Learning from “The Dot”

I love this story. I hadn’t seen it before and it immediately struck me as a great encouragement to teachers. How do we manage the “little” moments that present themselves. It struck me that;

  • The teacher has this conversation “after class”.
  • The teacher asks Vashti to “own” her work by signing it.
  • The work is privileged for what the student is able to achieve “at the moment”.
  • Vashti mis-reads the teacher’s cues … is this from her experience with other teachers (e.g. Vashti’s reaction to “Polar bear in snow storm).
  • Vashti’s teacher invested in her “after class” – by framing the first picture.
  • Vashti had resources at her disposal to “explore” (her “never before opened paint box”)
  • Reflection is CRUCIAL to the next step of learning … AND teaching.
  • Most of Vashti’s learning happens without the teacher; her teacher is merely the CATALYST.
  • This teacher only has Vashti once a week. 🙂
  • The school “Art Show” … an opportunity for an authentic AUDIENCE.
  • Vashti honours her experience (and her teacher) by mentoring another.

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Notes From AFR “Teach Skills, Not Subjects”

 

AFR bossI really enjoyed Brett Rolfe’s article “We need to teach children skills, not subjects” in this weekend’s Australian Financial Review Boss Magazine. For those interested, here was the source statement to Brett’s questions on the subject.

The current revolution in education is in the shifting priority to the learner, learning; rather than a single focus on what needs to be taught. It is clear to me that fear of non-compliance to curriculum standards is driving much of the educational agenda in Australia. Our focus on meeting the requirements of a broad curriculum is robbing educators of the ability to invest in the depths and directions which our children are interested in exploring and the “push down” of educational expectation into early childhood is robbing our children of the emotional and interpersonal foundations for long-term success.

There is no question that schools must develop student’s mastery of multi-disciplinary substance in literacy, numeracy, sciences and the arts; but our approach should focus more on the cohesive nature of these fields; a marriage and integration of width and depth in our investigations and studies.

I recently visited a beautiful school in Perth but after walking around the immaculate grounds for 10 minutes I had not seen a single student. I asked my host “Where are the children?” to which they cheerfully replied, “This is the NAPLAN term.” … I don’t really know what that means anymore; I live in a bubble where permission abounds for children to explore, play, experiment, challenge, debate and reflect; the longer I operate within this learning environment, the more acclimatised I become to the benefits but more ignorant to the truth that these possibilities are not the norm.

Our school’s Founder; Gillian McAuliffe, has been a passionate advocate for getting the “word out” and has championed the education-of-educators in this arena (long before it was popular to do so). I do believe that successful schools; schools who are connected and listening to the broad range of international research and best-practice, have a responsibility to reach out to other educators and offer pathways within their own contexts. Our school has been a model of excellence in responding to the needs of our own student body and we are constantly looking for ways to improve and extend our successes.

The foundations of our approach to learning are focused on developing Critical thinking, Creativity, Collaboration and Communication – these do not need to be elusive skills – whilst there are finer nuances; the crux of developing and mastering these skills is in providing time and opportunity. At Bold Park Community School;it is embedded in our environments, our policies, our approach to the disciplines, our questioning techniques and the provocational opportunities we develop for and with children.

http://www.afr.com/brand/boss/we-need-to-teach-children-skills-not-subjects-20150605-gh4c7c?stb=fb

International Mud Day

A Day for Kids to PLAY IN MUD? Is this just too KOOKY?

I promise after listening to Tim Vidler speak on ABC Radio – You’ll … “Get It”

6a00e0097e4e68883301a511d5b9d7970c-320wiBold Park Community School (BPCS), founder of the inaugural International Mud Day, were excited to join other schools and organisations to partner in an initiative to link with schools around the globe in enjoying the benefits and pleasure of playing in mud!
The intention of this event is to provide children with a symbolic opportunity to join with others around the world in connecting through the catalyst of mud.
This year BPCS “amped it up” with a dirty-big mud obstacle course (the Mudsticle Course); where children from ages 3 to 18 (and adults) interconnect with like-spirited children around the world by playing in mud together on Friday the 27th June, 2014.
Grown from its inception in 2009 with the connection of 80 Nepalese orphans and the children of Bold Park Community School, with the support of the Nature Action Collaborative for Children (NACC), this inspirational initiative has flourished into a multi-continental annual celebration.
As the participants of Bold Park Community School Mud Day since 2009 have discovered, there are children like our friends in Nepal who are prevented from enjoying nature-based play because they only have one set of clothes. One of the aims of International Mud Day is to raise global awareness of this sad reality and provide funds to meet this need to enable children to delight in the joys of mud play, and in the mean time, encouraging our own children (and parents) to overcome our fear of getting dirty!
Mud gratifies one of our first and basic instincts. We will be playing in and connecting in the same earth. “Mud – It’s universal”.
For more information, visit the World Forum Mud Day site at:

