"The best teachers don't give you the answers... They just point the way ... and let you make your own choices." - Term Two 2015
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Term Two 2015
“The best teachers don’t give you the answers...
They just point the way ...
and let you make your own choices.”
2 Good Teacher Magazine Term 2 2015
Index 3
Your Soapbox 4
Is companioning the evolution of coaching and mentoring? Murray Fletcher & Lyn Pascoe 5
Abu Dhabi schools back the switch to ‘Stem’ subjects Roberta Pennington 7
Want students to be ready for university? Ed Lawless/Pajoma Education 8
Finland schools Richard Garner 16
China Hires 358,000 Teachers to Strengthen Rural Education Sheena dela Cerna 19
Light Week at MOTAT – IYL 2015 Nicole Jones 20
Changing the world… One act at a time. Elaine Le Sueur 24
Reversing the Teacher Dropout Problem By Jon Andes 27
Learning: A process not understood. Laurie Loper 28
Passports to record teaching career development 31
Shifting your Professional Network into the 21st Century Tom Jenkins 32
First in class: No gold star for top Kiwi teachers? NZ Herald 34
Designers Construct Crayon-Inspired Looks Kate Sierzputowski 36
Spring Cleaning and the “Rites of Passage” Michelle LaBrosse 42
Chinese teachers bring the art of maths to English schools Sally Weale 44
Living in the Sky Between Buildings Press release Christopher Jobson 50
New Zealand School of Dance Choreographic Season 2015 58
Most Countries Have Failed Avaneesh Pandey 50
The best part of leading Bill Treasurer 52
Schools face shortage of teachers in non-key subjects Javier Espinoza 64
Many Afghan Girls Are Not Allowed To Ride Bicycles 67
LT’s Rant 76
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Good Teacher Magazine Term 2 2015 3
Your Soapbox!
“
In Memoriam
In recent times, children have been encouraged to attend the Anzac
Day dawn parade at one of New Zealand’s 460 World War One
memorials.
Fires burned in Europe,
Our young men gathered round,
They emptied out our cities
And our farms and country towns:
We gave them 3 months training
And a farewell hometown dance
Then we sent them off to battle
in Gallipoli, and France.
And the man from Naseby saw the Angel of Mons
The boys from Mosgiel bled into the Somme
“We’ll fight for home and freedom” was their cry
As they sailed away to battle, and to die.
Another generation,
Another bloody war
The sons of the survivors
Came from Oamaru and Gore
They fought across the ocean
On land and air and sea,
They fought with muscle, bone, and blood
To keep our country free.
Now as you go from town to town
In our lovely, empty land
See proudly in the heart of town
A soldier’s statue stands.
Memorial in granite stone
It tears against the sky.
Around its base the names of sons
And brothers who have died
We have no unknown soldier
These are not forgotten men
But cousins, uncles, neighbours
Who will never laugh again.
But they’ll not be forgotten
For the price they had to pay.
For their children’s children’s children
Will still march on Anzac Day
No, they’ll not be forgotten
”
For the price they had to pay.
For their children’s children’s children
Will still march on Anzac Day.
Vic MacDonald 1998
If you want to have YOUR SAY please email your offering to: soapbox@goodteacher.co.nz
4 Good Teacher Magazine Term 2 2015
>Back to index
Is companioning the evolution
of coaching and mentoring?
Some thoughts from Murray Fletcher and Lyn Pascoe
In our lives as practitioner coach/mentors
working in schools, we have had cause to
think deeply about the relationships that
are developed as we interact with
teachers and leaders.
We have noticed, as we work over time
and in depth, that traditional notions of
coach or mentor seem to develop another
dimension.
A dimension that is more than an ‘up-
skiller’- a giver of new skills or strategies.
A dimension that is more than an expert
guide.
It is more than a critical friend.
Whilst these are all valid, well-tried and
useful practices in the professional
learning field, there seems to us that a
further step evolves.
This brief article offers readers another
way to think about coaching and
mentoring.
We propose a ‘re-languaging’ of these
concepts.
Why do we want to do this re-languaging and what is
it? We looked to Humberto Maturana, who developed
a logical, scientific theory to explain how humans
understand themselves and their world and how this
understanding shapes their relationships with the
world and others in it- the biology of cognition. To
explain this theory he developed a new way of using
our language. This ‘new’ language requires that the
receiver of the information considers things in a new
way. He is reported as saying that his Professor of
Neurobiology at University College London said “if
you want to say something new, you must change
your language. If you do not change your language,
your listener hears him or herself, not what you say”.
This made us think long and hard. We recognise that
we humans ‘filter’ everything we hear through our own
world view.
>Back to index Good Teacher Magazine Term 2 2015 5
There is much discussion around the terms coaching transforming together, creating new knowledge and
and mentoring and what they mean. We wanted to understandings for self-growth.
talk about the work we do with greater depth of
This notion of companioning, of walking together on a
meaning. We considered therefore, that what we do,
pathway through something that is important to each
as the relationships we have, develop, is
of us, creates deep understandings and
companioning.
transformative learning. Both companions benefit,
A companion, a buddy, equal in power, whose ideas both learn, both find new ways to view and operate in
and way of being reflect their experiences, upbringing, their world. It is not hierarchical. Equal value is placed
culture, religion, education and the many other things upon each person and what they offer to the
that colour our world and make us who we are. We conversation. It steps away from the ‘goal focus’ and
see things according to how we are - not how the ‘solution- focus’ of coaching and mentoring and into a
things actually are. Our world is coloured by our way ‘reflective conversation. What Stelter (2012) names
of being, by our perceptions. When we companion ‘third generation’ coaching.
