Do students need to enjoy school to do well?

This was the chicken and egg question of yesterday. Does a student need to enjoy school to do well?

My initial thought was no. I hated school but still did well.

... but then, I was hardly the average kid.

So I looked at the top ten kids in each year group and asked myself did they enjoy school. For the majority it was yes. Which doesn't really answer the question, as 'do they enjoy school because they are doing well?', or 'do they do well because they enjoy school?'

So I took the assumption that students enjoy school because they are doing well and sought to quantify it.

The next question was, "Does progress equate to doing well or does competitive achievement equate to doing well?" On face value progress probably isn't enough, as students in lower classes generally enjoy school less than in upper classes (or similarly in unstreamed groups, students at the bottom of a class are generally less likely to enjoy school if they aren't competitive with other students), yet in many cases students in lower classes are making faster progress. The exception is in VET courses where success is defined as either leaving school and entering the workforce or alternate education such as technical colleges.

Following this insight you could make the tentative conclusion that artificial success or enjoyable activities will not make a student enjoy school as only competitive success will give them satisfaction! Students need to do well to enjoy school.

This would explain why students seek social success or spectacular social failure (negative behaviours) as this is something they can be competitively successful at. It would also explain mastery based class success and why dumbed down classes tend to be happier (give a class a copying activity and watch them go!)

Find a longer bow than that! I dare you!

:-)

Interesting facts about Perth Teachers

WACOT released the following figures about Perth teachers in their latest publication InClass, found here.

• 38,125 Registered Teachers
• 7,749 Provisionally Registered Teachers
• 363 Limited Authority to Teach
• 26 Associate Members

• 34,256 female teachers
• 12,007 male teachers.

The imbalance between female and male teachers is astonishing. Of the 46,263 teachers of varying registrations, only 26% are male. That's a real lack of male role models in our workforce. I wonder if it was the reverse (eg. more males than females) if we would be having a recruiting drive and financial incentives for females to enter the industry?

At our school, I would hazard that the male percentage is much higher than that. In low socio-economic schools, where single parent percentages are normally higher, I would also suggest that this is a good thing.

Another interesting statistic is that 17% of the workforce is in training/probation/being actively mentored (on provisional registration). Last year only 2.5% moved from provisional registration to full registration (another 2.5% re-registered as provisional registration not meeting the criteria for full registration).

Eight days to go!!!

yay!!!

Q: How does Good King Wencelas like his pizza?
A: Deep pan, crisp and even!

Here's more and more and more. All cringeworthy!

Don't forget to ask Santa to look after all those people who ended up on EIP or who were on fixed term contracts and are still looking for work.

Developing rapport with difficult students

Some students spend large amounts of time out of class. Some are ratbags that deliberately seek to be excluded, generally are of low IQ and are very difficult to help. Others purely lack social skills.

Each year the maths team adopts a few of these and attempts to help them through to graduation.

I find the students lacking social skills easier to help - sometimes a little intervention is enough to get them performing in a normal classroom. One student that fit this criteria just graduated (yay!), I lost contact with my candidates from last year (as I only taught the top year 11 classes this year). Sadly they have gone off the rails a little.

This year, my approach for the students is different. One student is being encouraged to seek approval and success from teachers in more than just my class, to learn how to tolerate negative behaviour of others and has improved out of sight from the truanting ways earlier in the year. Another, I've spent a lot of time playing games with and getting to sit still and paint miniatures for me. If I can teach how to behave in a group, be a little more patient and share an affable nature in a social way, we would of gone a long way to finding a way to integrate into society.

After all, these are the real success stories that kids remember well into later life.