TM Issue 24 by Mary Hester

PROFESSIONALLY & PERSONALLY

TeachersMatter The Magazine of Spectrum Education

How the emotional brain can interfere with learning.

Are you teaching for understanding? Pg. 15

Pg. 10

Is our education system stealing childhood? Pg. 25

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ISSUE 24

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ILLUSTRATION: SERGEY NIVENS

HOW DO YOU KNOW YOU’RE A TEACHER? By Jeff Foxworthy 1. You get a secret thrill out of laminating things. 2. You can hear 25 voices behind you and know exactly which one belongs to the child out of line. 3. You walk into a store and hear the words, “It’s Ms./Mr. ____________ and know you have been spotted. 4. You have 25 people who accidentally call you Mum/Dad at one time or another. 5. You can eat a multi-course meal in under 25 minutes. 6. You’ve trained yourself to go to the bathroom at two distinct times of the day, lunch and planning period. 7. You start saving other people’s trash, because most likely, you can use that toilet paper tube or plastic butter tub for something in the classroom. 8. You believe the Teacher’s Lounge should be equipped with a margarita machine. 9. You want to slap the next person who says, “Must be nice to work 7 to 3 and have summers off”. 10. You believe chocolate is a food group. 11. You can tell if it’s a full moon without ever looking outside. 12. You believe that unspeakable evils will befall you if anyone says, “Boy, the kids are sure mellow today.” 13. You feel the urge to talk to strange children and correct their behavior when you are out in public. 14. You think caffeine should be available in intravenous form. 15. You spend more money on school stuff than you do on your own children. 16. You can’t pass the school supply aisle without getting at least 5 items! 17. You ask your friends to use their words and explain if the left hand turn he made was a “good choice” or “bad choice.” 18. You find true beauty in a can full of perfectly sharpened pencils. 19. You are secretly addicted to hand sanitizer. 20. You understand, instantaneously, why a child behaves in a certain way after meeting his/her parents.

CONTENTS

In this issue

COVER ILLUSTRATION BY VENIMO

14 3

6 10 12

True Grit

Playground PALS

We must stop stealing childhood in the name of education

SAIL in the 21st Century

Editor’s letter

A to Z of effective teaching

JEFF FOXWORTHY

SARAH LINEHAN

Learning and emotions DR. MARVIN MARSHALL

Self managing ALAN COOPER

MICHAEL GROSE

MAGGIE DENT

THERESE HOYLE

ANGELA STENSNESS KAREN BOYES

A Puddle. A Pond. A Lake. An Ocean.

Something new to chew

LANE CLARK

Affirmations

Rose coloured glasses

CAMILLA WATSON

KATE WENGIER GAIL

Seven reasons why teachers need to be outstanding!

The Sunshine seven

Teasing an individual cat

BETTE BLANCE

Teaching for understanding

Nurturing imaginations

Teach for India

REBECCA JANE FLANNAGAN

What do students do when they don’t know what to do?

Study skills

Teachers Matter

How do you know You’re a teacher?

TONY RYAN

JAY MCTIGHE AND ELLIOTT SEIF

The neuroscience of learning JUDY WILLIS

MAGGIE HOS-MCGRANE

MICHAEL GRINDER LUCY KING

KAREN BOYES

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Teachers Matter Magazine Team Publisher, Sales and Advertising Karen Boyes Editor Sarah Linehan Art Director Mary Hester / 2ndFloorDesign Printer Spectrum Print, Christchurch

Subscriptions Toll free (NZ) 0800 373 377 Toll free (Australia) 1800 249 727 Thanks to the educators, speakers and authors who contributed interviews, articles, photographs and letters. Teachers Matter magazine is registered with the National Library: ISSN 1178-6825 © Spectrum Education 2014 All rights reserved.

56 56 53

Jokes: What I learned from my students

Ten stoplight alternatives

The First cell phone

JEN BRADLEY

DR LAURA MARKHAM

Successfully leaving the nest YVONNE GODFREY

Promoting picture books

BARBARA GRIFFITH & TRICIA KENYON

Time to get busy

KATE SOUTHCOMBE

64 64

What are you focusing on?

Why kids need to be resilience proofed

Are you clothes too small, or have you gotten too big for your clothes?

Start the year...with some shopping

JOHN SHACKLETON

ROBYN PEARCE

ROWENA SZESZRANMCEVOY

JENNY BARRETT

The Last Word: Transformational learning

Parts of this publication may be reproduced for use within a school environment. To reproduce any part within another publication (or in any other format) permission from the publisher must be obtained. The opinions expressed in Teachers Matter are those of the contributors and we love them!

All Enquiries Spectrum Education Ltd Street Address: 19 Rondane Place, Lower Hutt, New Zealand Postal Address: PO Box 30818, Lower Hutt, New Zealand Phone: (NZ) +64 4 528 9969 Fax: (NZ) +64 4 528 0969 magazine@spectrumeducation.com www.spectrumeducation.com

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EDITOR’S NOTE

Happy New Year and welcome to 2014!

hope you have all had a fantastic break and are ready to start the year refreshed and rested.

Issue 24 is full of articles which are sure to inspire you for the New Year. If Jen Bradley’s article in the last issue hit a chord and caused you to do some reflection on your practice, then a follow up is here. Dr. Marv Marshall’s words support Jen’s ideas in that emotions can either enhance the learning process, or interfere with it. The feelings that can be raised when using a stoplight behaviour system are counterproductive to learning and so, if you’re making a change, Jen’s 10 alternatives to using stoplights will be invaluable.

Teachers Matter

Carrying on the change theme, Jay and Elliott discuss how changes to the world we live in mean educating in new and different ways if we wish to prepare our children for a 21 st century world. The focus on knowledge acquisition needs to be replaced with helping students go beyond learning facts in order to develop deeper understandings of the world around them.

You will also find articles that give an insight into different education systems around the world. Lucy King’s article gives a fascinating personal view of the ‘Teach for India’ programme and discusses how this organisation’s vision – that ‘all children will attain an excellent education’ – seeks to address the failure of the national system. In contrast, Bette Blance’s article provides a n i n s ight in to Sunshine Beach State School where Choice Theory comes alive in classrooms and the playground and everyone uses the language of being a learner and being a self manager. Speaking of playgrounds, Maggie Dent’s article, which takes a closer look at learning in the early years, explains why we need to return play to its rightful place in classes for 4 – 6 year olds. As I am in the process of selecting a school for my 4.5 year old, all these ideas have really given me something to think about!

There are many more gems, and much food for thought within this issue and issues to come so relax, enjoy and share the ideas with your colleagues. Everyone at the Spectrum office wishes you a marvellous first term! Live, laugh, play & learn,

Finally a book for parents that explains and demonstrates the Habits of Mind in the home ... Raising Caring, Capable Kids with Habits of Mind is all about ensuring that children leave home with the wider skills they will need to thrive throughout their lives. The Habits of Mind movement created by Art Costa and Bena Kallick in the US is tried and tested in schools. But this book breaks new ground in taking the Habits of Mind out of the classroom and into the home. Clearly explained theory and research is complemented by really practical and useful examples for parents to try out. This book offers wonderful support for parents across the world who want to help their children succeed and thrive. Parents who adopt these methods can help their children become powerful learners, well-equipped for the 21st century world in which we are raising them. Raising Caring, Capable Kids with Habits of Mind provides many engaging stories and examples for parents to their help children succeed and thrive in school as well as in life. There are practical tips that apply to daily life with children _ for issues big and small _ everything from managing homework to resolving arguments between siblings to encouraging the reluctant child. This is essential reading for every parent and a must on every schools resource library shelf...

To order please contact Spectrum Education www.spectrumeducation.com

CONTRIBUTORS She has worked in the classroom as a support person for children with emotional difficulties and also provides the ‘Understanding Emotional Processing’ workshops for teaching staff to aid them in the classroom.

Elliott Seif Alan Cooper Alan Cooper is an educational consultant based in New Zealnd. As a principal, he was known for his leadership role in thinking skills, including Habits of Mind, learning styles and multiple intelligences, information technology, and the development of the school as a learning community. acooper@clear.net.nz

Angela Stensness As the Specialist Classroom Teacher at Papamoa College, Angela’s portfolio focuses on the pedagogical development of teachers and provision of resources to enhance teacher practice. She has co-authored a chapter in “Teaching Primary School Mathematics and Statistics: Evidence-based Practice” and an article in the “Teachers Matter” publication titled “Responsive pedagogy: debunking three myths that limit 21st Century learning”.

Barbara Griffith

Barbara has been a primary school teacher for 36 years. She has specialised in the teaching of literacy for more than 20 years and recently retired from a position as a Resource Teacher: Literacy, which she had held for the last 16 years.

Bette Blance

As an educational consultant and instructor with The William Glasser Institute, Bette works with schools in New Zealand and Australia focusing on pedagogy and behaviour. She helps school staff, counsellors and community members who have the desire to learn more about how and why we behave the way we do. bette@betteblance.co.nz

Teachers Matter

Camilla Watson

With a background as a Corporate Trainer, and with a Diploma in Social Services, Camilla is an experienced trainer, counsellor and life coach. She is a stress management specialist and mind/body therapist. She has received awards for Outstanding Adult Educator for her courses and is also licensed by Hay House Programmes as a ‘Heal Your Life®’ coach.

Elliott Seif is currently an educational consultant who was a social studies teacher and Professor of Education at Temple University. He has published commentaries, articles, studies and several books. He is a member of the ASCD Understanding by Design cadre that helped to develop the program, and has conducted Understanding by Design training sessions throughout the United States and internationally. elliottseif@ verizon.net

Jay McTighe Jay McTighe is the coauthor of twelve books, including the best-selling Understanding by Design series with Grant Wiggins and has written more than thirty articles and book chapters. Jay has an extensive background in professional development and is a regular speaker at national, state, and district conferences and workshops. He served as a member of the National Assessment Forum, a coalition of education and civil rights organizations advocating reforms in national, state, and local assessment policies and practices. jaymctighe@verizon.net

Jen Bradley

John Shackleton With a sports psychology and sports coaching background, John now shows international business audiences techniques that exercise and improve the biggest, most powerful muscle in the body – the brain. His clients include Coca-Cola, Air New Zealand, IBM, Hewlett Packard, Sony and Renault. www.JohnShack.com

Dr Judy Willis Judy Willis, M.D., M.Ed. is a neurologist, former classroom teacher, and author of many books and articles for educators and parents about how the brain learns. She gives neuroeducation presentations, and conducts professional development workshops nationally and internationally about educational strategies correlated with neuroscience research. www.RADTeach.com

Karen Boyes Karen Boyes is a leading authority on effective learning and teaching in Australasia and is founder and CEO of Spectrum Education. A highly skilled, enthusiastic and dynamic presenter with over 18 years experience in the education profession, she works with teachers, parents, students and corporate clients internationally, unleashing their peak per for mance. www.spectrumeducation.com

Kate Southcombe

Jen Bradley, Ph.D. is the author of the Germantown Avenue Parents blog. As a classroom teacher, she taught Head Start and first grade children in urban classrooms. She now teaches in several universities in the Philadelphia area where her work with preservice and in-service teachers brings her in to many wonderful classrooms each year. blog URL: germantownavenueparents.com www.beyondthestoplight.com

Kate provides individually tailored professional development for Early Childhood Centres and schools on evidence-based behaviour management. Her key points of difference are that she is a fully qualified teacher who has lectured in Early Childhood, and she provides essential theory which is frequently missing in trendy packaged material. Kate also consults for parents of children with specific behaviour concerns. kate@eprtraining.co.nz

Jenny Barrett

Kate Weigner

Jenny is the CEO for Breathe Technology. Her enthusiasm for technology came when thrown in the deep end whilst teaching at a Taiwan high school. Jenny has since undertaken a Master’s of Education (Ed. Technology) and has supported classroom teachers to use educational technology in UK and NZ projects. www.breathetechnology.co.nz

Kate Wengier is a dietitian and mother of four young children. She pilots Making Food Fun, a business specialising in fun, healthy eating programs for children and parents. Schools and kindergartens wanting a fresh approach to learning about healthy food love her interactive incursions. Making Food Fun also presents fun, educational sessions for parents on important topics like packing a healthy lunchbox. For tips and tricks about engaging children with healthy food, read her blog at www.makingfoodfun.com

CONTRIBUTORS

Dr. Laura Markham

Dr Marvin Marshall

D r. L a u r a M a r k h a m i s t h e f o u n d e r o f AhaParenting.com and author of Peaceful Parent, Happy Kids: How to Stop Yelling and Start Connecting. Laura trained as a Clinical Psychologist, but she’s also a mum, so she translates proven science into the practical solutions you need for the family life you want.

Marvin is an international staff developer and the author of the best-selling book, Discipline Without Stress, Punishments or Rewards: How Teachers and Parents Promote Responsibility & Learning. His approaches demonstrate how using internal motivation and non-coercion is far more effective and significantly less stressful than using threats, punishments, rewards, and other manipulations aimed at obedience. www.marvinmarshall.com

Lane Clark Lane Clark has a well-earned reputation as an expert in powerful pedagogy and in the design and delivery of engaging curriculum. Her authentic, transdisciplinary approach to learning is founded on teaching students how to learn, how to think and how to use new technologies to enhance their learning. A culture of innovation and enterprise is promoted as the so what™ stage of Lane’s learning model drives learners to USE new learning to make a difference in their lives and the lives of others™.

Michael Grinder

Lucy King

Author, columnist and presenter Michael Grose currently supports over 1,100 schools in Australia, New Zealand and England in engaging and supporting their parent communities. He is also the director of Parentingideas, Australia’s leader in parenting education resources and support for schools. In 2010 Michael spoke at the prestigious Headmaster’s Conference in England, the British International Schools Conference in Madrid, and the Heads of Independent Schools Conference in Australia, showing school leadership teams how to move beyond partnership-building to create real parent-school communities. For bookings, parenting resources for schools and Michael’s famous Free Chores & Responsibilities Guide for Kids, go to www. parentingideas.com.au.

Lucy King began her career in 2011 teaching at a Wellington intermediate school. Lucy is currently combining her love of teaching, travel and languages in Montréal, Canada, where she is studying part-time towards a Masters in Education and teaching at a community intervention programme for at-risk youth.

Maggie Dent Maggie Dent is an author, educator, speaker, and parenting and resilience expert with a special interest in the early years and adolescence. She is a passionate advocate for the healthy, commonsense raising of children in order to strengthen families and communities. Maggie has a broad perspective and range of experience that shapes her work, a slightly irreverent sense of humour and a depth of knowledge that she shares passionately in a commonsense way. Her finest achievements are her four adult sons, deep human connectedness and her five books. www.maggiedent.com

Maggie Hos-McGrane Maggie Hos-McGrane has been teaching for 30 years, 24 of these in international schools. Originally from the UK, Maggie is currently the Elementary Tech Coordinator at the American School of Bombay and is a member of ASB’s Research and Development Core Team. Maggie is a Google Certified Teacher and has presented at conferences in Europe, Asia, North and South America. www. maggiehosmcgrane.com/

Michael Grinder is the United States national director of NLP in Education. After teaching for 17 years on three education levels, he holds the record of having visited over 6,000 classrooms. Michael has pioneered the practice of using non-verbals to manage classrooms and create a safe learning environment based on influence instead of power.

Michael Grose

Rebecca Jane Flanagan Rebecca Jane Flanagan is a passionate early childhood teacher, talented storyteller and trained opera singer. She is an advocate for play based learning, connecting children with the nature and the importance of music and the creative arts. Her specialised programme includes enchanting performances and workshops for children, and engaging professional development training for early childhood staff. www.facebook.com/ MusicalExperiencesForChildren

Robyn Pearce Robyn Pearce is known around the world as the Time Queen, helping people discover new angles on time. Check the resources on her website www.gettingagrip.com, including a free report for you: How to Master Time in Only 90 Seconds. She is a CSP, a Certified

Speaking Professional. This is the top speaking accreditation in the profession of speaking and held by only about 800 people around the world. www.gettingagrip.com

Rowena SzeszeranMcEvoy Rowena Szeszeran-McEvoy is the founder of The Max, a group of private, prestigious and exclusive international fitness businesses colleges in Australia and New Zealand. She is an internationally-requested speaker; is on the board of trustees of a not-for-profit medical College in New Zealand; has written 13 books, and is the editor of the MAXimum RESULTS health & fitness magazine. She ran her 14th marathon in 2012.

Therese Hoyle Therese Hoyle is bestselling author of 101 Playground Games and 101 Wet Playtime Games and Activities. She runs Positive Playtime and whole school social, emotional and behavioural skills programmes nationally and internationally.If you wish to develop her ideas further please read her books, available from Spectrum Education, or contact her direct for in depth advice on designing and developing your playground. www.successpartnership.com therese@successpartnership.com

Tony Ryan To n y i s a t e a c h e r - i n - r e s i d e n c e a n d educational consultant who refuses to take life too seriously. The facilitation of quality thinking has always fascinated him. If you’d like lots more ideas, head off to www. tonyryan.com.au, or to the latest version of Thinkers Keys (available on an Individual and Site licence). Track down Tony at tony@ tonyryan.com.au.

Tricia Kenyon Tricia has been involved in the field of literacy for 17 years, firstly as a Resource Te a c h e r : R e a d i n g , t h e n a s a R e s o u r c e Teacher:Literacy. She is passionate about books and reading, and feels privileged to be in a position where she can share that passion with students, their parents, and fellow teachers.

Yvonne Godfrey Yvonne Godfrey is the founder of Miomo (Making it on my Own), a 10-day, live-in experience to equip 17- to 24-year-olds for a responsible, independent and successful adult life. www.miomo.co.nz

DR. MARVIN MARSHALL

Learning and emotions

How emotions can enhance or interfere with learning

chieving change is emotional as well as intellectual. Emotions can enhance the learning process or interfere with it. Our emotional system drives our attention, w h i c h d r i v e s l e a r n i n g a n d m e m o r y. Specifically, how a person “feels” about a situation determines the amount of attention he or she devotes to it. Students need to feel an emotional connection to their tasks, their peers, their teachers and their school. For an increasing number of students, school is a place where making emotional connections is more important than anything else. This is especially true for many adolescents where a feeling of belonging almost overshadows all other desires and is often the most important factor that keeps them in school.

Teachers Matter

We generally focus on cognition when we teach and tend to ignore emotions, yet students must feel physically and emotionally secure before they can process information. Threats are counterproductive because they stimulate emotions that interfere with thinking skills. Examples of negative emotions are humiliation, shame, guilt, fear and anger, which become “paralysing experiences.” When students are anxious, their emotions interfere with thinking and disrupt the learning process. In short, negative emotions are counterproductive to learning.

Some knowledge of how emotions and thinking are intertwined is important because in every encounter there is an emotional subtext. Within a few moments of seeing or hearing something, we react. There is a very subtle, and sometimes not so subtle, liking or disliking. The brain evolved this way for survival. In case of a dire threat, we needed an immediate response. Not much time was allowed for a rational decision. “I’ll get it or it may get me.”

The emotional brain still reacts before the thinking brain. Sensory signals from the eye or ear travel to the thalamus. The thalamus acts as a relay station for information and branches to both the neocortex, the thinking or cognitive part of the brain, and to the amygdala. The amygdala is an almond-shaped ganglion (mass of ner ve tissues) perched above the brain stem adjoining the temporal lobe. The amygdala stores our emotions, especially fear and aggression. It is our emotional memor y since the time we were infants. But there is one long neuron connection from the amygdala to the gastrointestines. That is why you may have

a feeling that seems like it emanates from the pit of your stomach. It does! Branching allows the amygdala (emotions) to respond before the neocortex (thinking) because the circuit to the amygdala is smaller and shorter. This explains why we get angry before we think. This threat-response is great for escaping from predators, but not for learning. The shortterm impact of this brain response includes impaired memory, weakened ability to prioritise and greater likelihood of repeated behaviours that impinge on learning.

DR. MARVIN MARSHALL

The brain biologically is going to pay attention and remember longer those things that have strong emotion; either negative or positive. Since emotional climate is critical for learning, we need to invest the first few minutes of every class in activities that allow students to get into a positive learning state and make the lesson “enjoyable” to the learner. The implication for the classroom is to add emotional hooks to what we are teaching. The art of this craft is to create experiences, rather than just present information. For example, a high school history class is reading about immigration to the USA in the early part of the 20th century. The textbook contains a graph showing great numbers coming from Eastern Europe. A simulation could give students some idea of what the experience was like for these people, who were mostly very poor, and who travelled across the Atlantic Ocean on ships as steerage. A group of students huddles sitting on the floor in one corner of the classroom. Crowded together, they move their upper bodies back and forth to simulate not only the movement of the ship but also how people were seasick for much of the voyage. No wonder they were elated to see the Statue of Liberty in the calmer waters of New York Harbor! When we add emotion to learning experiences we make them more meaningful and exciting, and so the brain deems the information more important; retention is increased. The human brain has a built-in attention preference for certain stimuli, such as novelty and pleasure. We can take advantage of the brain’s preference for novelty by eliciting states of curiosity, oddity, intrigue, suspense, anticipation, awe, confusion, surprise and challenge. We can increase pleasure by creating states of anticipation, hope, security, fun, acceptance, success and satisfaction.

“ The art of this craft is to create experiences, rather than just present information.”

Knowing that we respond emotionally when fear and anxiety are involved should always be a classroom consideration. If a student feels helpless or incompetent, anxiety sets in and impedes learning. Conversely, when students are encouraged, empowered and challenged without coercion or fear of failure, they feel the likelihood of becoming more competent.

