Good Teacher Magazine 2014, Term 4

Term Four 2014

“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 4 2014

Index 3 Your Soapbox

4

NZ’s Most Inspiring Teacher Winner Crowned

5

Fleur Revell

Book Review: Developing Writing Teachers

7

MOTAT: There’s so much more than trains

8

Seamus Ford/Michael Hudson

Welcome to the Machine - an exploration of Simple Machines Nicole Jones

12

Schools’ passion for environment brings rewards

16

All teachers can now jump into N4L’s Pond

22

Report highlights importance of flexible learning programs

Victoria University, Melbourne

23

Rainbow’s End

Seamus Ford/Michael Hudson

24

Supporting Mathematically Able Primary School Students.

Elaine Le Sueur

34

A Day Made Better

37

Tread softly on my dreams

Laurie Loper

38

So what next?

Rachel Williams

42

Canon offer $15,000 in Environmental Grants to help grow community projects throughout NZ

44

12 Times It’s Been Worse

45

LoveTeach

Book Reviews 46 New Reo Māori Graphic Novella Launches on iPad and Android Press release

48

Book Reviews

49

Back to School Issue: The Way our Brain Changes as We Pursue Lifelong Learning

Michelle LaBrosse 50 Artist Recreates His Own Childhood Drawings

52

New Zealand School of Dance Graduation Season 2014

58

Postcards for Ants

60

LT’s Rant

70

ront Cover:

Carnival horse at Rainbows End.. heading into summer

Back Cover:

Adelaide Zoo, email us for further information

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

ed-media publications

is produced in the first week of each school term and uploaded to http://www.goodteacher.co.nz The magazine is freely available both in New Zealand and Internationally.

Please keep a duplicate of text and illustrative materials submitted for publication. ed-media accepts no responsibility for damage or loss of material submitted for publication NOTE: The opinions expressed in Teacher Magazine are not necessarily those of ed-media or the editorial team.

Goo

publications

d

Independent publishers of quality education media.

Advertising enquiries and bookings: info@goodteacher.co.nz Submitting material for publication: barb@goodteacher.co.nz Enquiries: 021 244 3244 or info@goodteacher.co.nz mail: ed-media publications

PO Box 5531

Mt Maunganui 3150 ISSN: 1175-5911 Layout and Design: barisa designs® Good Teacher Magazine Term 4 2014 3

Your Soapbox!

“

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

4 Good Teacher Magazine Term 4 2014

>Back to index

NZ’s Most Inspiring Teacher Winner Crowned

By Fleur Revell

A Hamilton intermediate teacher has been crowned New Zealand’s Most Inspiring Teacher from nearly 5000 nominations around the country.

Maeroa Intermediate’s Melanie WihongiPopham has been named the overall winner in a Warehouse Stationery initiative to recognise the hard work of Kiwi teachers, which saw more than 17,000 votes cast by students, parents and families.

With eight individual nominations, Ms WihongiPopham has taken out the title of New Zealand’s Most Inspiring Teacher for ensuring her students get the best possible education while feeling nurtured and cared for in the classroom.

“Ms Wihongi-Popham needs cloning,” says parent Samantha White, who was one of the people to nominate the hard-working teacher. “She epitomises what a teacher should be in her every waking moment...I cannot start to adequately paint a picture about how much commitment she has. Melanie embraces diversity and inclusion, has high expectations of all her students and provides such a safe learning environment.”

Other nominations from parents and students described the Maeroa Intermediate teacher as dedicated, creative and caring, with a fun approach to learning that inspires her class in every subject.

With more than 25 years of teaching experience, Ms Wihongi-Popham says she was shocked to discover she was being named the country’s most inspiring teacher. “I love what I do so much, and anything over and above is just a bonus,” says the mother of six, who has taught at Maeroa Intermediate for the past 10 years. “At the end of the day, I’m a mum and a nan, and I’d like to think that all my moko will have teachers who understand them and care about them like I try to for my students.”

The passionate teacher says she believes there is more to teaching than what you can find in books.

“Literacy is so important, but you have to give something of yourself to these kids too,” she says. “I love getting up every day and coming to school because every kid and every class I teach gives me a reason to smile.”

>Back to index

Good Teacher Magazine Term 4 2014 5

“We’re so proud of Melanie’s achievement,” adds Maeroa Intermediate principal Susan Wood. “She is a wonderful example of how hard teachers in New Zealand work to ensure their students are inspired and nurtured every day.”

