Too often, reports are developed for the sake of repporting. If there are issues, investigate. Write a report and make recopmmendations for change.  It does not follow that recommendations will be actioned. Organising a report can be no more or less than conscience salving.

Nothing changes without action; So often action is a non-event.

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REPORTS DO NOT HAVE ACTION OUTCOMES

Northern Territory Education officially came of age in 1978. At that time responsibility for NT Education passed to the Northern Territory Government. Education was the first function to be managed locally.

Since 1978, educational priorities have grown, changed and developed. Over the years, earnest attempts have been made to shape education to best suit local needs. Those efforts have considered urban, town, rural and remote schools and students.

Efforts to identify educational needs and priorities have given rise to countless reports. The number of reports commissioned and developed since 1978, would fill the shelves of a large bookcase. For the purpose of this column, reports considered have more to do with management process and system direction than with specific curriculum issues.

Some reports have been vital and system shaping. One of the earliest was the Betty Watts and Jim Gallagher Report (written before 1978) which at that time was a bible, shaping Aboriginal Educational development. There were two reports prepared by Mitsuro Shimpo which looked at Indigenous Education and the need for interdepartmental cooperation across the Territory. Both were researched and written in 1978 and 1979. Shimpo travelled the length and breadth of the Territory in researching his reports. His findings were insightful but never implemented.

Reports shelved

Many, many reports containing recommendations for Indigenous Education were prepared in the following years. Most are long forgotten and many, like the Shimpo Reports, never saw the light of day. They were commissioned, researched, written, presented, sometimes tabled in the Legislative Assembly, then shelved. Rarely have they been enthusiastically accepted and implemented.

‘Education into the 1980’s’ and ‘Toward the 90’s : Tomorrow’s Future’ were two reports with implications for the whole system. The first, apart from Shimpo, was possibly the most widely consulted of all reports. ‘Education into the 1980’s’ sought opinion from practitioners in many schools and communities. Wider opinion was also canvassed. A green discussion paper evolved to become a white paper firstly in draft then confirmed status. Its validity was in large part due to the wide ranging consultation that took place. People knew what was going on.

Acceptance and change

Over the years since self government there have been a plethora of reports produced on every aspect of Northern Territory Education. Our system has been ‘analysed by dissection’ time and time again. Report recommendations have at best been partially implemented. In many cases nothing has changed. That has been especially the case when cost implications are considered. Change is generally not cheap. Over time, this disregard has coloured the opinions held by Territorians about the purpose, validity and relevance of reports.

Need for Reports

On many occasions, the raising of concerns is responded to by the announcement of a study that will lead to a report on matters under the spotlight. It somehow seems that studies of this nature are considered to be a panacea. Reports produced with suggested solutions are deemed sufficient. Without follow-up action, problems magnified by reports are compounded. School based educators and the community at large become cynical about process, follow up and outcome.

Merry-go-round

Educational priorities are constantly reflected upon and revisited. One focus point is the regionalisation and centralisation debate. Another has to do about supporting children with special learning needs for both challenged and enriched students. A major area dizzyingly revisited is the staffing formula for schools, with changes that are almost annual. Policies on Bilingual Education, Languages other than English and curriculum priorities have come, gone and in some cases, come again. Major and minor proposals for change mean education seems to be in a stage of constant flux.

Reports can be valuable as documents confirming research and making recommendations about the way forward. However their commissioning is not an end but a means to an end, that being toward system improvement. It is not appropriate for reports to be prepared, if their recommendations are not carefully considered. Reports cost in terms of time and money. Non-implementation shows a lack of respect for the researchers and amounts to a huge waste of human endeavour and financial resources. They need to be validated by follow-up action rather than building skepticism through disregard.
Henry Gray

This might sound like a cop-out but as a long term school educator, I am glad to be retired. The issues and essences of dealing with peripheral issues, yet issues central to student well-being are growing and expanding on schools in an overwhelming manner.

Bullying in all its forms is taking on the form of a gigantic cloud handing over all schools. The impact is on all students from primary through to tertiary levels.

School focus on academics is being increasing pushed to one side by social agendas. Educators are being battered by demands emanating vfrom government, systems, other social institutions and the community. They are supposed, through the efforts of their staff, to be the fixers of all ills. Schools and staff are being crushed by expectational pressures.

This is a matter that needs to be recognised and addressed.

We can overlook the rudiments of education so essential for the development of young children. It iOS important to guard against oversight or neglect.
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THE SKILLS YOUNG CHILDREN NEED


A recent media story confirmed that technology is being promoted as an essential and necessary learning tool. This should be a focus for younger and younger children. An Australian preschool was reported as requiring enrolled children to bring their own devices (BYOD) for use within their programs. The infusion of technology into learning has been moving down the grades and is now inserting itself into the earliest years of learning.


Australian curriculum authorities are recognising IT by inserting technological skills, including programming, into learning requirement for students from Year Five upward. I would suggest that in time, the formalisation of an IT curriculum will reach into Middle Primary and Early Childhood Years.


What really counts


This focus impacts upon children, their parents and teachers. Rather than young children being ‘IT ready’, it would be far better if they were prepared for life by greater attention to necessary but often discounted personal needs. Overlooking the foundational needs of development, means children beginning their formal education may have significant personal readiness deficits.


Many young children don’t understand the need to care for their belongings. Getting and using things, then putting them away is not practised. Toilet training, hand washing, nose blowing, rubbish disposal and other rudiments of living are still developing for many preschool and early childhood children. Home and childcare training in these practices is built upon at school. Emphasis upon personal development is a far more important priority than focusing on specialist IT skills.


Teaching children how to eat their school snacks and lunches has become the lot of teachers. This includes chewing food, not talking with full mouths and not spreading food and drink around tabletops or onto floors.


The teaching of social attributes and personal skills are often defined as prime ‘loco parentis’ teacher responsibilities. Desk tidiness, classroom cleanliness, use of bag lockers and other tidiness procedures are reinforced at school. However children commencing their school years should not be introduced to personal and social attributes of living for the first time. Teachers should be building on what has been started for children by parents at home and carers in child care centres.


The need for computer literacy and IT readiness are being put forward as necessities for children at increasingly younger ages. These skills will come with time and educational exposure. It is far better for children to commence school with personal readiness and social confidence.



THOUGHTS AND RESPONSES ON EDUCATIONAL THEMES .

These have been added to educational threads on ‘The Conversation’ from May to July 2015. They appear from last to first comment.

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July 30 … ‘Special’ Programs for ‘Different’ People

I hate manifestations of racism and vilification, but reaction when that happens for some groups is more significant than when it happens for others. As a person who has worked in many different situations including remote Aboriginal communities, I have always seen and determined people as ‘people’ regardless ofr race, colour and creed. One thing I did not like was the requirement that ‘special’ programs be put in place for ‘certain’ people, where those were watered down programs. The clear inference was that these students were not up to ‘proper’ work, so an expectation of poor performance was almost ingrained into the system. I got into some strife for refusing to indulge these programs.
July 22 … Bad language and school

Forgive me for being a wicked old past school principal, but I never countenanced the use of bad language by students in my schools. Neither did I accept disparaging comments toward children by teachers. How sinful of me not to allow the free flow of foul mouthed invective, disparaging comment and blasphemy. And now I will receive comment asking me to ‘define’ ‘foul mouth’, ‘disparaging’ and ‘blasphemy’. Goodness, I WAS a bad man for requiring the respectful use of language.

However, my schools were schools and not circuses where classroom teachers had to spend far too much time on managing poor behaviour and disciplinary issues.
July 15 … Lectures should live

Let lectures live by offering living and vibrant lectures. And turn lectures into conversations, exchanges between lecturers and students. There is a place for the Socratic Method within lecture halls. The lecture should not be offered from a ‘high horse’ position but by lecturers who engage with students.
June 30 … Schools (UK) must fix radicalising youth or cop it sweet.

What I detest is the fact that it is always down to schools to fix these kinds of issues. Put it on schools, principals and staff to wave the magic wand and overcome tendencies toward radicalisation. If it doesn’t work out, then look out educators. NEVER EVER ANYWHERE are parents and primary carers held to account for the behaviour of their children. Their gross abrogation of responsibility is excused and any thought of onus being put onthem waived away. It is time that blame was sheeted home to where it belongs, to the home and to the parents of these young people.

June 29 … Special needs students and school

I think you make a fair point Rachael. Since the mid nineties when inclusion became a part of the Special Education approach because of changes in educational approaches, there has been a rush to mainstreaming of special needs students. This in the NT has been supported by Student Services, the employment of school assistants and so on. While support for these students within special schools has diminished, the need for accomodation and meeting of needs has become an increasing part of general school focus.

I understannd the principles for this change and as a school principal worked within the system both before and following the changes in the 1990’s. For inclined and positively motivated cghildren with special needs, mainstreaming worked well enough. However, it did and still does ‘stretch’ teachers who have to cover ever wider ranging ability contexts within classrooms. The attention special needs students take, can diminish the time teachers have available to deal with the rest of the class. It is not uncommon for classes to accomodate two, three, four and sometimes more special needs students. Teacher ‘stretch’ adds to teacher fatigue.

While assistants are available to help with special needs children who are mainstreamed, they also have to be added to the responsibilities teachers have because of the need to consult, share planning, develop student improvement plans and so on.

When mainstreamed special needs students, by accident or intentionally are deliberately disinclined and oppositional learners, this adds hugely to the burdens faced by classroom teachers. Behavioural issues are increasingly a part of the special needs student characteristic. Discipline challenges and general disruption within classrooms can and does occur.

I have sometimes wondered whether at some stage, parents of children in a particular class of a particular scgool will take a class action against one of our educational systems because of the lack of teacher atention paid to their ‘normal’ children. I believe in mainstreaming but would argue that the special needs schools we have are bettter positioned to provide for special needs children and students than are mainstream primary and secondary schools.
June 26 … Play and playgrounds

This is a great and very timely article. As as ex-Principal of primary schools for four decades, it has saddened me that play has become so sterile. This has largely been forced by fear of litigation ahould things go wrong. However ‘controlled’ play takes from children the chance to make decisions, take risks, be emboldened and to simply enjoy themselves in the playground. Yes, care and common sense are needed but we don’t need safety standards and controlling regulations that go over the top and freeze the enjoyment and spontaneity in play.
June 21 … School Uniforms

Anne, critics are fine by me. Maybe you could trot out tyour evidence confirming that students of all ages like the notion of free range dress and it makes them better as students. My schools were always uniform based but NOT because I said so. School Councils and Student Representative Councils were the groups that on behalf of students and community wanted and controlled our uniform ideas. Uniform changes were overseen and managed by these groups and not by me.

My leadership method was not to sit and dictate and what happened within my schools and communities was based on collective and consensus based opinion. There were plenty of policy changes occurring on my watch that I personally did not approve but accepted as part of our consensus approach.

On uniforms. Within the NT, Education Department policy is for uniform in public schools from junior primary to senior secondary. As you would know, departments mirror governments and governments are influenced by the wider community.

I take umbrance at your third paragraph wich suggests me to be a liar. Not so and if you knew me you would know so.

Now your research based empirical evidence confirming that students in uniform are less happy, do less well and have fewer willingly given opinions than those who dress as they like, please.
June 18 … Teaching the Asian Way!

Always explore what might be superior alternatives of teaching and learning. But please do not turn our students into parrots that spit out facts without understanding. And please don’t regard students as empty gas bottles to be filled with facts as they move up the grades end through the years. Please consider the need for holistic education that takes account of academic, social, emotional and moral/spiritual development.

June 14 … Women as leaders

As a person who was a school principal for 40 years, many of them with the support of leadership teams, I can promise you that the contribution of women to our leadership cohort was enriching. Yes, men play a part but the perspective brought to our teams by women was invaluable. I always listened to what was offered in shared dialogue and was wise to do so. On many an occasion the ladies in our group pointed to ways of enlightenment. I was always acknowledged for being principal of successful schools; that was down to the contribution of our leadersbhip cohorts. The majority of those engaged within our shared leadership model were women and for that I will be forever thankful.

June 11 … NAPLAN

Listening around would convince many that education is NAPLAN. This test ties schools, principals, and teachers in knots. Real educational needs can be neglected as NAPLAN, for months on end, becomes the ‘be all and end all’ of education. Many students stress big time, and so do their teachers. In the words of Tom Chaplin they believe that’ your score is my score’ is what teachers are thinking as they reflect upon their students. NAPLAN is distorting education big time.
June 7 … The power of good university staff

I would hope that universities offer students a wonderful, enriching learning experience and development for which in later years they thank the tertiary institution(s) wherein they have studied. I thank the CDU O(at that stage the Northern Territory University) for the study and developmental opportunities afforded. As a part time staff person at the CDU I try to emulate the methodologies practised by those lecturers, tutors ande course coordinators I came to admire.
June 4 … ‘Principal for a Day’ initiative

I thought long and hard about writing this, fearing i might be pinged for
big-noting. However, I will take that risk.

In the second half of the 1980’s, as the principal of a large primary school and after conversartion with our Student Representative Council, we launched a program called ‘Principal for a Day’. Upper Primary students were eligible to apply to be me for the day. Selection was by an SRC drawn raffle. The selected sfrudent took oveer my role and my office for the day. I went one further and took the place of the swelected student in her or his classroom for the day. For both of us, trhat was complete with change of dress, lunch arrangements and everythhing else that went with the role change.

We conducted this program every year for many years.

I was generally told that the idea was silly as was I for coming iuip with such a scheme. However, it was a learning experience and I won’t go into that right now.

My point is that there is now a formal organisation which has introduced the ‘Principal for a Day’ concept on an Australia-wide annual basis. However, I don’t trhink they have gone as far as turning the principal into a student for the day.

The work of our program got out through print and television media, also fthrough our school newsletter.

During my time as a principal ‘silly old Henry’ either promoted or introduced several other initiatives which, covertly lampooned at the time, have become part of system practice.

I am not a coveter of recognition but a person who aimed to make a contribution to many aspects of education during my years in schools. That is reward sufficient.

May 31 … Students should be the ‘prime focus’ of universities

Education’s function should be focus on students. Students also need ot accept responsibility for their learning. ‘You can lead a horse to water but you can’t make it drink’ applies as much to university education as primary and secondary educational outreach.

That said, universities need to have a focus on students and their prime function should be about teaching and engagement with their student populations. Maybe in their pursuance of research outcomes, students may at times become a neglected group.
May 27 … Technologically supported tertiary distance learning

A lot of these students won’t bother turning up for learning via technoology either. The onus of responsibility for outcomes is placed squarely on the shoulders of universities but what about a bit of accountability being placed on the students. Many students who fail or get scrape passes become upset and blame lecturers and course coordinators for their poor showing; their attitudes of indifference or being ‘too busy’ to meet their obligations means they construct their own destiny.

Technologically supported is learning is fine, but when not used by students for meaningful engagement is hardly a learning ally. Then to turn their dissapointment and recrimination back on universities! What gall! Those who fail to meet course commitments should be failed – end of story.
May 24 … Congratulation on starting down the Teacher Pathway

Allow me to wish all teacher graduates celebrated in this article the very best for fulfilling, satisfying and joyful careers. As an educator who graduated in 1969, I attest to a career that faced many challenges and enabled me to share in countless celebrations with peers, students, systems and communities. You have entered into a most significant, indeed a most influential career. My wish for you is that your career paths will be long and sartisfying.

Take it from me that the years pass by quickly. It sommetimes seems only yesterday when I graduated from (then) Teachers College.

In my retirement from full time schooling contexts I have begun to develop what might be helpful hints on practical classroom considerations and needs. Although set toward Australia and the Northern Territory where I live, they have context for all graduate and ongoing teachers everwhere. I call them ‘vignettes’. They are being progressively published on my blog at henrygrayblog.wordpress.com Feel free to visit and download those which might appeal. There is no cost attached because it seems that I should give back to a profession that has done so much for me.

Again, all the very best as you begin journeying along your chosen career path.
May 20 … Empirical studies delay corrective actions

Funny how empirical confirmation of issues takes so long to catch up with what is anecdotally known to exist around phenomena like this. Empirical studies buy time for those who know that what they are doing is wrong. These studies defer the day of reckoning.
May 18 … Teacher Training

There needs to be an upturn in attention to teacher training by all universities. Teachers, quite frankly, need to be taught to teach. Degree courses are devoid of units which include teaching methodology as a part of the program. Neither are pre-service teachers prepared for the practical understandings needed for their emergence into schools and commmunities as graduates.

The two and three year training programs from the olden days did far more to prepare teachers to teach than do four year degree courses these days. They were intense programs that delivered depth understanding in the key area of actually skilling people with those practical requisites and methodologies needed to be effective and efficient classroom practitioners. Practice teaching rounds were assessed in depth and there was no superficiality about delivery of training outcomes.

Every practical help was provided those who wanted to train. However, for those who could not deliver during training, the word ‘fail’ applied and they exited the course. It can be relatively easy to pass both a degree and get through the minimal practical training requirements: It is altogether much harder to actually teach.

Maths and science teacher training options

If aspirants are going to be attracted to train as maths and science teachers, there will need to be considered re-structuring around training programs. The appeal for pre-service teachers considering these domains may be blunted by the prospect of HECS indebtedness. Support through fees waiving may help. However, many considering teaching look at the degree of difficulty of options and go the easier programs. Others are ineligible for this training option because their Year 12 secondary graduation has been light on for maths and science units.
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TIDINESS STANDARDS ARE IMPORTANT

School days are busy days. There are few spare moments available to consider and attend to matters not directly focused on teaching and learning. Tight timetabling means that teachers and their classes have very little time that is not devoted to predetermined activities.

Because of teaching and learning pressures, it can be easy to overlook fundamentals that contribute to character development and the establishment of good habits. Teaching and learning outcomes are important. However attention needs to be paid to appearance, tidiness and general order of classroom and school. Without these considerations poor work, study habits and civic attitudes can develop. Important priorities and personal habits can be discounted. Among the things that should be considered are the following.