You cannot learn and be perfect at the same time is a mantra I continually used with my students. This phenomenon can be observed by watching very young children before they put on their belief systems. They take one shaky step and fall down; they take another step and plop. Without emotional freight, babies know instinctively that failure is a signal to try another way. If failure is feared, learning will never be optimal. If failure is used as a guide, not an accuser, success will be swifter. By using the three Discipline Without Stress practices of positivity, choice and reflection, you will find success in having emotions enhance, rather than hinder, learning.

To move towards competence, students need to learn to accept feedback, whether positive or negative, without any emotional connotation or judgment. They need to learn to treat failure as an opportunity, not a disaster. Failure gives information one would not otherwise have. The approach is to see failure as a guide and not allow an emotional rush to swamp them. But we have done a funny thing with failure. Instead of keeping it as a lookout, we have too often given it the helm. Failure is a natural part of any learning. In reality, the only time we fail is when we do not get up, continue or persevere.

ALAN COOPER

Self managing A life skill for beyond school

RUBRIC – TIME MANAGEMENT

oes success in school prepare students for success in life? It would seem not!

DESCRIPTION

WHAT SAY

WHAT SEE

Schools focus narrowly on success. The normal culture of school is all about success - whether academic, cultural or sporting. Effort is seldom mentioned and so those who fail often run the risk of being set up as losers.

Expert • Complete a perfect assignment • Manage time by:  planning  listing what need to do...brainstorm, timeline.

• • • •

I’m organised I know when to do things I know what is important I’m focused

• • •

Starting things immediately Planning Doing more than one draft

Enter Angela Duckworth and her research into what she calls ‘grit’ or ‘grittiness’, and the importance of the inherent life skills of tenacity, doggedness, perseverance and integrity: the skills of effort. From research such as this, and the attention of innovative principals and their teachers, a consensus is steadily forming that yes, teachers do have a responsibility to provide their students with the life skills required beyond school.

Advanced Learner • Perfect planning • Multiple drafts

• I’ve got a plan and I’m working on it • I’ve got my first draft done and I have enough time to revise and re-draft

•

Plan done immediately (focussed and motivated) Revising and re-drafting focused and motivated

PRACTITIONER • Start planning immediately on paper • Two drafts

Apprentice • Start planning earlier but still in brain only • One draft completed on paper

The first skill to be taught is to have a plan. A rubric provides this. This must not be teacher imposed, or the teacher is stealing the learning about how to prepare a plan. When failure looms in the future it is the student who has to self-manage.

Teachers Matter

• •

Knowing where you are going: having a plan

• I’ve got a plan (concrete) • I’ve got a first draft

•

Novice • Not important to do straight away • There is plenty of time

The failure, in the example here, is one common to many students and others in the real world: time management. Most parents will have endured frantic late night activity the day before an assignment is due and teachers, the disappointment and frustration in receiving work that could have been so much better with more time. Frantic requests for extensions are not unknown either.

Building the following rubric started with a decision about what the goal was to be and specific criteria was added to assess when this was achieved. Next was where things were right now: where the start line was. After that, all that remained was to fill in the steps.

• I must get a plan done

•

Thinking about it but just starting to write things down

•

Not a lot:  Time wasting  Changing not focusing  Thinking about it in brain, no visual concrete evidence

• More focused but still in brain so not concrete • I’ll do it tomorrow • I’ve got xyz to do instead

• Not focused on how to get the finished product • Other things being done (Covey 3 &4)

Plan on paper as well as in brain Draft is evidence that have been working

This rubric was for second year secondary students however, the same process can be used at any level by adjusting the content accordingly. A rubric for 5 year olds may focus on preparing for the end of the school day. What is important is that it charts a path which clearly shows that not only continuous learning is necessary, and that effort is required, but also the specific increments along that pathway.

productive habits as distinct from those that include trivia, things that are popular but not productive and thus time wasting. Proven management techniques from the world beyond school, such as Covey’s, must be added as early as possible for childish solutions are insufficient. (For a fuller description, see my article in Issue 14 of Teachers Matter).

A note to the mention of Covey at the very bottom of the Description Column; the reference is to the quadrant in his 1989 book, The 7 Habits of Highly Effective People, where he distinguishes between proactive

Processing the Plan The rubric is necessary but on its own it is insufficient. A process is needed whereby the student has a practice field

which the teacher coaches in the skill being developed. An exemplar y way of doing this is through metacognition by dialogue which is outlined in the diagram below.

The second column is where the teacher gets involved. Interpersonal intelligence is all about understanding the intentions, motivations and desires of other people in order to work effectively with them. To

Metacognition I am unsure of how I have actually begun to take control of my homework, as I have hardly any homework to base it on. However, the planning I have done regarding my health assignment has left me pleased, in the sense that I have actually done some planning. There is a little bit of pressure now as it is due tomorrow, but the planning has made it easier to work through, and I am now on the final stage. Therefore, I can say, happily, that I have begun planning and I quite enjoy the feeling of organisation and pride it gives me. I could have improved on when I started my planning of my assessment; however I do feel I have made a start in sorting and planning my homework.

Interpersonal Intelligence This is what it is all about – planning. It is also good to see that you feel positive about it, “left me pleased.” These happy feelings will mean that your brain is using squirts of the good chemicals like serotonin to link these synapses.

The first column is both the start and end of a sequence. It is the end in that it is reflecting on the student’s own re-actions in the last two columns, to the feedback given by the teacher in the previous cycle. It is the start, in that it is from these reflections that the teacher will take their cue for the next round of coaching.

achieve this focus must be unconditionally student centric. Generally this requires the sorts of comments that are not only learner specific, but also conveying an understanding that the teacher understands them as individuals thus building rapport and opening the way for a deep and meaningful conversation to develop.

Intrapersonal intelligence is all about u n d e r s t a n d i n g o n e s e l f a n d o n e ’s capabilities and capacities to develop a personal working model. Some capabilities and capacities will be already known and practiced, but as the model progresses, new learning is involved, where these practices need to be stretched and extended. Where there are gaps new ones will need to be developed. The first column invokes the Habit of Mind, metacognitive reflection: thinking about our thinking.

The written teacher reply is important and of course means more work. However, once initial reticence on the part of the students is overcome, the insights given into their thinking and the collegial nature of the exchanges is both satisfying and rewarding. The chore aspect fades rapidly into the background. There is a need to be aware of unintended consequences in these written responses. The wrong sort of comment, the wrong emphasis in the praise, even the wrong word can create a mindset that leads to defeat and giving up, as is detailed in my article on Mindset in Teachers Matter Issue 21.

A narrative summarising what just happened, or the remembering stage of New Bloom, is the beginning. Following this is an analysis and evaluation of current performance, and the strategies used, culminating in an indication of where to next: continuing with the status quo, modification or change? T h e r e c o g n i t i o n o f o n e ’s m o o d s a n d emotions includes a second Habit of Mind, decreasing impulsivity. There is an inbuilt understanding that the status quo is in need of improving. More is being sought. Thus a third Habit of Mind, continuous improvement, comes into play.

Columns three and four are where the student initiates future action, based on the teacher prompts. This is where the rubber really hits the road and the planning, and therefore the learning becomes specific and on-going as the feedback loop keeps this continuous.

Where you are self critical e.g. “could have improved on when I started my planning,” end with a positive such as goal setting, and state how you are going to improve using the terms of the rubric, but perhaps saying a bit more of the how and what.

Intrapersonal Intelligence Getting to Quadrant Two Plan and be aware of extra homework or activities within the week (maybe buy a separate calendar for me) When I have time before I go somewhere (e.g. soccer) do some flute practice (I usually find that I have an extra hour after I’m ready to go) Allocate: • Days and times for socialising • Time for phone can be any time I like but only allowed a total number of minutes on the phone on weekdays. Have homework easily accessible so I can do it in the extra time I have when I have nothing to do but I am doing something soon. The comment made by the teacher about synapses and serotonin fits the research into mindset which indicates when a student/person understands how the brain works, and in a particular its plasticity, it helps develop a growth mindset. Note too that the teacher is using formative assessment in the form of general directions leaving the student to self-manage their circumstance to find the answers. Finally this is a conversation piece with the teacher very much the guide on the side and the student the sage on the stage. The reference to quadrant two by the student, refers to the second of Covey’s quadrants, important but not urgent or in other words, long term planning to avoid crisis situations developing. An admonition to conclude. This is best done weekly, although fortnightly is acceptable but not nearly as successful.

PHOTO: BENIS ARAPOVIC

TONY RYAN

Seven reasons why teachers need to be outstanding! And how they can help students to live amazing lives.?

e’ve had the Seven Dwarves, the Magnificent Seven, the Seven Intelligences and the Seven Habits. Perhaps you remember hearing about the Seven Heavenly Virtues; or even the Seven Deadly Sins. So while we’re on the seven theme, let’s have a look at Seven of the Reasons why teachers need to be outstanding.

Teachers Matter

1. Their students learn more effectively. Yes, it’s pretty obvious, yet it still needs to be listed here. When teachers are outstanding, they get results. And they’re the type of results that really count. Not just academic (which are obviously important), but sociological and even spiritual.

2. Teachers develop strong foundations for future learning. If children receive a quality education in their first 3 years of school, they are much more likely to succeed all through their further education. And, firm ‘n’ fair guidance in their final years of schooling can accomplish the same results for their future careers. Outstanding teachers provide those strong foundations for a student’s learning and life.

3. The power of a teacher’s words changes lives. We need assured and responsible people in teaching who choose their words with care. Every word that a teacher says can influence a young person for life. For Life! The ripple effect of seemingly innocuous comments can instil hope in young hearts, and change their lives forever. Kids need hope for a good life up ahead, and it can come from the inspiring words they hear each day. 4 . Te a c h e r s p r o v i d e e x e m p l a r y modelling. Young people need to spend time with adults who demonstrate what it means to live an awesome life. Otherwise, they will wonder whether it’s worth even getting to adulthood. Given the amount of time that teachers spend with children, there is no other choice. We need some Hot Personalities in teaching who are vibrant about life. 5. Their own learning determines their quality of teaching. If teachers are helping others to learn, then they need to be obsessive learners themselves. This keeps them at the forefront of their field of expertise, and they can then best

support their students with their extensive knowledge and wisdom. Teachers who are great learners are great teachers. 6. Their rapport with students will determine how well those students l e a r n . Te a c h i n g i s a ‘ r e l a t i o n s h i p ’ profession. When students feel that they belong to a supportive community of learners, their brain engages more effectively. These safe classrooms are created by teachers who steadily build up rapport and trust with their classes every day. Outstanding teachers work continuously on developing those relationships with every student, without exception. 7. Because it’s personal for each and every one of us. One day, you might be teaching my child / grandchild / niece / nephew. I want each of them to live an extraordinary life. And if teachers are outstanding, then it gives those young people a better chance to fulfill that destiny. Could they have done it without great teachers? Perhaps. Are they more likely to achieve this amazing life when teachers support them? Absolutely.

JAY MCTIGHE AND ELLIOTT SEIF

Teaching for understanding

A meaningful education for 21st century learners

hy should we teach for understanding?

While the educational goal of helping students understand is certainly not new, there are three reasons why the need to teach for understanding has never been greater. 1. The nature of the modern world that today’s students will enter. The world is increasingly interconnected and rapidly changing, offering new potentials and problems. Search engines, computers and smartphones give most people increased and immediate access to huge amounts of information. E-mail, Twitter, Facebook and soon-to-be invented technologies enable instantaneous communication with people throughout the globe. The highly complex job market, with its array of novel and changing careers, calls for creative, innovative individuals who can apply their learning to new situations while functioning as continuous, lifelong learners. These changes imply that we must educate in new and different ways if we are to prepare our children for a 21st century world. We can no longer focus education around the acquisition of knowledge – information is too easily accessible with the touch of a screen. Rather, education today must help students go beyond learning facts in order to develop deeper understandings of the world around them and the diverse global society in which they live. Our children need to learn how to find, sort, evaluate and apply information to new situations. They need to learn how to ask critical questions and solve difficult and messy problems. They need to develop a deeper understanding of key concepts and processes that will help them flourish in an unpredictable world. 2. The knowledge explosion. This current reality is complicated by the fact that the knowledge base in many fields continues to expand, and most teachers today find that there is too much content to teach and not enough time to teach it all! The present curriculum simply contains too many topics and is often fragmented, without clear connections from one topic or one level to the next. The pressures of content coverage, often driven by jam-packed State standards and high stakes, standardised tests, come at

the expense of engaging learners in exploring concepts in depth, addressing complex issues and problems, or investigating interesting and important questions – many of the very skills and processes needed to succeed in the modern world. Teaching for understanding calls for a fundamental shift from a content “coverage” approach – teaching and testing a series of facts and discrete skills – to one that emphasises the “uncoverage” of important, transferable ideas and processes. Contemporary education must shift from an emphasis on knowledge acquisition for its own sake to preparing learners to understand ideas and processes that they can use and apply flexibly and autonomously. 3. Research on learning. Teaching for understanding is reinforced by recent insights into how people learn, and our work as educators should be guided by the most current understandings about the learning process. Over the course of the past twenty years, research in cognitive psychology and neuroscience has significantly expanded our understanding of how people learn. This research supports a set of learning principles that emphasise the importance of constructing meaning and developing understanding. Here are some of the key findings that undergird teaching for understanding and their implications: • Views of how effective learning proceeds have shifted from the benefits of diligent drill and practice to a focus on understanding and applying knowledge. • The knowledge of experts is not simply a list of facts and formulas that are relevant to their expertise: instead, their deeper understanding of key concepts and ideas (e.g., Newton’s second law of motion) supports their ability to transfer learning to other contexts. Novices’ knowledge is much less likely to be organised around big ideas; they are more likely to approach problems by searching for correct formulas and pat answers that fit their everyday intuitions.   • Knowledge learned at the level of rote memory rarely transfers. Transfer most likely occurs when the learner knows and understands underlying principles that can be applied to problems in new contexts.

Learning with understanding is more likely to promote transfer than simply memorising information from a text or a lecture. • Skills and knowledge must be extended beyond the narrow contexts in which they often are initially learned. For example, knowing how to solve a math problem in school may not transfer to solving math problems in other contexts. It is essential for learners to develop a sense of when what has been learned can be used - the conditions of application. •  Curricula that are a “mile wide and an inch deep” run the risk of developing disconnected rather than connected knowledge. Research on expertise suggests that a superficial presentation of information on many topics may be a poor way to help students develop conceptual understandings and competencies or remember important information that will prepare them for future learning and work. •  It is not sufficient to provide assessments that focus primarily on testing memory of facts and formulas if the goal of learning is to enhance understanding and applicability of knowledge. Many current assessments primarily measure factual knowledge and low-level skills, and never determine whether students know when, where, why, and how to use that knowledge. Given the goal of learning with understanding, assessments and feedback must focus on understanding and not solely on remembering procedures or facts. What is understanding? If understanding is a worthy educational goal, then educators need clarity about its meaning. What is understanding? How would we know that a student really understands? In Understanding by Design, Wiggins and McTighe describe the nature of understanding and also propose that understanding is revealed through six facets that offer different types of evidence of understanding. Here is a brief summary of each of the six facets: When someone truly understands, they: • Can explain concepts, principles and processes by putting it their own words, teaching it to others, justifying their answers and showing their reasoning.

JAY MCTIGHE AND ELLIOTT SEIF • Can interpret by making sense of data, text and experience through images, analogies, stories and models. • Can apply by effectively using and adapting what they know in new and complex contexts. • Can demonstrate perspective by seeing the big picture and recognising different points of view.

they see, putting ideas together, making inferences, trying to solve problems and learning to reason and strategise. Moreover, learning for young children is often a social, collaborative process with adults and other children. Usually, the more opportunities there are for interaction, the greater the learning and understanding. Unlike factual information that can be transmitted by telling, understanding must

• Display empathy by perceiving sensitively and walking in someone else’s shoes. • Have self-knowledge by showing metacognitive awareness and reflecting on the meaning of the learning and experience. The six facets offer a framework for creating rich learning activities that develop and deepen students’ understanding. They can also be used to develop assessments that determine whether students understand concepts and can apply learning to new situations. For example, we suggest that students have regular opportunities to explain a scientific principle in their own words, interpret literature and data, apply and transfer knowledge and skills to new and novel situations, form opinions based on evidence while considering the perspectives of others, self-assess their work and reflect on their learning. The use of activities and assessments based on the six facets will go a long way towards promoting understanding in schools and classrooms.

Teachers Matter

How do we teach for understanding? Teaching for understanding involves two interrelated approaches:

1. Engage learners in meaningmaking Meaning-making occurs when learners are given the opportunity to construct their own understanding around big ideas and essential questions. Observing young children helps us to understand how learners make meaning. They often ask questions that begin their learning process. They learn through physical and mental activity that helps them make connections and construct their own meaning. For them, learning core concepts is not a linear process. They refine and revisit concepts over time and move from simple, sometimes erroneous constructs to more sophisticated, accurate concepts. Young children’s learning is mediated through thinking – asking questions, analysing and interpreting what

the teacher’s role shifts from that of an information giver to a facilitator of meaning making by the learner. 2. Teach and assess for transfer A fundamental goal of schooling is to equip learners to be able to apply what they have learned - on the job, in life, as citizens and in future learning situations. Ultimately, we want students to be able to transfer their learning when confronted with new information, issues and problems. Wiggins and McTighe characterise transfer as follows: “Students can only be said to have fully understood if they can apply

“ Understanding core ideas and the ability to transfer them to new situations should be the twin goals of education today.”

be “earned” by the learner. In other words, coming to an understanding requires an active construction of meaning. We encourage teachers to help students construct meaning by focusing learning around big ideas and essential questions. Big ideas and essential questions are chosen because they are fundamental to a discipline, thought provoking and support transfer of learning to new situations. A history teacher may focus learning around the question, “How do we learn to live together in a diverse society?” and use the concept of diversity as a focus for learning. A science teacher may concentrate on the question, “How do we know what to believe about a scientific claim?” and focus on the big idea of scientific truth. An art teacher might focus on the question “What makes great art?” and concentrate on the big idea artistic excellence. A focus on a smaller number of core ideas allows for a greater emphasis on in-depth learning. In the words of Newmann, we should create a curriculum with a “sustained examination of a few topics rather than superficial coverage of many”. A variety of instructional activities encourage meaning-making. These include Socratic questioning and related inquiry approaches: classification and categorisation of information and data, developing and testing hypotheses, conducting research, drawing conclusions, explaining results and using project and problem-based learning strategies. With a meaning-making perspective and appropriate instructional strategies,

their learning without someone telling them what to do and when to do it. In the real world, no teacher is there to direct and remind them about which lesson to plug in here or there. Transfer is about intelligently and effectively drawing from their repertoire, independently, to handle new contexts on their own”. The use of performance tasks help to reveal whether students understand core ideas and are able to transfer and adapt their learning to new situations. Here are several examples of such tasks: Reading, Writing and Literature: After reading several fables and studying their characteristics, write a modern-day fable in order to teach a lesson about the characteristics of fables to younger children. Geography: Develop a proposed route for a continental highway across central Africa, considering human and physical geography along with economic and political factors. Mathematics: Based on a building blueprint, determine the amount of paint and cost estimates for painting the interior of a building. Science: Design an experiment to test the capacity of different types of fabrics (e.g., cotton, wool, silk) for absorbing liquids. Technology: Create a YouTube tutorial to teach your grandparents how to use Twitter or Facebook. Visual Arts: Create an original mural or

3-D sculpture for your school/community to symbolise its history and values. We suggest that teachers establish realistic, authentic contexts for the performance tasks they offer to students. Authentic performance tasks usually reflect the way in which real people in the world outside of school use knowledge and skill to address various situations. Authentic tasks typically include a goal (e.g., solve a problem, analyse an issue, conduct an investigation, communicate for a purpose) and a target audience. These tasks yield tangible products (e.g., a position paper, a poster, a 3-D model) and performances (e.g., an oral presentation, a skit, a demonstration) that are valued in the wider world. Such tasks often include realistic constraints such as time, schedule, and budget. In order to develop transfer abilities, students need multiple opportunities to apply knowledge and skills in novel and realistic contexts, and that is precisely the opportunity that authentic performance tasks offer. Moreover, the regular use of such tasks signals to learners that a major goal of education is to enable them to use their learning in ways valued in the wider world beyond the classroom. In transfer activities, learners have many opportunities to apply their learning and practice transferable skills in new and varied situations. When transfer is the goal, we propose that a teacher function more like a coach in athletics or the arts. A coach observes and assesses students’ efforts, and provides timely and ongoing feedback to help them improve their performance. Of course, there is a role for direct instruction and modeling of skills and strategies associated with transfer performance. But the ultimate goal is to render the teacher/ coach unnecessary, since we want learners to be able to independently transfer their learning. Thus, over time, teacher support and scaffolding is gradually reduced so that students become increasingly capable of transferring their learning on their own. Yes, but… What about factual learning and “basic” skills? Aren’t there things that students just need to remember and specific skills they need to learn how to do? How can they think and apply without knowledge and specific skills? Our emphasis on teaching for understanding through meaning making and transfer is not meant to suggest that learning core knowledge and developing proficiency in fundamental skills is not important. However, what we are proposing is that teachers help students learn facts and skills in the larger

context of understanding and transfer. The learning principles cited above support the idea that learners are more likely to appreciate and remember specific facts and skills when these are connected to conceptually larger ideas used in authentic and meaningful ways. What would we see in classrooms where teaching and assessing for understanding is emphasised? How do these ideas play out in classrooms? A thorough examination of all the relevant instructional methods and teaching techniques for creating understanding based classrooms is beyond the scope of this article. However, in figure one (below), we describe a set of ten observable indicators that highlight the practices we would expect to see in classrooms where understanding based teaching and learning are occurring. This list can be used by teachers for self- assessment and by administrators, coaches and mentors for classroom observations.