Three runner-ups have also been named in each of three categories: in early childhood teaching they are Josie Fitzgibbon of Bell Block Pohutukawa Kindergarten, New Plymouth; Helen Topliss of Reach Forward Early Learning Centre, Albany; and Fiona Smith of Little Lights Kindy, Rotorua.

In the primary school category (which included intermediate teachers) the runner-ups are Ramona Barbara of Gisborne Central School, Gisborne; Sara Sabin of Cosgrove School in Papakura, Auckland; and Hayley Anderson of Selwyn Ridge School in Welcome Bay, Tauranga.

And in the secondary school category, Patricia Pietersen of Elim Christian College in Botany Downs, Auckland; Benjamin Himme of Carmel College in Milford, Auckland; and Brenda Meyer of Mt Roskill Grammar, Auckland.

The 10 winning teachers and their schools will receive a share of $40,000 worth of travel, stationery and technology from Warehouse Stationery in recognition of their excellence.

The competition was judged by New Zealand Order of Merit recipient, teacher, and former netball star Bernice Mene; Director of Leadership at Palmerston North Boys’ High School and Deputy Commander 1 NZ Brigade at Linton, Paul King; and Margaret McCaw, a teacher of 35 years and mother of rugby star Richie McCaw. “It was very difficult to separate the top teachers, and

6 Good Teacher Magazine Term 4 2014

all nominees were worthy of an award,” says King of the final decision. “Teachers who live great values, personify good character and work hard, respect their students, and conduct their own lives with passion and enthusiasm shown by these teachers will clone future generations of great New Zealanders.

“They deserve to have their stories told and be encouraged further because such commitment comes at a personal cost,” he adds. “They will tell you they are just doing their job, but they are doing more than that. They are role models for all of us as they display a unique brand of servant leadership where they put the needs of others before their own.”

Fellow judge Margaret McCaw says it was heartening to see the number of nominees and the impact they’ve made on students and their families.

“Teaching is a very demanding job but it has some of the most rewarding results and moments when you see your students thrive and succeed. It’s wonderful to know that not only are there so many inspiring teachers in New Zealand, but that those students they have inspired want to acknowledge them publicly and celebrate their hard work.”

The New Zealand’s Most Inspiring Teacher campaign saw a huge increase in public votes this year, with nominations up over 200% on 2014, and votes for those nominated up 160% to a whopping 17,785.

The CEO of Warehouse Stationery Pejman Okhovat says the overwhelming response to the campaign shows New Zealanders do appreciate the hard work of school teachers.

“We’re proud to be able to reward teachers such as Melanie and recognise her, along with the runner-ups, for their dedication to such an important and lifechanging role,” says Okhovat.

“It’s wonderful to read the positive comments for all the nominees and know that so many of New Zealand’s teachers are truly inspiring their students.”

>Back to index

Developing Writing Teachers: Practical Ways for Teacher-Writers to Transform their Classroom Practice

by Terry Locke Paperback: $47.95 978-0-415-63184-6 First published 2014 From the publisher: The premise of Developing Writing Teachers is this: When teachers of writing identify as writers, it adds a special dimension to their writing pedagogy. Practical and accessible while drawing on a range of relevant research and theory, this text is distinguished by its dual focus—on teachers as writers and the teaching of writing.

Part I addresses the question, What does it take for a teacher of writing to develop an identity as writer? Using case studies and teacher narratives, it guides readers to an understanding of the current status of writing as the 21stcentury unfolds, the role of expressive writing in developing a writing identity, the relationship of writing to genre and rhetoric, writing and professional identity, and writing as design.

Part II focuses on pedagogical practice and helping writer-teachers develop a toolkit to take into their classrooms. Coverage includes building a community of writing practice; the nature of writing as process; the place of grammar; the role of information, communication and representational technologies; and how assessment, properly used, can help develop writing. Ideal for preservice and in-service courses on the teaching of writing, the Companion Website provides additional readings/ documents; PowerPoint presentations; assessment resources; and lesson and unit plans and planning guides.

The publisher’s summary is only half of it!