• Desk tidiness should be encouraged. This includes desk surfaces and storage area for books and other items. Setting aside a few minutes every day or two to make sure students desks meet a standard pays dividends. It also ensures that children are quickly able to find things they need for upcoming lessons.
• Student lockers and bag recesses need periodic checking. All sorts of things from discarded clothing to rejected food items can finish up in these places.
• Many students eat lunch inside or just outside classrooms. If duty teachers check before lunch boxes are returned to bags or refrigerators, paper, plastic wrappers and fruit peel will go into the bin where it belongs. This may not seem like much, but it reinforces hygienic practices.
• Organising a “monitor roster” of students to take responsibility for keeping areas of classrooms and learning spaces tidy can work. This might include benches, ledges, library book displays, the floor, wet areas and so on. It’s not a case of cleaning up after others but reminding everyone of their need to contribute to classroom care.
• Spending a minute or so at the beginning of each break to make sure everything is off the floor and that desktops are tidy, establishes a good cleanliness habit for all children. Reminders may be necessary but with time and consistency good habits will develop.
• Common areas including toilets and the schoolyard, verandahs and the school library deserve care from everyone. Duty teachers, the school leadership team and indeed all staff should be part of this effort. General tidiness is also an area that might involve the Student Representative Council.

For tidy school programs to work well, all members of staff need to contribute. For instance, teachers’ tables and personal storage areas in classrooms and elsewhere should be kept in the way that sets an example to all students,

Tidiness is an attribute we all need. With it, generally comes personal organisation which helps the way in which school facilities are used and shared. Tidiness is a habit that will be useful throughout life.

CHILDREN NEED MORE PLAY AT SCHOOL AND HOME

The way in which school children play at recess and lunch time has changed significantly over the years. Some of those changes are in the interest of common sense. Others have come about because of concerns that accidents at school might result in costly medical and litigation outlays.

Unduly rough play is discouraged when children are playing ball games, chasing games, and similar energy releasing activities. Climbing trees is out and there are rules about genteel behaviour when children are using playground equipment. Duty teachers are on hand to remind children of these and other rules.

School playgrounds have to conform to Occupational Health and Safety codes. Some playground equipment has been outlawed, including popular roller slides which were all the rage in the 1980’s and 1990’s. These have been replaced by standard plastic slides which have far less excitement and appeal to children. There are many other construction requirements which add costs for schools wanting to develop playground stations.
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A Real Need

Students need the opportunity to run around, let off steam and return to class reinvigorated, refreshed and ready for learning. However, if they find school yards too uninviting and games allowed too restrictive, they may choose sedentary playtime activities. The school library with its computers may offer new appeal. Or children may choose to sit, talk, play with hand-held toys or build their card sets rather than being physically active. Rather than returning to class in a re-energised way, they may feel let down and switched-off when confronting the afternoon’s class program.

There are some opportunities for children to join in weekend sporting activities, but many have little chance for physical play when away from school. Rather than being outside playing, they are inside with X-Boxes and computer games.

Outdoor play is necessary to help children build stamina and endurance. Being outdoors and playing in the fresh air has to be part of building healthy minds in healthy bodies. Many children live in apartments and have little outdoor opportunity. Others are domiciled in our newer suburbs with large houses and small often unenclosed yards. There are parks but these are often sun drenched. Parents also have security worries about children playing in these public parks independently and without supervision.

We are confronting a situation in which play and games opportunities for children are often too scarce. A lifestyle altogether too sedentary is emerging This is an area of childhood development and opportunity that needs correction.

This was published in the Suns Newspapers (NT) in May 2015

CHILDREN NEED MORE PLAY AT SCHOOL AND HOME

The way in which school children play at recess and lunch time has changed significantly over the years. Some of those changes are in the interest of common sense. Others have come about because of concerns that accidents at school might result in costly medical and litigation outlays.

Unduly rough play is discouraged when children are playing ball games, chasing games, and similar energy releasing activities. Climbing trees is out and there are rules about genteel behaviour when children are using playground equipment. Duty teachers are on hand to remind children of these and other rules.

School playgrounds have to conform to Occupational Health and Safety codes. Some playground equipment has been outlawed, including popular roller slides which were all the rage in the 1980’s and 1990’s. These have been replaced by standard plastic slides which have far less excitement and appeal to children. There are many other construction requirements which add costs for schools wanting to develop playground stations.
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A Real Need

Students need the opportunity to run around, let off steam and return to class reinvigorated, refreshed and ready for learning. However, if they find school yards too uninviting and games allowed too restrictive, they may choose sedentary playtime activities. The school library with its computers may offer new appeal. Or children may choose to sit, talk, play with hand-held toys or build their card sets rather than being physically active. Rather than returning to class in a re-energised way, they may feel let down and switched-off when confronting the afternoon’s class program.

There are some opportunities for children to join in weekend sporting activities, but many have little chance for physical play when away from school. Rather than being outside playing, they are inside with X-Boxes and computer games.

Outdoor play is necessary to help children build stamina and endurance. Being outdoors and playing in the fresh air has to be part of building healthy minds in healthy bodies. Many children live in apartments and have little outdoor opportunity. Others are domiciled in our newer suburbs with large houses and small often unenclosed yards. There are parks but these are often sun drenched. Parents also have security worries about children playing in these public parks independently and without supervision.

We are confronting a situation in which play and games opportunities for children are often too scarce. A lifestyle altogether too sedentary is emerging This is an area of childhood development and opportunity that needs correction.

Violence in Schools: A Perspective

The issue of violent threats in their various forms is one I believe needing careful address. It’s the matter of “issue” rather than “individual incident” that needs careful consideration. The matter is not new – but rather has been ongoing over time.

From time to time the system and various support professional organisations  have looked at the matter and considered process that might be taken into account when reacting to matters of threat. That to me is part of the problem; our system is “reactive” rather than taking a proactive role in engaging the matter.

Threat in its various forms is not new. However, responding to the matter seems to be one that causes embarrassment. Often Principals and staff members feel that to air issues occurring within the school organisations is tantamount to a profession of weakness. There seems to be a preference to manage within, making sure that word about problems does not get out. Over time there have been assaults levied against Principals and staff members where it seems that departmental management is to mute the issue almost in some sort of “we are guilty because it happened” fashion.

I think that issues of this nature have to be put right out into the public domain and addressed with responsible but justified professional aggression. “How dare they” ought to apply. The response being developed needs to have full system support and it ought not to be that recommendations on process point and direct the whole matter back to schools at the individual level to manage.

Members of student and parent communities do not have the right to inflict themselves upon teachers and other staff members in a violent, threatening or intimidating manner. Staff and principals deserve full departmental support against this sort of behaviour all the way to action through court processes. An “under the carpet” response is not acceptable.

Maybe during my time as a school educator I was lucky in not having these sorts of things thrust against me personally. I can promise that assaults directed toward my staff or myself would have been most vigorously pursued through courts.

No, I would not have felt weak all guilty about taking these actions because staff members and school principals deserve to be respected and protected.

I would hope that the issue going forward is addressed in an appropriate responsive and responsible manner.

It’s Time to Stop the Breast Beating

In terms of educators meeting learner needs, it is time for us to stop the self-flagellation and breast-beating that accompanies educational accountability. “Are schools and teachers meeting the needs of children and students” is a question that needs repositioning.

Rather than schools and educators being dumped with loads of accountability for educational inputs and outcomes, it’s time for quizzing to turn to children and their parents. Self responsibility on the part of students and their parents should be the challenge. Are we meeting the needs of learners needs to be looked at in terms of “are children and their primary caregivers doing their bit toward the development of our next generation”.

I once had a conversation with a Principal colleague who told me of a meeting with parents over their child who was particularly and negatively challenging his schools’ culture and ethos. The parents upbraided the Principal for his lack of care and concern. They demanded he and the school do more for the child. The principal offered a conditional response. He and the school would do better for the child for the eighth of the year the child spent at school, if the parents would commit a greater effort for the remaining seven eights of the year – the time he was in their care.

This story goes to the nub of the issue. Schools have a role to play in child and student development, a matter educators have never shirked. However, parents are the primary caregivers and over time the gradual off-loading and dumping of rearing responsibilities onto schools is misplaced and alarming.

The notion of school being a place where fizz has to be applied to every learning situation in an effort to engage learners is equally as galling. Schools need to bUUNTe fun places and learning needs underpinning with enjoyable experiences. However, there are vital aspects of learning that are repetitious, mundane and focussed toward cognitive appeal. Not everything can be bubble and froth because learning is not about fizz but about substance.

Metaphorically, schools add the yeast added to the bread to make learning rise in the minds and souls of young people. That means biting onto key issues and chewing on the meat of learning opportunities.

The thought ‘best’ education has to be about froth and bubble in order to appeal to young people is a sad commentary on modernity. It also suggest that deep learning is unimportant.

Motivation and Inclination

There seems to be a belief held within society and certainly implied by Governments that all students are inclined learners. Nothing could be further from the truth. Deliberate disinclination is an ingrained element within the psyche of many children and students. Non-respondents may reject learning opportunities by passive resistance or by more belligerent defiance. All rejection is negative, confirming that while you can lead a horse to water you can’t make it drink.

If children come to school with attitudes of deliberate disinclination and defiance, it is hard to move them from negative to more positive attitudes without parental awareness and support. That is not always forthcoming and in fact parents often take the side of children, being in no way prepared to support the efforts of school staff.

It is behoven on children and students to recognise and accept responsibility for their actions. Educators are often too quick to excuse children and parents and too slow to recognise that the onus for change and development should be vested on the home as much as on the school front.

Sadly in this day and age, with parents compulsorily committed to work and earning, the upbringing and development of children, in almost total terms, is thrown at schools.  I mean this quite literally because the social/government and system imperative plants this responsibility on and into schools. Many school educators feel they are being ‘commanded’ to bring children up. When societal failings become apparent, schools and their staff members are held up as being the major contributors to that failure. parents, prime carers and students themselves are home free.

That is totally wrong.  The wrong people and institutions are being blamed for shortcomings, when the responsibility belongs to those who are excused.

SUNS 90 IMMUNISATION A ‘MUST FIX’ ISSUE

Published in the Suns newspapers in May, 2015
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Vaccination is a vexed issue.

Keeping students healthy and being aware of their vaccination status is a responsibility assumed by all schools. Parents enrolling children are asked to complete quite detailed enrolment procedures. This includes providing information and verification about children’s immunisation histories.

School leaders are very aware of their duty of care responsibilities. Should there be an outbreak of measles, chicken pox or other communicable disease, they immediately let parents know. That is all the more imperative, because it is not uncommon to have children in the school who have not been immunised.

In order to facilitate this communication, support staff need to have information to hand about children who haven’t been immunised. Careful management is important in order to avoid children who have not had their jabs being known to their peers and classmates. If other children become aware of the situation, that can become a point for teasing. Avoiding embarrassment for these children, who have had no say in whether they should or shouldn’t be immunised, is important.

Without doubt, the lives of children who have not been immunised can be affected if they catch a disease. For this reason together with easing schools administrative problems, most principals and school councils will welcome the Australian Government’s ‘no jabs no money’ initiative.

Impacts

The Australian Government’s ‘no jab, no money’ policy will cause people to think again about their attitude. It will take extraordinary conviction for families with entitlements to risk losing $15,000 in child care and welfare benefits.

This change in government attitude is important to counter what has been a growing trend. Several years ago, 15,000 Australian children had not been immunised against communicable diseases. That number has now blown out to 39,000. This in part may be due to parents simply overlooking the obligation but that is not the case for all. The government’s proposition to allow exemption on medical grounds alone may cause some angst, but is wise policy. Exclusion on the basis of religious affiliation, personal belief and philosophical preference as a base for exclusion, was far too wide.

Schools at present

In Northern Territory schools there is no specific requirement for children to be immunised before they are enrolled. If they become aware that children have not been immunised, school leaders and administrative staff may encourage rectification, but that is where their intervention capacities stop.

The Department of Education’s policy on this matter is quite clear. Placed on the web in November 2011 it states as follows: . “It is recommended that parents/staff report these conditions to the school to ensure proper care of students/staff and to detect situations where there is potential for transmission. Confidentiality or privacy of medical information about an infected person should be observed at all times and in all situations.”

The issues surrounding immunisation have had a growing impact upon schools. Anxiety is felt for non-immunised children by the Department and school staff. It may be suggested to parents that they re-consider injections for their children but parental prerogative prevails.

The ‘no jab, no money’ policy will lessen school management and notification requirements.

SUNS 89 : RELIGIOUS INSTRUCTION IN SCHOOLS

Published in the Suns in April 2015
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RELIGIOUS INSTRUCTION: PRO’S AND CON’S

The issue of religious instruction (RI) in government schools is one that comes up from time to time. That has especially been the case in the Territory since the introduction of the Howard Government’s chaplaincy program in 2004. Our Department of Education maintains the following position on RI.

“Religious instruction is a means of delivering spiritual, ethical and pastoral needs to students whose parents choose for their children to participate in such a program.
Religious instruction is not part of the curriculum for Territory schools and provision for religious instruction is therefore a matter for each school to determine in accordance with the department’s Religious Instruction Policy and guidelines.” This position was written in January 2011. The policy allows for five hours of RI each term.

Methodologically, schools supporting RI may elect for the program to operate in each class for 30 minutes each week. Some schools have an RI block for an hour each day during one week of term. Some schools 2900 schools engage the services of a school chaplain. Others have laypeople from various churches or denominations who volunteer their time to undertake RI programs in schools.

Isssues

RI can raise issues for schools.
* The matter of ‘indoctrination’ comes up from time to time, especially in relation to the chaplaincy issue. People worry about the promotion of a specific religion when the one chaplain is appointed to look after the whole school.
* Should RI offer students a comparative understanding of the various faiths or should it reinforce a particular belief.
* Given the heavy curriculum load confronting schools, a need for five hours each term for RI becomes the question. Can the time be afforded.
* Increasing numbers of parents are electing for their children not to attend religious instruction lessons. These children have to be provided with other activities while the sessions are in progress.
* Duty of care requires a teacher to sit in a supervisory capacity with each class while volunteers are conducting RI lessons. They can be required to step on at times because of control and behavioural issues.
* Religious instruction can become problematic if children begin to tease each other over principles of faith and belief.

Values Education

An alternative to RI might be devotion of that time to values education. The National Framework for values to be promoted in schools was agreed to and endorsed by all the state and territory Ministers of Education in February 2005.

The Framework recognises the importance of values education. It also recognises that values education in schools draws on a range of philosophies, beliefs and traditions. Espoused values include care and compassion, personal best effort, the need for a fair go and the right too freedom. Other values recognised include honesty and trustworthiness, integrity, respect, responsibility, tolerance and inclusion.

While these characteristics are covered in broad terms, treatment is often incidental. Devoting programmed time to discussion and understanding core community values might be a character developing alternative to religious instruction.

VIGNETTES SERIES 19: ‘TOWARD BEING ‘DOERS’ and ‘CREWING THE CLASSROOM’
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VIGNETTE 55

‘SAYERS’ AND ‘DOERS’

There are two kinds of personalities in this world. Regardless of what we do when we go these personality types are with us. There are the “sayers” and the “doers”.

I believe it is very important as educators to be people who earn the respect of others
by “living” the statements that we make in the positions that we uphold to others. It is all together too easy to be somebody who commands and ask other people to do things and to act in particular ways. That after all is a part of the teaching and development of others. However we need to be prepared to live by the precepts we espouse. Unless we adhere in our lives to the things we ask of others we will not earn their respect.

“Do as I do” is very important in the teacher – pupil relationship. If students know us as teachers who live by this principle their respect will be enhanced. This applies to every aspect of that relationship.

If we want children to be on time and say so, then we need to be on time ourselves. Everyone children to return promptly after recess and lunch, then we can’t avoid is teachers to be late ourselves. If we want children to wear hats out in the playground then as teachers we need to do the same. If we put it upon children to keep their desks and tidy tray is clean neat and tidy, then teachers’ tables and working benches should be kept the same way.

I don’t believe we should ask the children to maintain standards that we are not prepared to maintain ourselves. And example might be handwriting. If we ask children to take care when they’re writing in where books then we need to have the same set of standards that we maintain with written work. We might think the children don’t sense or understand what we’re doing but believe you me, they are very sharp and perceptive in that regard.

The principle extends to the way in which we approach our teaching tasks. The precepts or tenets under which we operate should not just be sets of empty words but reflective of vibrant teaching practices. In that way we earn the respect of our colleagues, the community and of course our students.

There may be occasions when we have to depart from the norm of usual operation. If that’s the case I believe it important that students and close colleagues understand why on the particular occasion the expected process can’t be followed.

Respect is a very important quality and in many ways the cement the binds those within an organisation together. It is a key value. If we earn the respect of others, self-respect also develops.
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VIGNETTE 56

PLAYING ‘CAPTAINS AND CREW’ WITH TECHNOLOGY

There is increasing focus within classrooms upon technology and its use to promote teaching and learning. One of the things of which we have to be careful is the technology doesn’t take over. Technological tools are servants to be used in the enhancement of what we offer our student groups. We should never allowed to take over and dominate. Technology is a good servant but can be a bad master.

For older teachers particularly but younger ones as well, technology can be confusing. There is so much to learn and keeping abreast of developments can be hard. There is also a tendency to keep things not fully understood at arm’s-length. The case in point for myself was reluctant to come to terms with Learnline, a critically important communications tool I needed to understand in order to work with external students at university. I got over that concern and learned to use the tool and now try and keep abreast of upgrades and enhancements.

I was always appreciative of the fact that smart boards and other devices came toward the end of my teaching career. Being nervous about using and applying technology is not wise but certainly exists.