 

Secret Mums on “POSITIVE” Business … OR … Engaging Our Parents in the Learning Partnership

IMG_7407

I hope you don’t mind my indulgence. It has been a fantastic few weeks at our little school. We have been running an intimate and innovative program for our Middle School girls (aged between 11 and 14).

These are confronting years for our young ladies and we have identified the need to focus on our girls in this age range. Families are needing support to cope as their girls deal with the new pressures of adolescence; confidence issues, body image and representations of beauty, healthy attitudes to food and exercise, complicated relationships (parents, “other girls”, and attraction/s to others) as well as the stresses of school, building success and coping with the technological presence of social and electronic media. It is no surprise that anxiety and stress are a growing community issue.

If our young people don’t have the tools to deal with these issues, they are simply not in a position to be able to learn.

The Middle School team consulted and researched widely to target a program that would offer the girl’s the confidence to address these issues within the school environment. Staff worked to collate a library of POSITIVE centred readings, video clips, podcasts, songs, feature articles and short stories centred around the themes we had identified and addressed POSITIVE solutions to HELP Girls… Kaz Cooke, Maggie Dent (our patron), the “Dove” media packages offered some great provocations;  as well as best practice readings from Relationships Australia and other professional support organisations.

resourcesThese “readings” have been broken into five weekly reading packages which will be delivered as a “girls only” group in a fully integrated English program. We have secretly employed the mums who also completed the reading program, complete with homework for Mum AND daughter.

Mother and daughter study, discuss, read and reflect on the weekly readings TOGETHER before they come to school to share their thoughts with their “Reading Circles” group.  The package integrates perfectly with English, Health, Electives, Zentangles and our Girls group and is informed by the pastoral care focus we have throughout the school.

The series culminated today (Friday the 6th June) with a special surprise event! The girl’s arrived to find all their mothers AT SCHOOL accompanied by our special guest; Kate Wilson – our amazing “spoken Word Poet” – a passionate young lady who has much to say about the issues we are addressing. You can view a sample of her work at http://www.youtube.com/watch?v=rK46nILY-rw – she was truly MAGICAL!

Most significantly – each mother shared about a moment from their own childhood where they had to face a challenge lead to a POSITIVE; something that was special to all of the girls – they were invited to present their snapshot through a medium of their choice; a dance, a song, a poem, a story but REAL and from the heart.

They also gave their daughter a handwritten letter in which they communicated and celebrated the BEAUTY they see in their daughter.

We are sold on the belief that schools must work with parents in partnership toward developing our young people – not JUST in an academic program but multi-elementally. We are excited that our school has been in an intimate position to RESPOND to the needs of our children in partnership with our wonderful community.

Poetry Slams It!

slam poetry

I have a confession. Even though I am an English teacher; I have struggled to teach and celebrate some poetic forms. (I will spare you my list of 1,000 exceptions which spring to mind as I am typing). I do; however, love teaching the DEVICES of the poet! We were very blessed recently to have access to the wonderful “Spoken Word Poet”, Kate Wilson (you can see her blog here: http://www.kwpoet.blogspot.com.au/).

Kate’s quiet demeanor coupled with her passionate and genuine enthusiasm was impossible to avoid. Far from being the Drama Queen; Kate delivered with the right balance of humility and substance. As a group of teachers (we really are the toughest of classes) we were inspired by our visitor’s ability to scaffold the delivery of poetic devices within our workshop and season with a wide range of her self-composed morsels (and examples from the best in the field of modern “Slam Poets”).

More importantly, Kate got us WRITING. Individual, small group, large group … WRITING. The groups were “popping” with puns, lyrics, stretched metaphors and beat-box-beats – WRITING but from the platform of speaking and listening (nice).