This book was extremely readable, had just the right balance of academic research reportage and real life examples and narratives. I found it a most interesting read which at the same time posed questions which any teacher will find arising as they look more deeply into their practice. (Just one example of this is the authors observational report on a teacher which ended in a rewrite including both teachers and students ‘thinking – ‘a multi-vocal account’ after the writers realisation that what he thought the teacher was thinking in fact was not correct so discussion on perceptions led to the rewrite.)

Terry’s book in itself appears most comprehensive, it is in two parts, the first The Teacher as Writer broken down into five chapters and the second part The Teacher of Writing has six chapters. Running throughout the chapters are scattered Reflective Journal Tasks… highlighted in boxes which invite deeper thinking and reflection for the reader on their own beliefs and practice At the end of each chapter is the list of further reading for those who want further engagement, and the size of the bibliography is a measure of the depth of research which results in this book.

Just when I thought I had finished enjoying this book I realised there was a companion website!

>Back to index

Welcome to the Companion Website for Developing Writing Teachers: Practical Ways for Teacher-Writers to Transform their Classroom Practice by Terry Locke The premise of Developing Writing Teachers is this: When teachers of writing identify as writers, it adds a special dimension to their writing pedagogy. The dual focus—on teachers as writers and the teaching of writing—engages readers in developing the disposition to write. Practical and accessible and drawing on a range of relevant research and theory, this is an ideal text for pre-service and in-service courses that cover the teaching of writing.

Enhancing and extending the text, the Companion Website is organized in two sections, each organized by chapter: • Resources: Articles and other resources relevant to the chapter topic.

• Useful Links: Descriptions of and links to materials that readers may find useful as they engage with the text.

Again the written summary from the site is a bit of an understatement.

The website is a stand out… adding hugely to the book and having sufficient downloads and links that if we didn’t have the internet it would probably have resulted in another couple of books …such is the content available through this site. From further readings to assistance in planning (research planning template) and guides (writing marking guide)The two media…book and online are totally complementary and give the reader access to a huge amount of further learning.

I would thoroughly recommend this book to any teacher /educator. It is a well researched package with a huge amount of interesting reading.

Having read it in order to write this review I now intend going back and studying the whole interactive package again. It is that sort of book… dipping is possible for specifics as frequently it is possible to go off on a tangent as interesting comments spark divergent questions which lead the reader along a side path before returning.

Terry Locke Good Teacher Magazine Term 4 2014 7

MOTAT: There’s so much more t

8 Good Teacher Magazine Term 4 2014

>Back to index

than trains.

With over 300,000 objects in their whole collection there is plenty to take in.

From the exhibition chronicling New Zealand’s journey to the South Pole, led by Sir Edmund Hillary, over to the exhibition chronicling life in post war New Zealand, to the huge collection of cars and bikes, starting from the origins of those transport mainstays.

And that’s before taking the tram over to MOTAT 2, with its extensive collection of planes, trains and everything in between.

The lovingly restored vehicles are out on display, and the care that’s been taken shows in the quality of display.

Seamus Ford: Scribe Michael Hudson: Barisa Photography

>Back to index

Good Teacher Magazine Term 4 2014 9

It’s so much more than simply transport and technology. It looks at New Zealand history and social changes through the development of technology. It looks at snippets of time exactly as it was, simply looking at the way things were done, and the technologies they had available.

The detail that goes into recreating it all accurately is mind-boggling. At their train station recreation they have rebuilt the traditional fail-safes rather than simply using modern techniques, or even a watered down version of what it was. This attention to detail is

key, as they want to be able to educate people about the reasons those techniques were used, as well as having a functional railway.

The school programme offered is extensive and very adaptable for different topics and year levels. 22 completely different programmes, all adaptable for a variety of year levels. Some are science focused, some social science focused and some technology focused. The basic run down of the day involves a Motat educator led session, an adult led group trail, a tram ride and a tour of exhibition displays. Obviously the specific exhibit changes depending on the programme you are choosing.

There was a primary school group going around when we were there, and I rarely see kids so excited.

Racing between exhibits, eager to get to the next attraction. With the interactive nature of the exhibits it’s no wonder they were having this much fun. They were learning without even realising. I found myself learning about Morse code when I was tapping away in the telecommunications area, and finding out about the mechanics of cars and airplanes by pulling on some levers.

