Making schools a part of the social system

Many attribute social behaviours to treatment within schools.

Children under the age of 18 are arbitrarily required to attend school or seek gainful employment. Yet many of the children in our justice system are no longer attending school or seeking gainful employment.

Similarly, many children in schools are not students, but young adults actively being impediments to the learning of other students. They have little or no interest in schooling and have no interest in seeking gainful employment.

If students have no interest in schooling or are not in gainful employment I suggest that we strip them of their rights as children and call them adults... any illegal activities get tried as adults, protections given to children are removed and sentences roll into the adult system as they turn age. After all not in school, not acting like a child, demanding adult responsibility and treatment - grant their wish.

Similarly if a child is not contributing in school, not valuing their education, being an impediment to the learning of others (with no feasible solution available to get the child performing as a student) .. whoosh - out they go either into an alternate programme off campus or into the real world as an adult and lose their privileges as a child.

With one proviso - any government payments for children are instantly stripped if they stop attending school and adult payments for these children are not available until they turn 21 if school is not finished (a very simple process that could be completely handled electronically). Exceptions would be handled on a case by case basis with very strict criteria after testing for learning disabilities and available environmental supports.

Whoa! I hear you say.. that's a bit radical... but nobody values what is given on a plate - only when there is a risk of loss is it valued. For schools to be a part of the social system, it needs to be recognised that schools cannot be held account for all social ills, they can though be a filter for recognising them and helping the borderline cases back into the mainstream. Stuffing extreme cases into an already taxed system and hoping all will be ok runs the risk of dragging many more real students down with it. Schools should be centres of learning filled with students and families that value education... not a young adult minding service.

Keeping it real

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.

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!!