In 1996, there was an article in ‘The Australian’ newspaper written fro memory by Heather Gabriel. This column suggested that teachers in classrooms avoid becoming petrified of technology. Rather than stressing over understanding, the writer suggested teachers regard themselves as captains and students as the crew of a ship. The purpose of any journey is to get from Point A to Point B. To achieve that, a ship’s captain employs the expertise of his or her crew and acts as the overall controller.

Similarly, children often know a lot more about the intricacies of technology than teachers. Delegating children to use that knowledge to manage the ‘mechanics of technology’ can help avoid glitches and facilitate smooth sailing. Keeping an eye on the way technology is being used helps avoid the shortfalls (wrong sites and so on) that can find their way onto computer screens.

This approach promotes a collaborative and shared classroom. And over time, teachers learn a lot from children about ‘what works’ on the technological front.

Try it, it works.

THE BEST OF REWARDS

The richest of rewards for veteran or retired educators is to be looked out and thanked by former pupils, now adults, for the positive impact ‘you’ had on their lives. That brings joy to the soul.
THE PURPOSE OF EDUCATION

Our Territory’s first CEO Dr Jim Eedle told principals in the late 1970’s that ‘schools are for children’. Education was our prime purpose. How easy it is for systems to digress from that key goal.

Tertiary institutions preparing teachers for tomorrow’s classrooms should in my opinion keep the Eedle exhortation well and truly in mind. It is so easy to become side-tracked and lose focus. Graduate teachers have every right to be proud of their accomplishments and the piece of paper that confirms their graduation. If those graduates have a focus and ambition that is toward others, they are well on the way to fulfilling one of the most important professional callings. Ours is a call to service.
TEACHER UNHAPPINESS: THANKS FOR THE RESPONSE

Some months ago I placeed a discussion on this site about TEACHER UNHAPPINESS. it dealt with the fact that teaching does not always live up to the expectations of teachers and for a number of system imposed reasons. While some may desire to leave the profession for lack of fulfilment, many cannot for a number of reasons. So they hang in until they can finally leave teaching and that with a sigh of relief. How sad for them and possibly for students they have been teaching.

The thread is now closed. It attrached close to 300 likes and 850 comments from all over the world. I wanted to thank all those who contributed their thoughts and to the weight of insights offered.
ESTABLISH CAREFUL PRIORITIES

Our work especially for others, is what education is all about. But we should never allow our work to supplant our families, pushing them aside. Establishing careful priorities is ever so important.
CONFERENCE MATTERS

To attend conferences costs time and money, It also takes people away from workplaces. Might it be possible for key conferences to have both physical and online attendance and contribution.
GIVE FEEDBACK FROM CONFERENCES

Leaders and teachers attending conferences should offer feedback to their colleagues. It can be too easy to avoid sharing conference objectives and outcomes with peers. Share the benefits with others.
HEAR STUDENTS

A great deal of enriching exchange for me has been in face to face, e-mail or discussion board conversation with students. They have a lot to offer when it comes to exchange about issues. Hear them.

This is the fifth in series of snippets I hope will be handy as pointers, reminders or reflectors.

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GIVE BACK IN RETIREMENT

I think it is good for retirees, in retirement, to spend time in giving back to the profession. Supporting principals and staff in a coaching/mentoring context by being a critical colleague can help.

SPURN EXPERIENCE AT YOUR PERIL

Educational systems discard retiring educators and those with experience of years at their peril. ‘Starting all over’ and ‘reinventing the wheel’ revisits past mistakes, disgarding lessons learned.

MODELLING

I don’t believe that we can over estimate the importance of teachers modelling for students. This goes for primary and secondary students.

In some contexts teaching is regarded as being 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 rather simplistic definition of teaching and learning processes. It hardly examples the interaction and togetherness that ideally embraces teachers and pupils in teaching/learning contexts.

One of the very important aspects of the leadership offered by teachers is the modelling they do through their own personal example and conduct. Students being young look to and emulate teachers and others. An example of this is the children often tell the parents that particular viewpoint is right because it is what the teacher thinks, therefor it must be right.

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

Dress standards
Speech patterns and modelling – setting a bright example 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, but I’m sure you get the drift. Teachers deal with the development of people. It’s as we do and how we are that is so important to those we teach and shape toward being the adults of tomorrow.

KEEP COMPUTER IN PERSPECTIVE

These days it is easy for teachers to become “captured” by the computers. They become “jailed” at their teachers table.

This happens because of the emphasis placed on darter collection and analysis. Everything comes back to data driven outcomes. That being the case it is all too easy for teachers to be 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 really deliver results so they can be input those into computer.

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

It is necessary in my opinion the teachers of all students, particularly early childhood and primary children to be among them, moving from desk to desk.

Data of course it does have to be input but if that takes priority over the mechanical manifestations of teaching and working directly with students then something needs to change.

It is important that teachers be aware of and make “mind notes” of the amount of time they spend locked at their tables with their computers. That ought not to be the major percentage of time occupation.

I believe the 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 do have to spend time at their desks with their computers, but it should be reasonable and not overdone.
POLITENESS AND GOOD MANNERS

These days, manners are not practised by habit. Many children (and adults) are poorly mannered. It seems that a big percentage have never been taught the rudiments of good manners at home. Child care programs may try but their prime focus is on minding, not on teaching.

All too frequently children overlook ‘excuse me’, ‘please’, ‘thank you’. ‘i beg your pardon’ and so on. Although it gets monotonous, correcting students who overlook these essences of politeness and good manners is important. Commenting in a praising context to children who do remember to use these words and expressions can offer positive reinforcement.

One of the most frequent oversights occurs when children butt into a conversations being held by teachers with another student or students. That impetuosity certainly needs correction. Children need to appreciate the need to wait their turn when dealing with teachers.

Manners can be broached through appropriately constructed lessons. To involve students in situational role play where manners need to be practised can help. Periodic classroom discussions about manners and politeness might be useful.
The subject could be broached through a Socratic Discussion session.

Strategies to reinforce the need for good manners including reinforcement through daily classroom interaction should be part of teaching and learning strategy.  And that is for all classrooms, from pre-school to tertiary level.
THE BEST REWARD

The richest of rewards for veteran or retired educators is to be looked out and thanked by former pupils, now adults, for the positive impact ‘you’ had on their lives. That brings joy to the soul.
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For teachers graduating into our classrooms, it is often not a case of what they know or what they don’t about teaching methodology. Their introduction is often one of shock when they realise they are dealing with increasingly non-compliant children. While teaching practices can be put into place, they don’t wash with children who are deliberately defiant and behaviourally dysfunctional. Some of that may be down to identifying ‘syndrome’ issues that can be worked on and corrected. Many children however, are knowingly and wilfully defiant.

I have talked with many teachers who report of having to spend most of every day on managing and disciplining children, with very little time left for teaching. Sadly, blame for what goes wrong is directly blamed on school leaders and teachers.

For teachers graduating into our classrooms, it is often not a case of what they know or what they don’t about teaching methodology. Their introduction is often one of shock when they realise they are dealing with increasingly non-compliant children. While teaching practices can be put into place, they don’t wash with children who are deliberately defiant and behaviourally dysfunctional. Some of that may be down to identifying ‘syndrome’ issues that can be worked on and corrected. Many children however, are knowingly and wilfully defiant.

I have talked with many teachers who report of having to spend most of every day on managing and disciplining children, with very little time left for teaching. Sadly, blame for what goes wrong is directly blamed on school leaders and teachers.

Some years ago, during a session in which school leaders were (again) be taken to task about classroom occurrences and teaching shortfalls, I asked a key leader whether Australia’s Prime Minister and Education Minister were aware of these issues. They answer was they were aware, but didn’t want to know about such matters. That day, as a school principal, I began to actively think about retirement. On reflection, it was this conversation and an awareness of political response and lack of concern for teachers and leaders, that placed a career end-date in my mind.

Some years ago, during a session in which school leaders were (again) be taken to task about classroom occurrences and teaching shortfalls, I asked a key leader whether Australia’s Prime Minister and Education Minister were aware of these issues. They answer was they were aware, but didn’t want to know about such matters. That day, as a school principal, I began to actively think about retirement. On reflection, it was this conversation and an awareness of political response and lack of concern for teachers and leaders, that placed a career end-date in my mind.

VIGNETTES SERIES 14: BUILDING POSITIVES FOR STUDENTS

It is the little things that help when it comes to entrenching positive characteristics and qualities.
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VIGNETTE 43

REWARDING THE EFFORT

Children owe it to themselves to do their best work in class. Sometimes they may think their work being done for teachers and parents. There are ways of helping children realise teachers and parents are supports, with the work being done ultimately for their benefit.

While ownership of work is vested in children, applauding their efforts helps when it comes to building pride in product and learning outcomes. It is discouraging for children who are trying their best, to be minimally recognised by teachers. Handwritten comments of praise, stamps, stars and stickers mean a lot. They are small tangibles that go a long way toward building justified pride in the hearts of children who have done their best. These small tokens of recognition are boosting for children. They love sharing their successes with parents, relations and friends.

Recognition of work and effort through merit certificates awarded at class or school assemblies is boosting for children. Classroom wall charts which track star awards are constant reminders of student success. Mention in school newsletters might be an option. Letting parents know about the efforts of their children by work of mouth, phone call or note might be an option. Rewards policies are often established by particular schools but a great deal of praising opportunity is left to the discretion of teachers.

Don’t overlook recognising effort by encouragement awards. It is nice to let children know their efforts at improvement are not going unnoticed.

Some schools allow teachers to purchase stickers and other reward tangibles from classroom allowances. If not, purchases of teaching aids and requisites are tax deductible. It is wise to keep receipts.

Recognising and rewarding the efforts of children, goes toward creating a positively happy classroom. Children are made to feel good about work outcomes while praising is uplifting for teachers.
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VIGNETTE 44

CORRECTING FOR POLITENESS SAKE

These days, manners are not practised by habit. Many children (and adults) are poorly mannered. It seems that a big percentage have never been taught the rudiments of good manners at home. Child care programs may try but their prime focus is on minding, not on teaching.

All too frequently children overlook ‘excuse me’, ‘please’, ‘thank you’. ‘i beg your pardon’ and so on. Although it gets monotonous, correcting students who overlook these essences of politeness and good manners is important. Commenting in a praising context to children who do remember to use these words and expressions can offer positive reinforcement.

One of the most frequent oversights occurs when children butt into conversations being held by teachers with another student or students. That impetuosity certainly needs correction. Children need to appreciate the need to wait their turn when dealing with teachers.

Manners can be broached through appropriately constructed lessons. To involve students in situational role play where manners need to be practised can help. Periodic classroom discussions about manners and politeness might be useful.
The subject could be broached through a Socratic Discussion session.

Strategies to reinforce the need for good manners including reinforcement through daily classroom interaction should be part of teaching and learning strategy.
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VIGNETTES SERIES 12

Vignettes 38 – 40   ALL ABOUT TIME
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VIGNETTE 38

TIME TELLING AND TIME AWARENESS

These days many many children have difficulty in telling the time. It is important that children learn to tell and to appreciate time as early in life as possible. One of the things heading to confusion is the fact that we have both digital and analogue time telling devices.

I would strongly suggest the wisdom in having a decent analog clock in each classroom. If the school doesn’t supply clocks, a quite readable analog can be purchased from any supermarket for no more than about six or seven dollars. The clock would need to be of sufficient size to be clearly read from the back of the classroom. The numbers ‘1’ to ’12’ are preferable to those with other markers denoting five minute intervals.
While more expensive I would also suggest a digital clock to be displayed somewhere in the room. That will help students when it comes to comparisons between analogue and digital time telling.

No device is of any use if it is ignored! To that end, reference to time by teachers is important. There are many games available that help students when it comes to time telling. Another strategy may be for teachers to draw attention to the clock(s) as the day reaches towards milestones. That may be recess, lunchtime, home time, the start of art, physical education lessons and so on. I believe that after a period of time children will begin to learn to avert their eyes toward clocks and possibly to remind the teacher about what is coming up and what is happening next.

Time telling is very much a part of functional literacy. People who don’t know how to tell the time can become quite lost.

To appreciate time quotients it may help for teachers to tell students undertaking activities at what time that lesson is due to finish. They then begin to understand how long they have to go. This can help students organise their time and to work out how much should have been completed by the time a particular period in lapses.

A useful activity is to give children blank clock faces and ask them by inserting minute and hour hands, to show particular times dictated in a mental exercise. Variation on this might be to ask students to show their favourite time of the day and why it is that this is a highlight time.

To develop exercises drawing attention to both analogue and digital time telling is a way of having students understand both methodologies.

This might sound like an exercise that is never ending. However children will become time literate with practice and importantly have an understanding of what time means. Time management is an issue that often challenges people, including adults. To help students gain an understanding and appreciation of time and why it is important cannot be overstated.
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VIGNETTE 39

LEARNING TAKES TIME

It is easy to make the mistake as teachers, of thinking we have to approach teaching in a rip, tear, rush manner. There is so much to be taught and so little time in which to do it, that the only option is to cram and cram. It is easy to think like that because of the huge load placed on schools and staff.

Learning takes time. Brain and cognitive development does not come all at once. Rather the process is graduated and in sync with the overall physical and mental development of children. We need to keep this in mind, teaching empathetically and patiently.

This is not an easy exercise in our modern classrooms. There is so much pressuring in and upon teachers, that quite often the only thing of seeming importance is to cram in as much learning opportunity as possible. Children need to have time to understand and digest the concepts being taught. The traditional lesson of introducing new concepts, teaching then revising and extending in the cyclical way was a good method of operation. It still works in this day and age. Crowding too much into shorter periods of time will leave students with half understandings and cause them to be very frustrated learners.

Reinforcement is important. The joy of learning is to understand what one has been offered from a learning viewpoint. This means pacing learning steadily and carefully, not always easy because of the imperatives trust on teachers. Getting the balance right between quantity (volume” and quality (manner of teaching”) is important. Volume learning is frustrating for students. The emphasis on quantity so that ticks can be placed against lists of things to be taught to the disadvantage of quality is unfortunate.

One way of a judging how well students are learning is to take them aside individually or in small groups is to discuss with them what’s been taught. If they can come back to you in a relaxed conversational manner showing understanding then it becomes clear that the right quantity/quality nexus is being met. If students appear to have no clues at all, then obviously the amount being crammed is overdone.

I believe that learning opportunities have to be consistent but “making haste slowly” is developing teaching in the right direction. One quality that is absolutely necessary when teaching is to have patience, to be prepared to spend time doing things with children so that learning sticks.
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VIGNETTE 40

TAKE TIME TO RELAX

Teachers need to remember that there is more to life than teaching. I believe it important for teachers take time to relax and in that relaxation to get right away from their professional obligations. One good way of doing this is to leave school at school and not to take it home. It may be that teachers start work early or leave school late in order to accomplish what needs to be done; that is wiser than putting school into bags and cases to take home in order to work on at night.

Teachers need relaxation, time with families, and to extend their interests and activities to life beyond classrooms. Dedication is important but to become introverted and narrowly focused on teaching and classroom does little to expand personal development for educators. Already a great deal of “out of class room” time is asked of teachers for extra curricular activities associated with schools. Then there’s the professional development needs that ask teachers to spend time after work and at weekends honing their professional skills. school camps, reporting nights and the many, many hours it takes to prepare school reports add to the extracurricular list.

While most teachers are motivated by the desire to work with and develop children, the issue of reward does come into contention. NT Teachers are paid for 36.75 hours each week. However, the vast majority put in 15 or 20, sometimes more hours each week over and above the time recognised by renumeration. This time is generally given willingly. It is easy to see why teaching can become a profession that totally consumes people.

Work life balance is important, and something that should always be taken into account.
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SUNS 82 and 83: ‘THE EISTEDDFOD IS HISTORY’ and ‘SCHOOL UNIFORMS A POSITIVE POLICY.
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THE EISTEDDFOD IS NO MORE

Many people now living in Darwin, Palmerston and the Top End have never heard of the North Australian Eisteddfod. The Eisteddfod, an arts and cultural exposition available to Top End Territorians, folded nearly five years ago. It had been an institution for 48 years.

The Eisteddfod used to run for two weeks in May each year. It offered school students from our top end schools, including Katherine, Arnhemland and remote communities, the chance to display their talents to appreciative audiences.

The Eisteddfod was held at the Darwin Entertainment Centre (DEC). It provided competition in singing, instrumental performance, dance, drama, poetry, reading, speaking and other cultural areas.

There was ongoing commitment to the Eisteddfod by an organising committee of volunteers. Schools, dance companies, music groups and others participated. The program was for both students and adults as individuals, small groups and large ensembles. Entry fees were modest and affordable. Prize money, perpetual trophies and individual mementos of success were on offer.

A hiring subsidy offered by the Entertainment Centre made the venue affordable. Entry fees defrayed some of the operating costs.

In its later years, the Eisteddfod began to struggle. Costs were increasing and the program did not have a guaranteed income stream. The Department of Education offered some administrative and financial support. A substantial donation came from an anonymous supporter. However, the program was mothballed. The only thing remaining is for this Association to be formally wound up.

Several factors have contributed to the demise of this iconic annual cultural event.
* The retirement of key committee members.
* The inability of the committee to attract new members.
* The scarcity of volunteers to help stage the event.
* Lack of guaranteed income because government funding had to be applied for each year. A triennial funding arrangement would have helped but was never endorsed.
* The takeover of May, the historical Eisteddfod month, by NAPLAN programs that impacted all schools. Commitments in place made the finding of another time-slot awkward.

The Eisteddfod’s disappearance into the annals of history is deeply disappointing.
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SCHOOL UNIFORMS : A POSITIVE POLICY

From time to time the issue of school uniforms gains traction in the press. This happened recently with the NT News reporting ructions about dress standards at Casuarina Senior College. The concerns expressed by a small group are not representative of the College as a whole.

The uniform issue in the NT goes back to the 1970’s. I have read and been told that before Cyclone Tracy school uniform was part of life for government school students, but not afterwards. Personal experience dating from 1987 is that uniform wearing in Darwin was optional for primary students and non- existent for their peers in secondary school.

