What happened next

An Educational Literacy Winner

A POEM I WROTE ON THE PASSING OF AUSTRALIA’S GREATEST CRICKETER OF ALL TIME

The cost and the benefits.

Taken by Sam Oriti student teacher on practice.

Picture by Sam Oriti a student teacher on practice.

It seems to show solidity

But I worry ‘ bout this tree

It is so tall in wind doth sway

It may just collapse on our driveway

Crunch a car smash walls and roof

I can offer you this proof

That years ago a tree that tall

From next door collapsed on roof and wall.

That time they said it was secure

Laughed at me when I did demure

Within two weeks it split asunder

Creamed our house with shake and thunder

Filled our yard and clothesline smashed

Took days and days to clear and clean

So I ask that you cut it down

Before it tumbles on its own

At Casuarina adjacent to major shopping centre and a kilometre from the CDU Casuarina Campus. Houses a lot of students. How would you like to be accommodated here?

Historical flashback

Will he come again?

Beware of the dangers of trendiness with ALL you do.

Education is exciting, often because of the chance to innovate and try out new ideas. However, it is crucial to consider and study the merit of new ideas. ‘Reform’ and ‘initiative’ are words often overdone.

Education that bounces from one new idea to the next, to the next in rapid succession, can present a destabilising and hard-to-follow classroom experience for children. There seems no end to the plethora of ideas, approaches and priorities that come along.

Schools and teachers must apply a filter to suggestions for change. The pros and cons of issues need to be considered. To grasp at something new for the sake of its novelty is unwise.

Schools and staff who take and consider ideas and change suggestions are wise. This is where the value of collaboration and conversation comes to the fore. Within every group, some want to run with change. Others prefer dialogue and careful consideration, and a third group dig in and avoids change at all costs. From this delightful mix, school organisation evolves.

Some thoughts:

* Discuss issues with colleagues and also be a sounding board for them.

* Read and research new initiatives.

* List the pros and cons relative to change in teaching approaches.

* Discuss ideas with people who may have trialled them.

* Make the subject one for discussion at unit meetings and possibly whole staff

meetings.

* Consider whether changes will build on what has gone before or whether

they will mean starting all over again in particular areas. There is much to say for ‘steady state’ or incremental development.

* Take into account budgetary implications of change. Programs that are resource-heavy can finish up costing schools a lot of money.

* Consider if change addresses significant learning needs or if it is simply about embellishment or ‘prettying the edges’ of learning; is it about superficiality or

substance?

Change ought not to be resisted by habit. Neither should it be unthinkingly accepted for change’s sake. Consider new ideas on their merit, including thinking, reading and discussion with others.

Importantly, consider that change should build on what has gone before. To throw out everything that has been developed, using change as an excuse to ‘start all over’ would be the extreme of foolishness.

SPELLING: NECESSARY OR SUPERFLUOUS?

Is there really any need for debate!

Some say that attention the spelling is old hat and the discipline of being able to spell accurately and correctly is not necessary anymore.

In an age of computer technology, they argue that the computer, iPads and similar gadgets provide students with correct spelling options through “spellcheck” and other text-refining devices. Therefore it is not necessary to know how to spell words by heart.

Others argue that in terms of priority, spelling is a basic that no longer needs to be taught. There are other teaching and learning priorities.

Maybe “experts” believe that spelling skills will be acquired by osmosis. Some people genuinely believe that spelling accuracy isn’t essential because corrections for spelling and grammar can be provided by checks inbuilt into attachments for Word documents and others. My personal belief is that that is the lazy way out.

I once had a teacher say to me, “I don’t teach spelling because I don’t like it.” Teaching basics is apparently dull and quite stifling for some people. This overlooks the fact that teaching essential basic understandings is repetitious. Not all learning is tinsel and glitter. However, there is a way of engaging children with spelling that makes it quite exciting and looked forward to. There are numerous spelling games available that can be adapted for classroom use. These can be developed to support and reinforce graduated learning.

Spelling and word appreciation games up also available. This is one area where computer and iPad use can be reinforcing. My contention, however, is that spelling is an area that requires primary teaching. It can’t all be left to children working on devices and acquiring the understanding they need without teaching going into the program.

Note: Written with teaching in mind, ths advice would apply equally to other professions and occupations.

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

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

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

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

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

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

From experience, the use of newspaper clippings regarding social and cultural education, general knowledge and stimulating discussion in class are but three ways this information can help. Clippings can also facilitate the content of debates, the writing of persuasive arguments for older students and so on.

Awareness of issues can promote professional discourse, including helping to shape how members of staff develop collaborative programming to support the teaching of current affairs and civic matters in schools.

Teachers would find a study of media and establishing a clippings file valuable and worthwhile.

Until I retired at the beginning of 2012, I had never heard of “blogging”. It took me more than a year beyond retirement to understand what blogging was about. Thanks to “WordPress“ I gradually came to terms with understanding from time to time by the company’s “Happiness Engineers“.

Being hesitant about dealing with new things, it took me quite some time to get into blogging. The record of my blogging at the bottom shows this to be the case.

I was quite happy with the views data attached to WordPress.

