Term 3, 2013

Well. .. I moved on to a new teaching position.  Much more like I thought teaching should be.  Happy. .. All good. 

New job - different experience . . .

It has been a while since my last blog. After my first quite negative experience teaching I felt leaving things a little while to settle in to a new role and determine if teaching is for me would be a good idea. As it is my introduction to my new job within a new school could not have been more positive. The PRT process is not used as a threat or in a punitive way but rather as a team project to support and encourage a 'newbie' on to success. It is everything I envisioned the PRT process should be. My tutor, otherwise known as a mentor teacher, is very well experienced, forthcoming with guidance and support and is quick to commend and slow to criticize but when there is need she guides, provides example and gives input. It is simply wonderful and for the first time since entering the teaching profession I feel supported, encouraged and guided within an environment where I feel confident I could make a mistake and someone would be there to realign, educate and lead me on to success. Not that I plan to fail or make a mistake but I am a new teacher and at some point, being human and new to teaching, it is inevitable I will make an error. 

My SCT, Deputy and Head are all supportive and encouraging as well. The school is composite and rural so there is a feeling of real community. The parents, cousins, spouses and extended family of students attend school or work locally. Everyone knows what is going on and they know who I am before I have even met them. I am enjoying the smaller community but miss the ability to be able to go out at night for a brew or ice-cream. Other than walking the dog there isn't anywhere to go or anything to do, but the upside is I can make funky lessons for physics, mechanics, biology, astronomy and geology! To be honest, even if I had the opportunity to go out I find I am rather exhausted each evening so probably wouldn't go out anyhow! 

I had my first parent meeting today. A naughty year 12 student refused to do any work in class, outwardly distracted others and then refused to my face to complete any activity given him. I checked his knowledge and ability and even he could do the work, refused and started texting. After determining there was no emergency or other issue he needed allowance for I agreed to a meeting with his father who the student had told little porkies too. Naughty! Anyway, the meeting went well and now we are all on the same page I will be texting the students father with any future defiance! The funniest thing was when I told the student last week to stop texting during lesson time to which he said he would report me to his father. I told him to do just that and I would be very happy to meet his father. The student didn't tell his father that and now his father has told me that his son needs to be told once and once only then the phone should be removed. The same with swearing or defiance.

So, with the support of the father, my tutor teacher and the wider school I'll be setting clear expectations, yet again in hope that some work will be completed in readiness for the external exam at the end of the term.

I have duty with the littlies twice a week and it makes me wish I had studied primary instead of secondary teaching. I love their little faces and total raw honesty. Actually, I really felt an affinity with the Year 7 & 8 students and my perfect job would be teaching this age range. Gosh! It would be a dream. This and the fact they are so easilly awe struck with science ideas and amazing facts. Anyway, for now I am enjoying the primary school and I cant get over how fast their little legs can run when they see a football they want to play with but before being given it having to eat all their lunch and show the lunch box to me to prove it. Their little eyes and the anticipation of being told "ok, good - you can go and play now" - it touches me. So, so cute. They are so eager to report an injustice or bad behaviour and have a real sense of right and wrong but gee, they can be stubborn and unforgiving when theres been a fall out. There is no mistaking how they are feeling: happy, sad, angry, frustrated...all the emotions are just there. Its kinda human-nature worn on the outside and voiced with no sense of boundaries. I love my duty times. Makes me laugh and occasionally moves me. Yes, I wish I had trained primary instead of secondary. Still, I am having a great experience. 

The school is more like what I expected from teaching. There are usual issues when so many people work together but nothing out of the ordinary. I like it. Its a bit lonely out here all by myself, but overall, I am having a positive time. I am much happier having moved schools. Whether it is until the end of the year or the end of next year is yet to be seen. In the meantime I'll do my best to teach, inspire and educate. I am so blessed.

My top six lessons learnt so far . . .

What did I learn when I stepped in faith and retrained as a teacher? So much! Let me see if I can summarise it succinctly....

1. There is always someone who wants to see you fail - petty jealousies are childish. The personal and professional damage and hurt they inflict are not. They are master manipulators and camouflage the truth but don't give in... If you must do something and you can't change it, avoid it or accept it - walk away with dignity knowing you did the best you could do. Do not falter in this regard.

2. Students - students are the future and should be given every opportunity to shine even if they shine in a way outside the box, in an unexpected glow that surprises - be open to that possibility.

3. Students will respect you if you respect them too - get passed the bravado and unwanted behaviour and embrace the unique person beyond it. It's worth it.

