Good Teacher Magazine 2015, Term 1 by Good Teacher Magazine

Term One 2015

“The best teachers don’t give you the answers... They just point the way ... and let you make your own choices.”

ATTENTION TEACHERS O-I New Zealand Environmental Fund Expressions of interest to make application for a grant from the O-I New Zealand Environmental Fund are invited. Up to $25,000 will be available in total for suitable environmental projects. For application forms and guidelines see our website www.recycleglass.co.nz or contact: O-I New Zealand Environmental Fund: PO Box 12345 Penrose, Auckland 1642 Phone. 09 976 7127 Fax. 09 976 7119

Deadline for expression of interest is 31 March 2015

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Index 3 Your Soapbox

Mike Buscemi

10 Steps for Avoiding Teacher Burnout

Ben Johnson

Homage to Robin Williams

MOTAT: Bridge Building and Structures

Nicole Jones

Never-Before-Seen WWI Photos

Jeff Gusky

A Bloody Road Home

Book Review

Paying it Forward

By Jeffrey Beard

Boosting Classroom Efficiency with the Help of Technology

Alan November

Talk Kōrero Talk

Learning4 Stores

Schools fast-track digital learning with N4L

Simple ways to practise mindfulness with amazing benefits

Emma Waters

A Modern Dandy Horse For Easy Contemplation

Nanette Wong

NATURE CALLING: Inspiration from the garden

Elaine Le Sueur

A dog’s reaction to being ‘rescued’

IES and all that

Laurie Loper

New Zealand School of Dance

In praise of inconspicuous leadership

Duane Dike

Artist Carol Milne Knits with Glass

Kids gobbling up healthy eating message

Social Networking for 2015: Create More Value for Others

Michelle LaBrosse

Toy Maker Turns Kids’ Drawings Into Real Plushies

Budsies

Researchers call for withdrawal of investment in Triple P parenting programme University of Glasgow 71 Intricate Temporary Carpets Made from Everyday Objects

Interesting ASCD News Files

Roger’s Rant

Front Cover:

Looking forward to education in 2015

Back Cover:

Adelaide Zoo, email us for further information

Good Teacher Magazine would like to acknowledge the unknown designers and craftspeople internationally for the some of the images and art in the magazine, every care has been taken to identify artists/photographers but this is not always successful... most were collated from a wide range of internet sources.

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is produced in the first week of each school term and uploaded to http://www.goodteacher.co.nz The magazine is freely available both in New Zealand and Internationally. Please keep a duplicate of text and illustrative materials submitted for publication. ed-media accepts no responsibility for damage or loss of material submitted for publication NOTE: The opinions expressed in Teacher Magazine are not necessarily those of ed-media or the editorial team. Goo

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Your Soapbox!

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I don’t cause teachers trouble; My grades have been okay. I listen in my classes. I’m in school every day. My teachers think I’m average; My parents think so too. I wish I didn’t know that, though; There’s lots I’d like to do. I’d like to build a rocket; I read a book on how. Or start a stamp collection… But no use trying now. ’Cause, since I found I’m average, I’m smart enough you see To know there’s nothing special I should expect of me. I’m part of that majority, That hump part of the bell, Who spends his life unnoticed In an average kind of hell.

The Average Child

” by Mike Buscemi

If you want to have YOUR SAY please email your offering to: barb@goodteacher.co.nz

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10 Steps for Avoiding Teacher Burnout By Ben Johnson

“Why did I want to be a teacher?” We all face burnout, sometimes on a daily basis, and in my case, especially after fourth period. Most of the time, we can pick ourselves up, brush ourselves off, and go back to the drawing board to try another strategy to find success with student learning. I have to admit that it is getting more and more difficult to make that transition back to a willingness to try again. I can’t help to think students are more difficult than they used to be a few years ago, and pressures from accountability are becoming more oppressive. And of course, the pay for teachers is inadequate. With all of this we may ask, is it worth it? Rather than provide a list of things to avoid, I would like to take a more proactive stance by sharing things that will help diminish burnout feelings and help you answer, yep, it is worth it.

Step #1) Have Fun Daily with Your Students Share jokes, brief stories, puzzles, brain teasers, etc. This keeps it interesting for you and for your students. It only takes a minute and they are easy to align to the topic of the day.

Step #2) Take Care of Your Health The physical status of your body affects your emotional responses, so never feel guilty about taking care of yourself. Skipping lunch or breakfast are bad ideas. Make sure you get enough sleep each day. Take a rejuvenating micro-nap when you get home. Get some better shoes to put a spring in your step. I used to think that I was an active teacher and did not need exercise, but I realized that I need cardiovascular and upper body exercise, too. Thirty minutes on a treadmill, two days a week will do wonders. Simple pushups strengthen your abdomen, back, and arms. You will be surprised at how much it helps you not be worn out at the end of the day.

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Step #3 Learn Something New and Share It with Your Students Read an interesting book -- education or noneducation related. I have been reading, The Smartest Kids in the World and How They Got that Way from Amanda Ripley. It is interesting and education related, so I don›t feel guilty about taking time away from lesson planning and grading. Read a classic that you have always wanted to read but never got around to reading. Watch a TED Talk or go to Iuniversity and find something interesting about brain research (that›s what I like to explore anyway).

Step #4 Help Another Teacher Share your motivating experiences locally or online. Edutopia is always here for that. If you take the time to respond to a blog, you may be surprised at the response. Start your own uplifting blog to help beginning teachers or nearly burned out ones. Be active in your professional organization by volunteering to teach, facilitate, or prepare workshops. Mentor another teacher, either formally or informally. We can all use as much help as we can get.

Step #5 Make Someone’s Day

Step #9 Redecorate Switch out the bulletin boards, move the desks, and adjust the lighting. Add your favorite smells or be adventurous with new ones. I found interesting ones: rhubarb, teak wood, and Hawaiian breeze (usually spray, or solid.) Check with your schools policy about bringing plug-in oil or scented wax warmers.

Step #10 Trust Students More Let the students know that you will be trusting them more and give them opportunities to earn your trust. Try some project-based learning. Develop strong rubrics, share them with students, and then let them learn as you facilitate and coach.

Turning Things Around It seems it is easier to fall into the trap of pessimism and negativity because of all the (okay, I will say it) “garbage” teachers have to endure, but that does not have to be our choice. We can choose our attitude, and choosing to do proactive things like those I listed above will go a long way in helping us keep our sanity and avoiding burnout. What helps you keep plugging away?

Call a parent and tell them how good their student is. Find a student that is struggling and sincerely complement him or her on something they are doing well. Show gratitude for an administrator, or fellow teacher by sending them an appreciative note, giving them a hug, or presenting to them a small gift.

Step #6 Lighten Up Smile (it’s after Christmas and it’s ok). Try looking in the mirror, putting on a smile and then try not smiling for real. It is nearly impossible. So try smiling when you do not feel like smiling. When you greet your students at the door, smile at them and a miracle happens: They will smile back.

Step #7 Be a Scientist Experiment with new strategies and become an expert in them. Ask your students to help. Do a control group and an experimental group. Document your results and share them at a faculty meeting or a conference. Celebrate success.

Step #8 Look for the Positive

BEN JOHNSON Administrator, author and educator blogger A career educator with recent experience on the campus level and district office level, I am a advocate of student-directed learning in all its forms. I am an ardent supporter of the use of technology as “tools to think with.” I am the author of “Teaching Students to Dig Deeper” a college readiness book for students, parents and teachers. Originally published April 2014 ©Edutopia.org;George Lucas Educational Foundation

Be a voice for positive thinking, even in the staff lounge. It won’t change the situations, but you will feel better and others might be uplifted too. While teaching is hard, it is not all bad. Half empty glasses are not nearly as exciting as half full ones.

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“They’re not that different from you, are they? Same haircuts. Full of hormones, just like you. Invincible, just like you feel. The world is their oyster. They believe they’re destined for great things, just like many of you. Their eyes are full of hope, just like you. Did they wait until it was too late to make from their lives even one iota of what they were capable? Because you see gentlemen, these boys are now fertilizing daffodils. But if you listen real close, you can hear them whisper their legacy to you. Go on, lean in. Listen. Do you hear it? Carpe. Hear it? Carpe. Carpe Diem. Seize the day boys. Make your lives extraordinary.”

Quote from Dead Poets Society... Homage to Robin Williams

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MOTAT: Bridge Building and Stru

The Western Springs precinct in Auckland has been a bustle of activity over the past few months. Construction and ongoing developments are everywhere. Between Alice (the tunnel boring machine) digging her way through Waterview to the St Lukes Interchange project, to the exciting refurbishments and upgrades happening with MOTAT’s very own Pioneers of Aviation building. 8 Good Teacher Magazine Term 1 2015

To a younger audience often it’s about getting caught up in the excitement- seeing all the huge machines working. Hearing all the noise, but there’s little knowledge of the dedicated work that goes into designing and planning large construction projects. To remedy this MOTAT has entered into an exciting partnership with engineering/science and technology focused group Futureintech, to launch a brand new programme for MOTAT in 2015, simply called, Bridge Building and Structures. Bridge Building and Structures aims to demystify exactly what an Engineer is, and what the role of an Engineer is- especially in large scale construction projects. To do this the programme brings actual Engineers,

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uctures

working professionals, to engage and interact with students. This is the programmes greatest value as students are able to interact with a real person, ask questions, and discuss issues as the Engineers bring real life experiences alive for the students. The programme has a strong curriculum component as students experiment to understand the forces involved in a variety of different bridges, such as compression and tension. Large bridge building kits and a variety of building equipment support this learning with a hands on, minds on experience. Being set at MOTAT students are well placed to explore the recently opened exhibition Welcome To The Machine which

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focused on simple machines and forces, allowing them to fully engage in the day. Limited dates are available in Term One and Two, so be sure to book in early. To find out more or to book, contact bookings@motat.org.nz or visit our website, www.motat.org.nz Feb 27, Mar 13, Mar 27, May 1, May 29, Jun 12, June 26

By Nicole Jones, Education Coordinator, MOTAT (Museum of Transport and Technology) Good Teacher Magazine Term 1 2015 9

Jeff Gusky - The Hidden World of World War I

Never-Before-Seen WWI Photos - Poignan 10 Good Teacher Magazine Term 1 2015

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nt Reminders of the Great Warâ&#x20AC;&#x2122;s Centenary >Back to index

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The Hidden World of WWI Hidden under the former battlefields of WWI lie hundreds of forgotten rock quarries that were transformed into underground cities beneath the trenches, sheltering armies on both sides of the Great War from mass destruction. Cloaked in darkness under private land in the beautiful French countryside, these underground cities are bristling with artifacts, sculptures and emotionally charged “graffiti” created by WWI soldiers a century ago. Frozen-in-time, these cities beneath the trenches form a direct human connection to men who lived a century ago. They make hundred years ago seem like yesterday. They are aHidden World of WWI that is all but unknown, even to the French. American medical doctor, fine art photographer and explorer Jeffery Gusky was introduced to these underground cities by landowners and dedicated volunteers and their families who fiercely guard the secrets of these spaces with loving care to prevent them from being vandalized and to preserve them for the future. Dr. Gusky found it hard to believe that he was the first outsider privileged to systematically explore this Hidden World and that almost nothing about them can be found on the internet. Caretakers shared their precious secrets with Gusky and honored him with exclusive access to create a photographic legacy of this Hidden World, but with the proviso that he would work closely with them to protect these cultural treasures from harm. Dr. Gusky has created thousands of images that document the lives, loves, and longings of these modern young men who were the soldiers of WWI. The stone walls of the quarries are soft enough to be carved with simple tools. The men spent long hours recording indelible expressions of their humanity that are as fresh and powerful today as they were a century ago. The images are sometimes poignant and sometimes sad but always deeply moving reminders 12 Good Teacher Magazine Term 1 2015

that these men were not strange doughboys from old movies but modern people who were coping with the dehumanizing horrors of war in the same way that we would cope if faced with these horrors today. These cities now exist in total darkness. All equipment must be carried underground by hand, often snaking over, under and around shifting debris, frozen mud and fallen rock. Despite this inaccessibility, the underground spaces gave up their wonders under the artist’s visionary approach. Raking light over the carvings to make them stand out clearly, Dr. Gusky has succeeded in creating strikingly beautiful images that cause the viewer to stop and look... really look. The first impression of many viewers is stunned surprise and the second is a desire to linger, discuss and ask questions. Dr. Gusky’s published work focuses on pieces of the past, hidden in plain sight, that can help us discover who we are and inspire us to ask questions about the vulnerabilities of modern life that we have forgotten how to ask. The Hidden World of WWI is his third major project. About The Hidden World of WWI The Hidden World of WWI is a treasure trove of thousands of photographs of an underground world frozen in time nearly 100 years ago. There, in forgotten Medieval rock quarries, WWI soldiers created cities complete with electricity, rail systems, houses, churches, hospitals and art – inscriptions that capture how soldiers from different countries escaped intense trench warfare. You can find samples of the collection at www.JeffGusky.com. Follow The Hidden World of WWI on Facebook, Instagram and on Twitter where a new photograph will be revealed each day through 2019, the end of the WWI centenary.