with someone we walk with them, value them and
We offer our thinking here as we continue on our
their thoughts and negotiate a learning pathway for us
learning pathways. We believe that the re- languaging
both. This is a reciprocal learning partnership for
of the words ‘coaching and mentoring’ offers us all an
self-growth, which may contribute to the building of
opportunity to look more deeply into the process of
personal identity for both parties.
self- awareness and growth as it affects our daily
Our notion of companioning aims at creating ‘triggers’ interactions, work and play. By changing the words
through conversation. We understand it to involve we understand that notions that we hold about
listening and really hearing the other person. coaching and mentoring have an opportunity to soar,
Listening to hear and understand, not to answer or to regenerate, to be re-energised. Companioning
argue a point. This listening allows the listener to allows us to transform together. We believe that the
create their own knowledge from the conversation, outcome of companioning – walking a pathway
their own world-view values and experiences. What together- is enhancing a way of being in the world. An
each of us learns from each other fits our needs evolving or emerging ‘formation’, touching one’s
perfectly. Companioning involves being there with the identity as a unique person.
other person in a journey through dialogue, together,
Thinkers who have inspired us:
• Sieler , A ( 2012)
Coaching to the Human
Soul: Ontological
Coaching and deep
change. The Biological
and somatic Basis of
Ontological Coaching.
Newfield Institute
Victoria.
• Stelter, R (2012) A guide
to Third Generation
Coaching. Narrative-
Collaborative Theory and
Practice. Springer. New
York and London.
• Illeris, K.( 2014)
Transformative Learning
and Identity. Routledge,
London.
6 Good Teacher Magazine Term 2 2015
>Back to index
Abu Dhabi schools back the switch to ‘Stem’ subjects
Roberta Pennington
Abu Dhabi public school principals and teachers have welcomed changes to the
secondary school curriculum that puts more emphasis on science subjects.
However, they are concerned that schools will not have enough time to prepare for the
reforms – due to be implemented in the next academic year.
The Abu Dhabi Education Council recently announced that, so they might choose classes suited to that
that pupils entering Grade 11 in August will no longer profession.”
be given the option of choosing between a science or
Although all children will be required to take maths
humanities stream. Instead, they will study the same
and physics, they will have to sign up for elective
unified curriculum.
Stem classes.
This new model ensures that each pupil will spend 21
Ghada Fahad, a principal in Al Ain, said the revised
out of 45 periods a week studying science,
curriculum “looks good”, but questioned whether staff
technology, engineering and maths (Stem) subjects.
will be prepared in time to deliver it.
These subjects will make up 55 per cent of their final
grade, giving more weight to Stem classes. “There is the willingness, but to what extent are the
teachers really ready, and is that time frame enough?
The reform aims to equip youngsters with the skills
That is the question,” said Mrs Fahad.
and knowledge needed to enter federal universities,
without having to go through a foundation year. It also “Are the teachers really qualified? Will they be
focuses on preparing them for the job market. developed for these skills, with all these high
expectations?”
“The plan is to really do something on the ground to
help those students before they graduate and join Adec said teachers will receive training in advance of
universities,” said Dr Alaaeldin Aly, Adec’s knowledge the new curriculum, but it has not released details of
management division manager. how or when that training will take place. It has said,
however, that the revised curriculum will be
He said: “The whole world lacks Stem (graduates),
implemented over five years.
not just us. So the gap is huge.”
Judith Finnemore, managing consultant with Focal
Hassan Youssef, principal of Hamdan bin Mohammed
Point Educational Consultancy, said she hoped Adec
Secondary School in Abu Dhabi, said the revised
had a pool of qualified teachers and that it would “not
curriculum would offer pupils a choice of elective
just put a general science teacher in place and do a
subjects – something they have not previously been
bit of ‘massaging’”.
able to do with their preset schedules of 11
compulsory classes under the track system. “Teachers of the sciences and physics – good ones
that interest children and bring the subject alive
“Now the students will have a lot of choices,” said Mr
versus those who would read and explain the
Youssef. “They get a chance to choose the subjects
textbook – are in extremely short supply globally,”
that will align with their future career. They might
said Mrs Finnemore
think, ‘I’d like to be in engineering,’ or something like
rpennington@thenational.ae
>Back to index Good Teacher Magazine Term 2 2015 7
Want students to be ready for un
Onlin
Participating in some subject
learning online during the high
school years develops
independent learning skills as
well as confidence with
technology says new research.
Principal of Pamoja Education,
Ed Lawless explains...
8 Good Teacher Magazine Term 2 2015
>Back to index
niversity? ne learning helps says research >Back to index Good Teacher Magazine Term 2 2015 9
An increasing number of International
Baccalaureate Diploma Progamme
(IBDP) subjects have been available as
online courses for the past five years.
This means that how IBDP students
choose to study can be a combination
of the traditional face-to-face classroom
and the more independent, student-
centred online learning approach.
Currently over 2,000 IBDP students
around the world are doing exactly that.
Recent research by London’s UCL
Institute of Education (IOE) studied the
impact of online learning on IBDP
students who had progressed to higher
education. The results suggest that an
online learning experience benefited
students in several ways.
How IB students learn online
Online IBDP courses can be taken by
any 16-19 year old IBDP students
alongside conventional classes for
other subjects. These courses are
provided by the only approved provider
of online IBDP courses, Pamoja
Education. The online option allows
students to select specialist courses
when numbers might be too small for a
school to provide a face-to-face class,
or because a student chooses to take
an online course as a different way to
learn.
