Teachers Matter Magazine issue 5

PROFESSIONALLY & PERSONALLY

TeachersMatter The Magazine of Spectrum Education

CHARACTER COUNTS What you can do to improve your school

SAY WHAT? Watch the little words you say and improve students’ understanding

STUDENTS SPEAK UP Why it’s important for students to ask good questions

NZ$15 / AU$15

Leaders in Developing Teachers

ISSUE 5

Habits of Mind Boot Camp

We have combined the 2 workshops into a super sensational four days of answers!

This is NOT a 4-day seminar where you simply sit and listen to presenters.

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

(+ Leadership Challenge) Over four action-packed days you will: s !CQUIRE THE TOOLS EVERY TEACHER MUST HAVE s ,EARN THE PROCESSES TO CREATE PLAN AND TEACH POWERFUL LESSONS

)N ADDITION YOU WILL HAVE ACCESS TO AN INVALUABLE RESOURCE BASE TO ACCELERATE YOUR LEARNING CURVE IN THE AREAS OF

TRUDY FRANCIS IS THE CO DIRECTOR OF # ,EARNING AND EX SENIOR MANAGEMENT FROM #OLLEGE 3TREET .ORMAL 3CHOOL 3HE IS PASSIONATE ABOUT ASSISTING TEACHERS TO IMPROVE THE QUALITY OF THEIR CLASSROOM INSTRUCTION

s 4HINKING -APS

ADRIAN RENNIE IS A $EPUTY 0RINCIPAL WITH INCREDIBLE PASSION AND PRACTICAL IDEAS TO IMPLEMENT AND REINFORCE BOTH THE (ABITS OF -IND AND RESILIENCE (E WILL SHARE HIS SUCCESS STORIES RESOURCES AND ASSESSMENT TOOLS

s "E MENTORED BY AN INCREDIBLE GROUP OF SUCCESSFUL TEACHERS AND PRESENTERS

s 0 L A N N I N G A N D T E A C H I N G F O R D E E P UNDERSTANDING

s "E INVOLVED IN THE ACTUAL TRANSFORMATION OF SCHOOLS WITH THE (ABITS /F -IND #HALLENGE 2008

s -ETACOGNITION

s 7ITNESS THE EFFECT OF THE (ABITS OF -IND IN real-life situations

s !SSESSMENTS

s ,EARN HOW TO BUILD YOUR TEACHING CAPACITY AND STUDENTS ABILITIES

s -ATRICES

s "ENEFIT FROM THE OPPORTUNITY TO MAKE IMPORTANT DECISIONS ABOUT YOUR TEACHING

AWAY FROM YOUR DAY TO DAY CLASSROOM s (AVE MORE &5. THAN IS ALLOWED

s ,ISTENING

s 2UBRICS

s ,EADERSHIP !ND HEAPS MORE 4HE (ABITS OF -IND #HALLENGE IS AT THE CORE OF THE "OOT #AMP SCHEDULE

s 0LUSx YOU WILL LEARN MORE THAN YOU THOUGHT POSSIBLE

/VER THE FOUR DAYS YOU WILL ENHANCE YOUR UNDERSTANDING OF

The Thinking Toolbox

s THE (ABITS /F -IND

7HEN YOU ARRIVE AT THE "OOT #AMP YOU WILL RECEIVE A COMPREHENSIVE MANUAL CONTAINING WORKING TEMPLATES IN BOTH HARD COPY AND DIGITAL FORMAT THAT CAN BE MODIFIED AND USED AT THE (ABITS /F -IND "OOT #AMP AND IN EVERY LESSON YOU TEACH AFTERWARDS

s THE LEADERSHIP IN YOUR SCHOOL

4HESE ESSENTIAL TEMPLATES WILL ENSURE YOU COVER ALL ASPECTS AND ANTICIPATE THE OPPORTUNITIES AND PITFALLS IN SUCH AREAS AS s $ISCOVERING AND EXPLORING THE (ABITS OF -IND s %NGAGING AND ACTIVATING THE (ABITS OF -IND s 0LANNING FOR DEEP UNDERSTANDING s %VALUATION AND REPORTING s )MPLEMENTING THE (ABITS OF -IND s %XPLORING MEANINGS s %XPANDING CAPACITIES s )NCREASING ALERTNESS s %XTENDING VALUES s "UILDING COMMITMENTS s )NTERNALISATION s (ABITUATION

s YOUR COMMUNICATION ABILITIES s YOUR PERSONAL EFFECTIVENESS 4 H I S C O M B I N A T I O N O F P E R S O N A L A N D PROFESSIONAL DEVELOPMENT WILL HAPPEN IN TEAM EXERCISES THROUGHOUT THE EVENT WITH PARTNERS AND INDEPENDENTLY

The Boot Camp Team %ACH MEMBER OF THE MENTOR PANEL IS A LEADER IN THEIR AREA OF EXPERTISE %ACH WILL OFFER YOU INVALUABLE MENTORING TO INCREASE YOUR SUCCESS WITHIN THE CLASSROOM 4HE FORMAT OF THE (ABITS /F -IND "OOT #AMP ALLOWS YOU TO GAIN THE MOST FROM THEIR EXTENSIVE (ABITS OF -IND KNOWLEDGE K A R E N B O Y E S I S A H I G H L Y S K I L L E D

ENTHUSIASTIC AND DYNAMIC PRESENTER WITH OVER YEARS EXPERIENCE IN THE EDUCATION PROFESSION 4HE LEADING AUTHORITY ON EFFECTIVE LEARNING AND TEACHING IN .EW :EALAND SHE IS #%/ OF 3PECTRUM %DUCATION AND THEIR HEAD FACILITATOR WORKING WITH TEACHERS PARENTS

STUDENTS AND CORPORATE CLIENTS GEORGETTE JENSON BRINGS HER WEALTH OF KNOWLEDGE AND WISDOM FROM HER CLASSROOM IN 'ISBORNE (AVING PERSONALLY TRAINED WITH SOME OF THE BEST THINKERS IN THE WORLD 2ITA AND +ENNETH $UNN $AVID (YERLE AND !RT #OSTA SHE PUTS HER EXPERTISE OF LEARNING STYLES 4HINKING -APS AND (ABITS OF -IND INTO PRACTICE IN HER OWN CLASSROOM

GEORGE ROGERS IS A PHYSICAL EDUCATION TEACHER WITH AN INTEREST IN HOW CLOSELY THE +EY #OMPETENCIES ARE CONNECTED TO THE (ABITS OF -IND (E BELIEVES BY INFUSING THE (ABITS OF -IND INTO HIS EVERYDAY TEACHING

HE WILL BE DELIVERING THE +EY #OMPETENCIES IN PHYSICAL EDUCATION AND BEYOND MATT ALLEN IS THE ASSISTANT 2ECTOR AT ,INDISFARNE #OLLEGE (E IS A PASSIONATE

I N N O V A T I V E C L A S S R O O M T E A C H E R W H O CONTINUALLY STRIVES FOR GREATER LEVELS OF STUDENT ACHIEVEMENT THROUGH A RANGE OF CREATIVE TEACHING TECHNIQUES -ATT HAS CREATED MANY CLASSROOM STRATEGIES IN ASSOCIATION WITH FELLOW TEACHING COLLEAGUE "ARRY -USSON GRAHAM WATTS IS CURRENTLY STUDYING FOR A 0H$ IN GIFTED EDUCATION AND THINKING SKILLS IN ,ONDON AFTER BEING THE $IRECTOR OF !DVANCED ,EARNING AT A 9EAR SCHOOL IN .: (IS ROLE INVOLVED LEADING THE 4HINKING 3KILLS PROGRAM WORKING CLOSELY WITH ALL 9EAR LEVEL TEACHERS HELPING THEM INFUSE THE (ABITS INTO THEIR CLASSROOM CURRICULUM PLANNING AND ASSESSMENT

Programme Schedule NEW ZEALAND -/. TH !PRIL PM PM 45%3 ST !PRIL AM PM 7%$3 ND !PRIL AM PM 4(523 RD !PRIL AM PM SYDNEY 45%3 TH !UGUST PM PM 7%$3 TH !UGUST AM PM 4(523 TH !UGUST AM PM &2) TH !UGUST AM PM )NVESTMENT PER PERSON PP FOR GROUPS OF OR MORE )NVESTMENT INCLUDES MORNING TEA LUNCH

AND AFTERNOON TEA EACH DAY

.UMBERS ARE STRICTLY LIMITED AND WILL lLL QUICKLY 2ESERVE YOUR PLACE TODAY PHONE .: OR !USTRALIA /R EMAIL INFO SPECTRUMEDUCATION COM

C

CONTENTS

PHOTO: 123RF

In this issue

10 10

Minding Your Language

12

Encouraging Character in our Schools

15

How To Be Consistent

16

Strategise: How Can You Introduce New Thinking and Learning Tools?

Teachers Matter

18

4

Linking the Pieces in New Zealand and Australia

22 20

Little Minds, Big Thoughts: Kids Matter Conference

22

Thinking Language

24

Smart Teaching: Boomerangs

26

Questioning: A Shift Is needed

29

Put Your Personality to Good Use

31 31

Powerfully Positive Playtimes

36

Make the Six Kinds of Best Your Personal Quest

43

Embrace Technology

46

The Top 13 Reasons Why Your Life is Easier Without Exercise

48

Education In a Low-Decile School

BLACK-LINE MASTERS Photocopyable activities: 34...Playing Around 59...Listening Quiz 60...Thinking Challenge

MAGAZINE CONTACTS

Subscribe today

Teachers Matter Magazine Team

To receive your own copy of the next issue, send an e-mail to magazine@spectrumeducation.com

Publisher, Sales and Advertising: Karen Boyes Managing Editor: Kristen De Deyn Kirk Graphic Design: Mary Hester / 2nd Floor Design Printer Spectrum Print, Christchurch

Subscriptions Toll free (NZ) 0800 373 377 Toll free (Australia) 1800 063 272

Thanks to the educators, speakers and authors who contributed interviews, articles, photographs and letters.

Teachers Matter magazine is registered with the National Library:

64

66

ISSN 1178-6825 Š Spectrum Education 2009

50

Thinking Competency

66

Think or Sink

52

Go For Speed

68

Brain Twisters

54

Exploring the Mystery of Words and Pictures

69

Quiz Questions

70

The Money Mindset Mob

72

Dreaming of a New World

74

Do You Want To Be Rich and Famous?

57

Making the Habits Of Mind Visible

62

Power Through Your School Day With Perfect Posture

64

Very Young Children Can Think About Their Thinking

76

Last Word: Failing Forward Fast

All rights reserved.

Parts of this publication may be reproduced for use within a school environment. To reproduce any part within another publication (or in any other format) permission from the publisher must be obtained.

The opinions expressed in Teachers Matter are those of the contributors and we love them!

All Enquiries Spectrum Education Ltd Street Address: 19 Rondane Place, Lower Hutt, New Zealand Postal Address: PO Box 30818, Lower Hutt, New Zealand Phone: (NZ) +64 4 528 9969 (Australia) 1800 063 272 Fax: (NZ) +64 4 528 0969 (Australia) 1800 068 977

NO MORE EXCUSES: YOU CAN EXERCISE! Page 46

magazine@spectrumeducation.com www.spectrumeducation.com

5

EDITOR’S NOTE

7

HEN +AREN "OYES ASKED ME TO JOIN THE TEAM THAT PUTS TOGETHER 4EACHERS -ATTER ) COULDN T HAVE BEEN MORE THRILLED ) lGURED THAT WORKING ON EACH ISSUE WOULD lLL MY BRAIN S NEED FOR MORE AND MORE KNOWLEDGE AND IT CERTAINLY HAS

7HAT ) DIDN T EXPECT WAS TO BE SO ENTERTAINED ) SHOULD HAVE 4HE EXPERTS WHO CONTRIBUTE TO THE MAGAZINE ARE SOME OF THE WORLD S MOST INTELLIGENT DEDICATED AND MOTIVATED INDIVIDUALS 0UTTING TOGETHER THIS ISSUE 4ONY 2YAN HAD ME CONTEMPLATING ˆ AND LAUGHING ˆ AS ) READ HIS ARTICLE ABOUT THINKING COMPETENCY (E WRITES THAT ONE WAY TEACHERS MIGHT BE ABLE TO GET THEIR STUDENTS THINKING IS WITH BRAIN TRANSPLANTS (E S ONLY HALF JOKING 9ET ALTHOUGH HE DOES THINK THAT TRANSPLANTS ARE AN OPTION IN THE FUTURE HE MORE STRONGLY RECOMMENDS CODING LESSONS TO DETERMINE IF STUDENTS ARE INVOLVED IN HIGHER ORDER THINKING AND USING FOUR THINKING KEYS INFO IMPROVEMENTS "!2 AND INVENTIONS ) LOVE THIS APPROACH AND PLAN TO SOON INTRODUCE MY CHILDREN TO h"!2 v WHICH INVOLVES MAKING AN ELEMENT "IGGER !DDING AN ELEMENT AND 2EPLACING ANOTHER PART TO CREATE A NEW PRODUCT 2EAD ABOUT HOW INNOVATIVE STUDENTS CAN BE WITH THIS APPROACH IN HIS ARTICLE

-ARTIN AND 0AT "UONCRISTIANI ALSO FOCUS ON THE BRAIN IN THIS ISSUE 7HILE YOU KNOW THE DIFFERENT WAYS A PERSON S BRAIN MIGHT SOLVE A MATH PROBLEM YOUR STUDENTS MIGHT NOT $EMONSTRATING HOW SOMEONE CAN DETERMINE HOW HE OR SHE THINKS CAN OPEN THAT PERSON S MIND TO A NEW APPROACH AND BETTER THINKING 0AT SHARES THIS PROCESS WITH STUDENTS BY PLACING COUNTERS IN AND OUT OF HER POCKET AND TELLING THEM WHAT SHE S DOING 7HEN SHE S DONE SHE ASKS THE STUDENTS FOR THEIR ANSWERS ˆ AND HOW THEY lGURED IT 3OME VISUALIZE THE NUMBER OF COUNTERS SOME DO ADDITION IN THEIR HEADS AND OTHERS IMAGINE A NUMBER LINE WITH A MARKER MOVING UP AND DOWN 4HE CHILDREN SEE HOW THEY THINK AND START THE JOURNEY OF IMPROVING THEIR THINKING !NOTHER BONUS 4HEY SEE THAT SOMEONE WHO IS hDIFFERENTv FROM THEM CAN STILL BE hRIGHT v

Teachers Matter

"Y LOOKING AT DIFFERENT APPROACHES TO PROBLEM SOLVING AND POSSIBLY ADAPTING A BIT OF SOMEONE ELSE S THINKING WE CAN GROW 3TUART &LEMING APPLIES THIS CONCEPT TO MONEY (E POINTS OUT A FEW MONEY PERSONALITY TYPES IN HIS ARTICLE AND OUTLINES HOW THOSE TYPES EACH HAVE THEIR STRENGTHS AND WEAKNESSES (E S TALKING ABOUT TEENS BUT ANYONE OF ANY AGE CAN DETERMINE THEIR hTYPEv AND RECOGNIZE WHAT THEY NEED TO LEARN FROM THE OTHER TYPES

6

2OWENA 3ZESZRAN -C%VOY HAS READERS THINKING ABOUT THINKING AS WELL n BUT IN A CREATIVE WAY ) LL CALL hmIP THINKING v %VEN IF ) WASN T WRITING ABOUT HER ARTICLE HERE YOU D MOST LIKELY STOP AND READ IT !FTER ALL IT S CALLED h4HE 4OP 2EASONS 7HY 9OUR ,IFE IS %ASIER 7ITHOUT %XERCISE v -OST OF US ARE QUITE INTERESTED IN lNDING A NEW EXCUSE TO NOT EXERCISE OR GETTING VALIDATION FOR OUR CURRENT ONES 2OWENA CREATIVELY TAKES ALL OF OUR EXCUSES THOUGH AND TURNS THEM INTO A POSITIVE &OR EXAMPLE SHE NOTES THAT IF YOU DON T EXERCISE YOU LL HAVE MORE TIME ,ATER SHE GIVES YOU THE TRUTH 7HEN YOU EXERCISE YOU HAVE MORE ENERGY AND CAN GET EVERYTHING DONE MORE QUICKLY 4HE RESULT 9OU STILL HAVE PLENTY OF TIME 3HE HAS AN ANSWER FOR ALL OF YOUR ANTI EXERCISE MOANS SO WATCH OUT 3HE MIGHT JUST HELP YOU BE HEALTHIER AND HAPPIER

#HEERS

+RISTEN $E $EYN +IRK

PROFESSIONALLY & PERSONALLY

TeachersMatter

Two days of inspiration and focus in 2010 ,EADING )NTERNATIONAL 3PEAKERS s 4OP 7ORKSHOP 3PEAKERS s (ELPING %DUCATORS &OCUS ON 0ERSONAL AS 7ELL AS 0ROFESSIONAL $EVELOPMENTs 3PECIALIST 7ORKSHOPS 2EPLACE YOUR 4EACHER ONLY DAYS WITH THIS CONFERENCE Sydney 20th and 21st January 2010 Christchurch : 27th & 28th January 2010 Speakers still to be confirmed – check out our website at www.spectrumeducation.com for more details

Proudly brought to you from the team at Spectrum Education

CONTRIBUTORS

Brent GrifямБn

Karen Boyes

"RENT 'RIFFIN IS THE 0RINCIPAL OF A DECILE SCHOOL IN 2OTORUA ! HIGHLY MOTIVATED LEADER HE IS PASSIONATE ABOUT HIS STUDENTS

TEACHERS AND COMMUNITY (E LEADS BY EXAMPLE WITH A STRONG VISION FOR HIS STUDENTS FUTURE

+AREN "OYES IS A LEADING AUTHORITY ON EFFECTIVE LEARNING AND TEACHING IN !USTRALASIA AND IS FOUNDER AND #%/ OF 3PECTRUM %DUCATION ! HIGHLY SKILLED ENTHUSIASTIC AND DYNAMIC PRESENTER WITH OVER YEARS EXPERIENCE IN THE EDUCATION PROFESSION

SHE WORKS WITH TEACHERS PARENTS STUDENTS AND CORPORATE CLIENTS INTERNATIONALLY

U N L E A S H I N G T H E I R P E A K P E R F O R M A N C E WWW SPECTRUMEDUCATION COM

Adrian Rennie ! SUCCESSFUL CLASSROOM TEACHER !DRIAN IS PASSIONATE ABOUT EXCELLENCE IN TEACHING (E COMBINES SIMPLE YET EFFECTIVE CLASSROOM TECHNIQUES AND !RT #OSTA S (ABITS /F -IND TO CREATE A CULTURE OF THINKING

Allison Mooney !LLISON IS A PASSIONATE AND ENDEARING S P E A K E R W H O I N F U S E S A D E S I R E I N H E R AUDIENCE TO SIGNIFICANTLY INCREASE THEIR P E R F O R M A N C E A S E D U C A T O R S T H R O U G H IDENTIFYING THE BEHAVIOURS AND TRAITS OF OTHERS !UTHOR OF Pressing the Right Buttons

!LLISON HAS BEEN TWICE AWARDED h3PEAKER OF THE 9EARv BY THE !UCKLAND #HAPTER OF .: .ATIONAL 3PEAKERS !SSOCIATION WWW PERSONALITYPLUS CO NZ

Nik Edwards .IK %DWARDS HAS RECENTLY BEEN APPOINTED 0RINCIPAL AT 4APU 3CHOOL IN THE #OROMANDEL (E IS PASSIONATE ABOUT KIDS BEING POSITIVE AND SUCCESSFUL IN LIFE .IK RAN THE RECENT +IDS -ATTER AT OUR 4EACHERS -ATTER #ONFERENCE IN 2OTORUA

David Koutsoukis $AVID IS AN AWARD WINNING INTERNATIONAL SPEAKER AND AUTHOR WHO HELPS EDUCATORS BUILD POSITIVE AND PRODUCTIVE CLASSROOMS AND SCHOOLS (E IS THE AUTHOR OF THE Values Education Toolkit RESOURCES THE Behaviour Management Toolkit RESOURCES

THE Daily Dose of Fun SERIES AND THE Six Kinds of Best Values Education PROGRAMME WWW DKEDUCATION COM AU

Andrew Churches !NDREW IS A CLASSROOM TEACHER AND STAFF TRAINER AT AN INDEPENDENT SCHOOL ON !UCKLAND S .ORTH 3HORE AND A MODERATOR AND WORKSHOP LEADER FOR THE )NTERNATIONAL "ACCALAUREATE /RGANISATION (E DEVELOPED "LOOM S $IGITAL 4AXONOMY ,EARN MORE at HTTP EDORIGAMI WIKISPACES COM and HTTP EDORIGAMI EDUBLOGS ORG

Teachers Matter

Dr Art Costa

8

!RT IS CO DIRECTOR OF THE )NSTITUTE FOR )NTELLIGENT "EHAVIOUR AND THE CREATOR OF h(ABITS OF -INDv !CTIVELY CONCERNED THAT THERE MUST BE WORLDWIDE CHANGE IN EDUCATIONAL SYSTEMS IF THEY ARE TO MEET THE NEEDS OF A GLOBAL SOCIETY !RT COMPELS EDUCATORS TO CREATE CLASSROOMS T H A T A R E T H O U G H T F U L P L A C E S T O L E A R N WWW HABITS OF MIND NET

Glenn Capelli !N AUTHOR SONGWRITER RADIO AND TELEVISION PRESENTER AND CREATOR OF THE Dynamic Thinking course for Leadership 'LENN DELIVERS A MESSAGE OF CREATIVITY INNOVATION AND THINKING SMARTER (E TEACHES PEOPLE HOW TO BE A LEARNER AND THINKER IN TODAY S F A S T P A C E D A N D E V E R C H A N G I N G W O R L D THROUGH THE USE OF CREATIVE THINKING

H U M O U R E N T H U S I A S M A N D A T T I T U D E WWW GLENNCAPELLI COM

John Shackleton 7I T H A S P O R T P S Y C H O L O G Y A N D S P O R T S COACHING BACKGROUND *OHN NOW SHOWS INTERNATIONAL BUSINESS AUDIENCES TECHNIQUES THAT EXERCISE AND IMPROVE THE BIGGEST MOST POWERFUL MUSCLE IN THE BODY n THE BRAIN (IS CLIENTS INCLUDE #OCA #OLA !IR .EW :EALAND

)"- (EWLETT 0ACKARD 3ONY AND 2ENAULT WWW *OHN3HACK COM

Kevin Mayall +EVIN WORKS WITH INDIVIDUALS AND FAMILIES FROM AROUND THE WORLD !S WELL AS WORKING IN A PRIVATE PRACTICE +EVIN IS ALSO THE CREATOR and founder of www.kevinmayall.com WHICH PROVIDES ONLINE COACHING TOOLS FOR TEENS

FAMILIES AND INDIVIDUALS AROUND THE WORLD WWW KEVINMAYALL COM

Lynley Russek ,YNLEY IS THE #%/ OF 3TEPPING 3TONES %DUCATION AND 2ESOURCING SPECIALISING IN CREATING BRAIN FRIENDLY LEARNING RESOURCES FULL OF IDEAS STRATEGIES AND ACTIVITIES THAT WORK IN CLASSROOMS 3HE IS PASSIONATE A B O U T M A K I N G A P O S I T I V E D I F F E R E N C E IN THE LIVES OF TEACHERS AND CHILDREN AROUND THE WORLD ,YNLEY IS CURRENTLY PLAYING WORKING AND TEACHING IN 'HANA WWW STEPPING STONES CO NZ

Maggie Dent &ROM A BACKGROUND IN EDUCATION PALLIATIVE CARE RADIO THE FUNERAL INDUSTRY AND BEING A TRANSPERSONAL THERAPIST -AGGIE OWNS %STEEM 0LUS PROMOTING THE VALUE OF PERSONAL AND PROFESSIONAL RESILIENCE 3HE IS AN AUTHOR PUBLISHER AND PARENTING SPECIALIST WWW MAGGIEDENT COM

CONTRIBUTORS

Martin and Pat Buoncristiani

Rowena SzeszranMcEvoy

- A R T I N A N D 0 A T " U O N C R I S T I A N I A R E COMMITTED TO THE BELIEF THAT LEARNING HOW TO THINK SKILLFULLY IS THE FOUNDATION FOR EVERY SUCCESSFUL LEARNER 4HEY HAVE EXTENSIVE EXPERIENCE AT PRIMARY SECONDARY and tertiary levels and continue to work WITH EDUCATORS PARENTS AND SENIORS IN !USTRALIA AND THE 53! 4HEIR FOCUS IS ON THE DEVELOPMENT OF STRATEGIES THAT BUILD CREATIVE EFFECTIVE THINKING AND PROBLEM SOLVING IN THE CLASSROOM AND IN THE WORLD WWW 4HINKING!ND,EARNING)N#ONCERT ORG

2OWENA 3ZESZRAN -C%VOY HAS A YEAR CAREER IN THE lTNESS INDUSTRY AND IS NOW SERIOUS ABOUT THE BUSINESS OF EDUCATION 3HE IS THE DIRECTOR OF THE !USTRALIAN )NSTITUTE OF -ASSAGE AND THE .ATIONAL #OLLEGE OF "USINESS

AFTER HAVING SERVED AS THE HEAD LECTURER IN BOTH THE BUSINESS AND lTNESS COLLEGES

Dr Marvin Marshall -ARVIN IS AN INTERNATIONAL STAFF DEVELOPER AND THE AUTHOR OF THE BEST SELLING BOOK

Discipline Without Stress, Punishments or Rewards: How Teachers and Parents Promote Responsibility & Learning (IS APPROACHES DEMONSTRATE HOW USING INTERNAL MOTIVATION AND NON COERCION IS FAR MORE EFFECTIVE AND SIGNIlCANTLY LESS STRESSFUL THAN USING THREATS PUNISHMENTS REWARDS AND OTHER M A N I P U L A T I O N S A I M E D A T O B E D I E N C E WWW MARVINMARSHALL COM

Stuart Fleming 3TUART IS THE GUY WHO STOPS PARENTS AND TEENS FROM lGHTING ABOUT MONEY ! PROFESSIONAL SPEAKER AND WORKSHOP LEADER HIS SUPER POWER IS SEEING THE POTENTIAL IN PEOPLE AND SITUATIONS 3TUART IS LIVING PROOF THAT GOING STRAIGHT FROM SCHOOL TO TERTIARY STUDY ISN T THE ONLY WAY TO BECOME SUCCESSFUL WWW STUARTmEMINGBLOG COM

Therese Hoyle 4HERESE (OYLE IS AUTHOR OF 101 Playground Games AND RUNS 0OSITIVE 0LAYTIME AND WHOLE SCHOOL SOCIAL EMOTIONAL AND BEHAVIOURAL SKILLS PROGRAMMES NATIONALLY AND INTERNATIONALLY

Merle Braithwaite

Tony Ryan

-ERLE "RAITHWAITE A PUBLISHED WRITER

WORKS WITH %NGLISH AS A 3ECOND ,ANGUAGE LEARNERS AND SERVES AS AN EXAMINER OF 3PEECH EXAMS (E IS A MEMBER OF THE 3 P E E C H # OMMUNI CA T IO N !SSO CI AT I O N WWW SPEECHANDLEARNING CO NZ

4O N Y I S A T E A C H E R I N R E S I D E N C E A N D EDUCATIONAL CONSULTANT WHO REFUSES TO TAKE LIFE TOO SERIOUSLY 4HE FACILITATION OF QUALITY THINKING HAS ALWAYS FASCINATED HIM )F YOU D LIKE LOTS MORE IDEAS HEAD OFF TO WWW TONYRYAN COM Au OR TO THE LATEST VERSION OF 4HINKERS +EYS AVAILABLE ON AN )NDIVIDUAL AND 3ITE LICENCE 4RACK DOWN 4ONY AT TONY TONYRYAN COM AU

Ngahihi o te ra Bidois . G A H I I S F R O M 4E ! R A W A A N D I S A N international consultant and professional SPEAKER (E INVITES YOUR COMMENTS THROUGH HIS WEBSITE AT WWW NGAHIBIDOIS COM

Tricia Kenyon 4RICIA HAS BEEN INVOLVED IN THE FIELD OF ,ITERACY FOR YEARS lRSTLY AS A 2ESOURCE 4EACHER 2EADING THEN AS A 2ESOURCE 4EACHER ,ITERACY 3HE IS PASSIONATE ABOUT BOOKS AND READING AND FEELS PRIVILEGED TO BE IN A POSITION WHERE SHE CAN SHARE THAT PASSION WITH STUDENTS THEIR PARENTS AND FELLOW TEACHERS

Wendy Sweet 7ENDY IS A KEY lGURE IN THE .EW :EALAND FITNESS INDUSTRY AND LECTURES AT BOTH !54 5NIVERSITY AND THE 3CHOOL OF %DUCATION AT THE 5NIVERSITY OF 7AIKATO (ER PROFESSIONAL DEVELOPMENT SESSIONS FOR TEACHERS ARE A BIG HIT AS THEY FOCUS ON BRINGING SENSE AND PRACTICALITY TO THE hWORK LIFE BALANCEv ISSUE 7ENDY IS A REGULAR CONTRIBUTOR TO Fitness Life MAGAZINE AND A LECTURER 7ENDY MENTORS A NUMBER OF PERSONAL TRAINERS THROUGHOUT !USTRALASIA WSWEET XTRA CO NZ

Trevor Bond 4REVOR IS AN EXPERIENCED TEACHER AND PRINCIPAL AND IS CURRENTLY WORKING WITH SCHOOLS THROUGHOUT .EW:EALAND IN A CONSULTANCY ROLE PROVIDING PROFESSIONAL DEVELOPMENT IN INQUIRY LEARNING THINKING AND CURRICULUM IMPLEMENTATION HTTP ICTNZ COM

9

DR ART COSTA

Minding Your Language

9

OU CAN INTERPRET LANGUAGE IN TERMS OF ITS DENOTATIVE MEANING AND ITS CONNOTATIVE MEANINGS $ENOTATIVE MEANING REFERS TO EXPLICIT WORD DElNITIONS

SYNTAX SEMANTICS GRAMMAR VERB FORMS

AND MODIFIERS #ONNOTATIVE MEANING REFERS TO THE SUBTLE NUANCES INFERENCES

PRESUPPOSITIONS FEELINGS AND IMAGES THAT WORDS CONVEY 4HINK OF hMY MOTHER v 4HE denotative MEANING IS OF A FEMALE PARENT 7E MIGHT ALSO USE hMOTHERv AS A METAPHOR h4HE MOTHER OF ALL TIDAL WAVES 4SUNAMIS v WHICH connotes A GIGANTIC AND ALL POWERFUL SURGE 4HUS OUR LANGUAGE CONTAINS BOTH EXPLICIT AND IMPLICIT MEANINGS !S TEACHERS AND PARENTS WE NEED TO BE AWARE THAT WHILE WE MAY BE HEARING OURSELVES USE WHAT WE THINK IS EXPLICIT LANGUAGE OUR CHILDREN MIGHT INTERPRET IT IMPLICITLY )N OUR CLASSROOM INTERACTIONS WE NEED TO PAY ATTENTION TO THE hHIDDEN MESSAGESv WE EMINATE 0 R E S U P P O S T I O N S A R E E X A M P L E S !

PRESUPPOSITION IS A HIDDEN COVERT OR I M P L I C I T M E A N I N G B U R I E D W I T H I N T H E

THE SURFACE STRUCTURE OF THE SENTENCE 4HE SENTENCE DOES NOT SAY h%VEN 2ICHARD who is not too bright a student COULD PASS THAT CLASS which is not too difficult!” !S 3 ( %LGIN EXPLAINS IN The Gentle Art of Verbal Self-Defense, THE IMPLICIT MEANING OR PRESUPPOSITION HOWEVER IS BLATANT 4EACHERS NEVER PURPOSELY SET OUT TO DEPRECATE A STUDENT S SELF ESTEEM .EGATIVE LIMITING PRESUPPOSITIONS HOWEVER MAY CREEP INTO THE LANGUAGE OF CLASSROOM INTERACTION 7E MAY BE WELL INTENTIONED BUT IN OUR hRIGHT ANSWER ORIENTATIONv WE MAY UNKNOWINGLY SIGNAL STUDENT FALIURE h2OSEMARIE ALMOST HAS THE RIGHT ANSWER

WHO CAN HELP 2OSEMARIE WITH A BETTER ANSWER v -EANING OF COURSE THAT YOU RE WRONG AGAIN 2OSEMARIE %XAMINE THE FOLLOWING STATEMENTS (OW DO THEY MAKE YOU FEEL 7HAT HIDDEN MEANING DO THEY CONNOTE 7HAT EFFECTS MIGHT THEY HAVE ON YOUR MOTIVATION

Teachers Matter

“ Teachers never purposely set out to deprecate a student’s self-esteem. Negative, limiting presuppositions, however, may creep into the language of classroom interaction.”

