of teaching and education: Sadly the view that teaching is superficial, appears to be held by many people.

Many students and parents appreciate ‘their’ teacher. However, in media releases and public statements about schools and teachers, there are far more brickbats than bouquets on offer. Criticism is often harsh and strident with acclamation of the positives being restricted to recognition on World Teachers’ Day.

What is entailed

Teaching is far more than what is visible to the public. In fact, ‘teaching’ is but one small part of the educational equation. Detailed planning, preparation and programming, taking many hours of time, precede classroom teaching and direct engagement with students. Beyond teaching there is the recording of outcomes, (testing, measurement and assessment), review and then the considerations of revision and extension. These educational elements go well beyond teacher and pupil interaction in the class room.

After hours commitment

A drive past most schools before and after hours, on weekends and during holiday periods will reveal a growing number of parked teacher’s cars. Staff members are inside working on the huge number of tasks that embrace the teaching profession. Salary recognises teachers for around 37 hours per week. Many in real terms many are working upwards of 60 hours during the same period.

Teachers are one of the few professional groups not eligible for overtime payments to recognise extra hours at work. Police, firemen, and nursing staff work to fixed rosters and are remunerated if extra hours or shifts are worked. This does not happen for teachers in schools. The only person entitled to compensation for extra work is the school janitor and only if pre-agreement has been arranged.

These days, there are more and more meetings in which teachers and staff members are required to participate. Staff and unit meetings, moderation meetings, performance management meetings and a plethora of other gatherings have proliferated. Most are held outside the scope of the normal working day and week. Teachers organise extended excursions. They coach and manage teams and groups involved in sporting and cultural exchanges of several days duration. Preparation for their normal classes before going is part of the deal. They are part of fundraising activities, school council committees and school improvement planning groups. The list goes on.

Unlike many professionals, educators do not always feel they can leave school at work. Programming and preparation, marking and updating data onto electronic files which transfer back to school records are three of the tasks that transfer classrooms to lounge rooms.

A ‘giving’ profession

Unlike many occupations, teaching does not pay overtime. The incalculable number of unpaid hours devoted to their task by educators makes ‘giving’ one of the key characteristics of those engaged in the profession.

Teachers and school staff members should not be knocked. They are selfless, giving and caring . Most teachers are there for others and without the work they do our society would be the poorer. Theirs is one of society’s linchpin professions. And they deserve to be valued and appreciated.

Leaders and members of staff in our schools are required to attend many different forums. These range from unit or section meetings, staff meetings involving all school staff members, to conferences, workshops and other professional forums.

Although they may not openly speak about their concerns, participants often feel a certain sense of resignation about having to participate in seemingly endless rounds of meetings. There is often a sense of resignation to this inevitability along with feelings of compulsion because attendance is required. If people do not attend, their absence is noted and they may be talked about in less than positive terms. They may be counselled for non-participation, with absences being held against them when their organisational futures are being considered.

All this adds up to an internalised reluctance on the part of people to engage in these forums. The thought of “meeting after bloody meeting” comes to mind and creates negative mental pictures about the worth of these gatherings. Of course, participants don’t speak this way, but thought processes may belie outward appearances.

This adds up to meetings and gatherings of all types being unlooked forward to events. There may be resentment and even bitterness on the part of some because they desperately want to be elsewhere. Some believe they should be at work, not again absent from their prime places of employment. Nevertheless, they are obliged to attend these meetings, forums or conferences. When attendance requirements end, there is often a feeling of immense relief that “finally” they can be elsewhere.

It would be a real plus for these attitudes to be overcome and replaced by positive reactions.

My propositions for modifying the end points of meetings may help to overcome these negatives. In the case of local or school based forums, school principals and meeting leaders could invite input by participants. In the wider context and when dealing with major conferences, those changes might be adopted by conference presenters and organisers. If that was to happen, those attending would be much more positive in their attitudes and feelings about engaging.

Anything to enhance feelings and belief about the benefit and use of forums, would be a positive outcome.

Engagement should not be overlooked

In many forums, meetings and conferences, the idea of “engagement” by audience and participants is minimised or downplayed. This happens even in workshop contexts, with the word “workshop” being misapplied. It often happens is that the group invited to workshop engage only their listening skills, with there being no active opportunity to participate in any exchange or sharing of ideas. The activity is merely about listening to the ideas espoused by the presenter or group facilitators .

The singular requirement for listening is even more pronounced in other, more high level forums. Lengthy expositions, often supported by PowerPoint slides seem to have no end.

The sufferance attendees feel could be changed if they had the opportunity to participate meaningfully in planned activities.

In all contexts where people are gathered together for professional engagement, two way exchange is more enhancing than the prevailing practice of one way communication. When one does all the talking and everyone else all the listening, meetings lead to audience disaffection

What can be done

The following ideas are only suggestions. There could be more ways of enhancing engagement by participants in attendance at professional gatherings.

• In unit and staff meetings, consider asking everyone who is participating, to join in building a shared conclusion. This could be done by way of a round robin where people are asked to offer a commendation about the meeting, through verbally sharing something they have gained. Rotation could be clockwise or anticlockwise if the group is sitting in a circular arrangement. Comment could be invited from right to left or left to right if people are seated more traditionally. If they are so inclined, participants should feel free to “pass” to the next person without comment. To go around the group a second time asking for a recommendation (how something might be done differently or better next time), would offer valuable feedback to presenters. Seeking a second commendation or recommendation might enhance the exercise.

