I suppose it's not the catch phrase it once was, but students like you keeping it real. When you speak to them they like to know your opinion, what you think and what you are doing outside of school. Much of the time we are frozen by protocol and have to keep professional distance but sometimes it is a good idea to let them see some of your opinion.
Case in point, an A student taking a traineeship - no apparent reason for doing so other than she "hates" school. She's one of the few that actually smile now and again. Rather than telling her - look you're on the hump, hang in there, the PC response is "you need to do what you think is best" or "evaluate your options and see where it takes you". BS, stay in school or you'll join the 10% without an education you bloody dill!
After all it's sooo much better to tell a kid they're doing well, feed them success and then let them find out that they are unable to pursue their chosen occupation because they've been a lazy blob. Teenagers are moody, emotional, need to fire up from time to time, will do at little as possible to get by, have little vision of the future past 5 minutes from now but they're also fairly resilient and need a dose of failure from time to time to ensure that they get back on the right track.
Keeping it real is about helping them see the bigger picture and find school an enabling influence on their lives rather than a drag. Our summer school for high ability yr 10 maths students entering year 11 is about connecting students with the real world. We improve their minds, feed them motivating experiences and they see that public and private companies are willing to support our efforts through a certificate where the school logo is not front and centre. Many thanks to the companies that are supporting our little event. More importantly - there is no cash prize for attending, no sponsorship money, no reward other than self improvement. What a fabulous lesson for these kids to learn and appreciate at 15 years old.
Friday, December 19, 2008
Wednesday, December 17, 2008
Lost hope
Two years ago I spoke to one of my colleagues whilst I was teaching at another school. He spoke of the amazing progress his students were making. It was a deciding factor in moving to his school later that year.
Moving to a government school was something that I had contemplated but after a woeful experience trying to enter the system, I had not anticipated trying again until I had more experience to offer. Once I was given an opportunity and a taste of it, I didn't look back.
The feeling that I have received from others in the government system though (whilst on PD or in the community) is that of lost hope. If I hear one more teacher saying "we haven't the clientele to do it" or "we are going to do the course through SIDE (via remote access) because we lack numbers" I'll jam a pick axe under their fingernails.
Can I make something very clear - in some schools, teachers have had to work very hard to get students to a high standard. Students in low socio-economic areas typically have the ability but lack environmental support. Students are nurtured into performing well above their weight level. I suppose, coming through a low socio-economic system I remember what teachers did for me, without some of them taking a personal interest I would have slipped through the cracks.
In high performing schools (the "leafy greens"), teachers have to work very hard to get students to perform to a high level - public or private. If they don't succeed, parents complain and they get turfed out or nerfed to a lesser course. If we get complacent in challenging students within public schools and let excuses get in the way of trying and not do at least as much as private schools... then these kids have little hope. That means the before/after school classes, the extension work, the calls home, extra homework, the lecture for poor performance, doing corrections, study skills, ensuring test preparation is done and fostering of an academic environment is not optional in our schools. Who pays for the extra work is a different issue. I leave that to academics, advocates and DET.
Parity between public and private needs to be found or public schooling will become more of a sub-par alternative. I don't know many teachers that would send their child to a government school (behaviour not academic standards is the most common reason given) and that is a sad inditement on the system. We need to recognise this as an indicator and institute change.
I hope we have achieved something special this year in our academic programme and in 2009 we hope to be able to demonstrate our model as an example of what can be done. Something needed to be done to rescue our TEE programme (DET teachers are getting worn down by the fight). We could have become another school without a TEE programme.
Moving to a government school was something that I had contemplated but after a woeful experience trying to enter the system, I had not anticipated trying again until I had more experience to offer. Once I was given an opportunity and a taste of it, I didn't look back.
The feeling that I have received from others in the government system though (whilst on PD or in the community) is that of lost hope. If I hear one more teacher saying "we haven't the clientele to do it
Can I make something very clear - in some schools, teachers have had to work very hard to get students to a high standard. Students in low socio-economic areas typically have the ability but lack environmental support. Students are nurtured into performing well above their weight level. I suppose, coming through a low socio-economic system I remember what teachers did for me, without some of them taking a personal interest I would have slipped through the cracks.
In high performing schools (the "leafy greens"), teachers have to work very hard to get students to perform to a high level - public or private. If they don't succeed, parents complain and they get turfed out or nerfed to a lesser course. If we get complacent in challenging students within public schools and let excuses get in the way of trying and not do at least as much as private schools... then these kids have little hope. That means the before/after school classes, the extension work, the calls home, extra homework, the lecture for poor performance, doing corrections, study skills, ensuring test preparation is done and fostering of an academic environment is not optional in our schools. Who pays for the extra work is a different issue. I leave that to academics, advocates and DET.