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‘There, in forgotten Medieval rock quarries, WWI soldiers created cities complete with electricity, rail systems, houses, churches, hospitals and art – inscriptions that capture how soldiers from different countries escaped intense trench warfare.’

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About The Project Dr. Jeff Gusky, American doctor, fine-art photographer and explorer, has pursued a twenty year quest to discover the origins of modern mass destruction and terrorism. On a trip to Poland in the dead of winter in 1995, he spent time alone in a basement torture chamber at a Nazi concentration camp. Despite the passage of fifty years, the torture chamber still felt evil and oppressive. Ascending the stairs into the bleak winter light, he glanced at a nearby guard tower and was struck with the realization that the threat of mass destruction and genocide is with us still. He wanted to know why. Gusky spent months on the ground in France, Belgium, Moldova, Romania, the Ukraine and Israel. On return from these journeys, with critical input and guidance from his friend and collaborator, Dallas lawyer and scholar Reid Heller, Gusky and Heller analyzed source materials that traced modern mass destruction to its origins in the late 19th century. Gusky said, “Since the birth of the modern city in the 1870’s, millions and millions of people have moved from the human scale of rural life with its attendant natural human rhythms and touch points to the inhuman scale of massive, impersonal modern cities. Enthralled by the power, exhilaration and conveniences of city life, the inhuman scale of the city gets inside us and makes us numb and cut off from the things in life that sustain our humanity. When we lose touch with human reference points and replace them with blind faith in modern technology we become dehumanized and vulnerable to the dark side of modern progress. About one hundred and twenty years ago, blind faith in progress and public opinion, amplified as never before by the brand new technology of mass media, led to a gradual, almost imperceptible relaxation of judgment and conscience. The spectacular achievements of progress allowed people to loose touch with the fragility of their civilization... and their own self-protective instincts. It took less than thirty years for the new democracies, intoxicated by progress, to march enthusiastically into a meat grinder... the first modern mass destruction: WWI. The Hidden World of WWI gives us a glimpse into the individual humanity of soldiers that refused to be silenced in the face of modern mass destruction. Men from both sides defied the inhuman scale of modern life and declared themselves as human beings, who could think, and feel, and express and create and who remind us today that they were here, and that they once existed as living, breathing human beings” Gusky said. Gusky has recently announced that he will publish a series of almost two thousand images documenting The Hidden World of WWI. The photographs explore an all but forgotten soldier’s world in the underground cities beneath the trenches of the Western Front in France.

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About the artist Jeffrey Gusky, M.D., FACEP, lives two lives — one as a rural emergency physician and the other as a fine-art photographer and explorer. He is a National Geographic and New York Times photographer. Two books of black-and-white photography, multiple national exhibitions including the pairing of his work with the Spanish master Francisco de Goya and the legendary early 20th Century photographer Roman Vishniac, inclusion in a Broadway play and the honor of a Gusky traveling exhibition being ranked by Artnet Magazine on its 2009 list of the top 20 museum shows in America mark Jeff Gusky’s fine-art career. He explores the world — photographing pieces of the past that can help us discover how modern life affects our humanity and which inspire us to ask questions about the vulnerabilities of modern life that we have forgotten how to ask.

www.jeffgusky.com

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A Bloody Road Home

Author: Dr Christopher Pugsley RRP $70 Publisher: Penguin Group (NZ) This thoroughly researched and gripping book gives the most honest account of the Second Division available in this modern era. It is not a light read but it is a most interesting journey with the Second Division 22 Good Teacher Magazine Term 1 2015

during the Second World War. It doesnâ&#x20AC;&#x2122;t sugar coat what went on and Dr Pugsley has ensured that his research keeps the book honest to events of the time. Rather than being a large book only relevant for those who have an abiding interest in things military or historical, I found the admittedly complex book gave a huge insight and understanding into the war my father went overseas to fight and subsequently would not talk about when we were growing up.

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Here is the book’s introduction by its author, Dr. Christopher Pugsly who moved from being a career soldier to an acknowledged expert New Zealand military academic...His academic career has taken him from the University of Waikato in New Zealand to military academia in the United Kingdom. He is a Fellow of the Royal Historical Society, Adjunct

Professor of the University of Canterbury, Research Fellow of the University of Buckingham, Distinguished Alumni of the University of Waikato and a Vice-President of the Western Front Association.

During the battle for Tebaga Gap in Tunisia in March 1943, Major W. R. K. Morrison commands D Company, 25 Battalion. It has been a brilliant day of battle for Freyberg’s 2 New Zealand Division in Montgomery’s Eighth Army, which conducts a left hook through the desert to outflank the defences of the Mareth Line protecting the coastal road. A Regular officer, ‘Kim’ Morrison has already distinguished himself in the 6 Brigade night attack on Point 201 on 21/22 March that earns him the immediate award of the Distinguished Service Order (DSO). His actions feature in Infantry in Battle, published by the New Zealand Army in 1949. His Commanding Officer reports: ‘I saw an officer [Morrison] take complete control of a company by voice at Pt. 201 and wheel it in action to outflank a [hostile] machinegun post.’[1] At dusk on 26 March 1943 at Tebaga Gap in Southern Tunisia, Morrison moves forward with an anti-tank officer to site a 17-pounder anti-tank gun, or ‘Pheasant’ as it is nicknamed, against German tanks operating to their front.

Division. Like the three Morrison brothers, everyone who serves in the New Zealand Division has a story to tell. This book gives you a glimpse of those years at every level of experience and command, from general to private soldier.

[W]e drove forward and I don’t remember any more after that. What had happened was that we had run over a German Teller [anti-tank mine]. The driver, Lieutenant Baker from our 7th Anti-Tank Regiment was killed outright ... I was blind and my ear-drums had been blown out ... I remember lying on a barge in Tripoli Harbour covered by a blanket ... The next thing I remember being on a hospital ship ... From Alexandria I was taken by ambulance to the Canal Area and by that time I was in [a] pretty bad state and it was wonderful that my wife to be, Anne, an English Army nurse, was released by her unit, to assist in nursing me, because I really did not know where I was ... my leg and fingers had been shattered.[2] It is touch and go initially whether Morrison will live or not and then whether it will be possible to save his leg. It is dreadful news for his father and mother back in New Zealand as they have already lost two sons killed in action, one on Crete and the second in the fighting around Tobruk, and now it seems they are to lose a third. Kim Morrison survives and continues to serve in the New Zealand Army, commanding 1 New Zealand Regiment in Malaya in 1957: the first regular battalion raised in New Zealand for overseas service in peacetime.[3] His two younger brothers join up on the outbreak of war. Arnold or ‘Bobs’ is killed serving as a Lance Corporal with 18 Battalion on Crete in May 1941 and Lloyd is killed during the CRUSADER Operation in November 1941 serving as a platoon commander with 24 Battalion in a battle that sees three of the five officers in his company killed. Hugh, their younger brother, joins the Royal New Zealand Naval Volunteer Reserve (RNZNVR) and serves as a navigator in motor gunboat operations in the English Channel. Their sister, Elizabeth, is a Voluntary Aid Detachment (VAD) worker in the New Zealand General Hospital at Bari in Italy. John, the remaining brother, is too young to serve. This is but one New Zealand family’s story of the Second World War. There were 104,988 men and women who served with the Second New Zealand Expeditionary Force (2 NZEF) and most of the men served with 2 New Zealand

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New Zealanders fight in Greece, Crete, North Africa and in Italy. By the end of the war in 1945, 2 New Zealand Division is the only division still serving with the Eighth Army that had been with it when the Army was formed in 1941. The ‘Div’, as the soldiers called it, has served through thick and thin, defeat and victory, and each time it has licked its wounds before getting back into shape for the next round of battle. Its commander in all of this is Bernard Freyberg VC, a British Army officer who was raised in New Zealand. Under ‘Tiny’ Freyberg, the New Zealanders are involved in all of the tough assignments – in war you pick your best men and you give them the hardest job. Freyberg’s gift is that he is able to both train and fight his division of 18,000 men. These are skills that do not necessarily go together, but Freyberg has them. It is because of this that the New Zealanders survive the disasters of Greece and Crete; fight Rommel’s Afrika Korps to a standstill on Operation CRUSADER in November 1941; are brought back to strength during their time in Syria and are then thrown into the desert again during Rommel’s offensive on Egypt in June 1942. The Division plays a major role in halting Rommel’s advance and is earmarked as the breakout division for the Battle of El Alamein. They are the Eighth Army mobile warfare specialists and lead the advance into Tunisia. They play an equally critical role in the Italian Campaign at Orsogna and Cassino and in the advance on Florence, the fighting in the Po Valley and the final advance on Trieste in 1945. A Bloody Road Home is the first single-volume history of Freyberg’s 2 New Zealand Division and tells the story for today’s generation in the voices of those who served. It tells of what keeps a small national army together and functioning through six years of war. It shows that good commanders at one level do not necessarily step up to the next level of command, and at critical times the Division pays heavily for this. The one constant that saves us is Freyberg. He understands men and he understands battle. There is no doubt about the fighting abilities of New Zealanders, but potential alone is not enough. Soldiers need to be trained and led to be effective. This is the story of a great division that is built up, shattered and reborn again in the fire of battle. It ends the war as the outstanding division in the Eighth Army in Italy, if not the British Army. Churchill calls Freyberg the ‘Salamander of the British Empire’: a mythical beast born in fire. It is also true of the division he commands. He creates it knowing that battle will inevitably destroy it, killing the men he loves and exhausting its commanders. We follow this cycle for six years, see good men expended and replaced, and begin to understand what makes men endure in such conditions. It may be a story of the Second World War but its lessons are timeless. It is an epic tale of New Zealanders at war.