Having somebody record or summarise comments made, would offer valuable feedback to presenters. This participation would help those attending to feel they are part of the meeting.

.

• Professional forums and workshops could be planned so the same opportunity could be offered to participants. This would be an “enabling strategy”, providing presenters with feedback and clues as to what’s really appreciated by audience members.

This isa significant approach because the quality of feedback will indicate to presenters both perceived strengths and areas of need within the presentation. Those seeking to expand the knowledge of others through their presentations will gain insights into what audience members and listeners clearly understand, along with anything they do not understand. This information can be invaluable in re-shaping presentations or modifying what is being offered for subsequent forums.

• Conference organisers and presenters could organise for group participation to support any or all aspects of the program. Presenters could build feedback opportunities into their workshops or lecture based presentations. A period at the end of each presentation could be set aside for “question-and-answer” responses. Audience members might offer feedback aligning with the “commendation, recommendation, commendation” (CRC) feedback loop. This approach could be varied by pausing at the end of each section of the paper, inviting audience members to comment. Varying methodologies to sample responses could be employed, but the structure should be one enhancing two-way engagement and interaction. If they knew they were going to have an opportunity to join in, more people might be inclined to opt into conference programs. Two way exchange is a more appealing dynamic than ‘one way’ listening.

• I believe that this feedback approach could have a place at the end of conference formalities or during conference dinners.

• Feedback and discussion opportunities could be inserted at the end of each conference session, day or at the conclusion of the conference. This would vary the approach of having designated rapporteurs who summarise proceedings for a passive, listening audience. Enabling more people to participate in the conclusion of sectional or overall activities would be appealing for many participants. The benefit of this is a requirement that people would have to listen and understand in order to be able to make meaningful comment. That would help overcome the universal problem of people being in attendance but mentally shutting of from the program.

• This approach could take the place of guest speakers at conference dinners. Having a roving microphone which ‘visits’ from table to table asking people to comment on conference highlights and personal learnings, would be a way of sharing conference highlights in a semi social situation. Commendations and recommendations could be included. In order to introduce some variation, people sitting at each table could be asked to respond to a particular question in relation to the conference. This would broaden the scope of responses and keep people thinking.

Concluding Thoughts

The variations suggested are intended to be constructive. If adopted, they should guarantee a greater level of participation within meeting, workshop and conference forums than has traditionally been the case.

If people attending conferences are guaranteed an opportunity or option to participate, their level of enthusiasm and desire to engage will rise proportionately. In far too many cases people are summonsed or required to attend. They do so reluctantly and somewhat resentfully.. There is really no “heart engagement” or wanting to be there. It’s an obligation, a drudge and a chore. Attendance in part may be coerced because professional futures may depend on involvement. Of course, resentment would not be expressed out loud because it might reach the wrong ears, so people put on a bold front and attend. This is not an ideal situation but it is the way many people feel about having to attend a whole plethora of meetings.

Overcoming these feelings and taking away disconsolate attitudes may help boost enthusiasm about professional gatherings organised for professional pursuit. If mundane meetings can be made more meaningful, organisers, participants and everybody connected with these activities will emerge as winners.

TEACHER SCARCITY A REAL DANGER

The question of teacher supply is a problem looming on the education horizon.

Professor Barry Harper, Dean of Education at the University of Wollongong, recently raised the need for the Australian community to prepare for a looming teacher shortage. If educational systems ignore his advice, this may well result in schools without teachers.

Harper, in his paper ‘Factors fuelling the looming teacher shortage’ (Media @ University of Woollongong) advises that a significant percentage of teachers will be retiring within the next five to ten years. Educational authorities understand that a vacuum in teacher supply will create problems. He states that “ … efforts to plug the gaps left by retirees are being thwarted by two factors. … One is the attraction of teaching overseas … the other is a desire by a significant number of teaching graduates to only teach for a short period of time before moving on to other careers.”

The number of teaching graduates attracted to overseas teaching destinations runs into the thousands. As far back as 2003, British school principals had headhunted 3,000 Australian teachers. “There are also hundreds of Australian teachers working in New York schools with many more scattered throughout North America … and Canada.” (Harper)

Harper suggests that Australian teacher graduates are classroom ready because their training includes first hand practical teaching experience. They are attracted overseas by salary and the experience of living abroad. An upside for Australia is that they don’t want to stay away forever. They come back with a world view of education ready to commit to teaching in our classrooms.

“Unfortunately Australian public school systems do not recognise (their qualities). Rather, teachers returning from overseas find themselves behind their colleagues who stayed at home, both in pay and promotional opportunities.” (Harper)

Adjusting the profession to accord equity to both returning from overseas and stay-at-home educators, may help to boost overall teacher numbers.

The more significant issue is that of graduating teachers opting for short term rather than long term careers. Various studies referred to by Harper confirm that fewer graduating secondary students are opting to train as teachers, with 25% of graduating teachers opting out within five years of starting their careers. “Around 32% of qualified teachers (are) working outside the profession.” (Harper).

This issue is one that must be addressed before chronic teacher shortages become a school and classroom reality. The jury is out on whether education ministers and their departments “ … can make our schools attractive for a long term (teacher) commitment rather than as staging posts for other careers.”

Male teachers all over the world and especially in Australia and our Northern Territory, are a vanishing species. What has happened? There is, in my opinion, a need to turn the situation around and increase the number of male teachers in our schools, particularly our primary schools.

