End of Teaching Term 2 Summary . . .

I have so many people to thank for being so willing to embark on collaborative planning with me. To name a few (only initials given as this is a worldwide blog and some anonymity is advisable): AK (Science Teacher in NZ), LW (Web Tools 2.0 Expert in NZ), SD (HoD of ESOL in NZ), AMH (Professor of Chemistry in USA), JE (Math Teacher in the UK), CM (ex-ESOL Teacher in NZ), JT (builder in Australia), AM (medical practitioner in Te Maghrib), AA (Design Developer in Pakistan), SS (Head of Department in Spain). If I omitted you, it isn't intentional and I apologise. Do let me know.

I've loved teaching this term. I love the administration, the reports, the student contact, marking homework and tests and designing the units. Even the Professional Development has been fabulous.

So, to end this Term -

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.

Changing the environment - visionaries in our midst

Professional Development today was with a lady called Noreen. Wow! She blew me away and others appeared genuinely engaged and excited. It was one of the best PDs I have had this year. She has the role of guiding the school through the year 7-13 changes ie., introducing year 7 and 8s to the school. She was an awesome speaker and inspirational. She answered potentially negative comments and questions very diplomatically and positively. She was not only very inspiring but also very knowledgeable. She works at a rural school and is the curriculum change advisor for our school. I havent spoken to her myself (didnt get chance) but her vision is very promising and exciting. It was our PD for this morning and after school. She has thrilled me with the anticipation for the future - the new, exciting, fresh and visionary view for the future. Wow! Is all I can say - wow.

Dar-de-dar . . . . If teaching’s so easy, why don’t you do it?

Teachers need to get out in the real world (Letters, Oct. 25)

The letter writer had better hope that teachers don’t decide en masse to enter the private workforce.

Ninety-nine per cent of our teachers are multitalented, intelligent and dedicated people. They cleared many hurdles to compete for their position. They have the tried and proven ability to learn, teach and lead in a fast-paced, transitional, multi-tasking work environment. They can plan, organize, prioritize, delegate and manage with efficiency and accuracy.

They work well as part of a team and independently, plus they do so simultaneously. Their interpersonal and communication skills are second to none. They work on specifics while keeping the large picture in focus. They do all of this publicly, under the scrutiny and critical eyes of students, parents, politicians and administrators.

The energy and stamina that is required to perform their job, with emphasis on the word perform, is commensurate with that required of other highly-trained professionals. How they manage to recharge for each workday is nothing short of remarkable.

If teachers do get out in the real world, they will displace many angry, disgruntled, unmotivated, apathetic people. They will earn the best positions and thrive. They will bump many of our private sector workers to the curb.

I have a question for anyone who criticizes our educators. If teaching is such a cakewalk, why aren’t you one?

Don Morrow, Hamilton

Yeah!

It was a long day - started work at 7am and was at parents evening until 3 minutes past 7pm, but strangely enough I had a great day. Sir Peter Gluckman - the Chief Advisor for Science to the Prime Minister came to class and observed the students who were so wonderfully engaged in class activities. I felt all warm and very proud of them. They did so well and were not shy about discussing their science lessons with the Principal or Sir Pete'. Oh! They really did do very well.

Ahhh! Feeling gurdddd.... Feelin' right positive...Aye! right positive I say :-)

Wow! I AM doing something right . . . :-) - Student overview of my teaching

Changing Career mid 40’s: Becoming a Secondary School Teacher: The summary.......

Changing Career mid 40’s: Becoming a Secondary School Teacher: The summary.......: Thank you to everyone who took the time to read my blog and follow me through the many posts I've published. I've loved blogging a...

I love teaching

Today one of my refugee students asked, "Miss, does snow hurt?"
I answered, "No, it is like a little bit of magic".
He said, "but does it hurt Miss".
I said, "No, it does not hurt. It is only water".


Lets hope the snow arrives so they can see and feel it!

Culture of swearing, giving fingers and cussing - and that's just theteachers!

I find I am stepping over my own behavioural boundaries to accommodate a culture I neither like or wish to be part of yet find I need to tolerate and pretend to be privy to in order to 'fit'. I am loving my job. The students make me shine and I hope that I inspire and motivate them as much as they inspire me, but., and this is a difficult 'but'. If we would like students to behave properly, watch their language and conduct themselves in a way befitting for the positive vision of the school, shouldn't teachers, as leaders, motivators and examples reflect those qualities too? 