Parity between public and private needs to be found or public schooling will become more of a sub-par alternative. I don't know many teachers that would send their child to a government school (behaviour not academic standards is the most common reason given) and that is a sad inditement on the system. We need to recognise this as an indicator and institute change.
I hope we have achieved something special this year in our academic programme and in 2009 we hope to be able to demonstrate our model as an example of what can be done. Something needed to be done to rescue our TEE programme (DET teachers are getting worn down by the fight). We could have become another school without a TEE programme.
Milestones
Milestones:
2000 hits since July (started site 22 July)
600 individual people visiting for the quarter
500 hits in a month (November)
120 individuals in a week, 180 hits (week 46)
From the little map it's good to see people from all over the place... Hello!!!
Most visited pages
CAS Calculator help index (by far)
Mathematics pathways 2009
On an excursion today.. probably the last post until the new year. Soo... from Benjamin bunny and educationWA have a very Merry Christmas and I'll see you in 2009!!
2000 hits since July (started site 22 July)
600 individual people visiting for the quarter
500 hits in a month (November)
120 individuals in a week, 180 hits (week 46)
From the little map it's good to see people from all over the place... Hello!!!
Most visited pages
CAS Calculator help index (by far)
Mathematics pathways 2009
On an excursion today.. probably the last post until the new year. Soo... from Benjamin bunny and educationWA have a very Merry Christmas and I'll see you in 2009!!
Monday, December 15, 2008
Relief Classes
In the last weeks of term, senior school teachers tend to do a lot of relief. I don't actually mind doing a little relief as it is a chance to meet students in the lower school.
What gets my goat is when I am asked to come down to senior school and I'm not needed. If I am needed to teach, great, give me a class and a lesson and away I will go.
Ask me to come down when all you want me to do is be present in the room while a teacher runs a general knowledge quiz and watch my blood boil. We had a team leader, team assistant and two teachers in the room and a quiz running with about sixty kids. If you can't run that without extra help split them into three classes of twenty and do it. Put the team assistant with the most difficult class.
I have work to do people!
You are saying to the senior school teacher, "my need for behaviour management assistance is more precious than your preparation time for 2009". I know the general belief is that because senior school teachers have fewer classes in term 4 then they should be available to assist in lower school tasks and I agree with this, but the best use of their time is not as babysitters, use their expertise to improve curriculum.
Don't think because you see them more often in the staff room it's because they have nothing to do - they may just be getting a breather after working on the course for a couple of hours. Creating new material in preparation for new year 12 courses is difficult.
Don't underestimate their need to prepare for the following year - the pressure is on for performance as the public image of the school rides of school league tables (for better or worse). Today I was writing outlines for 2009 3A courses and preparing materials for the summer school we are running for year 11 level 3 students. This would have been a far better use of my time.
Grrr...
What gets my goat is when I am asked to come down to senior school and I'm not needed. If I am needed to teach, great, give me a class and a lesson and away I will go.
Ask me to come down when all you want me to do is be present in the room while a teacher runs a general knowledge quiz and watch my blood boil. We had a team leader, team assistant and two teachers in the room and a quiz running with about sixty kids. If you can't run that without extra help split them into three classes of twenty and do it. Put the team assistant with the most difficult class.
I have work to do people!
You are saying to the senior school teacher, "my need for behaviour management assistance is more precious than your preparation time for 2009". I know the general belief is that because senior school teachers have fewer classes in term 4 then they should be available to assist in lower school tasks and I agree with this, but the best use of their time is not as babysitters, use their expertise to improve curriculum.
Don't think because you see them more often in the staff room it's because they have nothing to do - they may just be getting a breather after working on the course for a couple of hours. Creating new material in preparation for new year 12 courses is difficult.
Don't underestimate their need to prepare for the following year - the pressure is on for performance as the public image of the school rides of school league tables (for better or worse). Today I was writing outlines for 2009 3A courses and preparing materials for the summer school we are running for year 11 level 3 students. This would have been a far better use of my time.
Grrr...
Saturday, December 13, 2008
Last two weeks of school
When I was a lad, the last day of school was a day for cleaning the place up. After 12 pm we started cleaning and after cleaning was complete we had a goodbye party last period on the floor with the desks and chairs piled up at the back. Until then, we completed classwork.