So what is that difference?
Online students work in a subject ‘class’
with other online learners who might be
based in schools anywhere in the world.
The students access their learning
digitally, on their own, at a time and in a
place that best suits each one of them.
However, they are not in isolation; they
are strongly supported by their online
teacher; a fully qualified IBDP teacher
who is also trained to deliver online
learning. The teacher provides weekly
objectives and assignments, guiding
and connecting directly with the
students, sometimes as a group and
also one-to-one. The students work on
their assignments both individually and
collaboratively. Group work brings its
particular challenges as students have
to consider different time zones,
communication techniques, and ways
to work together; situations that
students become increasingly
competent at responding to as they
progress through their course.
10 Good Teacher Magazine Term 2 2015
>Back to index>Back to index Good Teacher Magazine Term 2 2015 11
The experience of online learning at this
age offers several other potential benefits
as the IOE research discovered.
Researching university learners
108 current university students from 36
countries were researched, 58 who had
studied at least one two-year subject
online as part of their IBDP. Developing
confidence with technology was one
benefit identified.
The research found that students who had
studied online prior to university were
familiar with technologies that formed an
essential part of university life such as
learning management systems, discussion
forums, Google tools, and audio-visual
resources. Not only were they familiar with
such tools, they were also confident in their
choice and use of technology for different
needs; something that many other
students said they struggled to master.
The research suggested that this
proficiency in the selection and use of
technology affected quality of life for
university students, not just test scores,
because it is such a necessary and
expected part of the university learning
experience. For the skilled users,
technology helped make life easier,
particularly by drawing together information
and resources, and in some cases was
necessary for making tasks possible that
would otherwise be impractical without
technology. One respondent said the
experience of learning online “helped me
to learn how to communicate more
effectively through online mediums,
including getting through group projects
without the benefit of face-to-face
meetings.”
Students in the research also talked about
the cultural benefits of the online learning
experience. Their online classes had
brought together learners from a range of
countries, giving them the chance to
consider differing country and cultural
perspectives to issues. Several
respondents said that this had helped them
to understand a range of cultures and
communication styles, and that it had
introduced them to different viewpoints.
Perhaps the results of most interest were
those that related to independent learning
skills.
12 Good Teacher Magazine Term 2 2015
>Back to indexGood Teacher Magazine Term 2 2015 13 >Back to index
14 Good Teacher Magazine Term 2 2015
>Back to indexWhen asked about self-regulatory
behaviours for managing studies, the vast
majority of respondents agreed that these
were important for success at university.
84% said that it was definitely important to
be able to set personal goals as a way of
managing the time they spent studying at
university. 71% said it was definitely
important to be able to set standards for
work. 88% said it was definitely important
to be clear about where and when to study.
97% said it was important to try to solve
problems independently. And 88% said it
was important to know when to turn to a
tutor for support.
Students who had studied online described
how valuable it was that they could learn
independently. They were less likely than
their peers to rely on the university tutors
for help, more likely to set goals based on
their own performance rather than that of
other students, and they had better
developed strategies for managing and
pacing their studies.
One respondent said: “Studying online is
different from attending regular classes.
You have to be self-motivated to study on
your own and set your own deadlines.”
Responding to change
The gap from high school to university
remains huge. Studying is more intensive
and complex, and undergraduates are
expected to be competent independent
learners from the start. Helping students to
best prepare for this is as important as
helping them to get there. As the research
suggests, online learning experience helps
to bridge that gap.
For more information about the full range
of courses and to read a more detailed
overview of the IOE research, visit Pamoja
Education
>Back to index Good Teacher Magazine Term 2 2015 15Finland
schools: Subjects scrapped and
replaced with ‘topics’ as country reforms its education system
Richard Garner
With Finland radically reforming the way its children are taught, Richard Garner visits
Helsinki to find out if the teachers approve
For years, Finland has been the by-word for a more collaborative approach, with pupils working in
successful education system, perched at the top of smaller groups to solve problems while improving
international league tables for literacy and numeracy. their communication skills.
Only far eastern countries such as Singapore and Marjo Kyllonen, Helsinki’s education manager – who
China outperform the Nordic nation in the influential will be presenting her blueprint for change to the
Programme for International Student Assessment council at the end of this month, said: “It is not only
(PISA) rankings. Politicians and education experts Helsinki but the whole of Finland who will be
from around the world – including the UK – have embracing change.
made pilgrimages to Helsinki in the hope of identifying
“We really need a rethinking of education and a
and replicating the secret of its success.
redesigning of our system, so it prepares our children
Which makes it all the more remarkable that Finland for the future with the skills that are needed for today
is about to embark on one of the most radical and tomorrow.
education reform programmes ever undertaken by a
“There are schools that are teaching in the old
nation state – scrapping traditional “teaching by
fashioned way which was of benefit in the beginnings
subject” in favour of “teaching by topic”.
of the 1900s – but the needs are not the same and we
“This is going to be a big change in education in need something fit for the 21st century.”
Finland that we’re just beginning,” said Liisa
The reforms reflect growing calls in the UK – not least
Pohjolainen, who is in charge of youth and adult
from the Confederation of British Industry and
education in Helsinki – the capital city at the forefront
Labour’s Shadow Education Secretary Tristram Hunt
of the reform programme.
– for education to promote character, resilience and
Pasi Silander, the city’s development manager, communication skills, rather than just pushing children
explained: “What we need now is a different kind through “exam factories”.
ofeducation to prepare people for working life.