4. All students, like people, want to feel valued and have a sense of place and meaning - help them find it. They'll amaze you.

5. Don't let anything or anyone take your attention away from core business - student welfare and education. To serve is a privilege.

6. Finally, believe - believe that you can make a difference - you will! Believe in your students - they will surprise you. Believe in the vision of positivity and success - it might not go according to plan, but miracles might just happen!

Teach - the ultimate service of love, hope and kindness - just as God loves us and sent his son to serve - endeavour to serve. What you do and say will nurture or destroy a young mind. Students deserve the best in comments, body language and encouragement however exasperated you may become. Don't lose hope. Carry on.

Have faith......anything is truly possible.

Dictatorial' style sees principal sacked - This could equally apply to Heads of Depts, CEOs, Directors, Managers and other leaders etc

'Dictatorial' style sees principal sacked

Former Bay of Islands College principal Elgin Edwards has failed to have his sacking ruled unjustified and to be reinstated.

In a decision today, the Employment Relations Authority (ERA) said a constant theme had been Edwards' apparent inability to build enduring relationships with other stakeholders in the school community and his explicit refusal to accept that he had ever done anything wrong.

Edwards became principal of the Kawakawa school in January 2010, and after that a new board of trustees sought help from the Ministry of Education through a statutory intervention.

In January 2012, Beverley Pitkethley was appointed limited statutory manager of the school, and she was followed by Carol Anderson in June 2012.

For all practical purposes, Anderson became Edwards' employer. She dismissed him in April this year.

Evidence heard by the ERA was essentially that the board of trustees had felt it was unable to cope with a deteriorating environment at the school, authority member James Crichton said in the decision.

Two board members had given evidence of their growing anxiety about the relationship breakdown within the wider school community, which they attributed to Edwards' approach.

Pitkethley told the authority that in the first few months of her appointment she formed a positive view of Edwards' goals for pupil achievement but a negative view of his methods, the ERA decision said.

"She described his style as 'authoritarian and dictatorial', referred to 'an absence of any meaningful consultation', a reluctance by the principal to engage personally with the school and its community, including his failure to be seen 'out and about' around the school, and a comprehensive breakdown in the relationship with the local community," it said.

Pitkethley had said the board, like staff, felt "marginalised, patronised and disempowered" by Edwards.

"Ms Pitkethley also saw an unwillingness on the part of Mr Edwards to accept that any of the negative consequences were his responsibility and he preferred to analyse things in terms of a conspiracy of negative-minded staff," the decision said.

Anderson, after taking over as the limited statutory manager, said in a letter to Edwards last September that he needed to change the way he operated.

Edwards had maintained in evidence to the authority that Anderson had developed a negative approach to him immediately and set about overwhelming him with complaints, requests and allegations, the decision said.

Unsuccessful mediation had taken place last year, with further mediation in January 2013.

In February this year, a formal support and guidance action plan drawn up by Anderson for Edwards was implemented, although Edwards raised concerns about it.

About that time, a complaint was received about Edwards' treatment of a staff member.

A meeting in March this year between Anderson and Edwards was terminated, with Anderson's evidence being that Edwards had become "heated and vehement".

Edwards had said it was his idea to end the conversation and that he had been "calm and gentle", and Anderson had become "agitated and personal".

"You then stood over me and berated me with personal comments about how I looked," he said.

In a letter to Edwards in late March, Anderson said "the situation is no longer tenable", and asked Edwards to make himself available for "a final opportunity" to respond to concerns.

Edwards' counsel had said phrases used in the letter indicated Anderson had already decided to dismiss Edwards at that stage, but the ERA disagreed.

While the letter could have been more judiciously worded, particularly to make clear Anderson's conclusions were preliminary, it would have been wrong to hold those provisional conclusions back from Edwards, the authority said.

The parties met at a disciplinary meeting in mid-April. According to Anderson, Edwards did not take as fulsome an opportunity to defend his position as she would have expected, the ERA decision said.

By letter dated two days later, Anderson sacked Edwards.

The decision said the dismissal was in the context of a long-running dispute between Edwards and a succession of employer parties about his behaviour, and in particular about his inability to build wholesome relationships with the people around him.

" ... a constant theme was Mr Edwards' apparent inability to build enduring relationships with other stakeholders in the school community and his explicit refusal until the authority's investigation meeting to accept that he had ever done anything wrong," the ERA said.

" This abrupt righteousness, which seems characteristic of his behaviour in his time at the school, has done him little service."

The ERA determined Edwards had been justifiably dismissed.