Principals and school councils desirous of students wearing uniform were not supported by the Education Department or Government. Uniforms were available, but worn by a minority of children, usually those in Early Childhood. Competition to encourage uniform wearing included acknowledgement of best dressed classes each week. Some schools had mascots awarded weekly to the class with the most students in uniform.

In 2006, the Henderson Labour Government began moving in the direction of school uniforms. Department policy released in 2009 states the official position for primary and middle schools. “All students in Northern Territory Government schools from Transition to Year 9 are required to wear an authorised school uniform whilst on school premises and when attending official school activities during and after school hours. …
School uniform policies must include the following elements:

1. A requirement that students wear an authorised school uniform

2. Measures to address short and long-term exceptional circumstances that may be faced by a student or their family. For example, cultural and/or religious considerations and financial hardship.

3. Measures to address health and safety considerations such as appropriate footwear, hats and other sun protection factors.”

Since then, the uniform policy has been extended to include students in senior years Government schools.

Those attending private schools, both Catholic and Independent have always had uniforms as part of their dress code. That is one of the elements about private school education that over the years has appealed to many parents and students.

There are many positives derived from adherence to a school uniform policy:

* It builds pride in the school providing a sense of identity.
* It avoids argument and heartache caused when students feel embarrassed when not
in costly designer dress.
* It reminds students when they are in public or on excursions they are representatives
of their schools.
* It offers clothing affordability. Many schools sell second-hand uniforms in good
condition which helps defray school costs.

The introduction of dress codes for government schools is one of the best policies developed in recent years.

VIGNETTES SERIES 11

Vignettes 35 – 37
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Vignette 35

DON’T DISCOUNT DRAMA
Drama is an area often underdone in classrooms. It is generally seen to be a subject that must give way to more important requirements, like getting on with language maths science and other key subjects. Drama is seen as a diversion taking attention away from key learning and conceptual areas.

That this happens it’s a pity. Rather than being an isolated standalone subject, drama can be used to correlate and integrate with other subjects. 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 being second and third hand. it allows students to engage with and immerse themselves in experiencing what it was really like to be a part of the past

Children love to play and to pretend. To reinforce literature, stories been told, history, even mathematical and scientific concepts through acting them out and in gauging through play can be reinforcing.

Sometimes teachers feel drama is a subject that is below them. They feel embarrassed about the idea of getting involved with students in dramatic play situations. Drama can be a very vibrant and engaging area and 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 their skins, 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 very best methodologies available to educators.
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VIGNETTE 36

IMAGINATION

One of the delightful things about teaching and 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 had the capacity to work hard and to see a lot beneath the surface. Their imagination was something that enabled them to visualise things not necessarily there at the moment. For instance the ability to conjure up pictures in their minds of what was going on in stories, in their understanding of historical facts, their engagement with music, drama, and with core subjects including Literacy and Mathematics.

The use of 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 the teacher and in later years as a person who used to work with children in the areas of music, storytelling, and drama I used to encourage them to use imagination to make things real through their engagement with what we were doing and therefore learning outcomes.

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

It is of concern that video games and technological entertainment can diminish imagination for children. Rather than relying upon their imagination and thought processes to reach end points that’s all done for them by games which reward them 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 when it comes to story writing and creation. It’s something I believe we as teachers need to work hard to grow upon 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 grow their own. Being aware of imagination and its qualities is important. Imagination should not become stunted as people reach from childhood into adult realms. It is critically important as a teaching of development tool.
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VIGNETTE 37

DESK TIDINESS

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 adds to untidiness are sheets of paper students have completed but which haven’t been filed, glued into scrapbooks or arranged for permanent keeping. They quickly become ratty, crumpled, dog-eared and therefore not worth keeping although they are a record of work.

It is important to encourage children to take pride in their work. One of those pride elements is the way in which work is stored in desks and storage units.

Another thing that often happens is that pencil shavings get left either on the top of the desks, in desk storage areas or on the floor. It’s important to encourage children to sharpen their pencils at the waste bin. The best pencil sharpeners are those that contain the shavings so that they can be periodically emptied into the bin.

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

When choosing a time to clean desks or desk areas make sure that a time limit is set. 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 thing happens when students automatically and by habit keep their desks clean neat and tidy and. To encourage this when students finish work and have five minutes spare, to ask if their desk need attention 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 way of starting young people who grow to become tomorrows adults into acquiring the tidiness habit than reinforcing it through school. And there is no better place to start than with desk tidiness.
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VIGNETTES SERIES 10

Vignettes 32 – 34
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VIGNETTE. 32

SPELLING : NECESSARY OR SUPERFLUOUS?

There are some who says that attention the spelling is old hat and the discipline of being able to spell accurately and correctly really 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 any longer.

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 required by osmosis. Some people genuinely believe that spelling accuracy isn’t important because corrections for both spelling and grammar can be provided by checks built 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 boring and quite stifling for some people. This overlooks the fact that teaching important basic understanding this is repetitious and not all learning is tinsel and glitter. However, there is a way of engaging children with spelling that makes it quite exciting and look 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 where the specific spelling word building an extension program is being followed.

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

And example of one game are used with spelling was to ask children to within their minds to configure words broken into syllables attached to a piece of elastic. There is the word. as your stretch the elastic with in your minds eye the word broke into syllables. The study of the silver balls enabled you to follow the patterning of the word. When the word had been “examined the close boat by the stretch principal the elastic was relaxed the word came back together and was spilled aurally with everything all in place. I found this method worked particularly well especially if it was built into a game including competition between children for accuracy and recall.

I believe we neglect spelling at our peril and to the eternal loss of students.
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VIGNETTE 33

WATCH OUT FOR TRENDINESS

Education is exciting, often because of the chance to innovate and try out new ideas. However, it is important 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.

It is important that schools and teachers apply a filter to suggestions of 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, there are those who want to run with change, others who prefer dialogue and careful consideration and a third group who dig in and avoid 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.
* Make a list of 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 a lot to be
said 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 major learning needs or if it is simply about embellishment or ‘prettying the edges’ of learning; is it about superficiality or
substance?

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

Importantly, consider that change builds 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.
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VIGNETTE 34

REPORTING TO PARENTS

Reporting to parents and caregivers in most primary schools, is a task undertaken each term. Toward the end of terms one and three, teachers report orally. Oral reports allow for conversations with parents on student progress. They enable teachers and parents to discuss progress including student strengths and the challenges they face.

Written reports are provided toward the end of terms two and four. These documents are looked forward to by many parents. They are at times photocopied and sent to grandparents or other relatives living at distance.

For teachers, report writing is a task not to be taken lightly. The importance of reports to parents in large part influences the way in which these documents are regarded by our department and school principals. They are valued and valuable documents.

There are a couple of things that need to be understood. The first is that with teaching being increasingly a collaborative effort, a number of teachers may need to contribute to the preparation of student reports. Secondly, the steps leading to final report documents, mean that reports have to be started many weeks before the end of each term. Allowing time to prepare them reasonably is something that can be easily overlooked.

Consider the following:

* Reports as a statement from teachers to parents need to be honest and
accurate.
* Spelling and grammar need to be correct as they reflect teacher standards.
* Reports should be factually correct.
* Preparation is helped if teachers have a critical colleague read through their
documents before sending them to senior staff for vetting and approval.
* What is written needs to be substantiated by background facts supporting
statements of progress. Inaccuracy can be embarrassing to teachers if report
comments are challenged by parents and cannot be refuted.
* Language needs to be carefully chosen, reporting on facts and not supposition.
* Avoid words like ‘will’ and choose words like ‘may’ when talking about potential
for improvement. Absolute words throw the onus on teachers to make things
happen; it is up to the student to achieve his or her potential.

I have always favoured the idea of teachers discussing reports with children and students about whom they are prepared, on a one-to-one basis. Commendation and recommendation for improvement might be part of these conversations. Post report discussion with parents can also have positive spin offs, particularly if the approach is one of offering encouragement.

Reports reflect outcomes based on effort. That, together with character traits that contribute to good citizenship deserve recognition. While academic success is important, the social, emotional and moral/spiritual aspects of development are also worthy of mention. That is not always possible because these criterion have been expunged from many reporting templates.
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SUNS 80 and 81 ‘VIOLENCE AGAINST TEACHERS’ and ‘TEACHER TRAINING’

These columns were published (with some editing) in the Suns in February and March 2015. Readers are welcome to use material herein.
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SUNS 80

VIOLENCE AGAINST TEACHERS IS OVER THE TOP
Teaching is becoming an unsafe profession. Increasing incidents of violence being perpetrated against those working in classrooms and schools. There have always been issues of severe misbehaviour, including violence against teachers. However the incidence of such behaviour is on the increase. The matter is one that needs to be brought into the open and fleshed out.

While some instances of physical abuse by students against teachers get media airplay, this may be the tip of the iceberg. Violence against teachers may not be an everyday occurrence but the threat of it happening can undermine teacher confidence.
Too often unacceptable incidents seem to be played down. There are also attempts by behaviourists to rationalise what is unacceptable behaviour as normal. Some years ago, students swearing at or back-chatting teachers was frowned upon. There were consequences. It now seems that the verballing of teachers is often accepted as normal behaviour.

Teachers taking stress leave is becoming commonplace. A major factor contributing are mental stresses placed upon teachers by non-compliant and aggressive students.

There were 22 more physical assaults on teachers in the Darwin/Palmerston area in 2014 than in 2013. Physical assaults against teachers increased in the Arnhem, Barkley and Katherine regions. (Aust. Education Union NT source) The ABC reported that 37 student assaults on teachers in 2012, had risen to 253 assaults in 2013. During the same period (2012/13) assaults by students on each other rose from 10 (2012) to 3000 in 2013.

The 2013 numbers took a huge jump because reporting requirements for incidents changed. Until then, occurrences were not always reported.

On your own

There has been a feeling that assaults, if reported, will not result in any follow up. Teachers can feel isolated after being on the receiving end of student abuse. There have also been allegations that abuse has not been reported by school leaders to the Education Department.

From time to time the Department and the Teachers Union have considered behaviour management. However, rather than having a bilateral agreement, follow up is largely left to individual schools.

The assault mentality and its magnitude are a blight upon our system and schools. Downplaying issues seems to be based on the perception that public revelation is bad PR for schools, principals and staff. I believe the responsibility for assault should be lifted from schools and owned at departmental level. Rather than a softly softly or minimalist approach, the matter should be managed assertively. This should include expulsion and prosecution. The days of excusing and offering soft response options, should be consigned to history.
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SUNS 81

TEACHER TRAINING SHOULD REVISIT THE PAST

A lot is being said and written about teacher training at the moment. Federal Education Minister Christopher Pyne said recently that graduate teachers should be mathematically savvy and competent in language and literacy. They should also be able to offer subject specialisation to students.

Minister Pyne is not breaking new ground. He is advocating a return to teacher training methods from the 1960’s and early 1970’s. At that time a Teachers Certificate, involving either two or three years study, met all the elements currently being espoused as necessary.

Training programs included the following:

* A year seven level mathematics test had to be passed.
* A spelling test of 100 words (one mistake allowed) had to be passed.
* Students were test for qualities of speaking and reading. Imperfections in either area required trainees to undertake remedial classes in order to overcome deficits in these areas.
* Educational Theory and Practice was a compulsory two year unit.
* Teaching methods for every curriculum subject had to be understood and passed.
* Students were required to elect two subjects in which they had to develop
specialist understanding. This was to facilitate their classroom teaching.
* Teaching methods in key subjects was a part of the training program. Subjects
included English, Mathematics, Psychology, Social Science (including History and
Geography). Teaching methods had to be learned (and applied when on practice)
for Early Childhood, Middle and Upper Primary grades.

Practice Teaching

Training teachers attended nearby demonstration schools to observe teachers at work. They had to professionally critique demonstration lessons, firstly in group discussion with practising teachers and then by writing their reflections for consideration by a lecturer. Learning by observation helped when they went on practice teaching rounds.

Students on practice were regularly observed by lecturers who wrote critiques on their lessons. They discussed with students the strengths and weaknesses of their teaching. The classroom teacher (mentor) always contributed to these evaluations.

Student teachers took an accumulative teaching mark with them from one practice to the next. They were required to show improvement as they moved through their six practice rounds. While assessments were rigorous, they were also fair. Teacher training was character building.

I don’t don’t disrespect modern day pre-service teacher training by universities. However, there is room for the solid and classroom focussed foundation received by those who trained in the past to be revisited.
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VIGNETTES SERIES 9

Vignettes 29 – 31

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VIGNETTE. 29

KEEP A CLIPPINGS FILE

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.
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VIGNETTE. 30

BUILD STRONG NETWORKS

As a profession, teaching is at its most viable when members respect and support each other in a fully collaborative manner. The joys and challenges of teaching should never belong to those who remain in isolation from each other.

A strength of teacher education is the encouragement offered trainees to link with each other in discussion groups either in person or by discussion boards on Learnline . Observation confirms the help those preparing to teach can help each other on matters varying from assignment tasks to practice teaching rounds. Carrying quality communications habits into teaching beyond graduation is wise.

There is a misnomer that to share matters of challenge is a sign of weakness. That is far from the case. Those raising issues often find that colleagues are having similar issues or have developed strategies that help with mastery of similar difficulties. A problem shared is a problem halved.

Many universities have developed or are establishing alumni groups. Keeping in touch with colleagues through the university post graduation offers professional sharing opportunities.

Sharing through professional associations is recommended. There are maths, science, literacy associations among a host of others. Belonging to associations enables members to keep abreast of trends. Opportunities for personal professional development along with contributing to others through group membership is enriching.

I would recommend a consideration of joining ‘LinkedIn’. This site enables members to build up a global contact base with like minded people. Members can join specific interest groups, sharing global ideas.

Maintaining contact with the graduating peer group is another way of keeping in touch. Whatever the preference, keep in touch with others because that helps support both individual and collective strength.
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VIGNETTE 31

MAKE ‘SHOW AND TELL’ COUNT

“Show and Tell” is often considered to be a way of filling in time. It gives children a chance to share a little about themselves or their activities with classmates. It is generally informal and there is no structure around this part of the program.

Show and tell can be transformed into a very meaningful classroom segment. It can also be engaging for all class members. Here are some ideas.

* Ask selected students to be ready with specific questions of the presenter.

* Similarly, have students pre-prepared to offer commendations and recommendations for the presenters consideration.

* With the class, prepare an evaluation template that covers elements of speech and speaking. Work with the class to ensure that the template takes account of ‘matter’, ‘manner’ and ‘method’ as key presentation elements.

* Draw up with students a class roster that enables all children to have regular turns at parenting and evaluating.

A program of this nature lends itself to a progression that develops a range of presentation skills. The following might be included:

Eye contact
Clarity of speech
Speed of speaking
Use of punctuation in oral presentations
Qualities of vocalisation
Use of notes
Inclusion of props
Stance and gesture
Focus on speech parts including the beginning, middle and the end if an oral presentation.

A similar raft of skills can be developed to cover speech evaluations.

Show and tell should be a meaningful and looked forward to part of the program. There is a great deal of relevance in encouraging children to speak, listen and appreciate with confidence.
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May the following thoughts prove of use.

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MIX PRAISE WITH ADVICE

When counselling and offering recommendations, look for areas of strength and accomplishment. Offer commendations to counterbalance advice so people in feeling good will be more receptive to counsel.
DEAL WITH OTHERS AS YOU WOULD THEY DEAL WITH YOU

When dealing with others in professional and personal matters, be empathetic. Treat and respectthem as you would like to be treated and respected. Be firm, resolute and avoid hurtful put downs.
PLACE YOUSELF IN THEIR SHOES

When dealing with people, be they students, parents, teacher peers, superordinates, adminstrative staff or others, place yourself in their shoes. This is empathy enhancing and builds understanding.
MAKE DECISIONS BASED ON HISTORY

Before making decisions, stop and consider whether those same decisions have been previously made then dropped for reason of being unsatisfactory. Avoid revisiting previously failed initiatives.
DELEGATE DECISIONS AS WELL AS TASK

True delegation includes decision making along with task sharing. If tasks are delegated but decision making retained, this can be intertpreted as a lack of confidence in the tasked person.
SETTING PRIORITIES

PRIORITISATION is important. My suggestion would be family, work and recreation in that order. To avoid taking work home can be wise because work can sully both family time and recreational pursuits.

ANECDOTAL AND EMPIRICAL EVIDENCE – A MISMATCH?

There are times when anecdotal evidence suggests we adopt particular practice
paths. Yet we defer action or are counselled not to proceed because empirical evidence is not available for verification.

GIVE AND RECEIVE ADVICE

Our profession is best served when people share their thoughts, ideas and perceptions with each other. It is as important to receive and consider advice as well as sharing our ideas with others.
KEY CHARACTERISTICS

No matter where we are positioned within education, there are three qualities that should be part of our make-up and character. ‘Honesty’, ‘respect’ and ‘integrity’ are those key characteristics.
STORY-TELLING ADDS TO LITERATURE APPRECIATION

At the risk of sounding too old fashioned, I extol the virtues of story telling.  These days, with the advent and use of smart-boards and connecting devices, teachers often use audio-visual technology when it comes to story telling and story readings.

Teachers should not feel reluctant about telling or reading stories to children. Sadly, the skill of story telling is becoming a lost art.

To tell stories with and to children is to engage with them in a primary conversational context. Stories told with animation and conviction, with supporting gesture and eye contact, engage children and switch them on in a way that draws them close to the message being conveyed.

Advantages

Some of the positives of story telling are as follows:

*  The quality, meaning and context of language, word usage and meaning can be followed up by discussion during ‘conversational pauses’ within the story or at its end when the story is being reviewed.

*  Questioning to test listening helps to build the notions of concentration and listening. To have ‘mini quizzes’ where there  is some sort of contestation build within the group (for instance, girls versus boys, contest between class groups and so on) adds to student focus and engagement. This strategy discourages students ‘switching off’ and mentally wandering off into the distance.