One of the most satisfying periods of my teaching career was at Nhulunbuy Primary School, at Gove, in North-East Arnhem Land, 650 kilometres east of Darwin. During my principalship (1983-1986), the school enrolled 750 students from Transition through to Year Seven. A further 90 children were being readied for formal learning in our preschool.

The school had a staff of 52 teachers and ancillaries, which included nineteen male teachers (36% of our teaching staff). We men had our own Touch Football team, we made up almost all of one of the local cricket teams, and we were a major contributing force to local rugby league, basketball and other male-focused sports teams.

I didn’t appreciate it then, but a gender balance of that nature is a rarity. The ratio of male-to-female teachers in Australian primary schools is 1:27. At 1:9, in high schools, the situation is just a little better, but still, 90% of the staff are women. At Leanyer School, where I was Principal for 20 years, we had, at best, five male members of more than 30 staff. Some schools are where the only male on the team is the janitor!

Where have all the male teachers gone, and why? Male primary teachers are an almost extinct species. Men in teacher training at all levels ar hi e rare. More and more qualified and practising male teachers are leaving for other less stressful occupations.

Historical Reasons

There are historical reasons for the perceived unattractiveness of primary teaching to men. They centre on the perceptions of salary, status, community regard and an inherent idea that men working with children run counter to the male psyche. The notion of ‘macho’ and the nurture of children seem somehow to be incongruent. This reasoning is somewhat mythical. Maybe it’s even ‘claptrap’! To hang the diminishment of the male teaching species on such ideas is illogical. But it does nothing to ease the actual situation that there are now very few male teachers, particularly in primary schools.

Men Under Siege

I do not doubt that male teachers in primary schools are under siege. Along with fellow educators, I study the media’s coverage of our profession. While the press is interpretative and accuracy sometimes skewed, it still reflects the perceptions generally held by the society of social institutions and its managers.

Diet of Male Dysfunctionalism

The community is fed a bountiful print, radio and TV diet of stories about male teacher dysfunctionalism. There has been, and continues to be, a plethora of reports alleging interference with, and abuse of, children by male teachers. Sadly, some instances of infringement and violation against children and students are proven in court. However, a significant percentage of allegations leading to court action are baseless.

For those who have been tried, ‘legal’ acquittal does not negate the associated moral perception and social resentment. Those found ‘not guilty’ by courts and those who never go to court because charges are dropped are left feeling tainted. In the minds of the wrongfully accused, the damage to their reputations is everlasting.

Children and students are increasingly aware of their rights to care and protection. ‘Stranger danger’, the ‘Kid’s Helpline’ and similar strategies are filling what, historically, has been an information void. Children must understand their rights and the respect that is due to them. Information from student disclosures, however, needs to be carefully checked before action is taken. If the information offered is accepted without verification, with allegations subsequently found to be untrue, then the accused is violated.

The Need for Human Warmth

Male teachers face a real dilemma. It’s no secret that primary children, particularly younger ones, often seek to be physically close to their teachers. Gripping the hands of teachers, giving teachers cuddles, and wanting to sit on teachers’ laps are manifestations of this deep-seated human need. Female teachers seem to be less at risk in this situation than males. Males may want to respond to children with human warmth and empathy but are warned off by a deep societal frown.

By contrast, middle-aged female teachers are often regarded as grandmotherly’. It seems much more socially acceptable for them to respond to the affection of children. A male teacher of the same age has to be much more circumspect, lest his actions be interpreted as those of a ‘dirty old man’.

The phenomena of single-parent families increasingly exacerbate the challenge. Single mothers often ask that, if possible, their children be placed with a male teacher for the sake of masculine role modelling. The scenario can become one that creates an acute conflict within the mind of the male teacher.

The Future for Male Teachers Is Not Rosy

There is an increasing focus on male teacher vulnerability, but tackling the issue has been, at best, oblique. Deflecting the problem is no way of handling its challenge. At some stage – hopefully sooner rather than later – a considered response to the issue by senior managers will be necessary. Ignoring the situation won’t make it go away. In an age where litigation is increasingly common, the threat to male teacher integrity will likely become more pronounced.

Many factors influence the issue of school staffing. Conversations with teachers reveal that the tension of being a vulnerable group weighs heavily on the minds of remaining male educators. I once had an excellent male teacher come to me saying he was resigning because of the weight of this perception. An outstanding teacher was forever lost to the profession.

The problem of the male teacher shortage will rapidly worsen shortly, given the ageing teaching profession and the imminent retirement of many existing male teachers. Unless something is done, primary schools will soon be staffed almost entirely by women.

Female teachers are valued educators and do a great job. However, there is a need for gender balance within schools for organisational equilibrium. The worry is that we are sadly out of balance.

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.

I asked AI

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.

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 changes 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

The biggest of the three challenges teachers may face is that of dealing with student behaviours. Students, both young and old, are not what they used to be in terms of classroom behaviour and deportment. The belief in ‘respect’ for teachers by students is more of an anachronism than a reality these days.

Student teachers on practice regularly report that poor behaviours are the most major challenge they confront when in schools. I have been given to understand that around 80% of the time teachers work with classes can be devoted to attempting classroom management and discipline with only 20% being available to teaching. Students, especially those in secondary schools are increasingly challenging teachers, becoming the prime focus of teacher stress.

I can offer ideas on how this issue can be countered and managed, but in another forum.

