Driving school curriculum

The connection between middle school (yr 8-9) and senior school (yr 10-12) in the absence of a prescribed syllabus is cause for concern. When a teacher is limited by timetabling to only teach middle school classes they can lack the perspective gained by teaching senior school classes.

Similarly teachers only teaching in senior school that never teach lower school classes can lack an understanding of the difficulties in teaching younger students.

Where there are middle schooling practices, we have to be ever so careful to ensure that the "developmental" curriculum in middle school is dovetailed into the prescribed and effectively "streamed" curriculum of senior school... or else we end up with cream puffs with little resilience and disparate understanding/skills.. that when faced with pressure of performance they sadly crumble.

To not have cooperation between the middle and senior school is a real recipe for disaster. By not pushing hard enough in middle school, students find it difficult to adjust to the rigor of senior school. By pushing too hard, students become disengaged and arrive at senior school unable to enter effectively into more demanding subjects.

I believe that the only way forward is with strong leadership and it has to come from the staff that have taught and have an understanding of the needs of all five years. As staff with courses of study experience only exist in the senior school, under normal circumstances, this is where you would normally find that person. Typically they are well respected and driven individuals, although recently they may be feeling disempowered and ill used.

Once that person is identified they need to be empowered with the ability to make change such that the transition of students through middle to senior school promotes the highest outcomes from students. Being part of performance management and hiring processes for learning area staff may be a good idea.

Secondly they need to identify areas of intervention that will improve results across all five years at school, in assessment practices, student motivation, ICT implementation, curriculum development, statistical analysis of results and pedagogy ideas.

Thirdly they need to be a conduit to other learning areas to measure the amount of transference of information, examining opportunities for application of mathematical concepts effectively.

Lastly these leaders need to be recognised for their achievements and clear measurables need to be defined to show them any progress that is made. This needs to be a positive process with focus on success and examining failures for better ways to achieve desired outcomes.

With the dogs breakfast that currently exists with the lack of a current syllabus and the imminent failure of the development of a national curriculum, the opportunity exists to enhance state schools through effective identification of issues and the subsequent change management. State schools that face this challenge head on will avoid the catastrophe that is approaching post the disaster of the OBE implementation.

Baby Week

We're all prepped and ready for the arrival of our first new family member..

nursery finished... tick
house tidy... tick
bag packed ... tick
classes prepped for next week... tick

baby?? late of course.. just like it's mother.

My wife had a dream that she was having a Labrador. We checked on the ultrasound and it definitely is a baby.

I'll take a day off when it's due and then another four days when they come home. It's all very exciting and we're both looking forward to meeting our new family member. I've been telling my students that we'll name the baby Eunice or Eugene to make sure they grow up a maths dork, study hard, don't get boyfriends/girlfriends until they are at least 40 and make lots of money.

I'm finding the 3A MAT Trig test difficult to construct as my first attempt was too easy. I'll have to beef it up again later.

:-)

Escalating issues with students.

Some teachers are really good at identifying a potential behaviour issue with a student and bopping it on the head. Occassionally a student just gets a bee in their bonnet and won't let it go. What starts as a shoosh directed at a student when I start my lesson, ends with the student on in-school suspension for multiple misdemeaners during the lesson and ongoing issues for months thereafter.

There's a knack for diffusing students and when I'm concentrating usually I can pick the student and prevent them from doing stupid things. My favourite list of things to prevent these events is as follows:

Sleep well: If I'm tired I'm bound to miss the signs of a student ready to blow and probably respond with less patience than I normally would.
Maintain firm class rules: Respect, responsibility, doing your best.
Look for storm clouds: Student body language on entering the room can give an indication to their mood.
Use of humour: Sometimes a simple laugh can turn a student around.
Check their understanding of the topic: If a student feels hopeless they may compensate with poor behaviour to hide the issue.
Low key responses: Have a range of responses that don't draw attention to the student (eg. hand signals, proximity, diversion, interacting with nearby students, sending on an errand.)
Backup responses: Moving students, talking to them out of class, preventing students sitting near disruptive influences, extra homework, class detention.

If all these fail (and the student continues to disrupt the class) or a critical incident occurs (abuse of teacher/student, uncontrollable anger, damage to school equipment, visibly upset/crying) then upline referral is required - probably resulting in suspension. This of course causes further issues (my estimate) is that it takes 4 days to catch up for every day missed in senior school. The quality of the upline support will dictate how easy it is to re-introduce the student to class and resolve the issue.

When suspension occurs I see this as my failure - albeit sometimes I wish I knew some of the 'confidential' information within the school so that I could modify my responses to errant behaviour accordingly.

Rewarding effort of teachers

Today I received a certificate from the Principal in recognition of the summer school run for our 3A maths students and a letter of appreciation from the school. It acknowledged the engagement of students in the summer school programme and recognised the planning required for such an undertaking. Our other two mathematics teachers in the senior school received similar commendations. This is really positive performance management (albeit in normal business it would be accompanied with pay rises or condition benefits). One really negative thing about teaching is that career progression requires entry into management roles and lateral "teaching students" advancement is not really catered to (level 3CT is the one exception and IMHO I haven't met a worthy recipient).

It is nice to put another letter/certificate in my Portfolio!

Now for planning next year's summer school with involvement from schools and students in adjacent areas. It would be great to be able to get some publicity/media attention and for participating students to be able to choose lecture/tutorials based on student needs and interests.

On another front, in the senior school we have a rolling class strategy in year 10 math, where each of the three senior school math teachers take turns following a top year ten class through to year 12. The middle school maths programme (developed last year by the senior school) has made a difference already, with the current year 10 coordinator already noticing that our top students have made solid gains in algebra compared to last year. Our middle school teacher has done well by these kids implementing the programme - a real achievement for the school.

The year 11 3A course is moving along swimmingly thus far. Yay!