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.

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!!

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...

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.