—Christopher Pugsley, Waikanae Beach, 2014 Good Teacher Magazine Term 1 2015 23

Paying it Forward

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By Jeff Beard

I was watching a movie last week called Pay It Forward. The story revolves around young Trevor McKinney who gets caught up by an intriguing assignment from his new social studies teacher, Mr. Simonet. The assignment: think of something to change the world and put it into action. Trevor conjures the notion of paying a favor, not back, but forward—repaying good deeds done to him by doing something good to three new people. In the end, his idea brings a revolution not only to his own life, but also to those of an ever-widening circle of people completely unknown to him.

I have been in the education field for almost ten years and, as I’ve travelled the world meeting and talking with students, I’ve gained tremendous insight in to how aspirational students are successfully preparing for their future.

I got to thinking that I should be doing something similar.

My first promise to myself:

How can I pay a favor forward by helping students as they try to figure out exactly what they need to do over the coming years to get a leg up in life and be successful?

So, for teachers to share with their own students, here are some promises I would make to myself if I were in their shoes today – this is my way of paying forward:

I will be unique and irreplaceable Universities and employers are looking for young people who stand out from the crowd. If you’re an A-grade student you’re one of thousands. If you’re a student who has taken part in an international debate about peace, or cycled across America, or participated in a global leadership programme, you are different. You have a story to tell. To survive in today’s world, you must make yourself irreplaceable and you must do a job that makes you untouchable. For instance, aspire to do work that relies on special skills or talents that are immune from outsourcing or automation (i.e. think of athletes or singers); or highly specialized work (i.e. a science teacher or a brain surgeon or providing a unique service); or doing work essential for a community or specific location (i.e. a hairdresser, chef, etc.). Ideally do work that you’re passionate about. Be adaptable to changing times and industry needs because everyone who wants a job now must demonstrate how he or she can add value in a way that is better than any other solution; whether that’s a different person or technology. Remember, the days of average are over. If you’re unique, you’re not average.

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Second promise to myself: I will listen and reflect on the viewpoints of others The International Baccalaureate has a great course for Diploma Programme students called Theory of Knowledge. It teaches young adults to be aware of themselves as thinkers, to consider the viewpoints of others, and to think critically about the whole concept of what is knowledge and truth. It gets down to really listening to what others have to say, considering their viewpoints as legitimate opinions. It’s ok to disagree with someone as long as you show him or her the courtesy of really listening to what they have to say and taking their viewpoint into account… it’s a sign of respect. It is amazing how you can change the dynamics of a conversation by simply responding in a respectful way, such as by saying: “you make a legitimate point”. The world is filled with different people; they all have their own hopes, fears, and ambitions and just because their opinions are different to yours does not mean they are wrong. Showing empathy and understanding will help you more than anything else in life. Grab every opportunity to get out of your own comfort zone and to learn and work with others from different countries. The more you do, the more you’ll appreciate and value cultural differences, priorities and perspectives.

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Third promise to myself: I won’t get hung up on the technology

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Technology can make you smarter, but it can’t make you smart. When I came into education at the turn of this millennium, the world was already getting ‘flatter’; more digitally connected so that people could connect, collaborate and also compete from anywhere. At that time Facebook, Twitter, cloud Back to index

computing, LinkedIn, 4G wireless, ultra-high-speed bandwidth, big data, Skype, iPhones, iPods, iPads and cell phone apps didn’t exist, or were in their infancy. All of these tools might make you more efficient, and

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extend your reach, but they won’t tell you what to say when you need to comfort a friend in need, make a presentation on a subject you’re passionate about, or help you discover the next scientific breakthrough. For that you need to read, write, travel, reflect, and just plain interact with others. Good Teacher Magazine Term 1 2015 29

Fourth promise to myself: I will learn how to learn When you enter the workforce, your boss will have access to those same technologies I just mentioned and, by the time you begin your career, will, without doubt, have many more that don’t yet exist. He or she will also have cheaper, easier, faster access to more software, automation, and robotics than ever before; meaning everyone who wants a job now must demonstrate how they can add value better than the alternatives. Throughout my working life so far, I’ve had eleven different jobs across three careers in fourteen different locations, including 22 years abroad. I may be the exception among my peers, but this will be the norm for today’s generation who will most likely have over twenty or thirty different jobs, some in fields that have not yet been invented. Therefore you need to learn how to learn, how to think in an entrepreneurial way, and how to reinvent yourself every few years. It’s education for life in today’s flat world…always be learning something new, and don’t be afraid to try something new. If I have had any success in my career since I started out some 45 years ago, it’s because I found a way to enjoy the journey as much as the destination. I had as much fun when I was a naval officer as I now do travelling and working with students, teachers, and school administrators. I’ve had my dull moments... but I’ve found ways to learn from and enjoy some part of each job. You can’t base your whole life on reaching a destination; you’ve got to make the journey work for you too. So, that’s my advice…my ‘paying a favor forward’. Since I’m an American, let me leave you with some wit and wisdom attributed to one of my favorite American authors Mark Twain: Always work like you don’t need the money. Always fall in love like you’ve never been hurt. Always dance like nobody is watching. And always -- always -- live like it’s heaven on earth.

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Jeffrey Beard served as Director General for the International Baccalaureate Organization from 2006 through 2013. He is now the Chairman and Founder of Global Study Pass, a UKbased organisation that offers international study abroad programmes that give high school students from around the world opportunities to learn and collaborate together to develop essential skills for university and employability www.globalstudypass.com

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Boosting Classroom Efficiency w These 6 questions determine if you’re technology rich, innovation poor Think your school is innovative with tech? Answer these 6 questions and prepare to reassess

At the start of a webinar I recently conducted for school leaders, I asked attendees if they felt they were leading an innovative school as a result of the implementation of technology. More than 90 percent responded that they were. At the end of the webinar, when polled again, only one leader claimed to be leading an innovative school. The complete reversal was due to a presentation on the six questions that you will read about in this article—a list of questions that were developed to help clarify for educators the unique added value of a digital learning environment, and whether their assignments were making the best use of this environment. Want to test your own level of innovation? (Beyond SAMR: Special note to those of you applying SAMR [2]. Many educators who believed their assignment to be at the highest level of SAMR have discovered that the answer can be no to all six of the transformation questions.)

If you answer no to all six questions when evaluating the design of assignments and student work, then chances are that technology is not really being applied in the most innovative ways. The questions we ask to evaluate implementation and define innovation are critical.

32 Good Teacher Magazine Term 1 2015

Transformational Six 1. Did the assignment build capacity for critical thinking on the web? 2. Did the assignment develop new lines of inquiry? 3. Are there opportunities for students to make their thinking visible? 4. Are there opportunities to broaden the perspective of the conversation with authentic audiences from around the world? 5. Is there an opportunity for students to create a contribution (purposeful work)? 6. Does the assignment demo “best in the world” examples of content and skill? 1. Did the assignment build capacity for critical thinking on the web? The concept of the “digital native” knowing a lot more than the “digital immigrants” is largely a myth. If you have ever watched a student research on the web you will probably observe that they enter the exact title of their homework for their search query. They will only look at the front page of results (even out of millions). There is no thought to use a second or third search tool.

An example: a student types in the name of the assignment, “Iranian hostage crisis” into Google. The results list of this search will only yield search results with Western sources if the search is anywhere in North America. The reason for this is that Google knows the geographic location of your network. If you are searching from North America you will not see any sources from Iran in the top page of search results . (For a discussion on improving students’ search skills centered on this example, see my previous article on the subject [3].).

Critical thinking and careful evaluation of the reliability of sources is sorely lacking. Basically, we have a major mess on our hands. To make it worse, our students do not know that they do not know. If they knew their true ignorance, then they would ask their teachers for help in designing searches. But when was the last time any student asked a teacher for help in designing a search? Perhaps more importantly, when was the last time

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with the Help of Technology

a teacher offered to help? If our students fail at step oneâ&#x20AC;&#x201D;selecting the right informationâ&#x20AC;&#x201D;then they will automatically fail at critical analysis.

While it would be convenient to imagine that we can just teach students to learn about advanced search techniques and inquiry design in one orientation session in the library, as we do with the Dewey Decimal System, that will not be sufficient. Many students have a very difficult time of transferring knowledge from one setting to another. We need all of our teachers to recognize the critical and essential role they play in preparing students to be web literate. This needs to happen

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at the point of giving an assignment across the curriculum and beginning when we teach students to read. 2. Did the assignment develop new lines of inquiry? With access to massive amounts of information and different points of view and access to primary sources comes an opportunity to teach students to ask questions we could never ask in the limited world of paper.

In an interview I had with Stephan Wolfram, a chief designer of the knowledge engine, Wolframalpha, he explains that most of the answers asked by traditional assignments are on the web if you know

Good Teacher Magazine Term 1 2015 33

how to find them. What is not on the web are the questions. One of the most important skills is to teach our students how to ask the creative, innovative and even impossible questions. “The new answers are the creative questions.”

there are numerous blogs around the world and other publishing sites where we may want to encourage students to broaden and deepen their learning experience. For example, recently, I worked with a social studies teacher who was designing a lesson on immigration to the US. When she discovered that The Economist magazine blog had an ongoing discussion on immigration she realized that she could engage her students in a high level conversation with people around the world on this topic.

3. Are there opportunities for students to make their thinking visible?

We now have tools that can reveal what students are thinking. Research shows that one of the most important skills to improve student achievement is to teach them to self assess their work. In the case of writing an analysis of the “Iranian Hostage Crisis and the Conquest of the American Spy Den” students can be required to use a digital recording tool such as Kaizena to provide a voice recording of an analysis of their own writing. In this way, a teacher can gain insight into what the student was thinking about the flow of ideas he or she tried to represent with their writing. Of course, a side benefit is that some students will improve the quality of their own work when they are required to review their writing before they hand it in.

4. Are there opportunities to broaden the perspective of the conversation with authentic audiences from around the world? While many teachers now have a website with forums for their own students to share their ideas,

34 Good Teacher Magazine Term 1 2015

Many teachers have websites for students to share their work with the world. One of my favorites is the website of first grade teacher, Kathy Cassidy from Moose Jaw, Saskatchewan. Her students continuously share their work with students around the world via her website [4] and the official class twitter account (@mscassidysclass [5]). Eric Marcos, 6th grade math teacher in Santa Monica, California supports his students to build tutorials in mathematics that they offer to the world [6].

Of course, one of the benefits of students publishing their work for a global audience is the opportunity to receive feedback for their work beyond the classroom. Many students can be more motivated to publish for a global audience than an audience of “one”—the teacher.

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5. Is there an opportunity for students to create a contribution (purposeful work)?

This one may be the most difficult qualities to build in to our assignments. A colleague in Istanbul has her Geometry students designing the Geometry curriculum for blind students by visiting a local center for the blind and working with the students to understand how to build tactile activities to understand Geometry. When her students finish their project they will publish it to the web for global access. When I interviewed these students in their classroom in Istanbul many shared with me that they chose to extend their required 40 hours of community service. Many have given more than 200 hours to this project with no extra credit. Some students even continue their work the year after their course has ended. Their commitment to their work does not depend on an external reward or punishment system such as grades, but an intrinsic drive based on making a contribution. While many teachers with whom I speak worry about the decline of student focus, we can immediately address this decline by adding “purpose” to student work. (See Dan Pink, Drive, for research studies on purpose.)

6. Does the assignment demo “best in the world” examples of content and skill? Before the Internet it would have been impossible to show students examples across the curriculum of “best in the world” applications of knowledge and skills across the curriculum. Now we can.