*  Having students work on ‘prediction. and ‘forecast’ by sharing their thoughts about where the story will head and how it will conclude can be an interesting and testing strategy. This approach helps develop the skills of logic and reasoning within thinking.

*  Language study is enhanced.  Asking children the meanings of words and words within context is an example. Similies and antonyms can be developed as a part word studies. The possibilities are endless.

*  Some texts which share stories are written in the ‘language of yesteryear’. There are two volumes that come to mind, being ‘Grimm’s Fairy Tales’ and stories by Hans Christian Anderson.  These stories not only introduce children to a vast array of very colourful old fashioned words that have been superseded by the idiom of modern language. They are also set in social situations of the past, largely replaced by the social attitudes and disposition of today.

*  The appeal of stories to imagination and ‘the mind’s eye’ is such that art growing or flowing from story presentation can be colourful and creative.

*  A great way of treating longer stories, is to serialise (or mini–series) them, with ‘to be continued’ as part of the understanding.    That is a great way of helping children anticipate what may happen.

Qualities

*  Make sure when telling stories to use clear, expressive language. Take the part with language variations of the characters described.

*  Engage children by asking them  to respond by being characters in the story. Have them thing about and describe the characters, moods and attitudes of those around whom the story is centred.

*  Have children act or visit the story or parts thereof through dramatic expression. Drama is a subject very rarely considered these days.

*  As a story teller, make eye contact with the group. Vocal expression is important including pitch, rhythm and other elements of speech.

It is a sad fact of life that adults tend to lose the capacity to imagine as they get older. To engage in story telling is to keep the imagination of the story teller alive and flourishing.  As a school principal, I used to talk with children about the importance of imagination and imaginative thought. To tell stories has helped keep me in touch with this advice.

SCHOOLS, TEACHERS AND STUDENTS SHOULD NOT BE RESEARCH GUINEA PIFGS

While research is important, a downside is that schools and students are forever on the end of guinea pig treatment.  While research signals and stimulates advances, there has to be oportunnity for education to be forwarded in a steady state manner. Schools can be pushed, pulled and pummelled by every idea coming from research, making them places in a state of constant disequilibrium.

Principals and school leaders together witrh community need to make careful choices about involving or otherwise in pilot program or as testers of new initiatives. My advice would be not to put the school’s hand up for every new suggestion; doing that makes for giddy staff and disopriented students. Additionally, ask students for their thoughts on new ideas – after all they are the group principally affected by change and their advice, thoughts and ideas are asked too infrequently.

SUNS 76 & 77: ‘SHARING INFORMATION’ and ‘PRIMARY PURPOSE OF SCHOOLS’

These columns were published in the Suns newspapers in January 2015

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SUNS 76

LITTLE THINGS CAN MEAN A LOT

At the beginning of each school year, it is important to know about or revisit some basic considerations. When taken into account they help to ensure the school year flows smoothly.

* Enrolment forms, once a simple page in length are now many pages long. In order to satisfy all social and legal requirements, it is important that enrolments are completed correctly. Incomplete forms can lead to future confusion and misunderstanding.

* Addresses and phone numbers need to be correct and updated if they change. It is particularly important that emergency contact details are accurate, because contact needs to be immediate if there is an emergency.

* Many schools have developed behaviour management policies requiring parents and students to read and sign an understanding of disciplinary processes and behavioural expectations. During enrolment, a discussion which includes students can help avoid misunderstanding.

* An immunisation history is included as part of enrolment procedures. This allows schools to be aware of students who may have not been immunised for particular communicable diseases. Parents are then informed if there is an outbreak of measles, chicken pox and other notifiable diseases. Phone contact with parents of non-immunised children is usually made, providing the school has that detail.

* While schools have sick bays, they are only for short term use. Parents of children falling ill during the school day are contacted and asked to collect them from school. Sending unwell children to school is unfair on them. They can also become a source of infection for other students and staff.

* Head lice infestations regularly afflict students, particularly those in early childhood and primary years. When schools send notes advising of head live outbreaks, it is wise to check heads at home, treating children if necessary. Students identified with louse infestation at school are generally excluded from classes and parents contacted about the matter.

* Schools have rules regarding use of play equipment and playing time. They are designed to encourage positive and accident free play. If accidents happen, parents are contacted. Most schools have ambulance cover in case children need to be taken to hospital because of broken limbs or similar misadventure.

* Most schools have high quality and regularly updated websites. Consider bookmarking the website of schools children attend as it helps keep up to date with what is happening. Some schools also place their weekly or fortnightly newsletters on the web. It is good policy to check the website at least weekly.

* Notes, newsletters, teacher letters and other information bulletins are sent home from schools quite regularly. Sometimes children forget about delivery. Regular checking of schoolbags can turn up information that would otherwise not be received.

* Be aware of speed restrictions in school zones, which apply from 7.00 am until 5.00 pm each school day. Most schools have short term parking for drop off and pick up of children. Speed and parking rules meet safety and student well-being needs.

* Roads in the vicinity of school become clogged with traffic in the periods before and after school. Driving to speed restrictions and other care including parking, watching for children darting out between cars is necessary.

* Schools in the NT set their own commencement and conclusion times. Arrival of children 15 minutes before the school day commences and collection no more that 15 minutes after the day concludes is ideal. Children arriving too early or leaving school ground too late in the afternoon are not subject to pastoral care and supervision.
Parents who are unsure about school processes and procedures should ask the school for clarification. This is part of ensuring that relationships between school and home are positive and happy.
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SUNS 77

THE PURPOSE OF SCHOOLING

In our modern times schools, especially primary schools, are supposed to be all things to all people. Parents are increasingly engaged with work commitments extending from early in the morning until quite late in the afternoon. It is small wonder that an increasing number of children spend time before and after school in care programs. Many children are at school by 7.00 o’clock in the morning and do not leave care programs until well after 5.00 o’clock each afternoon. These programs were few and far between until fifteen years ago, but have proliferated since then. Most school councils accept responsibility for Outside School Hours Care (OSHC), providing after school support for children. The number of before school care programs for children are increasing. Children are spending more hours each day in school and care programs than at home.

Preschool now commences for most children at the age of three, with timetables providing for full day rather than half day programs. This has been designed to fit in with parents work.

These key structural and organisational changes have contributed to redefining educational priorities. Pre and primary schools are as much about child care as education. This is added to by the fact that community expectation seems to be that children will be brought up by the combined efforts of parents, teachers and child care workers. That used to be the sole responsibility of parents.

If schools organise pupil free days for professional development, the response from many parents is one of concern because child care for that day changes. Children either stay at home (with work implications for parents) or are booked into all day care with cost increases.
In these modern times, parental responsibilities have in large part been outsourced to secondary caregivers. Governments have reacted to community pressures and endorse institutionalised nurture and care as being a good substitute for parental time and attention. The justification is that parents are so busy working to boost the economy and sustain the home front, that key parenting responsibilities have to be outsourced.

Changing focus

‘Schools are for children’ stated our first Educational Director, Dr Jim Eedle in 1979. Eedle was defining the prime purpose of schooling in an educational sense, taking account of academic and vocational needs. Schools are still for children but expectations have widened to the extent that education is but one element of their charter. The community expects schools and teachers to be involved with the bringing up of children.

Schools and staff play an important part in the development of children. However they can never take the place of parents. Without doubt, parents are THE primary caregivers for their children. That responsibility should never be outsourced to secondary providers and government agencies. Schools can do their bit. However if parents fail their obligations, children will be the losers.

Henry Gray

SUNS 74 & 75: ‘Give Due Credit’ and ‘Choices To Make’

These are my first columns for 2015. They were published in the Suns Newspapers in January.
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SUNS 1 2015 74

CREDIT WHERE CREDIT IS DUE

Much is written and said about the mediocrity of public education. There are far more broadsides than good news stories presented to the community through media outreach. Negative rather than positive stories appeal to TV viewers, radio listeners, online subscribers and newspaper readers. Consequently, people quite literally turn up their noses at public schools.

Many negative stories are broken in a sensational manner. Often the whole picture is not presented, meaning a one-sided view is released to public awareness. The lack of balance is partly a systemic fault, because ‘no comment’ is a frequent response. While school or departmental comment may be limited because of regulatory policy, the public at large may feel that the issue is being avoided. Silence or non-response may indicate that the system agrees with these stories.

The enterprise bargaining issue (EBA) of 2013 and 2014 spiked community interest in public education. According to a report by the ABC, the Department of Education (DoE) website was the 7th most frequently visited by the NT public during 2014. There were viewing spikes in March and October. These were key months in the EBA negotiations between the NT Teachers Union, the Public Service Commissioner and the DoE.

Reaction by the public was generally negative. The longer the EBA negotiations took, the more acrimonious they became. The whole issue was a turn-off with parents looking at private schools as an enrolment alternative. This was especially noticeable in senior secondary schools, possibly because of parental fears that staff reductions would reduce program options available.

Secondary Success

Contrasting with this backdrop of community concern were the successes earned by NT Year 12 students in their NTCE examinations. A highlight was the fact that 19 of the 20 top Year 12 students in 2014, graduated from the public school sector. Topping the list for individual schools was Casuarina Senior College with 7 of the top 20 students. The Territory dux attended Centralian College in Alice Springs.

The great majority of those sitting NTCE exams in 2014 were successful. This indicates good teaching, caring parental support and of students with both the desire to learn and will to succeed.

The EBA disputation and angst created by reduction of senior secondary staff ratios in some schools was a prime focus in 2014. That ought not detract from senior secondary student successes, with NTCE results proving this to be the case.

Credit where credit is due needs to be offered. Credit is certainly due to students, teachers and parents who, notwithstanding pressures under which the public face of education operated in 2014, overcame challenges and earned the success attested to by NTCE results.
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2 SUNS 2015 75
CHOICES TO MAKE

As the commencement of the 2015 school year approaches, thousands of new and continuing Territorians will be refocussing on education. There are many families with school aged children who have recently arrived in the Territory. New starters moving into preschool, primary middle school, or senior secondary years.

There will be a need to choose schools for many students and their families.
Enrolment in a public or private school may be part of that consideration. Some private schools market themselves extensively and their profile is strong. While government schools have less generous marketing budgets, all have websites which are worth viewing.

School visits help parents and students who are considering enrolment. This might include a conversation with members of the school leadership group and a visit around the school. Most principals welcome the chance to share their schools with those making inquiries. If asked, members of the community will offer their opinions about particular schools. However, opinions are just that and should never be accepted as gospel.

Most schools have handbooks, either online or available in hard copy. To accept and study these materials should be part of the choice process. I believe visits to and conversations about school choice should involve children, because they are the ones on whom selecting a school will have the most impact.

When considering enrolment options, school appearance and visible resources play a part in the impressions gained. Belief statements and policies are outlined in handbooks. Some schools may suit potential enrolees better than others, so pragmatic consideration is important.

Schools generally open for business two or three weeks before the school year commences. Getting in early to check options rather than waiting until classes are about to start, can be wise.

People arriving from southern states have left behind systems where zoning for public schools is the norm. Children have to be enrolled in the government school serving their residential catchment area. This restriction does not apply in the N.T. Our schools operate under a priority enrolments scheme, meaning they have to provide for students within their immediate area. However, if there are places available after the local area has been catered for, students presenting from elsewhere can be enrolled.

This provision allows for parental choice of a preferred school. If necessary it also means that students can change schools without the need for families to alter residential address.

Enrolment processes aim to match students with schools in a symbiotic manner. The aim is for children to make the best progress possible while schools are enriched by their student clients.
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‘Snippets for educators’ replaces the previous snippets entries.

Occasional thoughts

There is danger in accepting that only academics and those with and doctoral or professorial attainment are qualified as advisers and agenda setters. Don’t devalue practical educational experience.

Thank you letters, notes of appreciation and brief written commendations used to be part of our professional culture. People knew they were appreciated. Why have these gestures been disgarded?

Educators need to rejoice in the successes of others. This recognises the importance of being collaborative and sharing in outcomes. There is no room for professional jealously and envy.

Year’s End is Reflection Time

We all pause and celebrate Christmas, the end of the fiscal year, in various ways. For some there is spiritual significance, for others family and professional reflection. It is worthwhile taking time out to reflect on the year about to pass into history. In so doing, we ought to reflect on the positives, rejoicing in our accomplishments and celebrating our successes. Casting a thought toward the future and anticipating the growth challenges lying ahead will not hurt. Life is all about balance.

May we be blessed as educators – teachers and students. And may we continue to self-development and contribute to the developmental enrichment of others. Travel kindly as we begin closing out on 2014, while looking forward to the year ahead.

FALSE ALLEGATIONS SCARIFY THE SOUL

Surely the ultimate unhappiness for a teacher, particularly male teachers happens if they are falsely accused of wrongdoing in relation to students. Those who wrong children deserve punishment. However at times reporting of inappropriate conduct is mischevious and deliberate.

While the matters after investigation may resolve and be found to have no substance, allegations have a huge impact the accused, so much so that the accused becomes the victim of the piece.

Whatever the reason for the reporting mischief, it has a deadly impact upon the psyche, inner feelings and wellbeing of the person against whom accusation is made. This impacts on the accused, affecting feelings of physical wellbeing and mental equilibrium. Although not guilty of sin the accused would feel like an abomination because these sorts of allegations cut very deeply. False allegations leave permanent scars, a deep unhappiness that may follow so accused educators beyond their retirement and into their graves.

FALSE ALLEGATIONS ARE FOREVER DAMAGING  25/12

Students deserve the very best in terms of pastoral care that can be offered, Teachers and leaders must be circumspect in their approach to matters of this nature. There is no room for compromise. However, too accuse teachers and school leaders falsely seems to have become a fashion.  Lawyers ask those in toruble with the law to dig deeply into their memories in order to come up with instances of inappropriate conduct (particularly of a physical or sexual nature) that may have been put upon them when young; that in order to try and establish mitigating circumstances and lessen the impact of prosecution. To drege up some inapppropriateness for anywhere up to 30 years ago can give free rein to imagination. I know for an absolute fact that false allegations of a historical nature can be absolutely embroiling.  Suddenly alleged perpetrators are caught up in police investigations. They are presumed to be guiltty until they can prove themselves to be innocent and can become instantly non-entitled to continue occupational engagement (if they are still teaching) until the mattter is resolved. That can take many weeks and months.

In Australia, with several commissions of inquiry happening in to alleged institutional abuse ovee time, advertisments and reporting coverage are rife with invitations for alleged victims to search their souls and come forth in reporting mode. Part of the inviration may be the lure of compensation at some future time.

Genuine matters needs to be reported. However those who make mischevious, false and malevolent accusations are home free and thhere is no recourse in law for those falsely accused to seek justice.  Even if innocent of accusations, the notion of ‘mud sticking’ is very real and slurs on character everlasting.  Those falselty accused are never ever again in a good place.
KEEPING A DIARY WELL WORTH THE EFFORT

In a previous entry I wrote of the value of record keeping. Many professionals keep brief records because of the time it takes to compile these documents. Over the years I have put hundreds and hundreds of hours into diary keeping and extended records including case notes. My diaries are personal documents. Copies of all other records were always kept.  When I retired, these records came with me.

Records can help if one becomes involved with writing. As a regular contributor to newspaper columns and in writing for online and print publications my records have been an invaluable assist.

In recent years, it has become commonplace for past students to begin litigation against former teachers and principals. These actions can be about any number of issues, ranging from teaching ineptitude resulting in fail grades through to allegations of physical, emotional and sexual abuse. Without the advantage of records, recall is at best vague and hazy. With the assistance of records, searches can be made to assist in refuting false and malicious allegations.

I strongly urge educators to establish the diary habit and practice record keeping. You never know when this habit will reward you for the effort.
The Words we Speak

We need to carefully consider the words we speak. They can so easily be misunderstood, being interpreted by listeners in a way not intended by the speaker. Words can cut deeply into the soul.
‘Free’ Means Second Rate
Private schools command fees. Parents pay for the privilege of enrolling their children. Public education is largely free. For this reason many laud private schools and feel ‘free’ means mediocrity.
HOW YOU ARE KNOWN

Sometimes teachers get into a bind about how they should be addressed by children and students. Some believe that in order to encourage relationships, that first names are fine.

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 difficult 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 hard to pronounce your surname. In that case it would be Mr M, Ms S and so on.

Students in secondary schools tend to refer to teachers is “Sir”, “Miss”, or “Ms”. That may be a preference but personally I would recommend the use of names as outlined above.

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

It is not how a school looks that counts. It is the tone, harmony and the atmosphere within that makes a school a good school. The ‘feel’ generated is intangible and can be lost if not nurtured.
TAKE TIME TO RELAX

When the school or academic year ends, students, teachers, staff and parents need to take stock. They then need to relax and dismiss education from their minds. Take time out before going forward.
LEAVE SCHOOLS ALONE

The most unnerving factor about education is all the tooing, froing argy-barging that goes on about structure and organisation. Education is regulated to the point of inundating schools and teachers with paperwork, administrative and accountability requirements that bury good prctice and a comon sense approach. The whole process is one catatonic mess!

The joy of teaching and the pleasures of learning have been stripped away by the grim regulatory and expectational fronts throwing up new directions and demanded priorities on an almost daily basis.
Testing is overdone

Testing, measurement and assessment can be overdone. Teaching and learning can become lost within a constant stream of evaluation. Education becomes lost within the habit of ‘paralysis by analysis’.

VIGNETTE SERIES 6

Vignettes 20 – 22
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VIGNETTE 20

DIRECT TEACHING

There is a great deal of talk at the moment (2014) about “direct” teaching being a good way forward. This methodology is deemed to be especially appropriate for indigenous children. It is the model used at some schools on the Cape York Peninsula, and an approach espoused by advisor to our Prime Minister on educational matters Noel Pearson.