And then along came “Jetpack”. The link of your WordPress with Jetpack” was it opportunity I became aware of only in April or May of this year. It took me a while to get a handle on Jetpack, but now it is very firmly a part of my program of blogging.

Through Jetpack the number of visitors to my site has increased many hundredfold this year. Compared to past years the changes absolutely astounding.

Along with that, I’ve had a steady increase in the number of people who view my posts and link with my site “Education A Life Force”.

I appreciate those of you my site and like my posts and make comments. In turn, I tried to reciprocate my appreciation by becoming aware of their blogs and posts.

I have only one issue. For the life of me, I cannot get Jetpack, on my IPhone to sync across to my WordPress which is also on my IPad. Can I overcome this challenge?

Drama is a focus often underdone in classrooms. It is generally perceived as a subject that must give way to more essential requirements, like getting on with language, maths, science and other vital subjects. Drama is sometimes seen as a diversion, taking attention away from crucial learning and conceptual areas.

It is a pity this happens. Rather than being an isolated stand-alone subject, drama can be used to correlate and integrate with other topics. It can be used to reinforce learning by putting students into a context of acting out situations about which they’ve been learning. It offers a first-hand experience rather than second and third-hand. Drama allows students to engage with and immerse themselves in experiencing what it was like to be a part of the past and the present and to forecast the future.

Children love to play and pretend. Reinforcing literature, history, and even mathematical and scientific concepts by acting them out and engaging through play can consolidate learning experiences.

Sometimes teachers feel drama is a subject that is below them. They feel embarrassed about getting involved with students in dramatic play situations. Drama can be a very vibrant, engaging area. For teachers to involve convinces students of the authenticity of Drama as a subject reinforcer. And what’s wrong with teachers having fun in classrooms with students? If they can assume roles outside of their skin, this will encourage children to do likewise.

I encourage teachers to integrate Drama into student learning and developmental opportunities. ‘Learning by doing’ (and drama IS doing) is one of the best methodologies for educators.

One of the things that happens all too quickly and easily in classrooms is for student desks or working tables to become untidy. This bad habit applies to students of all ages. It impacts tidy trays and disk storage areas.

One of the things that quickly add to untidiness is sheets of paper students have completed but which haven’t been filed, glued into scrapbooks or arranged for permanent keeping. Although a record of work, they quickly become ratty, crumpled, dog-eared and therefore not worth keeping.

Children should be encouraged to take pride in their work. One of those pride elements is how work is stored in desks and storage units.

Another problem is that pencil shavings are left on the top of the desks, in desk storage areas, or on the floor. It’s important to encourage children to sharpen their pencils in the rubbish bin or into a container that can later be emptied into the bin. The best pencil sharpeners contain the shavings until they can be periodically emptied.

Desks and tidy trays can become cruddy quickly. I believe teachers must have students go through and tidy their desks at least once a week. It is a habit worth establishing.

It shouldn’t take more than 10 minutes for desks to be given a regulation cleanup and for tidy trays to be fixed. The ideal is achieved when students automatically and by habit keep their desks neat and tidy. Encouraging this when students finish work and have five minutes spare can be a way of helping to establish that habit.

I’ve heard it said that “cleanliness is next to Godliness”. There is no better place to start than with desk tidiness.

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Note: Teachers are not the only professionals to be captured by their computers.

Nowadays, it is easy for teachers to become “captured” by computers. They become “jailed” at their teachers’ tables.

This happens because of the emphasis placed on data collection and analysis. Everything educational focuses on and is derived from data-driven outcomes. It is too easy for teachers to become so focused on data collection that the computer is a constant companion. Rather than moving around the classroom and working with children, there is a tendency to be deskbound, asking children to orally deliver results (often from across the room) so they can be input into the computer.

This, in turn encourages children to ‘one-way traffic’ from their desks to the teacher’s table. The teacher stays desk-bound.

The teachers of all students, particularly early childhood and primary children, need to be among them, moving from desk to desk.

Data, of course, has to be input, but if that takes priority over the more active movement of teaching and working directly with students, then something needs to change.

Teachers must be aware of and make “mind notes” of their time locked at their tables with their computers. That ought not to be the significant percentage of time occupation.

I believe children respect teachers who move among them. That movement is also necessary for teachers to get to know their pupils in the best possible way. Teachers must spend time at their desks with their computers, but it should be reasonable and not overdone.

Note: We all need to guard against becoming deskbound by computer demands. Proportion is necessary.

The teacher needs in terms of planning, preparation, recording and data inputting, along with other benefits, have come a long way since pen, paper and later typewriters. Without a doubt, computer and iPad options have been enhancing teachers in preparing documentation, researching and recording.

With modern educational emphasis focused on data and recording, there is a tendency for teachers to become desk-bound and screen-focussed, inserting information and results into their electronic records. That is fine, but we ought not forget the importance of moving around the classroom and engaging with students. Personal contact is essential and can quickly become lost because of screen fixation.

Another ‘beware point’ is watching children not engage in activities that offer ‘filler’ time for teachers as they manage their computers. Silent reading is an example. There needs to be a focus on sustained silent reading (SSR), an activity outcome. It ought not to be a period that is provided to facilitate administration.

Be conscious of the need to move around the classroom between, among and engaging with students. Children value contact and appreciate teachers who take an interest in them individually and in the class.