Going behind the scenes into their workshop, where they do the restoration of everything we see out front was a wonderful experience. The passion of the workers was infectious, even to someone who knows nothing about trains like myself. Seeing the marks of history on the engines and carriages that had been left on instead of being replaced because, as one of the men said “We’ll just leave that because it’s part of it’s history. We’ll just change the bits that aren’t safe.”

10 Good Teacher Magazine Term 4 2014

>Back to index

>Back to index

Good Teacher Magazine Term 4 2014 11

12 Good Teacher Magazine Term 4 2014

>Back to index

Welcome to the Machine - an exploration of Simple Machines

by Nicole Jones, MOTAT Lead Educator

MOTAT’s newest exhibition, Welcome to the Machine, faced its first major test last week.

A group of 6 students let loose to put the finished exhibition to the test.

The hands-on aspect to this exhibition was immediately relevant, gear walls and pulley seats being used intuitively.

But it was the Archimedes screw stretching to the ceiling of the building that stopped them all in their tracks.

Twisting the wheel at its base released a ball from the top down a series of tubes.

The whole group watched in awe as the ball made its way down to the bottom, eyes racing forward to see where it would end up.

Without knowing it the students were engaged in basic physics and enjoying every minute of it!

When you break a machine down into its basic parts you’re left with Simple Machines, the pulley, lever, wedge, gears, inclined plane, screw and wheel and axle. Welcome to the Machine is an exhibition which brings physics into the real world, placing real life examples next to practical models. While the subject is incredibly rich and full of ‘aha’ moments, without proper resources one can be left talking at students and having them take for granted what you say. Take for example the pulley. One can tell you that it is easier to lift a heavy load using more than one pulley, and you may take that for granted as true, but unless you are able to see a practical demonstration of this, it just doesn’t take on the same meaning. Welcome to the Machine is full of real life models, full scale, which often don’t just involve using your hands, but your entire body to work. Students can take turns sitting in two identical seats, pulling themselves up, only to realise that one seat was much easier than the other.

On closer inspection it can be seen that while one seat used three pulleys the other had four hence why it was much easier to use.

Welcome to the Machine has a model of a governor set up which was another hit with the students. The governor is the part of the machine that regulates the amount of steam which makes it into the cylinders. If you crank the wheel hard enough you can make the model governor spin, however as it reaches a top speed it releases. An easy concept for students to grasp and one which would otherwise have been just an interesting part of the machine to look at. Playing with the governor gave students understanding of the concept, that sparked an interest in the traction engines beside them as they realised they could see the governors on these restored pieces of machinery.

One of the featured examples in Welcome to the Machine is Ayla Hutchinson’s ‘Kindling Cracker’, an innovation which Ayla invented on seeing a need for a safer way to crack kindling after her mother injured her hand. At just 14 years old, Ayla won the Mystery Creek Fieldays 2013 ‘Young Inventor of the Year’ award and has gone to sell her product nation-wide.

Ayla is a great example of kiwi innovation and ingenuity which can be used to inspire young minds.

To support this exhibition MOTAT’s Education team has a Simple Machines programme designed to give students access to a variety of smaller scale models, and large quantities of building equipment such as K’nex and Matador. This allows for the different Simple Machines to be built into a variety of

>Back to index

Good Teacher Magazine Term 4 2014 13

14 Good Teacher Magazine Term 4 2014

>Back to index

compound and complex machines while using Simple Machines as tools in their construction.

As with any programme at MOTAT the team is happy to work with teachers and their Learning Outcomes to customise the class work for specific needs.

Welcome to the Machine is not just a museum exhibition, it’s an educational opportunity for all ages. Welcome to the Machine’s interactive design, and focus on Kiwi innovation and ingenuity ushers in a new type of exhibition for a new MOTAT.

MOTAT Information 1 entry cost for access to both MOTAT sites (main site on Great North Rd and our Meola Rd site).

General Admission

Price

Adults $16.00 Children (5-16 years)

$8.00

Student with ID

$8.00

Family Pass (2 adults and up to 4 children) $40.00 Under 5s

FREE

SuperGold Card Holders

FREE

Please enquire on: 0800 MOTATNZ (0800 668 2869) for schedule or check ‘What’s On’.

Become a MOTAT Mate!

12 month Adult Pass:

$40

12 month Family Pass:

$75

12 month Student Pass:

$20

Phone MOTAT (09) 815 4243 for more information..

Tram Fares MOTAT admission includes a return tram ride.