10

S T A T E M E N T S S T R U C T U R E O R S E Q U E N C E O F LANGUAGE &OR EXAMPLE A TEACHER MIGHT SAY h%VEN 2ICHARD COULD GET A PASSING MARK IN THAT CLASS v 3EVERAL MEANINGS ARE HIDDEN WITHIN THE SUBSTRUCTURE OF THIS SENTENCE 4HAT 2ICHARD IS NOT TOO BRIGHT A STUDENT AND FURTHER THAT THE CLASS MUST BE A CINCH .EITHER OF THESE PIECES OF INFORMATION IS EXPLICITLY PRESENT IN

s h 7 H Y D I D Y O U F O R G E T T O D O Y O U R ASSIGNMENT v s h)F YOU HAD ONLY LISTENED v s h7HY DON T YOU LIKE TO PAINT v

IOFOTO/123RF.COM

You don’t mean to, but sometimes you’re saying the wrong thing.

s h(ERE ) LL GIVE YOU AN EASIER PUZZLE THEN YOU LL BE SUCCESSFUL v /VER TIME THESE KINDS OF MESSAGES SEEP INTO CHILDREN S AWARENESS 5SUALLY THEY ARE UNAWARE THAT SUCH VERBAL VIOLENCE IS BEING USED AGAINST THEM BUT THEY FEEL HURT OR INSULTED IN RESPONSE TO LANGUAGE THAT MAY SOUND ON THE SURFACE LIKE A COMPLIMENT (EARING WORDS LIKE THESE FROM PARENTS PEERS AND WELL INTENTIONED BUT UNAWARE TEACHERS

STUDENTS DEVELOP NEGATIVE SELF ESTEEM AND THEREFORE LOSE THEIR NATURAL ZEST FOR LEARNING )NTERESTINGLY PEOPLE BEHAVE IN RESPONSE TO OTHERS PERCEPTIONS OF THEM 4HEY BEHAVE AS IF THEY ARE EXPECTED TO BEHAVE THAT WAY .EGATIVE BEHAVIOR FOLLOWS !LONE IN YOUR CLASSROOM ONLY YOU ARE IN CHARGE OF YOUR LANGUAGE /NLY YOU CAN LISTEN TO YOURSELF ONLY YOU CAN MAKE A CONSCIOUS DECISION ABOUT WHICH WORDS YOU CHOOSE TO USE ONLY YOU CAN DELIBERATELY MONITOR YOUR OWN WORDS -INDFUL TEACHERS

THEREFORE PURPOSELY CHOOSE TO OFFER POSITIVE PRESUPPOSITIONS BECAUSE THEY KNOW SUCH WORDS CAN EMPOWER STUDENT ENABLE A POSITIVE SELF CONCEPT AND BUILD A HEALTHY SELF ESTEEM &OR EXAMPLE AS YOU READ THE FOLLLOWING STATEMENTS HOW DO THEY MAKE YOU FEEL 7HAT HIDDEN MEANINGS DO THEY CONNOTE 7HAT EFFECTS MIGHT THEY HAVE ON YOUR MOTIVATION s h!S YOU PLAN FOR YOUR ASSIGNMENT WHAT MATERIALS WILL YOU NEED v s h7E NEED YOU TO PAINT A PICTURE TO ADD TO OUR ARTIST S GALLERY v

s h$ID YOU FORGET AGAIN v

s h4ELL US WHAT STRATEGIES YOU USE TO HELP YOU REMEMBER v

s h7HEN WILL YOU GROW UP v

s h!S WE GROW OLDER WE LEARN HOW TO SOLVE

DR ART COSTA

“ Mindful teachers, therefore purposely choose to offer positive presuppositions because they know such words can empower student, can enable a positive self-concept and can build a healthy self-esteem.”

THESE PROBLEMS FROM SUCH EXPERIENCES v s h!S THE PUZZLES GET MORE DIFFICULT HOW M I G H T Y O U U S E P L A N N I N G L I K E T H I S AGAIN v s h7HAT GOALS DO YOU HAVE IN MIND FOR YOUR PROJECT v s h7HAT SIGNFICANT LEARNINGS MIGHT YOU CARRY FORWARD TO FUTURE PROJECTS v s h!S YOU EVALUATE YOUR ALTERNATIVES WHICH SEEM MOST PROMISING

4EACHERS CAN PURPOSELY SELECT POSITIVE LANGUAGE TO CONVEY A POSITIVE SELF CONCEPT AS A THINKER h!S YOU PLAN YOUR PROJECT

WHAT CRITERIA FOR YOUR RESEARCH REPORT WILL YOU KEEP IN MIND v .OTICE THE POSITIVE PRESUPPOSITIONS THAT YOU ARE PLANNING THAT YOU KNOW THE CRITERIA FOR THE RESEARCH REPORT

THAT YOU CAN KEEP THEM IN YOUR MIND AND THAT YOU CAN APPLY THEM AS YOU WORK $OES SUCH CONSCIOUSNESS OF OUR LANGUAGE DEVELOP IMMEDIATELY .O IT TAKES PRACTICE

FORETHOUGHT AND SELF MONITORING 9OU MIGHT WISH TO HAVE A PEER LISTEN TO YOU AND COLLECT DATA 9OU MIGHT VIDEOTAPE YOURSELF AS YOU INTEREACT WITH YOUR STUDENTS 9OU MIGHT WISH TO EXPLAIN THE MEANING OF PRESUPPOSTIONS TO YOUR STUDENTS AND INVITE THEM TO MONITOR THEIR OWN AND WELL AS YOURS AND SHARE FEEDBACK TO ELIMINATE THE NEGATIVE AND ACCENTUATE THE POSITIVE PRESUPPORTIONS "Y DOING THIS WE CAN MORE POSITIVELY INmUENCE OTHERS THOUGHTS AND FEELINGS

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ÀÌ ÕÀÊ ÃÌ>Ê> `Ê i >Ê > V À } }ÊÌ }iÌ iÀÊV Vi«ÌÃÊvÀ Ê> Êv ÕÀÊ L ÃÊ ÊÌ iÊ >L ÌÃÊ vÊ `ÊÃiÀ iÃ]ÊÌ ÃÊ Û Õ iÊ«ÀiÃi ÌÃÊ>ÊV «i }ÊV>ÃiÊv ÀÊ Ü ÞÊ Ì½ÃÊ ÀiÊÀi iÛ> ÌÊÌ > ÊiÛiÀÊÌ Ê> } Ê Ì iÊ Ãà ÃÊ vÊÃV ÃÊ> `ÊV >ÃÃÀ ÃÊ Ì ÊÌi>V }ÊÃÌÕ`i ÌÃÊ ÜÊÌ ÊÌ Ê> `Ê Li >ÛiÊ Ìi }i Ì ÞÊÜ i ÊÌ iÞÊi V Õ ÌiÀÊ «À L i ÃÊ> `ÊV > i }iÃÊ Ê i>À }Ê > `Ê Ê vi°Ê À>Ü }Ê ÊÌ i ÀÊÀiÃi>ÀV Ê> `ÊiÝ«iÀ i ViÊ Ê>«« Þ }Ê Ì iÊ >L ÌÃÊ vÊ `Ê Ê> Ê `ÃÊ vÊÃV Ã]ÊÌ iÊ>ÕÌ ÀÃÊ}Õ `iÊÞ ÕÊ Ì À Õ} Ê > }Ê Ìi }i ÌÊLi >Û ÕÀÊ>Ê«À>VÌ V> Ê ÕÌV i°Ê ÃÌ>Ê > `Ê > V Ê«ÀiÃi ÌÊ>ÊV «i }ÊÀ>Ì > iÊv ÀÊÕà }ÊÌ iÊ >L ÌÃÊ>ÃÊ>Ê v Õ `>Ì Êv ÀÊ i>À }Ê> `Ê i>` }°

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11

MAGGIE DENT

Encouraging Character in our Schools Model the behaviour you want and your students will surprise you

)

T SEEMS THAT IN THIS CHAOTIC WORLD WE HAVE LOST SIGHT OF WHAT IS IMPORTANT 7E FOCUS SO MUCH ON PHYSICAL MUSICAL

ARTISTIC AND MENTAL ABILITIES THAT WE SELDOM RECOGNISE OR CELEBRATE CHILDREN S HUMANITY AND CHARACTER 3OMEONE WITH A DEPTH OF CHARACTER ACTS WITH HONOUR RESPECT CONCERN

UNCONDITIONAL REGARD AND THE COURAGE TO HOLD GROUND WHEN CONFRONTED WITH CHOICES THAT COMPROMISE BEING TRUE TO SELF )NDIGENOUS TRIBES HISTORICALLY FOCUSED ON DEVELOPING THEIR CHILDREN S CHARACTER AS WELL AS THEIR PHYSICAL GROWTH %VERYONE IN THE TRIBE SHARED RESPONSIBILITY FOR A CHILD S DEVELOPMENT AND TAUGHT THE GIFTS OF THE SPIRIT AND THE HEART 7E LOOSELY TERM THESE GIFTS VALUES VIRTUES SOCIAL MANNERS AND ETIQUETTE 7ITHOUT THESE TEMPLATES

YOUNG PEOPLE ARE OFTEN UNAWARE OF HOW TO BEHAVE AND WHAT TO VALUE THEY LIVE A LIFE THAT IS CODE LESS /UR CLASSROOMS ARE THE MODERN INTERPRETATION OF A TRIBE AND BECAUSE STUDENTS ACTUALLY SPEND MORE TIME IN CLOSE PROXIMITY TO THEIR TEACHERS THAN THEIR PARENTS WE MUST ENSURE WE OFFER OPPORTUNITIES TO ENCOURAGE CHARACTER

Teachers Matter

5 N DERS T A NDI NG VA L U E S AN D VI R T U E S I S ESSENTIAL FOR CHILDREN TO BUILD CHARACTER /THERWISE CHILDREN WILL ALWAYS STRUGGLE WITH KNOWING HOW TO BEHAVE POSITIVELY IN ANY GIVEN SITUATION -ODELLING IS HOW CHILDREN AND ADOLESCENTS LEARN OVER PERCENT OF THEIR SOCIAL SKILLS

12

How do we best teach manners to our children? %VERY TEACHER HAS A RESPONSIBILITY TO EXPLORE ETIQUETTE IN THEIR CLASSROOM AND REMEMBER THAT SOME STUDENTS WILL lND THESE HARD TO DO AUTOMATICALLY /NCE THE PATTERNS BECOME ENCODED INTO THEIR NEURONAL PATHWAYS OFTEN WELL INTO THE YEAR THE SOCIAL ENVIRONMENT WILL CONTINUOUSLY REINFORCE POSITIVE INTERACTIONS #HILDREN THEN CARRY THESE CHARACTER SHAPING BEHAVIOURS OUT OF THE CLASSROOM

7HEN WE HELP CHILDREN DEVELOP POSITIVE V A L U E S W E H E L P T H E M E X P A N D T H E I R UNDERSTANDING OF THEMSELVES AND OTHERS )T IS ESSENTIAL THAT WE RAISE CHILDREN S AWARENESS THAT HUMANS DO LIVE IN SOCIAL GROUPS 7E CAN DO THIS BY NURTURING THEIR UNDERSTANDING OF FAMILY THE CLASSROOM

SCHOOL AND COMMUNITY ) REMEMBER MAKING SANDWICHES WITH MY COMMUNITY MINDED PARENTS WHEN THERE WAS A BUSH FIRE AND HELPING HARVEST A CROP BECAUSE A FARMER WAS SICK 3UCH EARLY EXPOSURE SHAPES A CHILD S SOCIAL CONSCIENCE FOR LIFE )S YOUR SCHOOL OFFERING THESE OPPORTUNITIES RIGHT THROUGH THE YEAR LEVELS

INFORMATION BECOMES STRONG AND LONG TERM WHEN THERE IS STRONG EMOTION THAT CREATES A CONDITIONED RESPONSE ) ALSO LIKE *ENNY -OSLEY S 3IX 'OLDEN RULES FOR + $AVID +OUTSOUKIS S 3IX +INDS OF "EST FOR + AND THE INTERNATIONAL 6IRTUES 0ROJECT AS RESOURCES FOR BUILDING VALUES IN OUR CLASSROOMS -Y COLLEAGUES ONCE WARNED ME ABOUT A TOUGH AND TROUBLED STUDENT /N THE SECOND DAY IN MY CLASS ) ASKED HIM TO TAKE THE CLASS EXCURSION MONEY TO THE OFlCE (E PAUSED BEFORE HE LEFT THE ROOM AS NO ONE HAD EVER ASKED HIM TO DO ANYTHING LIKE THAT 7HEN HE RETURNED HE SHUFmED UP TO ME AND ASKED WHY ) ASKED HIM ) REPLIED h9OU LOOKED LIKE

“ Our classrooms are the modern interpretation of a tribe, and because students actually spend more time in close proximity to their teachers than their parents, we must ensure we offer opportunities to encourage character.”

Schools are pursuing excellent values programs today.

(OWEVER MY CONCERN IS THAT VALUES DO NOT BECOME PART OF AN INDIVIDUAL S EMOTIONAL WORLD UNTIL THEY ARE EMBODIED ! STUDENT MUST HAVE A DEEP EMOTIONAL INVOLVEMENT FOR THE EXPERIENCE TO BECOME EMBEDDED INTO THE MEMORY PATHWAYS OF IMPLICIT MEMORY 4HOSE OF YOU LUCKY ENOUGH TO ATTEND -ARCIA 4ATE S h3HOUTING $OESN T 'ROW $ENDRITE Sv SESSION AT EITHER THE 3YDNEY OR 2OTORUA 4EACHERS -ATTER CONFERENCE OR WHO HAVE READ THE BOOK BY THE SAME NAME WILL KNOW THAT

SOMEONE ) COULD TRUST v (E LOOKED STRANGELY FOR A MOMENT THEN HE SAID h4RUST IS THAT WHAT TRUST FEELS LIKE .O ONE HAS EVER TRUSTED ME BEFORE v (IS FACE SHONE WITH DELIGHT AND HE EMBODIED THE VIRTUE OF TRUST Children can learn and practise the gift of concern for others in a number of ways: s (ELP YOUNGER OR NEW STUDENTS TO FEEL SAFE AND WELCOMED s 6OLUNTEER FOR SCHOOL PLAYS FETES AND FUND RAISING EVENTS s "ECOME INVOLVED IN SERVICE OPPORTUNITIES OUTSIDE SCHOOL s #HOOSE TO BE FRIENDLY AND WELCOMING

PHOTO: LISA YOUNG

MAGGIE DENT

s 3MILE OFTEN s %NCOURAGE RATHER THAN CRITICISE s !CKNOWLEDGE BIRTHDAYS OF FELLOW STUDENTS TEACHERS s (AVE CELEBRATION RITUALS IN CLASSROOMS s -ODEL THE VALUES AND SOCIAL CONSCIENCE OF SOMEONE YOU WOULD WANT YOUR STUDENTS TO BECOME s 3UPPORT STUDENTS WHO OVERCOME ADVERSITY OR CHALLENGE IN THEIR LIFE s 'IVE WITHOUT EXPECTING ANYTHING IN RETURN s $EMONSTRATE A GRATITUDE CULTURE IN YOUR class

ONES WITH DEEP MESSAGES THAT DEVELOP CHARACTER s 2EAD POETRY PICTURE BOOKS FAIRY TALES

FABLES AND QUALITY LITERATURE AND EXPLORE WITH STUDENTS s %NCOURAGE READING NON FICTION TEXTS

BIOGRAPHIES AND AUTOBIOGRAPHIES s 0RACTISE AND TEACH STORY TELLING IN YOUR CLASSROOM -AY WE ALL HOLD A VISION THAT EVERY CHILD HAS A POTENTIAL FOR CHARACTER AND HUMANITY THAT WILL IMPROVE OUR WORLD ,ET US LIVE WITH THE PERCEPTION THAT WITHIN EVERY CHILD IS A CALLING TO GREATNESS NO MATTER HOW BIG OR SMALL

“ Every teacher has a responsibility to explore etiquette in their classroom, and remember that some students will find these hard to do automatically.”

s 3HARE POSITIVE lLMS INCLUDING ANIMATED

13 13 1

DR MARVIN MARSHALL

How To Be Consistent What you think is fair might not be.

T

EACHERS STUDENTS AND PARENTS ARE CONCERNED ABOUT BEING CONSISTENT 9E T A L T H O U G H C O N S I S T E N C Y I S I M P O R T A N T I M P O S I N G T H E S A M E CONSEQUENCE ON ALL STUDENTS IS THE LEAST FAIR APPROACH &OR EXAMPLE ASSUME FOR A MOMENT THAT THERE IS NO PUBLIC HEALTH PLAN AND A PERSON NEEDS AN APPENDECTOMY 4HE OPERATION COSTS SO MANY DOLLARS AND IS EASY FOR THE WEALTHY TO AFFORD /NE PERSON HAS AN EXCELLENT HEALTH POLICY THAT WOULD PAY FOR THE OPERATION )N CONTRAST

PERSON " ALSO NEEDS THE SAME TYPE OF OPERATION HAS NO HEALTH INSURANCE AND IS UNEMPLOYED )S IT FAIR TO CHARGE BOTH THE SAME FOR THE OPERATION

4 H E P R O C E S S I S Q U I T E S I M P L E ) N F O R M THE STUDENT THAT THE BEHAVIOR IS ON AN UNACCEPTABLE LEVEL AND SAY hWhat do you suggest we do about it? 4HEN BE READY TO FOLLOW UP WITH “What else?” “What else?”

“What else?” UNTIL THE YOUNGSTER COMES UP WITH A PROCEDURE OR CONSEQUENCE THAT YOU BOTH AGREE WILL HELP THE YOUNGSTER NOT REPEAT THE INAPPROPRIATE BEHAVIOR !NOTHER BASIC PRINCIPLE IS ALSO AT WORK HERE People do not argue with their own decisions. )F PARENTS INSIST ON KNOWING CONSEQUENCES AHEAD OF TIME USE THE SAME APPROACH 3IMPLY ASK THE PARENTS IF THEY WOULD RATHER HAVE THEIR CHILD TREATED INDIVIDUALLY

ACCORDING TO WHAT WILL HELP THEIR CHILD IN THE FUTURE OR WOULD THEY RATHER HAVE THEIR CHILD TREATED AS A PART OF A LARGER GROUP WHERE USUALLY EVERYONE WILL HAVE THE SAME IMPOSED PUNISHMENT -ANY PARENTS DO NOT REALISE THAT IMPOSING PUNISHMENTS IS BASED ON THE ANTIQUATED IDEA THAT A PERSON HAS TO BE HURT TO LEARN TO CHANGE )T S THE RESPONSIBILITY OF THE TEACHER THE professional

TO TEACH PARENTS IN SUCH CASES 4HIS IS EASY TO DO !S NOTED ABOVE SIMPLY ASK THE PARENTS THE SAME QUESTION YOU ASKED THE STUDENTS ,EARN MORE ABOUT THIS APPROACH AT WWW -ARVIN-ARSHALL COM

4HE QUESTION IS AN UNFAIR ONE BECAUSE OF SO MANY CONSIDERATIONS BUT OUR IMMEDIATE REACTION IS THAT CHARGING THE SAME WHEN THE CIRCUMSTANCES ARE SO DIFFERENT WOULD BE UNFAIR 4HE EXAMPLE SERVES A PURPOSE FOR REFLECTING ON HOW WE TREAT YOUNG PEOPLE IN SCHOOL AND IN THE HOME 7HEN WE ARE CONSISTENT IN IMPOSING THE SAME CONSEQUENCE ON EVERY STUDENT ARE WE BEING FAIR OR UNFAIR

! MORE EFFECTIVE AND FAIRER APPROACH IS to elicit a consequence or a procedure THAT will help students redirect impulses so THEY BECOME MORE RESPONSIBLE 9OU CAN ACCOMPLISH THIS EASILY BY ASKING STUDENTS IF THEY WOULD RATHER YOU TREAT THEM AS individuals or as a group 4HEY WILL PREFER THAT YOU TREAT THEM AS INDIVIDUALS AND THAT THEY TAKE OWNERSHIP OF THE DECISION THAT WILL HELP RATHER THAN HURT THEM 4HIS APPROACH SATISlES A TEACHER S DESIRE FOR CONSISTENCY AND IS IN EACH PERSON S BEST INTERESTS )N SHORT consistency in process (procedure) is fairer than consistency in outcomE

PHOTO: CATHY YEULET

7HEN A CONSEQUENCE IS imposed BE IT CALLED logical or natural P E O P L E A R E D E P R I V E D O F O W N E R S H I P IN THE DECISION !ND OWNERSHIP IS A REQUIREMENT FOR responsibility

15

LYNLEY RUSSEK

Strategise: How Can You Introduce New Thinking and Learning Tools?

Students become experts on the thinking processes you share with them.

!

T THE END OF A WHOLE SCHOOL CREATIVE THINKING SESSION A TEACHER ASKED SOME OF THESE QUESTIONS

7HICH IS QUICKER YELLOW OR BLACK 7HICH IS LOUDER A SMILE OR A FROWN )S THREE FUNNIER THAN FOUR )S MUD SNEAKIER THAN MIDNIGHT 7HICH IS CRISPER WINTER OR CELERY 7HAT ANIMAL IS LIKE A RUBBER BAND 7HY (OW IS MEMORY SPRINGLIKE 4HEN HE RACED BACK TO HIS CLASSROOM AND BROUGHT OVER A COUPLE OF TATTERED BOOKLETS called Making It Strange n A New Design in Creative Thinking and Writing 4HEY ARE CHOCKA FULL OF AWESOME STRETCH QUESTIONS AND CREATIVE WRITING EXERCISES 4HEY ARE ALSO A POTENT REMINDER OF GREAT CREATIVE TEACHERS AND CLASSROOMS OF YEARS GONE BY 7HY "ECAUSE THE BOOKS WERE PUBLISHED IN 4EACHERS TODAY ARE STILL ENABLING CHILDREN WITH SKILLS AND STRATEGIES IN CRITICAL THINKING

CREATIVE THINKING AND CARING THINKING 4HESE TAKE MANY FORMS AND OFTEN INVOLVE THE POPULAR ADAPTED Bloom’s Taxonomy, Multiple intelligences, Tony Ryan’s Thinkers

Keys, Art Costa’s Habits of Mind, and De bono’s Six Thinking Hats. ! FRIEND OF MINE RECENTLY TALKED ABOUT THE PINK THINKING HAT BEING INVENTED &OR WHAT ) INVITE YOU TO ANSWER YOUR OWN QUESTION THUS ) WILL NOT LIMIT YOUR THINKING #HILDREN BECOME EXPERTS ON THE THINKING PROCESSES THEY CHOOSE AND EMPLOY !N EXAMPLE COULD BE THAT AS CHILDREN WORK ON DIFFERENT GROUP PROJECTS THEY WILL KNOW THEY ARE USING THE RED GREEN AND YELLOW OF DE "ONO S THINKING HATS USING THE MULTIPLE INTELLIGENCES OF BODILY KINESTHETIC MUSIC AND WORD SMART WHILE SPECIlCALLY FOCUSING ON 2EMEMBERING 5NDERSTANDING %VALUATING AND #REATING FOUR OF "LOOM S 4AXONOMY 4HEY COULD BE WORKING ON IMPROVING THEIR PERSISTENCE AND ACCURACY Art Costa’s Habits of Mind AS WELL AS USING 4ONY 2YAN S h#OMBINATIONv AND h7HAT IFv 4HINKERS +EYS 4HEY COULD BE USING A RANGE OF WAYS TO VISUALLY ORGANIZE LEARNING SUCH AS GRAPHIC ORGANIZERS AS WELL AS ASKING DIVERGENT QUESTIONS AND CHILDREN COULD BE INVENTING THEIR OWN WAYS TO SHOW LEARNING THAT WE HAVE NEVER SEEN

)N THE FOLLOWING EXAMPLES FROM SNIPPETS OF ,INDA ' "ARTON S hQuick Flip Questions for Critical Thinking,v BASED ON Bloom’s Ta x o n o m y A S K Y O U R S E L F W H I C H A R E A S YOU HAVE BEEN INVOLVED IN DURING THE LAST WEEK 4HINK ABOUT HOW YOU COULD EASILY INTEGRATE OTHER SPECIlC THINKING AND LEARNING TOOLS SUCH AS Habits of Mind AND Tony Ryan’s Thinkers Keys OR OTHER TOOLS AND STRATEGIES 7HICH OF THESE ACTIVITIES IN THE TAXONOMY IS LINED WITH A PARTICULAR MULTIPLE INTELLIGENCE 1.Remembering: %XHIBITING PRIOR LEARNED MATERIAL BY RECALLING TERMS FACTS BASIC CONCEPTS MEMORISATION Key words n 7HO WHAT WHY WHEN WHERE

WHICH CHOOSE DElNE LABEL SHOW LIST NAME 7HAT ISx (OW ISx 7HEN DIDx #AN YOU RECALLx 7HERE ISx 7HICH ONEx 7HY DIDx (OW WOULD YOU DESCRIBEx (OW WOULD YOU SHOWx 2ELATES TO 4ONY 2YAN S ALPHABET KEY $E "ONO S WHITE HAT 2.Understanding 3HOWING UNDERSTANDING O F I D E A S A N D F A C T S B Y S U M M A R I S I N G

TRANSLATING INTERPRETING DESCRIBING STATING MAIN IDEAS Key words n #LASSIFY DEMONSTRATE CONTRAST

COMPARE RELATE ILLUSTRATE EXPLAIN (OW WOULD YOU COMPAREx xCONTRAST (OW WOULD YOU SUMMARISEx 7HAT IS THE MAIN IDEA OFx 7HICH STATEMENTS support?

PHOTO: MARZANNA SYNCERZ

0OSSIBLE LANGUAGE ACTIVITIES 2ETELL PART OF THE STORY IN YOUR OWN WORDS EXPLAIN IN WHICH WAYS YOU ARE SIMILAR AND DIFFERENT TO THE MAIN CHARACTER 2ELATES TO 4ONY 2YAN S QUESTION KEY

16

LYNLEY RUSSEK

3.Applying 3OLVING PROBLEMS BY APPLYING ACQUIRED KNOWLEDGE FACTS TECHNIQUES RULES IN A DIFFERENT WAY Key words n APPLY BUILD CONSTRUCT

INTERVIEW DEVELOP ORGANISE SOLVE IDENTIFY

EXPERIMENT WITH UTILIZE 7HAT APPROACH WOULD YOU USE TOx (OW WOULD YOU SHOW YOUR UNDERSTANDING OFx (OW WOULD YOU APPLY WHAT YOU LEARNED TO DEVELOPx (OW WOULD YOU USEx 0OSSIBLE LANGUAGE ACTIVITIES #REATE A STORYBOARD OR CARTOON SEQUENCE FOR PART OF THE STORY lND APPROPRIATE MOOD MUSIC TO COMPLEMENT VARIOUS PARTS OF THE STORY 2ELATES TO 4ONY 2YAN S CONSTRUCTION KEY 4. Analysing EXAMINING AND BREAKING INFORMATION INTO CHUNKS BY IDENTIFYING MOTIVES OR CAUSES MAKING INFERENCES AND lNDING EVIDENCE TO SUPPORT GENERALISATIONS Key words n ANALYSE DISCOVER SURVEY

TEST FOR MOTIVE DISSECT INSPECT CONCLUDE

EXAMINE 7HAT MOTIVE IS THEREx 7HAT CONCLUSIONS C A N Y O U D R A W x ( O W W O U L D Y O U CATEGORISEx 7HAT IDEAS JUSTIFYx 7HAT IS THE RELATIONSHIP BETWEENx 0OSSIBLE LANGUAGES ACTIVITIES 'ROUP SOME NATURAL OBJECTS MENTIONED IN THE STORY UNDER CATEGORY HEADINGS 7HICH CHARACTER IS MOST LIKE YOU 'IVE MANY ILLUSTRATIONS $RAW A TREE DIAGRAM TO SHOW RELATIONSHIPS BETWEEN CHARACTERS IN THE STORY 2ELATES TO $E BONO S YELLOW AND BLACK HATS

RED HAT

5.Evaluating 0RESENTING AND DEFENDING OPINIONS BY MAKING JUDGEMENTS ABOUT INFORMATION VALIDITY OF IDEAS OR QUALITY OF WORK BASED ON SET CRITERIA Key words n CONCLUDE EVALUATE JUSTIFY

PRIORITISE PROVE DISPROVE VALUE ESTIMATE

rate (OW WOULD YOU RATE THEx (OW WOULD YOU JUSTIFYx 7HAT WOULD YOU RECOMMENDx ( O W W O U L D Y O U E V A L U A T E x 7 H A T JUDGEMENTS WOULD YOU MAKE ABOUTx 0OSSIBLE LANGUAGE ACTIVITIES $O A YELLOW RED AND BLACK HAT EVALUATION OF THE STORY $ECIDE ON THE MOST DRAMATIC PART OF THE STORY AND ACT IT OUT )F YOU WERE ASKED TO REDESIGN THE COVER WHAT WOULD YOU INCLUDE AND WHY 6. Creating COMPILING INFORMATION IN A DIFFERENT WAY BY COMBINING ELEMENTS IN A NEW PATTERN THAT PROPOSES ALTERNATIVE SOLUTIONS Key words n BUILD CHOOSE COMBINE

COMPILE ELABORATE TEST CHANGE FORMULATE

CREATE DESIGN MODIFY IMAGINE INVENT

MAKE UP SUPPOSE IMPROVE THEORISE

ORIGINATE PREDICT (OW WOULD YOU IMPROVEx 7HAT WOULD HAPPEN IFx 7HAT CHANGES WOULD YOU MAKE TO SOLVEx #AN YOU INVENTx 7HAT COULD YOU CREATE THATx 3UPPOSE YOU COULD????

WHAT WOULD YOU DO #AN YOU CONSTRUCT A MODEL THAT WOULD CHANGEx

“ Think about how you could easily integrate other specific thinking and learning tools, such as Habits of M i n d , a n d To n y R y a n ’s T h i n k e r s Keys, or other tools and strategies.”

,AST BUT ,AST BUT NOT NOT LEAST

LEAST SOME SOME MORE MORE JUICY JUICY STRETCH STRETCH EXERCISES FROM THE Making It Strange Book: 7HEN WOULD THE SEA LOOK LIKE CHOCOLATE PUDDING 7HEN IS A KEY LIKE A MOUSE 7HAT DO WORDS DO WHEN THEY ARE NOT BEING read? )F WE BELIEVE THAT THINKING FEELING AND LEARNING ARE INTERRELATED AND IMPORTANT WE MUST DRAW FROM THE WELL OF CARING CREATIVE AND CRITICAL THINKING TOOLS AND STRATEGIES

0OSSIBLE LANGUAGE ACTIVITIES 5SE 3#!-0%2 TO CREATE A VERY DIFFERENT VERSION OF THE STORY $ESIGN A BOARD GAME BASED ON THE STORY #REATE A DANCE AND MIME BASED AROUND A SIGNIFICANT EVENT IN THE STORY 7ITH A FRIEND DESIGN SOME QUIZ CARDS BASED ON THE STORY 2ELATES TO $E BONO S GREEN AND BLUE HATS

4ONY 2YAN S WHAT IF KEY COMBINATION AND PICTURE KEYS

17

KRISTEN DE DEYN KIRK

Linking the Pieces in New Zealand and Australia Sharing their wisdom and enthusiasm, expert educators at the Teachers Matter Conferences inspired hundreds of teachers to review and revitalise their lives.