But there would currently be little appetite in the UK
“Young people use quite advanced computers. In the for going as far as ditching traditional subjects.
past the banks had lots of bank clerks totting up
Even in Finland, the reforms have met objections from
figures but now that has totally changed.
teachers and heads – many of whom have spent their
“We therefore have to make the changes in education lives focusing on a particular subject only to be told to
that are necessary for industry and modern society.” change their approach.
Subject-specific lessons – an hour of history in the Ms Kyllonen has been advocating a “co-teaching”
morning, an hour of geography in the afternoon – are approach to lesson planning, with input from more
already being phased out for 16-year-olds in the city’s than one subject specialist. Teachers who embrace
upper schools. They are being replaced by what the this new system can receive a small top-up in salary.
Finns call “phenomenon” teaching – or teaching by
About 70 per cent of the city’s high school teachers
topic. For instance, a teenager studying a vocational
have now been trained in adopting the new approach,
course might take “cafeteria services” lessons, which
according to Mr Silander.
would include elements of maths, languages (to help
serve foreign customers), writing skills and “We have really changed the mindset,” he said. “It is
communication skills. quite difficult to get teachers to start and take the first
step… but teachers who have taken to the new
More academic pupils would be taught cross-subject
approach say they can’t go back.”
topics such as the European Union - which would
merge elements of economics, history (of the Early data shows that students are benefiting too. In
countries involved), languages and geography. the two years since the new teaching methods first
began being introduced, pupil “outcomes” – they
There are other changes too, not least to the
prefer that word to standards – have improved.
traditional format that sees rows of pupils sitting
passively in front of their teacher, listening to lessons Finnish schools are obliged to introduce a period of
or waiting to be questioned. Instead there will be a “phenomenon-based teaching” at least once a year.
16 Good Teacher Magazine Term 2 2015
>Back to indexPupils at Siltamaki primary school perform a rap as part of
their cross-subject learning (Jussi Helttunen)
These projects can last several weeks. In Helsinki, Case study: Finnish approach
they are pushing the reforms at a faster pace with
It is an English lesson, but there is a map of
schools encouraged to set aside two periods during
continental Europe on the whiteboard. The children
the year for adopting the new approach. Ms
must combine weather conditions with the different
Kyllonen’s blueprint, to be published later this month,
countries displayed on the board. For instance, today
envisages the reforms will be in place across all
it is sunny in Finland and foggy in Denmark. This
Finnish schools by 2020.
means the pupils combine the learning of English with
Meanwhile, the pre-school sector is also embracing geography.
change through an innovative project, the Playful
Welcome to Siltamaki primary school in Helsinki – a
Learning Centre, which is engaged in discussions
school with 240 seven- to 12-year-olds – which has
with the computer games industry about how it could
embraced Finland’s new learning style. Its principal,
help introduce a more “playful” learning approach to
Anne-Mari Jaatinen, explains the school’s philosophy:
younger children.
“We want the pupils to learn in a safe, happy, relaxed
“We would like to make Finland the leading country in and inspired atmosphere.”
terms of playful solutions to children’s learning,” said
We come across children playing chess in a corridor
Olavi Mentanen, director of the PLC project,
and a game being played whereby children rush
The eyes of the education world will be upon Finland around the corridors collecting information about
as it opts for change: will it be able to retain or different parts of Africa. Ms Jaatinen describes what is
improve its showing in the PISA league tables going on as “joyful learning”. She wants more
published by the Organisation for Economic Co- collaboration and communication between pupils to
operation and Development. allow them to develop their creative thinking skills.
If it does, how will the rest of the education world
react?
www.independent.co.uk
>Back to index Good Teacher Magazine Term 2 2015 17Working with you in 2015
Responding to
cross-curricular
writing challenges
in secondar y
schools
Developing Writing Teachers
Responding to cross-curricular writing challenges in secondary schools
Institute of Professional Learning, Faculty of Education
University of Waikato, Private Bag 3105, Hamilton 3240, New Zealand
Phone: +64 7 838 4458 | Email: professionallearning@waikato.ac.nz
www.waikato.ac.nz/professionallearning
consultancy@waikato.ac.nz
For more information email professionallearning@waikato.ac.nz
18 Good Teacher Magazine Term 2 2015
>Back to indexChina Hires 358,000 Teachers to
Strengthen Rural Education
Sheena dela Cerna
China’s Ministry of Education said that
Officials who attended the 11th meeting of the
roughly 358,000 teachers were hired in Central Leading Group for Deepening Overall Reform
the past year to serve in primary and on April 1, Wednesday, approved a five-year plan
middle schools in rural areas across to support rural teachers. Some of the approved
the country. proposals include raising the salaries of teachers,
enhancing their political and moral awareness, and
In 2014, the ministry also spent 4.4 billion yuan to urging urban teachers to transfer to rural schools.
provide professional training programs for local
teachers, and organized exchange programs that In a statement, central leaders who were in the
benefited over 500,000 educators. The figures were meeting believed that education in rural locations
revealed in a report that explored developments in in central and western China has been the weakest
China’s compulsory education. link in efforts to revamp the educational system.
With these moves, the ministry hopes to improve Chinese leaders added that poverty could be stopped
the overall quality of teachers in primary and middle by providing equal educational opportunities for all
schools, enhance the allocation of educational children.
resources, as well as reduce the disparities between “It is crucial that every child receives an equal
urban and rural education. education so as to stop poverty spreading to the next
These developments were reported just a day after generation,” the Chinese leaders said in a statement.