One example comes from a science teacher who shared with me that one of his students was under motivated to work on the “egg drop” assignment. You may remember this is where you have to design a contraption surrounding a real egg and then drop the whole thing from a height to protect the raw egg from breaking. I suggested that he show the student a search of “award winning egg drop” site:to find videos from Singapore middle and high school students to motivate the young man to get to work. While this strategy does not work in every single instance, watch what happens when you show students “the best in the world examples” of what other students can accomplish. Students are often more motivated, inspired, and willing to work harder when they know what other students have accomplished. Sports coaches rely

Alan November is Senior Partner and Founder of November Learning. Visit his website at http:// novemberlearning.com [7] or follow him on Twitter @Globalearner [8].

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on this very same strategy to motive and inspire their athletes. Of course this kind of research can also help the teacher realize that they may want to recalibrate their expectations of acceptable student work to a higher level as well.

Conclusion Attempting to frame a definition of innovation should lead to healthy debate. If the litmus test revolves around the straight forward question about whether or not the technology functions, then yes, many schools can claim to be innovative. However, if our aspirations extend to a new level of student achievement then too many of our schools are “technology rich and innovative poor.” Clearly, we must move our focus beyond the device and toward the design of learning. Otherwise, we may find ourselves, as Neil Postman so eloquently described in 1985 when he titled his book about the impact of the media, Amusing Ourselves to Death. If he were alive today, he might say that we are amusing ourselves to death with a 1,000 apps. Alan November is Senior Partner and Founder of November Learning. Visit his website at http:// novemberlearning.com [7] or follow him on Twitter @ Globalearner [8]. Article printed from eSchool News: http://www. eschoolnews.com via ASCD URL to article: http://www.eschoolnews. com/2015/01/13/questions-innovation-303/ URLs in this post: [1] Not used [2] SAMR: http://www.schrockguide.net/samr.html [3] my previous article on the subject: http://www. eschoolnews.com/2014/05/15/ google-research-strategies-389 [4] her website: http://mscassidysclass.edublogs. org [5] mscassidysclass: http://twitter.com/ mscassidysclass [6] offer to the world: http://www.mathtrain.tv [7] http://novemberlearning.com: http:// novemberlearning.com [8] Globalearner: https://twitter.com/globalearner

Posted By Stephen Noonoo On January 13, 2015 @ 6:00 am In Boosting Classroom Efficiency with the Help of Technology, Featured on eSchool News,Google,Innovation Corner,Teaching Critical 21st Century Skills.

Good Teacher Magazine Term 1 2015 35

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Facilitators at the Institute of Professional Learning: Te Whai Toi Tangata at the University of Waikato regularly work closely with schools, teachers and children to build their learning, and have identified the changing nature of the communication skills with which children arrive at school and have noticed the impact of this upon the children’s learning. This change in language communication for our children have been influenced by a number of variables including the significant availability of technologies, the busy-ness of families, an some of the uncertainty around the nature of learning in schools in the 21st century and parent’s understanding in these school settings. The NZ Herald (6 September 2014) produced an article entitled “NZ pupils struggling to speak”. The writer noted that “the ability of youngsters to express themselves in the classroom is essential to their cognitive development and future learning”.

be available in:

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In this article Dr Jannie van Hees of the University of Auckland, was quoted as saying that talking is simple, free, and easy to do with children. She goes on to state that “increasingly, I think, that families aren’t [talking]… You can’t take for granted just because you are educated parents that you talk effectively with children…. The best growing linguistic time… is just those simple times of doing plain things with children but doing lots of conversational exchanges”. Good Teacher Magazine Term 1 2015 37

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The Chatterboxes resource has been developed to address these needs and to improve the standard of communication of children and of children with their families. This resource is a simple way to encourage and support parents to have meaningful conversations with their children. Further packs of conversation ideas will be developed.

talking about...

the Vegetable Garden

Meals and meal times

the zoo

• healthy food choices

• what you might see On the way to the zoo

• what’s growing in the garden

• Using good manners when we are eating

• What the zoo smells like

• How we look after the garden

• recipes together

• What sounds you can hear

• What tools we use in the garden

• what you will do for the rest of the day

• What the animals are doing

• Planning the vegetables you would like to grow

• things that have happened during the day

• What kinds of food the animals are eating

• What you can smell, hear and see

• What we need to put on the table

• What animals or insects you can see in the garden

• Designing menus together • Cooking together and what you are doing

• What colours you can see

• the houses the animals live in • Who looks after the animals • What was your favourite animal • On the way home, what you saw

talking about...

the Playground

Walking down the street

the beach • Keeping yourself safe at the beach • What the people at the beach are doing • The sounds you can hear

• How we keep safe in the playground • what you like doing best • the clothes you need to wear - Name the things you see • What you do on the equipment in the playground

• What shapes you can see –- look at the letterboxes • What colour cars you can see - Talk about how to cross the street • the street signs as you walk along • the houses as you walk along - Count them

• The feel of the sand • The taste of the sea • Make a list together of all the things you need to take to the beach • what you might need for a picnic

• the people you can see

• What animals you can see

• Going for a walk and looking for interesting things on the beach

• the animals you see

• Talk to the neighbours

• Building a sandcastle together

talking about...

my house

the Supermarket

family

• •My address - my address is…… • •My phone number - my phone number is… • •What my house looks like - what it is made of, what colours I can see

• the produce eg. Colours, shapes and smells • •Talk about healthy food choices

• Who makes up a family/whÄnau

• the signs around the shop

• •Who is in our family/whÄnau

• •Helping pay at the counter

• •Who are our ancestors

• •What rooms there are in my house

• •Making a shopping list together

• •old family photos

• •What furniture I can see in the rooms

• •Selecting items together

• family stories

• •What colours I can see in the rooms

• product labels - read them

• •Where did our Grandparents come from

• •What shape my house is

• •Talk to people you meet

• •What celebrations does our family have

• •What jobs we do to help in our house

• Chat with the shop assistant

• •Draw a family tree

38 Good Teacher Magazine Term 1 2015

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Purchase your Chatterboxes through the Learning4 Store Contact Us â&#x20AC;&#x201C; Learning4 Stores Jennie Harper

Manager, Gisborne 74 Grey Street, Gisborne Phone: 06 863 3741 Email: jennieh@waikato.ac.nz

Jan Harrison

Manager, Hamilton 144 Knighton Road, Hamilton Phone: 07 856 1345 Email: janh@waikato.ac.nz

Alison Casson

Manager, Tauranga 142 Durham Street, Tauranga Phone: 07 577 5316 Email: terc@waikato.ac.nz

Pricing will be: In-store: $6.00 Online:

up to 10 copies at $6.50 including postage and packaging

*Purchase 10+ copies and receive a discounted price of $5.00 per pack texture

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Good Teacher Magazine Term 1 2015 39

Schools fast-track digital learning with N4L N4L’s Managed Network turns one It is now more than a full year since the first schools started using N4L’s (Network for Learning) Managed Network to help fast track their digital learning plans. More than 40 schools across the country have been using N4L’s services for more than a year. West Auckland’s Massey Primary was the first school to get its government-funded Managed Network connection, which provides staff and students with access to fast and predictable internet with no data caps, web filtering and security services. Deputy Principal Mali Allen says they’ve been able to fast-track their digital learning plans by 18 months because they now have internet that works “when and how we need it.” “Network for Learning came along and it’s made a massive change to how we work,” says Ms Allen. “We’ve introduced more digital devices in the classroom and students have taken more interest and control in their learning. During the past year we’ve noticed how using the devices has made their learning become more personalised, and as a teacher this means we are able to build better relationships with your students.” Principal Bruce Barnes notes using the connected devices has opened up new learning opportunities for

The first connected school - Massey Primary (West Auckland) helped produce a short video to show what they’ve achieved over the past 12 months. You can see the video here: http://www.n4l.co.nz/ schools-fast-track-digital-learning-with-n4l/

40 Good Teacher Magazine Term 1 2015

his students, especially those who had been struggling with their learning. “A couple of our students were not settled in their learning and the devices are a visual presentation for them that is really engaging - something they can use, can focus on and easily succeed at,” says Mr Barnes. By enabling them to be successful, they can think, ‘yes I can learn; I have control of my learning - and away I go.’ Research told us that using digital technologies would open up learning opportunities but the proof of the pudding is in the eating. And this is what we are seeing at Massey.” N4L CEO John Hanna says: “It is wonderful to see the new learning opportunities teachers and students have been exploring over the past year while using the Managed Network. N4L is proud to support schools and teachers on their digital learning journey - helping them make the most of new technologies for learning and innovation in the classroom.” Nearly 1,200 schools are now benefitting of N4L’s services, which is more than 40% of all New Zealand schools. All schools will be able to connect to the Managed Network by the end of 2016. An interactive map of all participating N4L schools can be viewed at: http://www.n4l.co.nz/rollout/ In addition to building the Managed Network, N4L has developed a digital learning hub called Pond, which 2000-plus teachers from more than 700 schools are now using to find learning resources and share classroom practices with their peers. Pond can be accessed by every teacher with any internet connection.

Network for Learning (N4L) has built a Managed Network and a digital learning hub called Pond, specifically designed for New Zealand schools. The Governmentfunded Managed Network provides fast and predictable internet with uncapped data; web filtering and network security services. Pond offers a collaborative environment where teachers can discover a wide range educational resources for classrooms and share them with their peers. The aim is to give schools equitable access to digital technologies that can enable new ways of learning and improve student achievement.

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Simple ways to practise mindfulness with amazing benefits By Emma Waters

Mindfulness is a popular concept these days and as a practice has been utilised across the spectrum of occupations from executives and athletes to parents. It is just as relevant and beneficial for teachers. Mindfulness is simply described as sustained, present moment awareness. The “sustained” part is the challenge – particularly when you have up to 30 kids diverting your attention in innumerable directions. As a generalisation our minds are largely undisciplined and disorderly – our attention distracted by myriad beguilements. We are at the mercy of every thought that enters our consciousness and can spend a lifetime moving unconsciously from one diversion to the next (and this includes within our classroom) without ever truly being present. At a goal setting meeting with my principal last year, upon being asked to identify my goals around professional development and practice I replied “I just want to be present…..truly present.” My boss was wonderfully responsive and loved it. I had reached a point where I was sick of living in the regrets of the past and the uncertainties of the future. I had to put some mindfulness techniques into practice to try and tame my unruly thinking and bring myself back to the present – the only moment we are actually alive in. The practices I’ve adopted have been simple but very effective with amazing benefits. I encourage you to try one/some and gauge the effects on yourself (and your students and family).

morning and evening and am up to about 20 minutes each session. Instead of thinking ‘I don’t have time to meditate’ think ‘I have one minute to meditate’. I would recommend choosing the same time each day - once you start a habit, it’s easy to extend the time. Nominate check-ins throughout the day to consciously relax your body and tune into / deepen your breath – a vital link to your internal world. My check-ins are: in the car; at the computer; on the toilet and at the whiteboard in my classroom.

For me mindfulness has lead to the following benefits: •

An increased sense of wellbeing and a feeling that everything is ok despite what might be going on around me.

•

The space to listen to my inner voice.

•

Feelings of gratitude as I began to notice the small pleasures of daily life that I had previously missed and the beauty around me that I had taken for granted.

•

The ability to listen better (or be more aware of when I’m not listening properly).

•

A sense of stability / evenness – being centred.

•

A deeper connection with my body during daily activities and a greater recognition of my feelings during interactions.

•

Less reactive responses to challenging behaviour.