I sit and listen to the ongoing tittle-tattle and even professional banter with all its 'shit', 'fuck', 'bastard' and other swear words being banded about along with obscene finger signs and wonder how the hell these particular 'professional' teachers and leaders expect better from students when they themselves are a very poor reflection of what is expected. What kind of example do the students have? We don't accept this from students yet a staff member does it and everyone laughs and accepts it. It's sick. 

I'm not unused to such profanities - I've heard much worse, but frankly teachers should be of better moral and ethical, not to mention professional standing, at very least in the work place. It isn't the students that need teaching manners, professionalism or appropriate interactions, its the teachers. Am I arrogant or, as I was accused of today, too "prissy" for my own good (whatever that means), I don't think so. I just believe that if we expect a certain level of behaviour from our youth then we should model that behaviour ourselves. 

Some saving grace is that another PRT 1 and a PRT 2 voiced their difficulty with accepting this culture amongst teachers so thank goodness I am not alone in my utter dismay and disgust. More recently another female teacher voiced her growing dissatisfaction with the seemingly growing acceptance of swearing every opportunity, from pouring a cup of tea, 'normal' conversations and during meetings. She mentioned her dislike of using swear words when referring to students and immediately I thought "me too". It seems strange to me how it is the older generation who have the free-ists tongues and its the younger teachers - those just out of teacher training (plus me., although I am mid aged) that find the language and giving various forms of the 'finger' or 'fingers' inappropriate and unprofessional. It was learning these facts today that gave me hope for the future but which also resulted in a pang of sadness because this small group of PRTs intend to leave the school as soon as possible to escape this. They all had the opinion that such lewdness, for lack of a better word, was not as rife elsewhere and that it wasn't the students or the location that truly reflects the decile of the school but the teachers who seem to think using such language and signs is in any way acceptable. Yes, we all swear on occasion, but it is necessary at every opportunity to speak!

Granted it may be argued that students may not see or hear teachers doing these things but what a fallacy! I've seen heads of departments giving the middle finger through windows to a member of SLT and heard a person in a pastoral care position say "I bet you think I'm a complete bitch" to a class of students. Don't even try and tell me that students don't pick up on unspoken attitudes, thoughts and mannerisms either. How can we even start to think that reprimanding students is fair when the adults supposedly working under a code of conduct behave and act so appallingly. It isn't that these individuals and groups are terrible people, but I fail to understand what part of being a teacher, a role model and leader of young minds extends itself to words and behaviour that are reflected in the staff room, around school and worse still in open view of students.

I'm not a prude or unrealistic but it was far easier to work in a challenging culture that belittles women, where I was spat on and violated when simply walking to school than listening to supposedly educated, professional and collegial 'colleagues' expand, nurture and embrace such low moral, ethical and professional standards. It was so much easier to educate the uneducated spitters and gropers than try and reason with already educated individuals who deem it their right to cuss and carry on in an environment meant for learning, collegiality and professionalism. Individuals who deem me to be a prude, unrealistic, having no sense of humour and 'prissy'. It seems I need to apologise for wanting to keep what comes out of my mouth 'clean' and for wanting to use my fingers for things other than telling others where to go. 

I have watched, listened and ultimately judged what I have seen, heard and been subjected to. Maybe I am living in fairyland and seek an ideal world, but isn't that preferable to an environment of cursing, swearing and carrying on when as adults we should know better! Is this behaviour acceptable at home across the dinner table from their spouses, children, parents, when meeting with doctors or even out at the supermarket? Is this how teachers act outside of school too and I'm just not up with the play? I don't think so! This hasn't been my experience or the experience of other PRTs elsewhere so what happened at this school to grow a culture of abuse, however accepted, tolerated and embraced? When did swearing and giving the fingers during almost every conversation become the 'norm' and how.... Really.... HOW can anyone expect better from students if teachers themselves cannot behave! 

What a terribly sad outlook. What an awfully negative, unproductive and unprofessional ingrained culture. I wouldn't want my kids experiencing any of it, either directly or indirectly. Sad, sad, sadly disappointing. 

Head Hunted - Yr7 and 8 Science Teaching position offered: Permanent Full-Time!