Keep your imagination alive. Make it your lifelong friend.

One of the delightful things about working with children is the quality of imagination they can bring to learning and understanding. I used to say to children in classes, particularly those in the upper primary area, that they had three eyes: Their left eye, right eye, and their “I” For “imagination”) eye. Their “I” eye was in the middle of their foreheads but not visible. Their “I” eye was hidden from view but could work hard and see a lot beneath the surface. Their imagination enabled them to visualise things not necessarily there at the moment. For instance, the ability to conjure up pictures of what was going on in stories, their understanding of historical facts, and their engagement with music, drama, and core subjects, including Literacy and Mathematics.

Imagination can make learning a living and vibrant experience because it facilitates engagement. Too often, people feel disassociated from what they are doing. They don’t bring imagination into play as they tackle tasks.

As a teacher and in later years as a person who used to work with children in music, storytelling, and drama, I used to encourage them to use imagination—making things real through their engagement with what we were doing helped develop learning outcomes.

Imagination can also be used to help tackle problems and find solutions. Often adults find it hard to overcome challenges they face because they don’t bring creativity into play. Inhibitions come to the fore and make overcoming challenges hard. Those same obstacles or barriers do not confront children. It’s for that reason that children often find solutions to problems much easier to reach than adults. They don’t have the same hangups and worries about their environment as may be the case for grown-ups.

It is a concern that video games and technological entertainment can diminish children’s imagination. Rather than relying upon their imagination and thought processes to reach endpoints, that’s all done for them by games. They are ‘rewarded’ for no more or less than following the sequence of activities and events by letting their fingers walk around keyboards. While games are part of life, they should never be allowed to take over the natural ability of children to immerse themselves in situations and solve problems without assistance.

Imagination is to be encouraged, particularly in story writing and creation. I believe we as teachers need to work hard to grow our children. Neither does it end with primary school students but extends into the middle and upper school domains.

I believe the teachers who work with children to grow their imaginations also develop their own. Being aware of creativity and its qualities to enrich educational experiences is essential. The invention should not become stunted as people from childhood into adult realms. It is critically important as a teaching development tool

Male teachers all over the world are a vanishing species. What has happened? What can be done to turn the situation around and to increase the number of male teachers in our 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. Until recently, this town of 4,200 people was accessible only by air. During my principalship (1983-1986), the school enrolled 750 students from Transition through to Year Seven. 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 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, we are a staff of 38. Only five of us (13%) are male. Some schools have the only male on the team as 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 are 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 colleagues, 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 teachers dysfunctional. 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 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

The problem of the male teacher shortage may 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. Do readers have any suggestions about how this problem can be solved

This is about teachers and parents talking with children. But the quality of speech and decency of verbalisation should be by everyone to everyone

One of the most essential things about offering security to children is how 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, at collaborative sessions or during professional development sessions, teachers speak conversationally. They each feel comfortable with the other, and conversations reflect this attitude.

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

Metaphorically speaking, teachers, when dealing with each other, are somewhat like motorcars which purr along quietly from point ‘a’ to point ‘b’. However, when working with children, those same teachers trade the cars for four-wheel drive vehicles, lock them into 4×4 and then grate their way through conversations with children in a manner that can be far from pleasant. Language can be embracing or off-putting. 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 is ‘push off’ in terms of its invitation.

Note: All workplaces should be kept tidy.

School days are hectic and “hurly-burly”. There is so much to do and so little time to do it! That being the case, it is easy for teachers and students to overlook the need for classrooms and personal space within (desks, tables, lockers and so on) to be kept in a reasonably clean and tidy state.

There can be nothing worse than opening a student desk to see a mass of learning material, waste material, socks, hats, toys, and other bits and pieces shoved in all higgledy-piggledy and to the extent that it’s hard to exert the pressure necessary to force the desk lid closed.

Another area quickly sullied is the classroom floor. Pencil shavings, bits of the writing tool, pieces of paper of all sizes, items of clothing, food scraps and wrappings are evidence of untidiness and sloppy behaviour. Floors can be left in this unsavoury state until cleaners come in at the end of the day and endeavour to straighten out the chaos. Cleaners and school support staff talk. They can give the class and teacher a bad name because of how things are left.

(That is not a good look! Neither does it do anything for the reputation of the class or teacher – for cleaners certainly talk amongst themselves and to each other about the state of things they find in classrooms.)

There need to be some basic rules about classroom cleanliness and tidiness. They can be hard to maintain because of the pressure on teachers and students. Nevertheless, it is necessary.

Some suggestions:

. Have children periodically (at least once a week) clean the lockers of residue.

. Undertake the same routine for desks but possibly a little more often. Make sure the children have loose papers fastened into books or folders, as the case might be.

. Have children or students pick up any rubbish from the floor at the end of each session or period. That becomes something done before recess and lunch breaks. If insisted upon, that process becomes “automatic”, a habit many children will undertake without being reminded.

. (Ensure that the above applies equally to older and younger students. Students will sometimes argue that it is not “cool” to pick up after oneself and to keep things tidy. That particular lackadaisical mindset needs to be overcome.)

. Check the children keep refrigerators closed and lunch boxes tidy.