Some Final Thoughts A rapidly changing world with easy access to information, new social media, shifting employment needs and an explosion of knowledge requires a different way of thinking about educational practice. We can no longer dedicate a major portion of our teaching and testing to the “coverage” of facts and discrete skills. Instead of emphasising rote learning of superficial content, teaching for understanding focuses on engaging learners in “meaning making” by exploring essential questions and engaging in meaningful applications of learning. Understanding core ideas and the ability to transfer them to new situations should be the twin goals of education today. The principles and practices of the Understanding by Design® framework by McTighe and Wiggins offer educators a practical and proven approach for restructuring curriculum, assessment and instruction to achieve these goals. Rethinking teaching and learning using an understanding-based framework will lead to a more meaningful, authentic approach to learning in a 21st century world.

Teaching and Assessing for Understanding: Observable Classroom Indicators To what extent are... 1. Instruction and assessment focused around “big ideas” and essential questions?

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2. Essential questions posted and examined throughout a unit?

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3. Pre-assessments used to check students’ prior knowledge and potential misconceptions regarding new topics of study?

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4. Opening ”hooks” used to engage students in exploring the big ideas and essential questions?

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5. Students’ understanding of the “big ideas” and core processes assessed through authentic performance tasks involving one or more of the six facets?

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6. Evaluations of student products/performances based upon known criteria/rubrics, performance standards, and models (exemplars)?

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7. Appropriate instructional strategies are used to help learners make meaning of the big ideas, transfer their learning, and acquire requisite knowledge and skills?

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8. Students are given multiple opportunities to demonstrate understanding using the six facets – explanation, interpretation, application, perspective, empathy and self-reflection.

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9. Students given regular opportunities to rethink, revise and reflect on their work based on feedback from on-going formative assessments?

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10. Students expected to self-assess, reflect on their work/ learning, and set goals for improvement?

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Key: 4 = extensively 3 = generally 2 = sometimes

1 = rarely

PHOTO:BRANKICA VLASKOVIC

JUDY WILLIS

The neuroscience of learning

s education continues to evolve, adding in new trends, technologies, standards and 21st century thinking habits, there is one constant that doesn’t change.

Teachers Matter

The human brain.

But neuroscience isn’t exactly accessible to most educators, rarely published, and when it is, it’s often full of odd phrasing and intimidating jargon. Here is an A-Z glossary of relevant neuroscience terms for teachers and administrators to help clarify the jargon. 1. Affective filter The affective filter is an emotional state of stress in children during which they are not responsive to processing, learning and storing new information. This affective (emotional) filter is in the amygdala, which becomes hyperactive during periods of high stress. In this hyperstimulated state,

new information does not pass through the amygdala to reach the higher thinking centres of the brain. 2. Amygdala Is part of the limbic system in the temporal lobe. The amygdala was first believed to function as a brain centre for responding o n l y t o a n x i e t y a n d f e a r. W h e n t h e amygdala senses a threat, it becomes overactivated (high metabolic activity as seen by greatly increased radioactive glucose and oxygen use in the amygdala region on PET and fMRI scans). These neuroimaging findings show that when children feel helpless and anxious. When the amygdala is in a state of stress, fear, or anxietyinduced over-activation, new information coming through the sensory intake areas of the brain cannot pass through the amygdala’s affective filter to gain access to the memory circuits.

41 terms every teacher should know.

3. Axon This is the tiny fibrous extension of the neuron away from the cell body to other target cells (neurons, muscles, glands). 4. Brain mapping Using electrographic (EEG) response over time, brain mapping measures electrical activity representing brain activation along neural pathways. This technique allows scientists to track which parts of the brain are active when a person is processing information at various stages of information intake, patterning, storing and retrieval. The levels of activation in particular brain regions are associated with the intensity of information processing. 5. Central Nervous System This is the portion of the nervous system comprised of the spinal cord and brain.

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6. Cerebellum This is a large cauliflower-looking structure on the top of the brainstem. This structure is very important in motor movement and motor-vestibular memory and learning. 7. Cerebral Cortex This is the outer most layer of the cerebral hemispheres of the brain. The cortex mediates all conscious activity including planning, problem solving, language, and speech. It is also involved in perception and voluntary motor activity. 8. Cognition This refers to the mental process by which we become aware of the world and use that information to problem solve and make sense of the world. This is somewhat oversimplified but cognition refers to thinking and all of the mental processes related to thinking. 9. Dendrites Are branched protoplasmic extensions that sprout from the arms (axons) or the cell bodies of neurons. Dendrites conduct electrical impulses toward the neighbouring neurons. A single ner ve may possess many dendrites. Dendrites increase in size and number in response to learned skills, experience, and information storage. New dendrites grow as branches from frequently activated neurons. Proteins called “neurotrophins,” such as nerve growth factor, stimulate this dendrite growth. 10. Dopamine A neurotransmitter most associated with attention, decision making, executive function and reward-stimulated learning. Dopamine release on neuroimaging has been found to increase in response to rewards and positive experiences. Scans reveal greater dopamine release while subjects are playing, laughing, exercising and receiving acknowledgment (e.g. praise) for achievement.

11. Executive Functions Is the cognitive processing of information that takes place in areas in the prefrontal cortex that exercise conscious control over one’s emotions and thoughts. This control allows for patterned information to be used for organising, analysing, sorting, connecting, planning, prioritising, sequencing, self-monitoring, self-correcting, assessment, abstractions, problem solving, attention focusing and linking information to appropriate actions.

15. Graphic Organisers Are diagrams that are designed to coincide with the brain’s style of patterning. In order for sensory information to be encoded (the initial processing of the information entering from the senses), consolidated and stored, the information must be patterned into a brain-compatible form. Graphic organisers can promote this patterning in the brain when children participate in creating relevant connections to their existing memory circuitry.

12. Functional Brain Imaging (neuroimaging) The use of techniques such as PET scans and fMRI imaging to demonstrate the structure, function, or biochemical status of the brain. Structural imaging reveals the overall structure of the brain and functional neuroimaging provides visualisation of the processing of sensory information coming to the brain and of commands going from the brain to the body. This processing is visualised directly as areas of the brain that are “lit up” by increased metabolism, blood flow, oxygen use, or glucose uptake. Functional brain imaging reveals neural activity in particular brain regions and networks of connecting brain cells as the brain performs discrete cognitive tasks.

16. Gray Matter The gray refers to the brownish-gray colour of the nerve cell bodies (neurons) of the outer cortex of the brain as compared with white matter, which is primarily composed of supportive cells and connecting tracks. Neurons are darker than other brain matter, so the cortex or outer layer of the brain appears darker gray and is called “gray matter” because neurons are most dense in that layer.

13. Functional Magnetic Resonance Imaging (fMRI) This type of functional brain imaging uses the paramagnetic properties of oxygencarrying haemoglobin in the blood to demonstrate which brain structures are activated and to what degree during various performance and cognitive activities. During most fMRI learning research, subjects are scanned while they are exposed to visual, auditory or tactile stimuli; the scans then reveal the brain structures that are activated by these experiences. 14. Glia These are specialised cells that nourish, support and complement the activity of neurons in the brain. Astrocytes are the most common and appear to play a key role in regulating the amount of neurotransmitter in the synapse by taking up excess neurotransmitter.

17. Hippocampus A ridge in the floor of each lateral ventricle of the brain that consists mainly of gray matter that has a major role in memory processes. The hippocampus takes sensory inputs and integrates them with relational or associational patterns from preexisting memories, thereby binding the information from the new sensory input into storable patterns of relational memories. 18. Limbic System This is a group of functionally and developmentally linked structures in the brain (including the amygdala, cingulate cortex, hippocampus, septum and basal ganglia). The limbic system is involved in regulation of emotion, memory and processing complex socio-emotional communication. 19. Long-Term Memory Long-term memory is created when shortterm memory is strengthened through review and meaningful association with existing patterns and prior knowledge. This strengthening results in a physical change in the structure of neuronal circuits.

JUDY WILLIS

24. Neurons Specialised cells in the brain and throughout the nervous system that control storage and processing of information to, from and within the brain, spinal cord and nerves. Neurons are composed of a main cell body, a single major axon for outgoing electrical signals and a varying number of dendrites to conduct coded information throughout the nervous system. 20. Metacognition Knowledge about one’s own information processing and strategies that influence one’s learning that can optimise future learning. After a lesson or assessment, when children are prompted to recognise the successful learning strategies they used, that reflection can reinforce the effective strategies. 21. Myelin The fatty substance that covers and protects nerves. Myelin is a layered tissue that sheathes the axons (nerve fibres). This sheath around the axon acts like a conductor in an electrical system, ensuring that messages sent by axons are not lost as they travel to the next neuron. Myelin increases the efficiency of nerve impulse travel and grows in layers in response to more stimulation of a neural pathway.

Teachers Matter

22. Myelination The formation of the myelin sheath around a nerve fibre.

23. Neuronal Circuits Neurons communicate with each other by sending coded messages along electrochemical connections. When there is repeated stimulation of specific patterns of stimulation between the same groups of neurons, their connecting circuits (dendrites) become more developed and more accessible to efficient stimulation and response. This is where practice (repeated stimulation of grouped neuronal connections in neuronal circuits) results in more successful recall.

25. Neuroplasticity This refers to the remarkable capacity of the brain to change its molecular, micro architectural and functional organisation in response to injury or experience. Dendrite formation and dendrite and neuron destruction (pruning) allows the brain to reshape and reorganise the networks of connections in response to increased or decreased use of these pathways. 26. Neurotransmitters Brain proteins that are released by the electrical impulses on one side of the synapse (axonal terminal) and then float across the synaptic gap carrying the information with them to stimulate the nerve ending (dendrite) of the next cell in the pathway. Once the neurotransmitter is taken up by the dendrite nerve ending, the electric impulse is reactivated in that dendrite to travel along to the next nerve. Neurotransmitters in the brain include serotonin, tryptophan, acetylcholine, dopamine and others that transport information across synapses and also circulate through the brain, much like hormones, to influence larger regions of the brain. When neurotransmitters are depleted, by too much information travelling through a nerve circuit without a break, the speed of transmission along the nerve slows down to a less efficient level. 27. Numeracy The ability to reason with numbers and other mathematical concepts. Children’s concepts of number and quantity develop with brain maturation and experience. 28. Occipital Lobes (visual memory areas) These posterior lobes of the brain process optical input among other functions.

29. Oligodendrocytes Oligodendrocytes are the glia that specialise to form the myelin sheath around many axonal projections. 30. Parietal lobes Parietal lobes on each side of the brain process sensory data, among other functions. 31. Patterning Patterning is the process whereby the brain perceives sensory data and generates patterns by relating new information with previously learned material or chunking material into pattern systems it has used before. Education is about increasing the patterns children can use, recognise and communicate. As the ability to see and work with patterns expands, the executive functions are enhanced. Whenever new material is presented in such a way that children see relationships, they can generate greater brain cell activity (formation of new neural connections) and achieve more successful patterns for long-term memory storage and retrieval. 32. Positron Emission Tomography (PET scans) Radioactive isotopes are injected into the blood attached to molecules of glucose. As a part of the brain is more active, its glucose and oxygen demands increase. The isotopes attached to the glucose give off measurable emissions used to produce maps of areas of brain activity. The higher the radioactivity count, the greater the activity taking place in that portion of the brain. PET scanning can show blood flow, oxygen and glucose metabolism in the tissues of the working brain that reflect the amount of brain activity in these regions while the brain is processing sensory input (information). The biggest drawback of PET scanning is that because the radioactivity decays rapidly, it is limited to monitoring short tasks. fMRI technology does not have this same time limitation and has become the preferred functional imaging technique in learning research.

JUDY WILLIS

33. Prediction Prediction is what the brain does with the information it patterns. Prediction occurs when the brain has enough information in a patterned memory category that it can find similar patterns in new information and predict what the patterns mean. For example if you see the number sequence 3,6,9,12…, you predict the next number will be 15 because you recognise the pattern of counting by threes. Through careful observation the brain learns more and more about our world and is able to make more and more accurate predictions about what will come next. Prediction is often what is measured in intelligence tests. This predicting ability is the basis for successful reading, calculating, test taking, goalsetting and appropriate social interactions behaviour. Successful prediction is one of the best problem-solving strategies the brain has. 34. Prefrontal Cortex (front, outer parts of the frontal lobes) The prefrontal cortex (PFC) is a hub of neural networks with intake and output to almost all other regions of the brain. In the PFC relational, working-memories can be mentally manipulated to become long-term memory and emotions can be consciously evaluated. Executive functions directed by PFC networks respond to input through the highest levels of cognition. These functions include information evaluation, prediction, conscious decision making, emotional awareness and response, organising, analysing, sorting, connecting, planning, prioritizing, sequencing, self-monitoring, self-correcting, assessment, abstraction, deduction, induction, problem solving, attention focusing and linking information to planning and directing actions. Pruning: Neurons and their connections are pruned (destroyed) when they are not used. In a baby, the brain overproduces brain cells (neurons) and connections between brain cells (synapses) and then starts pruning them back around the age of three. The second wave of synapse formation occurs just before puberty and is followed by another phase of pruning. Pruning allows the brain to consolidate learning by pruning away unused neurons and synapses and wrapping more white matter (myelin) around the neuronal networks more frequently used

to stabilise and strengthen their ability to conduct the electrical impulses of nerve- tonerve communication. 35. RAD learning There three main brain systems that are keys to building better brains. The three systems can be referred to as RAD, which is short for Reach and Discover. 36. Reticular Activating System (RAS) This lower part of the posterior brain filters all incoming stimuli and makes the “decision” as to what sensory input is attended to be ignored. The main categories that focus the attention of the RAS include novelty (changes in the environment), surprise, danger, and movement. 37. Rote Memory This type of memorisation is the most co m m o n l y r e q u i r e d m e m o r y t a s k f o r children in school. This type of learning involves “memorising,” and soon forgetting, facts that are often of little primary interest or emotional value to the child, such as lists of words. Facts that are memorised by rehearsing them over and over, that don’t have obvious or engaging patterns or connections, are rote memories. Without giving the information context or relationship to children’s lives, these facts are stored in remote areas of the brain. These isolated bits are more difficult to locate and retrieve because there are fewer nerve pathways leading to these remote storage systems.

39. Short-Term Memory (working memory) This memory can hold and manipulate information for use in the immediate future. Information is only held in working memory for about a minute. The working memory span of the mature brain (less in children) is approximately 7-9 chunks of data. 40. Synapse These gaps between nerve endings are where neurotransmitters like dopamine carry information across the space separating the axon extensions of one neuron from the dendrite that leads to the next neuron in the pathway. Before and after crossing the synapse as a chemical message, information is carried in an electrical state when it travels down the nerve. 41. Venn diagram A type of graphic organiser used to compare and contrast information. The overlapping areas represent similarities, and the nonoverlapping areas represent differences.

38. Serotonin A neurotransmitter used to carry messages between neurons. Too little serotonin may be a cause of depression and inattention. Dendritic branching is enhanced by the serotonin secreted by the brain predominantly between the sixth and eighth hour of sleep (non-REM).

MICHAEL GROSE

True GRIT

PHOTO:KONSTANTIN SUTYAGIN

Teachers Matter

How persistence helps kids succeed

MICHAEL GROSE

“T

alent or persistence. Which would you choose for your child?”

I often ask this question at my parenting seminars and the responses are fascinating. Parents naturally want both. Sorry, but that’s not an option. When pushed, most parents choose talent over persistence, which in many ways reflects the current thinking around achievement. Intelligence, sporting prowess and ability in whatever it is we value will only get a child or young person so far. Talent is purely potential. They need more than this to achieve sustained excellence in anything they do. It is the character traits of hard work combined with their ability to stick at a task and see it through that makes all the difference.   Malcolm Gladwell in his book Outliers, described twenty-something American student Renee, who took 22 minutes to work out a complicated math question.  The average student gives up after THREE minutes, preferring to ask for help than work through a problem. Renee is unusual as she persisted for 22 minutes until she got the solution.  The funny thing is, is that she doesn’t describe herself as a good math student. But she is highly successful at Math.  Grit rather than pure math talent are her forte.

Character matters Cognitive skills by themselves aren’t enough for children to succeed over the long journey. Many recent studies (most notably the work of US-based Angela Duckworth) have found that character, not cognitive ability is the single most reliable determinant of how a person’s life will turn out. These traits include the inclination to persist at a boring task (grit); the ability to delay gratification (self-control) and the tendency to follow through with a plan (conscientiousness), which are invaluable traits at school, in the workplace and in life in general. Character works as an indicator of success when it’s seen as set of strengths and personality traits rather than personal v a l u e s s u c h a s l o y a l t y, t o l e r a n c e o r forgiveness.

Character is forged under difficulty The key character traits of grit, self-control and conscientiousness are forged under hardship and duress. This makes our current propensity to over protect and over indulge kids problematic. When kids continually experience easy success we set them up for failure because when they finally face up to difficult situations many lack the capacity to push through the tough times. Encouraging kids to step out of their comfort zones and take learning and social risks is one the great challenges for modern parents. It’s critical that we challenge children and young people to attempt activities where failure is a significant option; overcoming setbacks and pushing through difficulties is how character is formed.

Character is malleable The good news is that character, like intelligence, is malleable. It’s not fixed. It’s important to establish in your own mind as a parent (and also in children’s minds) that character traits such as grit, self-control and conscientiousness can be developed.

success in every day life including at work, at school and in the sporting field. Character and its many components can become part of the family narrative regardless of the age of the children.

Build proprietary language around character Families develop their own language around what’s important to them and that needs to include character if the parents want to foster excellence. Continuous messaging of terms and phrases such as ‘hang tough’ and ‘hard yakka’ help weave character traits into the family DNA. Parents should reflect on the language and terms they already use and build key phrases and terms around the following key character strengths: grit, self-control, conscientiousness, enthusiasm, social intelligence, gratitude, optimism, and curiosity.

Character becomes the default mechanism

To this end it’s important then that parents steer clear of using absolute language to label behaviour and view traits and abilities as fixed. Comments such as, “You’re no good at math” become a rule that young people learn to live by, and become default thinking that’s hard to budge.

Habit and character go hand in hand. Conscientious young people don’t go around consciously deciding that they’ve got to delay the fun stuff until they’ve done their work. They’ve just made it their default mechanism to stick at their task, or delay gratification or jump into a task with enthusiasm.

Make grit part of a family’s brand

Conscientiousness doesn’t always serve a young person well. They can sometimes place full focus on menial or unimportant tasks when a smarter option may be to cruise and save energy for the important times such as exams. That’s where parental guidance plays a part. However, in the long run conscientiousness serves a young person well when it’s their default because when the stakes are high and they really need to work hard, they will automatically make the right choice. In fact, it will be the only option when excellence really matters.

In my book Thriving! I wrote how every family has its own distinctive brand, which is a reflection of the strengths and traits that all members share. For instance, if high work ethic is a common trait then it’s a fair bet that hard work is something parents focus on in their family. Parents can actively promote grit and persistence in kids by making character part of their family’s brand. They can focus on character in conversations. They can share experiences where character paid off for them in their lives. They can discuss how character contributes to excellence and

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MAGGIE DENT

We must stop stealing childhood in the name of education Returning play to its rightful place

“I

n short, there is no evidence that pressuring children to read at five improves their later reading, and much concern that it is damaging. There is now a call for more rigorous education for young children. This implies additional hours of didactic instruction and testing. What we really need is a more vigorous education that meets young children’s needs and prepares them for the 21st century, which is often described as a century of imagination and creativity. The children are ready. Are we?” — Joan Almon (Co-founder, Alliance for Childhood), Reading at five: Why? My work gives me the privilege to travel widely and connect with thousands of children, parents and educators. In recent years, I have found more and more people telling me of children who are struggling. They are struggling with anxiety, serious behavioural concerns, mental health issues (including depression in children as young as four), aggressive or violent behaviour, frustration and anger (particularly after school), exhaustion and stress. Our children struggle to have a childhood with freedom, with moments of joy and delight, in the company of passionate experienced educators. Quite frankly, it is heartbreaking. In Australia, our previous government’s ‘education revolution’ saw the introduction of standardised tests, benchmarking and rankings, as well as a national curriculum that is at odds with the very sound, playbased Early Years’ Learning Framework. I read that in NZ there has been similar controversy with ranking children according to their ‘national standards rating’ and schools grappling with an online progress and consistency tool (PaCT), designed to help teachers be accountable in knowing whether their students are meeting yearly educational targets.

“ Early childhood educators cultivate t h e m o s t p r e c i o u s r e s o u r c e . We b u i l d assets and empower individuals.“ Dr Alice Brown The result, in Australia at least, is that there has been a ‘push-down’ of formalised learning into the early years and while decision makers might think they are doing what is best to improve the educational outcomes of children, they are sadly misguided. According to the Australian Early Development Index, 23.7% of Australian children are turning up to year one with a significant developmental delay. Almost 20 years ago that statistic was 5 to 10%. Boys and our Indigenous children feature very highly in this 25% and the current push down to have four-year-olds doing hours of formal learning at a desk, then having homework on top, and endlessly filling in black line workbooks, will create even more children who are going to struggle their entire school life. Even the latest COAG Reform Council report on education, released in October 2013, shows the gap for Indigenous children and disadvantaged children is growing ever wider under the new system, despite some improvements in ‘outcomes’ overall. Australia comes fifth in the latest OECD ranking of basic literacy, but 13th in a ranking for basic numeracy, with UK 19th and US 20th. The UK and US have been doing benchmark testing vigorously for more years than Australia. We have only been doing it for 6 years – will Australia drop to the same levels as the UK and US? The top-ranked country, Finland where formal learning starts at 7 and there is no benchmark testing,

ensures a strong play based early years emphasis until ALL children are 7. Their approach leads the world on the OECD scales.

