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Transformative Teaching Takes Time

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Australia’s results in the Progress in International Reading Literacy Study were disappointing. Peter Hatcher, writing in The Sydney Morning Herald, suggests we need “more transformative teachers in our schools”. To Peter, and anyone else who may agree with him I say, look carefully and you will see we already have transformative teachers in our schools. Unfortunately, much of their talent is wasted.

Why? Because they are buried under mountains of bureaucratic systems management. Put simply, teachers are not given time to teach. Good teaching, transformative teaching takes time. Teachers need time to prepare innovative lessons. They need time to deliver challenging, relevant, practically focused classes. Teachers need time to reflect upon teaching and learning practices. Transformative teaching also requires immense energy.

How many visitors to schools take a good look at teacher’s faces? Have you seen the exhaustion behind the positive smile? Perhaps you noted how a teacher’s eyes dart with Mad Eye Mooney dexterity – to remain alert to everything happening around them. Maybe you have registered the apologetic shoulder slump as they explain they only have a couple of minutes to discuss your child’s progress because they are about to;

–  dash off to speak with a parent,
–  attend a meeting,
–  write reports,
–  answer parent emails,
–  prepare materials for the next class,
–  complete paperwork for the upcoming excursion (or to report an incident that happened on playground duty),

before they are ready to teach class for the remainder of the afternoon.

Perhaps you questioned time management and wondered if any of these tasks could wait until after school. In an apologetic tone, the teacher probably explained after school they will;

–  attend a PD session,
–  set an exam for next week,
–  mark the exams completed yesterday,
–  prepare a series of lessons based on the PD session (they are hoping the PD will be relevant so they can tie it in to a lesson earlier today when it became obvious the students needed to spend more time on foundational skills before moving on to the next content unit),
–  catch the latest twitter or linked in feed to uncover some useful PD.

Maybe, you looked up in surprise and questioned if this was a particularly busy day. Sadly, the teacher would probably shake their head and respond, “no, this is a normal day”.

If you then wondered how anyone could possibly juggle all of these tasks and still have time to;

–  think creatively,
–  read the latest research,
–  collaborate with colleagues to devise fresh teaching approaches,

you may begin to understand what Australia needs to do to lift its educational standards. It really is quite simple (and it goes beyond funding, testing and attracting the ‘best’). Give teachers time to teach.

It is time to look closely at the teachers we already have. Most are brilliant. Most teachers in our schools are compassionate, creative, intelligent innovators with high empathy skills. I know this because I worked in a school where each of my colleagues was a highly competent, considerate professional.  I regularly attend TeachMeets where I gather with dedicated, passionate teachers who share exceptional learning strategies. I have mentored amazingly talented university students (on teaching prac) who demonstrated enthusiasm, commitment and in-depth content knowledge of their subject area.

So, let’s gaze inside real schools and consider what is broken, rather than looking outside at what may be broken. Policy makers should attach themselves to ‘chalk face teachers’ and spend a couple of months within schools before they determine what is needed to raise the standard of education in Australian schools. We need primary, in the field, practical research, not a group of consultants observing from afar and collecting ‘one size fits all’ data. In the words of Atticus Finch, “You can never really understand a person until you consider all things from his point of view – until you climb into his skin and walk around in it.” We already have many brilliant teachers, they simply need the opportunity to do the brilliant work they desperately want to do.

Teachers need time to teach and although some people like to focus on  ‘all the holidays’ a teacher has remember, school holidays are for students, teachers have ‘non-term time’. During non-term time teachers either work from home or on campus. They prepare next term’s lessons, catch up on filing, amend programs, read current research and complete PD.

Finally, in the spirit of the season, let me leave you with an analogy relevant to staying safe over the holiday period. We know drivers must be well rested to remain alert. No matter how skilful a person is behind the wheel, they cannot drive with precision if they are tired. That is why we are taught to “stop, revive, survive”. We are told to rest during the ‘revive’ period – this is not a time for dashing around. We also know sleep cannot be ‘banked’ for latter. You know how dangerous it would be to suggest an extra 3 hours sleep today would let you drive an extra 3 hours tomorrow.