. If children eat lunches in the classroom, ensure that their lunch containers are clean, that they eat their food as they should, and that any genuine rubbish goes into the bin.

. Cupboards and benchtops belong to the whole class. Include these areas in the cleanliness and tidiness drive. It might be appropriate to assign particular students or groups to charge common areas within the classroom. It becomes their responsibility to ensure that tidiness is maintained.

* Make sure that the teacher’s example models to children. Teachers’ tables and work areas need to be kept tidy and organised in the same way as being advocated for children. There is nothing more powerful than a personal example.

. Having students involved in group competitions to reward cleanliness and tidiness is a good idea. Rewards can be extrinsic or intrinsic. Reinforcing the need for positive civic attitudes is essential, and putting physical environmental cleanliness into a competiti

Written from the viewpoint of teaching and schools education, the tenet of this post has relevance for all occupations and professions.

One of the most vital attributes of the teaching and any profession is that of ‘fraternity’. Collegiality and sharing are elements of that togetherness. Unlike some occupations where people feel they have to sit on problems or challenges and muddle through, teaching invites those with questions to seek assistance. This does not mean teachers should not have a go but instead encourages them to seek support to help reach satisfactory outcomes.

This might include asking for clarification when a theory or teaching practice is not fully understood. It could be that teachers are struggling with classroom management, discipline policies need explaining, and many issues may press the teacher’s mind. They will remain unless help is sought or given.

Teachers are often credited with having a sixth sense. Part of this is having the intuition to understand matters others might find confusing and offering advice or support. Gumption needs to be a characteristic that allows teachers having difficulties, to ask for help if required.

It is not a sign of weakness or inability to ask for support in understanding matters that are not fully comprehended. If there is a need ‘sensed’ in others, ask if they would like assistance. Two-way caring and sharing should be informal, a part of the relationships between staff members.

Mentors are sometimes assigned to staff members new to a school. Building a two-way professional relationship with a mentor or coach is wise. Beginning teachers can contribute to these relationships, for they often have a better understanding of new methodologies than those who have been in schools for some years. Therefore meaningful two-way relationships can be established.

Keeping in touch with each other in a collegiate context is essential to the professional growth of teachers and school staff members. If problems are not shared, and help is not sought, worry, hopelessness and despair can set in and infect the soul. It is indeed sad if this happens … and it need not!

Caring and sharing are attributes to be cherished and practised.

Note: Although this paper is written with a schools and educational slant in mind, I believe these considerations are important for any occupation

Occasionally, teachers will be asked to prepare presentations for colleagues, school staff, parents committee meetings and other audience groups. As they are more comfortable when working with children and students in a classroom context, presentation requests can take teachers outside their usual comfort zone. Suddenly they are confronted with a new arena.

Often, people are asked to prepare a presentation to react with stage fright. Presenting in a formal or semiformal matter causes them a great deal of nervous reaction. Some become so nervous they refuse point-blank to participate.

In an informal or social context, people are comfortable conversing and exchanging experiences. Yet when asked to present to the same people and others more formally, those selfsame and confident communicators clam up!

There is no doubt that the first time is the hardest when it comes to presentations. Relaxation of the mind and not anticipating “the worst” is critically important.

I would strongly recommend to teachers and all professionals that they consider joining Toastmasters, Penguins, or some other speech and speaking club. Membership in such groups enables people to develop confidence in speech presentations. Graduated programs help recognise the essential ingredients of speech. Graduated development means progress in understanding the rudiments of a presentation, with presenters building on previously acquired skills. Membership in these groups also facilitates critical listening, with a view to members evaluating each other and, through that process, honing their self-evaluation skills.

Many people in high places have great difficulty when it comes to presenting. Some have managed to sidestep the challenge by resorting to PowerPoint presentations. Still, the essence of delivery can be stilted, uninspiring and predestinated to leave the listening audience feeling bored, flat and unconvinced.

Speaking up with confidence does not come naturally to a lot of people. However, it is a skill that can be acquired and, once gained, builds confidence in people called upon to make formal presentations or contribute to organisations and groups.

Details of such groups are often available by word of mouth, online, and telephone book entries. Although membership has a fee attached, this can be tax-deductible because it involves professional development.

I unequivocally recommend this course of action for your consideration.

E-MAILING – CAUTION NEEDED

Note: While I relate this blog to teaching, its sentiment applies equally to any occupation.

In today’s world, emailing has become one of the most common forms of written communication. Most people have email accounts and use emails prolifically. Schools and teachers have email accounts, often displayed on the school’s website.

Communication by email is encouraged, including contact between parents and teachers. Notwithstanding the ease with which email communication can be used, it is essential to consider a cautionary approach to its use. This is because emails are written documents and can be held against writers for years and years to come.

* If parents seek information about homework assignments and work due,

excursion information or similar response is acceptable.

* If parents want information on school policy or are confused about particular

whole school policies or school matters, refer them to a member of the

the leadership team and forward the email sent, and you reply to your senior.

* Under no circumstances offer parent value judgements about a child’s

character by email. Written statements can come back in future times to haunt

the writer.

* Be aware that emails can be used as documentation supporting

actions in courts, including custody battles between parents. To that end, avoid

sending emails that ‘take sides’ or can be interpreted as supporting one parent’s

viewpoint or the other.