Play is learning and critical to early years As teachers, we need to ensure children are not seen as brains on a seat to become test monkeys to serve politicians or educational bureaucrats. Our children, especially our young children, are developing on all levels in their early years. The emotional, social, psychological, physical and cognitive development are all impeded negatively for the vast majority of children by this push down in the early years. Cambridge University researcher David Whitebread, who is one of the signatories of the UK campaign “Too much Too soon” against early formalised learning in the UK, writes about the value and importance of play in young children’s development, especially the value of extended periods of playful learning before the start of formal schooling: “Powerful evidence supporting this view of the role of play in human functioning has also emerged within recent developmental psychology. Here, recent studies using a range of new research techniques, including neuroscientific and other physiological measures, have shown strong and consistent relationships between children’s playfulness and their cognitive and emotional

Teachers Matter MAGGIE DENT

MAGGIE DENT development ... We also now have extensive evidence of the inter-relationships between the complexity and sophistication of children’s play, particularly their symbolic or pretend play, and their emotional well-being (sometimes assessed through physiological measures of stress)”. Whitebread’s latest report documents the damage that lack of play has on young children: “Perhaps most worr ying, a number of studies have documented the loss of play opportunities to children over the second half of the 20th century and demonstrated a clear link with increased indicators of stress and mental health problems,” he writes. Many allied health professionals are expressing deep concerns about the negative effects of children being made to sit at desks for long periods, made to learn to write before they are ready and who struggle with deep boredom and confusion. I have had messages from the mothers of sons who were told to get their boys assessed because their teacher thought there was something ‘wrong’. Not only did they need to spend a lot of money and time on assessments because the government-funded professionals are over booked (some up to two years) they were asked why they were wasting the health professionals’ time. Their boys were ‘normal’. The removal of play, movement and funbased, engaging activities is creating havoc for kinaesthetic learners, mainly boys and Indigenous children. The numbers of 5-6-year-old boys being suspended for inappropriate behaviour is skyrocketing and we need to be concerned. We are setting these children up to fail and hate school forever. Not only that, research has linked low dopamine levels with ADHD. So what we are doing by removing the key dopamine makers of massive engagement, fun, physical activity and opportunities for early autonomy? The stress young children experience with passive, often developmentally inappropriate, tasks forced on them has longer-term and disturbing impacts. Parents tell me of children struggling with stress, anxiety, night terrors and a return to repressed behaviours of 2-year-olds – bedwetting, temper tantrums and irrational meltdowns after school.

Psychologist and research professor at Boston College, Peter Gray writes: “Over the same decades that children’s play has been declining, childhood mental disorders have been increasing. Clinical questionnaires aimed at assessing anxiety and depression for example, have been given in unchanged form to normative groups of schoolchildren in the US ever since the 1950s. Analyses of the results reveal a continuous, essentially linear, increase in anxiety and depression in young people over the decades, such that the rates of what today would be diagnosed as generalised anxiety disorder and major depression are five to eight times what they were in the 1950s. Over the same period, the suicide rate for young people aged 15 to 24 has more than doubled, and that for children under age 15 has quadrupled.” The stealing and demonising of play for children aged 4 to 6 is having a disastrous effect on their emotional and social wellbeing. Essentially play and other important child-friendly activities are being pushed out of early years’ curriculum and programming because, as US-based Alfie Kohn writes in Standardized Testing and Its Victims (2000): “The time, energy and money being devoted to preparing students for standardised tests have to come from somewhere. Schools across the country are cutting back or eliminating programmes in the arts, recess for young children … the use of literature in the early grades, entire subject areas such as science.” Unstructured, child-centred play has enormous benefits for young children and those benefits cannot be tested by benchmark testing. Our capacity to be creative thinkers and innovative problemsolvers comes from using our own mental processing to explore the world. How much do we need to value creative thinking given the speed of change sweeping our modern world? There are no answers in textbooks of how to manage unexpected change and this is why we are disabling our children by stealing their capacity to use play to learn, to explore, to question and to solve problems without an adult’s assistance. They are biologically wired to learn from their experiences provided they are engaging and interesting.

According to Whitebread: “In my own area of experimental and developmental psychology, studies have also consistently demonstrated the superior learning and motivation arising from playful, as opposed to instructional, approaches to learning in children. Pretence play supports children’s early development of symbolic representational skills, including those of literacy, more powerfully than direct instruction”. Play builds capacity and assists brain integration that allows children to develop auditory processing, listening, self-regulation, concentration and all of these are needed BEFORE we launch into sight words and phoneme awareness. Some children are ready to learn to read well before others – and they can still be encouraged and engaged with play. This is what highly qualified and experienced early years teachers are trained to do. Play between children develops parts of their brains that no formalised teaching will. As Hara Estroff Marano highlighted in her book, A Nation of Wimps, “play fosters maturation of the ver y centres of the brain that allows kids to exert control over attention, emotions and to control behaviour. This is a very subtle trick that nature plays – it uses something that is NOT goal-directed to create the mental machinery for BEING goal-directed”. What is confusing is that we have examples of best practice for kindy/prep classes that refuse to use structured learning, black line markers, phonics in isolation and homework and yet they still turn out ‘stand-out’ students into our primary schools. “Early childhood educators cultivate the most precious resource. We build assets and empower individuals. The positive experiences we plan and support children with provide a powerful trajectory for a child’s future development, values and behaviours”, writes Dr Alice Brown, an early childhood and teacher education lecturer at the University of Southern Queensland. We must return play to its rightful place in our early years’ classes for 4-6-yearolds. Every teacher has the opportunity to implement play-based reform in their own way, to reframe standardised testing for students and parents, and to hold fast to their own beliefs about educating the whole child not the brain on the seat.

A Puddle. A Pond. A Lake. An Ocean. From the surface, all inquiry looks similar – but is it really?

was recently asked by a colleague to share my thoughts in regard to the dispositions I believe an effective ‘inquiry’ teacher possesses. Interestingly, and coincidently, I was thinking about just that, but more in relation to teachers who engage kids in dynamic, authentic, relevant and rigorous thinking and learning. This sent me down a slightly alternate path, or so I thought… Dispositions, defined by Schussler as the internal filter that affects the way a teacher is inclined to think and act on the information and experiences that are part of his/her teaching context.

Teachers Matter

After much reflection, I see two difficulties in answering this question. For me, the first deals with the practice of ‘inquiry’ itself; the second is sort of a ‘chicken or egg’ dilemma.

Inquiry learning is no longer ‘new.’ It has become an instructional approach, advocated at the Department level and realised in many classrooms internationally. Particularly in New Zealand, most teachers ‘cut their teeth’ on an inquiry approach to teaching and learning. As a result, many would suggest that they are effective ‘inquiry teachers’. This however begs the question, are all inquiry approaches the same? If not, certainly the inquiry delivered would suggest that the ‘deliverers’ possesses some,

if not many, diverse dispositions. Enter my first struggle in responding to my colleague’s question. All inquiry models are not similar. In fact, they var y from what one might consider to be little more than a glorified research approach, to a rigorous, learning framework, where inquiry is a part, but certainly not the whole process. Some address outcomes at a superficial level; while others require learners to critically examine factual information, relate prior knowledge, see patterns and connections, draw out significant understandings, evaluate the accuracy of those understandings based on supportive evidence, transfer their understanding across time or situation and most importantly, use new knowledge and skills to creatively solve a problem, create a new product, process or idea, develop alternatives or recommendations. Some invite learners to independently, self-directedly ‘fluff’ about, as they record information so that they can digitally communicate a regurgitation of what they have found out to their peers and parents; while others invite learner’s to find out with the use of thinking tools that have been strategically framed to

facilitate both intended and unintended insights, relationships and deep, broad understandings. Learners create digital and non-digital communication vehicles that are determined on the basis of what they need to communicate and to whom. Ideas, solutions, recommendations and alternatives are communicated to an authentic target audience. Some teachers and learners participate in an inquiry block during their day or week; while other teachers and learners are engaged in inquiry learning all day long. This doesn’t necessarily mean that they are engaged in an integrated inquiry unit all day. Instead they may use an inquiry approach during a maths block or literacy block. For these inquiry teachers, inquiry is not a time in the day but a philosophy – an approach to learning that underpins everything they do - full stop. From the surface looking directly down, we may find that a puddle, a pond, a lake and an ocean, all look pretty similar. Well, they are all composed of water…beyond that however, we know that they are far from similar. The life within them differs; the composition of the water differs; their breadth is very different as is their depth. From the surface, many believe that they ‘do

PHOTO: PSTEDRAK

LANE CLARK

inquiry’ because the stages or steps sound the same or similar; we are all referring to this approach called ‘inquiry’ so again; it must be much of a muchness… The diversity of inquiry teachers out there, are as diverse as the inquiry approaches they use. Subsequently, the dispositions employed by the teachers of these very different inquiry approaches would be…very different. This brings me to my second challenge… what comes first, the chicken or the egg? Rather than think about the dispositions of an effective inquiry teacher, I wonder if we first need to think about the values and beliefs held by an effective inquiry teacher.

If teachers believe that pedagogy should be underpinned by cognitive and neuroscientific research then their inquir y approach will reflect this. They will be able to substantiate their design and delivery decisions against research and will eagerly and enthusiastically revise their practice as they explore and reflect on new research. If teachers believe in student voice, ownership and accountability, then their inquiry approach will reflect this. Learners will not have to wait until they are told what they must do next. They will not wait

-creativity & innovation -critical thinking Perkins, Jay and Tishman suggest that dispositions are composed of three elements: inclinations (motivation, habit, policy): “the person’s felt tendency toward behavior X”. sensitivity to occasion: “the person’s alertness to X occasions”; “a distinct perceptual or perception-like mechanism for detecting occasions in the absence of explicit prompts”. abilities themselves: “the actual ability to follow through with X behavior”.

“ If a teacher believes in rigorous, deep and broad learning, then their inquiry approach will reflect this.“

Values and beliefs guide practice. It is that simple and that complex. For everyone is likely to have values and beliefs that they ‘think’ they hold and therefore readily espouse. To know and understand the values and beliefs that are true and real, turn to video evidence. After video recording your practice, all day long, for at least one week (anyone can fake it for a day or two!) openly and honestly review the footage. The real deal will become blatantly apparent.

If a teacher values and believes in authentic and relevant learning, then their inquiry approach will reflect this. Learners will not engage in learning so that they can simply share their knowledge on a test or report it through an imovie, website or blog they have created – they will USE that learning to make a difference in their life. Whether they were engaged in a unit on fractions in maths, fairytales in English or a fully integrated unit…simulation would never be an option, because it is not real; the ‘endcome’ of all learning would be USE of knowledge and skills. If a teacher believes in rigorous, deep and broad learning, then their inquiry approach will reflect this. Learners will not engage in ‘fluffy’ research. Instead learners will be supported with the use of thinking tools that explicitly frame rigor, depth and breadth of thinking so that they are guided in their inquiry learning.

for their teacher to mark their work. They will not wait for the class to catch up before they move on. Instead, learners will use frameworks or explicit processes that outline next steps so that they can navigate their own learning and move on commensurate with their readiness; they will use specific, measureable, realistic criteria written in kids speak, to guide their learning, assessment, evaluation, goal setting and monitoring; they will be provided opportunities to sign up for clinics as needed, so that they can meet their own needs and be responsible for their growth and development. They will negotiate their learning – what they learn, how they learn, when they learn. If these are the values held by a teacher, provided they have the skills to act on their values, I believe the associated dispositions will naturally be employed, regardless of whether the teacher is even cognisant that he/she possesses these dispositions. Based on the examples provided, dispositions might include: -reflectiveness -flexibility -open mindedness -curiosity

They argue that dispositions can be learned through both ‘cognitive factors and cultural influence’. I challenge whether this is possible if the disposition is incongruent with the values and beliefs held by the individual. One can develop an understanding of a diversity of dispositions intellectually; and can be surrounded by those who employ these naturally and consistently; they might possess the skills to act on these dispositions when required…but when the video is reviewed after a week of recording, if the values and beliefs are not within them…all the learning and cultural influence won’t make a blind bit of difference! I really believe that dispositions are shaped by our values and beliefs first and foremost. It is the values and beliefs that drive the inclination, without which, the knowledge of the dispositions, and even the ability to employ them, are rendered irrelevant. If dispositions represent the chicken and values and beliefs the egg…the egg comes first! So… If you are in a leadership position or like me, in a position where you are trying to influence pedagogical practice; and you are hoping for an ocean instead of a pond…the more critical questions might be… What are the characteristics of effective inquiry? What are the values and beliefs that underpin this kind of inquiry teaching? Can the values and beliefs of others be influenced and if so, how? Things that make you go hmmmmmmm…

CAMILLA WATSON

Affirmations

Positive self-programming or wishy-washy new age thinking?

sing affirmations or Positive Self Programming is sometimes thought of as just wishful thinking however, if used correctly, they have the ability to change the underlying thought processes in our brains by creating new neural pathways.

Teachers Matter

Every thought we have is, in effect, an ‘affir mation’, affir ming our positive or our negative beliefs. By identifying or uncovering the thoughts that we habitually use we are able to analyse where they come from, their validity (if any), challenge these if we wish and put effective plans in place to change them. As we have many thousands of thoughts every day it is important to set up an affirmation reminder system to make sure we are using and repeating the new affirmation many, many times ever y day. Approximately twenty to thirty is a good repetition to aim for and it is suggested that the affirmations are printed out and spread around the environment so they are very visible. Affirmations should be framed in the present tense and will be even more powerful if said out loud and with conviction, (especially to ourselves in the mirror), as by saying the affirmation out loud we have the opportunity for the information to go back in aurally. Estimates (based on techniques used in learning an instrument) are that at least eighty repetitions are required for us to begin to become comfortable with a new idea.

To create an affirmation that will create change there must be some reflection of this idea in reality. If the affirmation goes completely against our original beliefs we will challenge the new thought with another negative thought which can in effect double the negativity. For example, if we feel “unsuccessful” and repeat “I am successful, I am successful” we will usually produce a countering “No I’m not, no I’m not”, in our mind which, in effect is doubly affirming the original negative statement. A more positive affirmation to use would be “I’m learning to become

“ There must be a reflection of the affirmation in reality.”

more successful” or even better, focus on one of our personal measures of ‘success’, i.e. “Every day I become more successful at time management” or “ healthy food choices” or “My running speed is increasing as I exercise with joy”, “I see the ball clearly and it is easier to hit”, “I am getting stronger ever y day and I’m learning to stand up for myself with dignity and respect.”

It is important to use an affirmation that is measurable in some way because the final step in creating change is actually noticing how this is taking effect in our lives. Without an accurate measure we may have no ability to actually see the changes taking place within us, so to complete the exercise make a quick note at the end of each day of how exactly the affirmation has become real. For instance “Wow, I accomplished so much today and I got that report finished on time.” “Today was a good day!” In a classroom situation it is suggested that the students choose an affirmation ‘Idea for the week’ that they can all believe in and work towards. For example, “We nurture and support our classmates.” At the end of every day the students and the teacher have an opportunity to share any occasions where they saw this is action. It is helpful if the teacher ensures that there is at least one instance every day to report - so do keep a good look out!

ILLUSTRATION: BA SKETMAN23

CAMILLA WATSON

PHOTO: ROBERT HAINER

BETTE BLANCE

The Sunshine seven

How ‘Choice Theory’ makes a school a good place to be

Teachers Matter

hen a school has a consistency across its philosophical base, pedagogical base, psychological base and its leadership base, magic happens. Give these elements the time to permeate into every corner of the school including the grounds staff, support staff, administrative staff, teachers, teacher aides, students and parents and a shared vision can be achieved. Over a period of ten years Sunshine Beach State had staff trained in Choice Theory through the William Glasser Institute Australia. Everyone spent hundreds of hours making the theory come alive in classrooms and the playground. Children learned Choice Theory and the importance

of internal motivation. Everyone uses the language of being a learner and being a self manager. The school also focuses on teaching students how to achieve quality work. The adults in the school teach in noncoercive ways to build quality relationships with students, and with parents, to inspire quality work from students through self evaluation. Since the beginning, the following statement (which arose from the collaboratively developed Sunshine Seven vision statement of desired outcomes), is shared with the school and community on the school’s website.

Sunshine Seven 1. Competent, skilled learner 2. Life-long learner 3. Effective communicator 4. Creative, critical thinker 5 . H a p p y, c o n f i d e n t , s e l f - m a n a g e d individual 6. Socially responsible citizen 7. Environmentally responsible citizen This vision, what we want for our learners, gives clear direction to our practices. We continually reflect on our practices by asking the question, ‘Is what we’re doing getting us what we want?

BETTE BLANCE

In 2003, using a process of self evaluation, the school was declared as a Glasser Quality School (GQS). Dr Glasser visited the school and co-verified that it was indeed a school that demonstrated non-coercive practices with an emphasis on high quality academic results. The school was a ‘good place to be’ for everyone. Over time the school was invited to re-evaluate their status as a GQS. There had been changes in staff, and a new principal, and this was an opportune time to do the reaccreditation.

Each interview revealed a school where the Basic Needs of Survival/Safety, Belonging / Connectedness, Empowerment/Competence and Fun/Enjoyment are important and catered for. We are all friends we all treat each other with respect. (Parent comment about how her child perceived the classroom)

A teacher who had in her classroom a group of students (with a high fun and enjoyment need) who, from time to time, were not yet self-managing, shared the following: Knowing the needs is helpful – though it is difficult to build in fun and enjoyment all the time with the curriculum constraints and systemic expectations.

“ This vision, what we want for our learners, gives clear direction to our practices. We continually reflect on our practices by asking the question, ‘Is what we’re doing getting us what we want? ”

An initial survey invited staff to self-evaluate using a rubric to establish a whole school perception of where it was placed. The rubric, adapted and Australianised, used the six conditions of quality outlined by Dr Glasser which he developed for schools from the work of W Edwards Deming.

This highlighted some areas that required attention, and a plan of action was put in place by a review committee consisting of a teacher, a Deputy Principal and a former staff member. I represented the William Glasser Institute - Australia on this review committee. Continuing training was organised for staff new to the school with budgeting planned for future training. Ongoing professional development was made available to staff to revisit aspects of Choice Theory and its applications. At the invitation of the Acting Principal, I spent a day in the school to co-verify the reaccreditation process. This day highlighted several aspects; individually two parents from both ends of the socioeconomic background shared with me, I met with students who shared with me their perceptions of their classrooms, I met with a teacher who had been through a challenging year and I visited a Prep Class (5 year olds) who sang me a song about their needs.

The behaviours [good behaviours] are automatic. Differences are resolved here. Parent observation They focus on academic results alongside how to be happy. I spoke with students ranging from a girl who was standing for Student Leader next year, to a young brain damaged boy taken from a dysfunctional home background with a history of drug-taking to live with Nan. Along with the fact that he had friends at the school and everyone was kind to him, the highlight for him was he was now getting dinner every night. Students commented. Our teacher is good at teaching us how to be self managing. Other kids don’t say things like, “Oh I don’t want to play with you today”. They invite you in a kind way. The best thing is the learning and friends. Good ways of teaching kids how to learn in fun ways. Everyone is nice.

This group is everyone’s issue not just mine. Great support. One of the exciting aspects of a Glasser Quality School is that the children are taught Choice Theory. People are working on a scope and sequence document to ensure that each year level is learning and revising the elements of Choice Theory. This enables children to develop the skills, knowledge and understandings of implementing these in their own lives. Parents commented on how this learning was coming into the home in a very positive way. The school is continuing the journey as a Glasser Quality School. People from many different locations have, and will continue to visit the school to verify that this is a ‘good place to be’. For further information visit the school website in particular the School Mission and Values and the Purpose and Vision. https:// sunshinebeachss.eq.edu.au or contact bette@betteblance.co.nz

REBECCA JANE FLANNAGAN

Nurturing imaginations “Storytelling with little ones”

recently heard this quote by a small child to his mummy - ““Tell me a story from your mouth, not from a book”. I loved it so much because I am a passionate advocate for storytelling with children. It just goes to show, the best experiences of all come from the heart and involve special one on one or group time, rich in quality and thoughtfulness. The aim of this article is to empower you with the confidence and the enthusiasm to grab those spontaneous moments just perfect for musical experiences, storytelling and supporting those wonderful imaginations!

Teachers Matter

Have you ever wondered why your children want to hear the same stories over and over again? Well those favourite stories become very good friends of course, their familiarity promotes a feeling of comfort and security, and the pure enjoyment of the experience in itself is to me a top reason for encouraging this…but there is much more to it! Repeated listening to favourite tales helps children become familiar with the vocabulary and the language in the story. It is crucial for early language development and in turn supports a child’s growing love for stories, their listening skills and the opportunity for you to share a special time connecting with one another

Storytelling will naturally lead to story writing as the children develop their language skills through the years. It is so important to nurture those imaginations, and facilitate their interests and needs as they grow. Remember, writing skills are only able to flourish once children have spent lots of time practicing to use their fingers and muscles through a variety of fine motor activities. Encouraging young children with oral retells of experiences, taking the time to carefully scribe their descriptions and language, providing creative materials for them to communicate their ideas, and allowing extended time for different types of play is what builds the strong foundations for writing in the early years.