Some of the aberrant and dysfunctional student behaviours include:

* Using mobile phones in class for social purposes, notwithstanding school rules to the contrary.

* Throwing objects at teachers and other students.

* Talking over the top of teachers and other students.

* Throwing rubbish and discarded materials onto the floor rather than using the bin.

* Physically interfering with other students.

* Physically interfering with and attacking teachers through hitting and punching.

* Swearing at fellow students.

* Swearing at teachers.

* Indulging in foul mouthed and abusive verbal behaviour toward fellow students and teachers.

* Leaving classrooms without permission.

* Listening to music and other media distractions while in class.

* Refusing either by quiet defiance or outright counteraction to complete work assignments.

* Refusing more generally to participate in lessons.

* Refusing to leave the room when requested.

* Refusing to comply with reasonable requests.

* Engaging in taunting behaviour toward fellow students and teachers.

It is little wonder that many who would teach ‘see the light’ and either discontinue training or quite the profession after a relatively short teaching career. These sure some of the reasons for why 50% of graduate teachers leave the profession within five years of entering upon their teaching careers.

There is a cartoon doing the rounds that quiet aptly (and accurately) portrays the change in parent expectations on the subject of teacher and school accountability. The cartoon shows parents of the 1960’s and 70’s supporting teachers in urging children to do their very best to overcome poor attitudes toward school. The cartoon shows parents and their student children thirty years later. In the 2000’s they are shown rounding on the teacher, blaming that teacher for the poor academic results achieved by children. “The poor results are YOUR fault” they say as they round in unison on the teacher.

This cartoon depicts the way things have changed. Teachers are expected to work miracles so that students, including the lazy, preoccupied, indolent, disrespectful and the deliberately disinclined, achieve positive outcomes. “My child’s poor attitude and indisposition is YOUR fault”, parrots the parent.

Juxtapositionally, if the teacher contacts the parent with concerns about the child’s poor attitude and effort, that parent (multiplied by a factor of tens of thousands of parents) do not want to know. They treat the concerns of teachers as a big yawn.

Be aware of the fact that this parental attitude is one that seems to be increasingly manifest within the community. This apathy needs to be taken into account by those who would teach

Teachers need to realise that system expectations are growing at what seems to be an ever increasing rate. Both government and Education Departments put it upon teachers to be responsible for a growing plethora of expectations. Some of these are listed.

* It is expected that teachers get students to a point of fulfilling NAPLAN test expectations.

* It is behoven upon teachers to be responsible for overcoming all discipline issues.

* Teachers are expected to know of physical, mental, social and sexual abuse possibilities.

* ‘Suicide watch’ and awareness of mental welfare issues are part of the equation.

* Children may not understand manners, deportment, and other development issues – fix them.

* Teachers are expected to manage an increasing level of ‘individual differences’ among children.

* The system will, at short notice, impose new teaching methods, classroom modelling and other concepts. ‘Steady state’ and expectation is not the way things go.

* New ideas and different approaches will often be imposed after minimal notice and discussion.

* School hierarchy will often expect teachers to be responsible for behaviour management issues. occurring outside the classroom and away from their direct responsibilities.

* Meetings are regular and occupy a great deal of time outside the normal school day.

* Professional development obligations and accountability (performance management) requirements take up a lot of additional time.

* Reporting to parents must be couched in language that is often unclear and imprecise, tending to ‘skirt’ issues rather than going to the nub of issues.

* With the passing of time, appreciation for teachers by the system has become less and less. Accountability requirements on the other hand have grown like Topsy.

BEWARE – TEACHING IS NOT CRICKET (OVERVIEW)

There is satisfaction and joy in teaching, but everything is not always a bed of roses. My concern is that those contemplating teaching or about to begin teaching careers, not enter the profession without realising the fallacies and shortfalls that exist and with which the profession has to contend. These occupy three key dimensions and I will raise them one by one over the next three days. Singly and collectively, they can impact upon teachers in a way that turns the cream of teaching into unpalatable sour milk.

My comments will not aim at being kill joy, serving rather as being part of the necessity of awareness that should be part of the consideration undertaken by all those contemplating becoming educators.

Close to 50% of graduating teachers exist the profession within five years. That is due in part to elements that should be taken into account, being given little forethought and consideration. Anything that can help teachers avoid pitfalls and becoming subject to dissolution should be canvassed.

Handwriting should be taught

There is a lot of debate these days about whether or not handwriting should be taught at school. In some countries, including Finland and the United States, handwriting has gone by the by. Rather than being taught how to use a pen, all students are given the opportunity to learn keyboard skills including touch typing.

While trying to understand why this change has occurred I would be the very last person to advocate that handwriting should become a skill of the past. Rather I believe that it should endure forever.

I am certainly not down on keyboards and computers. But for children to have both handwriting and keyboards is optimal. To become mono skilled with handwriting going out the door would be altogether wrong. There are many many occasions in life when handwriting is important and indeed the only written communications method available.

When teaching handwriting, the “3 P’s” rudiments immediately comes to mind. That has to do with the methodology of writing. It is about;

* pencil or pen hold

* paper position

* posture – the way we sit in order to write most effectively and comfortably.

Stressing these things over and over again until they become habitual is important.

Part of handwriting is teaching children how to hold a pen or pencil so that it is comfortable and their fingers and wrists don’t ache. Watching people write these days can be quite a torturous experience because of the way in which writing tools are held. It’s obvious from observation that many people have never been taught how to write. That is an absolute pity.