Today, this does not happen. During term students drift out of school thinking that taking a week out here and there is ok, that it is their right to have personal tuition to catch up when they return and that teachers must prepare material for them (that will not be done) whilst they are on holidays.
My favourite thing now is to ask students that have been absent (even for a day) if they have found a friend and caught up during form class (form is usually 20 mins of dolittle time each day where students rock up 2 seconds before the bell and get their names ticked off whilst talking through the notices). If they haven't caught up, I direct them to get their notes complete and until they have I help others first that have done the right thing (..after all once students have made an attempt to catch up they probably won't need the help).
Programmes seem to wrap up in week 8 term 4, as reports and all assessment have to be in. Student absenteeism starts to increase by week nine as students get sick of watching videos. Fun days start to appear to keep students busy. By week 10 absenteeism is at an all time high.
Students get roped into tasks to help get things done around the school. The sad fact is that it is usually the reliable kids that have the most to lose. They get taken out of class and valuable learning time is lost not to mention the disruption of reteaching when they return.
Unfortunately all of these things also occur in week 10 of every other term. That means we potentially lose 5 weeks out of 40 for the year to these cool down periods. Couple this to ramp up time, assemblies, exams, excursions, PD days and public holidays we can easily lose another 3 weeks. That means a clear 20% of programme time is lost over the year.
Teachers that run their programmes through to week 10 are put under pressure to stop by students (and teachers) as their class is the only one doing any work and it is not fair.
Last year in year 9, I had my practice of getting kids to work to the end of term questioned and I caved in and stopped the programme on the last day. This year for my year 10 class I was not so kind. Any of my kids that were being roped into alternate activities were found and returned to class. They worked until their last period practising trinomial factorisation... And do you know what.. they seemed to respect that their programme of learning was being protected. I don't get to see them until the last day next week (one period lost to a school assembly, one to a whole of school fun day, one to finishing on a Thursday), effectively making it a nine week term and that too needs looking at.
I can't complain about student knowledge if I'm not willing to do anything about it. This is an area that can be improved especially for my high ability students.
Today, this does not happen. During term students drift out of school thinking that taking a week out here and there is ok, that it is their right to have personal tuition to catch up when they return and that teachers must prepare material for them (that will not be done) whilst they are on holidays.
My favourite thing now is to ask students that have been absent (even for a day) if they have found a friend and caught up during form class (form is usually 20 mins of dolittle time each day where students rock up 2 seconds before the bell and get their names ticked off whilst talking through the notices). If they haven't caught up, I direct them to get their notes complete and until they have I help others first that have done the right thing (..after all once students have made an attempt to catch up they probably won't need the help).
Programmes seem to wrap up in week 8 term 4, as reports and all assessment have to be in. Student absenteeism starts to increase by week nine as students get sick of watching videos. Fun days start to appear to keep students busy. By week 10 absenteeism is at an all time high.
Students get roped into tasks to help get things done around the school. The sad fact is that it is usually the reliable kids that have the most to lose. They get taken out of class and valuable learning time is lost not to mention the disruption of reteaching when they return.
Unfortunately all of these things also occur in week 10 of every other term. That means we potentially lose 5 weeks out of 40 for the year to these cool down periods. Couple this to ramp up time, assemblies, exams, excursions, PD days and public holidays we can easily lose another 3 weeks. That means a clear 20% of programme time is lost over the year.
Teachers that run their programmes through to week 10 are put under pressure to stop by students (and teachers) as their class is the only one doing any work and it is not fair.
Last year in year 9, I had my practice of getting kids to work to the end of term questioned and I caved in and stopped the programme on the last day. This year for my year 10 class I was not so kind. Any of my kids that were being roped into alternate activities were found and returned to class. They worked until their last period practising trinomial factorisation... And do you know what.. they seemed to respect that their programme of learning was being protected. I don't get to see them until the last day next week (one period lost to a school assembly, one to a whole of school fun day, one to finishing on a Thursday), effectively making it a nine week term and that too needs looking at.
I can't complain about student knowledge if I'm not willing to do anything about it. This is an area that can be improved especially for my high ability students.
Monday, December 8, 2008
Exam review
We were reviewing the exam results and I pointed out to students the importance of exams and a different way of looking at the whole process.