- © Fairfax NZ News

Tall poppy syndrome!

http://annemariecross.com/victim-of-the-tall-poppy-syndrome-what-to-do-when-things-get-nasty

The tall poppy syndrome is well and truly alive.

For those of you who may not be familiar with this saying, Wikipedia describes the tall poppy syndrome as: “a social phenomenon in which people of genuine merit are resented, attacked, cut down, or criticised because their talents or achievements elevate them above or distinguish them from their peers”.

As you continue to grow your business and increase your credibility and reputation within your field, not only will you capture the attention of your potential prospect/clients – you’ll also be noticed by your competitors and other people in your circle.

And, unfortunately, some of these people may not always have your best interests at heart. In fact, you may find that they try to hinder your progress through a direct attack on you personally and your work, or they’ll try to drag you down with their critical (naysayer) comments and/or actions.

I’m not talking about constructive criticism where someone is trying to offer you advice with good intentions because they want to see you grow and prosper.

I’m referring to the vindictive comments that are coming from a place of ‘do or die competitiveness’ or out of spite and envy with the sole intent on tarnishing your credibility or keeping you down.

In preparing for this article, I reached out to my social network and asked whether any of them had been a victim of the tall poppy syndrome. Sadly, many people could relate to this.

One woman found herself without a job after she had exposed several things to upper management that needed to be brought to their attention. Apparently her supervisor didn’t appreciate her new rise to fame and quickly saw to it that she was removed.

A few years later she opened her own business and was frequently told by people in her community that she’d never achieve the goals that she had set for herself.

So, if like this woman, you too have someone who is going out of their way to ‘attack, cut down or criticise you’ – what do you do? Should you come out fighting? Should you retaliate and serve them back some of their medicine? You know – tit for tat? Or do you just simply ignore them and hope they’ll go away?

Whatever you decide, I believe it’s important to hold true to your integrity and honour so that you can continue to hold your head up high.

Here are 3 tips to consider if ever you find yourself at the receiving end of the ‘tall poppy syndrome’.

1. Don’t stoop to their level

I think the most important thing to do is to avoid retaliation where you come out fighting and throwing negative comments back at them.

Stooping to their level and ‘serving them up a spoonful of their own medicine’ will only serve to take your attention, energy and focus away from what you SHOULD be focusing on – which is to continue the great work that you’re doing.

Action Step: Don’t get caught up in anger, frustration or retaliation – you’re worth so much more! Rather let your light shine brightly and continue to bring your message to the world, so that you can carry on helping the people who you know you are meant to serve.

2. Realise – it’s NOT about you

It’s important to realise that their remarks have nothing to do with you and the work you are doing, but rather EVERYTHING to do with them and their inability to achieve their own successes.

It’s THEIR stuff – their own issues and lack of self-worth and/or self-belief – and has nothing to do with you!

Action Step: Remind yourself of your mission and purpose and the people you are here to serve. Listening to the naysayers and critics will only delay you from achieving your bigger mission. Move on.

And, most important of all, is to:

3. Surround yourself with supportive people

Do you feel physically and emotionally drained after being in someone’s company where you have listened to their negative remarks? Being in the company of these naysayers and critics WILL impact your outcomes.

Are the people you associate with constantly telling you why something can’t be done, or why your plans are impossible to achieve? Perhaps that’s true for them. However are you going to let this person’s inability to reach their goals affect your ability to reach yours? I certainly hope not!

Action Step: Surround yourself with supportive people – people who will continue to encourage you to be the best you can be and who will celebrate alongside you as you continue to move from success to success.

The important thing to remember is to hold true to who you are and the work you do; keep your eyes firmly fixed on your goals; and to build a community of like-minded people who will continue to inspire and uplift you on your journey.

Did you find this article helpful? Have you been a victim of the tall poppy syndrome? What did you do? Share your stories/comments. It’s always great to hear from you!

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My top six lessons learnt so far . . .

What did I learn when I stepped in faith and retrained as a teacher? So much! Let me see if I can summarise it succinctly....

1. There is always someone who wants to see you fail - petty jealousies are childish. The personal and professional damage and hurt they inflict are not. They are master manipulators and camouflage the truth but don't give in... If you must do something and you can't change it, avoid it or accept it - walk away with dignity knowing you did the best you could do. Do not falter in this regard.

2. Students - students are the future and should be given every opportunity to shine even if they shine in a way outside the box, in an unexpected glow that surprises - be open to that possibility.

3. Students will respect you if you respect them too - get passed the bravado and unwanted behaviour and embrace the unique person beyond it. It's worth it.