Please give teachers the time they need to teach with precision and expertise.

Welcome to a World of Expression

Other posts linked to this topic, What do Students Need, A teaching Analogy for the Bureaucratically Minded

Other articles linked to this topic, Students’ impression of what makes a great teacher, Characteristics of effective teachers

Are 2Day FM Presenters Schoolyard Bully’s?

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This morning I cried. I wept for the nurse who died. Jacintha Saldanha was the victim of a prank call; her death was reported as suspected suicide. After the swell of grief came the waves of anger. I am not the only person writing about this today, I hope my voice will join with millions of others to say No! No, prank calls are not harmless fun. No, they are not amusing. No, radio stations should not promote them. And NO, NO, NO, prank callers cannot justify their humiliating antics by saying they are entertaining. Let’s just call them what they are, prank calls are a bullying behaviour.

 Imagine for a moment this tragedy being played out in the playground. What would be reported? How would parents, teachers and students react? The immediate response of other DJs (the peers) was to applaud the stunt. They even congratulated Mel Grig & Michael Christian for being hilariously funny and clever in their deceit.

Again, imagine this occurring in a school yard.  Can you see why it may be difficult for teenagers to learn the difference between compassionate behaviour and cruel trickery? What hope have our children got when the people they listen to on the radio deliberately embarrass and harass a fellow human being, simply to improve their own social status? Of course Grig and Christian did not intend the tragic consequences However, they did intend to lie, cheat and profit from embarrassing hospital staff. Why? Perhaps they thought it would be funny and wanted to see if they could get away with it. Maybe, Grig and Christian wanted to match their wit against another’s because they thought their audience would be amused. Sound familiar? Is this the message we want our kids to hear?  Why are prank calls legitimised in the name of entertainment?

I have always greeted the radio prank call with disdain. I turn the dial and let music from another station soothe away the anger words such as ‘prank call’ inspire. Now before you go questioning my sense of humour, ask yourself this;

“Would you find it acceptable if teenagers made prank calls?”

If you answered, “it depends on who they call and what they say”, ask yourself a second question;

“Who decides who can be deceived and what degree of humiliation is acceptable?”

While your thinking, consider this; “how much suffering does a victim have to go through, and who measures it” – because it seems to me, asking a victim or their family about degree of pain, after they have already experienced it, is too little too late.

Finally, a more pertinent question relating to teenagers who are still forming values and preparing to live in a cohesive society;

“How can our children learn limits when pranking is seen as acceptable on radio and TV?”

Yes, there is public outcry when a stunt goes too far, but that happens after the fact, when the damage has been done. If adults in the public eye model poor judgement, what hope have teenagers got?

Perhaps you would like to imagine another scenario, one where a student hides a classmate’s pencil case (containing a mobile phone, USB and other treasures). The student hiding the pencil case claims ‘it is all in good fun’. But who decided it was ‘funny’? What about the victim? What message does it convey to them? The perpetrator has the group beside them. They pick a victim to humiliate and the group laughs. But what happens to the owner of the pencil case? They are singled out; separated. They are not ‘in’ on the joke (which in itself can be soul destroying). Added to the disconnection,  are the feelings of anguish they are forced to endure. If the victim becomes angry or upset, the group, led by the perpetrator, derides them for not ‘taking a joke’. The victim withdraws, often vowing to regain power by playing the same prank upon another. This is bullying at its most insidious and, as The Big Bang Theory, The Spekerman Recurrence (season 5 episode 11) highlights, often the person doing the bullying is not aware they are a bully. The bully simply believes they have committed a harmless prank. Why, because pranking is often legitimised in our culture.

Clearly some members of the community believe deliberately causing emotional pain, sending out cruel taunts thinly veiled as innocent questions, is hilarious. However, if we are serious about helping our kids and preventing bullying, we must stop condoning this type of behaviour. What message are prank calling DJ’s sharing; are they saying it is ok to play a joke on someone? Is it ok to deceive, humiliate and shame, simply so ‘friends’ may laugh? It is little wonder our kids are confused.