Before the exam
Links to other articles on exams:
Before the exam
- Use class time effectively
There is no substitute for working well in class if you want good results. If you know the content, have practiced hard, retention is higher and understanding deeper. Muck about and the consequences follow. - Identify content
It is important to try and identify content that may be in the exam. Check notes and chapters covered and have a good look at material at the end of chapters. - Identify proficiencies
Do a few questions from the end of each chapter and see how well you understand the content. The more you are able to do, the better your exam results. - Make good notes
Any areas that you need to refer to the book make notes of. Where notes are not allowed in the exam, use them as quick review to memorise key material in the days leading up to the exam. Where notes are allowed, to not have them is a recipe for disaster. - Find a study buddy
Check what others are finding hard and things they think might be in the exam. They may have picked up on a hint that you haven't. - Ask the teacher for more information
Ask the teacher stuff. Who knows what they might give away? You have nothing to lose. - Quarantine impossible material
Some stuff you just can't learn in time. If this is the case focus on what you do know or can learn before the test. - Sleep well
You can't expect to retain anything without sleep. Your anxiety levels will rise to the point where you will be unable to function. Little anxiety good. Lots of anxiety bad.
On the day of the exam
- Be prepared
Nothing is more likely to unhinge your confidence than losing your notes, calculator, pens running out, no ruler. - Focus
Find that point of calm within yourself. Don't Panic. Grab your notes (regardless of whether you can use them inside or not) and review what you know. I find it easier to go sit on my own than sit with friends that may hype you up. - Wear comfortable clothes
If that means you need to wash your most comfortable trousers or skirt the night before, find that shirt that is just the right size, make sure you have on your favourite socks (as long as you are still in uniform) then do it the night before. - Be punctual
Be prompt. Having the examiner yell at you for being late is not a good way to get into an exam frame of mind.
In the exam
- Seating
Listen to the examiner and find a nice quiet place to sit. Settle your material just where you want it. Make sure that you only have material out that you need for the exam - Remember your exam technique
Spend two minutes reading the paper before starting. Identify the hard questions so that you mind can start working on them in the background - allow yourself multiple 'aha' moments as the answers come to mind. Find the easy questions. Number them. Start from the easiest and work to the hardest. Make sure you get all the marks you can before you start the doubtful ones. Identify how many minutes per question and how far you need to be at different times to complete the exam.
- Reflect
It is important to reflect (I didn't say beat yourself up) on how you did, identify your strengths and weaknesses and then use this knowledge for indicators how and when to really concentrate in class. It will help you at that moment of "Please shut up so I can listen to what the teacher is saying" as you will know when you need to listen and ignore the friend with that bit of gossip about the weekend. There's a reason some some students can ask good questions and others always ask questions that are irrelevant. Reflection is a key area of development for many students. - Natural Ability vs Good work ethic
We have all seen the students that coast along until year 11 and then hit the wall. These students are not prepared for failure and typically fall apart blaming all and sundry. A good work ethic is necessary for success in academia and in the work force.
Despite what many may say, good students do these things and somewhere along the line someone has taught them.
Sometimes unfortunately it ends up being me in year 10.Links to other articles on exams:
Another week 8 gone
Well, with the help of a few friends I have made it through another week 8. True to form it is coupled with a bit of tiredness but was managed well by those around me.
I suppose in week 8 especially in term 4 we all suffer a little doubt. Have we done enough? Are they ready for next year? I suppose only time will tell.
I know that we're at least achieving in little things. There's a programme of work in place, resources have been gathered and evaluated, there are changes in assessment policy, we have established some diagnostics for cohorts. The team is coming together and is expressing interest in meetings next year. People are starting to see that these gatherings (I hate to call them meetings as it has that connotation of useless waste of time) as something useful and needed to make that whole of school approach work.
It's been a horrible year in terms of individual events happening to kids and of things happening here at home. Let's hope that next year, with the new baby arriving things change for the better (although I don't know how I will manage with fewer hours of sleep). It's good to know that even with a little trouble going on outside of school, things held together in school.
It's getting to the end of the cycle, time to close off this year and start preparing for next year. Another year, another new course, more new kids. Next stop material for summer school and then into the school year. I think we'll concentrate at the summer school on linear algebra, quadratics, problem solving/investigations, probability and 'other stuff' on the last day.
Soon I'll be in my third year of teaching.
Yay!
I suppose in week 8 especially in term 4 we all suffer a little doubt. Have we done enough? Are they ready for next year? I suppose only time will tell.
I know that we're at least achieving in little things. There's a programme of work in place, resources have been gathered and evaluated, there are changes in assessment policy, we have established some diagnostics for cohorts. The team is coming together and is expressing interest in meetings next year. People are starting to see that these gatherings (I hate to call them meetings as it has that connotation of useless waste of time) as something useful and needed to make that whole of school approach work.