OR THE FOURTH YEAR IN .EW :EALAND AND THE lRST IN !USTRALIA WORLD CLASS SPEAKERS EDUCATED AND MOTIVATED D E L E G A T E S A T T W O 4E A C H E R S - A T T E R #ONFERENCES AS THE NEW SCHOOL YEAR WAS ABOUT TO BEGIN

&

h3OMETIMES YOU HAVE TO LOOK AT ALL THE PIECES IN YOUR LIFE TAKE STOCK AND DECIDE WHAT TO KEEP CHANGE THROW OUT AND ADD v SAID +AREN h%ACH SPEAKER AT THE CONFERENCE WAS ABLE TO LINK NEW PIECES AND REMIND TEACHERS OF OLD ONES THAT THEY COULD REUSE v

!ND WHAT INSPIRATION THERE WAS

-ARCIA 4ATE HAD TEACHERS LEARNING BRAIN FACTS WITH MOVEMENT AND ENERGY THE NUMBER LINE SHUFmE AND WAYS TO ENGAGE THE BRAIN FOR A BRAIN COMPATIBLE CLASSROOM )N !USTRALIA -AGGIE $ENT 4ONY 2YAN AND *ANA 3TANlELD ADDED THEIR PIECES WITH ADVICE ON BUILDING RELIANCE AND THINKING SKILLS IN KIDS +AREN "OYES SUPPLIED MORE VALUABLE PIECES WITH PRACTICAL WAYS TO MAKE THE (ABITS OF -IND COME TO LIFE IN THE CLASSROOM )N .EW :EALAND *OHN 3HACKLETON AND 7

4EACHERS -ATTER #ONFERENCE STARTED WITH *ANA 3TANlELD S WORDS h9OU CANNOT DO ALL THE GOOD THAT THE WORLD NEEDS BUT THE WORLD NEEDS ALL THE GOOD YOU CAN DO v 4 H I S W A S T H E P H I L O S O P H Y B E H I N D T H E CONFERENCE S THEME h,INKING THE 0IECES v DESIGNED BY +AREN "OYES #%/ OF 3PECTRUM %DUCATION

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-ITCHELL CHALLENGED DELEGATES TO LOOK AT THEMSELVES AND CHANGE WHAT THEY HAVE BEEN PUTTING OFF 2OWENA 3ZESZERAN -C%VOY

EXPLAINED HOW TO 7/7 WITH YOUR BOTTOM YOU HAD TO BE THERE h4O STAY POSITIVE AND MOTIVATED YOU NEED TO CHANGE YOUR LANGUAGE TO REmECT ENERGY AND PASSION v SHE SAID 3HE TAUGHT DELEGATES HOW TO HAVE A -AGICAL -ONDAY 4ERRIlC 4UESDAY 7/7 7EDNESDAY

4HANKFUL 4HURSDAY &ABULOUS &RIDAY A 3////0%2 3ATURDAY AND A 3TUNNING 3UNDAY .OW YOU KNOW WHY THE STAFF AT 3PECTRUM %DUCATION ANSWERS THE PHONE WITH THOSE FUN WORDS

TM CONFERENCE 2009

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2

2OWENA CONTINUED TO DISPLAY HER GENEROUS SPIRIT WHEN SHE DECLINED TO ACCEPT HER SPEAKER S FEE 3HE ASKED THAT 3PECTRUM INSTEAD DONATE IT TO CHARITY ALONG WITH THE PROCEEDS FROM AN AUCTION FOR THE GIANT PUZZLE PIECES AT THE .EW :EALAND #ONFERENCE !S A RESULT h#HANCE v A BEAUTIFUL GUIDE DOG WITH 4HE .EW :EALAND 2OYAL &OUNDATION FOR THE "LIND IS NOW IN TRAINING TO HELP A SIGHT CHALLENGED INDIVIDUAL

“Absolutely Outstanding! Maggie Dent and Marcia Tate were brilliant and really spoke to me!

The best conference I’ve ever been to in a 30-year career of attending many conferences!,� said Sherry Fletcher at Blakebook P S School.

“Awesome! They have pumped me up,� enthused Henare Hutana of Te Aute College. “I can’t wait for classes to begin. Re-cemmented the passion, the desire to change and remain in this profession.�

4HE SPEAKERS AND DELEGATES ABILITY TO MAKE A DIFFERENCE IN THE WORLD IS OBVIOUS

BOTH IN AN IMMEDIATE SENSE AND ONGOING

AND EVERYONE LEFT THE CONFERENCES WITH THE ENERGY TO DO SO

“Very inspiring. The highest calibre I have ever listened to,� commented Gayel Pitcorn from Te Kuiti Primary.

hv7E PURPOSELY RUN THE CONFERENCE JUST BEFORE SCHOOL GOES BACK IN *ANUARY AND &EBRUARY v EXPLAINED +AREN h4EACHERS REFRESHED AFTER A HOLIDAY NERVOUS ABOUT THE YEAR AHEAD AND THIRSTY FOR TOOLS AND TECHNIQUES THEY CAN USE IMMEDIATELY IN THEIR CLASSROOM v

4HAT S EXACTLY THE REACTION +AREN "OYES AND THE TEAM AT 3PECTRUM %DUCATION HOPED FOR

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0AGE 1. 'IANT JIGSAW PIECES CENTRE STAGE 2. -AKING BRAIN CELLS TALK WITH -ARCIA 4ATE 3. $ELEGATES lLLED THE %NERGY %VENTS #ENTRE 0AGE 4. 3PECTRUM 4EAM RELAXING IN HOT POOLS AFTER THE CONFERENCE 5. 'EORGETTE *ENSEN WHERE DID ) PUT THOSE HATS 6. -ARY "RAKE SHARES HER TALENT WITH VISUAL IMAGES 7. 2OWENA AND +AREN 8. -ARION -ILLER 3WITCH ON THE "RAIN 9. *OHN 3HACKLETON -OTIVATION PLUS 10. $ONATING MONEY TO THE 2.:&" 2OYAL .: &OUNDATION FOR THE "LIND 0AGE 11. .IK %DWARDS WORKING WITH STUDENT AT +IDS -ATTER 12. )NSPIRATION WITH 7 -ITCHELL UNDER THE TREES 13. +AREN "OYS AT +IDS -ATTER 14. Kids and 0ARENTS REmECTING AT +IDS -ATTER

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Shine Like The Star That You Are +IDS CAN DO BE AND CREATE ANYTHING

AND THAT IS JUST THE MESSAGE THE KIDS ATTENDING +IDS -ATTER WENT AWAY WITH !FTER TWO DAYS OF LISTENING AND LEARNING FROM PRESENTERS THE KIDS WERE lRED UP AND READY TO TAKE ON THE WORLD 7 -ITCHELL REMINDED THE STUDENTS THAT TO BE SUCCESSFUL YOU HAVE TO TAKE CHARGE h)T S NOT WHAT HAPPENS TO YOU IT S WHAT YOU DO ABOUT IT v 2EAD #ONFERENCE #OORDINATOR .IK %DWARDS REPORT HERE FOR MORE DETAILS ON THIS EDUCATIONAL AND INSPIRATIONAL CONFERENCE

ˆ +AREN "OYES

7

H I L E T H E 4E A C H E R S - A T T E R #ONFERENCE WAS UNDERWAY EARLIER THIS YEAR ANOTHER CONFERENCE WAS GOING ON RIGHT UNDER THE TEACHERS NOSES 4HE +IDS -ATTER #ONFERENCE WAS BORN ANOTHER BRAIN CHILD OF +AREN "OYES h-RS %DUCATION v 3HE RECRUITED ME TO RUN THE CONFERENCE AT THE 2OTORUA %NERGY %VENTS #ENTRE AND ) HOPE ) MET HER HIGH STANDARDS WORKING WITH THE CHILDREN WHO PARTICIPATED Day 1 !FTER INTRODUCTIONS WE PLAYED A FEW GAMES AND ORGANISED OUR LEARNING DIARIES 7E HAD A SHORT PRESENTATION FROM .AT FROM 3I4ECH WHO HELPED THE KIDS LEARN TO USE THE HANDHELD VIDEO CAM RECORDERS TO CREATE THEIR OWN $6$ AND ADD A NEW DIMENSION TO 3HINE 4IME +EVIN -AYALL PRESENTED NEXT WITH 0SYHCO GEOMETRICS A GREAT CHANCE TO EXPLORE OUR PERSONALITIES WITH lVE DIFFERENT SHAPES 4HE KIDS ENJOYED WORKING OUT THEIR OWN SHAPE AND THEIR PARENTS 1UITE FASCINATING &OLLOWING MORNING TEA +AREN "OYES CAME TO SEE US AND HEAR ABOUT OUR SHAPES 3HE TALKED US THROUGH -ULTIPLE )NTELLIGENCES

GAVE US LOTS OF POSITIVE FEEDBACK AND TAUGHT US A NEW SONG 7E ACCOMPANIED THE SINGING WITH SOME SIGN LANGUAGE !FTER LUNCH -ARY "LAKE GAVE US A WONDERFUL TUTORIAL ON DRAWING SKILLS AND ENCOURAGED THE KIDS TO EXTEND THEMSELVES )T WAS AMAZING TO SEE THOSE WITH LITTLE EXPERTISE EXPAND THEIR DRAWING OF PEOPLE AND THOSE WITH DRAWING SKILLS PRODUCE MORE ENGAGING AND COLOURFUL PICTURES 7HEN AFTERNOON TEA WAS lNISHED WE TOOK THE KIDS OUTSIDE BECAUSE IT WAS TOO HOT INSIDE /UR GUEST SPEAKER WAS 7 -ITCHELL (E TOOK THE KIDS QUESTIONS NO QUESTION WAS TOO RIDICULOUS AND INCORPORATED THE ANSWERS INTO HIS TALK (E SPOKE ELOQUENTLY AND WAS ONE OF THE BEST SPEAKERS ) HAVE HEARD (IS STORIES OF DISASTER AND STORIES OF A MYRIAD OF SUCCESSES CAPTIVATED THE KIDS

NIK EDWARDS 11

Little Minds, Big Thoughts Children had a chance to expand their capacity to learn at the Kids Matter Conference 2009. ,ATER *OHN 3HAKELTON SPOKE ABOUT SUCCESS AND THE FACT THAT THE ONLY LIMITATIONS WE HAVE ARE ONES WE MAKE 7E WATCHED AN AMAZING VIDEO OF AN ATHLETE COMPETING AT THE /LYMPICS WITH ONLY ONE ARM AND *OHN TALKED ABOUT HOW YOU COULD BE SUCCESSFUL IN ANY SETTING BY WORKING HARD 7E lNISHED THE DAY BY UPDATING OUR 3I4ECH VIDEO DIARIES AND PLAYING A GAME Day 2 7E PLAYED A FUN GAME TO GET THE DAY STARTED

AND THE KIDS HAD AWESOME ENERGY -ARION -ILLER STARTED THE FIRST SESSION WITH hFEED THE BRAIN v 3HE DISSECTED HER MODEL BRAIN AND TALKED ABOUT IMPROVING THE USE OF OUR BRAIN AND FEEDING IT WITH THE RIGHT FOOD AND WATER 7ONDERFUL MODEL GREAT QUESTIONS

12

'EORGETTE *ENSON JOINED US AFTER A YUMMY MORNING TEA INCLUDING THE FRUIT AND SHARED HER KNOWLEDGE OF 4HINKING -APS AND ADDING A LOT OF COLOUR 7E SAW SOME AMAZING ELABORATE MAPMAKING +AREN "OYES REJOINED US AFTER WE ATE LUNCH AND UPDATED OUR DIARIES AND WE WORKED ON GOAL SETTING RECAPPING LEARNING STYLES AND OUR SONG +AREN SANG BEAUTIFULLY WITH THE KIDS ACCOMPANYING HER 7E THEN PRESENTED OUR LEARNING TO THE TEACHERS AT 4EACHERS -ATTER 4HANKS 3CI4ECH AND .AT THE VIDEO DIARIES WERE FANTASTIC 4HEN ALL OF +AREN S HELPERS WERE CALLED ON STAGE TO GET A hPIECE OF THE PUZZLE v 4HE KIDS

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HAD A GREAT TIME GIVING OUT PRIZES TO THE TEACHERS 4HEN WE WENT BACK TO OUR AREA TO CLEAN UP PRESENT PRIZES AND SAY OUR GOODBYES

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21

MERLE BRAITHWAITE

Thinking Language Students might know the big words you’re talking about, but stumble over the smaller, linking words that help them truly understand.

h,

OOK THAT STUFF S IN THERE v

! LISTENER WOULD ONLY UNDERSTAND T H I S S T A T E M E N T I N A S P E C I F I C CONTEXT SUCH AS LOOKING AT SUGAR IN A SUGAR BOWL OR AT MAGMA IN THE MAGMA CHAMBER OF A VOLCANO ILLUSTRATED ON A POSTER )N CONCRETE CONTEXT EMBEDDED SITUATIONS A SPEAKER CAN GET BY ON ")#3 "ASIC )NTERPERSONAL #OMMUNICATION 3KILLS

BUT TO PROCESS AND EXPRESS ABSTRACT CONCEPTS

THE SPEAKER NEEDS TO DEVELOP COGNITIVE ACADEMIC LANGUAGE SKILLS ˆ LANGUAGE FOR THINKING (IGHLY DEVELOPED #!,0 #OGNITIVE !CADEMIC ,ANGUAGE 0ROlCIENCY FACILITATES HIGHER ORDER THINKING

Teachers Matter

Higher Order Thinking

4HIS DIAGRAM ILLUSTRATES THE INCREASING COMPLEXITY OF LANGUAGE REQUIRED AS YOU PROGRESS THROUGH THE TAXONOMY S LEVELS

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,EARNERS WHOSE LANGUAGE SKILLS ARE POORLY developed are often reluctant to participate IN CLASSROOM DISCUSSION AND CO OPERATIVE L E A R N I N G A C T I V I T I E S 4 H E Y F R E Q U E N T L Y MISUNDERSTAND QUESTIONS AND CONTENT

MAY BE UNABLE TO PROCESS CONCEPTS AND STRUGGLE TO EXPRESS IDEAS 4HIS USUALLY RESULTS IN FRUSTRATION AND WITHDRAWAL FROM THE LEARNING PROCESS -OST TEACHERS ACCEPT THE RESPONSIBILITY OF TEACHING SUBJECT VOCABULARY AND THIS IS VERY IMPORTANT BUT LANGUAGE IS NOT JUST ABOUT THE BIG WORDS 4HE SMALL STRUCTURAL WORDS ARE THE MOST SERIOUS STUMBLING BLOCKS TO SOME STUDENTS WHILE PROFICIENT SPEAKERS DECODE AND USE THEM INSTINCTIVELY

Consider this text: 4HE %ARTH S SURFACE IS MADE UP OF SLABS OF SOLID ROCK CALLED plates WHICH FIT TOGETHER 4HEY ARE SUPPORTED BY THE LAYER BELOW CALLED THE mantle 4HE TOP OF THE MANTLE IS HOT ENOUGH TO MAKE THE ROCK SOFT 4HIS ENABLES THE PLATES TO SLIDE OVER IT 4HEY MOVE AT THE RATE OF A FEW CENTIMETRES A YEAR

4HE TEACHER WILL PROBABLY FEATURE THE WORDS plates and mantle ON A VOCABULARY LIST AND MIGHT EXPLAIN AND ILLUSTRATE THEM (OWEVER

THE LITTLE WORDS which they, this and it, ARE MORE LIKELY TO CONFUSE LEARNERS WHOSE #!,0 IS LIMITED Substitution IS A SHORT CUT

ALLOWING THE SPEAKER OR WRITER TO EXPRESS AND

Anderson’s Revised Taxonomy

Examples of language use at each level

Design

Complex language structures, including use of substitution, conjunction and ellipsis to express abstract thought To predict such an event, scientists could… or they might ….

Evaluate

If a volcanic eruption happened… The best plan for the evacuation of the city would be…. … although this would involve….

Analyse

It would be easier to escape from a Hawaiian eruption than from a Plinean eruption, because the lava moves more slowly and there is not as much poisonous gas in the air.

Apply

Noun groups, verb groups, prepositions; simple and compound sentences e.g. Magma rises up the vent, and erupts as lava. Thin lava sprays into the air like this (demonstrate).

Understand

Noun groups, verb groups, prepositions; simple sentences e.g. The magma in the magma chamber is very hot.

Remember

Nouns, verbs; Single words; phrases e.g. volcano, vent magma chamber, lava

PHOTO: MARION WEAR

MERLE BRAITHWAITE

LINK SEVERAL IDEAS IN A CONDENSED WAY .OT EVERYONE IN THE CLASSROOM WILL UNDERSTAND THESE LINKS ! PROlCIENT SPEAKER MIGHT lND IT DIFlCULT TO CONSCIOUSLY UNRAVEL THE LINKS WHICH THEY HAVE DECODED AUTOMATICALLY

Let’s try it: %XPLAIN THE MEANING OF THE FOLLOWING WORDS

AS USED IN THE SAMPLE TEXT 4HE WORDS ARE LISTED IN THE ORDER IN WHICH THEY OCCURRED IN THE TEXT

which They This it They #ONJUNCTION ALSO PLAYS AN IMPORTANT ROLE IN THINKING ALLOWING US TO LINK AND EXPRESS THE RELATIONSHIP BETWEEN IDEAS 3IMPLE FORMS OF CONJUNCTION ARE

because n TO SHOW THAT ONE IDEA CAUSES A N O T H E R E G 7E W E N T T O T H E B E A C H

because IT WAS SUNNY 4HE ORDER OF IDEAS IS PARTICULARLY IMPORTANT WHEN USING CAUSAL CONJUNCTION I E NOT h)T WAS SUNNY because WE WENT TO THE BEACH v (OWEVER ANALYSIS EVALUATION AND DESIGN ARE MORE COMPLEX PROCESSES THAT REQUIRE MORE COMPLEX LINKING AND THE SUBTLE MANIPULATION OF IDEAS 4HE USE OF THE CONJUNCTIONS SUCH AS if unless and although

ALLOW US TO ANALYSE EXAMINE FORMULATE

PROPOSE AND PREDICT 7ITHOUT THEM LEARNERS ARE LIMITED TO WORKING AT THE LOWER LEVELS OF THE TAXONOMY

Classroom strategies to develop the language that learners need for thinking: s "E AWARE OF LINGUISTIC FEATURES SUCH AS SUBSTITUTION AND CONJUNCTION

and n TO LINK SIMILAR IDEAS E G )T WAS SUNNY

and WE WENT TO THE BEACH

s %NCOURAGE LEARNERS TO hNOTICEv THEM AS IN THE SAMPLE TASK ON TECTONIC PLATES

but n TO LINK CONTRASTING IDEAS E G )T WAS RAINING but WE WENT TO THE BEACH

s $ISPLAY POSTERS SUCH AS h7ORDS THAT HELP US THINKv .:#%2 0RESS

s 0ROVIDE OPPORTUNITIES FOR LEARNERS TO EXPLORE THE MEANING AND USE OF THESE FEATURES 4RY THE 4HINK A ,INK GAME s 5SE COOPERATIVE LEARNING STRATEGIES

PROVIDING ADDITIONAL CLUES AND CUES WHEN NECESSARY TO FACILITATE PARTICIPATION OF ALL LEARNERS

Explanations: which

the slabs of rock

They

slabs of rock making up the Earth’s surface; plates

This

The fact that the mantle is hot enough to make the rocks soft

it

The mantle

They

slabs of rock making up the Earth’s surface; plates

23

GLENN CAPELLI

Smart Teaching: Boomerangs Save your voice and bring your students’ attention back to you in a quieter way.

!

PRESENTATION "OOMERANG NAMED AFTER #HARLIE $RAKE S HIT SONG My Boomerang Won’t Come Back IS WHEN THE TEACHER HAS CREATED AN ACTIVITY AND THEN WANTS TO RETURN THE FOCUS TO HERSELF WITHOUT OVERUSING HER THROAT "EFORE ) OUTLINE SOME OF THE WAYS TO "OOMERANG SPEND A BIT OF TIME CONSIDERING SOME OF THE WAYS YOU AND COLLEAGUES ALREADY DO THIS 7E ALL DO IT AND YET WE MAY NOT HAVE EVEN THOUGHT ABOUT IT

Yes, shut it!

Noise Works ! LOT OF TEACHERS HAVE SOUND DEVICES THAT LET THE CLASS KNOW IT IS TIME TO RETURN ATTENTION TO THE TEACHER )T MIGHT BE A TRIANGLE DRUM OR TIN mUTE 3OMETIMES IT IS A #HILEAN RAIN STICK !FRICAN DRUM OR 4IBETAN BOWL 4HE MORE THE DEVICE CAN HAVE A TEACHING POINT ATTACHED TO IT THE BETTER

)T WAS A STRANGE EXAMPLE OF A "OOMERANG INITIALLY CREATING MORE NOISE AND THEN SILENCE

The Musical Boomerang )F YOU RE USING MUSIC IN YOUR CLASSROOM ONE WAY TO GET STUDENTS ATTENTION BACK TO YOU IS TO INCREASE THE MUSIC S VOLUME AND THEN DROP IT DOWN SUDDENLY 4HE CLASS MEMBERS OFTEN STOP TALKING WHEN THIS HAPPENS AND IN THAT MOMENT YOU CAN GRASP THE GROUP S ATTENTION

Visual Raindrops - A N Y 0 R E 0 R I M A R Y TEACHERS WILL TELL THE CLASS T H A T W H E N T H E Y S E E T H E TEACHER DOING A PARTICULAR HAND SIGNAL IT IS TIME TO LISTEN TO THE TEACHER 7E USE THE !USTRALIAN 3IGN ,ANGUAGE SYMBOL FOR RAIN AND ASK THE STUDENTS TO JOIN IN 4HE CLASS QUICKLY BECOMES A SILENT RAIN

When The Hand Goes Up

When the hand goes up, The mouth goes shut,

DIP

RE

SS

ION

IST

/12

3R F.C O

M

) WORKED AS A SUMMER CAMP COUNSELLOR AT #AMP "LUE 3TAR IN .ORTH #AROLINA 7HEN ) HAD MY HAND UP THE GROUP WOULD ALL PUT THEIR HAND UP AND CHANT

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So shut it.

“ I n i t i a l l y, y o u r Boomerangs may not come back, b u t e v e n t u a l l y, with practise and progress, they become just part of your natural way of teaching.

PHOTO: CATHY YEULET

GLENN CAPELLI

The AfямБrmation Word ! LOT OF TEACHERS DO RAISE THEIR VOICE OVER THE CLASS IN ORDER TO GET ATTENTION )F YOU DO THIS IT IS BETTER TO SIMPLY SAY ONE LOUD

EXTENDED WORD RATHER THAN A FULL SENTENCE -Y WORD FOR GETTING ATTENTION BACK IS h-AGIC v AND ) SAY IT IN A DEEP AND DRAWN OUT WAY 'IVEN THAT WE TEACH YOUNGSTERS THAT THEY HAVE A -AGIC "RAIN IT WORKS AS A NICE AFlRMATION FOR THE CLASS WHILE BEING AN EFFECTIVE "OOMERANG

The Broken Sentence -Y FAVOURITE AND MOST UTILISED "OOMERANG IS TO USE THE "ROKEN 3ENTENCE 9OU SAY A COUPLE OF WORDS SOMETHING LIKE h!S YOUxv AND THEN YOU PAUSE 4HIS PAUSE ALLOWS SOME OF THE GROUP TO LISTEN 4HEN YOU ADD A COUPLE MORE WORDS h!S YOU lNISH OFFxv AND PAUSE -ORE OF THE CLASS FALL INTO SILENCE 4HEN YOU GO AGAIN h!S YOU lNISH OFF TALKING ) WOULD LIKE YOUxv 7ITH EACH PAUSE IN THE "ROKEN 3ENTENCE YOU DECREASE YOUR VOLUME A BIT

UNTIL YOU ARE SPEAKING AT A REGULAR VOLUME TO GIVE THE INSTRUCTION ) KNOW A LOT OF US MAY HAVE BEEN TOLD AT TEACHER S COLLEGE THAT WHEN YOU WANT A CLASS TO LISTEN SPEAK SOFTLY 4HIS ASSUMES THAT THE class: s -AY WANT TO LISTEN s 2ESPECTS YOU s 4HINKS YOU MIGHT HAVE SOMETHING REMOTELY INTELLIGENT TO SAY 3ILENCE OR SOFT MAY WORK BUT ) THINK A VARIETY OF "OOMERANGS MAY WORK BETTER )NITIALLY YOUR "OOMERANGS MAY NOT COME BACK BUT EVENTUALLY WITH PRACTISE AND PROGRESS THEY BECOME JUST PART OF YOUR NATURAL WAY OF TEACHING

25

TREVOR BOND

Questioning: A Shift Is Needed Teachers know how to ask effective questions.

Now, it’s time you teach students to do the same.

7

E H A V E A G R O W I N G F O C U S O N THINKING AND THE CONCEPT OF DEVELOPING hLIFE LONG LEARNERS v 4O MAKE THE FOCUS ON THINKING AND LEARNING SKILLS EFFECTIVE WE NEED TO UNDERSTAND THAT QUESTIONING IS THE PRIME INTELLECTUAL HUMAN SKILL 4HE ABILITY TO ASK EFFECTIVE QUESTIONS BRINGS US THE INFORMATION WE NEED FOR ANALYSING PROBLEM SOLVING DECISION MAKING AND LEARNING "UT EVEN MORE IMPORTANT WE NEED TO UNDERSTAND THAT QUESTIONING IS THE VERY CORE OF THINKING 4HE ACT OF THINKING IS SIMPLY THE ACT OF ASKING AND ANSWERING QUESTIONS IN OUR HEADS 1UESTIONING MOVES THOUGHT FROM THE UNFOCUSED TO THE FOCUSED 1UESTIONING MOVES THOUGHT FROM PURPOSELESS TO DIRECTED 1UESTIONING SHIFTS THOUGHT FROM SUPERlCIAL TO DEEP

5SES THE SEVEN SERVANTS WHO WHAT WHEN

WHERE WHY AND WHICH !ND THE KEY words to write relevant QUESTIONS !SKS YES NO MAYBE QUESTIONS USING relevant key words AND OR PHRASES IS

CAN DOES COULD MAY

WOULD ETC

/NCE WE UNDERSTAND THAT QUESTIONING IS FOUNDATIONAL TO LEARNING WE NEED TO URGENTLY ADDRESS A NUMBER OF SHIFTS IN OUR SCHOOLS s ! SHIFT IN OUR KNOWLEDGE OF QUESTIONING s ! SHIFT IN OUR TEACHING PRACTICE s ! SHIFT IN ASSESSMENT FOCUS

A shift in our knowledge of questioning -OST PROFESSIONAL DEVELOPMENT RECEIVED BY TEACHERS IN REGARDS TO QUESTIONING RELATES TO THE TYPES OF QUESTIONS TEACHERS ASK STUDENTS 4EACHERS UNDERSTAND THAT OPEN QUESTIONS ARE BETTER THAN CLOSED THEY ARE AWARE OF THE IMPORTANCE OF WAIT TIME AND THEY MAY BE AWARE OF A NUMBER OF QUESTION TYPES (OWEVER WHILE PROFESSIONAL

5SES THE SEVEN SERVANTS

relevant key words AND PHRASES TO WRITE RELEVANT QUESTIONS

5SES RELEVANT SYNONYMS OF KEY words to edit key QUESTIONS

An effective questioner is one who can:

s IDENTIFY AN INFORMATION NEED s POSE A RANGE OF RELEVANT QUESTIONS STAGES s TAKE THEIR QUESTIONS TO A VARIETY OF appropriate sources

Teachers Matter

s EDIT QUESTIONS WHERE NECESSARY

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s PERSIST UNTIL THEY LOCATE THE REQUIRED INFORMATION

Any non-relevant question (does not contain contextual key words or phrases) Created statements rather than questions (or a nul response)

DEVELOPMENT ON TEACHER QUESTIONING HAS VALUE IT HAS NO AFFECT ON IMPROVING STUDENT QUESTIONING SKILLS 4EACHERS NEED TO REALISE THAT WHILE OPEN ENDED QUESTIONS ARE EFFECTIVE WHEN THEY WANT TO PROMOTE A STUDENT S THINKING FOR A LEARNER A GOOD QUESTION IS ANY RELEVANT QUESTION THAT GETS HIM THE INFORMATION HE NEEDS 4HE INABILITY OF TEACHERS TO ANSWER THE QUESTION hWHAT ARE THE QUESTIONING SKILLSv IS SIMPLE EVIDENCE THAT THEY CANNOT EFFECTIVELY IMPROVE STUDENTS QUESTIONING SKILLS 4HERE ARE FIVE BASIC SKILLS OF AN EFFECTIVE QUESTIONER s 4HE ABILITY TO IDENTIFY THE NEED OR problem. )F A PERSON CANNOT IDENTIFY THE INFORMATION NEED THE ANALYTICAL NEED

OR THE PROBLEM HE CAN T ASK A RELEVANT QUESTION &OR EXAMPLE IF SOMEONE USES A WORD ) DON T UNDERSTAND AND ) FAIL TO RECOGNISE MY OWN LACK OF UNDERSTANDING

THEN ) M NOT GOING TO ASK THE QUESTION THAT WILL GIVE ME THE MEANING OF THAT WORD

s 4 H E A B I L I T Y T O I D E N T I F Y A N D utilise relevant contextual v o c a b u l a r y . 7 I T H O U T CONTEXTUAL VOCABULARY IT 5SES MULTIPLE QUESTION WILL BE DIFFICULT FOR THE words to create a PROBING QUESTION QUESTIONER TO BE ABLE TO WHEN INTERVIEWING AN PHRASE RELEVANT QUESTIONS @EXPERT &OR A QUESTION TO BE RELEVANT

IT NEEDS TO CONTAIN CONTEXTUAL VOCABULARY ! QUESTION LIKE “7HAT ARE THE SKILLS v IS NOT A GOOD QUESTION BECAUSE IT IS MISSING THE CONTEXTUAL VOCABULARY )T COULD RELATE TO ANY lELD OR CONTEXT )T IMMEDIATELY BECOMES A BETTER QUESTION IF IT IS WORDED AS h7HAT ARE THE QUESTIONING SKILLS v !DDING APPROPRIATE VOCABULARY ADDED CONTEXT )MPROVE THE QUESTION FURTHER BY TIGHTENING THE CONTEXT h7HAT SKILLS DO WE NEED TO TARGET IN THE CLASSROOM TO POSITIVELY CHANGE STUDENTS QUESTIONING ABILITY v

TREVOR BOND

“ Questioning moves thought from the unfocused to the focused. Questioning moves thought from purposeless to directed. Questioning shifts thought from superficial to deep.”

s 4HE QUESTIONER THEN NEEDS TO BE able to ask a range of relevant Q U E S T I O N S 4 H I S G O E S B E Y O N D T H E CONCEPT OF ASKING A RANGE OF QUESTION TYPES 4HERE IS NO POINT IN BEING ABLE TO ASK A RANGE OF QUESTION TYPES IF NONE IS RELEVANT !N EFFECTIVE QUESTIONER NEEDS TO BE ABLE TO ASK BASIC YES NO QUESTIONS

AS WELL AS OPEN QUESTIONS USING THE SEVEN QUESTION WORDS THAT DO NOT RETURN YES NO ANSWERS WHO WHAT WHEN WHERE

WHY HOW AND WHICH 4HEY NEED TO ASK QUESTIONS THAT USE RELEVANT KEY WORDS AS WELL AS QUESTIONS THAT USE CONTEXTUAL KEY PHRASES 4HEY NEED TO BE ABLE TO ASK PROBING MULTI LAYERED QUESTIONS

PHOTO: JJAYO

s 4HE QUESTIONER NEEDS TO BE ABLE TO TAKE THEIR QUESTIONS TO A RANGE OF appropriate resources. )T BECOMES OBVIOUS THAT BEING ABLE TO ASK A RANGE OF QUESTIONS IS INADEQUATE IN ITS OWN RIGHT

ESPECIALLY IF THE QUESTIONER CONSISTENTLY POSES THOSE QUESTIONS TO NON RELEVANT SOURCES )T IS FOUNDATIONAL TO BE ABLE TO IDENTIFY RELEVANT AND IRRELEVANT SOURCES

s 4HE QUESTIONER NEEDS TO BE ABLE to persist in their search for the ANSWERS AND EDIT THEIR QUESTIONS as necessary. /FTEN A QUESTIONER WILL START OUT WITH A KEY WORD SUCH AS hBUILDv AND THROUGH THE PROCESS OF QUESTIONING REALISE THAT IT WOULD BE MORE APPROPRIATE TO USE THE SYNONYM hCONSTRUCT v 4HIS IS A SIMPLE EXAMPLE OF THE EDITING AN EFFECTIVE QUESTIONER MAY MAKE TO IMPROVE THEIR QUESTIONS THROUGH THEIR DILIGENT SEARCH ACROSS A RANGE OF SOURCES

A shift in our teaching practice 7E HAVE TO CHANGE TEACHING PRACTICES SO THAT TEACHER QUESTIONS DO NOT DOMINATE OUR CLASSROOMS 7E HAVE TO TREAT THEIR QUESTIONS IN A MANNER THAT ENCOURAGES QUESTIONING 7E HAVE TO CREATE SITUATIONS WHERE STUDENTS NEED TO QUESTION AND WE HAVE TO TEACH THEM TO CRAFT EFFECTIVE RELEVANT QUESTIONS 7HEN THEY ASK POOR QUESTIONS WE SHOULD NOT BE ANSWERING THE QUESTION AS IF IT WAS A GOOD QUESTION /FTEN STUDENTS WILL ASK YES NO QUESTIONS WHEN THEY ARE REALLY SEEKING

FURTHER INFORMATION )F TEACHERS DISCERN STUDENT INTENT AND PROVIDE THE DEEPER ANSWER ALL THEY DO IS ENCOURAGE STUDENTS TO ASK POOR QUESTIONS 7E NEED TO DEVELOP THE SKILLS LISTED IN THE 1U%34ONING -ATRIX )NQUIRY LEARNING CREATES SITUATIONS WHERE STUDENTS PRACTICE AND APPLY QUESTIONING SKILLS AND TEACHERS ACTIVELY ENGAGE STUDENTS IN DISCUSSIONS ABOUT QUESTION QUALITY %NSURE THAT THE MODEL YOU CHOSE ACTUALLY SCAFFOLDS STUDENTS TOWARD THE SKILLS OF IDENTIFYING NEED

IDENTIFYING AND USING CONTEXTUAL VOCABULARY

AND THE FRAMING OF RELEVANT QUESTIONS /NE EXAMPLE IS THE 3!5#% MODEL

A shift in assessment focus !S WE DETERMINE WHICH SKILLS ARE IMPORTANT

WE NEED TO SET SUCCESS CRITERIA AND ESTABLISH THE STUDENTS STAGES OF SKILL ACQUISITION )F WE DON T DO THIS WE ARE AT SERIOUS RISK OF CREATING VAGUE AND MEANINGLESS PROGRAMMES (ERE IS A RUBRIC DEVELOPED FOR THE SPECIFIC SKILL OF hCLARIFYING AND USING RELEVANT CONTEXTUAL VOCABULARY v 3TAGE FOUR SETS THE hSUCCESS CRITERIAv OR hGRADUATE PROlLEv FOR THE SKILL AND THE OTHER STAGES OUTLINE SKILL DEVELOPMENT

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TREVOR BOND

Clarifying and using relevant contextual vocabulary • I attempt to use vocabulary correctly for the context but sometimes I get confused.