Of course, reading aloud from story books is indeed just as important as storytelling, and I encourage you to have a wide variety of texts in your home and educational setting, chosen as often as possible by the child. Recognising print, making meaning from written symbols and illustrations and appreciating the works of high quality children’s authors is vital for children to

value reading for pleasure and to gain knowledge and information. A whole world of possibilities is unlocked when reading a book and the passion needs to begin in the early years. When reading from story books I would like you to use as much enthusiasm as possible to make those wonderful stories come alive! So start practicing those voices and facial expressions, as reading aloud is

Storytelling props – Fairy wand and wishing dust

REBECCA JANE FLANNAGAN

a real art form, and one you need to be practicing with your child daily.

Here are 5 tips for storytelling in your play based programme: ♪♫ ♪ Start off with stories you already know, such as classic tales, favourite stories and fairy tales. Once you gain the confidence to remember and act out well known tales

Storytelling scenes – Turtle inspired pixie ring

you can move on to changing the stories to include any other characters, settings or situations you wish. Eventually you will develop the skills to start coming up with your own stories. Songs and rhymes can also be easily changed to suit your learning focus, but don’t forget to write them down or record yourself on your phone or computer to practice and commit them to your memory bank! ♪♫ ♪ Children love to act out stories and retell them in a variety of ways. By keeping

hand and finger puppets, colourful scarves, a variety of dress ups, interesting loose parts and unique little props on hand, you will add another layer to the storytelling experience, and extend their learning through using new skills and by developing unique ideas. Remember that the children love it when you dress up too and you can build a repertoire of well loved “characters” that will be asked for over and over again. Voices and expressions build the character’s personality, and a sense of humour is always a winner! ♪♫ ♪ Making little kits with the children for special stories is a lovely idea and can include creating props and storytelling items as an ongoing class art project that promotes a sense of belonging and ownership over their own learning. Natural materials can be sourced during nature walks, outdoor exploration or through a connection to home and turned into wonderful little characters for the children to role play within their stories. ♪♫ ♪ Repeated oral language experiences are what build strong literacy skills in the early years, and should be facilitated, encouraged and respected as an inclusive approach that accommodate children’s needs on many levels. As an educator, parent or grandparent, you are a crucial role model. The more you demonstrate your love for creating and telling stories, the more the children will feed off your passion and want to get in on the fun! ♪♫ ♪ An environment rich in storybooks, drawing, writing and art materials and open ended dramatic play materials supports a love of language rich experiences and organically links a vast array of learning areas together through a holistic learning approach. Plan for trips to the library to promote the magic of fiction and nonfiction books, source supporting play materials relating to their interests and allow the children the freedom to add to their learning environment too.

MAGGIE HOS-MCGRANE

ILLUSTRATION: AMASTERPICS123

What do students do when they don’t know what to do? Part 3: How do the Habits of Mind ‘fit’ with the primary years programme?

Teachers Matter

his is the third in a series and, as mentioned in a previous post, I attended a couple of sessions with Art Costa at the SGIS Conference last year and I was intrigued by the Habits of Mind that he mentioned. These habits are the ones we want to cultivate in students so that they know how to behave intelligently when confronted with problems that they cannot immediately find the answers to. As I’ve read more about the Habits of Mind I’ve been linking them up with the IB Learner Profile and the PYP Attitudes. In this issue I’m going to think about 3 very important attributes of the IB Learner Profile - we want our students to be inquirers, knowledgeable and communicators.

Questioning and Posing Problems - IB Learner Profile: Inquirers Being able to formulate a question is the first step towards becoming an inquirer, and being able to ask a new question requires a creative imagination. In IB schools we aim to develop students’ natural curiosity and to give them the skills so that they can conduct inquiry and research and show independence in their learning. Encouraging students to be inquirers will promote their love of learning, which while hopefully be sustained throughout their lives. Students who are inquirers search for data to support their thinking, search

for connections between things and can consider alternative points of view. Students who are not inquirers often just ask simple questions for which there is one answer. They are fact finders, but not true inquirers. Applying Past Knowledge to New Situations - IB Learner Profile: Knowledgeable Knowledgeable students, according to the Learner Profile, explore concepts, ideas and issues that have local and global significance and so acquire an in-depth knowledge and understanding. Costa and Kallick believe this knowledge comes from experience: When confronted with a new and perplexing problem they will often draw forth experience from their past...They call upon their stores of knowledge and experience as sources of data to support, theories to explain, or processes to solve each new challenge. Furthermore they are able to abstract meaning from one experience, carry it forth, and apply it in a new and novel situation. Thinking and Communicating with Clarity and Precision - IB Learner Profile: Communicators One important aspect of the IB programmes is that students learn a second, or in some cases a third, language. The Leaner Profile states that students should “understand

and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication.” Costa and Kallick recognise that language and thinking are inseparable and that intelligent people communicate accurately in written and oral form, supporting their statements with explanations and evidence. They write, “Enriching the complexity and specificity of language simultaneously produces effective learning.”

“Enriching the complexity and specificity of l a n g u a g e simultaneously produces effective learning.” Costa and Kallick

THERESE HOYLE

Playground PALS Supporting happy and harmonious playgrounds

Playground Activity Leaders (PALS) This small group of children help to make the playground a safer, more enjoyable space for younger children. When considering adopting this system in your school, please give consideration to: • How many PALS you need, given the size of your playground and number of children in your school • How many times a week would be suitable for them to be out on games duty? • How would the PALS be chosen? • What support will they need? Training up the Playground Activity Leaders (PALS) It’s important PALS understand their role and what’s expected of them. Schools vary on what they expect pupils to do, however these are some things they can be responsible for • Organising games • Looking after younger children • Spotting children at the friendship stop and finding them a friend to play with or getting them involved in a game. • Taking out and putting away playground equipment

• M e d i a t i o n ( t h i s involves additional training and is a skilled role) All members of the p l a y g r o u n d PA L S meet regularly with the teacher responsible for playtimes for training and ongoing support. The ‘Playtime PAL’S wear special tabards or caps for ease of identification. Playtime PAL’S receive recognition and awards at assemblies and a certificate at the end of their time in the job.

Teaching the games Ideally a lear ning support assistant, lunchtime supervisor or teacher will take responsibility for the PALS, their training and ongoing support. Step 1 - Discuss roles and responsibilities, rules for themselves, playground rules, rota’s – usually children will be on duty only twice a week, period of time that they are elected to be a PAL (weekly, half termly or termly) etc Step 2 - Introduce a selection of games and remind children of games they already know. If you have a copy of 101 Playground Games print out the “Traditional Playground Games” section from the CD Rom or download the free version from www. theresehoyle.com and give each child a pack of games that they can keep and use as a reference. This will give the PALS ten playground games to learn and introduce to other children. Step 3 – The children plan and organise a game to play with younger children.

ILLUSTRATION:123RF.COM

ver the last 17 years of running Positive Playtime Projects in schools, school staff have found it helpful to have the additional support of a group of children whose main job is to play games in the playground. These pupils take on a leadership role at playtimes, form part of the playtime council and are identifiable by the cap or tabard they wear.

Step 4 – The PALS evaluate how the game went and continue to learn new games Step 5 – The PALs choose a uniform that distinguishes them in the playground, this may be a baseball cap or tabard. Step 6 – A rota is agreed on S t e p 7 – The PALs are introduced in assembly to all the school. Step 8 – The PALs, on their assigned days, go out and play games in the playground with the children Step 9 – The PALs contribute to “Playground News” at assemblies. Step 10 – The PALS meet weekly with the assigned adults who support them. Step 11 – The PALS form part of the school Playground Council.

Ongoing support The PALS need to have a regular time to talk about their experiences (the successes and the challenges), with a specified adult. Ideally this meeting is weekly or every two weeks. At the end of six weeks or the end of their time as a PAL, they receive a certificate to thank them for their contribution and hard work. This is given out in assembly. Have Fun!

ANGELA STENSNESS

SAIL in the 21st Century

Part 2 of a whole school approach to inquiry

nquiry learning is a term that is being increasingly used in education circles. Responsive educators are tr ying to introduce this method of learning within their classrooms by adopting a range of different models. Unfortunately, the choice

and implementation of models between classrooms is inconsistent. In addition, some of these models rely on “pseudo problems” and result in “projects” which often fail to move beyond a research stage, and create no new knowledge. This can result in minimal

engagement and a lack of ownership by students within the process of Inquiry. This, the second part of this article, looks at the seven steps in the SAIL approach.

Student beginning Inquiry using SAIL

Student more experienced with Inquiry using SAIL

Teacher Inquiry using SAIL

Stimulus

A situation would be shared, including the problem to be solved.

A situation would be given to establish a context, but the problem within that context would be found by students.

The teacher would identify what has inspired their Inquiry. This may include student data, research read, student voice or parent voice.

Scrutinise

Information required for the solution would be taught and provided. Basic research would be conducted by students and would require the teaching of research skills, including critical thinking skills.

The teaching session would be planned in advance, but information would be taught and provided to students (as required and relevant) as they complete their own research.

The teacher would conduct research into what has been tried before. This may include best practice, student data, own practice or experience of others.

This is where a “project” stops… SAIL takes the inquiry further to consider the “So what?” and to ensure that the learning in the Scrutinise stage makes a difference for themselves and others.

Teachers Matter

Suggest

The options for a solution to the problem uncovered in the Stimulus stage would be provided. There would also be the possibility of students coconstructing their own suggestions for solutions. The solution to persue would be selected by students.

Options for a solution could be scaffolded as required, although student self creation of possibilities is crucial. The solution to persue would be selected by students.

The teacher considers the possible approaches to address the initial stimulus, taking the Scrutinise stage into consideration. The solution to persue would then be selected.

ANGELA STENSNESS

Student beginning Inquiry using SAIL

Student more experienced with Inquiry using SAIL

Teacher Inquiry using SAIL

Strategise

Includes student scaffolded development of: * a collaboration Agreement * a timeline * the key attributes of intended solution * resources

Includes student development of: * a collaboration Agreement * a timeline * milestone checkpoints * detailed key attributes of the intended solution * resources

The teacher creates a plan for how they will carry out their solution. This should include a critical friend, milestone dates, methods and assessment tools.

Solve

Solution completed

Students share their solution with the teacher and class. The teacher may also assist the student to access other relevant people or stakeholders to view the solution presentation.

Students decide with whom to share their solution and how to share their solution. Teacher guidance would be available as required.

The teacher decides how to share their Inquiry with others. This could include Professional Learning Sessions at school, writing an article for a journal, presenting at a conference, modelling for other teachers or a parent evening.

Speculate

Students consider: What went well? What were the challenges? This should include consideration of both the process and product.

Students engage in more sophisticated and in-depth consideration of: What went well? What were the challenges? What would be done differently next time? This should include consideration of both the process and product.

The teacher considers: What went well? What they would do differently? Advice for others? A future Inquiry?

The SAIL process is not limited to a major term-long Inquiry, but is also useful when creating a piece of writing, a poem, solving a Mathematics problem, engaging in artistic endeavours or completing a Science Investigation. The process could also be useful in School Review processes at the Principal or Board of Trustees level. The possibilities of the SAIL process are many and varied within the whole school context. SAIL in the 21st Century allows all students, teachers and members of the

school community to engage in a process of Inquiry in a meaningful and consistent manner. In addition, the SAIL process leads to increased assurance that Inquiry learning moves beyond a research based “project”, to a solution that will make a real and tangible difference. The SAIL process equips the whole school to action robust and well-considered solutions to the myriad of challenges and opportunities present within the world around them.

ABCDEFGHIJKLMN KAREN BOYES

A to Z of effective teaching A by-the-letter guide – with one letter in each issue Holistic Learning

Homework

Traditional models of learning focused principally on the academic, intelligence aspect of a learner. Holistic learning means acknowledging that learners have feelings, beliefs, food cravings, personal problems, attitudes and differing lear ning styles to learn skills. It is important to understand that students learn with their mind, heart and body. The better we are at understanding and dealing with the multitude of issues within our classroom, the more effective teaching and learning can be.

The topic of homework is always a polarising issue. If you are giving homework, here are some recommendations to consider: 1. If it is busy work – don’t give it

2. If it can be completed in class, do it in class where you can guide, correct, support and answer questions.

then can be accessed when studying for a future exam.

6. E n s u r e t h e h o m e w o r k h a s some form of relevance for the learner. The one size fits all is not engaging for many. Provide choice on how the work can be completed and shared.

3. M a k e i t s h o r t e r a n d m o r e meaningful. Ensure it serves to increase fluency and proficiency of class work. Be sure to follow up.

4. C onsider a team approach, by having students use Google docs or technology to work together. A group version of the homework often increases understanding and interest. 5. Encourage students to summerise their notes in the form of a mindmap, diagram or summary to serve as a review. These notes

ABCDEFGHIJKLMN

h H

NOPQRSTUVWXYZ KAREN BOYES

Humour

Hypothalamus

Hippocampus

David Sousa, in his book How the Brain Learns, asserts ‘students who laugh more learn more.’ Finding humour in the classroom is important for several reasons, as there are many benefits at all year levels.

Within the Limbic system or Middle brain lays the hypothalamus. Monitoring many internal systems of the b o d y, i n c l u d i n g s l e e p , f o o d intake, bodily functions and liquid intake, the hypothalamus releases a variety of hormones to maintain homeostasis (the normal state.) If the body becomes out of balance it is difficult for the brain to concentrate on higher order thinking, making decisions and cognitive processing.

This part of the brain, located at the base of the Limbic system, or middle brain, is important in consolidating learning and in the conversion of information from the short term, working memory to the long term storage areas of the brain. This process may take hours, days or months. The hippocampus is vital for making and creating meaning. It is important to note, that the hippocampus uses more of an emotional process, rather than a rational one. What this means is the emotional state your students are in is at least as important as the intellectual-cognitive content of your lessons.

First there are physiological benefits. Laughter sends more oxygen into the bloodstream and therefore to the brain, which means the brain is fueled better for thinking. Laughter also causes a release of endorphins in the blood which gives a person a feeling of euphoria. Endorphins also stimulate the brain’s frontal lobes causing an increase in focus. Humour has also been found to decrease stress, lower pain, decrease blood pressure and boost immune systems.

Futhermore, there are psychological, sociological and educational benefits of humour in the classroom. Making a joke, or telling a funny story is a great attention getter. Humour also creates a positive environment while improving mental health – being able to laugh can relive stress and help create resilience. Researchers have also shown humour increases retention and recall.

“Humour has also been found to decrease stress, lower pain, decrease blood pressure and boost immune systems.”

NOPQRSTUVWXYZ

KATE WENGIER

Something new to chew

A fresh approach to healthy eating in the classroom

he first rule of Healthy Food Club: don’t mention the word healthy!

For years, the focus of healthy eating lessons has been on the food pyramid and learning what’s ‘healthy’ and what’s not. The problem is, for children the word healthy has little significance and any meaning it may hold is usually associated with negative food experiences, like being force-fed Brussels sprouts by Grandma or lectures at the family dinner table. For many, ‘healthy’ suggests boring and ‘yucky’ tasting. It is wonderful to see schools becoming healthier. Engaging kitchen gardens, rubbish free lunches, healthier canteens and fruit-breaks are commonplace. For these practices to create the most longlasting change they must be enhanced and supported on a daily basis. For this we need fresh thinking. The key to educating children about healthy and nutritious food in the classroom involves three key aspects: • Don’t sugar coat it • Consistent messages • Keep it relevant

Teachers Matter

Don’t sugar coat it

I recently reviewed the content of a healthy eating module being taught in a primary school and was shocked to find embedded in the programme the belief that children need to be tricked or bribed into making healthy food choices. The menu included fruit salad…with jelly added! As if somehow the jelly made the fruit more palatable or appealing.

Sugar coating is just not necessary. It is too easy for a well-intended message (eat fruit) to quickly become a negative one (even if it tastes bad). Teachers must trust that kids can learn to accept healthy food without adding unhealthy fats or sweeteners. When other techniques are employed (making it fun and keeping it relevant), sugar coating is no longer necessary.

Consistent messages We were called in to make healthy rainbow wraps at a Melbourne kindergarten, but the kids were reluctant to eat their veggie wraps at the end. What caused the unusual resistance? It happened that our class was held on “Footy Day” and just halfan-hour before our session all the children were given a celebratory bucket of hot chips. The teacher had the best intensions for the kids, but healthy eating needs to be a message that we apply all the time. By feeding the kids chips right before our lesson they were full and less likely to try the veggies. It created a confusing message on the day. The idea that unhealthy foods are needed to create fun in the classroom must be challenged. Childhood obesity is a huge problem.

Statistics show that our current generation of kids may be the first to have a shorter lifeexpectancy than their parents! So, be a good role model, see opportunities for healthy eating everywhere and be wary of things trying to sabotage your message. This festive season try letting your kids plan some healthy party foods or allow kids to design their own healthy festive recipe and then “sell” it to classmates (there are many red and green fruits/veggies to use).

Keep it relevant For a child, the concept of carbohydrates, fats and vitamins sounds like mumbo-jumbo. But it doesn’t have to! When talking to children about food that’s good for them, speak in their ter ms. Not only marketing the food in age-specific language but also tying the

KATE WENGIER

“These foods keep your muscles and bones strong so you can run fast, jump high and kick a footy.” “These foods help you concentrate, so you’ll do better on maths and spelling tests.” This also applies when you’re trying to teach key messages. For example, I take the idea of “eating a variety of fruits and vegetables every day” and turn it into a fun and simple message: “Eat more colours”. It’s easy to remember and easy to implement. It’s much simpler for children to go shopping and pick their colours for the week, rather than talking about the 2 serves of fruit and 5 of vegetables they should be consuming. Teaching the how and why behind healthy eating is essential for kids to understand their eating and be motivated to eat more healthily. Even small children can understand many nutrition concepts rather than just be told “eat your veggies”. When it comes to making long-term changes to food attitudes, the classroom is

just the beginning. Ultimately it’s a joint project between parents and teachers, with both parties leading by example. One great outcome of engaging kids (and making food fun and relevant) at schools is that excited children will go home and spread the messages to their family. This can often catalyse a positive shift in the approach to food at home (if one is required).

• School-wide policies can also help to create a shift in attitude towards food. Some ideas to create new and lasting thinking/eating patterns in students:

To f u r t h e r e n c o u r a g e a t - h o m e reinforcement, schools and teachers can consider things like:

• Healthy alternatives to birthday cakes

• Promoting at-home activities like creating a class Recipes Book with some recipes from school to kick-start it • Information/sessions for parents about packing a healthy lunchbox. When healthy lunchboxes are the norm at school (rather than the odd ones out) the overall effect is hugely powerful. Sessions can be done at the start of the school year and are normally very popular with parents who welcome some practical tips and advice.

• Replacing unhealthy fundraising with alternatives (e.g. mango fundraiser) • Having a food policy for events and festivals

• A healthy food policy at aftercare and reinforce the healthy eating message across the entire curriculum The best strategies for teaching nutrition to children come from a creative and consistent approach. How will you encourage a fun attitude towards healthy food with your children this year? Hopefully I’ve given you something to chew on.

• Charity fundraisers, rubbish free lunch box days or “Slinky Apple” day

ILLUSTRATION: SEBASTIAN KAULITZKI

benefits to kids in a way that will motivate them. For example:

Energetic. Practical. Fun. Passionate. Inspirational

Presentations for Teachers: • Living & Learning with the Habits of Mind • Creating An Effective Learning Environment • The Many Ways the Brain Learns and Remembers • Developing Independent Learners & Thinkers

Parents:

• Helping Your Child At Home Your Child • Preparing your Child for Secondary School Secondary

“

Karen is the consummate professional who inspires the listener and creates opportunities for the learner to ask questions and structure their learning at the correct pace for change to occur. - Mark Ellis, Principal

Students: • Study Skills for Success Success • Discovering & Exploring the Habits Exploring of Mind of

Entrepreneurs:

”

• Success Behaviours for Entrepreneurs • Success Thinking and Living • It’s All Life – readdressing the work-life balance work-life

“

Karen lives her philosophies and her delivery is relational, humourous, relevant and pertinent. She is an inspiring presenter and I am loving the impact she has had on my team. - Lesley Johnson, Director: Read think Learn

”

To book Karen to speak at your next Professional Development Day, Conference or Function 2013 Speaker of the Year NatioNal NATIONAL speakers SPEAKERS associatioN ASSOCIATION of OF New NEW zealaNd ZEALAND

please call the Spectrum Office on 0800 37 3377 or 1800 06 32 72

POEM

Rose coloured glasses I am that mother! You know the kid who can’t sit still She speaks out of turn And picks her nose at will

A Pollyanna of life She blindly goes on Unaware of the giggles When something goes wrong

The challenge must be To be different yet normal A singing sensation Or hottest date at the formal

She is slow to do her school work If she does it at all And on the netball court She can never catch the ball

Yes, I am that mother! And bless-ed be I For I had much to learn About the stars in the sky

There is no normal For each one is unique Some more than others Therefore easy to critique

Yes, I am that mother! The one the teachers hate The dreamy, spacey kid Who is always running late

‘Bout the wonders of the world And how things work Types of sea shells And the composition of dirt

Those within Health And Educational fields Have learned from these kids From around the world

I look fairly normal Though obviously I am not For I have created a monster Whom the school would like to drop

Thinking in pictures Like Power Point in motion This type of thinking Is genius, not broken

Please give them a break For they are who they are Free of inhibitions They are the real stars

I am demanding of help For my little Einstein Who shows glimpses of brilliance But cannot write on the line

For some words are easy Whilst for others it’s translation To put words to pictures Can come with hesitation

So thank you my daughter For teaching us so much The best moments in life Are the spirits you can touch

She is socially inept Voted off the netball team Kids love to scare her As she is easy to make scream

We all want to stand out Perhaps piercings and tattoos Yet when outside the box No one wants to know you

- By Gail

In a world of normality She simply does not fit Hapless, yet joyous She shows real grit

hen was the last time you met a cat that was accommodating, appreciative and giving? Chances are, it’s never happened. By nature, cats are independent creatures that act as if it’s our privilege to serve them. Unfortunately, some humans are this way as well. As teachers, we are given the task of managing our class, and an essential key to the art of excellent leadership is learning how to manage individual cat students.