China’s central authorities promised to reform the
country’s educational system, public hospitals and http://en.yibada.com/articles/24225/20150403/
juror system. china-hires-358-000-teachers-strengthen-rural-education.
>Back to index Good Teacher Magazine Term 2 2015 19Light Week at MOTAT – IYL 2015
20 Good Teacher Magazine Term 2 2015
>Back to index5 Nicole Jones, Education Coordinator at MOTAT.
2015 is the International Year of
Light. This global initiative has
been adopted by UNESCO (The
United Nations Educational,
Scientific and Cultural
Organization) with the aim of
highlighting to the citizens of the
world the importance of light and
optical technologies in their lives,
for their futures and for the
development of society.
This project spans more than 85
countries around the globe, with
different organisations hosting a
range of events.
The International Year of Light is creating
all sorts of exciting buzz around MOTAT.
The Museum recently hosted the Photon
Factory,
The University of Auckland’s state-of-the-
art research facility specialising in ultra-fast
lasers, at its Science Street Fair. As the
team explained the importance of their
work to the next generation of young
scientists it was great to see the levels of
excitement and engagement amongst the
children. The Photon Factory facilitated a
range of hands-on activities which the
scientists then used as a launch pad for
discussing more complex theories.
Whether they were attempting to slink
through a laser maze, creating glow in the
dark slime from scratch or refracting light
through candy and jelly, the kids attending
the Science Street Fair were ready and
eager to learn more about light.
Good Teacher Magazine Term 2 2015 21
>Back to indexLight Week at MOTAT – IYL 2015
MOTAT is supporting the International
Year of Light by running a special
Light Week during Primary Science
Week (4 – 8May).
Classes which book in for the ‘Lights and Mirrors’
or any other Learning programmes during this
period will have the opportunity to take part in a
range of additional light-themed activities at the
Museum. Students can explore the Oxford theatre
with night vision goggles, create light writing using
torches and single-lens reflex cameras plus get
the chance to create their own show using a 2m
tall shadow theatre.
Light Week once again gives MOTAT and
teachers the opportunity to engage with students
and excite them about the wonders of the world of
light.
22 Good Teacher Magazine Term 2 2015
>Back to index>Back to index Good Teacher Magazine Term 2 2015 23
Changing the world… One ac
I believe that Aesop got it right when he I asked her daughter if she was saving
said that no act of kindness, no matter them and she replied, “Yes I am, but I am
how small, is ever wasted. going to give these to a boy at my school
because he told me that he wanted to
It reminds me that a few days ago I stood
save them too and he’s only got three so
in the checkout line of our local
far because his mum doesn’t have
supermarket behind a mum and her
enough money to shop here.
young daughter.
And her smile got even bigger when the
The little girl smiled happily when the
shop assistant quietly handed her an
assistant handed her mother the bunch of
extra card, saying
animal cards that were a store promotion
to reward purchases. “This one’s for you.”
Guess where my shopping reward cards
went?
I smiled all the way home.
24 Good Teacher Magazine Term 2 2015
>Back to indexct at a time.
Elaine Le Sueur
It only took that one little act of kindness to set off a
chain of events that left at least three people happier
for the encounter, (four if you include the intended
card recipient later on), and the little girl probably
wasn’t even aware of the ripple effect that she had.
It wasn’t wasted.
Did you know that a simple act of kindness towards
another stimulates the production of serotonin in both
the giver and the receiver? Serotonin is a hormone
within the body that acts as a transmitter to the brain
and promotes the ability to change your mood and
make you feel better.
Thinking about this story still makes me feel happy
several days later.
So where am I going with this?
The incident provoked me to think about the
possibilities for some action based research.
There doesn’t have to have a monetary cost attached
to making kindness and compassion a powerful
antidote to the pressures of life that we are all capable
of giving. Acts of kindness make children feel good.
This emotional, social growth is important. Some
children already have it in spades, while others can
be encouraged to think of ways to pay it forward. The
spin off for teachers is a happy classroom where the
children feel good about themselves. They are more
likely to be tolerant of others and can focus on
creativity and learning.
This is how a group of children described kindness.
Kindness is…
• Sharing things. (Girl, aged 5) • Letting someone else have a turn on
your bike if they haven’t got one. (boy,
• When you try to help someone even if they aged 8)
don’t know you are doing it. (Boy, aged 7)
• When somebody listens to you and And my personal favourite…
doesn’t interrupt with their own ideas. (Girl,
aged 8) • Picking up a worm on the path and put-
ting it back in the garden so it doesn’t get
• Giving somebody a hug when they feel squashed. (Boy, aged 6)
sad, like when my cat got run over and I
was crying and my friend gave me a big
hug and I felt a bit better. (girl, aged 7)
>Back to index Good Teacher Magazine Term 2 2015 25How might we encourage children to give while expecting nothing in return?
Some initial ideas to get the class started… • Say thank you to someone in the community
who makes a difference in your life
• Discuss acts of kindness that you have
caught other people doing • Practise listening without interrupting
• Write a thank you note/ email/ or message to • Do something helpful for someone else, just
someone who has helped you because you can
• Hide a kindness note to the reader in a book • Give someone a smile of your own and a
in the class library coupon to hand on.
Challenge the students to think of ideas of their own
and share them.
It’s a great opportunity to change the environment
in which we live and to make it a better place for us
being here… one act at a time.
Are you up for the challenge?