You could try: Slowing Down – begin to notice times when you are rushing or when you are rushing your students or your own kids. Breathe deeply. Slow down. Give your attention to one task at a time at least once a day and be fully present for it e.g. having a shower (experience it with all your senses), making dinner, making your bed. This can then be extended to other activities. Set aside time to focus on your breath for a minute each day (start with one minute and gradually increase). I started with five minutes in the

In short mindfulness practices help you to be present and alive for your life – which is the only way to truly live. I recommend them wholeheartedly. Thanks to Education HQ

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Good Teacher Magazine Term 1 2015 41

A Modern Dandy Horse For Easy The Departmental Domain of Chamarande in France is the largest public garden in Essone, as well as serving as an art and cultural hub for the city. Being such a cultural hub also brings up a new problem. How can they keep the gardens easily accessible without harming the natural beauty of them?

Noir Vif design studio decided to test out a modern version of an adultsized dandy horse, which is an ancestor of the bicycle, and invented in 1817. Its warm plywood skeleton gives nod to the historic mode of transportation, while also keeping it clean and modern. It began as an initial test in July 2014, and was a smash success. Due to it being highly efficient for slow contemplation through the park, it allows for users to enjoy the scene without complication. Its form allows for the user to have both feet on the ground at all times, making it easy to use with virtually no training. It puts walking movements into practice and both feet can touch the ground, making it easy for anyone to use.

42 Good Teacher Magazine Term 1 2015

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y Contemplation

Posted by Nanette Wong on 12.26.14 After surviving a quarter life crisis, Nanette went from working in healthcare to pursuing her loves of design, food and writing. During the day she works in social media marketing, by night she writes for Design Milk. You can find more of her work at nanettewong.com.

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Good Teacher Magazine Term 1 2015 43

44 Good Teacher Magazine Term 1 2015

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Deadline for expression of interest is 31 March 2015

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Good Teacher Magazine Term 1 2015 45

NATURE CALLING: Inspiratio Our garden in summer is a riot of colour and at the start of another school year I am moved to share the inspiration that it provides to me as an educator. Everyone can remember one teacher who made a difference in their school life by standing out in some way. Such teachers remind me of the sunflowers in my garden. The sunflower reaches great heights. Its flower head is made up of tiny flowers in a spiral pattern (think consecutive Fibonacci numbers), and once pollinated every little floret produces a seed. Do you aspire to be an educator who makes a difference? Teachers are entrusted with the task of pollinating the minds of their students with enthusiasm and seeding a thirst for lifelong learning. When a former student takes the time to tell me of something that I said or did that had a positive effect on his or her life then it reminds me of why my job means so much to me.

To paraphrase Louisa May Alcottâ&#x20AC;Ś Far away, in the sunshine, are the studentsâ&#x20AC;&#x2122; aspirations. They may not reach them, but with your help they can look up and see their beauty, and try to follow where they lead. 46 Good Teacher Magazine Term 1 2015

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on from the garden. Elaine Le Sueur

The strawberry patch makes me think of the elements of teaching that are challenging. The paperwork and the politics. I love the colour, and the smell of strawberries, but I am allergic to the taste. Just one mouthful will trigger hives. I still eat an occasional one, and suffer the consequences because the lure of the fruit overwhelms my willpower. Why have a strawberry patch at all then, do I hear you ask? Because my family and friends love strawberries. And because it is a pleasure to share the fruit with those who love to eat it. And as far as teaching goes… because strawberries bring the promise of the delights of summer and taking the time to tend the patch results in a better crop.

The vegetable patch gives me cause to reflect on ways that I can get to know people better so that I can be more empathetic. Experience has taught me that the conditions affecting our growth are as individual as our responses to them. Sometimes it pays to dig a little under the surface to discover hidden gems.

The fruit trees bring a reminder that every thought is a seed. If crab apples are planted, then the harvest won’t be golden delicious. If I want to inspire students then I need to be prepared to meet their learning needs and nurture their talents.

There’s more to the humble potato than is apparent on the surface. The potato as a food source wouldn’t have been discovered if someone hadn’t probed beneath soil!

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Good Teacher Magazine Term 1 2015 47

Can plants be happy? If they get what they need then they will thrive. (Terri Guillemets)

Hardy little annuals are another reminder that not everything that is planted grows to maturity in a season. Some seeds will take the first time around while others need more care and attention paid to their conditions. Thatâ&#x20AC;&#x2122;s the way it is with seeds. It might take a different packet to get the result you are after. I strive to help students to develop the resilience they need to bloom and the annuals remind me to find different ways to help them learn and to keep adding to my teaching toolbox of strategies.

The weeds are a reminder to accept the unexpected and to deal with it when it arises. A positive attitude is contagious. Teachers affect the classroom climate like the sun governs the weather in the garden. It wonâ&#x20AC;&#x2122;t always be sunny, but it IS possible for the classroom climate to be fair and for the outlook to be even better for the next day.

I love it when a little tuft of grass or a plant grows through a crack in the concrete. It carries with it the resilience and promise of the future of education, and the reminder that much more grows in a garden than is sown by the gardener.

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A dog’s reaction to being ‘rescued’ Her eyes met mine as she walked down the corridor peering apprehensively into the kennels. I felt her need instantly and knew I had to help her. I wagged my tail, not too exuberantly, so she wouldn’t be afraid. As she stopped at my kennel I blocked her cage view from a little accident I had in the back of my cage. I didn’t want her to know that I hadn’t been walked today... sometimes the overworked shelter keepers get too busy and I didn’t want her to think poorly of them. As she read my kennel card I hoped that she wouldn’t feel sad about my past, I only have the future to look forward to and want to make a difference in someone’s life. She got down on her knees and made little kissy sounds at me. I shoved my shouder and side of my head up against the bars to comfort her. Gentle fingertips caressed my neck, she was desperate for companionship. A tear fell down her cheek and I raised my paw to assure her that all would be well. Soon my kennel door opened and her smile was so bright that I instantly jumped into her arms; I would promise to keep her safe. I would promise to always be by her side. I would promise to do everything I could to see that radiant smile and sparkle in her eyes. I was so fortunate that she came down my corridor. So many more are out there who haven’t walked the corridors...

So many more to be saved...

At least I could save one... I rescued a human today Tickld.com

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Good Teacher Magazine Term 1 2015 49

IES and all that Strategies employed over the years to raise academic performance across the board have turned in mixed results. Progress over the past two decades or more in raising the achievement of those students who make up the failing group has been negligible, with one programme showing real promise, Te Kotahitanga, being discontinued. What’s beginning to show up too is that in international comparisons, New Zealand students are beginning to lose their previously high-ranked positions. So how will Investing in Educational Success (IES) likely fare as a means of lifting achievement across the board, more particularly what will it do for low achievers?

In the setting up of IES a number of guide lines have been enunciated. Assuming these are to be adhered to throughout, they form a useful framework on which to hang my analysis about the likelihood of the overall approach being effective. These are listed, with comment, as follows:

•

Constantly review the impact of their teaching on learning

Perforce of the situation in which they find themselves, the teachers who are to undertake this duty will be largely relying on their own knowledge of assessment and of learning. Should they be nonconversant with how learning actually works in classrooms, this lack of knowledge will automatically scupper the effectiveness of their practice, just as it is currently doing. As much of the current understanding of learning still has its basis in beliefs and myths, any reviewing of the impact of teaching on learning can’t possibly be anything other than an ineffective exercise. Understanding how learning works in classrooms would relieve teachers of doing so much testing and start them thinking more about understanding and how to create the conditions whereby assessment becomes aligned to the fact that understanding of new topics/ideas/concepts (tics) is a five day process. And it’s one where three exposures of the full information about all new tics is the requirement, all such exposures to be experienced within two days of each other. If this doesn’t occur, and say, testing is undertaken at whatever point in time after the first experience of the tics being tested that suits, provided this isn’t too long afterwards, the responses students give may indeed be enough to pass tests sufficiently well to satisfy teachers that the learning has been established. Test data gathered in this fashion has no right to be regarded as valid as such learning won’t have been properly processed and therefore hasn’t been properly integrated into each student’s established knowledge base. What’s being spoken of here is

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Laurie Loper Psychologist Nuthall’s learning rule, the workings of which are critical to the development of understanding and to the long term viability/usefulness of all tics taught.

•

Actively seek external observation and critique by colleagues and experienced teachers and leaders

Much depends on this strategy. While there is every possibility of it improving practice across the board, when what is involved touches on the act of learning, passing on teaching practices that are based on teacher common knowledge about learning, not on proven fact, is hardly likely to be effective. This then is a strategy with limitations. Also, in spite of the high regard it may have in some quarters, the assumption on which it is based is shaky. For instance, in a carefully undertaken study, the late Professor Graham Nuthall found that students learnt just as much lesson content from an inexperienced teacher as from experienced ones. For this strategy to work as well as it needs to, those providing the support need to be well conversant with the nature of learning and how it works in classrooms.

•

Seek and contribute to evidence of what works to improve learning outcomes and how they can apply that in their day-today practice

This is an interesting one in that what works (or seems to work) may not be all that it seems. Granted that all sorts of inputs are required to boost learning across the board, demonstrating that a certain selection of inputs has improved the lot, for instance, of those students who typically fail, is all very well and good. But what if, in spite of such gains, the students involved are still not yet able to exercise their full capacity to learn? Elucidating, classroom learning as most of us know it is “inherently inefficient” in developing all of the “remarkably similar” capacity to learn possessed by “all but a handful” of students, according to the research Nuthall reported in 2001. Just how

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inefficient is the ‘business as usual’ teaching in developing the learning capacity of all students? This question led me to invent a way understanding how much capacity to learn was being developed in an inefficient learning regime compared with an efficient one. The results obtained from the Notional Diagram that I constructed showed that anything up to half the total of the available capacity to learn of the entire student population isn’t being developed. Further, it showed that all students underachieve, even those regarded as being top students. This comparison clearly puts in doubt any use of what purport to be efficient practices if these have had their origin in common learning practices and/or have been constructed without reference to efficacy research. Getting better results in an inefficient learning regime is no guarantee that all of any student’s capacity to learn is being developed.

•

Leadership expertise is to be developed and utilised

This strategy sounds impressive but it has to be remembered that what’s involved here makes a knowledge of learning and how it works in classrooms a necessary prerequisite. Any potential leader whose leadership building expertise has been acquired in a learning regime that is by its very nature inefficient will surely be ill equipped to alter the learning experiences of students beyond a certain point. What IES has as its objective is the raising the achievement of all students across the board. To be effective, those in leadership roles need to be well versed in the evolving understanding of the learning process or no such results will be achieved.

•

Experience is to be recognised and utilised across the system

Another sound looking common sense strategy, negated unfortunately by the fact that the experience talked of will have been gained in a learning regime that is “inherently inefficient” at promoting learning,

Good Teacher Magazine Term 1 2015 51

under-promoting it across the board by something like 50 per cent. The extent to which this is a handicap can be further understood by considering the nature of the teaching culture that’s involved here. It needs to be understood that this culture is well and truly established long before any teacher begins their training and well before they find themselves standing in front of a real live class. The whole of this culture is based on beliefs and myths. It is a very strong culture not given to be easily changed. It operates at an unconscious level. In the eyes of this culture, the role of teacher in learning is to be a manager of the learning students do. Teachers caught up in this role become incredibly busy people, so busy Nuthall found they can miss out on up to 60 per cent of what’s going on. The teaching culture involved here is one of the major efficacy speed bumps to the whole IES intervention.

• There is opportunity and incentive to stay in the classroom This is a sound strategy and one that needs to be enhanced by ensuring whatever strengths any particular teacher possesses become added to such that they become conversant with and use the advances in teaching that the science of learning is beginning to make available. In my opinion being successful in the classroom should be a career option open to every teacher, the caveat being that new learning about learning and new challenges need to be part of the deal.