* Never promise by email that a child ‘will’ make specific progress by a particular

time or ‘will’ achieve particular outcomes. ‘Will’ is an absolute and confirms

that clear attainment will result. Use ‘can’ or ‘could’ or similar

non-committing words. The onus is then on the child and not the teacher to

take prime ownership of possible outcomes.

* It is wise to keep copies of emails sent to parents in a designated folder.

Trashing can be tempting, but if a communications issue is raised to the

teacher at some future time, not having a record can be very unhelpful.

The above dot points could be extended, and others added. Suffice it to say, the use of emails can be fraught with danger, a situation that all too many people find to their eternal sorrow. Stick to material issues, and don’t enter the realm of value judgements and character comments. Parents may send emails of this nature, asking you to comment on their perceptions. That invitation should be avoided because a response means they may quote you and tie you to what is their position.

Never write and send emails in the heat of the moment while over-tired or less inhibited than usual because of the use of alcohol. The reasons for this advice should be obvious.

If in doubt about email correspondence, check with a senior staff member. It is always better to be sure than sorry when dealing with email traffic.

CONVERSATIONAL’ VOICE

How teachers talk with children is an important consideration. Talking ‘with’ children rather than talking ‘to’ or ‘at’ them is ever so important. It helps students understand you as ‘one with them’, not someone over and above them. It is easy to talk down to children, and when that happens, the respect they hold for you becomes somewhat dampened.

The tone of voice needs to confirm teachers as being conversational when working with children. I often think of teachers in staff rooms and talking to conversational peers, speaking on the same level as their peers. When those same teachers attend their classes, their voices take on a ‘tone of command’ that can become almost perpetual. In metaphoric terms, their voices, which have been ‘quiet and car-like on a smooth bitumen road’, take on the grind of a 4WD travelling over rugged terrain. That grinding, shrill, loud, commanding voice is not something I would recommend as being of help to teachers wanting to engage with children.

Voice can embrace children; it can also be off-putting, distancing you from them and making the student group challenging to reach.

The teacher’s voice is their most powerful tool. Use it carefully.

Note: I have used an Australian context, but quizzes can be adapted to fit school environments anywhere.

Nothing beats good old-fashioned quizzes as engaging time fillers. Quizzes also have relevance to general knowledge and understanding. They can be related to subjects being studied, skills development and general knowledge – to name but a few options. One of the best topics is ‘the world around us’. Topics that come to mind within this genre include:

1. School Source

* Features in and around the school and its grounds.

* Identification of teachers teaching in particular units or rooms; call it ‘location, location’.

* Roles filled by people within the school. “Who is our principal? Who is our Janitor? Who is our canteen manageress?” and similar questions.

* For older students, chronological recall of who has been in the school and their capacities.

* Historical events embracing the school, including anniversaries. (It may be that a quiz of this nature is given ‘on notice’, allowing students a day or a few days to visit the school’s library/resource centre to scan material from which questions may be drawn.

* Quiz material is embedded within literature and can be part of studying science, SOCE, mathematics, music and other school subjects.

2. Community Context

* ‘ What’s where’ and similar questions relating to the local shopping centre or a nearby major shopping complex.

* Questions about road names, parks, sporting facilities, churches, natural or artificial landmarks, street names, bus routes, and so on that apply to the location or suburb.

3. Territory Context

Similarly, questions about the Territory or State regarding landmarks, topographical features, tourist destinations, notary public people, parliamentary make-up, mining, agricultural pursuits, industries, parliamentary details and so on can be source material for quizzes. There might be a link to local and extended excursions with students being made aware that quizzing will be part of the follow-up program.

4. Australian Context

Included could be questions about federal parliament, names of State and Territory capitals, features of major cities (i.e. Sydney’s ‘coat hanger’ and opera house), methods of travel to reach these places, attractions within cities, states and territories, weather and climate, celebrations (i.e. Australia Day, Anzac Day), sporting events (i.e. Sydney-Hobart Yacht Race, football codes, Territory players in Australian sporting teams), topographical features, naturally occurring phenomena (i.e. droughts, floods, bush-fires, weather disturbances), and so on. The list of source materials is endless.

Process

The important thing is to construct quizzes according to the age, background and comprehension of students. However, examinations that start within the confidence zone of known and understood issues can extend to enable children to explore, through quizzing, areas of new knowledge and understanding.

It seems that there is a surprising lack of general knowledge these days. Many adults, let alone children have no grasp of what might be termed ‘general knowledge. Quizzing is one way of helping to develop this base of understanding.

When conducting quizzes between groups, watch that the exercise does not become a ‘free-for-all’ with children having no consideration for others, calling out answers in loud, drowning tones. It has to be ‘hands up’ or a variation of that methodology. With arms, avoid the distraction that goes with frantically waving extensions. Still, rather than wildly gesturing, arms should be acknowledged. Set the protocol ground rules before commencing the exercise.

Quiz examples and conduct

I can provide a couple of examples of quiz construction in this vignette. (Contact me at henry.gray7@icloud.com for these). Quiz questions can be taken straight from one’s head. Groups within the class can play in competition with each other. The context may be a ‘girls versus boys’ approach or any other arrangement that comes to mind. If, as sometimes happens, a teacher has to take temporary responsibility for another class, it may be that the quiz is between the two classes or several children are selected as representatives from each class.