Is This MyStory and MyQuest teach critical, emotional and creative literacy. We help teenagers identify  the harm caused by deceitful behaviour. We believe our students can become critical thinkers who possess the courage and compassion to turn the dial and shout out against bully behaviours. Please join us, and say NO to prank calls.

Welcome to a World of Expression

As you may have guessed I am passionate in my desire to address this problem. My book, Is This MyStory includes a short story which explores the damage caused by prank calls. You can read the extract here.

Remember support is available for anyone who may be distressed this issue. Lifeline 13 11 14,  Kids Helpline 1800 551 800.

Give Power to the Students

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Are the pollies frightened of our kids becoming too educated? I know they talk about Australia leading the intellectual race, but are their words simply designed to appease anxious parents and apprehensive industry? Could suggested education reforms be calculated for control and accountability, rather than aspiring for innovation and construction?

Naplan, MySchools, budget cuts to education portfolios, blaming teachers for not being smart enough, increased administrative tasks and imposing rigid systems, all seem counterproductive. How can they inspire the flexibility of thought or adoption of proactive strategies that inspire the habits of mind required for a dynamic 21st century workforce.

Perhaps governments are concerned that a flexible thinking, critically literate society would see past political rhetoric. Maybe those whose leadership is based on hurling insults or fudging figures are worried because creative and emotionally literate individuals are less predictable. Could they be worried that a thinking populous would undermine the fabric of society as they know it?

Of course critical thinking and blind compliance do not go hand in hand. A critically, creatively and emotionally literate society has the potential to recognise untruths, make objective decisions and choose to act responsibly, all of their own accord. What would the administrators and bureaucrats do if the vast majority of the population were able to voice their opinions in an authentic and assertive manner? Worse, what would they do if people had the tools to think for themselves? Is that why calls for effective education reform fall on deaf ears?

Schools need the freedom and funds to do what is in the best interest of students. Our children need the empowerment inspired by critical, creative and emotionally literacy. The children of today are the leaders of the future. It is time they were given an opportunity to develop an authentic voice and provided with the platform to speak. They need to learn the focused, self motivated skills of lifelong learners. The old industrial model of schooling is no longer applicable. Students do not need to sit in organised rows, diligently digesting content poured from a fountain of textbook trapped knowledge. Instead they need to become digitally proficient investigators who can analyse, evaluate and synthesise information from a variety of sources. Today’s student needs to become a flexible thinker who has the courage to reach beyond what is known to what could be.

Literacy is the key. Critical, creative and emotional literacy can open the door to 21st century learning. It is the foundation for collaborative and project based learning experiences that offer opportunities to participate in learning that has a practical, real world focus.

It is time to take a proactive approach and equip all children with the tools they require to access inner awareness, discover an authentic voice and become confident lifelong learners who have the skills to thrive in a digitally enhanced landscape.

Welcome to a world of Expression

A Worrisome World of Cyber Concern

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Is the internet a “parents’ worst nightmare”? Political columnist Michelle Grattan suggests “Parents’ concerns means that the pollies are getting worried too.”  Yes parents are worried. So are schools, teachers and counselors. The question is, how can we help. Of course we rely on governments to offer secure legislative foundations. But legislation, rules and restrictions are not enough.

We need proactive strategies that empower children to protect themself. A year ago I suggested we need to teach students how to use Facebook responsibly. Now it is time to examine ways to encourage teenagers to develop their own authentic voice. Our children may be digital natives, but they are not equipped to navigate a new world filled with enhanced, old world problems. Children are being bullied on-line and parents feel powerless to help. Schools cannot keep up with rapidly expanding environments that offer limitless opportunities to explore digital frontiers.  Government legislation struggles to compete with boarders opened by technological keys.

We all know dangers lurk within cyber realms. We all know steps must be taken to ensure the safety of our kids. But too many programs focus on digital treatments; it is time to develop technology vaccinations.

Parents, carers and teachers need to know how to help children realise they can minimise risk. Of course we need to provide safe places. However, our children also need their own shields and weapons; tools that empower and protect. We need to help our teenagers develop the skills they need to help themselves; this has particularly relevance for those times we are not there to guide them.