• Collaboration is to be encouraged across the system The reason this is included is obviously the perception that collaboration isn’t occurring to the extent it needs to, especially given that Tomorrows Schools is a competitive regime and that collaboration and competitiveness are seemingly polar opposites. However, plenty of examples of collaboration can be found even in the so-called competitive Tomorrows Schools environment. Human nature, if for no other reason, will always see co-operation and collaboration going on whenever there are mutual advantages to be had. Putting an emphasis on collaboration obviously makes sense but to get the full benefit from it, as implied elsewhere

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multiple times already, the knowledge base about efficacy needs to be common currency and it is a long way from being that right now. The remaining half dozen strategy points (see appended) are largely accepted though a recent press report featuring the fact that the study of NCEA results are not being used in some large secondary schools to improve outcomes is hardly reassuring. It’s the obvious comment needing to be made about the strategy which says “Change is to be evidence-based and properly managed.”

Concluding thoughts IES seems to be in an interesting ‘there is many a slip between cup and lip’ phase. The promising take up of the various communities of schools already involved, drawing in, too, a goodly number of primary schools, must be giving pleasure to those monitoring the roll out – especially in view of the NZEI opposition. Caution needs to be exercised about getting too enthusiastic about prospects. To preserve public confidence that the $359 million and $90 million for 4 years of running costs, is money well spent, it will be absolutely necessary that one of the target groups expected to benefit from the new policy – the stubbornly-failing tail showing little or no improvement for nigh on 3 decades – should always be featuring in IES achievement despatches. As matters stand, I see little grounds for optimism about that happening. The alert I’m sounding here is that learning-science thinking is not being reflected in the IES strategy. One could speculate why. We have a major educational side step in progress with little regard being shown to the growing body of well founded learning research. Raising student performance across the board deserves a far better response than that. That schools/teachers get the results they do – working as perforce they have to off a basis of shared ignorance – is truly amazing. By the same token, the situation that that creates I find to be all too distressingly dreadful. For an alternative explanation of what’s going on here is that this result is being achieved by students – not knowing any better about how learning works – being forced into something I’d call sweatshop learning. Otherwise known by

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such euphemisms as ‘hard work’ and ‘hitting the books’, this is the other side of the inefficient learning coin. In an inefficient learning regime, this is unfortunately par for the course. I have been advocating in this vein for a very long time, increasingly so since it became apparent that the existing understanding of the learning process will always be an effective barrier to the developing of the the sort of transformative change that’s required here. I have come to the realisation that without a proper understanding of this, initiatives like IES can’t help but be ineffective. The sort of transformative change needed here to lift the performance of the ‘failing tail’ needs to be one where such students can make both something like a 4 to 5 year gain in one school year while also being made able to feel “normal” – to be Maori/Samoan/Pacific Islander, etc, in school – as a result of taking part. Or, as it has been described to me, in a private communication about a proven intervention of the kind indicated above (in maths), it’s vitally important the intervention undertaken “ensures opportunity to learn, explicitly develops learning behaviours as habits, intensifies resource access and directly promotes the awareness disequilibrium, cognitive restructuring, integration and resolution and schema development and anchoring that enables such extraordinary acceleration. What matters for me is that the mathematics reasoning and achievement is accelerated but the intervention also impacts on students in relation to their cultural identity so that the children have reported feeling ‘normal’ to be Māori or Samoan etc for the first time at school, and there is evidence of them developing deep care for each other.”

The remaining half dozen strategy points are: •

Opportunity for teacher-led innovation is to be enhanced

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Clear pathways to fuller professional careers as teachers or principals are to be created

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There is incentive for leading practitioners to take up principal roles

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Change is to be evidence-based and properly managed

•

Teaching increasingly needs to become a first career of choice for our best graduates

•

Unintended negative consequences are to be identified and avoided.

Think what could be achieved if all students were working off a thorough knowledge of how learning works best in classrooms. Nothing about the IES strategy indicates to me that the teaching going on under it’s watch will be able to effect the sort of transformative change needed. Imagine what otherwise could be made to happen – I do every day – and use that as motivation to do something about it.

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Good Teacher Magazine Term 1 2015 53

New Zealand School of Dance Na The New Zealand School of Dance (NZSD) has been formally recognised as the ‘Official School of the Royal New Zealand Ballet’.

A Memorandum of Understanding was signed this month between the Royal New Zealand Ballet (RNZB) and the New Zealand School of Dance, committing renewed energy to the relationship between the two national arts organisations. While there are a number of strategies embracing the sharing of resources, and initiatives to provide greater crossover, a significant benefit lies in the NZSD being identified as the ‘Official School’ of the Company. “When I was a dance student myself at La Scala in Milan, Italy it was my dream to become a professional dancer with the company. I believe very strongly in the importance of therelationship between New Zealand School of Dance and their national ballet company. I will do my very best to help nurture NZSD students and together with the NZSD help the students realise their dreams”, said Francesco Ventriglia, artistic director of the Royal New Zealand Ballet The New Zealand School of Dance was founded in 1967 to train dancers for the Royal New Zealand Ballet. Despite changes in the NZSD’s course structure, programmes and direction in the intervening years, the professional association between the School and Company has remained strong. This move signals greater collaboration as the NZSD approaches its 50thanniversary in 2017. “The signing of this document reflects the original manifesto of the New Zealand School of Dance”, said the School’s director Garry Trinder. “The aspiration both organisations share is to present young New Zealanders with a legitimate career path through entry to the School and into the Company. Our primary wish is to see more New Zealanders remain in the country and play pivotal roles shaping our national dance culture.”

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The close ties between the NZSD and RNZB are evidenced by the huge number of dancers trained at the School to have joined the company, and ongoing initiatives such as the Todd Scholarship. Supported by the Todd Corporation since 2001, this scholarship provides for a graduate from the NZSD to enter the Royal New Zealand Ballet. Elisabeth Zorino has been named 2014’s Todd Scholar, and joined the Company in January 2015. Back to index

amed Official School of the RNZB

Elisabeth Zorino performing in New Zealand School of Dance Graduation Season, photographed by Stephen Aâ&#x20AC;&#x2122;Court.

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Good Teacher Magazine Term 1 2015 55

In praise of inconspicuous leade Many so-called leaders have an unhealthy interest in the outward trappings of their position. But the problem with conspicuous leadership is that it’s usually only skin deep. Real leadership - the inconspicuous kind - is about far more than status or measurable achievements; it’s a lifegiving force in itself.

Conspicuous leadership is that human-contrived attempt to add order to organizations. It’s those official authoritative positions identified by title, alignment to top bosses, office size and location, tenure, and the like. These more visible signs of official leadership are granted by organizational ritual, often with memos written by the king, proclaiming, “I am happy to announce the promotion of a bloke who is better at doing things than you are….” Signs of conspicuous leadership are the measurable

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things. These leaders are praised for cutting costs, improving processes, spearheading construction of new buildings, adding clients. All that visible stuff is what ends up on resumes; things like accomplishments, education, years in previous jobs, positions held, volunteer work, and hobbies. Emotional Intelligence: It’s Real However, what you see on organizational charts or resumes are only tips of icebergs of what real leadership is. It’s those inconspicuous chunks below the water line that really count. The hidden things of leadership, like emotional intelligence, are the ingredients to fostering happy and productive employees. Don’t get me wrong, businesses need some sort of organizational order, but how those humans in authority relate to others is what is most important to business success. Study after study show that leaders with high levels of emotional intelligence (a real thing) instinctively know how to place fellow leaders and workers at ease, are self-aware, respect the nuances between personal life and work, can be straightforward without being cruel, are decisive, can sense and intervene when employees have personal issues, and can skillfully

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ership by Duane Dike

manipulate change without disturbing the masses. Emotionally strong leaders feel a moral responsibility toward others. Parenthetic time. I, too, scoffed at the concept of emotional intelligence until I studied it from academic points of view and from non-business frames of reference. It’s real. If you’re not convinced, I suggest hunting down a few books on the subject or searching through peer-reviewed articles. Emotional intelligence is a powerful dealmaker, distinguishing leaders who are effective from those who are destructive. Antithesis: Low Emotional Intelligence And, here it comes. Leaders with low levels of emotional intelligence feel little or no responsibility for the human elements of organizations, are unaware of how their own emotions effect the workplace and can derail productivity with a single decree. They’re the leaders who wonder why no one likes them and then come up with their own truisms, like “you can never be friends with the people you lead.” Frankly, that’s just not true; leaders CAN be friends with the people they lead. I can be much more honest with employees I’m close to than with the ones I barely know. Even in those ugly times when some sort of corrective action is necessary, knowing the person makes any discussion that much more effective and meaningful. Just this week I intervened an employee who, through her behavior, was inadvertently heading down a path that could permanently damage her reputation and future. I’m not saying the conversation was easy (they never are), but I do believe it was more effective because I knew the person fairly well. Trouble: Self-Identity with a Position Leaders who rely on their positions for personal identity are less secure in their skin. Sadly, insecure managers are often the NO-mongers. The trouble with these no-bosses is that their employees only ever hear what the boss doesn’t like. And if I only hear the things my boss hates, all my energy will focus on things to avoid. That strategy simply isn’t productive.

Inconspicuous Leaders and Flocks Followers will do anything for those gems of inconspicuous leaders out of respect, support, and possibly even a touch of love (a subject for another time). In a leadership focus group, a gathering of employees described a manager they believed in by saying, “We’d walk through walls for Harriet.” That’s a pretty darn powerful statement. Leaders with this kind of praise are adept at moving the machine along toward productive ends. They achieve this kind of support through their powers of understanding emotions, context, timing, and systems. If you really want to know the true skinny on a leader’s effectiveness, don’t bother asking that person’s boss. Instead, go right to most accurate assessment scale in the book, direct reports and cohorts. Bosses often aren’t privy to the inconspicuous side of direct report leadership. A Lesson from Robert Frost A framed copy of a Robert Frost poem, A Time to Talk, sits on my desk. It’s my personal business model, the overriding philosophy for how I like to run my business. This powerful verse explains emotional intelligence in ways I never could. Here goes: When a friend calls to me from the road And slows his horse to a meaning walk, I don’t stand still and look around On all the hills I haven’t hoed, And shout from where I am, What is it? No, not as there is a time to talk. I thrust my hoe in the mellow ground, Blade-end up and five feet tall, And plod: I go up to the stone wall For a friendly visit. Thanks for listening.

But if I know the things my boss likes, especially if they’re good things, I can aim for those with my behavior, decisions, relationships, and emotional intelligence. Smart leaders educate in goals that make sense. Education is the process of introspection and contextual understanding.

management.issues.com/leadership

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Good Teacher Magazine Term 1 2015 57

Artist Carol Milne Knits with Gla

When first contemplating these glass sculptures by Seattle-based artist Carol Milne, your imagination runs wild trying to figure out how she does it. Glass has a melting point of around 1,500°F (815°C), so how could it possibly manipulated into neatly organized yarn-like strands that are looped around knitting needles. The answer lies in a technique invented by Milne in 2006 that involves aspects of knitting, lost-wax casting, mold-making, and kiln-casting. First, a model of the sculpture is made from wax which is then encased by a refractory mold material that can withstand extremely high temperatures. Next, hot steam is used to melt the wax, leaving behind an empty cavity in the shape of the artwork. Pieces of room temperature glass are then placed inside the mold which is then heated to 1,400-1,600 degrees Fahrenheit depending on the type of glass. Afterward, the piece is slowly cooled over a period of several weeks, followed by a careful excavation process, where Milne delicately chips away like an archaeologist to reveal the final piece. You can see much more of Milne’s work at the Glass Art Society, on Facebook, and in her online gallery. (viaLustik)

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ass

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Kids gobbling up healthy eating The Fruit In Schools programme started 10 years ago, and provides fresh produce to 480 low-decile primary and intermediate schools each school day. The programme is proving to be an effective way of teaching them about nutrition, according to a new report. The independent evaluation shows it has boosted children’s awareness of healthy eating, with 98 percent of principals saying that because of Fruit In Schools children know more about nutrition and health.