I have been thinking lately how wonderful things were going since all the drama in Term 1 was inflicted on me. Term 2 has been pretty good so far. Now I know what I am supposed to be doing with ESOL funding, testing and reports I'm feeling a lot more confident. Since some who did not take too kindly to my arrival at school, for a variety of reasons, have now started talking to me normally instead of sniping at me because of stereotypes and old hurts they sadly suffered. Most have now come to realise I am in fact out to support them with the best of intentions and nothing more so, things have progressed into a workable situation. 

Indeed, I also needed to change the way I looked at certain situations and needed to take a step back in order to respond instead of react to comments that were not necessarily positive about my presence. My changes and the changes of others together appear to have made all the difference. The students have settled in to Term 2 as one would expect. They must feel comfortable because they have started to give a bit of back chat, some cheek and are slacking off with homework. The cheek and back chat is not a worry and easilly dealt with but the slacking off with homework does not do the students justice. This is what is taking my time at the moment because if they slack off with ESOL homework it holds the class back when we could be moving on. In any case the swearing and throwing tantrums in class hasn't returned so I've got to be doing something right. Anyway, I digress... 

I have been offered a full-time permanent teaching position in a Christian, non-Catholic school, attached to a church I have passed many times but have never actually entered. I had not even heard of this school before and it seems that they have heard about me from a source at University. Hmmm! I have not applied for a job there but have been asked if I would be interested in starting a Year 7-8 full-time permanent teaching position with them from Term 3. Now, doesn't this offer a lovely dilemma!? My contract at my current school is only part permanent and part fixed. When the fixed portion is complete at the end of the year it makes me a part-time teacher. If only continuing with ESOL regardless of the fixed-term being removed, because of the unpaid Management Unit and additional work that is needed to really get the department up to date, the remaining part-time permanent position will in fact result in the same number of hours, as if the fixed-term had not ceased. This is because there is much more to do in ESOL, including the implementation of more examination options, testing and formal English Language assessments - unless of course I shrug these additional things off and work on a part-time basis only. I fear my work ethic and personal morals would not allow that and I'll probably end up working f-t for p-t hours and pay!

So, would it be better to accept the permanent full-time science position or stay where I am. Lets look at this. My current school gave me a job after many job applications failed to even render me an interview. I did say that whoever gave me a job first would be the ones to keep me. I did say that. Things at my current school are pleasant at the moment and I can get on and do what needs doing with support when I need it which is a much better position than I was in during Term 1. I have done the hard-yards and now things are settling down wouldn't it be foolish of me to move and make a change when things appear to be getting better and the school I am at has so many exciting plans for the future like becoming a Year 7-13 provider! There are a lot of reasons to stay, not least of all the Principal who is rather spectacular for a leader. Maybe spectacular isn't the right word, but inspirational is the right word and she is open to folk finding their niche and moving on to where they want to be, which ironically makes me want to stay. I mean where else do you get that kind of unconditional support. Oohhhhh.... so much to consider.

I feel I am where I am supposed to be now. Maybe making a change, however flattering, is not the right thing to do. Whether, in reality, I am needed or wanted at my current school is irrelevant. What I need to focus on is the difference I can make to students and I think I could make more difference to my ESOL students than to others, although if I got hold of students at Year 7 and 8 I could provide some positive influence there too. Round and round in circles we go!!!! 

Right now, I am happy enough. The students trust me and I am fortunate to be part of a rather large schools with rather large plans for next year. For now, I think I might put the head hunters on the back burner and hope and trust I am not making a mistake. What do you think? ReALLY - What Do You Think? I am a little bit torn . . .

Lollipop man studying for his second PhD.....

Have you heard about this man? He's a lollipop man!

 

A West Yorkshire lollipop man is studying for his second PhD, on top of 11 degrees.

Bruce Berry from Wakefield graduated with his first degree from Manchester University in 1963.

Speaking of his "thirst for knowledge", 70-year-old Mr Berry said: "I like to keep an open mind - anything which catches my interest, I go for it."

He retired from the Post Office in 2002 to spend more time on his studies, but began work as Crofton Primary School's lollipop man to pay for his tuition fees.

 

http://www.bbc.co.uk/news/uk-england-leeds-17929379

Whoever you are . . . I . . .