26 Good Teacher Magazine Term 2 2015 Back to indexReversing the Teacher Dropout Problem
Retain more of your staff by understanding
their needs and helping them succeed.
By Jon Andes
Each year, about a half million teachers are hired. School characteristics of this generation and the reasons cited for
systems spend significant amounts of resources, in both leaving the teaching profession, instructional leaders can
time and money, to recruit, hire, and induct new teachers. identify and implement strategies to retain these new
Despite this expenditure, up to half of all new teachers will teachers.
become “dropouts” within their first five years. For school First, providing needed resources is critical. The millennial
systems nationwide, the costs of new teacher dropouts are generation of new teachers expects that the tools of
substantial-- estimated at $2.2 billion per year. For students, teaching—including technology—will be available in the
this teacher turnover impacts the quality of instruction they classroom to optimize their instructional practice. In terms of
receive. Since a major proportion of new teachers are time constraints, school leaders can ease these by
assigned to high-poverty schools, the negative impact on eliminating or reducing administrative duties such as bus or
poor children is continuous. playground duty, providing new teachers with common
Solving the teacher dropout phenomenon is a precursor to planning time, and reducing class size. Additionally, school
ensuring the success of all students. To address the leaders can make a conscious effort to carefully choose
challenges presented by teacher dropout, we, as which students to assign to new teachers, for the purpose
instructional leaders, need to understand the unique of setting up the novice for a successful first-year
qualities and needs of new, millennial-generation teachers; experience.
discover the general reasons given by new teachers for Second, to combat a feeling of isolation, the instructional
leaving the profession; and explore the strategies that leader can assign the right mentor and place the new
instructional leaders can take to prevent this from teacher on a collaborative team. Veteran teachers are often
happening. selected as mentors for new teachers but this may not
Who Are These Teachers? always be the best choice. In addition to assigning the right
mentor, the instructional leader needs to provide time during
In general, members of the millennial generation have three the school day for the new teacher and a mentor to plan
common characteristics that will impact their career as and work together.
teachers. First, they are digital natives, who constantly use
technology to communicate and to access information. This Third, to demonstrate support for new teachers, the
generation sees access to high-speed Internet and devices building principal must make an effort to connect with
as a given. Second, they are team oriented and seek to them. This might include actions such as scheduling a
solve problems by working collaboratively. Since birth, regular bimonthly time to meet with new teachers and
members of this generation have been encouraged to be mentors to discuss needs, informally meet with new
part of a team—in play groups, sports teams, summer teachers for an after-school snack and chat, make
camps, and arts programs. Finally, they seek tangible informal visits to the classroom to acknowledge
achievements and feedback, having been the recipients of
instructional success, and use e-mails to reach out to
trophies, medals, and even participation ribbons.
new teachers with positive messages. Most important,
Why Do They Leave? new teachers need to believe that an instructional
leader is listening to them and is committed to
When researchers survey new teachers who have left the
profession, three major reasons are commonly given for enabling their success.
dropping out. First, they cite a lack of resources, including As instructional leaders, we must remember that the
technology and classroom materials, and the time to plan success of a student directly depends on the person
and complete the many tasks associated with teaching. who is teaching him or her. As a nation, we cannot
Second, these teachers identify a feeling of isolation as a
afford the cost of constantly recruiting, hiring, and
reason for leaving, specifically, a lack of time and the
freedom to work together as professionals to address and
training new teachers. The cost is too high in terms of
solve instructional challenges. Finally, they identify a lack of both money spent and loss of student learning time.
support by school-building leadership as a reason for The purpose of the hiring process is to replace
leaving. ourselves with a generation of educators who are
prepared and capable to meet the challenges that the
What Can You Do to Help? post-millennial generation will bring to the classroom.
The obvious solution to addressing the dilemma of new Jon Andes is a professor of practice at Salisbury State
teacher dropouts is to make sure that the right person is
University in Maryland. He was superintendent of the
hired. Assuring the right person is hired may reduce
attrition, but it may not be enough to retain the best and the Worcester County Public Schools in Maryland from
brightest millennials. By understanding the unique 1996 through 2012.
>Back to index Good Teacher Magazine Term 2 2015 27Learning: A process not unders
Of course, this very rapid progress brings with it a
bunch of new problems as teachers, policy makers,
parents and others come to grips with the implications
Viewed dispassionately against the of this as an educational development. You’d think a
evidence, the practices that are carried development of this nature would be received gladly,
out in the name of learning indicate that with open arms even. The good news is that for an
the learning process itself is little increasing number this is the case. For the vast
majority, though, it isn’t. For the latter it just doesn’t
understood by anyone. square with what they know, namely with the fund of
Least of all by those who are most common knowledge – the accepted wisdom about
learning – that has been built up over the millennia
involved with it, teachers particularly, but
that mankind has bestrode this planet.
anybody who has ever had to teach
anyone anything. The fact that this common knowledge exists and has
such a grip on the teaching practices cannot be
We do, however, know quite a bit about it pooh-poohed as being of no account. It’s the very
with more being discovered all the time. reason we can say in education, ’the more things
change, the more they stay the same’. Unfortunately,
In a very recent development, for there’s a significant cost to teaching practices staying
instance, we even know how to get the same. For those with the eyes to notice, it can be
previously failing students learning. best seen in the failure to develop all of the capacity
to learn of each and every student who enters a
Learning for these students is now being classroom – or whatever passes for one – anywhere
conducted in a way that ensures not only on the globe. That inefficiency can be thought of as
can they catch up with classmates, their costing anything up to half the learning capacity of the
entire student population.
