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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2020 – English Revisited

As a subject, English inspires its own controversies; from text choice to the “goals” of English education in a modern curriculum; from use of spell checkers to “whole language” and “phonetic” reading practices. Everyone has an experience to share and an opinion to express.

When I reflect on my own exposure to Language/English during my schooling years, I feel grateful that I was part of the phonetic reading/spelling generation; however, I recall that grammar was definitely “out” … there was no direct teaching of ‘parts of speech’ as a functional tool for improving written expression (though I do recall a class on “collective nouns”). Reading and Writing were privileged and Viewing / Speaking and Listening were inadequately marginalised.

Personally, I didn’t score so well in English Literature at school. As a mature-aged university student, I think my motivation for choosing English Teaching as a vocation, was really developed through my years of “dramatic immersion” – learning, deconstructing, performing and directing scripts. I found the English core units in my university major both enlightening and exciting but still lament that, after four years of university, we were not taught how to use functional skills, nor were we ever expected to study them – even though our mandate was to go into the classrooms of the nation. That still floors me.

I remember buying a book on grammatical rules from the Secondhand Bookshop (which was published in 1954) and studying it so I knew the “languages of language”. It was the hardest unit of study and I still think I should be recognised with a unit credit for that torturous semester break :).

Reflecting on how to harvest the best practice from my own experiences, knowledge and years in the classroom and then project that into what I feel “subject English” should look like in 2020 … I would prioritise the following considerations;

  • Put creativity and imagination back in the centre.
  • Authentic opportunities, projects and engagement in real world/relevant learning!
  • Build bridges – Actively seek opportunity to integrate learning with the other core learning areas; English is the subject MOST able to make authentic links across curriculum.
  • Assess vehicles for operational ownership of the role of functional language (I want to read adverbs and adjectives in student’s writing again!)
  • Embrace the new class of digital-natives – anything to maintain and enhance the culture of reading, writing, speaking, critical viewing and listening practices.
  • Debate, debate, debate.
  • Consent to the marriage of English and vocational preparedness – attend the wedding and pay for the reception.
  • Question whether the role of the English language as the “central, universal language” is outdated… certainly accept that it is a dynamic, evolving language and will be more-so in a globalised, more connected world stage.
  • Love your LOTE and ESL staff – you have no idea how good they are making you look! OR … support your school teaching a second language!
  • Ask students, business and educators what modes of assessment will be best to prepare for a 2020 future.
  • Seek relevant opportunity for the use of exceptional ‘out-sourced’, digitally relevant English tools.
  • Demand a culture of literacy – bribe colleagues with cake.
  • Articulate and affirm the irreplaceable role of the effective 2020 librarian – consider re-birthing the “role” which incorporates easy access to text and digital tools.

But… why wait until 2020?

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!

And the Survey Says…

We now have over 90 subscribers to WA Teachers’ Lounge (blog) and 180 “LIKES” on our Facebook Page.

Thank you – BUT – We have set a goal to reach 1,000 WA Teachers by year’s end.

To assist in this endeavour we would really appreciate some feedback on what you feel could be improved. What topics are of interest? Do we cover enough news? Too much? Would you like more opinion? Guest writers? Would YOU like to write something for us? Competitions?

Let us know via the Discussion Board on our FACEBOOK SITE: http://www.facebook.com/album.php?aid=288385&id=623299428#!/topic.php?uid=154210691257798&topic=207

Alternatively, post your response in the REPLY box below and I will cut and paste your comments across for others to benefit.

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WA Teachers’ Lounge