MICHAEL GRINDER

A teacher’s success is not based on the managed cat student’s reaction but instead is based on the class’ reaction to how we have managed the cat. This is important to understand, because the cat may be explosive when managed. It is easier to proactively manage a cat than to be reactive to the cat’s inappropriate behaviours. The differences between being reactive and proactive are:

Reactive

Proactive

Most likely you and the group are surprised.

Most likely you saw what was about to unfold before it happened.

Choices are limited.

Options are endless.

The group wants you to fix it.

The group is comforted by knowing you knew what was about to occur.

Teasing strategies for an individual cat student Quick in and out Make eye contact with other members of the group and then quickly look at the cat and with a lower and slower voice make a comment like, “This might not apply to you.” “You probably don’t need this.” Then quickly turn away from cat and go back to making eye contact with the rest of the group.

Teasing an individual cat

Attempt to use a negative in front of the desired behaviour. In the above examples, the literal part of the cat’s brain hears, “This might [not] apply to you.” ”You probably [don’t] need this.” Indirect communication Make eye contact with other members of the group. Use one hand with the palm up towards the group. Then, with the other hand extended towards the cat, without looking at the cat, turn that hand so it is palm down. Say something so the group understands that the cat is different from the rest of the group.

Reject the cat Position your body so that you are next to the cat. Look past the cat and make eye contact with a dog. The cat is not accustomed to being ignored. You are preempting the cat – you are rejecting the cat before the cat rejects you.

PHOTO: VIKTOR THAUT

Teachers Matter

Why it is easier to proactively manage a student than to be reactive to their inappropriate behaviours.

Gestures of Relationship While talking past the cat (#3) to a dog, start moving your hand in a gesturing manner between your body and the cat. Make no eye contact with the cat as you do this. A teacher manages the cat indirectly, hoping to intrigue the cat by teasing it. Why tease the cat? It’s to achieve our ultimate goal—getting the cat to seek us. It is harder to manage a cat that is ignoring us. We can’t change a cat’s nature, but when we are able to manage these independent individuals in an indirect way, the class will feel comforted and secure in our leadership abilities.

LUCY KING

Vignesh in his classroom

Teach for India

A personal view of an education system far removed from any in Australasia

n the entrance to Gangotri Public School, expectant faces stare upwards, children’s small hands grabbing mine and setting my dupatta swaying. Foreheads creased in earnest concentration, the tour begins: a stark concrete square where children play during breaks; narrow stairways giving onto three floors overlooking the courtyard; a procession of bare, boxy classrooms echoing with the scraping of wooden chairs over concrete. A flurry of voices calling “Namaste!” follows us from room to room. As we climb to the next floor, my young guides’ explanations grow brief – we are nearly at their classroom, and they are bursting to show it off. This concrete slab of a school in Gautam Vihar, East Delhi, is typical of India’s innercity establishments but for one respect; two classrooms here are taught by Teach for India (TFI) fellows, young university graduates recruited to improve educational o u t c o m e s f o r I n d i a ’s d i s a d v a n t a g e d children. I have come to visit Vignesh, a second-year fellow, and the 9 – 10 year old students he teaches.

Though it suffers from the same cramped dimensions, Vignesh’s classroom is a vivid contrast to the bare cells through which I have just been proudly paraded. Here, rows of wooden desks give way to floor mats, while a colourful jungle theme covers the walls against which children’s books in Hindi and English are stacked. Above the whiteboard is emblazoned the mantra “Work Hard. Be Nice”, adapted from American educator Rafe Esquith. Vignesh, a 24-year-old University of Madras graduate, pauses momentarily from his morning set-up to bustle my guides into place and indicate a chair for me. I sit down, casting an eye over the 28 children as they chatter and fidget cross-legged on the floor. In the concrete courtyard several floors below, a bell is rung. Then, as in countless classrooms across the world each morning, Vignesh throws out his hands, smiles widely at his students and begins to teach. Despite the familiarity of the scene, unusual circumstances have led to this commerce graduate teaching the children of rickshaw

drivers in a disadvantaged area of Delhi. Indeed, in a country whose daunting gulf between rich and poor is perpetuated by a rigid caste system and constantly simmering inter-religious conflict, the set-up is highly unconventional. Unbeknownst to the small, earnest faces following their teacher as

Rajasthani schoolchild in Udaipur

LUCY KING

Mumbai slum school

Vignesh and his students

Mumbai slum school

Rajasthani public school

Rajasthani desert kids

Southern Indian kids

Rajasthani students are proud of their classroom

he begins the day’s lessons serious domestic concerns and a growing international movement have influenced their education in a powerful way. Within India, education is undeniably in crisis. The country relies on an unwieldy, chronically underperforming public system riddled with corruption and widespread teacher absenteeism. While enormous progress has been made from the 12% literacy rate the British left behind in 1947 to the current level of 74.04%, hundreds of thousands of Indian children never enrol in primary education, and 58% leave before finishing. As any visitor to India can attest, for every impeccably-dressed schoolchild you pass in the street, dark hair combed back or braided with ribbons, another can be seen heaving heavy sacks, rolling dough into disks for chapatti or bouncing a grizzling baby. Amidst this extreme educational inequity, India’s population continues to expand, and with it the pressure to maintain economic growth. TFI was founded in 2009 and now operates in five major cities. The organisation’s vision – that ‘all children will attain an excellent education’ – seeks to address the failure of the national system. Global forces have also contributed however; TFI is a branch of the Teach for All network, an international organisation founded by Teach for America (TFA) and its British counterpart, Teach First. Participating programmes recruit “outstanding university graduates and young leaders of a variety of disciplines and career interests to commit…to teach in highneed areas, providing a critical source of additional teachers.” (Teach for All website). After a short training period – 40 days in Vignesh’s case – teachers join schools in low socio-economic areas for a two-year period. The movement is gaining popularity worldwide, with 31 countries currently participating. In America, private funding from sources such as The Bill and Melinda Gates Foundation, as well as corporate sponsors, has enabled a rapid expansion of the programme over the last decade. The movement has even spread to Aotearoa; in January 2013 in New Zealand, the first batch of 16 Teach First educators entered high schools in Auckland and Northland. The movement is not without its detractors. Some claim that the ‘Teach for’ organisations exaggerate their success and function only as a stopgap measure, failing to address underlying causes of educational underachievement. Furthermore, a review of research by Cheryl Sim on the Teach for All programmes of America and the United Kingdom found very limited evidence that teachers prepared through the ‘Teach for’ route were more effective than traditionally-

trained peers. Meanwhile, contrary evidence presented by the organisations themselves and the complexity of accurately measuring teacher effectiveness – a key concern in educational debate worldwide –make clarity on this issue elusive. The Indian context is unique however, and observing Vignesh with his students, I am struck most of all by the contrast between this learning environment and others I have visited. While hardly an expert in Indian education, I have been privileged to observe several classes already. In rural Rajasthan, I sat awkwardly on a stool in front of rows of wide-eyed, silent children as they waited to be called upon to recite facts for the visitor. In Mumbai, a chance acquaintance led me to a makeshift classroom in the courtyard of a slum, where a local woman led children in song and prayer. This supposedly Englishmedium school relies on a government grant to lure children with a free lunch for attending. Frayed posters of vegetables and animals are the only source of English language. In comparison, the pedagogy in this TFI class is mercifully robust. The teacher-student relationship is also far warmer than elsewhere; TFI fellows are addressed as ‘Didi’ (big sister) or ‘Bhaiya’ (big brother) by their students. As I observe, Vignesh guides his students through a ‘three wishes’ starter activity and group discussion tasks. Later in the morning, a class discussion on the purpose of newspapers is held in preparation for a new unit. After a break for sweet chai, I am treated to an enthusiastic rendition of a scene from Roald Dahl’s Matilda. In a country where rote-learning dominates and class-sizes often stretch to 60 students or more, it is a relief to finally see learners engaged in cooperative learning and creative thinking. Speaking with Vignesh afterwards, the challenges he has faced in achieving this become clear. These students are almost all first-generation learners from functionally illiterate parents and the issues of caste/ religious discrimination dividing their community impact upon relationships within the class. When Vignesh met his students 18 months previously, several couldn’t hold a pencil, most struggled to produce the alphabet and few could complete basic arithmetic. Nearing the end of his placement, Vignesh comments that the personal benefits have been significant: “the experience has taught me so many values and skills which I couldn’t fathom to learn otherwise.”

previous schools visits, I have always been an outsider, struggling to identify any aspects of educational philosophy that resonate with my own beliefs. With Vignesh, however, I have been speaking with a fellow practitioner, an individual whose motivation and practice find their root in the same passion for meaningful learning. Sitting in a street-side restaurant that evening, soaking up the buzz of the chaotic Old Delhi district, I think back to Vignesh’s students and their three wishes task. They produced a recognisable mix of childish materialism – “I want many gold coins” – and touching ambition – “I want to be a doctor of poor people”. I am struggling to reconcile the unease I feel about the controversial ‘Teach for’ movement entering the New Zealand system with the undeniably positive influence of teachers like Vignesh in the Indian context. The systems seem too disparate to compare. India once again proves itself an exception, a world apart. Flicking through my photos and reading the students’ writing, the political wrangling of unions and governments suddenly seem very far away. I come to the list of Ashutosh’s three wishes: 1. Happy my family 2. I am go to the big school 3. And don’t die my mother and father Myself, I wish Ashutosh, his classmates and Vignesh all the very best for the future. Author’s note: Vignesh has now finished his TFI placement. He chose to remain with the organisation as a Program Manager leading a group of 15 fellows towards their personal and professional development. In the long run, he intends to either start a school in a rural village or join an organisation working towards teacher effectiveness.

As I leave I pass through the courtyard which rings with the universal sounds of lunchtime; the slap of shoes on concrete and thin, high voices at play. I am reinvigorated by this encounter, my mind churning during the rickshaw ride back to a more guidebook-sanctioned area of the city. On

Study skills

1-3-1

Essay writing tips

riting an essay can seem a bit daunting at times, however there are a few key points that will help keep you focused and on the right track.

Research Immerse yourself in the words and ideas of your topic. It is important to use multiple sources as an essay that only uses the internet will generally be weaker than one using various sources. It is better to get a little information from a lot of sources, as this will ensure your writing is more original. Write down quotes, the source and check you have transcribed it accurately. Ensure you also have quotes from a range of people.

Teachers Matter

Sample Wordle

Thesis Craft a thesis or overall point that your essay will address. This is also known as a controlling idea or a position statement. Typically this main idea appears as the last sentence of your introduction. Depending on the type of essay you are writing, this statement could be debatable to gain the reader’s attention. Ensure your position is specific and avoid vague generalisations.

Writing a plan Having a structure for your essay is essential. There are several formulas from which you can choose to structure your essay. Here are some I have used – they all have similar elements – choose one that works best for you and your purpose.

HAMBURGER

KAREN BOYES

1-3-1: Introduction, 3 main paragraphs and a conclusion Hamburger: Top bun (intro), Filling, tomato, meat, lettuce, cheese, pickle (3-5 paragraphs) and the bottom bun (conclusion). Of course the more filling, the better the hamburger or essay is. F.E.E.D: Fact, Explain or Expand, Example, Diagram

T.E.E.L: Topic sentence – main idea using key word from question Explain – characters or scenes that explain this idea Evidence – 3 examples or quotes from text Link back to question (words like therefore, due to this, thus) S.E.X: Statement, Example, eXplanation.

5 W’s

5 W’s: Draw an outline of your hand and write Who? Where? When? What? What do I think?

S.E.X

T.E.E.L

KAREN BOYES

F.E.E.D

Introduction: Your introduction should grab the reader’s attention by waking the reader up and generating some interest in your topic. Start with an interesting fact, a quote, some controversial idea or statement or a provocative question. The last sentence should be your thesis statement. Spend a large proportion of your time on the introduction as it is the part that convinces the reader to continue reading. Paragraphs: If you have three main points from your thesis statement, this will give you three paragraphs. A paragraph is based around one thought or idea and has at least 4 sentences. Each paragraph needs to have an introduction to your main idea, a discussion, analysis or examples and finish with a concluding sentence. Lists of transition words are useful to have by your side when writing as they can create flow between, and link, ideas. See the information box to the right. Conclusion: Recap the ideas in a clear, concise summary. Keep it short, 1 paragraph of 4 – 5 sentences. You may consider ending with a thought provoking quote, a call to take some action, an interesting twist or by describing a powerful image leaving your readers wanting more. Language: during one of your final edits, after you have checked your structure and transitions, recheck your language. As you proofread, correct spelling and grammar errors. Read your essay out loud to ensure it flows. Also make sure you have not used the same word repeatedly. I use the website wordle.net. Simply cut and paste your essay into wordle and it will show which words are dominant in your writing. Now go back and change some of the most commonly used words using either an online visual thesaurus or a traditional thesaurus. See my first draft on wordle to the left. Where possible, always have someone else read your essay as a fresh pair of eyes will catch errors you have not found.

Finally, while I was researching ideas for this article I came across a statement from a University in Illinios that simply said, “These are GUIDELINES, not rules. As you become more experienced writers, you’ll learn when it’s important to follow the guidelines and when you should stray from them.”

TRANSITION WORDS For continuing a thought: Consequently Clearly, then Furthermore Additionally In the same way To change a line of thought (contrast) However On the other hand Yet Nevertheless For conclusion: Finally Lastly In final analysis In conclusion Paragraph starters: First… second… third Generally… furthermore… finally In the first place… pursuing this further… finally Basically…similarly…as well

le e l b b a lial ls!! i a a v va oools a w ho w o NoN frosrcshc fo Access LIVE Study Smarter tutorials in these 45-minute interactive presentations. International presenter Karen Boyes from Spectrum Education will share many simple and practical ideas.

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Teachers Matter

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Education is the key to the future.... studying smarter, not harder, is the key to success.

JOKES

Super glue is forever.

What I learned from my students Brake fluid mixed with Clorox makes smoke, and lots of it! A six-year-old can start a fire with a flint rock even though a 36-year-old man says they can only do it in the movies. A magnifying glass can start a fire even on an overcast day.

The glass in windows (even double glazed) doesn’t stop a baseball hit by a ceiling fan.

Certain Lego’s will pass When you hear the toilet flush by the words “Uh-oh”, through the digestive tract of followed it’s already too late. a four-year-old. Marbles in gas tanks make lots of VCRs do not eject sandwiches, even though TV commercials show they do.

If you spray hair spray on dust bunnies and run over them with roller blades, they can ignite.

A 3-year-old’s voice is louder than 200 adults in a crowded restaurant.

No matter how much Jelly you put in a swimming pool you still can’t walk on water.

noise when driving.

Garbage bags do not make good parachutes.

The spin cycle on the washing machine does not make earth worms dizzy. It will however make cats dizzy and cats throw up twice their body weight when dizzy. Always look in the oven before you turn it on. Plastic toys do not like ovens.

If you hook a dog leash over a ceiling fan, the motor is not strong enough to rotate a 42 pound boy wearing Batman underwear and a superman cape. It is strong enough, however, to spread paint on all four walls of a 20’x 20’ room.

You probably do not want to know what that odour is.

Pool filters do not like Jelly. P lay Dough and Microwave should never be used in the same sentence. 53

JEN BRADLEY

Ten stoplight alternatives

A follow up to Jen’s article in Issue 23 which discussed why the stoplight is problematic

either my original article (Issue 23) nor any of the material that follows it is meant to blame or shame teachers. In fact, quite the opposite. I’ve spent my entire career working to be a teacher and support teachers. Teachers enter the field because they care deeply about children and want to make a difference. It’s a wonderfully noble profession and one for which I have enormous respect. But that doesn’t mean that every practice being used in classrooms is good for children. Teachers are human. We make mistakes, and if we’re reflective, we work hard to do better the next time around. Many people have asked about alternatives to the stoplight and similar systems. Here are ten alternatives to the stoplight:

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1. Make it private. If you absolutely feel as though you must use a stoplight, the very best piece of advice for eliminating the public shame it can unleash, is to make the stoplight private. Instead of having one chart in the front of the room for all to see, share results with children privately on an individual basis. It isn’t anyone else’s business what color a child is on. Making feedback private helps eliminate embarrassment and avoids the constant comparison against peers. This doesn’t address all of the issues with the stoplight by any means, but it’s a good place to start.

2. Talk with students. Ask your students (both present and former) about their views on the stoplight system. Talk with students whose names hang out on green and the ones whose Popsicle stick often moves away from it. Listen to children talk about what they learn from the stoplight, how it makes them feel, and what ideas they have for alternatives. 3. Talk with parents. Sometimes the fallout from school is felt more deeply at home so ask parents how the stoplight affects and works for their child. What messages do children carry home about your classroom? Does talk of the stoplight dominate their reports? How are stoplight results handled at home? 4. Talk with educators who do things differently. What do they use instead of a stoplight? Do they have resources to share? Would that work in your room? How might you tweak their idea? Did they ditch the stoplight? If so, what effect did it have on their class / on their relationship with students? 5. Build a responsive classroom. This approach helps teachers and students form nurturing and engaging classrooms for elementary children. Because so much work is done up front building classroom community through practices like Morning Meeting and Shared Rule Creation, there are fewer events that call for Collaborative Problem Solving and Logical Consequences.

JEN BRADLEY

“ Teachers enter the field because they care deeply about children and want to make a difference.”

6. Adopt Positive Discipline. Positive Discipline is designed to help children feel connected, construct mutually respectful and encouraging solutions, be effective long-term, teach important social (and life) skills and empower children. One of the most tangible components from Positive Discipline (handy for teachers who are required to use a visual system like the stoplight) is the Wheel of Choice (see http:// www.positivediscipline.com). 7. Implement Restorative Justice. Restorative Justice is effective in so many different fields because the concept behind it is so essential. Using restorative practices, students work to repair hurt or harm caused. Circles, routines, peer mediation, check-ins and conferencing allow the school community to build lifelong skills and work through issues in a positive, relational way. 8. Build a Democratic Classroom. We live in a democracy. Allowing children from a young age to negotiate, share power, make decisions and solve problems will prepare them well for society beyond the playground. 9. Establish a Social Skills Curriculum. For children, the social curriculum is every bit as essential as the academic curriculum. Children who struggle with empathy, impulse control, and aggression benefit enormously from reading about, brainstorming, problem-solving, and roleplaying situational issues. Social skills curricula like Second Step not only help children who struggle; it benefits the entire classroom community.

10. Explore Positive Psychology. Rather than focusing on the maladaptive behaviors, Positive Psychology focuses on how people thrive. Emotions, individual traits, and institutions are all examined as lenses into understanding ways in which we can create healthier outcomes, spaces, and communities.

DR LAURA MARKHAM

The first cell phone Rules for responsibility

remember getting my son his first cell phone. I was terrified. Yes, it’s an instrument of connection. But it’s also a symbol of separation, a reminder that your child is now spending enough time at a distance from you – and other supervising adults - to need it. Worse, it’s a harbinger of the dangers lurking in the outside world that threaten to pop up in your child’s face at any time, without you there to stop them. By the time my daughter was ready for her first mobile, I had even more to worry about because I’d heard it all from other parents. I imagined my sweet, innocent girl: 1. Racking up hundreds of dollars in charges for $3.50 ring tones and schoolwide texts. 2. Covertly texting at 1am under her pillow. 3. With her results slipping, because she was interrupting schoolwork to answer texts. 4. Being pestered by advertisements after giving out her phone number widely – or posting it on Facebook. 5. Writing a thoughtlessly inconsiderate text about a schoolmate that was forwarded to the whole school. 6. Writing, receiving or forwarding a joking sexual text that was forwarded to the whole school. 7. Letting an exuberant, partially clad photo get snapped by a chum at a sleepover, which – you guessed it - would be forwarded to the whole school – and the principal! 8. Being stalked by a schoolmate with creepy or mean texts. 9. Being stalked by an adult after texting her location widely. 10. Texting while driving – and running the risk of dying or killing someone else.

So I probably “over-parented’ my daughter around her first phone. I’m happy to say she managed both me and the phone with grace and responsibility. But there was a reason for my worrying. Research shows that virtually all kids who are allowed to keep their cell phone in their room overnight will answer a late-night text, and most of them have spent at least some late nights sending texts. Only 11 percent of parents suspect their teens have ever sent, received or forwarded a sexual text, while 41% of teens admit they’ve done so. Only 4 percent of parents believe their teens have ever texted while driving, while 45% of teens admit that they routinely text while driving! The problem isn’t with kids today. In fact, I’m betting my generation was more irresponsible than my kids and their friends in our driving, drinking, sexuality and drug use. No, the problem is that cell phones are an instrument of connection, and tweens and teens are driven to connect. Just like when I got grounded for tying up the house phone for hours while my parents tried to call home, teen brain development makes them prone to self-centred and short-sighted behaviour. Unfortunately, the risks seem higher today. But I want my children to have a cell phone to stay in touch with me – that’s the upside of connection. My kids text me often, and I love the way it helps us feel connected, even though we talk in person all the time. 58% of teens say being able to text their parents makes them feel closer. What’s more, kids no longer regard cell phones as a privilege, or even a right, but a communication appendage, as necessary to modern life as their ears.