progress ensures they are developing
much nearer to their full capacity to learn That this common knowledge – the lingua franca of
teaching – is not understood to be a major efficacy
than was ever possible before.
problem indicates there’s a need to be broadcasting
Thus, in the progress they’re making it’s what’s going on widely. If an inquiry was to be made
likely the students in question will soon into recent interventions designed to lift student
performance across the board, it would be ‘odds on’
be besting their age mates, if not that none would have knowingly addressed the
students considerably older. efficacy issue being spoken of here. Oh don’t get me
wrong, those interventions may somewhat improve
These previously failing young students
the performance of many students. Yet what is
are doing unheard of things like making overlooked here is this “improvement” is masking the
as much as 4 - 5 years progress in one fact that such common-knowledge based
school year. interventions are failing to develop something like half
the learning capacity of the entire student body. Not
only that, the position of those previously failing
student’s remains pretty much unaltered.
28 Good Teacher Magazine Term 2 2015
>Back to indexstood
Laurie Loper
Psychologist
Part of what hinders an understanding of the exercised, and promising ideas are starved of
reluctance apparent to be using this new information resources.
is that there is a powerful countervailing culture
So what is it going to take educationally to remedy
involved. Operating under the radar, this culture
this inefficacy situation? It’s going to take something
negatively impacts on the development of our
politicians will always be reluctant to embrace, the
understanding of the learning process. Anything and
cost of a massive teacher retraining programme that
everything to do with the development of things
will be required. Sound science backs this
educational is negatively impacted, policy
suggestion. Nuthall’s learning rule states that the
development, parental thinking about education
optimum learning condition operates when each
issues, classroom teaching practices, business
individual student has the opportunity to experience
expectations about what skills graduates from
the full information about any topic/idea/concept (tic)
secondary or university ought to be bringing to the
– that each individual student recognizes as being
workplace, the lot.
new to them – a total of three times, with each
Operating under the radar means precisely that, experience needing to be two days apart. That
people are simply unaware of this culture and the means the proper processing of each new tic takes
influence it has in/on every educational matter. This place over a five-day period, a learning schedule that
culture is dangerous, more dangerous than say a cult no learner observes, except maybe by accident and
religion. You would have to rank it up there ahead of one that no classroom consciously allows for.
something like Isis. It is more widespread than even
Proper processing is the difference between ‘knowing
all of the great religions combined, making it as much
about’ and having a learning experience that ends up
a global phenomena as it is a local community
being fully integrated into the student’s accumulated
one. In its ubiquity lies it’s strength and also it’s
knowledge base. When students integrate new tics in
greatest danger as it serves to deprive humanity of its
that way, twelve month’s down the track, not only can
full potential. Having achieved a status akin to that of
such learning be recalled, successful use can be
a cultural icon, its influence on the development of a
made of it 80 – 85 percent of the time.
proper/complete understanding of how learning works
is the aspect that concerns me most. Moreover, ‘knowing about’ is heavily reliant on
short-term memory. For those students who rely on it,
In handling the major issues facing the planet,
short-term memory can be sufficient to enable the
arguably mankind is almost entirely dependent on the
passing of exams with relative ease. The
fullest development possible of its collective capacity
“advantage” short-term memory appears to give here
to learn. Already signs of degenerative human
is actually a disadvantage. Learning done that way
functioning are starting to show up in social
– not integrated into an established knowledge base
statistics. As global issues like climate warming affect
– will be, and is, easily forgotten. Additionally, since
the planet, mankind needs all the knowledge and
such learning has not been properly processed, a full
know-how it can muster. While developing to the full
understanding has not been achieved. To this lack of
every student’s capacity to learn is an idea likely to
understanding, then, can be added a wasted swot
achieve wide acceptance, making it happen is an
effort on the part of any student sitting an exam who
entirely different matter. A stalemate situation exists
is relying on short-term memory to get them
in that practices that show promise are stymied by
through. This is but another example of the “inherent
practices based on accepted wisdom. Anything
inefficiency” Nuthall discovered that plagues
interpreted as a potential threat to that wisdom brings
education.
the predictable defensive response, power becomes
>Back to index Good Teacher Magazine Term 2 2015 29If all of that wasn’t bad enough, teachers in this test accepting the idea that the science of the learning
crazy era are virtually forced to regard test results as process could be the way forward.
evidence of understanding. Since virtually none of
Mean time the waters are being muddied by the
any learning being sampled by testing has been
advent of the new informational technologies and the
properly processed, such test data merely samples
enticing things they offer. But learning is learning, no
‘knowing about’ not a properly processed
matter what the medium, and ditto, learning
understanding. Now that this is known, I struggle to
processes are learning processes and they need to
comprehend why anyone would keep doing
be efficient and above all, understood. Realistically,
so. Clearly the data being collected is not worth the
though, it’s obvious that solutions based on learning
effort spent gathering it. Yet this invalid data gets
science are going to take a long time to find
used for all sorts of purposes as if it was valid. That is
acceptance.
crazy in anyone’s language.