Stage 1

• I can, with support, seek to understand the meaning of words in context. I can ask questions to clarify deďŹ nitions. • I can use contextual key words to construct relevant questions. • I can independently use a range of strategies to seek understanding of the meaning of words in context. • I can use contextual key words and phrases to construct relevant questions.

Stage 2

Stage 3

• I can independently use a range of strategies to seek understanding of the meaning of words in context. I ensure that those around share a common understanding. • I can use synonyms of contextual vocabulary to edit and modify questions as necessary

Stage 4

)T IS QUITE POSSIBLE IN A MANAGEABLE MANNER TO COLLECT INDIVIDUAL PROGRESS DATA FROM ACROSS THE WHOLE SCHOOL AND TRACK THIS OVER YEARS TO ASCERTAIN PROGRAMMES IMPACTS 4HE FOLLOWING IS ACTUAL DATA COLLECTED ACROSS THREE YEARS AT A .ELSON SCHOOL )T SHOWS THE SHIFT IN QUESTIONING SKILLS AND ALLOWS TEACHERS TO EVALUATE THE EFFECTIVENESS OF STRATEGIES

Highest level asked from a

4O DEVELOP THE ASSESSMENT AND TEACHING STRATEGIES THE CREATORS USED AND INITIAL SET OF QUESTIONS TO GUIDE THE PROCESS s 7HAT ARE SOME ASSESSABLE STAGES OF QUESTIONING SKILL DEVELOPMENT s 7HAT EVIDENCE CAN WE GATHER AGAINST THOSE STAGES

s 7HAT DATA WILL THAT EVIDENCE GIVE US TO HELP IDENTIFY A pupil’s current skill range of questions level?

2005

2006

2007

yr 1Boys

yr 2 Boys

yr 3 Boys

stage 7

Teachers Matter

stage 6

28 28

s #AN WE USE THAT data to evaluate hVALUE ADDEDv AND SCHOOL WIDE TRENDS s # A N W E T H E N DEVELOP STRATEGIES T H A T W I L L M O V E CHILDREN ON IN THEIR QUESTIONING SKILLS

stage 5 stage 4

32%

91%

stage 3

42%

4%

s )S THE WHOLE CONCEPT M A N A G E A B L E

S U S T A I N A B L E A N D EFFECTIVE OVER TIME

4%

"Y THE RESULTS S H O W E D T H A T W E could identify STAGES OF QUESTION

stage 2

11%

stage 1

89%

26%

SKILL DEVELOPMENT GATHER RELEVANT EVIDENCE

DEVELOP TEACHING STRATEGIES THAT POSITIVELY INmUENCE SKILLS AND DO THIS IN A WAY THAT WAS MANAGEABLE AND REALISTIC

“ Te a c h e r s n e e d to realise that while open-ended questions are effective when they want to promote a student’s thinking, f o r a l e a r n e r, a good question is any relevant question that gets him the information he needs.�

PHOTO: CATHY YEULET

ALLIE MOONEY

Put Your Personality to Good Use No matter what your natural personality type, you can engage others if you know enough about them.

3

O HOW DO YOU INmUENCE

)F YOU HAVE BEEN SUBSCRIBING TO Teachers Matter FOR A WHILE YOU RE BECOMING FAMILIAR WITH THE hPERSONALITIES v )NmUENCE ACCORDING TO PERSONALITY AND YOU WILL ENGAGE YOUR CLASSROOM AND STAFF ROOM 4HE PERSONALITIES STRENGTHS AND WEAKNESS ARE

Strengths 0LAYFULS $ESIRE FUN LOVE PEOPLE HIGH ENERGY 0OWERFULS 4AKE CHARGE NATURAL BORN LEADERS DECISIVE GOAL ORIENTED 0RECISE $ESIRE ACCURACY MAKE CAREFUL DECISIONS STRATEGIC 0EACEFUL $ESIRE HARMONY GOOD LISTENERS AND DIPLOMATIC

Weaknesses 0LAYFUL $ISORGANISED 0OWERFUL "OSSY 0RECISE #RITICAL 0EACEFUL )NDECISIVE

)T S NOT ENOUGH TO KNOW JUST YOUR OWN PERSONALITY TYPE BUT IT HELPS TO KNOW YOUR LEADERSHIP STYLE AS WELL SO YOU CAN DETERMINE IF YOU MIGHT ATTRACT OR REPEL OTHERS 4HE WAY YOU VIEW YOURSELF MAY NOT BE HOW OTHERS VIEW YOU !S TEACHERS WE WORK IN VARIOUS TEAMS SYNDICATE STAFF STUDENTS COMMUNITY

BOARDS AND WE ALL HAVE TO GET ON WITH DIFFERENT PERSONALITIES SO IT S NOT ENOUGH JUST TO KNOW OUR OWN STRENGTHS AND WEAKNESSES 7E ALSO NEED TO KNOW OTHERS /NLY THEN CAN YOU RELATE TO EACH INDIVIDUAL IN THE WAY THAT GETS THE BEST OUT OF THEM 7E SHOULD NOT TREAT OTHERS AS you would like TO BE TREATED BUT AS they WOULD LIKE TO BE TREATED 4HAT S HOW YOU INmUENCE 3O LET S LOOK AGAIN AT THE FOUR PERSONALITIES

THEIR LEADERSHIP STRENGTHS WHERE THEY GO WRONG WITH OTHERS AND HOW THEY ADJUST THEIR EXPECTATIONS AND RESOLVE IT 0LAYFUL TEACHERS ARE VERY GOOD AT INSPIRING

KEEPING ENERGY LEVELS UP AND INCLUDING EVERYONE 4HEY DEVELOP AND DRIVE THOSE THEY COME IN CONTACT WITH THROUGH CREATIVITY

INNOVATION ENCOURAGEMENT AND NEW IDEAS

"UT BECAUSE THEY ARE LED BY THE HEART AND EMOTIONS THEY ALSO HAVE A TENDENCY TO BE IMPULSIVE AND TO QUICKLY BUY IN TO WHAT HAS BEEN PRESENTED WITHOUT DOING THEIR HOMEWORK 4HEREFORE THEY CAN ACT IN HASTE OVER COMMIT AND THEN HAVE TO lND WAYS OF RECOVERING 0LAYFULS CAN DEMOTIVATE 0OWERFULS BY SEEING ONLY THE IMMEDIATE AND NURTURING RELATIONSHIPS INSTEAD OF FOCUSING ON THE OUTCOMES 0RECISES BY BEING TOO LOUD AND NOT EMPLOYING ENOUGH EXECUTION AND APPLICATION AND 0EACEFULS BY GOING OFF ON TANGENTS AND TAKING THEM WITH THEM 4O MAKE THE MOST OF 0OWERFULS DECISIVENESS

THEY SHOULD BE IN A PLACE OF DECISION MAKING AND CONTROL !ND IF THEY CAN LEARN TO GIVE THE 0RECISES TIME TO DO THE RESEARCH AND STRATEGISING BEFORE THEY COMMIT THEY WILL LOVE COMING TO SCHOOL AND WILL FLOURISH &INALLY THEY CAN GET 0EACEFULS TO BUY INTO THEIR INNOVATIVE IDEAS BY LISTENING AND SEEKING CLARITY FROM THEIR BRILLIANCE IN OBSERVATION AND MEDIATION 0OWERFUL TYPES ARE NATURAL LEADERS WHO ARE GOAL FOCUSED VISIONARY DECISION MAKERS

AND CHANGE AGENTS 4HEY LOVE PRODUCING

29

ALLIE MOONEY

“ Every one of these personality types has its strengths and weaknesses, and everyone will become a better leader – and a better student – by becoming more aware of just how their personality ticks.”

AND ARE VERY OUTCOME AND RESULTS DRIVEN " U T 0 O W E R F U L S C A N A L S O A S S U M E T H A T everyone is as driven and focused on results AS THEY ARE 4HEY CAN SEEM CURT ABRUPT AND UNFEELING 4HEY CAN COME ACROSS AS DEMANDING AND TYRANNICAL WHEN THINGS AREN T GOING AT THE PACE THEY WANT 3O THEY OFTEN DEMOTIVATE 0LAYFULS BY BEING SO FOCUSED ON THE TASK THAT THERE IS NO FUN 0RECISES BY NOT CONSIDERING THE DETAIL

AND 0EACEFULS BY OVERWHELMING THEM BY CONSTANTLY PUSHING THEM AT THE RATE THE 0OWERFULS ARE PREPARED TO MOVE 4O BRING OUT THE CREATIVITY ENERGY AND INNOVATION OF 0LAYFULS THEY NEED TO CREATE A &5. ENVIRONMENT FOR THEM 4HEY CAN ALSO BRING COHESION AND HARMONY TO THEIR CLASSROOMS BY TAPPING INTO THE DIPLOMACY OF 0EACEFULS REALISING THAT THESE DIPLOMATS NEED TIME TO PROCESS IN ORDER TO OPERATE EFFECTIVELY %VERY ACTION NEEDS STRATEGY

METHOD AND STRUCTURE TO BE AS EFFECTIVE AS POSSIBLE 4HEY CAN GAIN THIS FROM THE 0RECISES ON THEIR TEAM BY ENSURING THEY HAVE THE INFORMATION AND NECESSARY DETAILS IN ORDER TO WORK AT THEIR BEST

Teachers Matter

0RECISE TEACHERS ARE THINKERS 4HEY ARE LOGICAL AND FACT BASED AND GREAT RESEARCHERS WHO DEVELOP AND DRIVE THEIR STUDENTS THROUGH STRATEGIC PLANNING GOALS SETTING AND

30

CRITICAL THINKING 4HEY HAVE AN ABILITY TO QUALIFY AND QUANTIFY EVERYTHING AND MAKE FEWER MISTAKES 4HEY LOVE ANALYSIS PLAN AND ORGANISE WELL AND HAVE A PASSION FOR SCHEDULING AND ESTABLISHING PROCESSES AND PROCEDURES "UT IT S HARD FOR THEM TO ACCEPT THAT OTHERS DON T NEED AS MUCH INFORMATION AND DETAIL TO MAKE A DECISION 3O THEY SOMETIMES OVERLOAD 0OWERFULS WITH TOO MUCH BACKGROUND INFORMATION

WHEN ALL THEY REALLY WANT TO KNOW IS WHAT THEY HAVE TO ACHIEVE AND WHEN THEY HAVE TO ACHIEVE IT BY 0LAYFUL STUDENTS CAN lND THEM DIFlCULT BECAUSE THEY WANT TOO MUCH INFORMATION AND 0EACEFULS GET FRUSTRATED BY THEIR DRIVE AND OBSESSION TO COMPLETE THE TASK AT HAND 4O MOTIVATE 0OWERFULS IN THE CLASSROOM THEY SHOULD GIVE THEM CREDIT AND APPRECIATION FOR ALL THAT THEY HAVE DONE !ND THEY LL BENElT FROM 0LAYFULS CREATIVITY IF THEY GIVE THEM APPROVAL ACCEPTANCE ATTENTION AND SEEK OUT THEIR IDEAS 4HEY WILL GAIN 0EACEFULS RESPECT IF THEY VALUE THEIR CONTRIBUTION TO THE CLASSROOM AS A STEADY DEPENDABLE CONTRIBUTOR ALWAYS LOYAL AND DIPLOMATIC 0EACEFUL TEACHERS BRING ORDER OUT OF CHAOS AND ARE BRILLIANT LISTENERS 4HEY RE ADAPTABLE AND DEVELOP AND NURTURE THE TEAM THROUGH MEDIATION AND DIPLOMACY 4HEY LOVE TO BE

PART OF THE TEAM AND ARE PEOPLE ORIENTED 7HEN MAKING DECISIONS THEY WOULD PREFER TO hLET IT SITv OR hSLEEP ON ITv RATHER THAN MAKE A DECISION ON THE SPOT AND THINK THROUGH HOW EVERYTHING IS GOING TO COME TOGETHER WHAT CONFLICTS ARE POSSIBLE AND HOW THEY MIGHT AVOID THEM "UT BECAUSE THEY HESITATE IN MAKING QUICK DECISIONS THEY CAN FRUSTRATE THE 0OWERFULS IN THE CLASSROOM WHO ARE hDOERSv AND HAVE A TIME FRAME OF h./7 v !ND THEY CAN ANNOY 0LAYFUL STUDENTS BY NOT GETTING EXCITED ABOUT THEIR IDEAS AND 0RECISE STUDENT BY NOT GIVING ENOUGH INFORMATION AND DATA 4O GET THE BEST OUT OF THEIR 0OWERFUL THEY NEED TO STEP UP AND BE MORE ASSERTIVE AND DECISIVE SHARING GOALS AND OUTCOMES !ND 0LAYFULS WILL RESPOND MUCH BETTER TO THEIR LEADERSHIP STYLE IF THEY GET EXCITED ABOUT THEIR IDEAS &INALLY THEY CAN MAKE THE MOST OF THE 0RECISES BY DRAWING OUT OF THEM THE BEST WAY THINGS COULD WORK %VERY ONE OF THESE PERSONALITY TYPES HAS ITS STRENGTHS AND WEAKNESSES and everyone WILL BECOME A BETTER LEADER n AND A BETTER STUDENT n BY BECOMING MORE AWARE OF JUST HOW THEIR PERSONALITY TICKS AND WHAT OTHERS NEED TO WORK EFFECTIVELY WITH THEM

THERESE HOYLE

Powerfully Positive Playtimes Sometimes, today’s students need to be shown how to play.

#

HILDREN TREASURE THEIR PLAYTIME AND LUNCHTIME BREAKS IN FACT FOR MOST CHILDREN IT S THE BEST TIME IN THE DAY 4HROUGH PLAY THEY BUILD RELATIONSHIPS

LEARN SOCIAL SKILLS LET OFF STEAM EXERCISE

AND MOST OF ALL HAVE FUN )N .EW :EALAND PRIMARY SCHOOL CHILDREN CAN SPEND UP TO PERCENT OF THEIR SCHOOL DAY IN THE PLAYGROUND 4HEREFORE WHAT HAPPENS IN THE PLAYGROUND AFFECTS THE WHOLE LIFE OF THE SCHOOL 3ADLY NOT ALL CHILDREN HAVE FUN AT PLAYTIME 2ESEARCHERS 3HARP AND 3MITH FOUND THAT PERCENT OF BULLYING IN SCHOOLS HAPPENS IN THE SCHOOL PLAYGROUND "OREDOM AND LACK OF STIMULUS ARE POSSIBLE CAUSES !LSO SHOCKING &IFTY PERCENT OF STUDENTS WHO ARE BULLIED DON T TELL THEIR TEACHERS 7HEN ASKED WHY

STUDENTS SAY THEY ARE SCARED TEACHERS MAY MAKE THE SITUATION WORSE 'ROUPS OF BUSY LIVELY CHILDREN WITH INCREDIBLE IMAGINATIONS CAN TURN A STICK AND CORNER OF THE PLAYGROUND INTO MAGICAL ADVENTURES FROM THEIR FAVOURITE STORYBOOKS 4HESE CHILDREN EASILY ENTERTAIN THEMSELVES AND ARE A JOY TO BE AROUND 4HEN THERE ARE THOSE WHO WANDER BORED AND AIMLESS SOME LOOKING SAD AND LONELY OTHERS JUST LOOKING FOR WHO THEY CAN WIND UP NEXT -ANY OF THESE CHILDREN REALLY DON T KNOW HOW TO PLAY You may know a few yourself. In schools, we need to ask: s (OW ARE WE CATERING FOR THESE CHILDREN AND ARE WE PROVIDING FOR THEIR NEEDS s )S THIS BAD OR BORED BEHAVIOUR

The Challenges ! FREQUENT CRY FROM TEACHERS 24,"S AND TEACHER AIDES HAS BEEN hWHAT DO WE DO ABOUT PLAYTIMES v 4HEY ARE WORRIED THAT YOUNG PEOPLE ARE LACKING SOCIAL SKILLS AND THE KNOWLEDGE OF HOW TO PLAY 4HEY SAY

hIT WASN T LIKE THIS IN OUR DAY CHILDREN K N E W H O W T O P L A Y W E P L A Y E D S T R E E T

31 31

THERESE HOYLE

“ There are those who wander bored and aimless, some looking sad and lonely; others just looking for who they can wind up next. What often strikes me most is that many of these children really don’t know how to play.”

s )MPROVING EMOTIONAL RESPONSIVENESS s 0ROMOTING TEAM WORK AND CAMARADERIE s %XPERIENCING FUN AND JOY

GAMES THE ROADS WERE SAFE AND WE DIDN T GAMES THE ROADS WERE SAFE AND WE DIDN T HAVE COMPUTERS v ! RECENT STUDY BY 0LAY %NGLAND IN FOUND THAT ONLY SIX PERCENT OF STUDENTS AGES TO NAMED HIDE AND SEEK AS THEIR FAVOURITE PASTIME )NSTEAD THEIR FAVOURITE PASTIME WAS SOCIALISING Some children have lost the art of knowing how to play because of: s 0ARENTS CONCERNS ABOUT STRANGER DANGER and road safety s 4HE DEVELOPMENT OF TECHNOLOGY s 3MALLER FAMILIES WHICH MEANS CHILDREN HAVE FEWER SIBLINGS TO PLAY WITH s 0ARENTS WORKING LONG HOURS AND HAVING LESS TIME AND ENERGY TO PLAY WITH THEIR CHILDREN

Teachers Matter

s 3 C H O O L S S H O R T E N I N G O R A B O L I S H I N G PLAYTIMES

32

!USTRALIA S Herald Sun reported in 2008 !USTRALIA S THAT hPLAYTIME HAS BEEN REDUCED TO AS LOW AS MINUTES IN SOME SCHOOLS TO COMBAT BEHAVIOUR AND IN SOME CASES VIOLENCE )NSTEAD OF MINUTES OF PLAYTIME MANY STUDENTS ARE NOW GIVEN A MINUTE @SIT DOWN LUNCH AND ONLY MINUTES OF PLAYx 4HE REVELATIONS FOLLOW CONCERNS FROM $EAKIN 5NIVERSITY RESEARCHER $R 'WENDA $AVEY WHO WARNS !USTRALIANS COULD FOLLOW THE LEAD OF THE 5 3 AND ABOLISH PLAYTIME COMPLETELY BECAUSE OF FEARS OF VIOLENCE

INJURY AND LITIGATION v %DITOR S NOTE 6ERY FEW 5 3 SCHOOLS HAVE ABOLISHED PLAYTIME The benefits of play include: s $EVELOPING AND STRENGTHENING FRIENDSHIPS s )NCREASING PHYSICAL AND EMOTIONAL WELLBEING s )MPROVING COGNITIVE DEVELOPMENT s )NCREASING RESILIENCE

A collection of active and engaging games for young children

by Therese Hoyle available from www.spectrumeducation.com

s %XPANDING CHILDREN S DEVELOPMENT

LEARNING IMAGINATION CREATIVITY AND independence s 0ROVIDING OPPORTUNITY FOR CHILDREN TO ENCOUNTER BOUNDARIES s 2EDUCING STRESS s $EVELOPING LANGUAGE s "OOSTING CONlDENCE SELF ESTEEM RESILIENCE AND EMOTIONAL LITERACY 4HE PLAYGROUND IS WHERE CHILDREN LEARN BASIC RELATIONSHIP SKILLS SUCH AS TAKING TURNS AND GETTING ALONG WITH OTHERS 4HEY LEARN TO NEGOTIATE RULES COOPERATE FORM ALLIANCES

AND CONCEDE WITH GRACE ALL WITHOUT ADULT INTERVENTION 7E KNOW FROM RESEARCH THAT WHEN CHILDREN HAVE A HAPPY PLAYTIME THEY LEARN BETTER IN THE AFTERNOON SO GETTING PLAYTIMES RIGHT IS A PREREQUISITE TO LEARNING AND A HAPPY

OL HEALTHY SCHOOL

PETERM/123RF.COM

THERESE HOYLE

Playground Games Name of Game: Grandmother’s Footsteps How Long: 15 Minutes

Age range: 5 to 11

Ideal Number of Players: 6+

Equipment Needed: None

How To Play: Players stand at a “home” base in a line. Grandmother stands with her back to them about 10 metres away. The players creep forward, but whenever Grandmother whirls round they must stop advancing and “freeze”. If she sees any of them moving, she sends them back to the starting line again. The child who is the first to touch Grandmother becomes the next Grandmother.

Variations: Before “Grandmother” can turn around, players must count to 10 or say a rhyme such as “l-o-n-d-o-n spells London” or “One, two, three, four, five jam tarts”.

They can say this quietly, under their breath, so the other players can’t hear and don’t know when “Grandmother” is about to turn round.

Comments: This game is also called Sly fox, Peep behind the curtain or Black pudding.

Name of Game: Duck, Duck, Goose How Long: 10 - 15 Minutes

Age range: 6 to 10

Ideal Number of Players: 10+

Equipment Needed: None

Teachers Matter

How To Play: The players sit in a large circle facing inwards. One player is chosen to be the tapper and walks around the outside of the circle. As he walks around, he touches each child gently on the head, at the same time saying “duck, duck, duck.”

At some stage he will tap a child and say, “goose” instead. The “goose,” then jumps up and chases the tapper around the circle. The tapper in turn tries to get all the way back to the goose’s spot –“home” without getting caught. If the tapper get’s “home” safely, the goose becomes the new tapper and the game starts again. If the goose catches the tapper, the game starts again with the tapper being on again.

34

Variations: When the goose gets caught by the tapper, he then reverts to being a duckling and has to squat down in the centre of the inner circle, and make goose like noises and gestures with his arms. This player then remains in the centre of the circle until another duck is caught.

Comments: If the person who has been picked as the goose manages to get back to the space first, he can then fold his arms so he is not chosen again.

35

DAVID KOUTSOUKIS

Make The Six Kinds Of Best Your Personal Quest

123456

The ‘why’ and ‘how to’ of values education in schools.

9

O U R E W A L K I N G D O W N T H E S C H O O L CORRIDOR x "RUCE IS SITTING OUTSIDE A CLASSROOM LOOKING QUITE FORLORN "EING THE FRIENDLY TEACHER YOU ARE YOU STOP FOR A CHAT

IN ANTI SOCIAL BEHAVIOUR ARE LACKING THIS VALUES FRAMEWORK 6ALUES OF COURSE ARE ONLY VALUES IF WE LIVE

BY THEM ) GUESS YOU COULD SAY THAT OUR VALUES ARE DEMONSTRATED BY hx WHAT WE DO WHEN KNOW ONE IS LOOKING v

h(I "RUCE HOW ARE YOU v YOU ASK h!NNOYEDv HE GRUNTS BACK h7HY S THAT v YOU CALMLY REPLY h"ECAUSE ) GOT SENT OUTSIDE v h7HAT DID YOU DO WRONG v YOU ENQUIRE h.OTHING v

$OES THIS SOUND FAMILIAR /F COURSE MANY STUDENTS LIKE "RUCE KNOW EXACTLY WHY THEY GOT INTO TROUBLE HOWEVER

A SIGNIFICANT NUMBER OF THEM GENUINELY DON T UNDERSTAND WHAT THEY DID WRONG 4HIS MAY BE DUE TO A LACK OF CLARITY IN CLASS RULES AND EXPECTATIONS BUT IN MANY CASES THE STUDENTS JUST DON T REALIZE THAT WHAT THEY HAVE DONE IS INAPPROPRIATE 0UT ANOTHER WAY WE COULD SAY THAT THEY LACK GOOD BASIC VALUES

Teachers Matter

) N A N U T S H E L L W E N E E D T O T E A C H O U R CHILDREN WHAT IS RIGHT AND WRONG 3OME EDUCATORS MIGHT ARGUE AGAINST THIS BUT ) AGREE WITH THE FORMER FEDERAL -INISTER FOR %DUCATION "RENDON .ELSON WHO SAYS hA values-free education is likely to produce VALUES FREE ADULTS v

36

What are values?

6ALUES ARE IDEALS THAT GUIDE OUR BEHAVIOUR AND DECISIONS AND HELP US DISTINGUISH BETWEEN WHAT IS RIGHT OR WRONG 4HEY OUTLINE WHAT IS IMPORTANT TO US IN TERMS OF OUR CONDUCT OUR INTERACTION WITH OTHERS AND HOW WE MIGHT LIVE OUR LIVES IN A MEANINGFUL WAY 6ALUES GIVE US GUIDING FRAMEWORK BY WHICH WE LEAD OUR LIVES 0EOPLE WHO ENGAGE

Why teach values? $ E V E L O P I N G G O O D V A L U E S G I V E S U S A FRAMEWORK TO GUIDE OUR CONSCIENCE AND HELPS US MAKE GOOD CHOICES )F WE HAVE STRONG VALUES AND ARE PUT IN CHALLENGING SITUATIONS WE ARE MORE LIKELY TO MAKE GOOD DECISIONS ACCORDING TO THOSE VALUES $EVELOPING STRONG VALUES ALSO HELPS ADDRESS OUR SPIRITUAL NEEDS AND SELF ESTEEM BY GIVING US A PERSONAL SENSE OF IDENTITY AND DIRECTION !LSO IT HELPS DEVELOP IN US A SENSE OF RESPONSIBILITY FOR THE CONSEQUENCES OF OUR BEHAVIOUR AND HOW OUR ACTIONS MIGHT AFFECT OURSELVES OTHERS AND THE ENVIRONMENT 4HE THREE h2 Sv HAVE ALWAYS BEEN PRIORITIES FOR PARENTS BUT INCREASINGLY PARENTS ARE EXPECTING SCHOOLS TO TEACH ABOUT VALUES 4HIS IS ONE OF THE REASONS WHY MANY PARENTS OPT TO SEND THEIR CHILDREN TO PRIVATE SCHOOLS -Y RESEARCH SHOWS THAT VALUES DEVELOPMENT IS SEEN AS IMPORTANT BY TEACHERS PARENTS AND STUDENTS ALIKE (ERE ARE RESULTS FROM A RECENT SURVEY ) CONDUCTED IN AN !USTRALIAN SENIOR HIGH SCHOOL s OF PARENTS SAID THAT IT IS IMPORTANT THAT VALUES ARE TAUGHT IN SCHOOLS s OF STUDENTS SAID THAT IT IS IMPORTANT FOR PEOPLE TO HAVE GOOD VALUES s OF PARENTS SAID THAT THE SIX CORE VALUES FROM THE 3IX +INDS OF "EST CONCEPT PROVIDED A GOOD FRAMEWORK FOR TEACHING VALUES s OF STUDENTS SAID THAT THE INFORMATION THEY LEARNED IN THE 3IX +INDS OF "EST DAY WAS IMPORTANT

The Six Kinds of Best Concept

4HE 3IX +INDS OF "EST CONCEPT IS A MODEL THAT OUTLINES SIX CORE VALUES FOR BECOMING A PERSON OF GOOD CHARACTER AND FOR LEADING A HAPPY AND SUCCESSFUL LIFE )T FRAMES THE CORE VALUES IN A WAY THAT STUDENTS TEACHERS AND PARENTS CAN REMEMBER AND APPLY IN EVERYDAY SITUATIONS )T PROVIDES hANCHOR POINTSv UPON WHICH WE CAN REFLECT WHEN FACED WITH DECISION MAKING SITUATIONS AND HELPS US MAKE GOOD CHOICES ) GUESS YOU COULD SAY THAT IT IS A hRECIPE FOR LIFE v The Six Kinds of Best are: "E KIND TO YOURSELF RESPECT YOURSELF "E KIND TO OTHERS RESPECT OTHERS "E KIND TO THE ENVIRONMENT VALUE THE ENVIRONMENT "E THE LEARNING KIND SEEK KNOWLEDGE AND BE A LIFELONG LEARNER "E THE ACHIEVING KIND ACHIEVE YOUR POTENTIAL "E THE COMMUNITY KIND BE RESPONSIBLE AND CONTRIBUTE POSITIVELY TO SOCIETY 4HE 3IX +INDS OF "EST CONCEPT USES A PLAY ON THE WORD hKINDv TO MAKE IT MEMORABLE AND REPEATABLE )T ALSO REINFORCES THE WORD hKIND v WHICH IS AN ATTRIBUTE THAT IS BADLY NEEDED IN TODAY S SOCIETY 7HAT YOU SEE HERE ARE JUST THE HEADINGS FOR EACH OF THE CORE VALUES %ACH +IND OF "EST HAS A NUMBER OF KEY POINTERS AND EXAMPLES TO ILLUSTRATE THE VALUES 4HE 3IX +INDS OF "EST CONCEPT GIVES US A FRAMEWORK AND A LANGUAGE FOR TEACHING AND REINFORCING VALUES AT SCHOOL AND IN THE HOME 4HE IDEA IS TO GET STUDENTS FAMILIAR WITH THE SIX CORE VALUES AND INTERNALISE THEM

BY USING THE 3IX +INDS OF "EST !FlRMATION 9O U C A N D O W N L O A D T H E 3 I X + I N D S O F "EST 6ALUES %DUCATION &RAMEWORK AND !FlRMATION AT WWW SIXKINDSOFBEST COM

DAVID KOUTSOUKIS

4EACHERS AND PARENTS CAN REINFORCE BEHAVIOURS BY USING THE LANGUAGE OF THE 3IX +INDS OF "EST &OR EXAMPLE s ! STUDENT PUTS THEMSELVES DOWN n /LIVIA YOU RE NOT BEING kind to yourself ARE YOU v s ! STUDENT IS BULLYING SOMEONE n h*OHN YOU RE NOT BEING KIND TO OTHERS ARE YOU v s ! STUDENT DROPS SOME RUBBISH n h!VA YOU RE NOT BEING KIND TO ENVIRONMENT ARE YOU v s 4HE CLASS DOES WELL IN A TEST n h7ELL DONE CLASS YOU really are THE LEARNING KIND v s ! STUDENT DOES A GREAT ASSIGNMENTn h%XCELLENT -ATTHEW YOU ARE THE ACHIEVING KIND v s ! GROUP OF STUDENTS HELP CLEAN UP n h4HANKS GUYS

you really are THE COMMUNITY KIND v 4HE GREAT THING ABOUT THE 3IX +INDS OF "EST CONCEPT IS THAT IT PROVIDES A MECHANISM TO CONTINUALLY REINFORCE GOOD VALUES AND TEACH THEM IN CONTEXT )N -ALCOLM 'LADWELL S BOOK The Tipping Point, HE TALKS ABOUT THE DRIVING FORCES BEHIND CULTURAL CHANGE (E EXPLAINS THAT @THE MESSAGEv IS A KEY FACTOR IN DEVELOPING A POSITIVE CULTURE 4HE 3IX +INDS OF "EST PROVIDES A CLEAR CONGRUENT AND CONSISTENT MESSAGE THAT CAN BE SPREAD THROUGHOUT THE WHOLE SCHOOL )F EVERYONE KNOWS AND USES THE LANGUAGE THE MESSAGE IS EVEN MORE CONSISTENTLY REINFORCED 7HILE ) AM AN ADVOCATE OF 6ALUES %DUCATION LESSONS

THEY ARE BY NO MEANS THE ONLY WAY THAT VALUES SHOULD BE TAUGHT IN SCHOOLS (ERE ARE SOME OTHER WAYS TO TEACH VALUES s %NCOURAGE STAFF TO MODEL GOOD VALUES s )NCLUDE THEM IN THE SCHOOL VISION AND MISSION STATEMENTS s #REATE A SCHOOL hMESSAGEv MOTTO SLOGAN OR ETHOS AROUND VALUES % G h#OMMITMENT TO 6ALUESv OR h4OGETHER 7E !CHIEVE THROUGH #ARE #OURTESY

2ESPECT AND 2ESPONSIBILITYv s 0UT UP VALUES POSTERS SUCH AS THE 6ALUES %DUCATION 4OOLKIT 0OSTERS n WWW VALUESEDUCATION COM AU s )NCLUDE VALUES IN WHOLE SCHOOL GUIDELINES SUCH AS SCHOOL RULES AND POLICIES s )NCLUDE VALUES IN STRUCTURED CLASSROOM GUIDELINES SUCH AS CLASS RULES s )NTRODUCE ON GOING DAILY OR WEEKLY PROGRAMS SUCH AS THE 6IRTUES 0ROJECT n WWW VIRTUESPROJECT COM s )NTEGRATE THE TEACHING OF VALUES INTO THE CURRICULUM ACROSS ALL LEARNING AREAS

37

DAVID KOUTSOUKIS

“The great thing about the Six Kinds of Best concept is that it provides a mechanism to continually reinforce good values, and teach them in context. �

s (AVE SPECIlC VALUES EDUCATION LESSONS WITH RESOURCES SUCH AS THE 6ALUES %DUCATION 4OOLKIT n WWW VALUESEDUCATION COM AU s )NVITE GUEST SPEAKERS INTO THE SCHOOL s )NCLUDE VALUES BASED ACTIVITIES IN PASTORAL CARE PROGRAMS s 4EACH VALUES INCIDENTALLY DURING CLASS TIME OR IN THE SCHOOL YARD 4HIS IS PERHAPS THE MOST EFFECTIVE WAY TO TEACH GOOD VALUES BECAUSE THE VALUES ARE BEING TAUGHT IN CONTEXT n THEY HAVE RELEVANCE AND MEANING IN THESE SITUATIONS 4HIS IS WHERE THE LANGUAGE OF THE 3IX +INDS OF "EST IS EFFECTIVE n THERE ARE ONLY SIX KEY POINTS TO REMEMBER

4HE OUTCOME OF DEVELOPING GOOD VALUES IN STUDENTS IS WIN WIN WIN )T IS A WIN FOR TEACHERS AND SCHOOLS IN TERMS OF STUDENT BEHAVIOUR IT IS A WIN FOR PARENTS WHO WANT TO BE PROUD OF THEIR CHILDREN AND IT IS A WIN FOR STUDENTS BECAUSE HAVING GOOD VALUES WILL HELP THEM LEAD HAPPY AND SUCCESSFUL LIVES Here are three ways you can apply the information from this article: 4EACH YOUR STUDENTS THE 3IX +INDS OF "EST !FlRMATION AND ACTIONS 5SE THE LANGUAGE OF THE 3IX +INDS OF "EST IN YOUR CLASSROOM TO REINFORCE GOOD VALUES

$ETERMINE HOW YOU MIGHT INCORPORATE THE TEACHING OF VALUES INTO YOUR EVERYDAY SCHOOL LIFE !ND REMEMBER WHENEVER YOU GET THE CHANCE SAY TO YOUR STUDENTS “Make the Six Kinds of Best Your Personal Quest!�

For free downloads relating to this article visit: WWW SIXKINDSOFBEST COM Values for Australian Schooling: WWW VALUESEDUCATION EDU AU VALUES

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3PECTRUM %DUCATION 0/ "OX ,OWER (UTT .: &AX %MAIL ORDERS SPECTRUMEDUCATION COM Spectrum Education, PO Box 40 912, Upper Hutt, NZ Fax +64 4 528 0969 Email: orders@spectrumeducation.com

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Thank you for choosing Spectrum Education! We appreciate your business.

