WINDING DOWN

This article was published in the ‘NT Suns’ on December 5 2017

 

WINDING DOWN

 

At this time of every school year, realisations dawn and reflections begin.

One of the key realisations as a teacher is that the 40 week school year has all but passed and you wonder why time has gone by so quickly. This is an issue also confronting students who need to be time conscious for the whole year. Putting off assignments and delaying the completing of work can lead to gaps in learning and progress. That does not augur well for exams and final assessments.

Another realisation is that during the year, distractions can make it hard to stay on track with what needs to be covered by teaching programs. Unplanned events and activities can creep into school calendars, overturning planned events. Staff absence through illness or leave can impact upon schools and classes. For young children particularly, the quality of rapport that builds between teacher and students helps them feel good about school and learning. Staff disruptions can be unsettling.

There is always a need to be careful that extras making up the frills of a school day and week, do not displace the time required for learning the basics. Time given to key subjects should be somewhat sacrosanct. Deflection away from core learning can happen and should be avoided.

A key realisation has to be that of all professions, teaching is the most scrutinised. Everyone wants to have a say about what goes on in schools. This might be formal, coming from directives on priorities from administrators. It might be the setting of school agendas by school councils or management groups. Media often magnifies what experts and interest groups feel should and should not be promoted or taught in schools and classrooms. Part of this is realising that everyone from system managers to interest groups, believe that schools should be responsible for filling a pseudo parenting role. Sadly this is due in some cases to families either not having the knowledge or not being interested in fulfilling their role in bringing up children.

Teachers and school leaders have come to realise that more and more is being heaped on schools, with compulsory curriculum requirements expanding like Topsy. Rarely are things dropped from school agendas in order to accomodate the add ons. Where does it all end?

It is almost time for teachers to draw breath and reflect on the school year that is about to end. There will be a lot for them to think about.

YEAR 12’S ON CUSP OF FUTURE

 

This articles was published in the NT Suns on November 14 2017. Written with the Northern Territory context in mind, it has applicability to Year 12 students all around Australia.

 

YEAR 12’S ON CUSP OF FUTURE

Several thousand Northern Territory Year 12 students have reached the pinnacle of their primary and secondary educational experience. Some have completed their publicly assessed examinations and begin the wait for exam results. By Christmas time they will have their results and can begin planning the next stage of their lives. Other students who have opted for school assessed subjects will be considering vocational careers. For some students, there may be disappointment but the majority will experience the joy that comes with success. Commitment and effort generally lead to positive outcomes.

‘Schoolies Week’ will be happening for our Year 12 cohort. Many students will let their hair down and chill out, possibly in Bali or at some other recreational resort. Celebration is fine and should be without incident if the cautions offered by parents and authorities are observed.

Within a few short weeks, the question of ‘what next’ will be exercising the minds of graduates. Apprenticeships and further trade training will be on the horizon for some. Contemplation of university entrance to Charles Darwin or interstate universities will be considered by others.

Gap Year

Graduating Year 12 students may elect to take a ‘gap year’. This period of time away from study is used by some for travelling and others for work.

A gap year gives students the chance to fully consider career alternatives. Many students who have opted for a tertiary program while still at school, have upon reflection changed their minds and chosen alternative career pathways. To go straight to university from Year 12 can mean commencing a course that is really not the most suitable. The options then become changing courses midstream or continuing with a program that ultimately may lead to a unsatisfying career. While jobs available may not be those of first choice, the chance to earn money and meet people builds confidence and helps develop independence for young people.

Those choosing to work for twelve months know their earnings can go a long way toward meeting HECS costs and other tertiary study expenses. Degrees are becoming more expensive as Federal Government initiatives impacting on university funding begin to bite. Accumulated HECS debts are burdensome and can take years to pay back.

To complete Year 12 is an achievement and congratulations are in order. I am sure we all wish graduates well as they contemplate and prepare for the next stage in their lives.