Happy quizzing

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Sometimes, teachers are confused about how children and students should address them. Some believe that to encourage relationships, first names are acceptable. ‘Henry’ rather than ‘Mr Gray’ is acceptable.

Under no circumstances would I endorse this approach. Teachers are adults, students in primary and secondary schools in a learning relationship under their guidance. Respectful address demands that teachers are addressed as Mr, Mrs, Miss or Ms.

Surnames can be hard to pronounce. Teachers with complex or indecipherable surnames often ask students to use their Christian names instead. If this is done, I’d strongly suggest the Christian name be preceded by Mr, Mrs, Miss or Ms. Another method might be to have children use the first letter of hard-to-pronounce surnames. In that case, it would be Mr M, Ms S, etc.

Students in secondary schools tend to refer to teachers as “Sir”, “Miss”, or “Ms”. That may be a preference, but I recommend using the abovementioned names. That personalises and individualises recognition and address of staff members.

Appropriate address of teachers by students helps when it comes to the establishment of a respectful relationship. Similarly, those relationships are enhanced if teachers take the time and make an effort to learn and use student names when speaking to their learning clientele.

Interviews between parents/carers and teachers about children are one of the most important ways of keeping in touch with progress being made. Teachers and parents must be on the same wavelength regarding student progress.

In many schools, interviews are organised toward the end of terms one and three. This allows teachers to let parents and carers know how students are progressing to a particular point in time during the school year. These conversations also help to prepare the way for written reports that follow, usually at the end of term two and term four.

While these interviews are usually brief (around 10 to 15 minutes), they ensure some regularity of contact about teaching and learning.

At times, more extended interviews dealing with more specific issues are necessary. I believe that discussions to deal with specific topics or being called for particular reasons need to be programmed. Arranging by phone or note for parents to come in at a mutually convenient time is the best way to go. Similarly, if parents ring requesting interviews, the same should apply. Discussions should happen in privacy and after school hours.

Some parents will approach teachers at the start of this school day to deal with an issue “there and then”. That isn’t fair to the teacher or the class. Interviews conducted audibly in front of children place teachers in a harmful and often embarrassing situation. These conversations can be quite ‘revealing’ and should not be shared by the world. When this happens, and teachers are confronted, I believe it appropriate to “call time” on the conversation there and then and arrange for a mutually convenient time when the discussion can be pursued. This needs to be, without exception, a standard practice, one reinforced to parents by reminders from the school.

If the teacher is unsure how an interview will progress or if they feel undue pressure, it is advisable to ask a senior to be present during the meeting. If the teacher feels comfortable about an interview and doesn’t need that support, being under the gaze of others as the discussion progresses can be helpful. The venue may be an interview room, a classroom that is visible to others, or a similar environment in which the conversation can take place.

A strong suggestion is the teachers take notes for their records of interviews that are undertaken. It is a good idea to spend time post the meeting to write these notes in detail. Messages can record positives and matters dealt with in a more challenging context.

When interviews happen “off-the-cuff” and in “the spirit of the moment”, teachers are unprepared. They may also be dealing with parents or carers who are somewhat agitated and even hostile. Setting a future interview time allows everybody to prepare and to come into the conversation in a rational and more settled manner.

When teachers catch students doing something good and want to offer praise, sharing that praise with parents and carers is a worthwhile relationship-building strategy. That might be done through a phone call or a simple brief message of congratulations to the parents coming to the school. Such a policy offers a sense of balance about why contact is made with parents and carers. Conversations do not have to be totally about poor attitudes or behaviour.

It is wise for students to be made aware of interviews taking place between parents and teachers. That can be done positively. It is hard on students when adults have conversations about them without their knowledge or understanding of why the interview is taking place. Students are very imaginative and may have all sorts of things on their minds about matters being discussed. Misunderstanding needs to be avoided. Children need to know that meetings of this nature are about helping them overcome issues and grow in character and accomplishment.

One of the sticking points about life and relationships, both personal and professional, is to insist that ‘your’ viewpoint is the ‘right viewpoint’. To offer an incorrect statement or recommend an action that proves wrong is, at best, reluctantly followed by an apology.

Within school contexts, this can have atmosphere-destroying and suspicion-arousing outcomes.

For teachers, it can be all too easy to make mistakes. It may be the incorrect spelling of a word, the misunderstanding of roles played by children in some dispute, or getting it wrong regarding a particular fact being correct or incorrect. In these instances and others, apologising to students for a mistake or misunderstanding is essential. It models a correct social attitude to children and earns their respect. The following examples illustrate my point.

1. Incorrect Instructions

On occasions, incorrect instructions might be given to students who are asked to complete an assignment or other piece of work. When the mistake is realised, or when students or parents point it out, an apology and correction earns respect. To discount the error is quite the reverse. If students complete work tasks based on instructional error, accepting the assignment rather than requiring resubmission is the better course of action.