The size (diameter) of pencils and then transition from pencil to pen is a part of writing graduation. Initially pencils are thick and as children grow older with more dexterous finger management the diameter of the pencil become smaller. When a reasonable agree of writing skill has evolved, then is the time to move on to pans. That is usually around year four to year five. Children love graduation to pens and having pen licenses issued to them by teachers.

Line size is a part of learning to write. The younger child the bigger the line. 1 inch lines (30mm) are generally the starting point going down to around 12 mm by the time children get to the end of middle and the commencement of the upper primary years. Handbooks and exercise books can be purchased where lines are divided into thirds. This helps children when it comes to tall letters (t, f,) and letters having tales (g, y q,). The dimensions associated with writing can be trained with children developing that discernment over time. Over time, the one third divisions can be left and children go to straight lines for their writing activities.

These days specific handwriting lessons are often not offered in class. Or it may be that there is a handwriting text where children simply open and copy what’s written for them. I believe that those texts are enhanced by use of a transcription book and also with teachers demonstrating letter formation, joins, words and so on the whiteboard. The idea of children learning by copying really helps when it comes to handwriting development.

The way paper or writing books are positioned helps when it comes to the slope of letters. Writing from left to right is part of this and can be difficult particularly for left-handed children. Left-handers tend to “drag” their arms across pages as they write from left to right meaning that dog ears and crumpled pages become the norm. Train children as they finish a line of writing to lift their arm going back to the start of the

And then working across the page from left to right that overcomes the shuffling of arm on paper that can occur if this is neglected.

Steadying the paper or page onto which writing is being done helps. For this purpose the spare hand can be used. So often it is seen propping up children’s heads as they write where that writing is the task of one hand alone. Rather than the spare hand being a head prop, metaphorically describe it as an anchor which holds the boat (paper or book) steady against the wall so that it doesn’t rock back off fourth, or similar. This will involve a lot of reminding and correction easily seen as being in need of remediation when teachers are walking around classrooms.

Support children with lessons as a transition from printing to writing script style. Linked script is part of this and it does take time to teach. Little and often is important and I would suggest a handwriting lessons every day.

Remember to comment on handwriting and praise the effort that students put into the script. Be they printing or writing this praise will help.

Handwriting is so important. It needs to be revived not neglected.

Ouch! Too many kids can’t hold a pencil

A letter in ‘The Australian’ on August 29 2019 from Bill Pannell sums up a growing deficiency among students. Pannell writers

“TV report of recent NAPLAN test results suggests a deficiency and continued deterioration in writing skills in Australian high school students.Video footage accompanying these reports makes the reason for this problem obvious: a sort of back-hand claw-like grip of pens and pencils.

Surely some basic instruction in the use of a writing implement would produce improvement in this area?”

Mr Pannell’s letter hits the nail on the head; that the ability to hold a writing tool comfortably and write with wrist and finger authority and control is fast becoming a lost skill. The skill of handwriting used to be taught in school. Handwriting lessons were part of the curriculum.

My urging and heartfelt pleading to graduating teachers is to research and reinstate handwriting lessons as a part of their teaching operation. Handwriting is vitally important and the ability to handle writing tools with authority and comfort should be reinstated. Handwriting lessons should never have been dropped.

This painting sends the strongest of messages.

ARE CHILDREN LIKE GAS BOTTLES?

Some years ago, a group of Assistant Principals visited a gas works in Darwin. Their guide said that there was similarity between his job and theirs. His job was to oversee the return of empty gas bottles, their filling and redistribution for use within the community.

He said teachers and school leaders had a similar task. They oversaw the arrival of new children starting school. Children as ‘new starters’ were like empty gas cylinders who had to be filled with knowledge and understanding as they progressed up the grades and through the years. They would leave school ‘full’ of knowledge and go forth to serve the community was his proposition.

That analogy gave me much food for thought.

What do you think of such an analogy?

One of the most important things about offering security to children is the way in which teachers speak “with” them. Often it’s a case of teachers talking “at” or “to” those they are teaching.

When dealing with each other in staff rooms or collaborative sessions or during professional development sessions, teachers speak conversationally. They each feel comfortable with the other and conversations manifest themselves in that manner.

When dealing with children however, teachers often lose the conversational element replacing it with what might be termed “command language”. The niceness of speech often dissipates and delivery takes on a quite harsh quality.

Metaphorically speaking when dealing with each other, teachers are somewhat like motorcars which hum quietly from point a to point b. However, when relating to Ji I in children those same teachers trade the cars for four wheel drive vehicles, lock them into 4×4 and then grate their way through conversation with children in a manner that can be far from pleasant.

Language can be embracing or off putting. In order to draw children close in terms of comfort, qualities of conversation and vocalisation are important. There is no way the teachers will draw children in and toward them if their language in terms of its invitation pushes them away.

What is

Having it all

Accumulating assets,

Wanting, wanting,

Money,

Starting with cents,

Happy with a little,

But not for long,

Wanting,

Always wanting,

More and more and more,

Cents to dollars,

More and more and more,

Until the money bin is as full,

As Scrooge McDuck’s silo,

Build another, another, another,

But never ever is there enough,

The more breeds unhappiness,

Misery and despair ever enveloping,

The heart, the spirit,

Then the mind.

STOP,

Cease the downhill slide,

Immense wealth,

But nothing in the soul,

But emptiness.