Luckily, communication and supervision can dramatically lessen the risks. How? I think it’s critical that families talk at the dinner table about news stories that involve cell phones, from sexting to driving deaths. My kids fill me in frequently about their friends, the dramas at school and their worries about various peers. I’ve been known to launch into parent-child role-plays about the topic of the day, pretending to be a friend asking, for instance, “Hey, send me that photo you took at the sleepover!” to help my child consider various responses. Roleplays may be hokey, but they plant the seeds so kids are more likely to act responsibly in the heat of the moment.

Cell Phone Rules Most parents think a “contract” with their child is unnecessary and silly. But a written agreement is a great way for your child to step into this new responsibility without you “over-parenting.” When that first cell phone comes with written rules and responsibilities in the form of a signed agreement, young people learn how to handle them responsibly. If you ask your kids what they think the rules should be, and negotiate until you’re happy, they will “own” those rules. Over the years, my teens have developed these rules for themselves: 1. Never write or forward a photo, or anything in a text, that you wouldn’t want forwarded to everyone in your school, your principal and your parents. 2. Set up your charging station in the living room so your phone is not in your room at night. 3. Have a life. Don’t feel obligated to respond to texts right away and don’t text until homework is done, during dinner, or after 9pm.

DR LAURA MARKHAM

4. Never post your cell phone number on Facebook, or broadcast it beyond your friends (because it leaves you open to stalking.) 5. Never broadcast your location except in a direct text to friends (because it leaves you open to stalking.)

“ I can’t believe my daughter is old enough for a cell phone already. I’m scared. How do I keep her safe? Am I worrying too much?”

6. Don’t spend your baby-sitting money all in one place. You don’t need websurfing or ringtones. Get unlimited texts so you don’t have to worry about budgeting. 7. Don’t wear your cell phone on your body and don’t use it if you can use a landline. Cell phones are always looking for a signal, and that means they’re sending out waves that you don’t want going through your body. Cancer? Maybe. 8. L8R – Later! If you’re driving, turn off your cell phone and put it in a bag where you can’t reach it in the back seat. (Make sure you have directions before you start out.) Cars kill people. 9. PoS- Parent Over Shoulder! When kids first get phones, parents need to check their messages occasionally without warning. Erased messages should be checked on the bill. This gets kids in the habit of being responsible, of not taking that “risk.”

AFAIK (As far as I know) my kids follow their own rules. The research shows that when kids have problems with technology of any kind, it’s because they’re having problems that go beyond technology, and those problems will show up in the rest of their life. So if your child is mostly responsible, considerate and happy, he or she is probably responsible with technology, too.

PHOTO: ANNA YAKIMOVA

10. Nothing replaces FtF. If a “friend” sends you a mean message, take a deep breath and turn off your phone. Talk to them the next day, Face to Face, about it. Never say anything in person that you wouldn’t say Face to Face.

YVONNE GODFREY

Successfully leaving the nest How to help your yadult leave home!

eaving the nest should be a natural and positive step allowing both parents and their young adults (yadults) to embrace the next phase of their lives. Unfortunately, many parents get to breaking point and kick their kids out while many young people leave home angry and resentful with their middle finger held high in the air.

Signs that it’s time to leave:

Yadults need to leave home so that they can take responsibility and call the shots – to be ‘me’ and to distance themselves from parents. This is where they understand and experience the joys and sorrows of flying solo. They find out what the world requires of them and that the world is not going to serve their every need like Mum and Dad may have.

• Wants to “make it on my own”

Young people are hungry for intimacy in relationships. The solidarity of the home relationship and being released in a healthy way is important because this affects how yadults will seek and build further relationships. If they leave under a cloud and don’t feel emotionally connected to home, they will find other people (who may not be good choices) to form a substitute family.

• Has no plans for becoming independent

Positive

• H a s t h e a b i l i t y t o f i n a n c e f l a t t i n g Can run a household • Can look after him/herself emotionally

Negative • Entitlement mentality; parents should pay. • Won’t help in the house • Causes friction and division in the family

Leaving home to keep the relationship healthy 1. Discuss the reasons for moving out. If there is tension, focus on the fact that the current living arrangements are not working rather than anyone being considered a ‘bad’ person. 2. Develop a workable plan taking into account: Can your yadult completely fund the move? If not – will you contribute? If so, put the deal in writing so there is no misunderstanding if you expect to be reimbursed.

Who will your young adult live with? Whilst you may not have any say in your yadult’s choice of flat mate (unless you are financially funding and then you most certainly can), you should definitely help your young adult assess how suitable their flat mates will be. Discuss what kind of lease or contract there is in place and who is signing it. Advise strongly against your yadult taking on the lease in their name. All members of the flat should be co-responsible. Set some boundaries that define what is now unacceptable. For example, letting themselves in and raiding your fridge because they have run out of money. Using your washing machine and dryer because they don’t have one is now a privilege (if you allow it). You can expect a small contribution to washing powder and power. 3. Don’t cut all ties just yet. Growing up and living independently is nearly always a transition. Your place will still feel like home base for a while. Invite them home for dinner regularly and make it a special time to let them talk about their new life discoveries. Congratulate all progress!

PHOTO: GALINA PESHKOVA

YVONNE GODFREY

BARBARA GRIFFITH & TRICIA KENYON

The red poppy Author Illustrator

David Hill Fifi Colston

ISBN

978-1-86943-998-9

Promoting picture books A special resource in time for ANZAC Day

“F

ive minutes... two minutes… one minute… Young soldier Jim McLeod waits in the trenches of World War 1 for the order to attack the enemy. With him are his friends, and Nipper, the messenger dog. When they charge across no man’s land, Jim is shot… and finds himself face to face with an enemy soldier.” This book deals with many themes that could be used in discussion with older students. For example, hope in the middle of chaos, coming face to face your enemy and realising he’s not much different from you, and the tragedy of war.

Activities 1. World War 1 – an on-going activity KWL K Before you read the book to your students, gather their prior knowledge, what they already know, in the first column. W Brainstorm what they want to know or find out about the conditions etc, in WW1. L On completion of your work and activities with this book, gather all that the students have learned for column three.

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What I already know

What I want to know

2. Key events in the story. e.g. Writing the letter the night before battle

30 minutes in the trenches before the battle

Over the top and into battle

What I have learned

BARBARA GRIFFITH & TRICIA KENYON 3. The Letter

5. The Epilogue

a. Discuss what is missing from Jim’s letter and why.

In David Hill’s style, write an epilogue discussing what happened to all the characters, possibly 6 months, after the story finishes.

b. Write a letter back to Jim as if you were a member of his family. You could be his brother, sister, Grandmother. What would you tell him about everyday life in New Zealand at that time?

6. Illustration style Discuss how the illustrator’s use of colour, line, symbol and layout helps to depict the horror and tragedy of war.

8. Poetry based on the song ‘The Little Red Poppy’ Firstly, read the lyrics of the song (inside the back cover) as a poem.

4. Jim’s Diary Imagine that Jim kept a daily diary, what would he write in his diary one week after the event. Think about; Where would he be?

7. Drama Choose a part of, or the whole story, to retell with actions, sound effects and actual dialogue from the book. Further dialogue could be added, as long as it is in character, and adds to the existing storyline.

Then listen to the song. Using this as background and a model, write your own poem about the red poppy.

What would he be doing?

9. Vocabulary

What would his thoughts be about Karl?

Make a list of the words and their definitions from the story that are specific to war.

What are his recollections of the event and how does he feel about it now?

e.g. Tommy, Fritz, soldiers. Lieutenant, troops, battlefield, sniper

10. In the trenches Think, pair, share activity

Because of its ability to survive, the red poppy became the symbol for ANZAC Day when we commemorate fallen soldiers and war veterans around the world. “…the little red poppy that never died on the battlefields.” It was a symbol of hope among the chaos of war.

Thinking about the use of trenches in warfare, consider the advantages, disadvantages and improvements that could be made to the trenches Think - what do I think or know about this, on my own. Pair - Share with my partner and discuss what we think. Share - the pair then shares their knowledge, findings with a group or the class.

KATE SOUTHCOMBE

9 Time to get busy

Why timing is an important part of the writing process

Teachers Matter

imothy Ferris is a radical in the true sense of the word, challenging the way we live and work and presenting the far-reaching concept of a four hour working week. Sounds good to me I thought, let’s read more! His philosophy on education however is far from encouraging, or indeed favourable (I am certain he would have been a delight in any classroom!). He challenged his kindergarten teacher from day one, asking why he couldn’t just keep drawing; she chose to say the fatal words “I’m the teacher, that’s why”. This desire to question continued and at University for example Tim would corner his professors for lengthy discussions if he received anything less than an A. Using some very behavioural strategies that made certain his professors thought twice before giving him anything less than an A! There is something about this man that we need to watch out for and I don’t mean his reluctance to do as he is told; it’s his ability to expose loopholes that can be life-enhancing if applied effectively and he raises some fascinating points about time/ work ratios that need to be explored further.

Listening to his audio book some years ago I discovered Parkinson’s Law and the Pareto Principle, both of which have contributed to my teaching strategies, and my personal development. It is the former that I wish to focus on because I do believe that for both teachers and students, getting to grips with this fundamental law could greatly improve productivity, achievement standards and relationships in general. P a r k i n s o n ’s L a w i s p r o b a b l y m o s t profound for me because it supported a

belief I had fostered for some time with regards to student writing, that timing was an important part of the writing process. I don’t mean that there’s a good time or a bad time to write, but this will be explained in more detail later. I had initially developed an idea that was first presented to me in training college. The process is story writing based on a model that is visible to all the students. The model is constructed as a whole class, with the teacher writing on a white board using a preplanned format. The extra ingredient to this writing recipe involves Parkinson’s Law – timing it and timing it tightly. Now this may seem to contradict the idea of fostering writing, but the added time pressure seems to have the complete opposite affect and Parkinson’s Law helps to untangle this apparent contradiction. Simply put, Parkinson’s Law states – work expands to fill the time allotted – so if you have two hours to get a job done it will take two hours. If for some reason you find you have only ½ hour for the same job, it will still get done in that time. Tim Ferris reminds us of how, if we suddenly have to leave work unexpectedly, we miraculously get everything done. We motor through workloads in hours that would normally take us days. This is not an idle observation, and I am certain that you will have direct experience of this law in action! What I noticed was that it could be effectively applied in the classroom by drawing attention to short, sharp, timed sessions with ongoing feedback and sharing of work. The results were outstanding both in written content and student reports about their sense of achievement.

6 For example, I worked with a group of early childhood students to write an essay on their early play experiences. I introduced the class to the idea of a timed essay writing session, explaining that we would discuss the layout of the essay as a group, develop model sentence starters and spend short, timed sessions writing our essay. I said no one was leaving until they had completed the task. I told them about Parkinson’s Law – work expands to fill the time allotted! I also explained how I had conducted this activity with 5 year olds and teenagers and it had produced amazing results. We began the session by looking up the word ‘essay’ and getting a definition on the board – I added that essays contain paragraphs, and we discussed what a paragraph was and the importance of using them to keep our ideas clear. We looked at the assessment task and the requirements. I explained that it was a reflection, and the person marking the essay wanted to know the student’s own thoughts and ideas about their play experiences. For any other essay topic you might be covering I would refer to previous sessions/work/assessment/learning from the previous day that would support the content of the current essay. I would then brainstorm what the students know and get notes on the board to prompt students. These students had answered questions about their early childhood play experiences prior to the essay writing activity.

KATE SOUTHCOMBE

I asked the students to say what they thought the first paragraph would be about – having read the introduction and the three obvious subheadings. We t h e n b r a i n s t o r m e d sentence starters for this first paragraph. The writing began with me modeling an introduction on the board which the students copied down, and they were asked to put it into their own words. In my model I included 3 obvious subheadings.

Then I gave the instruction we will now begin writing paragraph one. You have 5 minutes to write paragraph one. During the writing time I quietly reminded the students that there were two minutes left, and so on until the time was up. We then moved on to the next paragraph based on our introduction, stating, “Now we are going to do paragraph two. What do you think this one will be about? How can we start this paragraph, what other sentence starters can you come up with?” I then repeated the timing and writing process. After this session I asked for students to read out their work if they were keen. By now they had been writing for only 10 minutes but some had already written nearly ½ a page. Tension was created by repeating the time limit and repeating that they must complete the paragraph within this time frame if at

all possible. Morning tea approached and they continued writing! We stopped after 5 minutes and I suggested there were two options – continue and finish this section or finish and go to morning tea. The majority of students wanted to keep going and finish, saying that they were already focused and in the mood! This approach to writing has worked across the age ranges and in a variety of schools where I have been fortunate to work. This framework provides inexperienced writers with a scaffold on which to pin their ideas, allowing them to focus on generating ideas

“ Parkinson’s Law states – work expands to fill the time allotted ”

rather than struggling with structure. It has been exciting for me to ‘discover’ Parkinson’s Law which underpins the process, because it means it can be applied to other curriculum areas and indeed to one’s daily life in general. I am indebted to Timothy Ferris for revealing the secret!

JOHN SHACKLETON

What are you focusing on? And is it holding you back?

f you read any self help book, listen to a motivational tape or attend an inspirational speakers seminar they will usually tell you the same thing: That you can achieve anything you want to achieve if you focus on it enough. I’m always telling people that we get what we focus on and I’ve got hundreds of examples of how that works in my own life. So you think that I’d know how it works wouldn’t you?

Teachers Matter

When my eldest son was a baby I picked him up from the floor in what must have been an awkward position and put my back out. All the doctors and physios I saw said the same thing - that it was a serious disc problem and it needed a lot of work to put it right. The problem got better and then worsened on a number of occasions and I finally finished it off completely when I moved house and spent a couple of weeks lifting heavy boxes of books etc. My new physio in Pukekohe (who used to work for the All Blacks and had a great reputation) did a good job giving me loads of small exercise and stretches which were improving things and then I had a busy week focusing on work, letting the exercises slide and WHAM - the problem flared up again.

While lying on his couch waiting for the heat pad to do its soothing stuff I suddenly came to a realisation. For the last 9 months I had been focusing on the problem. Commenting both out loud, and in my head, about how bad it was and how slowly it was healing. My mental approach regarding my back had been centred on the problem, not on what I wanted to achieve. Obviously I wanted to be pain free and to be able to touch my toes again but the words I’d been using and the mental images I’d been focusing on had all been negative and problem orientated.

The following day I was running a goal setting session with a group of Real Estate sales people on Auckland’s North Shore and said I would join in their 10-week goal programme. A goal had popped into my mind on the motorway that morning - one that would help me focus on what I wanted to achieve rather than on the bad back problem. I decided that in the 10-week period I would achieve a 30-minute nonstop run. Now, for the runners out there, that doesn’t seem much but as a swimmer who hated running it would be a huge achievement. If you coupled that with the fact that I’d been having trouble standing, or even sitting for 10 minutes in one position you can see that a 30-minute run would be quite an achievement. Well, what an amazing turnaround! I started to focus on how I could achieve my run rather than how bad the back problem was. I decided I should get some information on my current position and test myself to see how long I could run for right now. 5 minutes non-stop running, especially up hills, was impossible but alternating walking and running seemed possible so I decided to start there. As soon as I started to focus on the goal the problem seemed to reduce in size, the bad back seemed to have less of a hold on me and I was able to clearly see the future I wanted to achieve. Within a couple of days I was running and I’m proud to report that after 2 weeks I managed my 30 minutes and decided to change my goal – I was going for the hour by Christmas. My sub-conscious had understood what my goal was, what I wanted to achieve and was fixing things so that I could achieve it. Previously it had looked at what I was focusing on (the bad

back) and trying to achieve that – without any problem! The sub-conscious doesn’t make any decisions as to whether something is right or wrong, good or bad; its job is to help you achieve what you focus on. It seems such a simple idea, something that is so easy to apply that you couldn’t get it wrong and I’ve know this “truth” for many years but I was still unaware of the damage I was doing to myself. I’ve applied the concept to achievements in sport and business on many occasions and it’s always worked. I talk about it from stage just about every time I speak and yet I’d fallen into the trap myself - focusing on the problem and not on the solution. How many of you have a goal – losing weight, getting paperwork up to date, helping pupils learn new concepts - and find that your mental focus is predominantly on the problem you have rather on the goal you are looking for? Earl Nightingale, one of the forefathers of personal development in his tape, The Greatest Secret in the World, says, “You become what you think about the most”. What are you thinking about the most? How tough it is to lose weight or how great it will be being thin? How behind you are with paperwork or how good it will be to have it all finished and handed in? How many problems your class is having with long division or how good you and they feel when they get another question right? How much your bad back hurts or feeling wonderful because you are able to run for 1 hour non-stop? Take a few moments to think about your goals and ensure that the messages you give to your subconscious are the right ones to ensure you achieve them. Don’t be the one who holds you back!

PHOTO: YANLEV

JOHN SHACKLETON

ROBYN PEARCE

Why kids need to be resilience proofed

PHOTO: LINDSAY DOUGLAS

Teachers Matter

Or how over-protected children grow up to be weak adults

ROBYN PEARCE

was enjoying a meal recently with a small group when (not surprisingly) the conversation turned to the current economic climate. The party included my oldest son, a Lt Colonel recently back from a two-year stint at Puckapunyal, Victoria and currently working on some very high-level New Zealand Defence projects, and my good mate Allie Mooney, one of New Zealand’s top women speakers. The conversation flowed on to how the experiences of our early years had influenced our resilience levels. As it happened, almost everyone around the table, my son included, had experienced hardship, feelings of inadequacy, low self-esteem and times of ‘doing without’ in our early years (and for some of us, me included, well into our adult lives.) Our conclusion? Hardships and hard times are a precious gift. They teach us. They toughen us. They give us strength – if we approach them with the determination to overcome. Every one of us noted that if we’d not experienced those earlier tough times we’d not now be capable of doing the work we do, nor in a position to contribute to society in our various ways.

Soft adults struggle Instead of talking about the young people you’re dealing with right now; let’s take a few minutes to consider the end product. Reflect for a moment on the adults you know. Have you noticed that those who’ve had an easy life as youngsters do it tough when the pressure comes on? Often the brightest ones, who’ve not had to work hard in school or even university, struggle the most when complex tasks require solid application. Further to that, when times get tough and jobs get scarce, those same people are not well equipped to cope with the situation. Many of them find it scary, depressing and mighty uncomfortable. On the other hand, if you’ve already been at the bottom of the pile, if you’ve already

survived on the smell of an oily rag, if you’ve been unemployed or part of a group that the ‘popular’ crowd don’t want to be bothered with, you know you can deal with economic blips – because you’ve done it before.

Learning by failing Many readers are parents as well as working in education, so let’s consider our child-raising techniques. I speak from the perspective of having raised six children, five of them boys, and now, as a grandmother of 12. I profoundly believe that if we make our children’s lives soft and easy, if we take away risk and challenge, if we always seek to protect our children from adversity, we weaken, damage and distort the precious young lives we’re entrusted with. Of course we protect them from danger when they’re little, but danger and adversity are not the same thing. Real danger is lifethreatening; adversity is just a situation that we have choices in – choices of attitude, choices of action. Although many people know this intellectually, how often do you hear successful people – who have experienced tough beginnings – say “I don’t want my kids to have to go through the hardships I did.” So they bend over backwards, spend vast amounts of money, do everything they can to smooth the path for their children, to make life easy for them. And in the school environment, look at the trend towards not making any kid feel like a failure. This is not preparing them for the real world – no boss is going to say “Never mind the stuff-up you made, or the major customer your mistake just cost us.”

Resilient children I might be a slow learner in some things but I’ve had enough years to finally notice that there is a direct relationship between kids who have life too easy or have been overprotected, and adults who lack resilience, are often also selfish, self-centred and dysfunctional and who seldom rise to their potential. Many people with wonderful easy childhoods, with every advantage and everything they want lavished on them, end up living adult lives of boredom, emptiness and quiet desperation. Softness makes us weak and ineffective. If you’re a gardener, think of the process of turning tender plants into ones that can cope with a tough environment. My husband and I live on the shores of a tidal estuary. It’s a very harsh environment for a garden – salt-laden Wild West winds are the norm and the soil isn’t brilliant. Our landscaper, when discussing our planting options said, “Make sure any plants you purchase have been hardened off. Most nurseries don’t do it. They raise their plants in very protected enclosures. If your plants haven’t had a bit of exposure to wind, sun, cold and rain before you transplant them, they won’t survive in your rough conditions.”

Building resilience So how do we develop resilient young people? It’s too big a topic for this forum, but here are three of my basic rules and a really useful book if you’re interested in more. From an early age let them feel the consequences of their actions. Let the punishment fit the crime. Don’t give them everything they want. Make them earn and save for their rewards and treats. Link pocket money to tasks. It’s not a right. Read Maggie Mamen’s book The Pampered Child Syndrome.

ROWENA SZESZRAN-MCEVOY

Are you clothes too small, or have you gotten too big for your clothes? Dress for who you are And the important reminders… Clothes one size too small (or clothes that are one size too tight), will make you look 10kgs heavier/bigger Visual is far more powerful than audio!! For every millimetre of cleavage or thigh you have on show, people will be 10% less likely to take you seriously or respect you. How can they? They will not be listening to what you say, they will be looking at what is on show. Dirty (or smelly) anything is a fast way to lose respect. Your body, hair, teeth, fingernails, shoes, your car, your handbag, your office - keep them all sharp, clean and smelling fresh.