Open Evening for Primary Science and other 'stuff'

This week the science students raved about their learning outcomes. I thought I would need to inspire them but they actually inspire me. It is rather amazing and a concept I had not thought of or entertained before. These students amaze me. Sometimes they come out with things that make me step back and take a breath. Their willingness to entertain any fascinating or bizzare idea is remarkable. The way they trust me to tell them the truth is quite humbling.  The way they think, form opinions, come to conclusions and enter in to discussion all by themselves is a fascination to watch. Having faith to allow student centred and guided learning is probably the best idea since sliced bread. It beats the sage model hands down.

The ESOL students have another edition today. A Year 14 boy, well - really he is a man. It looks like I will have to learn some welding vocabulary to help him out. His written work is very poor, but his conversation skills are quite high, so we'll build on that.

The open night went ok. I didnt say what I wanted to but kept it short and sweet. I fumbled over the last couple of sentences on the close but whether that made any real impact or not I dont know. Others seemed to think it went well and commented positively so thats a good sign. The students were fantastic and engaged the adults to do some experiments set up around the room. All but one parent was positive about the programme. The one that wasnt probably didnt understand science concepts or see the bigger picture. I wish she had read some of the 'Science Behind the Experiment' sheets. That may have changed her mind. Regardless, it seemed to go ok. 

The HoD was happy to. She seems to be much more relaxed .... I am doing what I do well and leaving all else where it falls.

Anyway, so long as students remain engaged and have learning outcomes to walk away with - that my goal achieved.

This week . . . 3rd June onwards

Monday: Looking forward to a good week at school. Let's hope it goes without incident! Today was great - a holiday :-)

Tuesday: after a nice weekend it was wonderful to return to school and have a science class with great feedback, followed by an ESOL class where Im able to spend one quality teacher-student based learning time with the beginner students. 

After a rough couple of weeks I'm feelin' good about things. Optimistic even! Yes, this could work.....

I managed to give my usual standard of lesson to the Year 8 students. They seemed to have a good time in class and left me bemused and surprised when reading their feedback. For over 20 minutes we discussed tooth health, how plaque can cause heart disease and other difficulties with choosing high sugar or diet soda drinks, but the one thing they all remembered and wrote under the 'what did you learn today that you didnt know before?' was: an oreo has more sugar than a banana! How I laughed and laughed. Obviously these students enjoy an oreo or two.  The average rating for the day was 2, where 1 is the best lesson, 3 is ok and 5 the worst. In explaining their ratings they mostly stated their enjoyment with the practicals and fun facts and side stories. Stories I don't even think about. To my relief the long term tooth project they started today has excited them and got them engaged in researching their own facts to add to their learning outcomes. It was enjoyable for them, educational and fun. Thats what we want in hope of these youngsters becoming engaged in their own learning and becoming lifelong learners. 

Afterwards, I had a reduced ESOL class and managed to spend some quality one on one time with my refugee students and they made requests for conversation topics for tomorrows 4 hours of ESOl with me. I will of course meet their request because this is a prime opportunity for them to be able to take charge of their own learning outcomes and do something to help themselves whilst other members of the class are away. I am very excited about their engagement. Now, I'm off to design a lesson plan for them.

Wednesday: The lesson focused on dialogue and allowing the refugees to practice as much talking as possible went well. They felt heard and happy and opened up about some terrible experiences they had in Ethiopia. They went away with learning outcomes in excess of what I had hoped but it was more tiring than a 'normal' lesson, but worthwhile and valuable for them. Yay!

Other than this, I have concern over a Show and Tell item next week for science which I havent heard anything about, or whether I need to do anything. We'll see whats what but I guess the HoD has it sorted so I just have to show up.

Thursday: discovered that I'm apparently organising the show and tell. Oops! The HoD seemed to have missed the date too so at lease two of us are on the same page. So, off to design posters and set up experiment stations. I'll have to catch up with the HoD to see what she wants done and how.

Friday: up at 4am to finish posters and experimental designs. All done I think. So long as he HoD is happy i'll just get on with it. PPP, workbooks, leaflets and practical stuff organised. Just doggie bags to do. They have the whole of the Term 1 programme in it with lots of 'do this at home' science in the kitchen, a periodic table, a pen, pencil and leaflet about what we are covering next. I dont know how much it must of cost the school to print but it had to be expensive. I hope it is appreciated.

On task I think. Must remember to do the ESOL funding next week. That will be time consuming too, but all for the greater good.