REVERSE,

The trend,

Deprioritise the money,

Deprioritise your inner man,

Peace of mind,

Inward satisfaction,

Contentment with my lot.

THAT,

Is,

Having it all,

For every day,

Of life.

Technology has introduced cyberspace to young people in a way that helps and hinders it. It offers advantages and benefits that support and assist in their studies. However, some downsides can deleteriously affect their minds and lives.

One of the significant digital age drawbacks is the savage impact social media has on lives through cyberbullying. Another downside is the temptation to complete assignments through cutting, pasting and plagiarising from online sources.

One of the more sinister impacts of the online age is its ability to disrupt and change the behaviour of users. Young people can be influenced to alter their thinking about things important to their future life. Some of these changes are a little short of bizarre.

“Australian children as young as seven … are launching aggressive attacks on their parents, lying to get out of school and avoiding family holidays to play Fortnite marathons, as the video game recruits a new generation of underage players.” (Jennifer Dudley-Nicholson, Kids in video game crisis, Sunday Territorian, 26 May 2019)

The author adds, “Education and neuroscience experts warn excessive and premature use of (video games) is leading to a ballooning crisis for Australian families, … now checking their children into dedicated rehabilitation centres to wean them off screens and reintegrate them into social, family and school life.” (Op.cit)

This is an issue that has been looming for some time. Experts have cautioned against children of tender years being allowed uncontrolled access to gaming applications. However, it seems their advice has largely been ignored.

Others claim to be experts who maintain that ‘games are just games’ and do not alter young people’s perceptions about the realities of life.

If many children and adolescents are so preoccupied with gaming that nothing else matters, then addiction is a real issue. Fortnite, one of the top online games, is not recommended for players under 13.

It is influencing far younger children. The article quotes neuroscience communicator Jill Sweatmen who is concerned that this particular game is attracting children who, at 7 or 8 years of age, are too young and mentally unprepared to handle its content. “There are short-term consequences and significant long-term consequences to this.” (Op cit)

Parents need to be on guard and aware of the sites their children visit and the online games that can be so absorbing. Schools play their part, but awareness, education and the shaping of young attitudes have to start in the home. This issue cannot be ignored.

The question of teacher supply is a problem looming on the education horizon.

Professor Barry Harper, Dean of Education at the University of Wollongong, recently raised the need for the Australian community to prepare for a looming teacher shortage. If educational systems ignore his advice, this may well result in schools without teachers.

Harper, in his paper ‘Factors fuelling the looming teacher shortage’ (Media @ University of Woollongong) advises that a significant percentage of teachers will be retiring within the next five to ten years. Educational authorities understand that a vacuum in teacher supply will create problems. He states that “ … efforts to plug the gaps left by retirees are being thwarted by two factors. … One is the attraction of teaching overseas … the other is a desire by a significant number of teaching graduates to only teach for a short period of time before moving on to other careers.”

The number of teaching graduates attracted to overseas teaching destinations runs into the thousands. As far back as 2003, British school principals had headhunted 3,000 Australian teachers. “There are also hundreds of Australian teachers working in New York schools with many more scattered throughout North America … and Canada.” (Harper)

Harper suggests that Australian teacher graduates are classroom ready because their training includes first hand practical teaching experience. They are attracted overseas by salary and the experience of living abroad. An upside for Australia is that they don’t want to stay away forever. They come back with a world view of education ready to commit to teaching in our classrooms.

“Unfortunately Australian public school systems do not recognise (their qualities). Rather, teachers returning from overseas find themselves behind their colleagues who stayed at home, both in pay and promotional opportunities.” (Harper)

Adjusting the profession to accord equity to both returning from overseas and stay-at-home educators, may help to boost overall teacher numbers.

The more significant issue is that of graduating teachers opting for short term rather than long term careers. Various studies referred to by Harper confirm that fewer graduating secondary students are opting to train as teachers, with 25% of graduating teachers opting out within five years of starting their careers. “Around 32% of qualified teachers (are) working outside the profession.” (Harper).

This issue is one that must be addressed before chronic teacher shortages become a school and classroom reality. The jury is out on whether education ministers and their departments “ … can make our schools attractive for a long term (teacher) commitment rather than as staging posts for other careers.”

School leaders, teachers and parents make regular decisions about educational issues. Some policies and processes require lengthy consideration while other procedures are actioned after very short lead times. In most instances, those most impacted by resulting changes are children. Unfortunately, changing priorities and new approaches are little understood by those most affected – the students. Educational partnerships focus on adults talking for students, about students but generally not with students.

That has certainly been the case as COVID-19 confuses the 2020 educational agenda. Within a few short weeks, the school year has been turned upside down. Teachers and parents around Australia have been left juggling between the alternatives of school attendance and home schooling for children. One is left wondering whether schools are there for normalised education or simply to provide for students who have to be minded elsewhere so their parents can go to work.

Students are in the middle of this dilemma. They need reassurance and must not be caught in a vacuum of misunderstanding. They need to know they are valued and loved; they must not feel they are a nuisance or a burden to parents and the community.

It is critically important that students should understand what is happening educationally and why changes are taking place. Both parents and teachers need to converse with children about these matters. This must include listening to young people and answering their questions about educational alternatives.