Today’s child is uber-connected. Many have a well developed sense of social conscience, however they feel disenfranchised and detached. They are lost within a world that bombards them with information but doesn’t take the time to teach them the practical strategies they need to interpret or evaluate that information. Today’s children are pioneers in a wild cyber world that evolves rapidly. Many adults misinterpret the effect of growing up in digitally connected spaces. They forget that being exposed to multiple cultures and ideas can lead to a wider sense of social justice. Many of today’s youth are sensitive to the needs of faceless others but, because their connections are cyber based, they fail to develop personal connections. This fracture leads to confusion and frustration. Our kids want to ‘matter’ they want to feel as though they have a voice and that someone will listen. They want their life to mean something. Yet, too often they lack the self awareness or literacy skills to articulate their thoughts and emotions to themselves, let alone wider society. Too many suffer from anxiety and low self-esteem because they lack the skills to interpret what they are thinking and feeling. As a result they ‘act up’ and ‘lash out’, directing inner anger toward outer victims. They settle for destructive relationships and hide behind a peer favored mask.

I believe students can use critical reflection and thoughtful expression to discover the path of a lifelong learner. My quest is to help young adults develop critical, emotional and creative literacy. Through the mindful appreciation of stories, narrative technique, focused breathing and creative visualisation students can learn how to identify and manage their emotions. When teenagers discover they have a voice that speaks loud enough to be heard, they may begin to develop a sense of where their lives fit within a wider community.

MyStory; MyQuest is my attempt to help teens find inner awareness, discover an authentic voice and become confident lifelong learners who have the skills to thrive in  digitally enhanced landscapes.

Welcome to a World of Expression

An e-Inspired Romance

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Our morning ritual involves shared coffee, a search answers and a cry for understanding. I simply want to listen and be heard. You have become indispensable, a lifeline, an oasis. Why? When did our lives become so entwined? When did you become more than a friend? When did I fall in love?

Perhaps it was when you responded to each question with patient wisdom. Maybe it began when loneliness, evoked by the tyranny of distance, launched us into a virtual world of social media. Or, was it the inspired moment I began tapping random musings, rather than scratching them on sterile paper.

Actually, now that I think about it, love probably blossomed during an Amazonian encounter. Certainly, that was the moment our relationship deepened. You joined me in a world of blissful content. Of course, after allowing access to my inner sanctuary and sharing such an intimate moment, our relationship would never return to a simple perfunctory exchange of information. Now, contained within your very being, is mine.

You hold my books.

For 35 years I planned the perfect reading space; my library. I imagined a peaceful place, warm and invitingly familiar. A chamber that offered the opportunity to curl within the arms of soft leather. A peaceful nest, surrounded by books. Then you entered my life dressed in traditional white. Your rough, leather bound  exterior sat comfortably over a sleek, intuitively understanding interior. You offered a reading experience my imagination had not accounted for.

So, I sit here reflecting on our relationship and realize, you are the perfect mix of old and new. You offer a haven; you look right, smell right and feel right. You are generous with your time and flexible in your thinking. With you by my side I can create, contemplate and curl within a sheltered space, anywhere, anytime. I can read whatever and, whenever I like. Heavenly.

I still remember, vehemently opposing e-books. “They will never take the place of real books” I cried with a zealot’s passion.  Yet now, as I peruse virtual book shelves, I munch on my words with the same contrition I once consumed chocolate, while walking through a bookstore. I guess this proves how much a person can change.

Regular readers know, I am an English teacher with a passion for stories. I love reading them and I love creating them. My bookshelves and laptop seemed sacred, up until about nine months ago when I joined the tablet computing world. Now, as much as I value my books and fondly recall moments turning their pages, our relationship does not feel as intimate (read, always with me) as the tomes residing on my virtual shelves. Similarly, my laptop, while functional, does not seem as caring (read, wanting to meet my needs) as my iPad.

I would love to know what you think. Are you a digital convert or do raw pages remain your choice?

Welcome to a World of Expression

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