There is certainly a place and need for direct teaching because that is the way Primary engagement between teachers and students are best manifests.

With 32% of Northern Territory students being indigenous the proposition for use of this model certainly holds up.

From experience direct teaching works well. The model being spoken of as an emerging approach is certainly not new. Direct teaching methodology has been one practised by many teachers for a very long time. There may be different styles and emphases on the way it applies but direct teaching is direct teaching.

This approach certainly enhances the quality of engagement between teachers and students. It is about teachers “doing” things with students in an interactive context. When teachers direct or instruct children without actually engaging distance between teacher and students is created.

To involve and to do things with children in an instructional sense offers a superior approach to the teaching and learning task. It brings teachers and children closer together. When direct teaching takes place there is a strong in friends of teacher interest in what the children are doing and therefore in the quality of work outcomes. I believe this model adds meaning to teaching.
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VIGNETTE 21

TEACHER DRESS

In Vignette 15, I touched on the need for teachers to “model” for their students. This extend is to include dress standards maintained by teachers in schools.

In my opinion it would be a good thing if the state and territory departments work to establish dress codes for teachers which were mandated. At one stage that used to be the case in some of the states.

With the passing of time departments have vested confidence in teachers that they will dress appropriately and according to standard setting. For most teachers follow a reasonable and sensible dress code, there are some who don’t enter in the correction.

Correcting teachers by advising on dress standards can be difficult and embarrassing. Where practicable it is advisable that female teachers should be spoken to about dress standards by a female member of the senior team. Likewise if mile teachers need advice that is best offered by a male member of the senior staff (if indeed there is a male in the senior leadership cohort).

I believe that the teacher dress does not need to be “over the top”. Neither should people dress scantily or inappropriately because this let’s the standard of our teaching profession down quite badly in the eyes of the public. Whether we like it or not, members of the community do talk about the way we dress and comment on our general behaviour and deportment.

Recently (2014) the New South Wales Department of Education introduced minimal standards of this for teachers which will be regulated in that state. This may have been because of a need for this issue to be addressed. Whether other departments will follow in a similar direction remains to be seen. It is to be hoped however, that teachers will dress in a way that shows their respect about profession so that regulation is not necessary.

I gained at the end of the day, teachers are modelling and setting standards for students. That is something we need to do in a respectful and empathetic manner. While it may be considered not proper to talk about these sorts of things the way we dress and our quality of deportment as teachers is certainly something that students and the public take into account when considering teachers and the profession.
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VIGNETTE 22

Technology Can Create Separation

It is important that technology in classrooms and schools should be appreciated. It is important that teachers and students share teaching and learning opportunities,where these are enhances by the use of technology and equipment available. However, technological tools should never be allowed to stand in the place of the teacher.

Can be all too easy for teachers to recycle from direct interface with students, preferring instead to establish communications with learners through software packages available to support learning. Using attachments like blackboard, Skype, Scootle, and a myriad of other learning aids can help when it comes to refining and extending student learning. These devices must be under the control of teachers and structured in the way they are used to support student learning. It can be all too easy for teachers to hand pass their role in student learning development to the point of becoming detached.

The best most enriched learning comes from the contact developed and maintained between teachers and students. It is nice to “put a face on learning”! I believe students appreciate teachers who are there for them in a direct and first-hand context. To disengage, deferring classroom teaching practice to a robotic attachments with mechanical voices is anathema.

Perspective is important. Nothing can ever replace the first-hand relationships that develop and involve between sincere, committed teaching professionals and students primary, secondary and Treasury with whom they are engaging.
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VIGNETTES SERIES 5

Vignettes 17 – 19
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VIGNETTE 17

COMPUTER ‘LOCKDOWN’ (Follows from Vignette 2)

This thought relates to an earlier one about the need for teachers to be people who move around the classrooms. These days it is easier for teachers to become “captured” by the computers. They become “jailed” at their teachers table.

This happens because of the emphasis placed on darter collection and analysis. Everything comes back to darter driven outcomes. That being the case it is all too easy for teachers to be 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 really deliver results so the chicken input those into computer.

This in turn in carriages children to one-way traffic from their desks to the teachers table.

It is necessary in my opinion the teachers of all students, particularly early childhood and primary children to be among them, moving from desk to desk.

Data of course it does have to be input but if that takes priority over the mechanical manifestations of teaching and working with children directly then something needs to change.

It is important that teachers be aware of and make “mind notes” of the amount of time they spend incidentally context at their tables with their computers. That ought not to be the major percentage of time occupation.

I believe the 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 do have to spend time at their desks with their computers, but it should be reasonable and not overdone.
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VIGNETTE 18

CLASSROOM TIDINESS
School days are hectic and “hurly-burly”. There is so much to do and so little time in which 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 easily sullied is the classroom floor. Pencil shavings, bits of writing tool, pieces of paper of all sizes, items of clothing, food scraps and wrappings if children needed the tables and other things finish up as then try to strewing around on the floor. Often the floors left in the polluted state until cleaners come in at the end of the day and endeavour to straighten out the chaos.

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.

They need to be some basic rules about classroom cleanliness and tidiness. That can be hard because of pressure is driving on teachers and students. Nevertheless it is necessary. Some suggestions:

. Have children periodically (at least once a week) go through and 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 is the case might be.

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

. (Ensure that the above applies equally to older students as well as younger. 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 lunchboxes tidy within.

. If children aged lunches in the classroom, check to make sure that their lunch containers are clean, that they keep their food as they should, and that any genuine rubbish goes into the bin.

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

* Make sure that the teacher for example is one that 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 personal example.

. Having students involved in group competitions reward cleanliness and tidiness in my opinion is a good idea. Rewards can be extrinsic or intrinsic. Reinforcing the need for positive civic attitudes is important and putting clean, tidy needs into some competitive context can be quite fun.
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VIGNETTE 19

MOBILE PHONES IN CLASSROOMS

in our modern, technological age, it seems that every child has a mobile telephone, smart phone or similar device. It’s understandable the parents give their children phones in order that they might be contacted in emergency situations. However there is a time and place for their use. That time and place are definitely not within schools and certainly not in classrooms.

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

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

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

Far better that the school have a rule that smart phones another recording devices do not belong within its boundaries.

We need to be aware of the trouble smart phones can cause if they used for wrong purposes and at the wrong times. They need to be carefully secured and not used during the school day.
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This is my last column for 2014. It was published (in edired form) in the Suns Community Newspapers on December 17 2014
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SUN 73 CLOSING OUT THE SCHOOL YEAR

Another school year has passed into history. Despite distractions the essence of education, teaching and learning within our schools, has continued.

The EBA has occupied teachers, schools and the system for almost the whole of 2014. Sixteen months after it began impacting on government schools, the EBA was settled in the 39th week of the school year. Never ending negotiation resulted in unsettled relations between the government and its schools. Differences of opinion aired through the media impacted on the thinking of the NT community.

Staffing cuts affecting senior secondary schools from the start of 2014 added fuel to the EBA fire. These issues have played some part in transitioning many families toward enrolment in private schools.

Marketing plays a part in determining where parents enrol students. In an earlier column I suggested that schools ought to consider developing a media profile. There is little evidence to show this happening. The fortnightly ‘School to Work’ supplement in the NT News includes two pages of stories about schools, drawn from around the NT. Apart from the supplement, occasional stories are few and far between.

The issue of school attendance has been on the agenda in both urban and rural centres. Department of Education school attendance officers are fully occupied on most school days in our cities and towns. Further afield, ‘Nigel Scullion’s Army’ of federally funded truancy officers have been encouraging better school attendance from indigenous students. However, poor school attendance and absenteeism remains a Territory-wide problem.

The Territory continues to do poorly in the NAPLAN testing program. Schools and regions that do well ought to be celebrated because dismal overall statistics hide the positive results. While there is more to school than NAPLAN it is sometimes stated that these tests are the only tool available to measure school successes.

The Middle School Review undertaken by Vic Zbar and Bruce Wilson’s report into Indigenous Education were two major reviews this year. Both make strong recommendations for change. Zbar recommends student consultation and involvement in change management, a need too often overlooked.

The Wilson Report stresses early childhood and attendance needs. It advocates regional residential education for remote students, a method which was tried and failed in past decades. The tyranny of distance has been solved by many indigenous families. They have moved into urban and town centres, enrolling their children in primary and secondary schools. Growing multiculturalism is a strong demographic in our urban schools.

As the 2014 educational year reaches its endpoint, school principals and councils are left wrestling with the issues of global budgeting (GB). GB has sent alarm bells ringing throughout the system. This model of funding accountability was introduced to schools in September, to become operational from January 1 2015. It has caught many schools short. A longer lead time bringing global budgeting online at the beginning of 2016 would have been a better option. This issue is the number one challenge facing Robyn Lambley our newest Education Minister. Five changes to this ministry in less than two and a half years is not helpful because no minister has had the chance to fully develop within the role.

Territorians will be hoping education settles and goes places in 2015.

VIGNETTES SERIES 4

Vignettes 14 – 16
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VIGNETTE 14

Marking

The life confronting teachers is always busy. It is very easy to get behind with routine classroom tasks. One of the areas easily overlooked is that of marking children’s work. In particular, that can apply to book work, homework, and other tasks set for children. It can also include extra work set by way of sheets or other materials children asked to complete. These days children do a lot of work online and sometimes submit files for marking. That happens for both primary and secondary school students.

It’s extremely disappointing to students if work submitted for marking is overlooked. Initially children will be very disappointed that work has not been marked. If non-marking becomes a habit, then attention paid by children to work tasks will gradually decline. The reason for that is a belief that even if work is submitted to their very best standards, this will not be recognised or acknowledged. In short, children can come to believe the teachers are disinterested in what they produce.

That in turn takes from the self-esteem children feel, the pride in self and their attitude toward work tasks. If teachers file to mark work in the way suggested this can become very demotivating for children. Regardless of everything else they may believe that teachers are not into rested in them.

If a child brings to your attention the fact of work to be mark is outstanding, my suggestion is to apologise and then set about marking the assignment as quickly as practicable. Letting students know that this has been an oversight on your part as a teacher will not hurt. Children respect honesty.

Rewards

When marking, do so as thoroughly as possible. My suggestion is to correct spelling, punctuation, and other omissions. They’re so neatly and in a different coloured pen open parenthesis preferably red) to block the child has used.

Children appreciate comments written on work and I believe that stickers or stamps are an absolute “must”.

Students love to share our appreciation for work show on by teachers with the parents, siblings and with others. Teacher care and attention to marking can be the icing on the cake for students I like to know the work is appreciated this will help them further in a motivational context.
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VIGNETTE 15

MODELLING

I don’t believe that we can over estimate the importance of teachers modelling for students. This goes for primary and secondary students.

In some contexts teaching is regarded as being 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 rather simplistic definition of teaching and learning processes. It hardly examples the interaction and togetherness that ideally embraces teachers and pupils in teaching/learning contexts.

One of the very important aspects of the leadership offered by teachers is the modelling they do through their own personal example and conduct. Students being young look to and emulate teachers and others. An example of this is the children often tell the parents that particular viewpoint is right because it is what the teacher thinks, therefor it must be right.

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

Dress standards
Speech patterns and modelling – setting a bright example 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, but I’m sure you get the drift. Teachers deal with the development of people. It’s as we do and how we are that is so important to those we teach and shape toward being the adults of tomorrow.
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VIGNETTE 16

TALKING WITH CHILDREN

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 staffrooms or 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 often dissipates and delivery takes on a quite harsh quality.

Metaphorically speaking teachers when dealing with each other, are somewhat like motorcars which come along quietly from point a to point b. However, when relating to 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 is the push off in terms of its invitation.
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When counselling, aim for balance. Offer commmendations for development and things being done well, along with suggestions and recommendations for improvement. Build confidence in colleagues.

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IS A SCHOOL A SCHOOL OR A BUSINESS?

It is saddening that schools are increasingly regarded and defined as being ‘businesses’. This places emphasis on  management and detracts from the human aspect of what they should be about. Children.
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REJOICE FOR OTHERS

Life tends to be all about us an individuals wanting to get on, make progress and be recognised for the contributions we make to the educational profession.  Ambition is important. So too, is recognising the contributions of others and rejoicing in their successes. It seems that the urge to make individual indelible impressions can cause us to look inward. We need to look outward, recognising and rejoicing in what our superordinates, peers and subordinates are achieving. Part of this should be our desire to contact and congratulate them on their successes and contributions. 

Envy and jealously are traits that too often manifest themselves within the human character. As educators we need to be above that, genuinely appreciating what others are contributing to education, the noblest of all professions.
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‘CRC’ A POSITIVE METHOD OF STAFF DEVELOPMENT

We need to consider bouquets and brickbats in ratio terms. When counselling  with staff and when working with others on terms of staff development, it is easy to offer ‘recommendations’ for improvement. Sometimes the tone  which goes with the recommendation is very opoff-puutting. It is easy to be harsh and critical. When working with colleagues, the CRC method is invaluable.

CRC suggests we offer commendation, recommendation and commendation. The suggested ratio is three commendations to each recommendation. Offer compliment as well as advice. This is not to suggested that recommendations should be sugar coated. However, they need to be palatable, not indigestible.

Building our organisational teams is about appreciation as well as advice for needed improvements. Like most things in life, counselling and staff development should be a question of balance. The method is equally as beneficial for teaqchers dealing with children and students.
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ON THE BALCONY AND THE DANCE FLOOR

Good leaders need to have a wide lens. They need to be on their organisation’s balcony looking down upon and seeing those who keep things ticking. They need to be aware of relationships, both formal and informal. Overview is important.

They also need to be on the dance floor, spending time and mingling with their staff. They need to know their people. They need to be doers as well as sayers. It’s fine to talk the talk; Walking the walk generates appreciation and respect from those involved with the school, the company, the business whatever its nature. Leaders who lead empathetically draw positive responses and willing contributions from the staffing team.

This analogy has relevance to classroom teachers who might adopt this focus when working with children in their classrooms. The approach builds mutual understanding and respect.
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APPRECIATION ALSO NEEDS TO BE INTRINSIC

In all professions, including teaching, much is made of monetary reward. That is about basic human nature. In these modern times, the age old adage ‘a fair day’s work for a fair day’s pay’ still applies. But people also value intrinsic rewards, that signal of appreciation and a pat on the back that somehow ‘adds value’ and a deep-seated feeling of well-being to the way people feel about the work they are doing. Appreciation enriches engagement and the glow of recognition stays with the receiver for a long time.
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DON’T LOOM

As a leader or a teacher it is important to avoid ‘looming’ over others. The impact of ‘standing above’ or ‘looming’ over those with whom we are dealing can be quite off-putting. Although not intended to be such, that postural attitude can also be a threat.

Tp avoid  unintended intimidation, those in a superordinate position (principals or school leaders  to teachers, teachers to students) should aim for a setting that places them at the same height as their subordinates. For a teacher to sit or kneel next to students with whom he or she is working, is physically levelling  and not off-putting to students. Similarly, if school leaders conduct interviews with teachers and school staff while they stand or  sit together, conversation will be more relaxed and possibly less stilted.

The consequences of looming are unintended but can leave a negative impression in the minds of those who have been loomed over.

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Our facial expressions and quality of eye contact can draw people in or push people away. That can make a big difference to the way our conversations are received and the impact they have on others.
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If promises are made to peers or students by leaders and teachers, they need to be kept. To forget or overlook promises will result in a loss of respect for the person who fails to keep his/her word.
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FALSE ALLEGATIONS LEAVE PERMANENT SCARS

These days it has become somewhat of a fashion to levy accusations against people for offences allegedly committed by them in years past. Specifically, allegations of sexual impropriety, misconduct or abuse seem to abound.  While some complainants have a legitimate case and while those who indulge or have indulged in such behaviour need to be brought to account, there seems to be an epidemic of fallacious, mischievous and malevolent reporting.

While the matters after investigation may resolve and be found to have no substance, allegations have a huge impact the accused, so much so that the accused becomes the victim of the piece.   

Whatever the reason for the reporting mischief, it has a deadly impact upon the psyche, inner feelings and wellbeing of the person against whom accusation is made.  This impacts on the accused, affecting feelings of physical wellbeing and mental equilibrium.  Although not guilty of sin the accused would feel like an abomination because these sorts of allegations cut very deeply.

Depending  on occupation, a person being investigated will have various authorities (ie Registration Boards) being notified of the inquiry and processes suspending that person’s right to participate in employment will be instituted while the inquiry in under way. A significant field of people probably know about this ‘highly confidential’ matter. Teachers if still active are declined the right to continue teaching at the moment and registrations would be suspended.

Given the present climate and the plethora of commissions that are dealing with historical cases of child abuse, matters can be alleged many years after they supposedly happened. Very few people keep diaries and records of daily transactions going back years and years and years so refutation is based on memory. My strong recommendation to school principals, leadership team members and teachers is to keep a record of daily transactions with students and take it with you from appointment to appointment, then with you when retiring.  Some allegations are THAT old.

No-one should sin against children and students. Neither should false and malicious allegations be countenanced with little if any comeback against false accusers. No matter how false allegations are found to be, mud sticks, careers are ruined by these falsehoods and the mental health of those falsely accused is impaired, often fatally.
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It is a worry that words and actions of school leaders and teachers can be misconstructed, wrongly interpreted and brought back, at times with malice, on innocent acts and sincere statements.

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These columns were published in the Suns during October and November 2014. Please feel free to quote or use but in so doing please acknowledge the Suns Newspapers as publishers.

SUN 67

THE ‘B.Y.O.D.* AGE’ IS UPON US

* Bring Your Own Device

For many years, schools have been supported by Government in the acquisition of technological equipment. For many years the NT Government has provided hardware equipment and software programs supporting schools, teachers and students. In the NT, one of the most notable programs has been the allocation of laptop computers for teachers. Units are signed out to teachers and retained by them on transfer from one school to another.