Education has been muddied by everything happening at the moment. This ‘muddiness’ plays on children, their parents and their teachers. We need to consider what students are going through at this time. They need to be included in all conversations leading to decisions about education during term two. Pros and cons about the two alternatives -school attendance and home schooling – should be canvassed. Parents should be listening to students about their schooling preferences. Family situations and children’s futures are at stake.

The situation is compounded by statements from the Prime Minister, Premies, Chief Ministers and Education Ministers. A whirlpool of viewpoints and counter-viewpoints seem to be altering on almost a daily basis.

The holiday weeks have not been ones of rest and relaxation for anyone connected with education. There has been and continues to be a lot of discussion within households between parents and their children about the best way forward. One can but hope that students, parents and teachers will move into term two with clear understanding and commitment, for muddied educational waters are confusing.

The Northern Territory’s first Director for Education Dr Jim Eedle said in 1979 that we do well to remember that education is for children. More than ever students need to be part of the planning so that surety replaces uncertainty about their future schooling.

Authority is attached to every position in which people operate. It doesn’t matter what the businesses, from manufacturing to dealing with people, for authority is universal.

I believe there are two kinds of authority; it doesn’t matter what occupation you have or position you feel or job you do, either one or the other of those “authorities“ identifies the person in the position.

There is “ascribed authority“. That is the power attached to the position by the system, whether private or public, under which the person is employed. The source tells the person what can or cannot be done and how that position should be filled in terms of outcomes.

The second is “acquired authority“. This authority is what the person in the position requires or gains from how they are perceived by those with whom they work. It is the regard held for the person who is in the position by those with who they are working.

A good teacher meets the teaching obligations prescribed by the teaching authority and the school. Such teachers are meeting the obligations imposed at the system level, which satisfies the ascribed authority attached to the position.

But that is only half the story, and, I believe, the small half.

A great teacher is a person who meets system requirements but also aquires authority bequeathed to them and based on respect and appreciation held for how the educator identifies with students, parents and the community at large. These teachers are “people-oriented “. They are not just there to do the job and teach according to the curriculum but rather to meet the needs of every child or student, personalising that teaching toward them to meet their needs.

These teachers offer challenges to students and have high expectations for them. They are also empathetic, caring in a strong pastoral way and willing to help students who need assistance. That help aims to give students confidence to make decisions and to appreciate what they are doing as being for their benefit. It’s not a case of taking over and doing the students work: Rather, being there as a guiding hand supporting students as they go forward.

Finally from an Australian viewpoint I believe that A Great Teacher is one who teaches with recall to The Melbourne Declaration of Education agreed by all Australian Ministers of Education and Directors in 2008.

That declaration urged educators be aware of the need for “holistic education“, education taking account not only of academic progress but offering children and students a chance to grow in a social and moral/spiritual sense. So academic achievement is entwined with personal growth. And that personal growth takes account of perceptions and awareness the children and students should have not only for themselves but for others.

Great teachers, I salute you.

There is so much required of teachers, school leaders and schools that it can be hard at times to lift our heads above the parapet and smell the roses. There never ever seems to be enough time in the day, week, term or semester to complete all that needs doing. Young or old, new or experienced, teachers tend to be tired and exhausted. Added to that is the frustration of seemingly never ever completing all the tasks that need to be undertaken. The more one does, the more there seems left to do.

This can settle an air of despondency upon schools, taking from the positive atmosphere that should embrace our centres of teaching and learning. It manifests in there being less smiling between people, with lightness of spirit being absent. It can also happen that anxiety and academic focus reduces the quality of empathetic care which should be part of the school.

There are challenges about teaching but the work we do is not only essential; it should also be rewarding. Part of that joy comes from celebrating the accomplishments of students within individual classes and throughout the whole school.

Individual Student and Class Level Celebrations

* Offering recognitions for subject accomplishment by individuals, groups and the whole class. This might include notes on work, project sheets and so on. Stickers from both teacher and Principal reinforce pride children feel in tasks that are well done.

* Recognising efforts of children in extra-curricular activities (i.e. sport).

* Celebrating birthdays.

* Culmination of units of study by having a rounding activity (i.e. presentation) to which parents of children are invited.

* Reflecting positively within class the success of assembly items presented to the whole school.

* Celebrating the success of class ventures, for instance the growing of vegetables, the planting of a special tree, success in earning the school conduct or behaviour or class cleanliness award presented weekly or periodically by the unit leader or school principal.

* Placing stories of individual accomplishment or class success in the school newsletter onto the class link to the school’s website.

* Arranging through the school’s leadership team for media coverage of a quality presentation, practical project outcome, excursion success or similar.

* Arranging visits by parents to class to share the learning of children with them.

* Notes of congratulation about individual student success and accomplishment to parents. This is outside the formal reporting process.

* A personalising touch is to ask the school principal to consider writing notes of congratulation to students or classes who have cause to celebrate successful outcomes

Nothing succeeds like success. To recognise and reward student effort helps cement within children a keen desire to keep doing their very best. Tp appreciate and praise genuine effort and quality outcome is an invaluable intrinsic motivating strategy.

Celebrations at School Level

There is much that can be done to celebrate success at the whole school level. Success is a quality that can help bind the school community with a sense of togetherness which is both precious and scarce. Preoccupation with obligatory tasks and bending in response to system demands can mean that success and celebrations are overlooked. There is just no time to stop and rejoice together in accomplishments; but there should be!

Some suggestions for commemorating special outcomes and events follow.