Since this is MY blog, I will share a couple of our “small group’s efforts”, based on the tasks we were assigned 🙂

TASK / INSPIRATION: An Apple and a Shakespearian Parody?

When I shall die,

Take me out and pluck my seed from my rosy flesh of little stars,

And I will grow to see the face of heaven.

The world will make love beneath my canopy,

And carve their names in my flesh.

Pay no worship for the garnish of my sister fruit,

For when my children fall to the earth .

I will rise again!

 

We also enjoyed Kate’s “pun” activity. We were assigned the word “Bread” and had to make as many puns in a short-story as possible… can you count them?

A SLICE OF LIFE

My uncle, Brian Free, was an in-bred Tasmanian farmer. What a delight! Tip-Top Baker but he didn’t always make the crust, many said he was half-baked; going against the grain and rubbing people the wrong way.

He fell in love with an organic, wholemeal hippie-girl from Rye. It wasn’t long before she had a bun in the oven and she agreed to marry him because she loved the way he rolled. In all, they had five flour-children … Yeast-Free, Dairy-Free, Gluten-Free, Nut-Free, and a son blessed from another relationship.

We don’t want to put a damper on our story but Brian became a dough-bludger; taking Abbott’s bread. It’s a sad slice of life.

 

Ultimately, there is a lot to take back to the classroom!

A Fairytale for the Arts – Happily Ever After?

When a school showcases the diversity of their school’s offerings in various publications and presentations, it is usually dominated by photographs from dance, drama, music, physical education, camps, concert, practical science and showcases… very few photographs show students sitting down at desks reading, writing and arithmetic-ing (I enjoyed writing that non-word).

Ironically, this projection is not necessarily reflected by the curriculum policies and procedures that underpin our school structures; here the focus is sometimes weighted heavily on academic performance in mainstream subjects and their ensuing ‘scored & ranked’ results.

There is a new tide of evidence mounting of the value of ‘the arts’ as a critical aspect of our curriculum rather than just a marginalised ‘extra’. This is a report that should be considered with some weight, especially in light of these emerging pedagogical insights.

I thought it would be worth reproducing the “Fairytale” from the opening pages of this report (The Arts and Australian Education: Realising Potential). You will note, it ends abruptly and has no resolution.

Do you think “The Arts” has a happy ending?

Once upon a time, all over the world, no children went to school, because schools hadn’t been invented. But children and young people still learned all they needed to become useful grown-ups in their community. They did this by listening to their elders, who told them wise stories and sang songs with them; together with the adults they danced and made music and performed the deep ceremonies and necessary lore and laws of the people; with the adults and each other they drew patterns and painted pictures and fashioned sculptures to create and communicate images and meanings; they invented stories that, although make-believe, were models of both the real world and other possible worlds – and they brought the models to life by acting them out. They learned by making artful and art-full play, and from all these experiences, where the body and senses, the brain and the emotions were all working together in constructive harmony, they made order and meaning for themselves in their personal, relational and objective worlds.

Then as life for humans got more complicated, some very odd people invented a special place to learn, and called it ‘school’. And the idea caught on, at least among grown-ups, who decided that in school, knowledge and compliance were the same thing. So they invented the Protestant Work Ethic, which divided work and play, and led to places for work called ‘classrooms’, where you learned sitting down – a good class was a quiet class, and play was left firmly outside in a special place called the playground where nothing important happened. The body and senses were ignored, and the emotions banished, and the brain was the only thing that counted. And they turned learning from a verb into a noun and called it ‘The Curriculum’ – a document in which what young people needed to know was all written down and could be carefully controlled, and what they did not need to know could be excluded.

The excluded bit included the Arts. This was because the odd grown-ups thought that music was noisy, the visual arts were messy, and that dance and drama were both noisy AND messy. If they happened at all, they were allowed to happen outside school time or on wet Friday afternoons. Their exclusion was also partly because another strange thing had happened in the world beyond schools.

Proper Art had become something only for grown-ups, and could only be created by special people who had a gift from the muses and had to have special training, which of course was available outside the schools.

A Case for Motivation 2

I heard this gentleman speak a couple of years ago. It is a message that we really need to hear as leaders, as educators, as employers and… someone please give Julia Gillard and Peter Garrett this link before they go too far down the ‘pay for performance’ pathway.

Another FANTASTIC Animation – Thank you, RSA!