Computers remain the property of the Department, with resigning or retiring staff having to return units to their school. Units are then re-issued to new staff members appointed to the school. Laptops have been maintained by the Department under leasing warranty and replaced by upgraded models after a period of years.

Computers issued to schools for student use have been allocated under a similar program. When hardware has been replaced, schools have had the option of keeping redundant equipment and also assuming future maintenance costs.

Costs of school computerisation has been a number one outlay for both the government and schools themselves. Included for schools have been outlays for licensing agreements and network establishment. Increasingly, school council fundraising has also been directed toward supporting technology in schools. It seems that budgetary requirements for technology and technological support can never be satisfied.

Rapid change

The pace of technological change means that equipment purchased for schools is outdated almost as soon as it is installed. Update needs are constant, impacting significantly on budgets. At the same time, government funding of computer needs is becoming less generous. This is placing funding onus more squarely on schools. Without doubt, technology is the most significant item impacting on educational costs. The question of affordability and the need to balance income and expenditure is pressing schools into the ‘bring your own device’ (BYOD) era.

BYOD

Bring your own device is a requirement in a growing number of schools, both public and private in southern states. The approach is also creeping into Northern Territory schools. “The BYOD (Bring Your Own Device) program works like this: Kids in all year levels are free to bring in their own iPads to use in the classroom. … Parents buy the devices, kids take them to and from school, and everyone hopes like hell they end the day with screens intact.” (Kate Hunter ‘When a free education costs $650’ from Mummamia.com.au)

William Cohen a Sydney Secondary Education Teacher says this new approach is challenging. “Unfortunately, the switch to student-owned technology is not going to be a simple one. Leaving aside the equity issues that underlie a BYOD model … the options are so varied that some schools are now creating documents that give minimum device specifications.” (William Cohen ‘BYOD … Buyers Guide To Schools’, abc.net.au)

Whether we like it or not, BYOD is becoming the new way forward. Painful budget cuts and the need to carefully prioritise expenditure, will make this the only option available for many schools. BYOD may only be the start. As funding becomes even more scarce, parents and families may be increasingly called upon to make up the difference.
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SUN 68

SCHOOL CROSSING MANAGEMENT NEEDS CHANGING

Over time, we have become increasingly conscious of the need to protect children as they are going to and coming home from school. The provision of flagged school crossings makes motorists aware of the need to watch out for children. The other is speed restrictions in school zones. In the Northern Territory motorists driving past schools must observe a speed limit of 40 km/h between 7 am and 5 pm each school day. Two schools, Milner and Wulagi have speed limit signage supported by flashing lights that warn motorists of the fact that they are entering a place of speed restriction during school hours. Signs elsewhere are passive.

Crossings exist in all states and territories. However systems elsewhere differ from ours in two key respects.

• Speed restrictions past schools are limited to a 40 km/h period each morning and afternoon, coinciding with children going to and coming away from school. There is not a blanket restriction of 40 km/h applying for ten hours each school day.

* In some states “lollipop people” are paid to control crossings during peak student times. Crossing monitors operate before school and after school each day. This adds extra security for students using crossings.

Fair Work Act spoils scheme.

NT Schools provide for crossing control if that is a school council preference. Some schools did employ people for a thirty minute period each morning and afternoon coinciding with the arrival and departure of students. However, the introduction of the Fair Work Act with a requirement that anybody employed be paid for a minimum of two hours for each period of duty, made this an unaffordable option; schools would have to pay crossing monitors 20 hours each week for no more than 5 hours work.

Schools used to pay crossing monitors for hours worked until the Fair Work Act was legislated. Nowadays, the only options available for schools is through volunteer crossing support or for school staff to control crossings. Having an adult on crossings during peak times adds to their safe use. Children running onto crossings without stopping to look for oncoming traffic can be a problem. Similarly, motorists can disregard and drive through when students are on or about to enter crossings. Supervision guarantees a degree of security for crossing users that is not otherwise available.

Change would help

There is no need for speed restrictions past schools to apply for ten hours each day. Cancelling the speed restriction between 9.00 am and 2.00 pm would make sense. While there may be some movement to and from schools during this time an accompanying adult would guarantee student security.

While traffic calming devices have been installed adjacent to some school crossings, their use needs to be expanded. In one case a school’s application for these deterrents was denied because the road was busy and installation would slow the traffic!

Additional warning to motorists by a modification to include flashing orange lights when they are in operation would be useful. Millner (Sabine Road) and Wanguri (Wanguri Terrace) are supported by this enhancement.

Speed restrictions and school crossings are necessary to help guarantee student safety. However change that considers both students and road users could be made for the good of all.
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SUNS 65 and 66 ‘CURRICULUM FOCUS LONG OVERDUE’ and ‘THANK YOU TEACHERS’

These columns were published in the Suns during October 2014. Please feel free to quote or use but in so doing please acknowledge the Suns Newspapers as publishers.
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SUN 65

CURRICULUM REFOCUS LONG OVERDUE

It seems that at long last the Australian Government is trying to get our educational house in order. The Wiltshire-Donnelly Review of the Australian Curriculum commissioned by Federal Education Minister Christopher Pyne recommends a refocus on literacy and numeracy, particularly at the lower end of Primary School. A phonetic approach to language learning is part of the change. Phonetics used to be a key language learning approach until supplanted by other ideologies. Minister Pyne is aware of overseeing a system where States and Territories are over-stretched in terms of curriculum content. Whether States and Territories willingly accept review recommendations is another matter.

Problem is years old

It seems somewhat ironic that the issue of a burdensome and somewhat superfluous curriculum is being labelled a new issue. For many educators, realisation about curriculum irrelevancy is close to 20 years old. During the early 1990’s Mr Jim Spinks a prominent Tasmanian school principal and now senior consultant was extolling the need for curriculum balance. He told NT Principals this could only be achieved if we ‘dropped off’ as well as ‘adding on’ to school curriculum requirements.

We have failed to heed cautionary advice. Rather than carefully evaluating programs and projects raised for consideration, curriculum initiatives have been eagerly grasped with both hands and piled on top of an already burgeoning program. Schools and students have become the testing fields for myriads of ideas raised by theoreticians and academics. Many of these initiatives treat schools, teachers and students as little more than guinea pigs. While trial and experimentation is important, the equilibrium of existing programs should not be disrupted by the impact on schools of countless initiatives. This has happened in our schools time and time again.

Back to the past

An irony of the Wiltshire – Donnelly Review is its advocating a return to what used to be the primary focus of education decades ago. There was a time when curriculum, particularly the primary school curriculum was straightforward, uncluttered and focused on basics. Over time, programs have been distorted and timetables seriously disrupted by the adding on of everybody’s bright ideas. Curriculum has largely become fad-driven.

Everything for everybody

The primary school curriculum hurdy-gurdy has been added to and distorted by the expectation that the bringing up of children is a school responsibility. Increasingly, children enrolled in early years programs are just not ready for school. Many do not know how to dress, cannot look after their basic personal hygiene and have few social skills. Care of belongings is beyond them. Under-development of speaking and listening habits suggest minimal time has been spent by parents conversationally engaging with young family members on the home front. The development of manners, deportment and attitudes to life are also assumed to be part of the school’s educational brief.

When deficits in the development of social skills and self discipline are identified, the onus for rectification is directed at schools and rarely toward parents and primary caregivers.

Hopefully, the Wiltshire-Donnelly Review and recommendations will be applied to slimming primary curriculum, refocussing on basics and minimising extraneous demands placed on schools. If review advice is accepted and applied, school and teacher responsibilities will be meaningfully redefined.
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SUN 66

‘THANK YOU’ TEACHERS

This Friday, October 31 is being celebrated as World Teachers’ Day. Territory teachers will be recognised and thanked at functions in Darwin, Palmerston, Alice Springs and at regional centres around the NT. Individual schools and communities will also celebrate their teachers and school support staff.

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 academic 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 perpetuating myths about teaching that need to be dispelled.

The first is that teachers work a six hour day five days a week for forty weeks each year. The amount of time teachers spend “on tasks” over and above that time means the public is only aware of the “tip of the iceberg”. There is much, much more to teaching than the “30 hours per week with 12 weeks holiday” theory.

Hours of planning and preparation go into teaching. Instruction is followed by assessment, upon which revision and extension programs are based. The system demands countless hours from teachers and support staff for the sake of bourgeoning administrative tasks. Teachers can be found at their schools early in the morning, late at night, on weekends and during holidays. Many take work home with them. What is seen of teachers’ work by the public at large is a small percentage of their total commitment.

The second myth is that teachers focus only on academics. (Indeed the recent Wiltshire-Donnelly Currriculum review suggests that is the way it should be.) Although the “3Rs” are very important there is a great deal more to the development of children than ‘Reading, Writing and Arithmetic’. They work to accommodate both system priorities and their concerns for the development of students in order to prepare them for entry into the world beyond school.

The aim of school educators is to work with parents to develop well rounded students with the confidence and skill necessary to master the challenges of preparing them today for the world of their future. They aim to offer children the chance to succeed and celebrate.

Recognising Northern Territory Teachers

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

This Friday will enable the NT community to pay tribute to 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 in their hands.

I hope our Territory as a whole takes time this week and indeed every week, to acknowledge and say “thank you” to our teachers and support staff members for the great job they do individually and collectively, in our schools. They are members of a critically important and indispensable profession.

Henry Gray

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

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

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

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

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

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

DON’T MAKE WORK A 24/7 EXPERIENCE

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

TEACHING SHOULD BE A JOY

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

THE ICEBERG PROFESSION

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

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

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.

COACHING BY RETIRED TEACHERS

Retired teachers are seldom invited to take a backward look once they depart their schools on the last day of their teaching or leadership careers. Wise Education Departments, schools and universities involved with training the upcoming generation of teachers, do well to invite retirees to share their knowledge with continuing and future educators. To do so, enables valuable inside knowledge based on their experience to be shared. While teaching, for teachers, is always a process of discovery, it ought not be a process of re-discovery. Sharing learning by coaching can help to avoid regurgitation. My suggestion is that retirees be invited to coach, thereby enriching those of us who remain or who will be our next generation of teachers.

ETHICS AND VALUES

We do well to contemplate the ethics and values that underpin educational motivation and drive us as educators. One of the smartest things our Federal Government ever did, was to put on schools the need to develop values statements. I took this very much to heart and canvassed staff, students and the parent communnity. The response fro students and staff was above 90%. High level returns (in order of 60+%) came from our community. All responses were ranked and scored, then published as a supplement in our newsletter, ‘Leanyer Links’. From each group the first response was RESPECT. For me it is the most important value and deserves to head the rest. What do readers think?

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

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

It is a pity that we often ‘think’ thanks for teachers, associates, colleagues and service providers, without ‘saying’ thanks. People need to know they are appreciated. That helps when it comes to building their loyalty, allegiance and desire to keep on contributing. The intrinsic value associated with expressing thanks cannot be over-estimated.

Social, emotional and moral/spiritual development is as important (if not more so) than academics. Character development and positive behavioural traits are often cast aside in terms of importance as education focuses on academic teaching, strategies and DATA. I sometime think our preoccupation with data is an educational spoiler.

DON’T MAKE WORK A 24/7 EXPERIENCE

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

RETIREMENT BRINGS RELIEF

One of the things I find worrisome about the teaching profession is the way so many educators begin to long for retirement, in many cases years and years before it is due. Such is the pressure of work that many feel absolutely squeezed, becoming increasingly drained and exhausted. Then when the day comes, sweet relief sweeps over the educator and a weight appears lifted off his or her shoulders. Many walk away, never to look back and reflect on the years devoted to their profession. It is just so sad that retirement brings relief.

THE ICEBERG PROFESSION

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

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

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.

COACHING BY RETIRED TEACHERS

Retired teachers are seldom invited to take a backward look once they depart their schools on the last day of their teaching or leadership careers. Wise Education Departments, schools and universities involved with training the upcoming generation of teachers, do well to invite retirees to share their knowledge with continuing and future educators. To do so, enables valuable inside knowledge based on their experience to be shared. While teaching, for teachers, is always a process of discovery, it ought not be a process of re-discovery. Sharing learning by coaching can help to avoid regurgitation. My suggestion is that retirees be invited to coach, thereby enriching those of us who remain or who will be our next generation of teachers.

ETHICS AND VALUES

We do well to contemplate the ethics and values that underpin educational motivation and drive us as educators. One of the smartest things our Federal Government ever did, was to put on schools the need to develop values statements. I took this very much to heart and canvassed staff, students and the parent communnity. The response fro students and staff was above 90%. High level returns (in order of 60+%) came from our community. All responses were ranked and scored, then published as a supplement in our newsletter, ‘Leanyer Links’. From each group the first response was RESPECT. For me it is the most important value and deserves to head the rest. What do readers think?

THE CLASSROOM CAPTAIN AND CREW

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

In 1996, Heather Gabriel wrote in ‘The Australian’, that teachers should not stress out about this factor. She suggested that the classroom be like unto a ship, the teachers the captain and students like unto the crew. A good ship’s captain does not try and try to do everything. He or she delegates to the crew and oversees the totality of function to ensure the ship safely negotiates from the start to the end of its journey. Similarly, teachers can engage students to oversee aspects of the classroom’s technological challenge while ensuring that technology enhances learning outcomes. That to my way of thinking is an apt analogy.

WHAT’S NEW IS OLD

New ideas and approaches tend to be pre-tried (or old) ideas that have been planned, implemented, tried and dropped for new ideas in the past. In reality, they never fade completely away but sit and wait until ‘new leaders’ in time come along and revisit the old, trotting them out as new initiatives and possibly the way to the future.

If only education was about ‘steady state’ instead of bouncing from one idea to the next to the next! With all these changes, many of them coming from people in high places and systems level, school leaders and staff are constantly persuaded (or required) to move with the times. At the end of this process are students, poor students. What must THEY think? Of course, they are never asked.

PLAGIARISM

One of the sins of our profession and many others is claiming ‘ownership’ of ideas without sufficiently acknowledging the genesis of the initiative. So often something claimed as belonging to a person by that person, has its origins elsewhere. That applies to information gleaned from the web but also results from the claimant not sufficiently researching to determine whether her or his idea has been tried in another place and at an earlier time. As a long term educator, I can attest to that happening for me on quite a few occasions. Never did I protests loudly because if our children benefit, does it really matter where the idea was sourced. Nevertheless, one puts these things away in the back of one’s mind and it does impact upon the respect held for purloiners.

ALWAYS acknowledge your sources.

E-MAILS CAN BE TROUBLE

There are constant cases and incidents happening to remind of the fact that we need to be careful with email traffic. It is all too easy for an e-mail written with haste and without prior thought, to create problems for the writer. Never ever comment on people or personality issues within emails; discuss issues but not people, messages but not the character or reputation of the messengers. Be careful in responding to parental emails, because responses can be held against teachers and leaders who commit on issues relating to students. My suggestion (based on many years of experience) is to respond by telephone or by invited the parent in for a conversation. Emails are intended to save time in responding to qqueriies. Sometimes theycan be terribly counter-productive.

WORK SHOULD BE MARKED

It can be easy to set assignments for primary children and secondary students, then overlook the marking of what they produce. The freneticism of the school day (and week, month etc) makes for marking oversight. Without assessment, the work to students is not completed and finished, They are left hanging in the air. Should this omission become too frequent, the efforts put in by students will fall away sharply. To overlook marking is a demotivator for children and older students alike.

Students appreciate comments and you can’t go past stickers and small tangibles for primary school students. Self marking happens but personalising marking is so important.

TALKING WITH STUDENTS

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.

Teachers when dealing with each other in staffrooms or collaborative sessions or during professional development sessions, speak conversationally. They each feel comfortable with the other and. the conversation manifests 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 teachers when dealing with each other are somewhat like motorcars which come along quietly from point a to point b. However, when relating to 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 is the push off in terms of its invitation.

DUMPING IS RUINING

One of the things educators musty avoid is the ‘rush’ put upon them by systems to cram more and more into the teaching space of each day and week. It seems that whenever anything, ANYTHING becomes urgent or imperative, itv is back on schools and teachers to fix the issue. Schools prima facie, became the repository of all social accountabilities. Teachers have to fix issues that go well and truly beyond the educational pale.

I believe we have to resist the issue of becoming the dumping ground for what governments and society feel need fixing. Authorities identify problems, toss them at schools to fix and wash their hands like Ponticus Pilot. “Another problem downloaded” one can hear them think. That is not the way it should work. Educators are accountable people but we are reduced if we accept the dumps that can smother teachers and schools. We need to know our boundaries.

APPRECIATING GRADUATE TEACHERS

There is always an apprehension felt by graduate teachers who wonder how they will be welcomed as ‘neophytes’ by experienced staff and leaders of schools to which they are appointed. While many are pleasantly surprised by the welcome they receive and the support they are given, there are others whose worst fears are founded. It is important that teachers and leaders welcome new staff and avoid offering icy reception.

School leaders for the most part must also recognise their graduate teachers have been immersed in the latest of theoretical propositions, but not greatly in the practical aspects of classroom management and teaching. Allowing them to share their university gained expertise and offering mentoring to support practical needs is surely a wise way forward.

BE EXPERTS IN THE USE AND APPLICATION OF TIME

Time is an element we should treat with respect. No more so than on the educational front. Too often it seems, meetings and other professional gatherings that add to the length of the school day are held simply because they  are timetabled. If meetings are not  necessary, why not cancel them. Teachers and school staff will appreciate the extra time generated and most will use it for other professional activities.  

Neither should meetings drag on and on interminably. I believe that any presentation should not exceed twenty to twenty-five minutes. Presenters who go on and on lose their audience who are physically present but often mentally miles and miles away.

We all need to consider the importance and wise use of time. Train as teachers who are time conscious and time wise.