It's been a horrible year in terms of individual events happening to kids and of things happening here at home. Let's hope that next year, with the new baby arriving things change for the better (although I don't know how I will manage with fewer hours of sleep). It's good to know that even with a little trouble going on outside of school, things held together in school.
It's getting to the end of the cycle, time to close off this year and start preparing for next year. Another year, another new course, more new kids. Next stop material for summer school and then into the school year. I think we'll concentrate at the summer school on linear algebra, quadratics, problem solving/investigations, probability and 'other stuff' on the last day.
Soon I'll be in my third year of teaching.
Yay!
Tuesday, December 2, 2008
Mathematics Pathways 2009
On paper the new courses next year look to be improvements on the existing 2008 MIPS/Foundations/Intro Calculus/G&T combinations. In 2008 MIPS was for weaker students, Foundations for mid tier students and Intro Calculus/G&T was for the capable students (think Maths 2/3 if you're from my era). In Year 12 MIPS lead to Modelling, Foundations lead to Discrete, Intro Calculus/G&T lead to Calculus/Applicable mathematics.
There were definite issues with the old structure. First MIPS was very language oriented which caused serious difficulties for low literacy students. The Foundations course was more difficult than the year 12 Discrete Mathematics course that it lead to. Many capable students opted to take the easier option (Foundations/Discrete) rather than Intro Calculus/G&T students as the scaling was never quite right for(although Intro Calculus/G&T students did get the benefit of satisfying many pre-requisites in university and avoided bridging courses)
The new courses for 2009 on paper better cater to a range of students. These courses are semesterised and labelled 1B-3D (eg. 2C in semester 1 and 2D in semester 2 year 11, and 3A in semester 1, 3B in semester 2 year 12). Each year 11 course (if necessary) can be sat again in year 12 (eg. if a student failed 2c/2D in year 11 and repeated 2C/2D in year 12). There are lower courses aimed at students with learning difficulties (PA/PB/1A).
Weaker students have a more traditional year 9/10 type course in 1B/1C/1D/1E or 1D/1E/2A/2B (replacing MIPS/Modelling)
Weak mid tier students now have 2A/2B/2C/2D (replacing Foundations/Discrete)
Strong mid tier type students now have 2C/2D/3A/3B (replacing Foundations/Discrete)
Capable students have 3A/3B/3C/3D & 3A/3B/3C/3D specialist (replacing IC/G&T/Calc/Applic)
The strong/capable students are typically university bound, weak mid tier students may use their score for low requirement university courses or TAFE. Level 1 courses are generally for vocational students.
The real benefits are for mid tier and capable students that now have real options in selecting 2A-3A as a starting point in year 11. Students that sit higher end mathematics are now promised a more equitable scaling factor than was in place under the old system. The general opinion is also that the new courses are easier (in general) than the courses they replace. Only time will tell.
There were definite issues with the old structure. First MIPS was very language oriented which caused serious difficulties for low literacy students. The Foundations course was more difficult than the year 12 Discrete Mathematics course that it lead to. Many capable students opted to take the easier option (Foundations/Discrete) rather than Intro Calculus/G&T students as the scaling was never quite right for(although Intro Calculus/G&T students did get the benefit of satisfying many pre-requisites in university and avoided bridging courses)
The new courses for 2009 on paper better cater to a range of students. These courses are semesterised and labelled 1B-3D (eg. 2C in semester 1 and 2D in semester 2 year 11, and 3A in semester 1, 3B in semester 2 year 12). Each year 11 course (if necessary) can be sat again in year 12 (eg. if a student failed 2c/2D in year 11 and repeated 2C/2D in year 12). There are lower courses aimed at students with learning difficulties (PA/PB/1A).
Weaker students have a more traditional year 9/10 type course in 1B/1C/1D/1E or 1D/1E/2A/2B (replacing MIPS/Modelling)
Weak mid tier students now have 2A/2B/2C/2D (replacing Foundations/Discrete)
Strong mid tier type students now have 2C/2D/3A/3B (replacing Foundations/Discrete)
Capable students have 3A/3B/3C/3D & 3A/3B/3C/3D specialist (replacing IC/G&T/Calc/Applic)
The strong/capable students are typically university bound, weak mid tier students may use their score for low requirement university courses or TAFE. Level 1 courses are generally for vocational students.
The real benefits are for mid tier and capable students that now have real options in selecting 2A-3A as a starting point in year 11. Students that sit higher end mathematics are now promised a more equitable scaling factor than was in place under the old system. The general opinion is also that the new courses are easier (in general) than the courses they replace. Only time will tell.
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