Now is the time when something needs to be done
Picking holes is easy. Remedies are not so easy to
about this situation. The chance to do so might just
come by. Surely the time has come, though, when a
have presented itself. That’s because the Review of
proper understanding of the learning process should
Statutory Interventions in State Schools and State
be what’s guiding our use of it. Isn’t it time to ditch
Integrated Schools report is out – that title surely is a
the current understanding of learning and make use
prime example of ministry speak if I ever saw
of science-based information as the way
one. One of the things this report is calling for is
forward? This is not to belittle the valiant efforts of a
a Professional Learning and Development (PDL)
few dedicated persons like the ones of my
Review.
acquaintance who are trying to ensure more students
– many of them currently failing in the education I’ve already written to the Secretary of Education,
system – wrest more educational reward from their Peter Hughes, about the direction I would like to see
daily attendance in classrooms wherein they are likely that Review heading. Having previous experience of
sitting, bemusedly trying to make sense of their how efficiently he conducts his email correspondence,
experience of classroom learning. I had no right to feel surprised that a bare 36 hours
later, there was an acknowledgement reply, but given
But even those who are valiantly trying to bring more
the nature and tone of my advocacy, I was. It said he
success to the lives of our failing students appear still
had already read my email and would reply as soon
to be enmeshed by the ancient culture of
as he was able. Whether or not this dialogue will
learning. Most of the more successful of these are
result in the inclusion of the science of learning in this
making use of the fact that teaching and learning
Review, only time will tell.
occur in a social setting. They are demonstrating that
as long as the relevant social setting variables are
taken proper care of, achievements of a kind
previously thought impossible now face the prospect
of becoming relatively commonplace. Such is the
power of the culture involved success here is being
achieved without the assistance of Nuthall’s efficacy
discoveries. Think what success might be achieved if
his discoveries were part of the mix. That they are
not means there is substantial learning capacity still
going to waste.
Let’s remember that culture counts. It’s culture that
perpetuates things like violence against women, and
for instance stops any thought that the contribution
women make in the home might be counted on the
nation’s economic balance sheet. In education it’s
culture that’s blocking any real move towards
30 Good Teacher Magazine Term 2 2015
>Back to indexPassports to record teaching career development
Arwyn Jones BBC Wales
Learning - teachers will be expected to other school staff are “underdeveloped,” according to
update their own skills... a report by the OECD think-tank, looking at schools in
Wales last year.
Teachers in Wales are to be given more support to
develop their careers and improve teaching in the There has been a small improvement in the quality of
classroom. teaching, which is now good or better in half of
schools, says the schools watchdog Estyn in its
The so-called New Deal will reshape how they are annual report. But there are fewer schools where
trained as their career develops and help them to teaching is excellent.
deliver the new “made in Wales curriculum”.Each of
Wales’ 37,600 teachers will be given a learning The quality of assessment was also found to be
passport by September to record professional variable in a minority of schools Teachers will be
development. offered support but be expected to continually update
their skills.
Education Minister Huw Lewis said having “high
capacity, high skilled professionals” was essential. Mr Lewis will visit Brynnau Primary school in
Pontyclun, Rhondda Cynon Taf, to highlight its record
Policies for recruiting and developing teachers and in developing its staff to benefit pupils.
He said: “We are currently
undertaking one of the most
ambitious series of educational
reforms Wales has ever seen,
aimed squarely at improving
standards right across the board.
“However we know that excellent
teaching and leadership is crucial
to the learner experience and to
our ongoing work of raising
outcomes for all learners at all
levels.”
He added that “the quality of the
professional at the chalk face has
a huge impact on the quality of
teaching and learning”.
>Back to index Good Teacher Magazine Term 2 2015 31Shifting your Professional Network int
When I first became an educator, the term
“network” had a different connotation for
me when I compared it to other
professions.
In my mind, it implied we were supposed
to reach out to other educators within our
building, or perhaps at the district level,
to exchange both ideas and resources.
After being selected to Honeywell’s
Educators @ Space Academy in 2006, my
idea of an educator’s network broadened
to include educators not only in other
states, but around the world.
In fact, after realizing the opportunity, a
few of us decided to make our own
website to stay in touch and collaborate.
It worked so well that my students
participated in joint science experiments I started using sites such as LinkedIn to keep track of
with students from other states, but they my professional contacts and building an even bigger
also helped set up an “American style” network. Additionally, I started the practice of sending
home a letter at the beginning of the school year
student council in Romania. outlining my course of study, which also invited
parents to sign up as a potential volunteer/site hosts if
their profession seemed to fit within the scope of our
studies. Finally, I reached out to former students that
After seeing the value of collaboration, I was eager to were either in college or in their young careers for
be part of the initial cohort at the Dayton Regional support. The response that I received was
STEM Center. This cohort included professionals from phenomenal.
K-12 education, higher education, and industry,
As a result of leveraging my contacts, not only did the
working together to develop STEM curricula for
number of visitors coming into my classroom sky
students in all schools. As a STEM Fellow, you
rocket, but my middle school students have been
participated in training which includes learning about
active participants and earned experiences that have
the engineering design process, as well as touring
been much more than just “field trips” at the following
labs at local universities and industry sites. Working
sites over the past 3 years:
alongside passionate individuals and seeing their
amazing work environment was very inspiring. As an • Mad River Township Fire/EMS
educator, I knew that I had to find a way for them to
become part of my classroom. And that’s when things • Wright State Visualization Laboratory
changed.
• Schools of Chemistry, Physics, and
I had lived in self-imposed exile for far too long. I used Engineering
to think that cross-curricular activities within my
building were good enough, but when I saw the value • The Ohio State University Aero/Astro
that was added through these highly gifted engineers Research Center
and scientists interacting with students, it forever
changed the way I organized my units of instruction. • Ohio State University Schools of Engineering
My idea of a professional network was forever and Architecture
changed.
• Air Force Institute of Technology
32 Good Teacher Magazine Term 2 2015
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