3PECTRUM %DUCATION 0/ "OX ,OWER (UTT .: &AX %MAIL ORDERS SPECTRUMEDUCATION COM

ANDREW CHURCHES

Embrace technology Bloom’s Digital Taxonomy links new technology with today’s students.

)

N THE S EDUCATIONAL PSYCHOLOGIST "ENJAMIN "LOOM DEVELOPED A TAXONOMY OF EDUCATIONAL OBJECTIVES (E PROPOSED T H A T L E A R N I N G F I T I N T O O N E O F T H R E E PSYCHOLOGICAL DOMAINS s THE cognitive DOMAIN n PROCESSING INFORMATION KNOWLEDGE AND MENTAL skills

SOCIAL BOOKMARKING WITH THE STUDENTS USING DESCRIPTIVE AND NETWORK TAGS SO THEY CAN RATE SHARE AND RETRIEVE INFORMATION FROM ANYWHERE THEY CAN ACCESS THE )NTERNET 3OCIAL NETWORKING IS SIMILAR BECAUSE IT ALLOWS PEOPLE TO DEVELOP RELATIONSHIPS AND REMEMBER CONTACTS

s THE affective DOMAIN n ATTITUDES AND FEELINGS s THE psychomotor DOMAIN n MANIPULATIVE MANUAL OR PHYSICAL SKILLS 4HE COGNITIVE DOMAIN ARRANGED VARIOUS PROCESSES IN A HIERARCHY OF THINKING SKILLS !T THE LOWEST LEVEL WAS THE RECALL OF FACTS AND KNOWLEDGE AND AT THE HIGHEST LEVEL WAS EVALUATION )N ,ORIN !NDERSON "LOOM S FORMER PUPIL AND $AVID +RATHWOHL RESTRUCTURED THE ORDER AND CHANGED THE KEYWORDS FROM NOUNS TO VERBS "OTH "LOOM S ORIGINAL AND REVISED TAXONOMIES WERE TOOLS WELL SUITED TO THE TIME "UT SINCE THE LEARNING ENVIRONMENT HAS CHANGED 7IKIS BLOGS

TWITTER DIG DEL ICIO US DIIGO -Y3PACE "EBO

NING &ACEBOOK -IXBOOKS ,ULU THE /,0#

NETBOOKS PODCASTS VODCASTS YOUTUBE AND GOOGLE VIDEOS HAVE ALL EMERGED

OF BLOG ENTRIES AND COMMENTS ON OTHERS BLOGS SHOWS UNDERSTANDING OF THE LEARNING PROCESS OR ACTIVITY Sites: HTTP WWW DIIGO COM HTTP DEL ICIO Us

HTTP CLASSBLOGMEISTER COM

4O BE RELEVANT TO THE WORLD OF UBIQUITOUS TECHNOLOGY ) UPDATED "LOOM S TAXONOMY WITH LEVEL APPROPRIATE BEHAVIOURS AND PROCESSES

Keywords: 2ECOGNISING LISTING DESCRIBING IDENTIFYING

RETRIEVING NAMING LOCATING lNDING BULLET POINTING HIGHLIGHTING BOOKMARKING

SOCIAL NETWORKING SOCIAL BOOKMARKING

FAVOURITING LOCAL BOOKMARKING SEARCHING

GOOGLING

Remembering

Understanding

4HE AMOUNT OF INFORMATION AVAILABLE TO STUDENTS IS VAST )N OVER BILLION GIGABYTES OF INFORMATION EXISTED AND THIS AMOUNT IS PREDICTED TO INCREASE SIX FOLD BY !CCORDING TO WWW PREOCCUPATIONS ORG

THIS IS THREE MILLION TIMES MORE INFORMATION THAN IN ALL THE BOOKS EVER PRINTED

5NDERSTANDING ENCOMPASSES TAGGING

CATEGORISING BLOGGING COMMENTING AND ADVANCED AND "OOLEAN SEARCHES 4HE STUDENT WHO lNDS A SUITABLE WEB SITE AND CONSTRUCTS KEYWORDS OR TAGS TO ORGANISE AND CATEGORISE THE PAGE SHOWS UNDERSTANDING

4O COPE WITH THE INFORMATION EXPLOSION

STUDENTS RECORD WEB ADDRESSES EITHER ON THEIR COMPUTER OR IN THE hCLOUD v 4HIS IS CALLED

Sites: HTTP EDUBLOGS ORG

Keywords: )NTERPRETING SUMMARISING INFERRING

PARAPHRASING CLASSIFYING COMPARING

E X P L A I N I N G E X E M P L I F Y I N G A D V A N C E D SEARCHES "OOLEAN SEARCHES BLOG JOURNALING

T W I T T E R I N G C A T E G O R I S I N G T A G G I N G

COMMENTING ANNOTATING SUBSCRIBING

5SING BLOGS A WEB LOG IN EDUCATION IS INCREASING BECAUSE IT FACILITATES DISCUSSION

JOURNALING AND REmECTING 4HE STUDENT WHO PRESENTS HIS PROCESS JOURNAL IN THE FORM

43

ANDREW CHURCHES

DIGITAL STUDENTS CAN

Applying

s !NIMATE HTTP ANIMOTO COM

4 H I S H A S B E E N E X P A N D E D T O I N C L U D E OPERATING UPLOADING EDITING SHARING AND PLAYING

s "LOG HTTP EDUBLOGS ORG s 0ROGRAM HTTP WWW POPmY COM

4O EDIT A WIKI YOU MUST UNDERSTAND NOT ONLY THE CONTENT YOU RE ADDING BUT THE WIKI EDITING TOOLS 4HE POPULAR WIKI SITE

WIKISPACES HOSTS OVER EDUCATIONAL WIKI S Site: WWW WIKISPACES COM Keywords: ) M P L E M E N T I N G C A R R Y I N G O U T U S I N G

EXECUTING RUNNING LOADING PLAYING

OPERATING HACKING UPLOADING SHARING

EDITING

Teachers Matter

Analysing

44

s 0ODCAST HTTP WWW VOICETHREAD COM s #REATE ORIGINAL CONTENT USING s WIKI HTTP WWW WIKISPACES COM s #OLLABORATIVE WORD PROCESSING HTTP DOCS GOOGLE COM

Evaluating 4HE REVISED TAXONOMY INCLUDED CHECKING

HYPOTHESISING CRITIQUING EXPERIMENTING

JUDGING TESTING DETECTING AND MONITORING 7E VE ADDED BLOG AND VLOG COMMENTING

R E V I E W I N G P O S T I N G M O D E R A T I N G

COLLABORATING NETWORKING REmECTING ALPHA AND BETA TESTING AND VALIDATING

)T S ASTONISHING HOW EASILY STUDENTS AND TEACHERS CAN CREATE DISTRIBUTE AND PROCESS INFORMATION WITH TOOLS SUCH AS GOOGLE FORMS AND SURVEY MONKEY 0EOPLE USE FREE TOOLS SUCH AS 9AHOO PIPES AND GOOGLE MASH UP EDITOR TO COMBINE DATA SOURCES SUCH AS MAPS AND STATISTICS TO ANALYSE TRENDS #HECK OUT (EALTHMAP A MASH UP OF GOOGLE MAPS AND NEWS 7ORLD (EALTH /RGANISATION S DATA AND USER INPUT WHICH PREDICT DISEASE OUTBREAKS AND GAPMINDER A SITE THAT ALLOWS YOU TO MANIPULATE DATA OVER TIME AND DISPLAY IT VISUALLY

!S STUDENTS COLLABORATE ON WIKIS AND BLOGS

THEY REVIEW COMMENT AND MODERATE ENTRIES EVALUATING THE CONTENT VALIDATING THE INFORMATION AND CONSIDERING THE POST S CONTEXT AND TONE

Sites: WWW WHO INt

Creating

WWW HEALTHMAP ORG

/UR DIGITAL STUDENTS ARE ABLE TO CREATE A PRODUCT USING SIMPLE TO USE TOOLS #REATIVITY THE PINNACLE OF THINKING REQUIRES UNDERSTANDING 4HE STUDENTS APPLY THEIR KNOWLEDGE IN PLANNING CONTENT CONSTRUCTION AND DEVELOPMENT PROCESS 4HEY MUST ANALYSE AND EVALUATE THE PROCESS AND PRODUCT THEY CREATE 4HE

WWW GAPMINDER ORG Keywords: #OMPARING ORGANISING DECONSTRUCTING

ATTRIBUTING OUTLINING lNDING STRUCTURING

INTEGRATING MASHING LINKING REVERSE ENGINEERING CRACKING MEDIA CLIPPING AND MIND MAPPING

Keywords: #HECKING HYPOTHESISING CRITIQUING

EXPERIMENTING JUDGING TESTING

DETECTING MONITORING COMMENTING

REVIEWING POSTING MODERATING

C O L L A B O R A T I N G N E T W O R K I N G

REmECTING TESTING VALIDATING

s 6IDEO AND FILM MIX AND REMIX HTTP WWW JUMPCUT COM Keywords $ E S I G N I N G C O N S T R U C T I N G P L A N N I N G

INVENTING DEVISING MAKING PROGRAMMING

F I L M I N G A N I M A T I N G B L O G G I N G V I D E O BLOGGING MIXING REMIXING WIKI ING

PUBLISHING VIDEOCASTING PODCASTING

DIRECTING PRODUCING BUILDING OR COMPILING MASH UPS

ANDREW CHURCHES

7HILE THE DIGITAL REVISION OF "LOOM S 4AXONOMY LINKS A FAMILIAR AND WIDELY USED TOOL TO EXISTING AND EMERGING TECHNOLOGIES

IT IS STILL A WORK IN PROGRESS )T ALWAYS WILL BE

BECAUSE STUDENTS AND TEACHERS ARE ALWAYS ADOPTING NEW TECHNOLOGIES AND USING THEM TO ENHANCE LEARNING

“ Using blogs (a web log) in education is increasing because it facilitates discussion, journaling and reflecting. The student who presents his process journal in the form of blog entries and comments on others’ blogs and comments shows understanding of the learning process or activity. �

45

ROWENA SZESZRAN-MCEVOY

The Top 13 Reasons Why Your Life Is Easier Without Exercise

7

E KNOW THE IMPORTANCE AND BENElTS OF BEING HEALTHY lT AND STRONG AND STAYING THAT WAY SO WE HAVE A GOOD LONG LIFE (OWEVER WE RE ALSO lGHTING A WAR A WAR AGAINST DISEASE OBESITY

DEPRESSION AND ALL THE CHALLENGES THAT COME FROM BEING INACTIVE 4HE LATEST STATISTICS SHOW THAT PERCENT OF !USTRALIANS ARE INACTIVE 4HERE MUST BE A LONG LIST OF REASONS EXCUSES JUSTIlCATIONS FOR WHY PEOPLE DON T EXERCISE

AND THINKING ABOUT THIS LIST ) REALISED THAT LIFE COULD BE MUCH MORE CONVENIENT IF YOU DON T EXERCISE &OR EXAMPLE 1. 9OU SAVE TIME BY NOT EXERCISING 2. 9OU CAN SLEEP IN 3. 9OU CAN SPEND MORE TIME AT WORK 4. 9OU CAN SPEND MORE TIME WITH YOUR FAMILY OR PARTNER 5. 9OU CAN SPEND MORE TIME WATCHING 46 6. 9OU CAN SPEND MORE TIME GOING OUT

SOCIALISING AND HAVING FUN 7. 9OU SAVE MONEY BECAUSE YOU DON T NEED TO BUY EQUIPMENT A GYM MEMBERSHIP OR CLOTHES TO EXERCISE IN 8. 9OU SAVE WATER BECAUSE YOU DON T HAVE TO WASH SWEATY EXERCISE CLOTHES

Teachers Matter

9. 9OU CAN BUY NEW CLOTHES MORE OFTEN BECAUSE YOU DON T lT INTO YOUR OLD ONES ANYMORE

46

10. 9OU WON T GET PUFFED OR HAVE AN UNCOMFORTABLE HEART RATE FROM EXERTING YOURSELF 11 9OU WON T GET SORE MUSCLES 12. 9OU AVOID EXERCISE INDUCED INJURIES SUCH AS SPRAINED ANKLES TORN MUSCLES AND INmAMED JOINTS 13. 9OU WILL FEEL A PART OF THE hNORMALv CROWD WHO DOESN T EXERCISE 2EMEMBER

THAT S PERCENT OF PEOPLE .OBODY IS GOING TO LABEL YOU AS ONE OF THOSE h&ITNESS &REAKS v

/F COURSE THRE S ANOTHER WAY TO THINK ABOUT EXERCISE )T HAS BEEN SUGGESTED THAT hSUCCESS CAN BE INCONVENIENT v7HAT WOULD THE INCONVENIENCE OF THE FOLLOWING BE WORTH to you?: 1. %XERCISE GIVES YOU MORE ENERGY SO YOU CAN DO MORE IN LESS TIME 2. %XERCISE HELPS YOU SLEEP BETTER AND DEEPER SO YOU DON T NEED AS MUCH SLEEP 3. ! lT PERSON IS MORE PRODUCTIVE AT WORK AND FAR MORE LIKELY TO ACHIEVE BETTER RESULTS FASTER 4HAT COULD MEAN MORE PROMOTIONS AND MORE MONEY 4. ! lT HEALTHY PERSON FEELS BETTER ABOUT HIMSELF OR HERSELF THEY HAVE BETTER SELF ESTEEM AND THEY ARE MORE FUN TO BE AROUND (OW WOULD YOUR FAMILY FRIENDS

PARTNER FEEL ABOUT A HAPPIER MORE FUN you?

5. 9OU CAN EXERCISE AND WATCH 46 AT THE SAME TIME *UMP AROUND YOUR LOUNGE ROOM WITH THE 46 ON WATCH 46 AT THE GYM WHILE YOU ARE RUNNING CYCLING OR WALKING OR BETTER STILL ENJOY YOUR 46 WATCHING TIME MORE BECAUSE YOU HAVE HAD A GREAT WORK OUT AND YOU WILL FEEL BETTER WHEN YOU DO GET A CHANCE TO RELAX 6. 'OING OUT AND SOCIALISING BECOMES A WHOLE LOT MORE FUN WHEN YOU ARE FIT AND STRONG 9OU CAN lT INTO MORE STYLISH

FASHIONABLE CLOTHES AND LOOK BETTER WEARING THEM YOU CAN DANCE FOR LONGER AND YOU WILL FEEL AND LOOK BETTER SO YOU WILL BE MORE ATTRACTIVE TO OTHER PEOPLE 9OU CAN PARTICIPATE IN A BIGGER VARIETY OF FUN ACTIVITIES BECAUSE YOUR BODY WILL BE UP FOR THEM 7. 9OU WILL SAVE MONEY WITH LOWER MEDICAL INSURANCE AND MEDICAL BILLS AND BY AVOIDING TIME OFF FOR TRIPS TO THE DOCTOR 5LTIMATELY YOU WILL SAVE MONEY ON DISEASE AND SICKNESS BECAUSE A lT STRONG

HEALTHY PERSON HAS SO MUCH LESS CHANCE GETTING ANY OF THE MAJOR DISEASES

8. 3TICK YOUR SWEATY CLOTHES IN WITH THE REST OF YOUR LAUNDRY 9OU HAVE TO DO THE LAUNDRY ANYWAY 9. 9OU CAN KEEP YOUR CLOTHES FOR LONGER BECAUSE STYLISH CLOTHES NEVER GO OUT OF FASHION AND GREAT CLOTHES LOOK MUCH BETTER ON A TIGHT TONED YUMMY BODY !ND YOU WILL FEEL AND LOOK BETTER NAKED

SO YOU DON T NEED TO WEAR CLOTHES AS OFTEN -MMM xYOU WILL SAVE LOTS OF MONEY ON PYJAMAS 10.'ETTING YOUR HEART TO PUMP FASTER IS ONE OF THE BEST FEELINGS ON THE PLANET

AND WHEN YOU ARE FIT YOU WILL BECOME ADDICTED TO THE 7/7 FEELING OF PUSHING YOUR BODY TO THE LIMIT 1 1 . 9E S A G R E A T E X E R C I S E S E S S I O N W I L L SOMETIMES PRODUCE TIGHT MUSCLES FOR THE NEXT DAY OR TWO (OWEVER HOW GOOD WILL IT FEEL WHEN YOU ARE SOAPING YOUR BODY IN THE SHOWER AND YOUR WHOLE BODY FEELS TIGHT AND TONED BECAUSE OF THOSE EXERCISE sessions?

12. 9ES WHEN YOU EXERCISE THERE IS ALWAYS A CHANCE YOU COULD GET INJURED (OWEVER

IF YOU DON T EXERCISE YOUR CHANCES OF A HEART ATTACK OBESITY DIABETES DEPRESSION

CANCER OSTEOPOROSIS AND AN EARLY DEATH GO THROUGH THE ROOF 13. 9ES FIT HEALTHY PEOPLE ARE IN THE MINORITY GROUP IN SOCIETY (OWEVER YOU WILL ALSO BE IN THE GROUP THAT MOST PEOPLE want TO BE IN "E A PART OF THE lVE PERCENT OF PEOPLE WHO FEEL FANTASTIC LOOK GREAT HAVE MUCH LESS CHANCE OF SICKNESS AND DISEASE AND MOST IMPORTANT HAVE A GREAT LIFE FREE OF EXCUSES AND JUSTIFICATION FOR WANTING SOMETHING THEY ARE TOO LAZY TO GET

ROWENA SZESZRAN-MCEVOY

PHOTO: JASON STITT

“ Getting your heart to pump faster is one of the best feelings on the planet, and when you are fit, you will become addicted to the WOW feeling of pushing your body to the limit. ”

47

PHOTO: SANDRA CUNNINGHAM

PRINCIPAL’S COMMENT: BRENT GRIFFIN

Education in a Low-Decile School Working together, principals, teachers and the community can help all students make progress.

!

RE LOW DECILE SCHOOLS LOW SOCIO ECONOMIC UNDERACHIEVING

Teachers Matter

3TATISTICS SAY YES ! HIGH NUMBER OF SCHOOLS PERFORMING BELOW STANDARDS SADLY HAVE BEEN LOW DECILE SCHOOLS (OWEVER

) DON T BELIEVE THAT LOWER THAN NATIONAL N O R M S C O R E S O N S T A N D A R D I S E D T E S T I N G REPRESENT UNDERACHIEVEMENT

48

) M THE PRINCIPAL OF 7ESTER N (EIGHTS 0RIMARY IN 2OTORUA AND WE RE A DECILE D SCHOOL 7E HAVE HIGH LEVELS OF TRANSIENCY AND ABSENTEEISM TWO OUT OF THREE CHILDREN ENTER SCHOOL WITHOUT PRESCHOOL EXPERIENCE WE HAVE MANY SINGLE PARENT FAMILIES AND WE HAVE HIGH LEVELS OF UNEMPLOYMENT "UT JUST BECAUSE A SCHOOL IS SITUATED IN A LOW SOCIO ECONOMIC AREA DOESN T MEAN ALL FAMILIES WITHIN THAT COMMUNITY ARE DYSFUNCTIONAL OR PARENTS DO NOT CARE ABOUT THEIR CHILDREN -Y SCHOOL COMMUNITY IS AWESOME 4HEY SUPPORT OUR SCHOOL

PARTICIPATE IN ALL EVENTS AND GENUINELY LOVE

WHAT THE SCHOOL DOES FOR THEIR CHILDREN 7E HAVE TO WORK WITH WHAT IS IN FRONT OF US ON A DAILY BASIS AND WE TARGET EVERY CHILD S EDUCATION TOWARD HIS NEEDS !N ANALYSIS TEACHER TESTS THE CHILDREN ON ARRIVAL AND GIVES HER ANALYSIS TO THE CLASSROOM TEACHER THE NEXT DAY )F A CHILD HAS A LITERACY NEED

WE IMMEDIATELY PLACE HIM IN A PROGRAMME TO ADDRESS THAT NEED %VERY DAY IS IMPORTANT AS WE MAY ONLY HAVE THE CHILD FOR A SMALL AMOUNT OF TIME ) VE BEEN FRUSTRATED WHEN A CHILD MOVES ON TO ANOTHER SCHOOL AND THE PRINCIPAL OF THE NEW SCHOOL SAYS h4ELL ME ABOUT 7ILLIAM HE IS MILES OFF THE PACE v -Y REPLY IS GENERALLY STANDARD h7ILLIAM HAS BEEN WITH US FOR MONTHS (E HAS MADE PROGRESS BUT YES HE IS WORKING BELOW HIS AGE APPROPRIATE LEVEL v 7E MUST BASE STUDENT ACHIEVEMENT ON PROGRESS MADE ON A LEARNING CONTINUUM

7E MAY IDENTIFY A CHILD AS A STANINE IN A 34!2 TEST AND THIS WOULD SUGGEST UNDERACHIEVEMENT BUT IT DOES NOT SHOW THE CHILD S PROGRESS !S ) SAID MANY OF OUR CHILDREN ARRIVE AT SCHOOL WITH NO PREPARATION

BUT BY THE END OF 9EAR THE VAST MAJORITY PERFORM AT AN AGE APPROPRIATE LEVEL 4HE RATE OF IMPROVEMENT IN STUDENT ACHIEVEMENT CONSIDERING THE STARTING POINT IS PHENOMENAL )F A SCHOOL IS NOT SEEING THIS LEVEL OF STUDENT ACHIEVEMENT THEN ) WOULD SUGGEST THEY ARE UNDERACHIEVING )F WE RE ABLE TO KEEP CHILDREN AT OUR SCHOOL FROM NEW ENTRANT LEVEL TO 9EAR

WE RE CONlDENT THEY WILL BE WELL PREPARED FOR THEIR NEXT PHASE IN EDUCATION 7E RE FORTUNATE THAT THE MINISTRY HAS RECOGNISED THE UNIQUE NATURE OF LOW DECILE SCHOOLS WHICH OFTEN HAVE A DISPROPORTIONATE NUMBER OF CHILDREN WITH SPECIAL NEEDS -ANY PRINCIPALS FROM HIGHER DECILE SCHOOLS HAVE VOICED THEIR CONCERN ABOUT THE DECILE FUNDING ALLOCATION DEEMING IT UNFAIR )

PRINCIPAL’S COMMENT: BRENT GRIFFIN

DISAGREE MY SCHOOL HAS A TRANSIENT RATE OF BETWEEN TO PERCENT IN ANY GIVEN YEAR

AND WE HAVE A HIGH NUMBER OF CHILDREN REQUIRING EXTRA ASSISTANCE 4HE EXTRA FUNDING ALLOWS US TO ADDRESS THIS ISSUE ,EADERSHIP ALSO MAKES A DIFFERENCE 7HILE PRINCIPALS IN ALL SCHOOLS WORK TIRELESSLY

THEIR ABILITIES VARY )T HAS BEEN DIFlCULT IN THE PAST TO ATTRACT HIGH QUALITY PRINCIPALS TO LOW DECILE POSITIONS BECAUSE MANY OF THESE JOBS ARE IN ISOLATED LOCATIONS OR AREAS PERCEIVED AS UNDESIRABLE 4HE SAME IS OFTEN TRUE FOR ATTRACTING HIGH CALIBRE TEACHERS 3IX YEARS AGO WE HAD ONE APPLICANT FOR THE lRST JOB ) ADVERTISED AND THE APPLICANT

! SCHOOL WILL BE SUCCESSFUL IF IT HAS s 3TRONG LEADERSHIP s 3HARED VISION s #OMMUNITY ENGAGEMENT s 3OUND SYSTEMS IN PLACE s (IGH CALIBRE TEACHERS s 3CHOOL CURRICULUM BASED ON THE SCHOOL S needs s 3TUDENTS ACTIVELY INVOLVED IN PLANNING THEIR LEARNING s ( I G H E X P E C T A T I O N S F O R S T U D E N T ACHIEVEMENT

“ We have to work with what is in front of us on a daily basis, and we target every child’s education toward his needs. An analysis teacher tests the children on arrival and gives her analysis to the classroom teacher the next day.”

WAS UNSUITABLE 7ARM AND UPRIGHT DOESN T CUT IT 4HE LAST POSITION ) ADVERTISED IN ATTRACTED APPLICANTS ) M CONFIDENT EVERY CHILD COMING HERE WILL HAVE A HIGH QUALITY TEACHER 4HE DECILE RATING HAS NO BEARING ON WHY A TEACHER WOULD WANT TO WORK HERE THE CULTURE WITHIN THE SCHOOL MAKES IT ATTRACTIVE

YEARS WE HAVE TAKEN OUR YEAR LEADERSHIP CHILDREN ON AN OVERSEAS EXCURSION TO EITHER (AWAII OR 6ANUATU 4HE WHANAU OF THE CHILDREN PARTICIPATING IN THE TRIP FORM A FUNDRAISING GROUP AND FUNDRAISE CONTINUOUSLY FOR ONE YEAR )T IS A HUGE UNDERTAKING BUT A GREAT WAY TO INVOLVE FAMILIES IN OUR SCHOOL $OES IT SOUND LIKE THIS LOW DECILE SCHOOL IS UNDER ACHIEVING ) DON T BELIEVE SO ) ALSO DON T BELIEVE WE RE OVER ACHIEVING ) BELIEVE IT IS WHAT OUR COMMUNITY EXPECTS .EW :EALAND HAS A FANTASTIC EDUCATION SYSTEM AND THE .EW #URRICULUM ALLOWS US TO STRATEGICALLY PLAN ACCORDING TO OUR SCHOOL S NEEDS 3OME SCHOOLS WITHIN THIS SYSTEM WILL SUCCEED AND SOME WILL FAIL !S ) VE MENTIONED VARIABLES THAT ARE UNIQUE TO LOWER DECILE SCHOOLS CAN MAKE THE TASK MORE CHALLENGING BUT A LOW DECILE SHOULD NOT BE THE REASON FOR POOR PERFORMANCE (OW A SCHOOL PERFORMS HAS NOTHING TO DO WITH DECILE RATING )T IS ABOUT HAVING THE PASSION AND DRIVE TO DO THE BEST YOU CAN FOR THE CHILDREN ATTENDING hYOURv SCHOOL

s ! LEARNING CULTURE AS OPPOSED TO A BEHAVIOUR MANAGEMENT CULTURE s (IGH QUALITY PROFESSIONAL DEVELOPMENT 7E HAVE SMALL CLASS SIZES RUNNING CLASSROOMS TWO OVER OUR ENTITLEMENT 7E HAVE HOURS OF SPECIAL NEEDS ASSISTANCE IN TARGETED SPECIAL NEEDS PROGRAMMES 7E HAVE A LITERACY ASSISTANT IN ALL CLASSROOMS TO ASSIST THE TEACHER DURING THEIR LITERACY BLOCK 7E RUN A LANGUAGES PROGRAMME OFFERING &RENCH 3PANISH 'ERMAN EXTENSION TE REO -AORI AND #OOK )SLAND -AORI WILL START IN TERM 7E ALSO RUN THREE -AORI -EDIUM %DUCATION CLASSES !LL CLASSROOMS HAVE INTERACTIVE WHITEBOARDS AND WE RUN A YEAR OLDS TRANSITION CLASS &OR THE PAST lVE

49

TONY RYAN

Thinking Competency Don’t consider brain transplants: You can use other methods to teach students to think in new and deeper ways.