2. Forgetting an event

The lives of teachers, classes and schools are both crowded and busy. In that context, upcoming events which require preparation, parental permission, the wearing of unique clothing (i.e. swimming, costumes for an item being presented) or the need for extra food because the class is going on an excursion can be forgotten. Sometimes it is too late to correct the matter, so children miss out on the event or the outing. Apologise for your mistake; don’t try to brush it over.

3. Failing to keep appointments

Appointments are made to be kept. Perchance you cannot keep an appointment, for instance, with a parent or student, make contact and apologise. Set up an alternative date and time.

4. Misjudgement

If misjudging a matter, apologise for the mistake. It can be easy to underestimate a situation involving student discipline, work completion and so on. If this happens and the error is yours. Say so and apologise.

Teachers are models. This includes behaviour and attitude. If something you do is wrong, say so, apologise and move on. That will be good modelling and leading by example. Apologising as necessary is part of role modelling.

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 shaping young attitudes must start at home. This issue cannot be ignored.

In recent years a lot of commentary has been directed toward shortfalls in student accomplishment. Australian students are regularly compared with their Asian peers. More money and material resources are directed toward our education than in Asia. Yet, our results are inferior to those earned by Asian students. The gap between Australian and overseas results continues to widen.

There are two issues that need to be considered when undertaking comparative study of this nature.

History needs to repeat

Until the late 1970s teachers were trained in how to teach maths, spelling, english, science, social education and so on. Teaching methods for every subject had to be passed before teachers graduated. This was by far and away the most important aspect of training. That is no longer the case. While content is covered, the way teachers go about teaching that subject matter, is generally left to what they glean from practice teaching periods.

While teachers on practice get an idea of how subjects are taught in their training schools, subject awareness and method is given less treatment than used to be the case.

Student Attitude

Asian students have a real thirst for learning. They are eager to attend school, always remaining focused and concentrated. They diligently complete all aspects of lesson requirements and pay close attention to their teachers. They realise that learning can be challenging, but succeed because of inner motivation. Parents and family members are fully supportive of their efforts.

There is a great deal of focus on rote learning and doing what teachers say. Students are inclined towards learning and achieve outcomes that are more significant than those of their Australian peers.

Within our educational systems, teachers are urged to ‘motivate’ children so they ‘want’ to learn. The desire to achieve has to come from within, as it does for our Asian counterparts. It cannot be instilled from without. That is an important part of attitude that often seems to be lacking in the Australian context. Overseas students are eager to attend school. Lateness and absence blemish many of our own school attendance records.

A parallel issue is that of classroom behaviour. Although not talked about openly, the behaviour of many students at both primary and secondary levels leaves a lot to be desired. Teachers spend as much, if not more time, on providing for classroom management and discipline as they do in teaching. This destroys instructional time and is not fair on those who are keen to learn.

These are issues that need to be corrected if our students are ever to attain the levels achieved by their Asian counterparts

In our increasingly cashless society there is a distinct danger that children will grow up without understanding the value and worth on money. It was recently reported that 81% of business transactions are now completed online or by card. Only 19% of transactions involve hard currency. With coins and notes disappearing from purses and wallets, the value of money is becoming abstract and without real meaning.

Writing in the Sunday Territorian some years ago Sophie Elseworth warned that children are losing ‘the sense of cash’. Our card focussed culture is eroding their understanding of money and finances.

Elseworth’s column cites a recent Financial Planning Association report. “The report … quizzed 1000 Australian parents with children aged between 4 and 18. … A majority of parents (66%) concede electronic transactions are a massive barrier for children grasping the true value of money. It … showed 68% of parents were reluctant to speak to their kids about cash.”

Parents have an important part to play in helping their children overcome ignorance about money. The article suggests that giving children pocket money “… makes it a lot easier for parents to discuss and teach their kids about money. … The truly important thing is to teach kids about the ‘value’ of money.”

Giving children pocket money and encouraging them to save some of it, initially in money boxes and then by banking into a savings account can help. With that should come conversations about the reason for saving. There is a paradox to parental responsibility in this matter. Elseworth wrote the FPA report “ … showed 38% of parents admitted to borrowing money from their child’s piggy bank or bank account to pay for urgent expenses.” That does not set a good example on money management.

Although children should have been introduced to money at home, schools have a part to play in extending their awareness about the value of money.

Educators often state that children learn best when their initial experiences involve the use of concrete objects.Their understanding is reinforced if they can use and handle the materials being discussed. The Australian Curriculum requires that “ … students learn about the nature … and value of money.” (ACARA Mathematics overview). Children start with simple experiences which include them handling money and understanding it in a very basic way. More complex matters are presented as students move up the grades through their schooling years.

Elseworth advises of caution offered to parents (and teachers) by Tribeca Financials Chief Executive Officer Ryan Watson. He urged that young people be taught that “credit cards are the devil”. This may be a little extreme but cards need to be managed carefully and sensibly.

A lot has been said and written about the need for teachers to be professionals who meet an expanding raft of the developmental needs of students. Educational expectations held for teachers seem to be constantly expanding.

Teaching is more minutely inspected by the community than any other profession. It seems greater responsibility for the bringing up and development of children is placed on teachers and schools rather than on parents and homes. It has become the done thing for some parents and primary caregivers when things go wrong for children, to vent their displeasure on teachers.