 

 

 

 

 

CHILDREN NEEED CONFIDENCE AND REASSURANCE

Column published in NT Suns June 6 2017

CHILDREN NEED CONFIDENCE AND REASSURANCE

A prime focus of education is planning towards meeting the future needs of children. Preparing children and young people to become tomorrow’s adults and leaders is a key educational commission. This should be a shared responsibility involving parents on the home front and teachers in our schools. Taking advantage of learning opportunities is also a responsibility resting on the shoulders of students. Parents and teachers offer development and educational opportunities for children but cannot do the learning for them.

In a world of educational pressures and global confusion, it is important to be careful and responsible in planning learning opportunities. Part of this is to offer a stable and understandable environment. The opportunity to ‘grow through play’ and the way in which children learn to understand the wider world are both important.

Play

The importance of play and social interaction children have with each other is sometimes discounted. Abundant research confirms that children learn about the world through play. This along with other stimuli supports their social, emotional and moral/spiritual growth. Young people can be and often are exposed to the pressures of academics too early in life. Making haste slowly and ensuring these other elements are taken into account, supports the stable development of young people. Pressuring children academically might produce ‘high fliers’. However, confidence and maturity come from socialising and play, without which children can be left in isolation. Playing together is one way children begin to understand one another and the world into which they are growing.

Unease

In these troubled times children’s self confidence needs to be supported by parents and teachers. Distressing events, particularly terrorist attacks, climatic catastrophes and other disasters have an unsettling effect on everyone. This is particularly the case for children who can and do become distressed by such events. Trying to shield young people from these events or attempting to brush them off, will only heighten their anxieties.
Awareness of terrifying events creates distress which “… may be shown in all sorts of ways.
This can include aches and pains, sleeplessness, nightmares, bed wetting, becoming … snappy or withdrawn or not wanting to be separated from their parents.” (Parry and Oldfield, ‘How to talk to children about terrorism’ The Conversation, 27/5/17)

Children need the confidence and understanding that grows from play and they need reassurance about the good things in a world into which they are growing. It’s up to adults to see that both these needs are met.

REMEMBERING ANZAC IN OUR SCHOOLS

Published in NT Suns in April 2017

REMEMBERING ANZAC IN OUR SCHOOLS

Anzac Day remembrances taking place in our schools this week are particularly poignant. Many of our students have parents or relations serving in Australia’s Defence Forces. For them, Anzac Day is more than a recall of historical valour; it emphasises the fact that they and their loved ones are part of today’s defence cohort. Anzac Day is very much a reminder of their present situation.

Anzac Day remembrances are very close to the homes and hearts of these students. That is especially the case in Darwin and Palmerston. Our schools and communities have enrolled large cohorts of defence children. They are members of families who have to live their lives around the requirements of Australia’s defence leaders. Family rotations and parental assignments are part of their life.

Contemplating these issues can result in children feeling both unsettled and worried about the future. For defence families the issues of peace and conflict and the way they can impact on home life are very real.

Defence School Transition Aides (DSTA’s) have been appointed to schools with significant numbers of services children. They help both students and families settle into new schools. They also support those about to leave on family rotation. Rotations mean that children will sever friendships they have built during their time at the school. Included is help offered children who may have learning difficulties caused by leaving one educational jurisdiction and entering another. Tutorial support is available to these students and can be accessed with DSTA support. This extra help is available at no cost to parents. DSTA’s help defence families and students come to terms with these and other issues arising because of relocation.

Multiculturalism

The nature of our multicultural society needs to be interwoven sensitively into Anzac remembrances. There are formalities including flag raising, the Ode of Remembrance, the Last Post and Reveille that form part of school ceremonies. They add both dignity and solemnity to the occasion. Delivery of the Anzac Message could be hurtful if it had a ‘them’ and ‘us’ theme. The theme should be about a desire for the betterment of all people. There are no winners and losers in conflict situations, rather a loss for everyone.

Anzac Day remembers the valour of those who have given their all for others. If the remembrance can build oneness and unity, strengthening the resolve of our young people toward living good lives, it will have achieved its purpose.

HINDSIGHT ON A CAREER

When one begins teaching it’s hard to predict how long a career will be and where it might lead you.