EDUCATING TIME AWARENESS

When working with students it is important for school leaders and teachers to educate an awareness of time. When workshops are being held, when students are involve in project undertaking, make participants aware of time left on a graduated basis. Don’t leave it until the last minute before springing the need for quick wind-up and pack-up upon them. This approach panics participants be they students or staff members, sending them into a flurry and leaving the activity with them as a slight (or substantial) sour taste in the mouth.

When managing time as a facilitator or teacher, be empathetic not vitriolic. 

NEVER PUSH FAMILY AWAY

A clear and distinct danger of the teaching and educational profession is that work priorities can push family responsibilities into the background. The amount of time spent at work, or working on work tasks at home can relegate family members. They may come to feel they are being taken for granted.

Family members will wear the tag of second class citizenship for only so long; many families have broken up because work commitments have devalued them, diluting and eroding what may well have been strong family values. Beyond their years at work, those who have surrendered families may well finish up as sad, lonely and unwanted perople. “No one on their death bed ever regretted not having spent more time at work”. (anon)

‘Family first’ should be the norm.

MISTAKEN BELIEF

As a long term educational practitioner in schools, it seems to me that those who look ‘at’ schools rather than being ‘in’ them, labour under a false belief. They perceive school as some sort of utopian environment in which all students thirst for knowledge and have a keen desire to learn. All that teachers have to do therefore, is teach. Little do they realise that the issue of discipline is a major stumbling block to this being an actuality.

For many teachers ion many schools in many parts of the world, MANAGING BEHAVIOUR is the key issue. Maybe a little teaching slips in on the side, but control of deliberately disinclined students who really don’t want to be there is a key stumbling block. Teachers have ways of adapting to meet this challenge, or at least minimising it’s thrust. But for administrators to believe there are no issues, or to know and not care is just so wrong. They need first hand exposure to classroom reality.

ASK FOR HELP

No matter who we are or where we sit in the educational structure, we should always, but ALWAYS ask if help is needed. Too often we sit, cogitate and stew over issues that seem to be insurmountable. We may think our status or efficiency will diminish in the eyes of superordinates, peers or subordinates if assistance is sought; In a sharing, caring and collaborative profession that should be far from the truth. As teachers and educators we need to be there for each other.

APPRECIATE SUPPORT STAFF

Within our schools and places of work, support staff working with and alongside us do a great job. Without their help, we would be less effective and efficient. They are valuable team members. They are generally people who have a high degree of commitment to the organisation along with deep and extraordinary knowledge of their workplaces.

Often we tend to take support staff for-granted. The expectations help of them can be extra-ordinarily high and in turn they are often paid very minimal salaries compared with professionals. There is a danger that we can, without thinking, ‘dump’ on them in a demanding and unappreciative manner. Teachers and leaders need to to value, appreciate and thank support staff members for their contribution to organisational health and well-being. Genuine appreciation is so often overlooked and underdone.

Support staff know so much about what is going on within schools. If teachers are the warp, they are the weft that is needed for strong organisational fabric.

IT CAN BE LONELY

Unless we care for each other as colleagues, as lecturers toward students and teachers toward children, our profession can be very lonely. There is nothing worse than a sense of isolation that can imbue those within schools, universities or other educational environments. Teaching and learning at their best is about caring and sharing. To balkanise ourselves, isolate in boxes or to become captured within the silo of singular, unshared environment is anathema. The ‘personality’ of education is about how we relate to each other. May synergy (collective energy) underline our shared contributions to this the most significant of all professions.

HOMEWORK: BLESSING OR BANE?

Homework is an issue that has been doing the rounds of education for decades. There are educators who believe in homework’s importance, others who would like to discount it altogether. Similarly, some parents appreciate homework while others would like to see it given the big flick. Those in favour of homework believe it reinforces and consolidates learning through extra practice that happens away from school. Opposition to homework comes from those who think ‘enough is enough’; that beyond the school day, children should be freed from learning tasks. Some parents and commentators suggest that homework is the teacher’ s way of handing their teaching responsibilities to parents. What do you think? Should homework policies be supported or discounted?

THE BUCK STOPS HERE

Be we teachers in training, teachers new or experienced, school leaders or those with system responsibilities, we should always be accountable for our actions. There is a tendency in life to say ‘who, me’ when it comes to accountability for actions. Shirking responsibilities for the outcome of our actions is a devious and unprofessional habit. To look for support and understanding is natural but to try and blame others for our actions is wrong. professional character and strength is built when we accept responsibility for our wrong decisions, apologise, try and put things to rights, then move on. We should never dump our decisions and actions on others; the blame game is wrong. The best example to set to children, students and those we lead, occurs when we own the outcomes of our actions. This builds self-respect and respect vested in us by others.

NEW LEADERS; MUCH TO GIVE AND NOTHING TO LEARN

One of my discoveries as an educator and member of various organisations, is that of realising that the most recent members of any group, purport to be the most knowledgeable about that organisation.  They often reflect a ‘know itv all’ attitude to institutions they join. That may be a manifestation of insecurity or uncertainty on their part; they want to prove they are up to the mark!   Nevertheless the ‘don’t tell me’ brush-off that can be given is irksome.

Some come believing they are saviours appointed to lead ‘their’ schools and workplaces forward, discounting and peremptorily dismissing  what has gone before.  If leaders, they tend to consign the history and traditions of their new organisation to the archives or waste bin. Many have the belief that those who were there before them are a threat and need to be shed as quickly as possible. ‘My way or the highway’ along with ‘you are on MY bus and if not, you are off it’ are approaches they move quickly to embed.

My hope would be that none of us ever experience such situations. Sadly, that hope is faint. We can however, ensure these sad, selfish characteristics are never a part of our professional make-up.

WORRY FOR NOTHING IS A WASTE OF MENTAL ENERGY

It seems to me that educators are on the go and so immersed within the busy-work of our profession, there is no time to draw breath, relax and consider our accomplishments. There is little time for self-appreciation nor time for appreciating others, be they fellow educators or students with whom we might be working. So much of what we do is about administrivia that does little to support real educational effort. Justification is too often the order of the day and often to little avail. No sooner is one set of paperwork accountabilities and compliances completed than we have to move to the next. We stress out, and for what real purpose. There is a need re-position and re-set priorities so they focus on our children and students, not simply on justifying our position as occupational members.

TECHNOLOGY CAN CLOUD COMMUNICATIONS

It is important that technology in classrooms and schools should be appreciated. It is important that teachers and students share teaching and learning opportunities,where these are enhances by the use of technology and equipment available. However, technological tools should never be allowed to stand in the place of the teacher.

Can be all too easy for teachers to recycle from direct interface with students, preferring instead to establish communications with learners through software packages available to support learning. Using attachments like blackboard, Skype, Scootle, and a myriad of other learning aids can help when it comes to refining and extending student learning. These devices must be under the control of teachers and structured in the way they are used to support student learning. It can be all too easy for teachers to hand pass their role in student learning development to the point of becoming detached.

TWO KEY DRIVERS

As a principal over time, it seemed to me two things (among others) were important.

1.  It was of critical importance to separate the personal from the professional in terms of relationships. I feel it impossible to be a good boss or empathic leader if those one os leading are one’s personal ‘buddy’ friends and mates. Separation can enhance respect and make leadership easier.

2. I felt it important to be a person who lead by doing and not by saying. Directing others without being prepared to go there oneself does little to enhance leadership. It is far more important to be respected than liked.

MISSION STATEMENT LIGHTS THE WAY
My mission statement grew from a leadership program conducted by dr Colin Moyle of Deakin University (Geelong, Victoria, Australia) in the early 1980’s. Dr Moyle in emphasising the importance of direction and surety of track through life challenged us each to develop a mission statement of 25 words or less.  I gave this a lot of thought and developed the following:

To fulfil and be fulfilled in organisational mode – family, work, recreation;
To acquit my responsibilities with integrity;
To work with a smile in my heart.

This statement is at the base of all my emails and on the reverse of my business card. it has for me been a reminder, guidance and a focus. Do others have statements of mission or purpose?

HOW STUDENTS SHOW LEADERS THE WAY

Over many years I came to appreciate two fine student qualities. The one was the quality of imagination with which children and young people are imbued and blessed. The other was the simple, creative and often unique ways in which students tackled problems and arrived at solutions to issues.   These were qualities that added to the contribution and impact that was offered by students elected by their peers to representative councils.

When talking with students, I used to urge upon them the fact they ought to work hard to retain their qualities of imagination into their adult years. When imagination diminishes, problems often grow to take on quite significant proportions. Similarly, my engagement with students was to urge upon them the fact they should always consider issues carefully but retain the personal confidence necessary too be significant problem solvers.

EDUCATORS SHOULD BE BOLD

One of the sad transitions that has occurred over the past forty years has been the gradual turn of student performance issues back onto teachers. It used to be that genuine (real) non-effort on the part of students became a concern shared by teachers with parents. Together then would exhort students toward greater engagement. These days, the minimal outcomes achieved by students with such dispositions is blamed back onto teachers in an almost sole fashion. Teachers are hammered if children don’t achieve, notwithstanding the commitment of the child and the support of home. Teachers are handed few bouquets but are regularly clouted about their heads by figurative brickbats. Small wonder the joy of teaching is so short-lived and so full of dissolution for many classroom educators.

School leaders need to be affirmative, forthright, bold and adventuresome. We ought not to be so worried about preserving our future that we are frightened to have counter opinions. We do not have to agree with everything offered by superordinates. We should contribute to educational debate in a living ‘two way’ transactional manner. We ought not be people who respond with ‘how high’ when told to jump. often the command to leap comes from those who would not know and who have not been anywhere near schools for eons of time. We need to participate in healthy and robust educational debate, not being weakly acquiescent to the opinions or demands of others.

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SUNS 59 & 60 ‘VALUES EDUCATION’ and ‘SCHOOL ATMOSPHERE’

These columns were published in the Suns Newspapers in September 2014. Readers are welcome to quote from or refer to these columns. Acknowledgement of the ‘Suns’ as the newspaper in which they are published would be appreciated.
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SUN 59

CRYING NEED FOR VALUES EDUCATION

When the Howard Government introduced the chaplaincy program a decade ago, it created a contentious initiative. A major concern is that of indoctrination. Members of school communities worry that chaplains may unduly influence children in a religious context. The program has recently received another funding stimulus from the Abbott Government.

For many NT primary schools the issue could be superfluous because religious instruction is part of the school program. Some primary schools have a short period of RI each week, others a three day program once a term. In these cases, clergy and laypeople work with children who belong to their particular faiths. Those not attending RI sessions, generally do busy or catch-up work under supervision. With the passing of years, more and more children are opting for the non-instructional use of that time. Is this time well spent or wasted?

While the present approach to RI may pass into history, the substitution of a chaplaincy program with its accompanying limitations is questionable. However the appointment of suitably qualified counsellors to engage with students around values, ethics and the building of character would meet a real need.

Confused World

We live in times where confusion reigns, Young people have their senses assailed by propaganda coming at them from many different sources including social media. Students and classes need quiet times and the chance for meaningful exchange with counsellors who can help, when it comes to establishing priorities and revisiting values. The need for ethics awareness and the building of honesty as key characteristics is often overlooked. It is true to say that in these modern times, many young people are disquieted about unfolding events. Class, group and individual conversations with counsellors would go a long way toward overcoming their concerns.

The chaplaincy concept is an Australian Government initiative. Funding is available to schools applying to join the program. A prime aim of the program was to build a values culture within schools. At the same time, limitations imposed upon chaplains meant this became an impossible task and the program has largely floundered.

Maybe the Federal Minister for Education, could consider discontinuing the chaplaincy program. Training of counsellors to work with students in schools could instead be implemented. Qualified counsellors are scarce on the ground. To include ‘counsellors’ as a specialist category in teacher training or re-training programs would help meet this dire need.

Australian and Territory schools would greatly benefit from the appointment of counsellors as school staff members. This initiative has been talked about for many years, but never actioned. Northern Territory needs were canvassed with the Education Minister Sid Sterling when the Martin Labor Government was in office . An attempt to go some way toward counsellor provision was made, but the program quickly evaporated.

Our students, especially primary children, have a desperate need for counselling guidance. Without counsellors a support vacuum continues to exist within our schools. Many of our needy students are left to flounder.
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SUN 60

SCHOOL ATMOSPHERE IS PRECIOUS BUT FRAGILE

Schools are perhaps the most scrutinised of all institutions. Teachers and staff are always under a magnifying glass held by parents, members of the community, employers, social welfare groups and government departments. Examination of schools and teachers by registration boards and performance management units is constant. Processes by which schools and staff administer education are being constantly updated and applied. Curriculum priorities are forever being altered. ‘Compliance’ and ‘accountability’ seem to be the most important key words within school action and teacher performance plans.

Government demands are poured upon educators. Expectations, many of them constantly changing, cascade upon schools like torrential rain. These pressures can become quite destabilising.

This is especially the case in situations where principals and leadership teams feel that everything demanded of schools by the system (and of the system in turn by Government), has to be instantly grasped and wedged into practice. Knee jerk reactions cause inner disquiet for staff who are often reluctant to change practices without justification, but are pressured to make and justify those changes anyway.

Before change is put into place, school staff, council and community members should have the chance to fully understand new policy and direction. ‘Making haste slowly’ is wise but difficult when government gives little time for response.

Constant change in educational direction does little to positively enhance the way those working within schools feel about what they are doing. Staff become ‘focussed by worry’. Is what they are doing, good enough? Teachers may maintain brave faces but beneath the surface suffer from self doubt. This in turn leads to discontent and unhappiness.

Positive Atmosphere A Must

It is essential that school principals and leadership teams offer reassurance and build confidence within their teaching and support staff groups. This does not mean lowering standards, but acknowledging and appreciating staff effort. Making that appreciation public can help through sharing the efforts of teachers with the wider community.

Well-being cannot be bought as a material resource. Neither can it be lassoed, harnessed or tied down. The ‘feel’ of a school is an intangible quality that generates from within. It is a product of the professional relationships developed by those within the organisation. School atmosphere, which grows from the tone and harmony within is precious. That feeling can also be lost if positive recognition and appreciation of staff is discounted or not considered important.

It is up to Principals and leadership teams to ensure that positive atmosphere, precious yet fragile, is built and maintained. It is easy to lose the feeling of positivism, so necessary if an organisation is to grow and thrive on the basis of its human spirit.

I recommend the wisdom of building spirit within our schools. It will add to feelings of staff satisfaction and well-being. Stability and happiness within school workplaces, embracing staff, students and community, will be the end result.
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The first of two articles in the ‘NTN News’ and ‘Sunday Territorian’

TRUANCY PLACES EDUCATION AT THE CROSSROADS

A few months ago, along with many thousands of Australians, I watched the Memorial Service held for Doctor Yunupingu in Arnhem land. Many tributes and testimonials were offered, confirming his contribution to education and music.

One of the things that stood out most particularly was the way in which “older” Indigenous Australians spoke. What impressed me was evidence of the education obviously offered to them as young people. Their confidence, articulation and capacity to hold an audience through their conversational logic took me down the historical path – back to the “Mission” days of schooling and immediately after that period. Senior adults, as children, used to attend school regularly and learn a way that offered them sequenced, progressive and English based learning.

Since those days, education has become far more occasional for many Indigenous Australians. Irregular school attendance has negatively impacted on education.
A great deal of soul-searching goes on because Indigenous Education these days is failing. Certainly there are highlights now and again but all too often the downside of education is revealed. In my opinion it all comes down to one major issue – school attendance.

“Tempting” children and students to school

There are many inducements held out to encourage regular school attendance in community schools. Extended excursions, often interstate, are offered to reward long-term school atten!dance. Sport programs may be on offer. In some places there is a “no school, no pool’ policy. A significant number of communities offer meals provided to children when they attend school.
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While school staff and government agencies do their level best to encourage school attendance, it is up to parents, primary caregivers and children themselves to respond. Far too many communities have school attendances in the 20, 30 and 40 percentile ranges; It is no wonder very little learning progression takes place. Neither should it be surprising that so many of the upcoming generation are functionally illiterate and not able to negotiate in the major language of our country. English is our transactional language and without it citizens are not going to succeed.

Unless there is a significant and uniform upturn in school attendance (and inducements don’t really make change happen – it has to come from the heart) nothing is going to alter except for a continuing diminution of educational outcomes. Attendance and punctuality habits must improve if so many of our younger Indigenous Australians are to go anywhere near emulating the achievements of their elders.

The problem is Territory-wide

The issue of school attendance and punctuality is not limited to remote areas. It also impacts on town and city schools.

A matter of real concern in many schools, remote and urban, is that of “lateness”. Significant numbers of children and students have an ingrained habit of being regularly late to school. A student who is 15 minutes late each day, misses out on 9.5 school days (nearly a fortnight) each year. It’s time that children can ill afford to lose! The early part of each day is key learning time.

One empathises with children who miss school because of illness and hope for their speedy recovery. There is however, a lot of absenteeism that occurs for reasons of a non-medical nature. Children miss school for a myriad of reasons – and all disrupt learning! It may be a case of birthdays, relations visiting, extending camping trips, taking extra days before and immediately after school holidays, adding to weekends– and so on.

When lateness and absence are added together, there are for many children, a significant number of school days and weeks missed each year. This takes from education and learning opportunities, playing negatively on student learning outcomes.

Skewed Holidays

In the Territory, school attendance is often affected by the timing of annual family holidays. During school holiday periods airfares are at their peak with accommodation costs considerably hyped. It’s very expensive to travel away during school holidays!

Many Territory families take their holidays during school time because to do so is considerably cheaper and more budget friendly. This is an economic decision and one easily understood – however it impacts on school attendance and student learning opportunities. Could airlines, in the interests of education, be persuaded to up costs of travel during school term time and decrease airfares and packages during the student holiday season? That would solve a myriad of school attendance issues.

System-wide challenge

Irregularity of student attendance in our schools is a sad negative, one contributing significantly to reduced student learning outcomes. Truancy, absence and sporadic attendance have a deleterious and challenging impact on far too many Territory Schools and their students. It can be fixed but that will take courage.