* Consider having plaques created to mark areas of significance around the school yard that recognise people who have contributed. If the school has a caretaker, a plaque that personalises their abode is an example. Should someone create or donate a lovely garden area, an appreciative plaque naming the garden in their honour might be considered. If someone has been connected with the school for a long time, an honorary plaque or similar might mark their contribution.

* Honour boards to commemorate academic accomplishment, citizenship, musical prowess, house success into perpetuity in competitions and similar, are wonderful markers of school history. Students, growing into adults, will come back years later to revisit their successes marked on honour boards. Organisations and past school associates are often happy to sponsor the cost of boards and their annual engraving.

* Whole of school photographs taken annually and placed on walls for all to see, are wonderfully recall school history and participation of students. Present students like to visit the area where photos are mounted to see themselves as they pass up the grades and through the years. Secondary school students enjoy revisiting their primary school, to ‘remember’ themselves as they were. Years on, adults share a similar joy in viewing their past and remember the times of their childhood. Photos are great mementos.

Similarly, photos of staff and student representative councillors over the years bring with them positive reflections of past remembrances. These mementos live on for years, enabling schools to revisit their history. If schools ‘build on traditions’ this is a way of showing those who have involved with the school over time to the present day.

* Hold regular whole school assemblies which allow classes to share items with other classes, parents and invited persons.

* Over the years, school students as individuals and teams representing the school win trophies which are held by the school. Some schools choose to put trophies in boxes or cabinets to gather dust. Others have display cabinets which let visitors know about success in sport, arts and cultural events and in other activities. To have cups, shields and other artefacts on display sets an example to current students. It also sends a positive message to parents who come to enrol students.

* Celebrate school anniversaries. Holding school community events to celebrate schools turning 10, 15, 21, 30, 40 or 50 years of age makes an indelible imprint on present and past students. Anniversaries bring the school and community ‘together as one’.

* The completion and opening of new facilities is a great reason to celebrate the school. Upgrading the event to event filled gala day status can add to the specialness of the occasion. Media might be invited to attend and a print supplement in the local newspaper is possible. The striking of commemorative plaques to be permanently displayed adds an enduring touch.

* Media plays an important part in displaying schools. Using media to sell good news stories emanating from its students, classes and the organisation as a whole

affords a sense of pride in attainments. To share outcomes through media, print, TV or radio was something that I found stood schools and community in good stead.

Advising media of upcoming events, therefore using it promotionally is a good way of getting the message out. That goes a long way toward ensuring success through attendance.

* An extension of media, is to organise for the inclusion of supplements celebrating school anniversaries in local newspapers. These days supplements do not come cheaply, but can be underwritten by sponsors who carry congratulatory advertisements within the insert.

* Holding special assemblies for the presentation of key awards is a great school celebrating strategy. University of New South Wales certificate earners in Maths, Language, Computer Studies, Science and other subjects can be presented to those earning credits, distinction and high distinction awards in front of the whole school. It is a great idea to invite parents and relations of students to share in this celebration. A media story is possible.

* Holding an end of year awards presentation day or evening is a great way of culminating the school year. This can go down and include all primary school children from Transition upwards. Awards might recognise academic outcomes, effort and citizenship at each class level. Then the idea of primary awards for star students and stand-out seniors might be a part of the priogram. Having presenters of awards include key community members can add to the flavour of the evening.

Some schools ask that people or businesses within the community sponsor awards which they are invited to present during the awards program. The event is a great way of celebrating the year that is drawing to a close. It also builds anticipation toward a return to school after the long holiday break.

* A school yearbook, in print, on DVD format or available in both formats, offers an indelible memory of the year that has been. Yearbooks are great mementos. Again, costs can be defrayed through the offer of sponsorship opportunities to local families, businesses and notary public persons.

* Publicly recognising staff for contributions offered, awards received and so on is a way of offering intrinsic appreciation for enterprise and copmmitment. Quality staff members add great blessing to their schools. To show appreciation is a reciprocal action.

* Inviting key departmental personnel, notary publics and others to visit helps make the school known beyond its boundary fences. Having senior students accompany visitors around the school adds to the occasion for visitors value the chance to appreciate schools through the eyes and interpretation of students. This helps reinforce the fact that ‘schools are for students’.

Conclusion

The suggestions contained in this vignette are suggestions. There are many bother ways of celebrating and I have included only a selection. It is important that celebration is part of the school psyche. That is a way of building spirit and developing positive school atmosphere.

E

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 77

THERE IS NO SUCH THING AS ‘PRIVACY’

I am an old man and thankful that I have lived most of my life in a context of where PRIVACY WAS PRIVACY. Privacy wasn’t talked about like it is these days, but it was a quality or an entitlement that we had.

No longer. There is a lot of talk about ensuring and guaranteeing privacy, but that is all pie in the sky. Governments, agencies and instrumentalities know everything about everyone. Watching and listening devices are everywhere. From cameras, to drones to satellites, there is nothing about anyone that is not discoverable.

The latest quirk is that of the Brisbane City Council wanting CCTV cameras to be enhanced or supported by listening devices, so that passers by can be both seen and heard. If that intrusion is allowed, watch it proliferate into other cities and towns and centres which are under survelliance.

George Orwell got it wrong. He only imagined the half of what it would be like in his ‘1984’ Its much, much MUCH more intrusive than he ever prognosticate.

I praise the Lord that at least my thoughts are still private but fear the day will come when the innermost of human sanctums will be desecrated by intrusion.