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g message But it doesn’t end there: •

74 percent of principals say children are concentrating more in class

•

66 percent say students’ general health has improved

•

35 percent say the number of sick days has fallen

•

46 percent say there are fewer behaviour problems at school

Principals said the programme had direct health benefits for pupils and had triggered wider dietary changes – within the school and at home. For example, 44 percent of principals said “many families” were now providing fewer sugary drinks and less junk food in school lunches.

Bronwen says fruit and vegetables are the cornerstone of a healthy diet. “Poor diet in childhood is associated with obesity and increases the risk of a range of life-threatening illnesses in later life,” she says. “Introducing more fruit and vegetables into children’s diets, will encourage them to make healthy food choices as they grow older.” To find out more about 5+ A Day, visit our website www.5aday.co.nz. Take the 5+ A Day Challenge on Facebook:www.facebook. com/5adayNZ and enter via the app to be in to win a $5,000 Bosch kitchen appliance package. The Fruit In Schools programme is funded by the Ministry of Health and managed by United Fresh New Zealand Incorporated and the 5+ A Day Charitable Trust, which commissioned the research.

5+ A Day nutritionist, Bronwen Anderson says Fruit In Schools is well aligned with international evidence on how to improve nutrition and reduce obesity in children.

Tips on how to get more fruit and vegetables into kids’ lunch boxes •

Bite-size fresh fruit is easy for wee fingers to handle. Try cherry tomatoes, strawberries, blueberries and grapes for minimal fuss.

“By introducing these healthy tastes at an early age we can encourage them to follow active, healthy lifestyles that will benefit them for the rest of their lives,” she says.

•

Make one day of the week Dip Day. As part of their lunch give kids a yoghurt-based dip or hummus along with baby carrots and cucumber sticks for dipping. Celery sticks with low-fat cream cheese are also an easy option.

“The programme has certainly been successful in encouraging young children to eat more servings of fresh fruit and vegetables. Teaching about healthy eating and exercise in schools is absolutely essential if we want to combat the growing rate of obesity among children.”

•

Cut wholemeal pitas in half and fill them with avocado, grated carrot and vegemite; lettuce and mashed hard-boiled egg; or coleslaw and cheese. If using wraps, cut into pinwheels.

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Who doesn’t like pizza? Top a toasted English muffin half with a dollop of tomato paste, mushroom, onion, spinach and a light sprinkling of cheese. Grill until cheese has melted.

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For a kid-friendly salad, mix chopped tomato, capsicum and diced chicken through tri-colour pasta. Mix through low-fat mayonnaise to finish.

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Use cookie cutters to make cool vegetable and fruit shapes.

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Try using cupcake holders for chopped up fruit and vegetables.

•

Freeze fruit or vegetable infused ice cubes and add to a drink bottle to keep everything cool.

Bronwen says parents can pack more fresh fruit and vegetables into kids’ lunchboxes by taking part in the annual 5+ A Day Challenge, which invites Kiwis to add extra servings of fresh fruit and vegetables to their day during the month of February. “The great thing about the 5+ A Day Challenge is that it is achievable,” she says. “For example, by simply swapping biscuits for an apple and a handful of carrot sticks, you are two steps closer to getting your 5+ A Day.”

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Social Networking for 2015: Crea Regardless of your job type or position, there are numerous ways you can leverage your strengths to help others in your social network reach their personal and professional goals. In this article, we’ll outline ways you can create more value for your “peers” in both your professional and personal life: your co-workers and, outside of work, your family and friends.

In our first column of 2015, we’re going to skip the talk about New Year’s resolutions and ask you instead to think about “success.” How do you define career success, and how do you know when you’ve attained it? Perhaps there’s a particular salary level you’d like to reach, or maybe for you “career success” means working in your dream job. But think a little deeper. Say you get that dream job - what would it look like for you to reach your highest potential in that position? Here at Cheetah Learning, we tend to define “success” a little differently than the way most people use this term. We find that the value you create for others is a crucial part of your own career success.

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The first step in creating value for others is to assess the state of your current social network. Start by grabbing a pen and a blank piece of paper. In the center of the paper, draw a small circle with your name inside. Around the circle, write the names of the people (co-workers, supervisors, family, whoever) who you interact with most often in your daily life. Add layers to the circle of the other people less involved in your life. Then, draw circles around the names corresponding to the amount of influence they have in your life; make the circles bigger for those folks who have the most influence. These “big circles” are the people who play the biggest role in shaping your personal and professional success. When you create value for the people who have the most influence - and the most positive influence - in your life, you increase your own opportunities for success. Creating value for your co-workers might seem insignificant - isn’t the value you create for your clients, supervisors, and organization what really matters for your career? Here at Cheetah, we find that creating value for your co-workers is just as important for your professional success as is creating value for your superiors. This is because, as the cliché goes, “no man is an island.” Even seemingly “individual” projects you take on at work almost always require some collaboration with others. Project success ultimately depends on your ability to work with others. To most successfully collaborate with others, we suggest approaching it from the perspective of, “what’s in it for them?” Before you ask someone to help you with something, for example,

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ate More Value for Others By Michelle LaBrosse,CCPM, PMP®, PMI-ACP, and Megan Alpine, CCPM, Co-Author pause for a minute to consider their point of view. If someone were to ask you for help on a project, how would you prefer to be asked: with “I need you to…”, or with “I am working on X, and I could really use your expertise to do Y. Would you have time to help me with this?” This isn’t just about being nice (though it’s about that, too). When you develop positive collaborative relationships with your co-workers, you learn to work together on projects that build on each team member’s unique strengths.Far from being a “waste of time,” this effort you make to collaborate more intentionally with others will pay back dividends in terms of how fast you get projects done and how well you and your project team communicate with each other. Second, we find that it’s important to think about creating value for others beyond the work environment. One of our mantras here at Cheetah is that “life is a series of projects.” And like any project you’ll encounter in the work environment, projects in your personal life have stakeholders, requirements, and deadlines. It may seem silly to worry about getting “stakeholder buy-in” for your personal projects - let’s say, for example, planning a Christmas party.

Actually though, we find that getting stakeholder buy-in for these sorts of projects is especially important, as personal projects will likely involve the most important people in your life. Doing these sorts of projects poorly doesn’t just cost time and resources - it can also harm significant relationships in your life. By taking the time to figure out “what’s in it for them” when it comes to people helping you with your personal projects, you find out ways to engage them that create value for them and which give them intrinsic motivation to help you out again with future projects. We’ve reviewed two areas in your professional and personal life where you can create more value for others: in your relationships with your co-workers and with the “stakeholders” in your personal projects. By assessing your current social network and taking advantage of opportunities to create value for the people in your network, you don’t just improve your karma - you open up new possibilities for your own career and personal success.

About the Author: Michelle LaBrosse, PMP, is an entrepreneurial powerhouse with a penchant for making success easy, fun, and fast. She is the founder of Cheetah Learning, the author of the Cheetah Success Series, and a prolific blogger whose mission is to bring Project Management to the masses. Cheetah Learning is a virtual company with 100 employees, contractors, and licensees worldwide. To date, more than 50,000 people have become “Cheetahs” using Cheetah Learning’s innovative Project Management and accelerated learning techniques.

publications and websites around the world. Her monthly column, the Know How Network, is carried by over 400 publications. She is a graduate of the Harvard Business School’s Owner/President Management (OPM) program and holds engineering degrees from Syracuse University and the University of Dayton.

Recently honored by the Project Management Institute (PMI®), Cheetah Learning was named Professional Development Provider of the Year at the 2008 PMI® Global Congress. A dynamic keynote speaker and industry thought leader, Michelle is recognized by PMI as one of the 25 Most Influential Women in Project Management in the world. Michelle’s articles have appeared in more than 100

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Toy Maker Turns Kids’ Drawings Into Imagine how you might feel if your wildest and most wonderful fantasies were brought to life. That’s probably how a child would feel if their drawings of strange and wondrous characters were turned into real-life plush

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toys, which is exactly what Budsies does. Budsies takes children’s drawings and reinterprets them as 16-inch-tall hypoallergenic plush toys – but they’ll take playful adults’ drawings, too. More info: budsies.com

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o Real Plushies

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Researchers call for withdrawal of investment in Triple P parenting programme

University of Glasgow

An evaluation by academics of Glasgow’s flagship parenting programme – the Triple P (Positive Parenting Programme) – has found a low completion rate among families, particularly those from more deprived areas, and minimal impact on the most vulnerable children. Around 5,000 children were measured for emotional well-being at the age of five each year from 2010, and no improvements were found after the implementation of the city-wide Triple P programme. The final report of the Parenting Support Framework Evaluation by researchers from the University of Glasgow and Aberdeen recommends that NHS Greater Glasgow and Clyde and Glasgow City Council should not commit any further investment in Triple P training or materials, unless used for independently-conducted randomised trials of specific interventions. The evaluation was commissioned by the Scottish Government, NHSGGC and the city council, and covered the period 2009-13. Around 730 members of staff were trained to deliver the programme over the period. The Triple P programme was designed by Professor Matt Sanders and colleagues at the University of Queensland in Australia. It evolved from a small, home-based, individually-administered training programme for parents of disruptive pre-school children into a comprehensive, preventative wholepopulation intervention programme. It is now used in some 20 countries, including the USA, England, Ireland, Wales, Canada, Australia, New Zealand, Belgium, Japan, Iran, Hong Kong, Singapore, the Netherlands, Germany, Curacao, Romania, Switzerland, Austria and Sweden. Triple P is one of the central components of Glasgow’s Parenting Support Framework: elements range from mass-media campaigns to one-off seminars for the parents and carers of every child in Primary 1 through to intensive group-based interventions. The study, led by Professor Philip Wilson, Professor of Primary Care and Rural Health at the University of Aberdeen, and Visiting Professor at the University of Glasgow, found: • More than 50% of families starting Triple P interventions dropped out before the end of the course; • Families with greater problems than those in the general population were more likely to attend Group Triple P sessions, but those with more severe problems were less likely to complete interventions; • Families living in more deprived areas were more likely to start Triple P interventions than those