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ashion is designed to go out of style but style will never go out of fashion!! The best wardrobe/clothing collection you can put together is one where all the clothes can be worn in 10-20 years from now. So yes, ultimately the best style accessor y you can have is a great coat-hanger - YOUR body. The most money-savvy way to dress with style, sophistication and professionalism - and not have to spend money regularly on clothes, is to pick a fit, strong healthy weight and STAY there!!

Three different sizes in your wardrobe sets you up to gain weight - you will have clothes to wear no matter what your size!!

So it is easy… Buy clothes that suit, fit and look amazing on your body – the clothes that make you feel like a SoooperSTAR every time you put them on!! Now keep your body, fit, strong, healthy and the same size!! Have a body, and clothes, that are so stylish they will never go out of FASHION!! Superb quality lasts, and investing a little bit more for top quality will save you a large amount of money wasted on clothes that wear out quickly or look illfitting because they are poor quality. Mix and match the colours that suit you with a superb set of foundation garments for both the guys and girls; a good quality suit, 2 top quality, French cuff cotton shirts (the ones that need cufflinks), 2 sharp casual shirts/t-shirts to wear under your suit for casual events, a superb, top quality pair of corporate shoes and they must be kept clean, un-scuffed and well-

heeled and a black, quality leather belt with a classy buckle (a two tone buckle is a bonus so you can wear it with gold and silver accessories). Guys add a sharp pair of trousers and ladies a well cut, well fitting, professional length skirt different colour to your suit so you mix and match outfits. Guys, 3 top quality Italian silk ties that mix and match with all your shirts, a good quality business watch and a subtle, classy pair of cufflinks. Ladies a top quality pair of gold/pearl or diamond stud earrings, a business watch and a classy, corporate necklace and bracelet that adds a subtle sparkle to your business suit and casual outfits. AND of course...top quality, stylish underwear (guys cotton or wool socks and ladies, black stockings to add real class)

And add… A smile - your most beautiful fashion accessory. A regular exercise program to keep your, “coat hanger” tight and shapely. A healthy eating plan and lots of water to keep your other accessories looking young and fresh; your hair, your skin, your fingernails. Yo u r p o s i t i v e a t t i t u d e : t h e m o s t beautiful, well dressed person can look very ugly with a grumpy face or a bad attitude! Love who you are. You are set to STYLE!

ROWENA SZESZRAN-MCEVOY

PHOTOS: TOM BAKER

“ Three different sizes in your wardrobe sets you up to gain weight - you will have clothes to wear no matter what your size!!”

y p p a H ! g n i p p o h s

JENNY BARRETT

Start the year...with some shopping Accessories for the classroom

Ran out of USB ports for charging stuff? For less than $20 you can buy a USB charging outlet. With a plug on one side, you simply plug it into the power socket and with two or more USB charging outlets you can charge away without having ten different devices hanging off your laptop!

Portable power supply

With Christmas just gone you may have gift vouchers or a new classroom budget that needs spending! This article offers a few pointers on what might be a useful gadget or gizmo to acquire for yourself or your classroom in the coming year. In 2013 many schools embraced iPads and tablets or other smart devices, so I have focused on some useful tablet accessories, over and above the protective case which goes without saying!

You or your students are down to 8%, what do you do? Plug in one of the many power supply options available. These are portable lithium-ion batteries, just like you have in your device. They can be charged off your laptop or the already mentioned USB plug socket, and then when required, you simply plug them into the tablet and you can get half the life again.

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These are a few options to get you thinking. You can make your life easier by buying a few USB charging units or you can making your life more “interesting” by enabling everyone in the classroom and outside to communicate and share with each other!

Portable wireless speakers

Portable wireless speaker system

For students to share audio from their mobile device in a group, the easiest option is a portable wireless speaker set. Speakers can be connected via Bluetooth, or some smartphones and devices support “NFC”. This stands for Near Field Communication and is a set of standards that enables radio communication between two devices in close proximity or touching.

The next step up is a wireless speaker system. These often include a docking station so that you can link via Bluetooth to the speakers from your mobile device and also pop the tablet into the docking station and your students can watch you tube clips and videos in groups, enjoying the benefits of a subwoofer and surround sound playback.

Tabcam This is ver y new and very exciting – and also requires quite a significant classroom budget in the region of $900! Some schools have been using visualisers with laptops or PCs. However you can now use a wireless visualiser called a Tabcam connected to your iPad or tablet via an app. For example you could pick it up and wonder over to a group making a very cool mini-beast, ask them to talk you through all the different parts and as they explain their creation you can show live footage to the rest of the class via your iPad/tablet that is connected to your data projector or TV. Even more exciting, you or a student can also use the Tabcam to capture and annotate the more amazing features and pop them into e-portfolios or on blogs alongside the video. It takes the “just in time” teaching that the visualiser already offers to the next level.

Connectivity – one device And of course you would really like your tablet to connect to your data projector or TV wirelessly. There are a number of ways to do this and it probably pays to talk to an educational technology specialist for advice to find a solution that suits you. One that most people have heard mention of is the Apple TV. This enables iPads to stream whatever is showing on the iPad to the TV or data projector (so long as it is a HDMI data projector) using your wireless network. There are similar units available for the other platforms of tablet too. However, many classrooms have more than one tablet and wouldn’t it be wonderful if more than one device could connect simultaneously? Rather than students working in isolation, they can compare screens or work together on an activity.

Keyboard Maybe the acquisition of a few keyboards to be used with your iPads or tablets might make sense, especially for older students who do more “production”. These could be Bluetooth keyboards or depending on your model of iPad/tablet, they could clip on or “dock”. There are advantages to either. The Bluetooth one can be passed from student to student, whist docks often offer additional battery life, in some cases up to 10 hours plus and make it easier for students to share their screen or undertake other activities whilst looking at the screen.

Create a student listening centre Making a DIY listening centre using your iPad or tablet has been discussed in a previous edition: you plug a headset splitter into your iPads or tablet and then pop on your headsets. However Caliphone have now brought out a Caliphone jackbox and listening centre. You can slide your tablet into the jackbox and plug in up to 6 headphones. Students can now easily see both the screen and hear the content.

Stylus These are crucial for drawing and annotating over electronic documents and diagrams. They are great for handwriting practice for the small people.

Connectivity – multiple devices Interactive Whiteboards (IWBs): If you are looking to connect to an interactive whiteboard there are apps around for most brands of IWB but only some will connect multiple devices. One example is the Workspace Connect app that runs with e-instruction boards and supports 9 tablets/iPads working simultaneously. This image shows the interactive whiteboard divided into nine with each iPad controlling a section. Data Projectors and Panels: If you are connecting to a data projector, again it depends on the brand but some will allow more than one device to connect either via software or through an app. Panasonic for example has software available called Wireless Manager. Screen images from multiple computers can be projected by using Multi-Live mode. The teacher can see a thumbnail of each and select one to look at or can divide the screen into four and stream live from all the devices, great for comparison. Any display device – hardware solution: in some schools where students need to connect to different devices, for example a projector in the hall, a TV in the library and an IWB in the classroom, there are hardware solutions that free you from the brand issue. As with all of the above, they work over your wireless LAN with a free app for mobile devices. Some can even enable remote viewing and allow you to stream your class over the web to other rooms. Any display device – software solution: some schools, where it is not just the connectivity but also the collaboration that is important, favour a software solution that factors in features geared for teaching and learning environments. As above, these will work with all presentation devices, no matter the make of interactive whiteboard, data projector or panel. Depending on licensing, you can connect as many devices as you wish. You can share your computer with all the devices in the room, and students can annotate and make their own notes and save them, or you can share the content from a student device to the whole room. Perhaps one of the most exciting features is that you can put students into small groups and they can work together on the same activity on their tablets.

THE LAST WORD: KAREN BOYES

Transformational learning

often feelings such as fear, anger, frustration etc. If we do not allow the emotion to release, the growth is stunted and the process of natural evolution is halted.

Let’s go back to the tree: it falls in the forest, is covered by soil and decays. With the pressure of the earth, over time, the tree turns to coal. If pressure is continually added over time, the coal turns to diamond, a structure many times stronger to withstand the pressure. This process is irreversible, totally unpredictable and the outcome is unrecognisable from the original state.

Many times while in the emotional state it is challenging to see the lesson to be learned. Trust in this process and it will become clearer in time. Steve Jobs, from Apple, once said, “You cannot connect the dots by looking forward, you can only connect them looking back.” Have you ever noticed whenever you have successfully overcome a major challenge? Other hardships don’t seem so tough anymore. You have transformed and evolved into someone with a higher threshold for stress.

Humans are subject to stress and problems – they are part of life. Often people go to great lengths to avoid, deny or distract themselves from the pressure. However, allowing yourself the permission to embrace the challenges and the hardships means there is growth and liberation on the other side of the disorder and chaos. In nature when pressure is added (perturbation) and the organism starts to evolve, it releases energy usually in the form of heat. When pressure is placed on humans, the energy released is in the form of emotions. These are

The old adage what doesn’t kill you makes you stronger is true. The phrase, ‘no pain, no gain’ also has meaning here. If you want your students to evolve, you must add pressure within a supportive environment. As teachers, we must acknowledge emotion coming up, as a sign of disorder and chaos occurring and hold the pressure firmly with kindness and understanding for transformation to occur. Celia Lashlie, international best seller and storyteller, talks about holding boundaries tight to allow for lessons to be learned.

Tw e n t i e t h c e n t u r y p h i l o s o p h e r, Buckminister Fuller, has been quoted as saying, “You will never be given a task that you cannot handle.” He is also quoted as saying, “Your reward in life for learning the lesson is a bigger lesson.” Embrace ‘perturbation’ in your life and classroom. Be strong enough to hold the boundaries for others and allow the emotion to help transform learning for all.

PHOTO: DEEPCPU

Teachers Matter

n 1977 Ilya Prigogene was awarded the Nobel Prize in Chemistry for his work in the field of Thermodynamics. The second law of thermodynamics states when things are left alone in our universe, it will eventually go to disorder and chaos. For example, when a tree falls in the forest, it will eventually rot and decay. Over time it will go into more and more disorder – chaos. Studies show however, that nature eventually actually creates order from the chaos. Prigogene found that as you increase the energy or pressure beyond the capacity of the object’s ability to hold that pressure (threshold), the object begins to vibrate to the point it cannot take it anymore. Then something amazing happens – it evolves into a more complex structure than before.

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PROFESSIONALLY & PERSONALLY

TeachersMatter The Magazine of Spectrum Education

Leaders in Developing Teachers

ISSUE 15

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leaders in developing Teachers

iSSUe 6

PROFESSIONALLY & PERSONALLY

TeachersMatter The Magazine of Spectrum Education

PROFESSIONALLY & PERSONALLY

TeachersMatter The Magazine of Spectrum Education

Use predicting to improve attention

The power to be happy: You can make the difference

p. 12

Think your way out of stress

pg. 16

Friendly vs. Approachable

pg. 62

p. 54

pg. 14

Scrapbooking: Just like Facebooking? pg. 32

pg. 66

“Sorry:” the world’s rewind button pg. 54 NZ$15 / AU$15

Leaders in Developing Teachers

ISSUE 16

proFessIoNALLy & persoNALLy

The Magazine of Spectrum Education

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Leaders in Developing Teachers

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TeachersMatter The Magazine of Spectrum Education

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The Magazine of Spectrum Education

IS THERE A TIGER IN YOUR CLASSROOM?

Leaders in Developing Teachers

ISSUE 19

PROFESSIONALLY & PERSONALLY

TeachersMatter The Magazine of Spectrum Education

KEEPING THINKING FRONT AND CENTRE

Students need to think about how they are thinking.

THE ULTIMATE FRAMEWORK FOR LEARNING AND LIFE

Identify key areas for an effective, fulfilling and sustainable teaching career.

HAUORA HOMEWORK

Managing the stress of flight-or-fight

Breaking patterns of resistance toward homework.

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Leaders in Developing Teachers

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PROFESSIONALLY & PERSONALLY

TeachersMatter The Magazine of Spectrum Education

Breaking patterns of resistance toward homework.

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ISSUE 3

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Leaders in Developing Teachers

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TeachersMatter The Magazine of Spectrum Education

The psychology of colour

pLan for a SmooTh rIDE how the wheel of life can help you

Watch the little words you say and improve students’ understanding

Fostering intelligent relationships helping the “powerful” child win

stUdeNts speAk Up Why it’s important for students to ask good questions

the instructionalrevolution learning new tricks and building students’ self-esteem Five positive steps putting the fun back into the playground

ISSUE 3

PROFESSIONALLY & PERSONALLY

TeachersMatter

pg. 63

LEARN THE A-B-Cs OF DECISION MAKING

bEcomE a SUpErIor TEachEr What to say and when to say it

Take a Break How doing less can help you accomplish more

sAy WhAt?

Being a hero to your students

pg. 64

EmbracE ThE changE Why interactive instruction is a good idea

WHen THey Can’T SiT STill Why some children might move too much and what you can do about it

What you can do to improve your school

The little things are the big things

SUPERTEACHERS

Nurturing Competitive Kids Into Elite Sport

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TeachersMatter

See, Hear and Feel Help students truly understand the Habits of Mind

ChArACter CoUNts

BUILDING RESILIENCE IN CHILDREN

Anger Danger

pg. 40

Teaching: A letter-by-letter guide Ice cream in the classroom?: Think variety

TeachersMatter

5 Problem Based Learning pg. 13

Using Portfolios

pg. 32

p. 14

Students sign on for confidence p. 35

Perfect your teacher’s vision

LET THE THREE RUSSIAN BROTHERS AND THEIR COUSIN HELP YOU

GET YOUR COLLEAGUES TALKING WITH PROTOCOLS

Exercise Boosts Brainpower Teachers Can Learn From Chefs

WHY STUDENTS NEED LEARNING HEROES

HOW YOU CAN WALK THE PLANK OF SUCCESS

The social side of your class

How to Really Say “Goodnight”

pg. 22

From “no” to “yes”

Humour and the Habits of Mind

pg. 53

The contract for independence pg. 60

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ISSUE 5

leaders in developing Teachers

iSSUe 6

PROFESSIONALLY & PERSONALLY

TeachersMatter The Magazine of Spectrum Education

leaders in Developing teachers

issue 7

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TeachersMatter The Magazine of Spectrum Education

Leaders in Developing Teachers

ISSUE 8

Leaders in Developing Teachers

ISSUE 9

Leaders in Developing Teachers

PROFESSIONALLY & PERSONALLY

Connect with a blog pg. 52

The Magazine of Spectrum Education

TeachersMatter

Connect with a blog pg. 52

The Magazine of Spectrum Education

Classroom management or discipline?

pg. 25

Be Alarmed

Exercise Boosts Brainpower

pg. 47

50 Ways to Raise Your Game

The little things are the big things

PROFESSIONALLY & PERSONALLY

TeachersMatter p. 26

pg. 12

BUILDING RESILIENCE IN CHILDREN

ISSUE 13

ISSUE 10

PROFESSIONALLY & PERSONALLY

TeachersMatter

Beyond the Bank

From “problem” to solution

Return on Investment

pg. 14

Students sign on for confidence

Identify key areas for an effective, fulfilling and sustainable teaching career.

Humour and the Habits of Mind

Scrapbooking: Just like Facebooking?

p. 35

Perfect your teacher’s vision

HAUORA HOMEWORK

pg. 32

p. 54

Breaking patterns of resistance toward homework.

“Sorry:” the world’s rewind button

p. 52

p. 14

THE ULTIMATE FRAMEWORK FOR LEARNING AND LIFE

How to Really Say “Goodnight”

Friendly vs. Approachable

Being a hero to your students

IS THERE A TIGER IN YOUR CLASSROOM?

p. 36

Connect with a blog

p. 12

Think your way out of stress

Students need to think about how they are thinking.

Learn From Chefs

Managing the stress of flight-or-fight

Use predicting to improve attention

KEEPING THINKING FRONT AND CENTRE

need Teachers blurbs Can

pg. 54

SUPERTEACHERS

pg. 54 NZ$15 / AU$15

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Leaders in Developing Teachers

ISSUE 12

Leaders in Developing Teachers

ISSUE 11

PROFESSIONALLY & PERSONALLY

TeachersMatter The Magazine of Spectrum Education

The Magazine of Spectrum Education

WHen THey Can’T SiT STill Why some children might move too much and what you can do about it

The Magazine of Spectrum Education

pg. 62

Ice cream in the classroom?: Think variety pg. 66

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Leaders in Developing Teachers

sAy WhAt? Watch the little words you say and improve students’ understanding

The Magazine of Spectrum Education

Top ten trends in education p. 32

Are you a half-tank pike?

Problem Based Learning pg. 13

p. 43

Using Portfolios

Which language do you speak the most?

pg. 16

Anger Danger pg. 40

Nurturing Competitive Kids Into Elite Sport

p. 62

pg. 64

stUdeNts speAk Up Why it’s important for students to ask good questions

The social side of your class

HAUORA HOMEWORK

pg. 22

Breaking patterns of resistance toward homework.

ISSUE 14

PROFESSIONALLY & PERSONALLY

TeachersMatter

Growing your talent p. 10

What you can do to improve your school

Identify key areas for an effective, fulfilling and sustainable teaching career.

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ISSUE 16

PROFESSIONALLY & PERSONALLY

TeachersMatter The Magazine of Spectrum Education

ChArACter CoUNts

THE ULTIMATE FRAMEWORK FOR LEARNING AND LIFE

Teaching: A letter-by-letter guide

ISSUE 3

TeachersMatter

The psychology of colour pg. 63

Take a Break How doing less can help you accomplish more

KEEPING THINKING FRONT AND CENTRE Students need to think about how they are thinking.

pg. 32

Leaders in Developing Teachers

proFessIoNALLy & persoNALLy

PROFESSIONALLY & PERSONALLY

TeachersMatter The Magazine of Spectrum Education

See, Hear and Feel Help students truly understand the Habits of Mind

The power to be happy: You can make the difference

NZ$15 / AU$15

ISSUE 18

ISSUE 2

PROFESSIONALLY & PERSONALLY

TeachersMatter

From “no” to “yes” pg. 53

The contract for independence pg. 60

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Leaders in Developing Teachers

ISSUE 17

ISSUE 3

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Leaders in Developing Teachers

leaders in developing Teachers

Leaders in Developing Teachers

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Leaders in Developing Teachers

ISSUE 13

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Leaders in Developing Teachers

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Teachers Matter 74

“Logic will get you from A to B. Imagination will take you everywhere.” Albert Einstein

DISPOSITIONS Reframing Teaching and Learning by Art Costa and Bena Kallick A costly gap exists between what we claim to value as educational essentials and how we evaluate results. In Dispositions, Arthur L. Costa and Bena Kallick present a gamechanging look at why and how to “mind the gap”. The authors’ Habits of Mind writings have influenced educational policy worldwide. Dispositions incorporates new cognitive science that shows how influencing students’ mental habits is their key to finding meaning in classroom content. Topics include: • Making dispositions come alive in the minds of students • Shifting the thinking of educational leaders, parents, politicians and the public • How to align day-to-day classroom practices with larger dispositional outcomes

Featuring techniques for integrating dispositional learning into the Common Core, Dispositions is Costa and Kallick’s most indispensable work on 21st Century learning.

“ Simply the best, most up to date, relevant and thought provoking book I have read this year” Karen Boyes

“Education must include the development of the human elements in our children. Costa and Kallick present a reasonable, practical and positive alternative— the cultivation of dispositional thinking, the very core of being human.” Foreword by Yong Zhao

Available at www.spectrumeducation.com

Habits Of Mind Boot Camp The Habits Of Mind Boot Camp is a hands-on experience of teaching in action.

Over four action-packed days you will: • Acquire the tools every teacher must have •

Learn the processes to create, plan and teach powerful lessons

• Be mentored by an incredible group of successful teachers and presenters • Witness the effect of the Habits of Mind in real-life situations

• Learn how to build your teaching capacity and students abilities

•

Benefit from the opportunity to make important decisions about your teaching, away from your day-to-day classroom.

THE THINKING TOOLBOX When you arrive, you will receive a comprehensive Manual, containing working templates in hard copy and soft copy that can be modified and used at the Habits Of Mind Boot Camp and in every lesson you teach. These essential templates ensure you cover the bases and anticipate the opportunities and pitfalls that you will face in such areas as:

• Discovering & exploring the HOM • Engaging & Activating the HOM • Planning for deep understanding

• Have more FUN than is allowed!

• Evaluation & Reporting

• plus you will learn more than you thought possible...

• Implementing the HOM • Exploring Meanings • Expanding Capacities • Increasing Alertness • Extending Values • Building Commitments • Internalisation • Habituation • Thinking Maps • Planning & Teaching for deep understanding • Assessments • Rubrics • Leadership And heaps more!

THE HOM CHALLENGE 2010 IS 2014 IS AT ATTHE THECORE CORE OF THE BOOTCAMP SCHEDULE You will work over the four days on developing your understanding of the Habits Of Mind and leadership in your school, in your communication, and in yourself. This personal & professional development will happen in team exercises throughout t h e e v e n t , o r w i t h a p a r t n e r, a n d independently. The Habits Of Mind Bootcamp is facilitated by an expert team lead by Karen Boyes.

NZ MON 12th April, 9am to THURS 15th April, 1pm ROTORUA Date: Novotel Rotorua Lakeside July 14-17, 2014 in Rotorua Check out our website at www.spectrumeducation.com forSYDNEY more details. TUES 3rd August, 9am to FRI 6th August 1pm SYDNEY SMC Conf Centre World Square Investment $895pp / $795pp for groups of 3 or more (Investment includes morning tea, lunch, afternoon tea each day)

Numbers are strictly limited! Check out our website at www.spectrumeducation.com for more details

Proudly brought to you from the team at Spectrum Education