4. All students, like people, want to feel valued and have a sense of place and meaning - help them find it. They'll amaze you.

5. Don't let anything or anyone take your attention away from core business - student welfare and education. To serve is a privilege.

6. Finally, believe - believe that you can make a difference - you will! Believe in your students - they will surprise you. Believe in the vision of positivity and success - it might not go according to plan, but miracles might just happen!

Teach - the ultimate service of love, hope and kindness - just as God loves us and sent his son to serve - endeavour to serve. What you do and say will nurture or destroy a young mind. Students deserve the best in comments, body language and encouragement however exasperated you may become. Don't lose hope. Carry on.

Have faith......anything is truly possible.

Must read books for new teachers

Acknowledgment to Gail Robinson for this list

How to teach

Phil Beadle

Areas covered: management of students; knowledge and understanding; methods and organisation; lesson planning and assessment

Phil Beadle knows what he’s talking about. He’s an English teacher who has won the secondary teacher of the year gong at the National Teaching Awards and most importantly he’s learned what works in the classroom the hard way, at the chalkface.

You won’t find any dry educational theories in this book, nor any of the edu-jargon so beloved of the DfE. Instead this is a practical guide to how to manage learning and behaviour in today’s classrooms. There’s no rose-tinted idealistic view of pupils desperate to learn, it’s realistic and it tackles the behaviour issues you will come across (including dealing with chewing gum!).

As TES columnist and experienced headteacher Geoff Barton describes it, How to teach is “the book that tells you everything traditional teacher training courses don’t”. This book really is invaluable for an NQT about to take control of their own classroom for the first time and for trainees about to embark on teaching practice.

Here are a few of our favourite bits from Phil’s book...

• How to deal with chewing gum
• Watch out for these work avoidance techniques
• The importance of a good seating plan
• A realistic guide to lesson planning

Not Quite a Teacher: target practice for beginning teachers

Tom Bennett

Tom Bennett, the author of this book, is a well-known face in the TES offices; he’s the behaviour expert on our behaviour forum and he also writes a regular behaviour hints and tips column for the TES website. Somehow he also finds the time to fit in his role as a department head at an inner-city secondary school in London.

Not Quite a Teacher is a guide for both NQTs and trainee teachers. The book takes an interesting approach mixing Tom’s advice with his own teacher training experiences. Tom didn’t have an easy time through his training and his tales of woe should offer reassurance to any new teacher who feels like they’re going under.

The book starts off with guidance on routes into teaching, runs through teaching placements and then onto getting your first job and the induction process. As you go through the various stages Tom offers reassurance that things really do get easier.

Here are a few of our favourite bits from Tom’s book...

• Preparing for your first job
• Class rules
• Advice on the most effective way to mark homework
• How long does it take to win over a class?

The Ultimate Teaching manual: a route to success

Gererd Dixie

Educational consultant and advanced skills teacher in initial teacher training Gererd Dixie is a regular visitor to TES towers. Gererd has hosted several popular online advice clinics for us, including one on setting up your first classroom.

This book is the 'Highway Code of teaching' and as a result is easy to dip in and out of to get advice.

The book is particularly strong on lesson planning with detailed guidance on how to structure your lessons effectively. Gererd also goes into detail on the different types of learning styles and how to incorporate them into your lessons.

Here are a few of our favourite bits from Gererd’s book…

• Tried and tested questioning strategies
• A guide to getting to know your pupils
• Introducing pace and purpose into your lessons
• Top tips for teaching EAL pupils

A guerilla guide to teaching: the definitive resource for new teachers

Sue Cowley

Areas covered: Becoming a teacher; being a teacher; anatomy of a school; you and your career; life at the chalkface; ICT

Sue Cowley was a regular on Teachers TV where she specialised in programmes about classroom management, check them out on TES Resources

So you’d expect the classroom practice sections of this book to be strong, and they are with handy guides to setting up your first classroom, lesson planning and behaviour management.

For trainee teachers there’s some useful advice on preparing for the scariest bit of the training process – teaching practice. The sample lesson planning documents will also come in very handy.

Here are a few of our favourite bits from Sue’s book…

• Top 10 strategies for encouraging good behaviour
• Coping with your first day
• Lesson planning: Getting a balance of activities

PGCE Survival Guide

Tim Handley

Find out what being a trainee teacher is really like straight from the horse's mouth. This book is compiled from content contributed by recent PGCE graduates and more experienced teachers. The book takes you step by step through the process from your first day at university through to, hopefully, finding a job.

Click here for .... 

• The staffroom survival guide