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living in affluent areas but more affluent and more highly-educated families were more likely to complete Triple P interventions; • Although families who completed interventions reported high levels of satisfaction with Triple P, and reported improvements in parenting behaviours, emotional well-being and child behaviour, it was not possible to be sure whether these improvements were a result of the intervention or whether they represented the passage of time or “regression to the mean”. This uncertainty, coupled with low completion rates, rendered assessment of the effectiveness of interventions impossible; • Practitioners were generally satisfied with the Triple P approach to parenting support but some expressed negative views about a target-driven approach and some considered the programme inappropriate for some families; • The social and emotional functioning of the population of children aged five years’ old did not change during the implementation of the Parenting Support Framework. Professor Wilson said: “The lack of change in social and emotional functioning among the child population of Glasgow, together with the low completion rates for Triple P interventions, selective benefit for more privileged families and recent published evidence of overall lack of efficacy leads us to recommend that Glasgow should not commit to further investment in Triple P training or materials except within the context of independently conducted randomised trials of specific interventions.” The research group recommended that Glasgow’s “excellent infrastructure” for provision of parenting support should be further strengthened by the introduction of alternative parenting programmes and more robust systems for monitoring activity. The report concluded: “While the Triple P programme itself may have been ineffective, there is good reason to believe that the parenting support infrastructure in Glasgow has matured substantially. There is now a large cohort of practitioners versed in the principles of behaviour management and there is strong evidence that professional skills in engaging with families who could benefit from parenting support have developed to a remarkable extent. “The near-universal acceptance of the benefits of monitoring the social and emotional well-being of young children within Glasgow is another reason for optimism: whole population data of this sort can be used to identify neighbourhoods, institutions and projects which are ‘getting it right’ for children. This in turn could allow Glasgow to identify approaches which will improve the well-being of the whole population in the future.” Good Teacher Magazine Term 1 2015 71

Intricate Temporary Carpets Mad

Exhibition view of “Kneeling: Five years of WE MAKE CARPETS” It’s not hard to imagine what Dutch design trio We Make Carpets, makes. True to their name, Marcia Nolte, Stijn van der Vleuten and Bob Waardenburg create carpets, but not they kind you’re thinking of. Mixing traditional pattern making with a critical view of consumer society, the group creates unusual carpets using everything from crayons and fireworks to cocktail umbrellas, plastic forks and dried pasta. From a distance we simply see a decorative carpet. But upon closer inspection the meticulously assorted collection of dense materials reveal themselves. We Make Carpets is currently celebrating 5 years and 50 different carpets with an exhibition at muin Eindhoven. “Kneeling: Five years of WE MAKE CARPETS” is going on through October 26, 2014. You can see much more of these big and small temporary carpets on the artist’s website.

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de from Everyday Objects

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by Johnny Strategy

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Fork Carpet (2010)

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Details of Fork Carpet (2010)

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Pasta Carpet 76 Good Teacher Magazine Term 1 2015

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Details of Pasta Carpet

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Skewer Carpet

Crayon Carpet (2013) was built from 16,000 colored crayons

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Skewer Carpet, detail

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Good Teacher Magazine Term 1 2015 79

Interesting ASCD News Files

Efforts to get more male teachers failing

Jo Moir

The number of male teachers in New Zealand schools continues to decline despite the Ministry of Education’s attempts to fix the gender imbalance.

“Male teachers in schools at the time were quite surprised but because of the unlawfulness, nothing has been done since,” he said.

In the past 10 years the number of male teachers in both primary and secondary schools has dropped. Last year men made up only 16.5 per cent of primary school teachers and 41.2 per cent at high schools.

At the time, the number of male teachers continued to drop.

In 2006 it was reported that male teachers featured prominently in recruitment campaigns as the ministry “tried to redress the gender imbalance in the teaching workforce”, according to a ministry senior manager at the time. Male role models continued to be actively promoted in marketing materials produced by the ministry, which was aware of the gender disparity, the ministry’s head of student achievement, Graham Stoop, said. In 2003 a report released by the New Zealand Educational Institute revealed in the 10 years to 2001, the number of women primary teachers had increased by 13 per cent while the number of male teachers fell by 9 per cent. As a result, principals from primary and secondary schools called on the ministry to provide scholarships for male teachers as an incentive to get more joining the profession. Rotorua principal and former Secondary Principals’ Association president Patrick Walsh recalled the drive for scholarships but said a decision by the Human Rights Commission halted the initiative. He said despite male teachers being in a minority, scholarships were only available for women, disabled people and those from varying ethnic backgrounds. The commission had said it would be unlawful to offer male-only scholarships.

New data showed many children could get to high school without having a male role model in their lives because of growing numbers from single-parent households, Walsh said. “The ministry would say gender doesn’t matter and it’s about quality, but gender does matter. Boys learn differently, particularly in areas like maths and science, and a good male teacher can really help with that.” Wellington geography teacher Callum Brookes said he was surprised the number of male teachers was still declining and agreed it was important for young people to have positive male role models in their lives. “I don’t know though that incentivising teaching for males works because in order to be a good teacher you have to genuinely love the job and want to do it,” he said. New Zealand currently had more teachers than teaching roles, which had been the situation for a number of years, Stoop said. The ministry planned to address gender disparity in the teaching workforce “but will always do so within the law and will work with the Human Rights Commission, where appropriate, to ensure this happens”. The proportion of women to men in teaching at primary and secondary level in New Zealand was similar to other OECD countries, Stoop said. - The Dominion Post December 22 2014

Digital teaching devices in remote Tibet BEIJING -- Small schools in Southwest China’s Tibet Autonomous region have “gone digital”, meaning that all 63,600 of the country’s small schools now have access to digital teaching devices and resources. Small schools, or the official term “teaching spots”, are seen by many as the weakest link in China’s elementary education. Most are nestled in remote and mountainous areas; are understaffed; and, as a result, were often unable to offer all eight compulsory subjects to elementary-level students.

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To ensure rural children have access to quality education, the education and finance ministries initiated a joint program in November 2012 to install information technology at all education centers. During the past two years, government funds have financed the installation of digital satellite receivers, computers, flat-screen TVs and electronic whiteboards, enabling the small schools to utilize standardized digital teaching resources. The program is changing the educational landscape. Ma Fujun, 48, is the only registered teacher in

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Earlier Bullying Tied To Quality Of Life In College By Andrew M. Seaman Quality of life for college students is linked with their bullying experiences in primary school and high school, researchers from Taiwan suggest. Parents should know that being the victim of bullying is not something kids simply grow out of once they get to college, the study’s senior author told Reuters Health in an email. “Bullying should be dealt with seriously and as early as possible before any further damage is done,” said Jiun-Hau Huang, an associate professor at National Taiwan University in Taipei. In one international study, 9 to 13 percent of adolescents ages 11 to 15 reported being recently bullied, wrote Huang and his colleague, Yu-Ying Chen, in the journal Pediatrics. Bullying among children and teens is linked to a number of physical and mental problems, research has shown. And the potential negative effects of bullying may add up over time (see Reuters Health story of February 17, 2014 here: reut.rs/ZeTI3q.) Using 2013 data from 1,452 Taiwanese college students, Huang and Chen analyzed whether different types of bullying before college might be linked with students’ current quality of life. They note that bullying can take many forms, including physical and verbal abuse. It can also occur socially, such as through excluding someone. Bullying can also be “cyber” and occur over electronic channels. Using a widely-accepted measure of quality of life that examines physical, psychological, social and environmental health, the researchers found that being victimized by bullies, or actually being the bully, were each linked in complicated ways with quality of life during college.

Huayagou Primary School in Xinmin village, Northwest China’s Ningxia Hui Autonomous Region. The school has 22 students across grade one, two and three. “It’s hard to attract teachers because of transportation issues,” Ma said. “I cannot teach all three classes alone.” The digital program has really helped Ma. “We can offer all compulsory subjects now. Distance education means our kids can have music, art and English classes, and their Chinese and math levels

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For example, being the victim of cyber-bullying before college was actually associated with a better score for physical health during college. While they can’t explain that finding, the researchers suggest that the cyber-bullying victims may have ended up not spending as much time online and instead took part in activities that improved their health. But the victims of verbal and relational bullying before and during college had lower overall quality of life scores than others who didn’t experience bullying. “In other words, bullying is a serious issue with long-term repercussions and parents should not take it lightly,” said Huang. Being the bully, however, was tied to increased quality of life scores. The researchers also found that the worse psychological scores among victims of bullying were often explained by depression. That finding requires more analysis, they write. Huang said there’s also a need for research to see if any interventions can prevent kids from experiencing the long-term effects of bullying, and to confirm that bullying is really the cause of the effects they saw in these students. When kids are experiencing bullying, Huang said they should report it immediately. “They should be reminded that it is brave and helpful to report any bullying perpetration or victimization around them, and it is the right thing to do,” he said. “Their reporting behavior should be reinforced, instead of being treated as a sign of weakness. Such openness and transparency may help reduce the secrecy and occurrence of bullying.” SOURCE:Reuters Health bit.ly/1wCfkVd Pediatrics, online December 2014.

are advancing thanks to other people’s teaching methods.” “We like to have classes on the computers, especially music ,” said student Yu Jiaojiao, 8. “We’ve learned several songs. It’s fun.” Primary schools are required to offer eight courses to grade one, two and three students in China -- Chinese, math, English, ethics, science, music, art and PE. China Daily USA

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Roger’s Rant The Theory of Something It was amusing to observe some of these hopefuls attempting to please, or appease, as many people as http://www.snopes.com/photos/ possible. A typical response was,’Oh signs/sciencetest.asp yes, I do think that evolution should be taught in schools (great, A while ago, in my continued that’s taken care of the atheists, search for the meaning of life, I my old science teacher and at least watched a video clip of American two of the judges) BUT,’I believe, Miss Universe contestants as it’s only a theory, they should responding to questions from a also teach the other side of the story judging panel.. Perhaps it was the Miss World contest - I know there is (phew, that’s covered the Bible Belt, my grandmother, my minister a difference but it won’t cause me and Jesus…) ‘The students can existential angst if I don’t know make up their own minds then. what it is. Anyway, the question of the day was, ‘should evolution be That’s fair.’ taught in schools?’ Only a theory? I was bemused to hear such an A short phrase but what an important question put to beauty assumption! In the scientific world, contestants but I guess they were a theory is actually a pretty big partaking in a form of (natural?) deal. It’s not an idea thought up selection. For some reason, I recalled in the shower and disseminated Monty Python char-women on facebook;’ Hey Madison, I got discussing Sartre. I was impressed, 214 likes for my theory that the however, that none of the young Principal is a shapeshifting alien ladies (I don’t think there were any from Matariki.’ A truly -scientific cross-dressers present) attempted theory has to undergo some pretty to bring in world-peace or working rigorous testing and analysing with dolphins; to their credit, most before it’s granted such a status. indicated that evolution should be It’s a bit like the process in making in the curriculum in the good ol’ someone a saint, although that’s U.S of A.. probably an inappropriate analogy. Have a look at this science test. I hope it’s a fake!

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Scientists look for evidence to both prove and disprove a theoryfalsifiability is an important concept.

plural) could be a legitimate course of study but not as science. If people want to espouse the thinking behind cargo cults, or voodoo, or convince people that Harry Potter is the second coming, then it would be oh-so-luverly if they could leave science out of it.

Of course, ‘evolution’ is the allencompassing term for a body of ideas, (which have been challenged over the years) and I suspect are not well-understood and probably not taught very well in a lot of cases. If Attachments area... they were, then perhaps we wouldn’t Preview YouTube video Moon have people believing that Darwin Landings Faked? Filmmaker Says said we are descended from apes. Not! | Video So while the contestants, in their earnest desire for equity, endorsed the teaching of the other ‘theory’, no doubt ‘creationism’, or its reincarnated persona, ‘intelligent Moon Landings Faked? Filmmaker Says Not! | Video design’, it needs to be asked whether there can be any scientific evidence to support the earth being only 6,000 years old and that people walked around with dinosaurs. If the answer to that is ‘no but a close study of the Bible will provide evidence’, then the word ‘theory’ cannot be linked to what is basically an idea, or a belief. Hence, there is no place for it to be taught in a science curriculum.. Of course, creation stories (note the

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Roger

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“The best teachers don’t give you the answers... They just point the way ... 84 Good Teacher Magazine Term 1 2015

and let you make your own choices.”