%

XHAUSTIVE RESEARCH HAS SUBSTANTIATED THAT A SERIES OF CRITICAL ELEMENTS ARE INVOLVED IN ADVANCING THINKING IN THE CLASSROOM 4HESE )NTELLECTUAL 1UALITY E L E M E N T S F O C U S O N H E A D I N G S S U C H A S DEEP KNOWLEDGE DEEP UNDERSTANDING

HIGHER ORDER THINKING METALANGUAGE AND SUBSTANTIVE COMMUNICATION !LL ARE SIGNIFICANT IF YOU WISH TO PROMOTE INTELLECTUAL RIGOUR BUT FOR NOW LET S FOCUS ON THREE POWERFUL WAYS OF AUGMENTING THE HIGHER ORDER THINKING ALSO KNOWN AS THE (/4S IN CLASSROOMS

Option 1. Brain Implants 9OU DON T THINK THAT ) M BEING SERIOUS HERE

DO YOU 7ELL IT S JUST A MATTER OF TIME )F YOU WANT TO WAIT AROUND FOR A WHILE SOME INTRIGUING OPTIONS ARE IMMINENT 3MART DRUGS ARE ALREADY THE RAGE IN .EW 9ORK AND TO SOME DEGREE THEY WORK "RAIN IMPLANTS ARE RUMOURED TO BECOME COMMONPLACE AROUND 4HEY WILL DEFINITELY MAKE EDUCATION INTERESTING $URING EXAMINATIONS

WILL WE SEPARATE THE BRAIN IMPLANTED FROM THE NON BRAIN IMPLANTED !N INTRIGUING TECHNO DILEMMA

Teachers Matter

Option 2. Code your practice

50

(ERE S ONE FOR TODAY $EVELOP A STANDARDS FRAMEWORK RUBRIC CODING SCALE FOR THE QUALITY OF HIGHER ORDER THINKING THAT OCCURS WHEN YOU TEACH 4HE KEY WORD IS coding (ERE S AN EXAMPLE )N YOUR NEXT LESSON

HOW WILL YOU RATE YOURSELF ACCORDING TO THESE FOLLOWING CODING SCALES FOR HIGHER ORDER THINKING 1st level: %VERY STUDENT IS INVOLVED WITH ONLY LOWER ORDER THINKING IN WHICH A TEACHER presents a series of facts or lower-level SKILLS DEVELOPMENT .O IN DEPTH ANALYSIS TAKES PLACE

2nd level: !LL students are PREDOMINANTLY ENGAGED IN LOWER ORDER THINKING WITH AN occasional foray into a MORE COMPLEX ACTIVITY 3rd level: !T LEAST ONE KEY PORTION OF THE LESSON WILL FOCUS ON HIGHER ORDER THINKING AND MOST STUDENTS ARE COGNITIVELY ENGAGED DURING THIS TIME 4 t h l e v e l : ! L M O S T A L L S T U D E N T S F O R THE MAJORITY OF THE TIME ARE DEEPLY INTELLECTUALLY INVOLVED IN THE CORE PROCESS OF THE LESSON 4HE TEACHER S CONSTANTLY STIMULATING AND CHALLENGING THEM WITH THINKING COMPLEXITIES

Option 3. Teach thinking strategies that students can use in sequences 4HE KEY WORD HERE IS sequences 9OU SEE

WE CAN VERY EASILY TEACH LOTS OF POTENTIALLY GOOD THINKING STRATEGIES AND YET THERE IS NOT ALWAYS AN AUTHENTIC TRANSFER OF THOSE STRATEGIES INTO METALEARNING AND REAL LIFE EXPERIENCES 5NDERSTANDING HOW TO USE DIFFERENT SEQUENCES CAN ADVANCE THIS THINKING TRANSFER ) CHALLENGE STUDENTS WITH A WHOLE SERIES OF SEQUENCES THAT MAKE USE OF THE 4HINKERS +EYS 4HE INNOVATION SEQUENCE WHICH ) USE WHEN STUDENTS NEED TO DEVELOP A NEW PRODUCT OR PROCESS IS ONE OF MY FAVOURITES 4HE SEQUENCE INCLUDES THE )NFO

)MPROVEMENTS "!2 AND )NVENTIONS +EYS !N EXAMPLE 3TUDENTS ARE REQUIRED TO DESIGN AND PRODUCE AN INNOVATIVE TOY OR GAME FOR THE WORLD MARKET 4HEY CANNOT USE ADVANCED TECHNOLOGY OR BATTERIES (ERE IS AN OUTLINE OF ONE PERSON S WORK WHO DECIDED TO BASE HIS IDEAS ON THE YO YO

Info Key 4HIS KEY REQUIRES YOU TO CONDUCT R E S E A R C H O N T H E I S S U E A N D T O L I S T A L L RELEVANT INFORMATION THAT WILL HELP YOU CONDUCT THE TASK s -OST YO YOS ARE mAT AND ROUND s 4HE STRING HAS TO BE TIED TO THE USER S lNGER s ! DESIGN CAN BE PAINTED ONTO THE SIDE OF THE YO YO s 4HE NUMBER OF TRICKS YOU CAN DO IS ONLY LIMITED BY YOUR IMAGINATION Improvement Key ,IST THE DISADVANTAGES OF THE PRESENT PRODUCT AND THEN SPECIlCALLY BRAINSTORM IMPROVEMENTS FOR EACH OF THOSE DISADVANTAGES AS SHOWN IN THE FOLLOWING CHART

TONY RYAN

DISADVANTAGES

IMPROVEMENTS

4HE STRING GETS TWISTED TOO EASILY

5SE SOME THICKER STRING OR EVEN TRY SOME DIFFERENT TYPES OF ELASTIC !LSO

DEVELOP A DIFFERENT WAY THAT THE STRING WINDS AND UNWINDS ON THE YO YO

7HEN THE YO YO HITS THE GROUND IT CAN EASILY BREAK

-AKE IT OUT OF A SOFTER RUBBER OR EVEN HAVE A BALL SHAPED YO YO THAT CAN BOUNCE

'IVEN THESE VARIOUS IDEAS THIS STUDENT CREATED A NEW YO YO BUILT INTO A MINI BASKETBALL (E SLICED THE BALL OPEN AND PLACED A SMALL BAR ACROSS THE MIDDLE ON THE INSIDE (E THEN WRAPPED STRONG lSHING LINE AROUND THE BAR AND OUT OF THE BALL THROUGH A SMALL HOLE IN THE BALL S SURFACE (E THEN ATTACHED A HANDLE TO THE lSHING LINE AND SEALED THE BALL SHUT 4HIS YO YO BALL CAN DO MOST OF THE NORMAL FUNCTIONS OF THE PRESENT YO YOS BUT IT CAN ALSO BOUNCE AND YOU CAN THROW IT IN THE AIR AS PART OF ITS REPERTOIRE OF TRICKS

Getting It All Together Bar Key "EGIN WITH THE ORIGINAL DESIGN

AND THEN APPLY THREE SPECIFIC CHANGES TO THAT DESIGN -AKE ONE ASPECT bigger THEN add SOMETHING NEW TO THE DESIGN AND lNALLY replace ONE ASPECT OF THE DESIGN WITH ANOTHER ASPECT s "IGGER -AKE THE YO YO MUCH BIGGER PERHAPS THE SIZE OF A DINNER PLATE SO THAT YOU NEED MORE STRENGTH TO USE IT 4HE EXTRA WEIGHT ALSO WILL ALLOW YOU TO DO SOME OTHER TRICKS THAT YOU CANNOT DO WITH A SMALL AND LIGHT YO YO s !DD )NCLUDE A WHISTLE OR A HOLE THAT MAKES A SOUND AS THE YO YO SPINS UP AND DOWN 4HIS SOUND COULD CHANGE AS THE YO YO SPEEDS UP OR SLOWS DOWN

) DON T RECOMMEND THE BRAIN IMPLANT AND NOT EVEN WHEN THEY RE EVENTUALLY DEVELOPED ) D WANT TO KNOW WHETHER THE CONTRACT FOR ITS CONSTRUCTION HAD GONE TO THE LOWEST BIDDER #ODING YOUR PRACTICE FOR THE (/4S A N D E N C O U R A G I N G SSTUDENTS TO DESIGN a and apply specific TTHINKING SEQUENCES H A S M U C H M O R E IIMMEDIATE APPEAL % %NJOY THE RESULTS

“ Coding your practice for the HOTs, and encouraging students to design and apply specific thinking sequences has much more immediate appeal.”

s 2EPLACE )NSTEAD OF A FLAT CIRCLE USE A ROUND BALL INSTEAD 4HIS BALL ALSO COULD BOUNCE WHEN IT HITS A SOLID SURFACE )NVENTIONS +EY $EVELOP AN INVENTION THAT RESPONDS TO A PARTICULAR NEED 3TUDENTS OFTEN USE THIS KEY TO DRAW TOGETHER THE THINKING FROM EARLIER KEYS

51

KAREN BOYES

PHOTO:JOSE MANUEL GELPI DIAZ

Go for Speed Reading faster is as easy as 1-2-3-4.

)

T S NECESSARY TO BE A GOOD READER AS PERCENT OF ALL INFORMATION COMES FROM PRINTED MATERIAL %VEN THE )NTERNET IS lLLED WITH PAGES AND PAGES OF TEXT 7OULD IT HELP TO READ TWICE AS FAST OR THREE TIMES AS FAST AS YOU DO NOW 7OULD IT BE BENElCIAL TO HAVE BETTER COMPREHENSION AND UNDERSTANDING OF WHAT YOU READ $O YOU SAY THE WORDS TO YOURSELF WHILE READING -OST PEOPLE SPEAK AT ABOUT WORDS PER MINUTE AND WE READ AT ABOUT WORDS PER MINUTE /UR BRAINS ARE ACTUALLY CAPABLE OF READING UP TO WORDS PER MINUTE &OR FULL COMPREHENSION AND GOOD RECALL THIS lGURE DROPS TO ABOUT WORDS PER MINUTE (OWARD "ERG THE MAN WHO HOLDS THE WORLD RECORD FOR SPEED READING READS AT AROUND

WORDS PER MINUTE OR APPROXIMATELY ONE PAGE PER SECOND !S NEARLY EVERYONE HAS THE ABILITY TO READ QUICKLY ONE OF THE BIGGEST DIFFERENCES BETWEEN YOU AND (OWARD "ERG OR ANYONE WHO READS AT A FAST SPEED IS YOUR BELIEFS )F THESE FOUR BELIEFS DO NOT SOUND TRUE YOU MAY NEED TO WORK ON THIS AREA

Teachers Matter

Belief 1 Reading is easy.

52

"Y THE TIME MOST PEOPLE ARE THEY HAVE LEARNED THE THREE HARDEST THINGS THEY WILL EVER LEARN WALKING TALKING AND READING 4HERE IS NOTHING HARDER TO LEARN )F YOU HAVE EVER WATCHED AN ADULT WHO HAS LOST THE ABILITY TO WALK OR TALK TRY TO LEARN AGAIN YOU KNOW HOW HARD IT IS ,EARNING TO READ AS AN ADULT IS ALSO VERY DIFlCULT )F YOU CAN DO THESE THREE THINGS THE GREAT NEWS IS LIFE CAN ONLY GET EASIER 2EADING IS EASY

Belief 2 I read more than one word at a time.

7ELL YOU WON T BE IF YOU RE SAYING THE WORDS TO YOURSELF AS YOU READ 4HIS IS SLOW AND NARROW OR hHARD FOCUSED v 2APID READERS FOCUS ON THE WHOLE PICTURE ,OOK OUTSIDE FOR A MOMENT AND NOTICE HOW YOU ARE MORE hSOFT FOCUSEDv ON THE

WHOLE SCENE RATHER THAN ON JUST TWO CENTIMETERS OF INFORMATION 0RACTICE SEEING A PAGE IN THIS SAME WAY Action: &IND A BOOK YOU WISH TO READ 4URN IT UPSIDE DOWN 3CAN EACH PAGE WITH YOUR HAND AS YOU RUN YOUR HAND DOWN THE PAGE AND PICK OUT THE KEY WORDS 4IME YOURSELF AND TAKE ABOUT lVE SECONDS PER PAGE OR PAGES PER MINUTE 0RACTICE THIS UNTIL YOU CAN SCAN ABOUT PAGES PER MINUTE STILL PICKING OUT THE KEY WORDS FROM THE TEXT -ANY PEOPLE ARE AFRAID THEY WILL MISS WORDS IF THEY READ FAST /F THE WORDS IN THE %NGLISH LANGUAGE

ARE USED PERCENT OF THE TIME 4HAT MEANS THAT OVER HALF THE WORDS ON A PAGE THAT ARE hSTRUCTURE WORDSv AND HAVE LITTLE OR NO MEANING

THEY SIMPLY TIE A SENTENCE TOGETHER 7HEN YOU ARE READING SKIP WORDS SUCH AS hIS

TO THE AND AREv 2EMOVING THESE WORDS AND FOCUSING ON THE KEY WORDS WILL AUTOMATICALLY SPEED UP YOUR READING !CCORDING TO RESEARCH AT AN %LINGSH UINERVTISY IT DEOSN T MTTAER IN WAHT OREDR THE LTTEERS IN A WROD ARE THE OLNY IPRMOATNT TIHNG IS THAT THE FRIST AND LSAT LTTEER ARE IN THE RGHIT PCLAE 4HE RSET CAN BE A TOATL MSES AND YOU CAN SITLL RAED IT WOUTHIT A PORBELM 4IHS IS BCUSEAE WE DO NOT RAED ERVEY LTETER BY ISTLEF BUT THE WROD AS A WLOHE 4O INCREASE YOUR READING SPEED READ KEY WORDS AND REMEMBER THE PURPOSE OF READING IS TO GAIN INFORMATION NOT TO READ EVERY SINGLE WORD

Belief 3 ItтАЩs OK to read using my ямБnger.

4HE LAST TIME YOU PROBABLY USED YOUR lNGER TO READ WAS AT PRIMARY SCHOOL 4HE REASON TEACHERS ASKED YOU TO POINT TO THE WORDS WAS SO THEY KNEW THAT WHAT YOU WERE READING AND SAYING WERE THE SAME THING 7HEN YOU COULD READ YOU WERE ENCOURAGED TO TAKE YOUR lNGER AWAY TO ADD mUENCY AND EXPRESSION .OW ) M SUGGESTING YOU BRING YOUR FINGER BACK FOR SPEED /NE OF

THE REASONS IS BECAUSE YOUR EYES CAN ONLY SEE SOMETHING WHEN THEY HAVE STOPPED MOVING Action: 'O INTO THE BATHROOM WHEN NO ONE IS WATCHING AND WALK UP TO THE MIRROR 3MILE .OW TRY AND CATCH YOUR EYES MOVING +EEP YOUR HEAD STILL JUST MOVE YOUR EYES )T IS PHYSICALLY IMPOSSIBLE TO SEE YOUR OWN EYES MOVE 7HEN READING IT IS IMPORTANT TO KEEP YOUR EYES MOVING QUICKLY AND SMOOTHLY 4O SPEED READ EFFECTIVELY USE YOUR INDEX lNGER USUALLY ON THE HAND THAT YOU WRITE WITH AND RUN IT JUST UNDER THE TEXT YOU ARE READING 5NDERLINE THE WORDS YOU ARE READING WITH YOUR FINGER 4HE PURPOSE OF THE FINGER IS TO PUSH YOUR EYES TO WORK FASTER THEREFORE TAKING IN MORE INFORMATION TIP: 3OME PEOPLE LIKE TO USE A PEN INSTEAD OF THEIR lNGER )F YOU lND YOUR lNGER IS DISTRACTING

THEN PLACE IT TWO OR THREE LINES BELOW WHERE YOU ARE READING OR JUST IN FRONT 2EMEMBER THE PURPOSE OF YOUR lNGER IS TO KEEP YOUR EYES MOVING OR THEY WILL GET LAZY AND SLOW DOWN /THER FINGER MOVEMENTS INCLUDE SWEEPING THE lNGER LEFT RIGHT RIGHT LEFT UNDER THE TEXT OR SWEEPING THE WHOLE HAND IN A SKIING MOTION DOWN THE PAGE 7HEN YOU INCREASE YOUR SPEED TO OVER WORDS PER MINUTE YOU MAY PREFER TO JUST RUN YOUR lNGER DOWN THE CENTRE OF THE PAGE AND READ EITHER SIDE OF YOUR lNGER AS YOU GO

Belief 4 I read fast and comprehend.

(AVE YOU EVER FOUND YOURSELF READING THE SAME LINE OVER AND OVER AGAIN (AVE YOU EVER FOUND YOURSELF READING THE SAME LINE OVER AND OVER AGAIN *UST KIDDING (AVE YOU READ TO THE BOTTOM OF THE PAGE AND BEEN UNABLE TO REMEMBER WHAT YOU D JUST READ 9OU RE READING TOO SLOWLY )F YOUR BRAIN CAN COPE WITH UP TO

WORDS PER MINUTE AND YOU ARE ONLY READING AT WORDS PER MINUTE YOUR BRAIN IS BORED AND YOUR MIND WANDERS AND STARTS

KAREN BOYES

“ Howard Berg, the man who holds the world record for speed-reading, reads at around 24,000 words per minute or approximately one page per second. �

THINKING ABOUT WHAT YOU ARE GOING TO DO IN THE WEEKEND WHAT S FOR TEA OR THE CONVERSATION YOU HAD WITH YOUR FRIEND TODAY 4RUE ISN T IT 4HE FASTER YOU READ THE MORE YOUR BRAIN HAS TO FOCUS AND COMPREHEND )MAGINE YOU ARE A WORLD CHAMPION SKIER /N THE LEARNER S SLOPE YOU WILL BE THINKING ABOUT ANYTHING EXCEPT YOUR TECHNIQUE STAYING UP OR HOW TO STOP (OWEVER

YOU ARE NOW AT THE TOP OF THE MOUNTAIN ON THE HARDEST RUN OF THE DAY !S YOU TAKE OFF

YOU THINK ABOUT SKIING ,OSING FOCUS AT HIGH SPEED IS NOT A GOOD LOOK ESPECIALLY IF YOU ARE ATTEMPTING TO IMPRESS

Get ready to

#OMPREHENSION IS A TWO FOLD PROCESS PERCEIVING AND ORGANISING AND RELATING INFORMATION TO WHAT YOU ALREADY KNOW &ACTORS THAT CAN INCREASE YOUR COMPREHENSION INCLUDE YOUR BACKGROUND KNOWLEDGE OF THE TOPIC

YOUR READING SKILLS AND THE ORGANISATION AND PRESENTATION OF THE MATERIAL "EFORE YOU READ INCREASE YOUR COMPREHENSION SIMPLY BY SCANNING LOOKING FOR KEY WORDS AND IDEAS DIAGRAM CAPTIONS HEADINGS SUBHEADINGS

BOLD WORDS ITALICS AND CHAPTER SUMMARIES 4HEN READ THE CONTENTS AND INDEX PAGES 2EADING THE AUTHOR S BACKGROUND AND FOREWORD CAN ALSO GIVE YOU INSIGHTS INTO WHY HE WROTE THE BOOK OR

ARTICLE THAT WILL GIVE YOU A BETTER UNDERSTANDING OF THE AUTHOR S PERSPECTIVE %LIMINATE DISTRACTIONS SUCH AS 46 CERTAIN MUSIC AND NOISY PEOPLE 0OSITION YOUR BODY SO IT DOESN T THINK IT S TIME FOR SLEEP 3IT UP STRAIGHT WHEN READING WITH YOUR FEET mAT ON THE mOOR AND YOUR BOTTOM FORWARD ON THE SEAT !SK QUESTIONS ABOUT WHAT YOU READ (AVING A PURPOSE TO READ CAN INCREASE BOTH YOUR COMPREHENSION AND YOUR SPEED 7HEN YOU ADOPT AND PRACTICE THESE FOUR BELIEFS OF READING YOUR READING SPEED WILL NATURALLY INCREASE 2EMEMBER THE MORE YOU PRACTICE THE FASTER YOU WILL GET

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53

BARBARA GRIFFITH AND TRICIA KENYON

Exploring the Mystery of Words and Pictures A unique picture book draws in imaginative minds with words and images. m

Title: Norton’s Hut Author:John Marsden & Peter Gouldthorpe ISBN 0-85091-739-5 Lothian Books

N

Teachers Matter

orton’s Hut IS A GHOSTLY ETHEREAL STORY SET HIGH ABOVE THE SNOW LINE ! GROUP OF YOUNG PEOPLE ON A HIKE THROUGH THE !USTRALIAN HIGH COUNTRY

TAKE SHELTER DURING A BLINDING STORM IN AN ABANDONED HUT THAT HOLDS A MYSTERIOUS SECRET )NSIDE THE HUT THEY lND A MAN WHO BARELY ACKNOWLEDGES THEM "Y MORNING HE HAS DISAPPEARED 7HEN THEY lNALLY REACH SAFETY THEY QUESTION WHETHER THE STRANGE EVENTS REALLY OCCURRED

54

4HIS BOOK IS FULL OF BOTH IMAGERY AND ILLUSTRATIONS THAT NEED TO BE hREADv ALONGSIDE THE TEXT TO FULLY COMPREHEND THE STORY

The illustrations 4HE ILLUSTRATIONS ARE ALMOST PHOTOGRAPHIC )NSETS PROVIDE MORE DETAIL AND INTEREST # O L O U R S A R E O F T E N A S S O C I A T E D W I T H T E M P E R A T U R E A N D I N T H I S B O O K T H E ILLUSTRATOR USES THEM TO DEPICT BOTH COLD AND

BARBARA GRIFFITH AND TRICIA KENYON

WARM #OLOUR ALSO HELPS TO CREATE MOOD

AND HERE SHADOWING CREATES ATMOSPHERE 4HE CENTRE OF THE BOOK CONTAINS A MONTAGE OF PICTURES DEPICTING THREE DAYS WITH NO ACCOMPANYING TEXT 2EADERS NEED TO INFER WHAT EVENTS TOOK PLACE

&OR EXAMPLE “… the sun kicking at our faces as we climbed..” “… a stammer of white smoke from the chimney..”

The Text

4HE AUTHOR USES SIMILES AND METAPHORS MOST EFFECTIVELY AND AGAIN MAKES SOME UNUSUAL COMPARISONS

4HIS BOOK OFFERS A WONDERFUL OPPORTUNITY TO EXPOSE YOUR STUDENTS TO EXTRAORDINARY IMAGERY CREATED BY AN UNUSUAL USE OF WORDS

&OR EXAMPLE …”the clouds churned like froth on water…” ….”the hut shivers in the storm…”

Activities to explore this picture book The Montage 5SING THIS MONTAGE LIST DISCUSS AND JUSTIFY WHAT YOU THINK TOOK PLACE DURING THE THREE DAYS OF THE STORM 5SING THIS KNOWLEDGE AND YOUR OWN WORLD KNOWLEDGE WHAT ELSE MIGHT HAVE TAKEN PLACE IN THE HUT

Colour ,OOK CAREFULLY AT THE COLOURS USED TO TELL THE STORY #OLOURS ARE OFTEN ASSOCIATED WITH TEMPERATURE 7HICH COLOURS IN THE STORY ARE COLD 7HICH ARE WARM &IND TWO PICTURES WHERE WARM AND COLD COLOURS ARE ON THE SAME PAGE 7HY MIGHT THE ARTIST HAVE CHOSEN TO DO THIS 7HAT ARE THE CONNECTIONS BETWEEN THE hFEELINGv CREATED IN DIFFERENT PARTS OF THE STORY AND THE COLOURS USED

Words 5NDERSTANDING IMAGERY IS OFTEN DIFFICULT FOR OUR STUDENTS SO WE NEED TO PROVIDE EXPERIENCES FOR THEM TO DISCUSS WORD PICTURES IN THE TEXT

55

BARBARA GRIFFITH AND TRICIA KENYON Imagery from Text

In my words, it means……

Snow stung at the door; not the soft snow of dreams but the bitter snow that bites at the skin and darts like death in the wild air. ..the clouds churned like froth on water: we knew that in the valley and across the plains a great boiling of weather was taking place.

!SK STUDENTS TO CREATE THEIR OWN WORD IMAGE 4HIS COULD LEAD TO AN ART ACTIVITY

Characters #HOOSE A CHARACTER FROM THE STORY GIVE YOURSELF A NAME (OW OLD ARE YOU 7HAT KIND OF FAMILY DO YOU COME FROM (OW DID YOU GET TO BE FRIENDS WITH THE OTHERS IN THE GROUP 7HAT IS YOUR ROLE ON THE GROUP EG JOKER ORGANISER ETC 4ALK ABOUT YOUR INVENTED CHARACTER 4ALK ABOUT HOW YOU FELT WHEN YOU HEARD WHAT THE MEN AT THE CAMPFIRE SAID ABOUT .ORTON AND HIS HUT 2EFLECT ON THE WHOLE EXPERIENCE AND ITS IMPACT ON YOUR LIFE 3TUDENTS COULD PRESENT THEIR WORK AS A DIARY A PICTURE JOURNAL A RECOUNT OR A CHARACTER DESCRIPTION

Norton’s Hut is a ‘ghost’ story?

Teachers Matter

7HAT DO YOU THINK ARE THE KEY INGREDIENTS OF A GOOD GHOST STORY ,IST THEM AND THEN DECIDE HOW MANY OF THE AUTHOR USES IN THE STORY

Asking the key question )F YOU COULD WHAT one KEY QUESTION WOULD you ask of: s THE ILLUSTRATOR s THE AUTHOR s .ORTON s THE MEN s THE CHILDREN

56

Setting the scene $RAW OR PAINT AN ISOLATED PLACE THAT COULD BE THE SETTING OF AN EERIE TALE INCLUDE A DOUBLE INSET FOR DETAIL )F YOU WERE GOING TO WRITE ABOUT THIS SETTING

WHAT SPECIlC ADJECTIVES WOULD YOU USE 7E HAVE JUST TOUCHED ON THE POSSIBILITIES OF THIS AMAZING BOOK (AVE FUN AND WE WOULD LOVE TO HEAR OF ANY NEW ACTIVITIES YOU HAVE USED THAT HAVE WORKED WELL

ADRIAN RENNIE

Making the Habits Of Mind Visible Posters and actions show student your commitment to success.

T

HE (ABITS /F -IND NEED TO BE VISIBLE IN THE CLASSROOM ! PROMINENT DISPLAY SUCH AS THE ONES SHOWN HERE GIVE THE TEACHER SOMETHING PHYSICAL TO REFER STUDENTS TO WHEN ENCOURAGING AND CELEBRATING SUCCESSFUL THOUGHTFUL BEHAVIOUR 3TUDENTS MAY EVEN BE CAPABLE OF DESIGNING AND PUBLISHING THEIR OWN (ABITS POSTERS "Y DOING SO STUDENTS REALLY FEEL THAT THEY OWN THE (ABITS /F -IND !DDING A THEME SUCH AS h2OOM 3AILING 4O 3UCCESSv ANCHORS POWERFUL THINKING TO A SPOT IN THE ROOM AND ADDS INTEREST FOR STUDENTS

“ If teachers display the same posters in all of the school’s classrooms, then the teachers also use the language on the posters.

That standardised approach will reap beneďŹ ts for students as they move from class to class.â€?

.ORTHCOTE 3CHOOL IN #HRISTCHURCH DEVELOPED THE POSTERS AFTER A CAREFUL ANALYSIS OF EACH (ABIT OF -IND 4HE GENERAL INTENT OF EACH (ABIT WAS hBOILED DOWNv TO A SIMPLE CHILD FRIENDLY STATEMENT 4EACHERS THEN TOOK THOSE IDEAS AND BEGAN hUNPACKING THEMv WITH STUDENTS DEPENDING ON THEIR AGE LEVEL AND THINKING SKILL NEEDS 4HEY SPENT TIME

57

ADRIAN RENNIE

“ Children usually copy the actions of adults before they do what we tell them to do.

As professionals, we need to use and display powerful thinking ourselves. ”

EXPLORING WITH STUDENTS WHAT SUCCESS IN EACH ONE WOULD LOOK LIKE FEEL LIKE AND SOUND LIKE )F TEACHERS DISPLAY THE SAME POSTERS IN ALL OF THE SCHOOL S CLASSROOMS THEN THE TEACHERS ALSO USE THE LANGUAGE ON THE POSTERS 3TUDENTS WILL REAP BENEFITS FROM THIS STANDARDISED APPROACH AS THEY MOVE FROM CLASS TO CLASS 4HE SCHOOL APPROACH TO THE TEACHING OF THINKING WILL CARRY ON UNINTERRUPTED 4HERE WILL BE NO hDEAD SPOTSv IN THE SCHOOL WHERE STUDENTS RECEIVE EITHER NO THINKING TEACHING OR TEACHING THAT CONTRADICTS EVERYTHING THEY HAVE LEARNT SO FAR ! TEACHER MUST BE VERY FAMILIAR WITH THE CONTENT AND INTENT OF EACH (ABIT /F -IND AND WHAT IT SHOULD MEAN TO THE STUDENTS EVERY DAY 9OU CAN NEVER PLACE ENOUGH I M P O R T A N C E O N M O D E L L I N G S U C C E S S F U L THINKING #HILDREN USUALLY COPY ADULTS ACTIONS BEFORE THEY DO WHAT WE TELL THEM TO DO !S PROFESSIONALS WE NEED TO USE AND DISPLAY POWERFUL THINKING OURSELVES

Teachers Matter

4HE .ORTHCOTE STAFF SET PERSONAL AND PROFESSIONAL GOALS FOR THE YEAR AND RECORDED THEM UNDER A h(ABITS OF -IND 5MBRELLA v 4HEY SHARED SOME OF THEM WITH THEIR CLASSES

THEREBY MODELLING TO STUDENTS THAT EVERYONE IN THE LEARNING COMMUNITY IS STRIVING TO BE SUCCESSFUL NOT JUST THE KIDS

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Listening Quiz DEEP SEA LISTENING SUCCESS-O-METER | How good are you at listening? Here is a quiz that will help you think clearly about your listening success. This success-o-meter describes three different levels of listening success. Read all about it and then mark yourself.

Breaking the Surface ) LISTEN TO OTHERS WITH MY EARS MY BRAIN AND MY HEART ) THINK ABOUT WHAT ) AM HEARING AND ) TRY TO FEEL WHAT IT MUST BE LIKE ) LOOK AT THE SPEAKER NOD MY HEAD AND LOOK INTERESTED ) ASK QUESTIONS TO GET THE MEANING CLEAR AND TO MAKE THE SPEAKER THINK DEEPLY ) VALUE WHAT THEY SAY ) THINK HARD ABOUT NEW IDEAS AND PERHAPS CHANGE MY OPINIONS ) REPEAT BACK WHAT ) HAVE HEARD IN MY OWN WORDS TO SHOW THAT ) UNDERSTAND

Cruising Depth ) LISTEN TO OTHERS WITH MY EARS AND MY BRAIN ) THINK ABOUT WHAT ) AM HEARING ) LOOK AT THE SPEAKER NOD MY HEAD AND LOOK INTERESTED ) ASK QUESTIONS TO GET THE MEANING CLEAR ) CARE ABOUT WHAT THEY SAY

Bottom Hugger ) DON T LISTEN TO OTHERS VERY WELL ) HAVE TROUBLE THINKING ABOUT WHAT ) AM HEARING ) DON T LOOK AT THE SPEAKER OR SHOW THAT ) M INTERESTED -Y MIND WANDERS ) GET DISTRACTED EASILY Bottom Hugger

Cruising

Surface Breaker

) LOOK AT THE SPEAKER ) NOD AND GESTURE AT THE RIGHT TIMES ) POINT MY BODY AT THE SPEAKER ) ASK QUESTIONS TO GET THE MEANING CLEAR ) THINK ABOUT WHAT ) M HEARING ) EMPATHISE WITH THE SPEAKER FEEL IT ) WAIT UNTIL OTHERS HAVE lNISHED SPEAKING BEFORE ) DO ) REPEAT BACK WHAT ) VE HEARD TO SHOW UNDERSTANDING ) CONSIDER CHANGING MY POINT OF VIEW BECAUSE OF OTHER IDEAS ) TRY TO RELATE TO WHAT ) M HEARING BY REMEMBERING MY PASK EXPERIENCES ) ASK WHY PEOPLE THINK THE WAY THEY DO

-Y BEST LISTENING SKILL IS

4O BE A MORE SUCCESSFUL LISTENER ) AM GOING TO

) WILL KNOW WHEN ) HAVE ACHIEVED THIS WHEN

For more activites like this, see -INDFUL 4EACHING by Adrian Rennie

59

Thinking Challenge ALLSORTSASAURUS | The students will create a technology-based solution to a practical problem applying and discussing the Habits of Mind needed for success.

Materials

#HOCOLATE COVERED RAISENS

,IQUORICE ALLSORTS

! SOFT TOY THAT lTS THE DESCRIPTION

#ONSTRUCTION JUNK MATERIALS CARDBOARD NAILS GLUE PLASTIC BOTTLES OLD TOYS STRING ETC !NYTHING USEFUL

Progression s "EFORE THE STUDENTS ENTER THE ROOM AFTER A BREAK OR AT THE BEGINNING OF THE DAY SPREAD SOME CHOCOLATE RAISENS ON THE mOOR %XPLAIN TO THE STUDENTS THAT WE HAVE A TERRIBLE PROBLEM 4HE RAISENS ARE ACTUALLY THE DROPPINGS OF A RARE CREATURE THAT IS INFESTING THE CLASSROOM 4HE !,,3/243!3!5253 s 4ALK ABOUT THE FEATURES OF THE CREATURE The size of an ice cream container.

Only comes out at night.

Moves in a stealthy manner.

Is fluffy and cute.

Eats liquorice allsorts.