In formal, full time teaching terms my career spanned just on 43 years (beyond graduation).

Without doubt the greatest joy for me is catching up with past students and having conversations with them about the milestones they have reached in life. It is this catching up that makes life as an educator, one of quite regular rejoicement.

Sadly, there have been among those i have taught, a few who have gone off the rails. Thieves, perpetrators of assault, rapists and murderers have been past members of schools with which I have associated. But for every one person who has slipped, there are a thousand who have done well and who are making a quality contribution to life.

I mourn the few who have failed and wish them repentance and recovery. And I rejoice in the many who have brought blessing and joy to others,m to the world, and into their own fulfilled lives.

CONSIDER A MISSION STATEMENT

I believe in mission statements. They are focussing. I revisit my mission statement regularly. It is included on correspondence and emails. It is also on the reverse side of my business card.

My Mission Statement:
 
* To fulfill and be fulfilled in organisational mode: Family, work, recreation.
* To acquit my responsibilities with integrity.
* To work with a smile in my heart.
 
These precepts have been my guiding light since 1984.

Consider developing a mission statement that offers purposeful focus. You’ll be glad you did!

CELEBRATING STUDENTS

While this entry relates to the Northern Territory and Board of Srtudies recognition of students who have done well, similar ceremonies take place elsewhere … Or should do.

We are quick to point out areas of challenge while often reluctant to celebrate student success. This paper is about rejoicing.
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BOARD CELEBRATES TERRITORY STUDENTS

In February every year the Northern Territory Board of Studies recognises the accomplishments of Year 12 NT Students, along with several stand-out primary and middle school children . This year’s celebration was held in two stages. On February 4, a ceremony was held in Alice Springs for students attending schools in the Southern Region. Last Friday the Top End celebration was held in the main hall of Parliament House. Students from Darwin, Palmerston, Katherine, the rural area and throughout Arnhem Land were honoured.

The Board’s Chair Mr Ralph Wiese was Master of Ceremonies.

Students were recognised for academic subject excellence. Awards for vocational educational studies acknowledged the universality of education and preparation of young people to enter into a wide facet of occupations in the years ahead. Both private and government school students were applauded for their 2015 results.

Each recipient received a certificate and monetary reward. The top 20 Northern Territory Certificate of Education students were also presented with trophies to recognise their hard work, dedication and commitment.

The most outstanding NT Certificate of Education Student, Lauren Northcote, attended Darwin High. She has earned a full scholarship to the Bond University (Queensland) for double degree tertiary studies.

A feature of 2015 was that 13 of the 20 top NTCE students were educated in the public school system. Nine were from Darwin High, two from Casuarina Senior College and two from Katherine High School. Three of the top 20 students attended Essington and one the Good Shepherd Lutheran College. In 2014, 19 of the top 20 students came from the government sector.

Monetary rewards earned by students are sponsored by business, a number of professional associations, Charles Darwin University and the Department of Education. Many thousands of prize dollars are awarded to assist students with tertiary study or occupational training.

Special Awards

A highlight was the conferral of the Administrators Medal. Two medals, one for a primary and one for a junior secondary student recognise academic accomplishment, behavioural excellence and the modelling of citizenship qualities. Olivia Anderson (Larrakeyah Primary) and Morgan Gurry (Darwin Middle) were recipients of medals awarded by our Administrator the Hon John Hardy.

Three awards named in their honour were presented in recognition of outstanding Territory educators taken before their time. Sally Bruyn (Year 6 science Award) Vic Czernezkyj (Mathematics excellence) and Karmi Sceney (Indigenous excellence and Leadership urban and remote schools). Alice Campbell (Alawa Primary), Leonard Ong (Essington), Kyana Hubbard (Casuarina Senior) and Daniel Bromot (Kormilda) were the award recipients.

Along with 2015 awardees, 1338 other students successfully completed their year 12 studies. Many are opting to complete their tertiary education at Charles Darwin University. Our university is continuing to gain status, recognition and respect.

The celebrations confirmed that many of our upcoming generation will be key contributors to the Territory’s future. That future is in good hands.