The bullying of teachers by a cohort of parents is an issue of growing concern. The Sunday Territorian (Teachers’ bullying crisis, January 27 2019) confirmed that the Australian Education Union (NT) is worried about this trend and its impact on teaching staff. Union secretary Adam Lampe said he was aware of incidents “ … where parents scream and harass teachers constantly in person and online … that can really take a toll … teachers leave their jobs, transfer and even fall into depression – it pushes people to a breaking point.”

Stories from media outlets within the Territory and around Australia are increasingly reporting on matters of teacher abuse. The way in which the personality and character of teachers can be misrepresented and maligned is extremely alarming.

Expectations held of teachers from selection and training through to their delivery of educational outcomes in the classroom, are subject to increasing scrutiny. However, respect for them in personal and professional terms seems to be diminishing.

The Department of Education is on the record as upholding the fact that “ … wellbeing and safety of all … staff is paramount. … The department takes all incidents seriously and does not condone bullying, harassment and violence of any form in schools.” (Op cit)

I believe that teachers are at times reluctant to report matters of bullying behaviour to school leaders because they may be considered as not able to manage unpleasant situations. Contract, limited tenure and relief staff particularly, may feel that raising the issue will adversely affect their future employment opportunities.

It may well be that some school principals, who are on end-dated contracts, feel the same way about reporting these matters to the department. The Teachers Union maintains that a significant number of teacher bullying incidents go unreported.

Most parents are people who develop respectful relationships with their children’s teachers. However, the actions of the minority referred to in recent and worldwide reports, negatively misrepresent that majority. Bullying and abusive behaviour should be consigned to history. Sadly, it is getting worse.

FLYING IN THE NT OF AUSTRALIA IN THE 1970s

Flying, Connair in the Northern Territory in the 1970s offered some quite unique experiences. One of the things that had to be carefully considered and strictly managed was the weight of the load on each plane.

That was in so much of an issue on the day that the DC 3’s were flying. It was more pertinent when the herons were on the roof. They had a much smaller payload capacity, but still a lot of passengers and baggage to flying. On many of occasions when the herons were flying, not only would baggage to be loaded onto the plane at each stop along the route weighed but so two were passengers and their hand luggage. The total payload could not exceed the maximum amount designated for each flight.

Being weighed was hardly private. Scales were placed at the point of check-in and passengers were asked to stand on their scales with and without their carry-on baggage, their weights were recorded and added to the total to be carried out on the particular flight.

In those days, especially for the ports along the way pilots and flight attendants had to double as counter staff and receivers of luggage and passengers. They were the ones responsible for updating manifests and ensuring all of necessary paperwork was completed. There were generally one or two people who could assist, but they weren’t direct Conair employees. Rather, they were the delivering of passengers and cargo people and that is designated to meet the planes as they came in and then took off.

Connair was an airline that really was for a particular time in the history of the Northern Territory. It could be said that the quality of the service was somewhat unique and even quaint. But they did provide in a way that insured a connection with Darwin and all settlements in Arnhemland and the Katherine Rivers region. Connair provided an iconic service, one with a deference but ever so essential and appreciated.

In our modern, technological age, every child seems to have a mobile telephone, smartphone or similar device. Understandably, parents give their children phones so that they might be contacted in emergency situations. However, there is a time and place for their use. That time and place are not within schools and certainly not in classrooms.

If children bring mobile telephones to school, they need to be kept in their bags or lockers. If there is a worry about security, it may be appropriate for teachers to take and lock these devices in a secure place.

It is too easy these days for children and students to misuse mobile phones. Sadly, there seems to be a trend toward taking inappropriate photographs of students who are being bullied, interfered with, or in compromised situations. These photographs are then circulated for all to see.

When this happens within a school context, it casts the school, its leaders and its staff in a poor light. When students have been embarrassed or injured and that is recorded on a phone camera, all sorts of recriminations can come back on the school. A great deal of time is taken to resolve issues and overcome the hurt occasioned by the wrongful use of those devices.

Far better that the school have a rule that smartphones and other recording devices do not belong within its boundaries.

We must be aware of the trouble smartphones can cause if used for the wrong purposes and at bad times. They need to be carefully secured and not used during the school day.

We cannot overestimate the importance of teachers’ modelling for students. This goes for primary and secondary students.

In some contexts, teaching is regarded as a profession in which one group (teachers) tells the other group (students) what to do and how it should be done. This, of course, is a rather simplistic definition of the teaching and learning processes. It is hardly an example of the interaction and togetherness that ideally embraces teachers and pupils in teaching/learning contexts.

One of the fundamental aspects of leadership teachers offer is the modelling they do through their example and conduct. Students being young, look to and emulate teachers. An example is that children often tell their parents a particular viewpoint is correct because it is what the teacher thinks; therefore, it must be right.

Without being prescriptive in any way, I believe that modelling extends to include the following:

* Dress standards

* Speech patterns and modelling – setting a bright example of free speech and vocalisation.

* Punctuality

* Showing respect.

* Handwriting, including in students’ books and on whiteboards.

* Correct spelling and accuracy in word usage.

This list could go on. Teachers deal with the development of students as people. It’s what we do and how we live that is so important to those we teach and shape toward being the adults of tomorrow. They are watching us.