Crawls on the ground. Can climb but not on smooth surfaces. s %XPLAIN THAT WE NEED TO CAPTURE THE CREATURE 0AIR EACH STUDENT WITH A THINKING PLANNING MAKING BUDDY AND HAVE THEM SIT FACE TO FACE 0OSE A SERIES OF QUESTIONS TO STUDENTS AND HAVE THEM DISCUSS POSSIBLE ANSWERS What experience do you already have of traps and snares? ;0AST +NOWLEDGE= Have you ever seen one or used one?

How were they constructed? How did they trap the animal?

3TUDENTS COULD SPEND SOME TIME RESEARCHING POSSIBLE TRAP DESIGNS BEFORE SKETCHING THEIR OWN IDEAS (AVE THE STUDENTS DESCRIBE TO THEIR PARTNERS THEIR VISION FOR A TRAP 'ET THEM TO DESCRIBE THE SHAPE MATERIALS AND HOW THE MECHANISM WOULD WORK ;#OMMUNICATING WITH #LARITY AND 0RECEISION=

Teachers Matter

!FTER A POSSIBLE DESIGN HAS BEEN AGREED UPON IT IS TIME FOR STUDENTS TO VISUALISE THE STEPS NEEDED TO GET THERE ! mOW MAP OF THE STEPS IN ORDER WOULD BE A GOOD MOVE ;#REATING AND )NNOVATING -ANAGING )MPULSIVITY=

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(AVE STUDENTS CONSTRUCT THEIR TRAPS TESTING THEM FOR ACCURACY AND PRECISION MODIFYING THEM AS THEY ARE BUILT POSSIBLY SUBSTITUTING DIFFERENT MORE EFFECTIVE MATERIALS FOR DIFFERENT PARTS (AVE STUDENTS BAIT WITH ALLSORTS THEIR TRAPS BEFORE HOME TIME !SSESS EACH TRAP FOR EFFECTIVENESS 4AKE BITE MARKS OUT OF THE ALLSORTS OF TRAPS THAT ARE NOT EFFECTIVE AND PLACE THE SOFT TOY INSIDE THE BEST TRAP AS IF IT HAS BEEN CAUGHT (AVE STUDENTS DISCOVER THE TRAPPED CREATURE THE NEXT DAY ;1UESTIONS 4HINKING !BOUT 4HINKING=

For more activites like this, see -INDFUL 4EACHING by Adrian Rennie

$45.00 00 CO4395

$51.00 00

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CO5851

CO4251

$51.00 00 CO7521

CO586X

Engage the Brain: Graphic Organisers and Other Visual Strategies Series

Engage the Brain: Games Series

Brain-compatible activities to inspire active learning in the classroom!

The Engage the Brain: Games series offers practical activities that energise students, increase brain connections to content, and reinforce learning in a nonthreatening atmosphere

$29.95 each

$51.00

$29.95 each

Book 1: CO6564

Book 1: CO4707

Book 4: CO4685

Middle Years Maths: CO4723

Book 2: CO4677

Book 5: CO4669

Middle Years Science: CO4774

Book 3: CO4693

Book 2: CO6572

Book 3: CO6580

Book 4: CO6599

Book 5: CO6602

Book 6: CO6610

English: CO6629

Maths: CO6637

Science: CO6645

Social Studies: CO6653

Book 6: CO4650

Middle Years English: CO4715

avvailaable at www.sspecctruumeducatioon.ccom 61

Power Through Your School Day With Perfect Posture Stretch 5

Overcome an aching body with proper stretches.

&

OR MANY TEACHERS BACK STRAIN AND PAIN ARE PART AND PARCEL OF LIFE 9EARS OF BENDING OVER SMALL HEADS AND SITTING HUNCHED OVER A DESK OR COMPUTER PREPARING WORK INTO THE NIGHT NOT ONLY LEAVE BACK AND SHOULDER MUSCLES TIGHT AND TIRED BUT CAUSES THE ABDOMINAL MUSCLES TO BECOME WEAKENED #HRONIC MISERY SETS IN AS THE INACTIVE OR IMBALANCED MUSCLES THEN BECOME TIGHT AND TENSE AND THE CYCLE OF TENSION AND PAIN COMMENCES )T DOESN T HAVE TO BE THIS WAY HOWEVER 7ITH SOME DAILY AWARENESS OF POSTURAL ADJUSTMENTS AND STRETCHES TEACHERS CAN REDUCE BACK STRAIN WHILST IMPROVING DAILY ENERGY +EEP IN MIND THIS QUOTE h4HE STRONGEST THING IN THE WORLD IS A BLADE OF GRASS

BECAUSE EVEN IF IT IS STEPPED UPON IT ALWAYS SPRINGS RIGHT BACK v

Teachers Matter

What’s happening

62

'OOD LOWER BACK mEXIBILITY AND ABDOMINAL S T R E N G T H P R O V I D E T H E F O U N D A T I O N S O F POWERFUL POSTURE 3PINAL MUSCLES AND ABDOMINAL MUSCLES INTEGRATE TO ALLOW YOUR BODY TO BEND STRETCH SIT AND ROTATE ON A DAILY BASIS 5NFORTUNATELY MANY OF US START TO FAVOUR SOME MUSCLE GROUPS OVER OTHERS AS THE YEARS GO ON #OUPLE THIS WITH LOWERED ACTIVITY AND LESS STRETCHING AND WE END UP WITH SOME MUSCLES WORKING OVER TIME WHIST OTHERS WORK LESS -USCLE IMBALANCES BEGIN TO OCCUR 4HOSE MUSCLES THAT BECOME OVER WORKED SUCH AS YOUR NECK AND UPPER BACK MUSCLES BECOME TIGHTER AND LESS mEXIBLE /THERS LIKE YOUR ABDOMINALS LENGTHEN AND INEVITABLY WEAKEN )N lTNESS PARLANCE

OFTEN THE hCOREv MUSCLES ARE AFFECTED 4HESE MUSCLES LIE DEEP UNDER YOUR SUPERFICIAL MUSCLES AND ATTACH TO THE VERTEBRAE RIBS AND PELVIS 9OU CAN T SEE THEM SO THEY OFTEN LIE FORGOTTEN UNTIL lNALLY SOMETHING hGIVESv AND SUDDENLY YOU HAVE BACK AND NECK PAIN AND ARE HEADING OFF TO THE REHAB

SPECIALIST +NOWN AS THE hCORE STABILISERS v THESE DEEPER MUSCLES ARE WHAT FITNESS TRAINERS AND REHAB SPECIALISTS ARE NOW INTERESTED IN STRETCHING AND STRENGTHENING 7HY "ECAUSE THEY ARE YOUR KEY POSTURAL AND hSTABILISINGv MUSCLES 7HEN THEY ALL WORK IN HARMONY THEY BECOME YOUR hPOWER CENTRE v GIVING YOU GREATER ENERGY

STRENGTH AND STABILITY -AIN MUSCLES OF INTEREST FOR TEACHERS INCLUDE A PAIR OF DEEP LUMBAR MUSCLES

THE quadratus lumborum (QL) muscles. 4HESE MUSCLES RUN FROM THE TOP OF THE HIP BONE TO THE SIDES OF THE LUMBAR VERTEBRAE AND A SMALL PART OF 1, ALSO RUNS FROM THE HIP BONE TO THE LAST RIB 4HIS MUSCLE THEREFORE IS INVOLVED Stretch 1 I N SI DE B END ING AND B Y I N C L U D I N G T H E F O L L O W I N G hSIDE BENDINGv STRETCHES INTO YOUR DAILY ROUTINE MANY OF YOU WILL ALLEVIATE ON GOING BACK STRAIN IN THIS AREA ! P A R T F R O M 1 , M Y EXPERIENCE IS THAT MANY PEOPLE ALSO FAIL TO ADEQUATELY STRETCH ANOTHER MAJOR BACK MUSCLE THE latissimus dorsi LATS MUSCLES 4HESE ARE THE WIDE BACK MUSCLES THAT REACH DOWN UNDER THE ARM )N SOME PEOPLE

PAIN AND LIMITED MOVEMENT IS FOUND IN THE lBROUS SHEET FASCIA TO WHICH THE LATS ATTACH -OVEMENT OF THE ARM AND BACK CAN THUS BE RESTRICTED IF THE UPPER lBRES OF THE LATS ARE TIGHT AND TENSE WHILST TIGHT LOWER lBRES MAY CONTRIBUTE TO LOWER BACK FATIGUE AND EVENTUAL PAIN

What to do )NCLUDE THE FOLLOWING STRETCHES IN YOUR DAILY ROUTINE 2EMEMBER TO HOLD EACH STRETCH FOR UP TO SECONDS AND REPEAT EACH SIDE AT LEAST TWO TO THREE TIMES FOR BEST RESULTS /NCE YOU VE MASTERED THE STRETCHES INCORPORATE

THEM INTO YOUR ROUTINE AT LEAST THREE TIMES WEEKLY AND ENJOY YOUR RENEWED MOBILITY AND FREEDOM FROM PAIN

Quadratus Lumborum and Lats Stretches Stretch 1: Lying rotations 4HIS STRETCH ALSO GETS THE OBLIQUE MUSCLES n ANOTHER GROUP OF MUSCLES THAT WE UTILISE INFREQUENTLY ESPECIALLY IF WE SIT FOR LONG PERIODS THROUGHOUT THE DAY ,IE ON YOUR BACK ON THE FLOOR 0ULL ONE KNEE DIAGONALLY ACROSS YOUR BODY USING THE

OPPOSITE ARM SEE PICTURE +EEPING YOUR SHOULDERS ON THE mOOR HOLD YOUR POSITION ON EACH SIDE FOR ABOUT SECONDS "REATHE DEEPLY PHOTO 3TRETCH Stretch 2: Chair side bends 4HIS IS A GREAT CLASSROOM EXERCISE FOR ALL THE KIDS )F POSSIBLE TURN THE CHAIR AROUND SO YOU CAN HOLD ONTO THE FRONT OF THE CHAIR "END SIDEWAYS WHILST FACING FORWARD &OR EXTRA EFFECT REACH THE ARM ON THE SIDE YOU ARE STRETCHING WHICH WILL TAKE THE STRETCH A LITTLE FARTHER PHOTO 3TRETCH Stretch 3: Upper Lats Stretch 9OU CAN DO THIS ONE ANYTIME OF THE DAY 4AKING YOUR ARMS OUT IN FRONT AND PLACING ONE HAND

PHOTOS: MARY HESTER

WENDY SWEET

Strong Abs for Life !S YOU GO ABOUT YOUR DAILY TEACHING ROUTINE

START TO BECOME MORE AWARE OF HOW YOU STAND 0LANT BOTH FEET ON THE FLOOR EVENLY AND AS YOU STAND TIGHTEN YOUR ABDOMINALS WHILST RELAXING AND DROPPING YOUR SHOULDERS 9OU CAN ALSO DO THIS ANYTIME WHILST SITTING !FTER SCHOOL ALSO STRETCH OUT YOUR ABDOMINAL MUSCLES AS SHOWN IN STRETCH TO THE LEFT [Please note that if you have any back pain whilst progressing with this stretch, either drop down to your elbows or if pain persists, see a back-care specialist. Anyone with partial disc collapse will experience pain when they go into extension as pictured (photo: Stretch 5)].

“ With some daily awareness of postural adjustments and stretches, teachers can reduce back strain whilst improving daily energy.�

(AVE FUN INCORPORATING STRETCHES INTO YOUR DAILY ROUTINE OR PERFORM THE STRETCHES WITH YOUR STUDENTS &OR MORE INFORMATION ON 0OWER 0OSTURE LOOK FOR THE BOOK OF THE SAME NAME BY ,EE 0ARORE AT WWW SPECTRUMEDUCATION COM

Stretch 2

ON TOP OF THE OTHER ROUND OFF THE BACK SINKING INTO THE STRETCH PHOTO 3TRETCH Stretch 4: “Free Your Neck� Stretch !GAIN THIS IS ONE YOU CAN DO ANYTIME "ECAUSE YOUR NECK IS THE MOST MOBILE REGION OF THE SPINE THE ABILITY TO TURN YOUR HEAD QUICKLY AND FREELY IS CRUCIAL 3TRETCH YOUR NECK GENTLY SIDE TO SIDE DROPPING THE SHOULDER AS YOU STRETCH PHOTO 3TRETCH

Stretch 3

Stretch 4

Develop Healthy Habits $30 a set available at www.spectrumeducation.com 63

MARTIN AND PAT BUONCRISTIANI

Very Young Children Can Think About Their Thinking Introduce the idea of “thinking about their thinking” early, and students can benefit from this life-improving skill.

#

AN VERY YOUNG CHILDREN ESPECIALLY PREPS AND GRADE CHILDREN REALLY UNDERSTAND AND USE THE (ABITS OF -IND -ETACOGNITION IS PERHAPS THE MOST COMPLEX HABIT SO LET S LOOK AT IT 7E NEED NOT NECESSARILY EMPLOY THIS PARTICULAR TERM WITH PREPS BUT INSTEAD COULD REFER TO IT AS hTHINKING ABOUT THEIR THINKING v 2ESEARCHERS HAVE STUDIED THIS QUESTION EVER SINCE &LAVEL INTRODUCED THE TERM metacognition, AND THEY SAY YES )N FACT

I N F A N T S D E M O N S T R A T E M E T A C O G N I T I O N AT THEIR LEVEL OF THINKING "OTH &LAVEL AND "UTTERFIELD SAY PRESCHOOLERS HAVE DEMONSTRATED THE ABILITY TO PERFORM SIMPLE METACOGNITIVE TASKS AND 3CHNEIDER SAYS THAT AS THEY GROW CHILDREN S KNOWLEDGE BASE INCREASES AND SO DOES THEIR ABILITY TO MONITOR THAT KNOWLEDGE 2ESEARCHER "RANSFORD ALSO FOUND IN THAT YOUNG CHILDREN CAN LEARN METACOGNITION AND THAT THIS ABILITY FACILITATES SUBSEQUENT LEARNING

Teachers Matter

2 E M E M B E R T H A T T H E A B I L I T Y T O T H I N K SKILLFULLY AND TO REFLECT ON OUR THINKING IS NOT AN INNATE HUMAN CHARACTERISTIC 3 O M E P E O P L E B U T N O T A L L D E V E L O P THIS SKILL 2ESEARCHERS #HIABETTA AND 7HIMBY FOUND THAT AROUND PERCENT OF THE ADULT POPULATION DOES NOT ENGAGE IN SKILLED METACOGNITION 3O IF TEACHERS I N T R O D U C E C H I L D R E N T O M E T A C O G N I T I V E SKILLS AT AN EARLY AGE THEY ENHANCE THE CHILDREN S LEARNING THROUGHOUT LIFE

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Metacognition in action 2ESEARCH ASIDE PERHAPS THE BEST WAY TO DEMONSTRATE CHILDREN S UNDERSTANDING O F M E T A C O G N I T I O N I S B Y A N E X A M P L E 0 A T R E C E N T L Y A C C E P T E D A . E W 3 O U T H 7ALES TEACHER S OFFER TO TEACH A LESSON I N M A T H E M A T I C S 3 H E I N T R O D U C E D A MATHEMATICS GAME WHERE SHE PLACES COUNTERS IN AND OUT OF HER POCKET 3HE TOLD

THE CHILDREN h) M PUTTING IN SIX NOW ) M TAKING OUT TWO NOW ) M PUTTING IN TWO GROUPS OF TWOv AND SO ON 4HE TEACHER EXPECTS THE CHILDREN TO KEEP THE CALCULATION GOING IN THEIR HEADS UNTIL SHE ASKS h(OW MANY COUNTERS ARE IN MY POCKET v !FTER PLAYING THIS GAME A FEW TIMES WE ASKED THE CHILDREN A METACOGNITIVE QUESTION h7HAT WAS HAPPENING IN YOUR BRAINS AS YOU GOT TO YOUR ANSWER v ! YEAR OLD SAID

h) COULD SEE THE COUNTERS IN MY BRAIN GOING IN AND COMING OUT 7HEN YOU lNISHED ) COUNTED HOW MANY WERE LEFT v ! GRADE CHILD TOLD US h) SAW A NUMBER LINE IN MY HEAD AND KEPT MOVING ON THE NUMBER LINE v ! GRADE CHILD EXPLAINED THAT HE REMEMBERED LEARNING NUMBER FACTS AND USED THOSE

MARTIN AND PAT BUONCRISTIANI

"ECAUSE THE TEACHER REGULARLY FOCUSES QUESTIONS ON THINKING RATHER THAN SOLELY ON THE CORRECT ANSWER THESE CHILDREN UNDERSTAND THAT THERE ARE A NUMBER OF WAYS TO SOLVE A PROBLEM 4HE TEACHER UNDERSTOOD THE IMPORTANCE OF METACOGNITION AND SO THESE VERY YOUNG STUDENTS WERE USED TO TALKING ABOUT how THEY LEARNED AS WELL AS DESCRIBING what THEY HAD LEARNED

“ Remember that the ability to think skillfully and to reflect on our thinking is not an innate human characteristic.”

What the students learn

PHOTO: JOSE MANUEL GELPI DIAZ

7E DRAW TWO OBSER VATIONS FROM THIS STORY &IRST IF CHILDREN ARE GUIDED TO THINK ABOUT THEIR OWN THOUGHTS THEY CAN THEN EVALUATE THEIR OWN THINKING AND THIS IS THE lRST STEP TO IMPROVING IT 3ECOND AN OPEN CLASSROOM DISCUSSION ABOUT HOW A PARTICULAR QUESTION WAS RESOLVED ALLOWS STUDENTS TO SEE HOW OTHER STUDENTS APPROACH THE SAME PROBLEM AND GIVES CHILDREN THE OPPORTUNITY TO INCREASE THEIR OWN RANGE OF THINKING STRATEGIES +NOWING THAT STUDENTS CAN LEARN THIS TECHNIQUE AT A YOUNG AGE A N D B E N E F I T B Y S E E I N G N E W W A Y S O F THINKING SUPPORTS THE IDEA OF TEACHERS INTRODUCING METACOGNITION EARLY SO THAT THE CHILDREN S THINKING SKILLS DEVELOP W I T H T H E I R L E A R N I N G F R O M T H E I R EARLIEST SCHOOL DAYS

65

NGAHIHI O TE RA BIDOIS

Think or Sink Take the time to think about your goals.

7E OUGHT TO MAKE TIME TO THINK 4HINKING DElNES OUR UNDERSTANDING KNOWLEDGE AND WELL BEING AND IS BEAUTIFULLY PORTRAYED IN ONE OF OUR -AORI PROVERBS -A TE RONGO KA M ōHIO -A TE MōHIO KA MARAMA -A TE MARAMA KA MATAU -A TE MATAU KA ORA 4 H R O U G H H E A R I N G F E E L I N G S M E L L I N G AND TASTING COMES KNOWING THROUGH KNOWING COMES UNDERSTANDING THROUGH UNDERSTANDING COMES KNOWLEDGE THROUGH KNOWLEDGE COMES LIFE AND WELL BEING

Teachers Matter

3TOP LOOK AND LISTEN BEFORE YOU CROSS THE ROAD IS A COMMON PIECE OF ROAD SAFETY ADVICE /NE KEY IS THE WORD STOP 3TOPPING ENABLES US TO THINK WHILE WE LOOK AND LISTEN FOR ONCOMING TRAFlC 7HEN IS THE LAST TIME WE STOPPED TO THINK ) KNOW WE THINK ALL THE TIME BUT WHEN IS THE LAST TIME WE STOPPED AND REALLY THOUGHT ABOUT SOMETHING !S OUTLINED IN THE -AORI PROVERB RIGHT THINKING CAN LEAD TO LIFE AND WELL BEING

66

2IGHT THINKING CAN LEAD TO HEALING !S -R &ORD SAID THINKING IS ONE OF THE MOST DIFlCULT TASKS THERE IS /NE REASON WE MIGHT CHOOSE NOT TO STOP AND THINK IS BECAUSE WHEN WE DO WE THINK ABOUT NEGATIVE THINGS SUCH AS INCIDENTS OR PEOPLE THAT HAVE HURT US ) RECENTLY HEARD ABOUT SOMEONE WHOSE TEENAGE CHILD HAD DIED IN AN ACCIDENT (ER TOTAL FOCUS WAS ON THE DAY OF THE ACCIDENT AND FULL OF hWHAT IFv STATEMENTS 3HE WAS ENCOURAGED TO STOP AND THINK ABOUT THE MANY MANY OTHER WONDERFUL DAYS THEY HAD SPENT WITH HER CHILD ! MAJOR PART OF HER HEALING WAS TO REALISE THAT HER TEENAGE CHILD S DEATH WAS ONLY ONE DAY OF THE MANY

M A N Y W O N D E R F U L D A Y S THEY HAD SPENT TOGETHER %VENTUALLY HER THOUGHTS OF THE ONE TRAGIC DAY LESSENED AND SHE REPLACED THEM WITH MANY HAPPY THOUGHTS AND MEMORIES 2IGHT THINKING CAN HELP US STRATEGISE 4HINKING HELPS US ACHIEVE OUR GOALS AS WE CONSIDER WHERE WE ARE NOW

WHERE WE WANT TO BE AND HOW TO GET THERE 7HEN IS THE LAST TIME WE THOUGHT ABOUT OUR MOEMOEA OUR D R E A M S ) W A S R E C E N T L Y E N C O U R A G E D B Y - I C H A E L 0 H E L P S T H E O U T S T A N D I N G / L Y M P I C G O L D M E D A L L I S T S W I M M E R W H O W A N T S U S T O D R E A M B I G B E C A U S E ANYTHING IS POSSIBLE 4HINKING IS AN IMPORTANT PART OF READING 2IGHT THINKING ASSOCIATED WITH READING TEACHES US ENCOURAGES US AND LEADS TO LIFE AND WELL BEING !S WE READ WE NEED TO KNOW THAT IT IS /+ TO STOP LOOK AND LISTEN TO OURSELVES SO WE EXPERIENCE ALL THE STAGES OF THE -AORI PROVERB &INALLY WE OUGHT TO BE CAREFUL LEST WE lND OURSELVES ONLY THINKING ABOUT THE SMALL DETAIL AND NOT THE BIG PICTURE 4HIS COULD BE AKIN TO TRYING TO STRAIGHTEN THE DECKCHAIRS ON THE 4ITANIC WHILE THE WHOLE SHIP IS SINKING !PPROPRIATE THINKING PREVENTS SINKING

PHOTO: JOE BELANGER

(

ENRY &ORD THE FOUNDER OF THE &ORD -OTOR #OMPANY SAID YOU COULD HAVE A -ODEL 4 &ORD IN ANY COLOUR YOU WANTEDxAS LONG AS IT WAS BLACK (E ALSO SAID h)F YOU THINK YOU CAN OR THINK YOU CAN T YOU RE RIGHT v AND h4HINKING IS ONE OF THE MOST DIFlCULT TASKS THERE IS WHICH IS WHY SO FEW PEOPLE PARTAKE OF IT v

“ Stop, look and listen before you cross the road is a common piece of road safety advice.

One key is the word stop.”

67

Brain Twisters " % 2 - 5 $ !

For answers turn to Page 78

cycle cycle cycle

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GOLDEN GATE H 20

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STROKES STROKES

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Want More? Here’s how you can get additional thinking puzzles

Thinking Puzzles Teachers Matter

Posters for your classroom

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Designed to stretch the brain and get students thinking!

31 colourful posters with 4 thinking puzzles on each A4 page.

That’s 124 puzzles all on one CD. You can print these posters over and over again…

$39.95 (including the answers!)

Available from www.spectrumeducation.com

Quiz Questions

For answers turn to Page 78

1. Which of the seven dwarfs wore glasses?

2. Which superhero shares a name with a town in Turkey?

3. What did Dorothy have to steal from the Wicked Witch of the West?

4. What is the female Smurf called?

8. What is the name of the lion in “The Lion, the Witch and the Wardrobe�?

9. What was unusual about the children’s nurse in Peter Pan? 10. Who populated the land of Brobdingnag in Gullivers travels?

5. What did the old lady swallow after the y?

11.What was the name of the Rabbit General in Watership Down?

6. What creature is the basis for Sesame Street’s Big Bird?

12.What did the Owl and Pussycat dine on?

7. What was the favourite food of Paddington Bear?

13.Which children’s novel begins: “All children except one grow up....�?

30 Fun Quotes

"EFORE YOU JUDGE A MAN WALK A MILE IN HIS SHOES !FTER THAT WHO CARES (E S A MILE AWAY AND YOU VE GOT HIS SHOES Billy Connolly "IRTHDAYS ARE GOOD FOR YOU 4HE MORE YOU HAVE THE LONGER YOU LIVE

! PESSIMIST S BLOOD type is always B NEGATIVE

!LWAYS PROOF READ CAREFULLY TO MAKE SURE YOU HAVEN T ANY WORDS OUT !LWAYS REMEMBER THAT YOU ARE UNIQUE JUST LIKE EVERYBODY ELSE 4HE AVERAGE INCOME OF THE MODERN TEENAGER IS ABOUT AM ) lRED MY MASSEUSE TODAY 3HE JUST RUBBED ME THE WRONG WAY

$O CANNIBALS PLAY SWALLOW THE LEADER AT BIRTHDAY PARTIES

(ELP 7ANTED 4ELEPATH 9OU KNOW WHERE TO APPLY

(E WHO LAUGHS LAST THINKS SLOWEST

) F A T F I R S T Y O U D O N T S U C C E E D

SKYDIVING IS NOT FOR YOU

7HY DO KAMIKAZE pilots wear HELMETS

! CHICKEN CROSSING THE ROAD IS LIKE POULTRY IN MOTION

! COMB MAKES A LOVELY PARTING GIFT

! P L A T E A U I S A H I G H F O R M O F mATTERY ! GOSSIP IS S O M E O N E W I T H A GREAT SENSE OF RUMOUR

7HY DO PSYCHICS HAVE TO ASK YOU FOR YOUR NAME 7HY DO THEY CALL THEM APARTMENTS WHEN THEY RE ALL STUCK TOGETHER #ONFUCIUS SAY MAN WHO DREAM ABOUT BEING A MUFmER WILL WAKE UP EXHAUSTED 7OULD A DYSLEXIC PERSON GO TO A TOGA PARTY DRESSED AS A GOAT

! &REUDIAN SLIP IS WHEN YOU SAY ONE THING BUT MEAN YOUR MOTHER 9ESTERDAY IS HISTORY TOMORROW IS A MYSTERY BUT TODAY IS A GIFT THAT S WHY WE CALL IT THE PRESENT Winnie the Pooh

7AIT ) JUST REMEMBERED SOMETHING 9OU RE BORING AND MY LEGS WORK (E THOUGHT HE WAS A WIT AND HE WAS HALF RIGHT Henri Arnold . E V E R P L A Y L E A P F R O G W I T H A UNICORN 7HY DO PEOPLE WHO KNOW THE LEAST KNOW THE LOUDEST 4IME mIES LIKE AN ARROW &RUIT mIES LIKE AN APPLE OF MISSED PUTTS DON T GO IN ! BACKWARD POET WRITES INVERSE ! BICYCLE CAN T STAND ON ITS OWN BECAUSE IT IS TWO TIRED

Exerpts from David Koutsoukis’ 366 Fun Quotes book

69 6

STUART FLEMING

The Money Mindset Mob Your teenager might have a different approach to money – and you might even be able to learn from her.

$

O YOU AND YOUR TEENAGER TREAT MONEY IN THE SAME WAY /R DO YOU CLASH OVER WHAT SEEM TO BE SIMPLE differences of financial opinion?

9OU MAY HAVE DIFFERENT -ONEY -INDSETS 4HANKS TO A COMBINATION OF NATURE AND NURTURE PLUS OUR OWN RULES BELIEFS AND EXPERIENCES AROUND MONEY WE EACH HAVE A UNIQUE MINDSET WHEN IT COMES TO MONEY -UCH LIKE THE LOCALS TALKING A DIFFERENT LANGUAGE WHEN YOU VISIT A FOREIGN COUNTRY

SOMEONE ELSE S -ONEY -INDSET CAN BE DIFlCULT TO FATHOM 7HICH OF THE -ONEY -INDSET -OB SOUNDS like you?

Ashley Stasher 7HAT !SHLEY LOVES MOST ABOUT BEING A 3TASHER IS HAVING MONEY WHEN OTHERS DON T HAVE ANY AND WATCHING HER BANK BALANCE GROW

Teachers Matter

3 H E F I N D S I T D I F F I C U L T D E C I D I N G T O B U Y SOMETHING SHE REALLY WANTS AND WOULD NEVER

EVER BUY THE lRST PAIR OF JEANS SHE TRIES ON

70

! S H L E Y O F T E N H A S A 3TASHER LIKE DREAM OF PLAYING 3CROOGE -C$UCK IN A $ISNEY MOVIE JUST FOR THE CHANCE TO DIVE INTO A VAULT OF CASH If your teen is an Ashley Stasher: !CKNOWLEDGE HOW S K I L L E D ! S H L E Y I S A T KEEPING TRACK OF AND SAVING HER MONEY 4ELL HER SO

“ Thanks to a combination of nature and nurture, plus our own rules, beliefs and experiences around money, we each have a unique mindset when it comes to money.”

3UGGEST 3UGGEST SHE SHE KEEPS KEEPS A A LITTLE LITTLE BIT BIT OF OF MONEY MONEY

ASIDE FOR IMPULSE TREATS WITH HER FRIENDS %XPLAIN HOW MUCH FUN AN UNPLANNED ICE CREAM CAN BE

!SK !SK HIM HIM WHAT WHAT HE HE WOULD WOULD DO DO IF IF HE HE HAD HAD

LIMITLESS RESOURCES 'ET HIM IMAGINING A FUTURE WHERE HE COULD SPEND ALL HE WANTED FROM A lNANCIALLY SECURE FOUNDATION

5 S E H E R E Y E F O R A B A R G A I N A N D COMPARISON SHOPPING TECHNIQUES FOR LARGER HOUSEHOLD PURCHASES 3HE LL lND THE BEST RElNANCING DEAL ON YOUR MORTGAGE

(ELP 3PIKE CALCULATE HOW MUCH MORE HE COULD SPEND ON HIMSELF IF HE DOESN T WASTE MONEY UNNECESSARILY ON CONSUMER DEBT (IGHLIGHT THE hMONEY DOWN THE DRAINv COMPONENT IN TERMS HE UNDERSTANDS h9OU RE PAYING THREE COMPUTER GAMES OF credit card INTEREST EACH MONTH v

!SK HER WHAT SHE WOULD LIKE TO DO WITH HER FORTUNE (OW WOULD SHE LIKE TO HELP OTHERS

Splurger Spike !S A 3PLURGER 3PIKE SPENDS HIS MONEY AND HAS LOTS OF FUN DOING SO (E NEVER S E E M S T O H A V E E N O U G H MONEY AND RARELY HAS ANY SAVED IN THE BANK 7ITH CASH IN HIS HAND

3PIKE CAN BE OVERWHELMED

BY THE AVAILABLE OPTIONS 7 H E R E S H O U L D H E S T A R T SPENDING 9OU LL OFTEN HEAR 3PLURGERS SAY h) HATE BUDGETS v AND THEY WOULD NEVER DREAM OF CALCULATING THEIR BANK FEES OR CREDIT CARD INTEREST If your teen is a Splurger Spike !CKNOWLEDGE HOW MUCH F U N 3 P I K E H A S W I T H H I S M O N E Y ) F A P P R O P R I A T E

HIGHLIGHT HOW GENEROUS AND CHARITABLE HE IS WITH IT

! S K H I M IF HE WOULD PREFER TO BUY A PAIR OF SHOES WHICH WILL LAST HIM SIX MONTHS O R A PAIR WHICH WILL LAST HIM MONTHS

t o s e e W H E T H E R H E HAS A GRASP OF hLIFETIME C O S T v 4 H I S E Q U A T E S T O MORE MONEY to spend IN THE LONG TERM

STUART FLEMING

4ALK ABOUT MONEY IN EVERYDAY CONVERSATION $ON T TREAT IT AS A TABOO SUBJECT 'IVE 0AT OPPORTUNITIES TO USE MONEY n GROCERY SHOPPING FOR THE FAMILY BUYING HER OWN CLOTHES MANAGING AN ALLOWANCE AND TELL HER WHEN SHE S USING IT WELL 2EINFORCE FOR HER THAT THERE WILL BE ENOUGH MONEY THAT SHE S CAPABLE OF EARNING AS MUCH AS SHE WANTS AND HAVING MONEY DOESN T MAKE HER A BAD PERSON

Streetwise Mike %VEN THOUGH -IKE DOESN T LIKE MATHEMATICS

HE KNOWS HIS NUMBERS (E DIVIDES HIS INCOME INTO BUILDING WEALTH DONATING

SAVING AND CAPS HIS SPENDING 3TREETWISE MINDSETS BALANCE THEIR hFUN RIGHT NOWv WITH hSECURITY FOR TOMORROW v NO MATTER HOW MUCH THEY EARN -IKE KNOWS WHERE TO LEARN MORE ABOUT MONEY AND WEALTH h-ONEY IS JUST A TOOL AND THERE IS MORE THAN ENOUGH FOR EVERYONE v IS A 3TREETWISE THING TO SAY

0AT HAS NEVER HAD A GOOD GRASP ON MONEY AND HOW IT CAN BENElT HER 3HE IS TIMIDLY CAUGHT BETWEEN CONmICTING BELIEFS AROUND MONEY

4HE THOUGHT OF WINNING THE LOTTERY FRIGHTENS 3CAREDY CATS AS DOES GOING BANKRUPT 0AT LONGS FOR THE CONlDENCE OF 3TREETWISE -IKE

BUT DOESN T HAVE A CLUE HOW TO ACHIEVE IT If your teen is a Scaredy-cat Pat 4READ GENTLY $ON T GO IN GUNS BLAZING EXPECTING 0AT TO EMBRACE YOUR MONEY TEACHINGS WITH OPEN ARMS

7HO IN YOUR NEIGHBOURHOOD WORKPLACE OR FAMILY COULD YOU INTRODUCE -IKE TO SO HE CAN LEARN MORE ABOUT INVESTING AND WEALTH creation? %NCOURAGE HIM TO FOLLOW HIS PASSION INSTEAD OF BLINDLY HEADING DOWN THE ROAD OF hTRADITIONAL SUCCESSv CAR CONDO CASH AND CORNER OFlCE

Scaredy-cat Pat

3 H E R I D E S A F I N A N C I A L R O L L E R C O A S T E R

ALTERNATING FROM HAVING hTOO MUCHv h) DON T DESERVE TO BE RICH v AND HAVING hTOO LITTLEv h) M CAPABLE OF MORE THAN THIS v

If your teen is a Streetwise Mike )F YOU ARE ONE OF THE OTHER -INDSETS YOU COULD PROBABLY LEARN STUFF ABOUT MONEY FROM -IKE

“ With cash in his hand, Spike can be overwhelmed by the available options. Where should he start spending?”

$ISCUSS WITH -IKE WHAT HE WOULD LIKE TO DO WITH HIS WEALTH (OW DOES HE SEE HIMSELF USING HIS NATURAL TALENTS AND INTERESTS TO LEVERAGE HIS VALUE #OULD YOU SEE YOURSELF IN THESE DESCRIPTIONS #AN YOU SEE YOUR TEEN HAVING THE SAME -ONEY -INDSET OR A DIFFERENT ONE (ELPING YOUR TEENAGER UNDERSTAND HIS NATURAL -ONEY -INDSET IS KEY TO HIM BUILDING A SOUND lNANCIAL FUTURE (AVE FUN WITH IT

71

KEVIN MAYALL

Dreaming Of A New World Encourage children’s dreams and watch them make our lives better.

(

AVE YOU EVER HEARD SOMEONE SAY

hYOU RE JUST A DREAMER v 4EACHERS HAVE TOLD MANY OF US TO hSTOP DAYDREAMING SIT UP STRAIGHT AND LISTEN v /F COURSE THERE ARE TIMES IN CLASSROOMS WHERE THIS IS ENTIRELY APPROPRIATE "UT IT S ALSO APPROPRIATE TO DAYDREAM $AYDREAMING HAS BECOME A LOST ART FORM 4ODAY S KIDS HAVE GROWN UP ON A DIET OF 0LAYSTATION $6$S AND 46 NONE OF WHICH DEMAND BRAIN USE 7E V E S E V E R E L Y DAMPENED THEIR ABILITY TO CREATE A N Y T H I N G N E W $ A Y D R E A M I N G B R I N G S I N N E W I D E A S T H A T T R A N S F O R M O U R WORLD $REAMERS use words and T H O U G H T S L I K E h7HAT IFx v h(OW COULDx v .ORMAL BOUNDARIES AND RESTRICTIONS OF SOCIAL CONFORMITY SIMPLY DON T APPLY WHILST IN THIS THOUGHT PROCESS AND IT S THESE THOUGHT PATTERNS THAT CREATE NEW INVENTIONS

7ALT $ISNEY WAS THE WORLD S BIGGEST DREAMER (E WAS TURNED DOWN COUNTLESS TIMES AND FACED TOTAL RUIN AS HE TRIED TO GET SOMEONE TO TAKE HIS IDEA ABOUT A MASSIVE FUN PARK SERIOUSLY 4HOMAS %DISON BELIEVED HIS LIGHT BULBS WERE DESTINED TO WORK AND TESTED THEM MORE THAN TIMES BEFORE SUCCEEDING !MERICA HAS ITS FIRST BLACK PRESIDENT LESS THAN YEARS AGO BLACKS WERE NOT EVEN ALLOWED TO SIT NEXT TO WHITE PEOPLE ON A BUS 0ETER *ACKSON S ABILITY TO TAKE IDEAS OUT OF HIS

"UT WHAT IF EVERYONE ELSE IS WRONG )T MUST HAVE TAKEN INCREDIBLE COURAGE FOR THE EXPLORERS TO SET SAIL AND TRAVEL IN SEARCH OF A NEW WORLD 4HE DREAMTAKERS WOULD HAVE BEEN HAVING A FINE OLD TIME TELLING THE EXPLORERS hHOW SILLY THEY WEREv AND HOW THEY WOULD hFALL OFF THE EDGE OF THE %ARTH v "UT THE EXPLORERS DIDN T LISTEN !ND A NEW WORLD WAS FOUND 4HEY CHANGED THE FACE OF HOW WE SAW THE WORLD 4HE MAJORITY OF PEOPLE HAD IT ALL WRONG

“ It’s in our interest for kids to dream big. This generation’s dreams will shape the world’s future, so it’s our responsibility to foster those dreams and do what we can for them to become real.”

Teachers Matter

It’s in our interest for kids to dream big

72

4HIS GENERATION S DREAMS WILL SHAPE THE WORLD S FUTURE SO IT S OUR RESPONSIBILITY TO FOSTER THOSE DREAMS AND DO WHAT WE CAN FOR THEM TO BECOME REAL *UST BECAUSE WE CAN T SEE SOMETHING OR DON T UNDERSTAND SOMETHING DOESN T MEAN IT S NOT REAL %VERY NEW IDEA STARTS WITH A DREAM

HEAD AND PUT THEM ONTO THE BIG SCREEN WAS REMARKABLE 4HOSE IDEAS LEAPING AROUND INSIDE OF HIS HEAD HAVE CREATED MANY NEW JOBS AROUND THE WORLD 9ET WHY IS IT PEOPLE SEEM TO ENJOY PULLING OTHERS DOWN FROM THEIR DREAMS 3OME OF THE GREATEST PEOPLE OF THE WORLD HAVE BEEN THE BEST DREAMERS 7E MORE COMMONLY CALL THESE PEOPLE VISIONARIES "UT THEY HAVE ALSO BEEN CALLED hTROUBLEMAKERSv AND TOLD TO CONFORM

BY THOSE ) CALL hDREAMTAKERS v "EWARE OF THE DREAMTAKERS 4HEY SAY THINGS LIKE h9OU CAN T DO THATv AND h$ON T BE SILLY v 4HESE PEOPLE DON T LIKE ANYTHING NEW 9ET IF WE LISTENED TO THESE PEOPLE WE WOULD STILL BELIEVE THE EARTH WAS mAT 3OMETIMES IT S EASIER TO STAY WITH THE MASSES )T S SAFER JUST TO GO ALONG WITH WHAT EVERYONE ELSE IS THINKING 3OCIAL CONFORMITY IS THE EASIEST PATH

W We need to n encourage e dreaming d

% N C O U R A G E N E W IIDEAS %NCOURAGE S E L F B E L I E F A N D CCOURAGE TO BREAK A AWAY FROM OTHERS EXPECTATIONS AND USE THEIR IDEAS IN A CONSTRUCTIVE MANNER %NCOURAGE CHILDREN WITH NEW IDEAS TO SURROUND THEMSELVES WITH SUPPORTIVE PEOPLE AND ONLY SUPPORTIVE PEOPLE 7HEN SOMEONE SAYS h) VE GOT A NEW IDEA v DO EVERYTHING IN YOUR POWER TO HELP THAT PERSON REALISE HER DREAM 9OU NEVER KNOW THAT IDEA MIGHT JUST CHANGE THE FACE OF THIS WORLD ) WANT TO CHALLENGE EVERY TEACHER TO START hoping FOR THEIR KIDS /UR YOUNG ADULTS ARE PART OF AN EXTRAORDINARY GENERATION "E PROUD &OSTER THEIR DREAMS 4HIS IS WHY MY PERSONAL AND FAVOURITE SAYING IS h"RING ON THE WORLD v 4HAT S JUST WHAT OUR YOUNG ADULTS ARE DOING n THEY RE BRINGING ON THE WORLD 7E JUST HAVE TO GET BEHIND THEM !LLOW THEM TO BE LIKE 3TEVEN 3PIELBERG WHO SAID h) DON T DREAM AT NIGHT ) DREAM ALL DAY )N FACT ) DREAM FOR A LIVING v

P OTO:: AN PH PHO A DRE RES S ROD ODR DRIG GU UEZ

New w Ice Cream Flavour

73

JOHN SHACKLETON

Do You Want To Be Rich And Famous?

You might be craving attention from other people when you simply need to boost your self-esteem.

!

T A RECENT SPEECH AT AN )NVERCARGILL SCHOOL ) CHATTED WITH SOME OF THE AND YEAR OLDS IN THE AUDIENCE AFTERWARDS 4HE SAME THEME CAME FROM MANY OF THEM 4HEY WANTED TO BECOME RICH AND FAMOUS .OW ) VE GOT NO PROBLEM WITH BECOMING RICH IN FACT ) D REALLY ENCOURAGE

POP STARS TO SEE WHAT FAME CAN DO TO SELF ESTEEM 7OULD SOMEONE WITH A REALLY GOOD SELF IMAGE STARVE HERSELF TO THE POINT OF ILLNESS BECAUSE SHE WANTS TO BE IN THE PAPERS MORE OFTEN 7OULD SOMEONE WITH GREAT SELF ESTEEM DRINK HIMSELF STUPID ON A REGULAR BASIS AND THEN BEAT UP THE PEOPLE THAT IDOLISE HIM $OES HAVING A $ GOOD SELF G I M A G E M E A N T H A T Y O U NEED DRUGS TO HELP N YOU FORGET THE TROUBLES Y iin your life?

“ Fame is something we have no control over; it’s actually a reflection of others’ opinions, and if someone else’s opinion determines our success, then we are headed for disaster.”

74

&AME IS SOMETHING WE HAVE NO CONTROL OVER IT S ACTUALLY A REmECTION OF OTHERS OPINIONS

AND IF SOMEONE ELSE S OPINION DETERMINES OUR SUCCESS IN LIFE THEN WE ARE HEADED FOR DISASTER 7E CAN T CONTROL WHAT OTHERS THINK ABOUT US AND NO MATTER HOW HARD WE TRY

WE LL NEVER BE ABLE TO PLEASE EVERYONE ALL THE TIME 4HIS MEANS THAT EVEN THOUGH WE MIGHT BE mAVOUR OF THE MONTH RIGHT NOW OUR STAR WILL PROBABLY BURN OUT QUITE SOON ESPECIALLY IF THE MEDIA PAINTS US IN A BAD LIGHT (OW GOOD IS FAME FOR OUR SELF IMAGE 3OME PEOPLE WOULD ARGUE THAT BECOMING FAMOUS AND HAVING LOADS OF ADORING FANS WOULD HELP WITH THE SELF IMAGE AND ) SUPPOSE THAT IN SOME CASES THAT MIGHT BE TRUE (OWEVER

YOU ONLY HAVE TO WATCH THE ANTICS OF MANY of today’s professional soccer players and

NORGEN NOR EN/12 /1 3RF.CO 3RF RF.C C M

Teachers Matter

THAT ) VE TRIED IT POOR AND ) DIDN T LIKE IT AT ALL SO RICH WOULD BE FINE (OWEVER ) DO HAVE A PROBLEM WITH KIDS WANTING TO BECOME FAMOUS

)) M SURE THAT SUBCONS C I O U S L Y T H E R E A S O N MANY YOUNGSTERS CRAVE M BEING FAMOUS IS BEB CCAUSE THEY SEE IT AS A WAY OF BOOSTING THEIR W POOR SELF IMAGE 4HEY P WOULD PROBABLY ARGUE W THAT IF THEY WERE FAMOUS OTHERS WOULD CONSIDER THEM MORE IMPORTANT PEOPLE WOULD LISTEN TO THEM AND THEREFORE THEY D FEEL BETTER ABOUT THEMSELVES ) BELIEVE THAT THIS CRAVING FOR FAME IS ACTUALLY A CRY FOR HELP THEY RE REALLY ASKING US TO LISTEN TO THEM

TAKE THEM MORE SERIOUSLY AND REGARD THEM AS IMPORTANT AND VALUABLE HUMAN BEINGS

JOHN SHACKLETON

Kids aren’t the only ones looking for greater levels of self-esteem 7ILLIAM *AMES SAID h4HE DEEPEST PRINCIPLE IN HUMAN NATURE IS THE CRAVING TO BE APPRECIATED v AND HE WAS RIGHT 3OME PEOPLE GO THROUGH THEIR ENTIRE ADULT LIFE LOOKING FOR WAYS TO IMPRESS OTHERS SO THAT THEY CAN DERIVE GREATER LEVELS OF SELF WORTH 3OME PEOPLE COMMIT CRIMES SO PEERS WILL ACCEPT THEM AND SOME WILL INJURE OR EVEN KILL TO AVENGE WHAT THEY SEE AS A SLIGHT TO THEIR SELF WORTH 4HE WORLD SEEMS TO BE GOOD AT DAMAGING OUR SELF ESTEEM SO ALL OF US HAVE A NEED FOR GREATER SELF WORTH AT SOME TIME IN OUR DAY (OW DO WE FEEL WHEN SOMEONE MAKES US FEEL GOOD ABOUT OURSELVES 7HEN THEY CONGRATULATE OR PRAISE US FOR OUR EFFORTS WHEN THEY TELL US HOW IMPORTANT WE ARE TO THEM

WHEN THEY SMILE AND TELL US THAT THEY LOVE US 4HERE IS SOMEONE IN YOUR PAST THAT WAS GOOD AT BOOSTING YOUR SELF ESTEEM PERHAPS A RELATIVE A FRIEND OR EVEN A COACH 4HAT PERSON REALLY BELIEVED IN YOU AND

MADE YOU FEEL IMPORTANT AND SIGNIlCANT AND YOU D CRAWL OVER BROKEN GLASS TO HELP THEM IF HE ASKED YOU 7E REMEMBER THESE KIND WORDS AND COMPLIMENTS FOR YEARS AND WHEN WE THINK ABOUT THEM THEY HAVE THE SAME EFFECT ON OUR SELF BELIEF ALL OVER AGAIN 4HAT S HOW MUCH WE VALUE OUR OWN SELF ESTEEM AND THOSE WHO MAKE THE EFFORT TO NURTURE IT FOR US 3O IF YOU KNOW SOMEONE WHO IS CRAVING TO BECOME FAMOUS SPEND A LITTLE TIME EVERY DAY BOOSTING HER SELF ESTEEM ,ET HER KNOW THAT YOU THINK SHE IS SPECIAL AND TELL HER HOW MUCH YOU APPRECIATE AND CARE FOR HER 2EMEMBER IF A PERSON HAS GOOD SELF ESTEEM

THEN WHY WOULD SHE CRAVE OTHERS TO RECOGNISE AND APPRECIATE HER !S YOU DEAL WITH PEOPLE REMEMBER THESE WORDS FROM $ALE #ARNEGIE IN HIS BOOK How to Win Friends and Influence People: h7E NOURISH THE BODIES OF OUR CHILDREN

FRIENDS AND EMPLOYEES BUT HOW SELDOM DO WE NOURISH THEIR SELF ESTEEM 7E PROVIDE THEM WITH ROAST BEEF AND POTATOES TO BUILD ENERGY BUT WE NEGLECT TO GIVE THEM KIND WORDS OF APPRECIATION THAT WOULD SING IN THEIR MEMORIES FOR YEARS LIKE THE MUSIC OF THE MORNING STARS v

“ Some people go through their entire adult life looking for ways to impress others, so that they can derive greater levels of self worth.”

75

THE LAST WORD

Failing Forward Fast or Make Mistakes!

Words of wisdom from Karen Boyes, CEO of Spectrum Education.

(

UMANS HAVE AN INBORN DISPOSITION TO EXPLORE AND EXPERIMENT AND THEREFORE LEARN 7E RE DESIGNED TO DERIVE MEANING FROM EXPERIENCE AND TO LEARN BY TRIAL AND ERROR )T IS IMPORTANT TO LET CHILDREN LEARN FROM EXPERIENCE RATHER THAN STOP THEM BECAUSE OF OUR ADULT FEARS

/N &EB THE DominionPost HEADLINE READ h0ARENTS @AT FAULT FOR TEEN SUICIDES v 7ELLINGTON CORONER 'ARRY %VANS SUGGESTS THAT TEENAGERS ARE RESORTING TO SUICIDE

%MBRACE EXPERIENCES ERRORS AND MISTAKES IN YOUR CLASSROOM TO MAXIMISE LEARNING 'LENN #APELLI SUGGESTS THAT GOOD LEARNERS LOOK BACK IN ORDER TO LOOK FORWARD WITH NEW AND DEEPER WISDOM -ANY ORGANISATIONS CLASSROOMS FAMILIES AND INDIVIDUALS VIEW MAKING MISTAKES AS hBADv AND CREATE AN ENVIRONMENT OF SHAME REGARDING ERRORS 4HIS TENDS TO SUFFOCATE THINKING AND LEARNING AND SOMETIMES L E A D S T O A T T I T U D E S O F P E R F E C T I O N I S M

Teachers Matter

“ Many organisations, classrooms, families and individuals view making mistakes as “bad” and create an environment of shame regarding errors. This tends to suffocate thinking and learning, and sometimes leads to attitudes of perfectionism.”

76

BECAUSE OF AN OVERPROTECTIVE SOCIETY AND PARENTS WHO HAVE SHIELDED THEM FROM LIFE S PROBLEMS %VANS STATES h)F CHILDREN ARE NEVER ALLOWED TO FAIL HOW WILL THEY LEARN TO PICK THEMSELVES UP AND WALK ON WHEN THEY DO FALL v %VANS ASKS THE QUESTION h!RE OUR ATTEMPTS TO PROTECT OUR CHILDREN AND YOUNG PEOPLE AGAINST LIFE S FAILURES AND TRAUMATIC EVENTS HAVING A COUNTER PRODUCTIVE EFFECT IN THAT THEY ARE NOT BEING INOCULATED AGAINST FAILURE BY EXPOSURE v #ELIA ,ASHLIE LEADER OF THE h'OOD -ANv PROJECT AGREES THAT WE RE RAISING CHILDREN WITH A hLACK OF RESILIENCE v 3HE SAYS h%VERYTHING IS BEING DONE FOR THEM 4HEY ARE DELIVERED TO SCHOOL AND PICKED UP FROM SCHOOL 4HE GREATER THE INCOME OF THE PARENTS THE GREATER THE LEVEL OF DOING IT FOR THE KIDS v

)NSTEAD CELEBRATE THE ERRORS AND MISTAKES YOU AND YOUR STUDENTS MAKE DON T HIDE THEM 4HE MISTAKES PROVIDE STUDENTS WITH OPPORTUNITIES TO LEARN #APELLI RECOMMENDS TEACHING STUDENTS TO hFAIL FORWARD FAST v 4HIS MEANS MAKE MISTAKES LEARN FROM THEM AND MOVE FORWARD QUICKLY (AVE DISCUSSIONS WITH YOUR STUDENTS ABOUT PEOPLE SUCH AS %DISON INVENTING THE LIGHT BULB OR SPORTS TEAMS AND HEROES THAT HAVE REmECTED AND IMPROVED (AMISH #ARTER .: S TRI ATHLETE IS A GREAT EXAMPLE OF SOMEONE WHO HAS DONE THIS 7ITH GREAT HOPES HE PERFORMED WELL BELOW AVERAGE AT THE YEAR /LYMPICS AND THEN CAME BACK TO WIN A GOLD MEDAL FOUR YEARS LATER 4EACHERS ARE OFTEN TOO BUSY TRYING TO GET THROUGH CONTENT AND MISS OUT ON THE REmECTION THAT TRULY ALLOWS LEARNING TO OCCUR

&OCUSING ON LEARNING FROM EXPERIENCE LEADS TO BETTER RETENTION AND FASTER MORE EFFECTIVE LEARNING 0ROVIDING REmECTION TIME ENABLES LEARNERS TO CONSOLIDATE UNDERSTANDING SKILLS and attitudes and allows application of NEW KNOWLEDGE !NOTHER WAY TO ENCOURAGE STUDENTS TO LEARN FROM EXPERIENCE IS TO PROVIDE CONSTANT FEEDBACK 4HE BRAIN THRIVES ON FEEDBACK

AND IN FACT NEEDS IT FOR SURVIVAL %RIC *ENSEN ADVISES THAT STUDENTS RECEIVE FEEDBACK EVERY MINUTES OR LESS FOR OPTIMAL LEARNING (E SUGGESTS THAT FEEDBACK COMING FROM THE TEACHER IS THE MOST INEFlCIENT AND ADVOCATES USING PRE ESTABLISHED CRITERIA SUCH AS CHECKLISTS AND RUBRICS SO STUDENTS CAN SELF ASSESS /THER IDEAS INCLUDE USING PARTNERS AND CLASSMATES OR WHOLE GROUP FEEDBACK !

CONCEPT ) HAVE FOUND USEFUL IS h$IPSTICKING v )T IS IMMEDIATE FEEDBACK TO TEACHERS AND STUDENTS WITH HAND SIGNALS OR FLASH CARDS 3IMPLY ASK STUDENTS TO PUT THUMBS UP OR DOWN TO INDICATE THEIR LEVEL OF UNDERSTANDING (OWEVER YOU DO IT THE MORE OFTEN YOU GIVE FEEDBACK THE BETTER THE MORE IMMEDIATE THE FEEDBACK THE BETTER AND THE GREATER THE SPECIlCITY OF THE FEEDBACK THE BETTER !RT #OSTA IS AN ADVOCATE OF USING MINDFUL LANGUAGE IN THE CLASSROOM )T IS ANOTHER WAY TO ENCOURAGE STUDENTS TO LEARN AND THINK FOR THEMSELVES &OR EXAMPLE INSTEAD OF SAYING h9OU NEED TO START EACH SENTENCE WITH A CAPITAL AND END WITH A FULL STOP v 9OU MIGHT SAY h4HIS SENTENCE WOULD BE COMPLETE WITH TWO ADDITIONS #AN YOU lGURE OUT WHAT THEY ARE v 4HE SECOND SUGGESTION PROVIDES STUDENTS WITH AN OPPORTUNITY TO REFLECT AND LEARN RATHER THAN BEING TOLD 7HEN DISCIPLINING #OSTA SUGGESTS INSTEAD OF SAYING

h3TOP RUNNING v REPHRASE IT AS A THINKING AND LEARNING OPPORTUNITY h7HY DO YOU THINK WE HAVE RULES ABOUT ALWAYS WALKING IN THE CORRIDORS v -AKE YOUR CONTACT WITH EVERY STUDENT MEANINGFUL AND LET HIM OR HER DO THE THINKING AND LEARNING NOT YOU

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s -IME OR ROLE PLAY LEARNING OR THINGS YOU HAVE LEARNT s 0ICTORIALLY REPRESENT LEARNING WITH SYMBOLS and key words s 7RITE STORIES OR POETRY ABOUT A LEARNING EXPERIENCE

!DDRESS ?????????????????????????????????????????????????????????????????????

#REDIT #ARD .UMBER 3IGNATURE ????????????????????????????????????????????????????????????????????? %XPIRY $ATE ?????? ??????? ?????? 6ERIlCATION #ODE ??????????????????????????? ) AUTHORISE 3PECTRUM %DUCATION TO DEBIT MY CREDIT CARD FOR THE SUBSCRIPTION OPTION SELECTED ABOVE 0RICES INCLUDE APPLICABLE '34 AND POSTAGE AND HANDLING FOR .EW :EALAND DELIVERY ONLY /VERSEAS POSTAGE WILL INCUR ADDITIONAL CHARGES 7HEN MY CHOSEN SUBSCRIPTION OPTION EXPIRES ) AUTHORISE 3PECTRUM %DUCATION TO DEBIT MY CREDIT CARD THE SAME AMOUNT FOR MY RENEWAL SO ) WILL CONTINUE RECEIVING THE 4EACHERS -ATTER SUBSCRIPTION ) CAN CONTACT 3PECTRUM %DUCATION TO CANCEL MY SUBSCRIPTION AT ANY TIME PRIOR TO THE RENEWAL DATE

s 4RANSFER SCHOOL LEARNING TO REAL LIFE situations

How to Respond

s 5SE h$IPSTICKINGv AS AN IMMEDIATE FEEDBACK SYSTEM

&AX THIS FORM TO !USTRALIA ANYTIME HOURS A DAY

DAYS A WEEK

7HATEVER YOU DO IN YOUR CLASSROOM LET CHILDREN LEARN FROM THEIR OWN EXPERIENCES NO MATTER HOW SMALL OR INSIGNIFICANT IT MAY SEEM )T BEGINS A PATTERN OF REFLECTIVE BEHAVIOUR WHICH IS AN INDICATOR TO SUCCESS 4EACH STUDENTS TO BECOME RESPONSIBLE RISK TAKERS AND GIVE NEW ACTIVITIES A GO THEN REmECT AND IMPROVE 4HE MORE PRACTICE STUDENTS HAVE THE BETTER THEY LL BECOME AT LEARNING FROM THEIR MISTAKES AND ERRORS )F YOU TEACH THEM STRATEGIES TO DO THIS THEY RE MORE LIKELY TO HAVE A SUCCESSFUL LIFE IN ALL AREAS

)F ORDERING BY PHONE OR IF YOU AHVE QUESTIONS PHONE !USTRALIA BETWEEN AM AND PM .: -ONDAY TO &RIDAY )F SENDING PAYMENT BY CREDIT CARD CHEQUE OR MONEY ORDER POST TO 4EACHERS -ATTER -AGAZINE 0/ "OX ,OWER (UTT .EW :EALAND PROFESSIONALLY L & PERSONALLY L

TeachersMatter The Magazine of Spectrum Education

CO-CONSTRUCTING LEARNING

KEEPING THINKING FRONT AND CENTRE

meter sets or learning

BUILDING RESILIENCE IN CHILDREN

Students need to think about

how they are thinking.

The little things are the big things

THE ULTIMATE FRAMEWORK FOR LEARNING AND LIFE

SUPERTEACHERS

THE DEBATE HAS ENDED onics and -language

Being a hero to your students

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

FIND YOUR WAY gy тАФ and тАФ into the outdoors

IS THERE A TIGER IN YOUR CLASSROOM?

HAUORA HOMEWORK

Managing the stress of ямВight-or-ямБght

Breaking patterns of resistance toward homework.

NZ$15 / AU$15

Leaders in Developing Teachers

ISSUE 3

NZ$15 / AU$15

NZ$15 / AU$15

Leaders in Developing Teachers

ISSUE 2

Leaders in Developing Teachers

ISSUE 4

77 7 7

Answers Brain Twisters

(from page 68)

Quiz Questions

(from page 69)

"ERMUDA 4RIANGLE

$OC

!SLAN

4RICYCLE

"ATMAN

3HE WAS A DOG

(IGH )1

(ER BROOMSTICK

'IANTS

$IFFERENT 3TROKES FOR $IFFERENT &OLK

3MURFETTE

'ENERAL 7ORMWORK

4HE GOOD THE BAD AND THE UGLY

3PIDER

-INCE AND A SLICE OF QUINCE

! BIRD IN THE HAND IS WORTH IN THE BUSH

$ODO

0ETER 0AN

"OIL IN A BAG

-ARMALADE

7ATER UNDER THE "RIDGE *ACK IN A "OX

21 Interesting Facts

Exerpts from David Koutsoukis’ 366 Fun Facts book

4HE DOT ON TOP OF THE LETTER h)v IS CALLED A TITTLE

9OU CAN T FOLD A PIECE OF PAPER IN HALF MORE THAN SEVEN TIMES

h4HE QUICK BROWN FOX JUMPS OVER THE LAZY DOGv WAS ORIGINALLY DESIGNED TO TEST TELEGRAPH TRANSMISSIONS AND USES ALL THE LETTERS IN THE %NGLISH LANGUAGE

)T IS SAID THAT A GOLDlSH HAS A MEMORY SPAN OF ONLY THREE SECONDS

4HE TITLE OF THE $ON -CLEAN SONG h!MERICAN 0IEv COMES FROM THE NAME OF THE PLANE THAT CRASHED KILLING A NUMBER OF MUSICIANS INCLUDING "UDDY (OLLY

$ID YOU KNOW THAT IT S IMPOSSIBLE TO LICK YOUR ELBOW %DITOR S NOTE 9OU TRIED TO LICK YOUR ELBOW DIDN T YOU

X

4HE ONLY WORDS IN THE %NGLISH LANGUAGE THAT HAVE THREE CONSECUTIVE DOUBLE LETTERS ARE h"OOKKEEPERv AND hBOOKKEEPINGv

9OU CAN SING THE !USTRALIAN .ATIONAL !NTHEM h!DVANCE !USTRALIA &AIRv TO THE TUNE OF h'ILLIGAN S )SLANDv

)F YOU SPELL h%VIANv BACKWARDS IT SAYS hNAIVE v 4HE (UNDRED 9EAR 7AR ACTUALLY ONLY LASTED YEARS 4HE SHORTEST SENTENCE IN THE %NGLISH LANGUAGE IS h) AM v 4O TELL IF AN EGG IS FRESH OR NOT YOU PUT IT INTO A CONTAINER OF WATER ! STALE EGG WILL mOAT TO THE TOP AND A FRESH EGG WILL SINK

TO THE BOTTOM 4HE LONGEST ONE SYLLABLE WORD IN %NGLISH IS hSCREECHED v ! hCRASHv IS THE NAME FOR A GROUP OF RHINOS

Teachers Matter

!PPARENTLY A DUCK S QUACK DOESN T ECHO AND NO ONE CAN SEEM TO EXPLAIN WHY

78

4HE SAYING hTO TAKE POT LUCKv COMES FROM EARLIER TIMES WHEN PEOPLE OFTEN KEPT A POT OF STEW BOILING ON THEIR STOVE 7HEN

PEOPLE DROPPED IN OR CAME TO VISIT THEY HAD TO EAT WHAT EVER WAS COOKING (ENCE THE TERM hTO TAKE POT LUCKv 4HE WORD hJIFFYv IS ACTUALLY A UNIT OF TIME )T IS THE SPEED AT WHICH LIGHT TRAVELS ONE CENTIMETRE IN A VACUUM ! hSPATv IS THE NAME FOR A BABY OYSTER ! BEE mAPS IT S WINGS AT TIMES PER SECOND 4HIS IS WHAT CAUSES THE BUZZ 4HAT FACT THAT .EIL !RMSTRONG WAS THE lRST MAN TO WALK ON THE MOON IS KNOWN BY MOST PEOPLE BUT HOW MANY KNOW THAT

THAT LAST PERSON TO WALK ON THE MOON WAS 'ENE #ERNAN %DITOR S NOTE !PPARENTLY THEY STOPPED GOING TO THE MOON B

CAUSE THERE WAS JUST NO ATMOSPHERE UP THERE

Be an explorer... read, surf the internet, visit customers, enjoy arts, watch children play...do anything to prevent yourself from becoming a prisoner of your knowledge, experience, and current view of the world.�

PHOTO: THOR JORGEN UDVANG

Charles Thompson

Adopt a School in India Your students can give life and hope Imagine the pride of your school and students when they adopt a school in India. Traditional Indian village schools educate 20 – 50 students in an ad-hoc environment often without resources such as books or pencils. Our ‘adopt a school’ program is a simple fund-raiser that aligns your school with a needy school in India. It’s simple and cheaper than you may believe. What more worthy cause could your student’s pull together toward, ensuring life and hope is given, along with an appreciation for life in other cultures.

You will receive communications and a photo from each school to show the work that has been done. The schools chosen will be on the basis of sustainability and need. The initiative is partnered by Rock Your Life and the SAGE Foundation (www.thesagefoundation.com)

We are part of the Clinton Global Initiative.

Enquire Now

mdh@rockyourlife.net Simple, Effective, Profound Learning