Off the street tram fares: Tram Fare

Price

Family Pass (2 adults and up to 4 children) $5.00 Adult Return

$2.00

Adult One Way

$1.00

Child Return

$1.00

Child One Way

$0.50

Under 5s Great Gifts!

FREE

Please Note: MOTAT is an operating museum and suitable footwear must be worn at all times. Children under 14 years of age must be accompanied by a parent or guardian at all times.

>Back to index

Good Teacher Magazine Term 4 2014 15

Schools’ passion for environme Four winning schools have been selected to receive a $10,000 Treemendous School Makeover in 2015 – a joint initiative between the Mazda Foundation and Project Crimson Trust.

Waikouaiti School (Otago), Renwick School (Marlborough), Horsham Downs Primary (Hamilton), and Havelock North Intermediate (Hawke’s Bay), will be visited next year by the Treemendous team for a native tree planting working bee.

The schools’ outdoor areas will be transformed into a space for students to learn and explore.

“The standard of entries for the Treemendous School Makeovers were incredibly high this year, making it exceptionally difficult to choose the four winners,”says Andrew Clearwater, Chairman, Mazda Foundation.

“It was clear that a lot of thought and planning from both the staff and students went into the applications, resulting in a huge variety of creative and original ideas.”

Waikouaiti School will transform its current outdoor area with native trees, garden beds and a small orchard. There are large amounts of native birds in the area so the school will build bird feeders, as well as bug hotels to encourage insects and lizards to the garden.

The school will also create a tree climbing confidence course to encourage co-ordination and strength.

“We are delighted that we have been selected for a Treemendous School Makeover,” says Trudy Pankhurst, Principal, Waikouaiti School.

“This is an amazing opportunity to provide an area in which our students can immerse themselves in many aspects of nature, in both teaching and playtime sessions.”

Renwick School will restore part of the neglected Renwick Community Creek that runs through the school to an attractive and healthy state. Pathways and viewing platforms will run alongside the creek, surrounded by native trees and plants. Carved Poupou will line the creek and an amphitheatre will be constructed to be used as an outdoor classroom and community space.

“We encourage environmental sustainability as part of everything we do at the school,” says Simon Heath, Principal, Renwick School.

“We’re excited to transform our outdoor area and develop the Renwick Community Creek enabling us to continue connecting our students with their environment and school whanau.”

Horsham Downs School will add to its existing native bush area to create an ecosystem with its own microclimate. The small forest area will attract native birds such as Tui and Kereru. Educational signage will label all native trees and plants so students will be able to learn about lifestyles, habitats, and ecosystems in the outdoor classroom.

Havelock North 16 Good Teacher Magazine Term 4 2014

Havelock North Intermediate will celebrate its 40th birthday along with a Treemendous School Makeover next year. A large disused area of the school grounds will be transformed into a place where children can learn about native flora and fauna. A new path will create a link between three local schools, allowing children to socialise with pupils from other schools in a shared community area. A waharoa

>Back to index

ent brings rewards

Renwick School

>Back to index

Good Teacher Magazine Term 4 2014 17

(gateway), bird houses and feeders, beehives, and a substantial number of natives will also be included in the transformation.

These four winning schools take the total number of schools awarded Treemendous School Makeovers to 31.

The Treemendous team will carry out these makeovers in 2015 together with help from the local school communities, parents and students, and the local Mazda dealerships.

Devon McLean, Project Crimson Trust Chairman, said it was wonderful to see so many schools passionate about the environment and eager to create their own educational outdoor area.

18 Good Teacher Magazine Term 4 2014

>Back to index

Horsham Downs

“Since the program’s inception in 2008, 27 schools have benefited from an outdoor transformation and we are looking forward to seeing even more creative environmental initiatives from around the country, when entries open in 2015.”

All Primary and Intermediate Schools can apply for a Treemendous School Makeover. Finalists will receive $500 for their school and the winning four schools will receive a $10,000 school makeover. Entries will open again in the first term of the New Year.

“The quality of entries this year was outstanding and we’re thrilled to see how much schools are embracing the importance of conservation and outdoor learning,” says McLean.”

Back to index

Please visit: http://www.mazdafoundation.org.nz/ treemendous.html#/treemendous for more information.

>

Good Teacher Magazine Term 4 2014 19

Project Crimson is a charitable conservation Trust that aims to protect New Zealand’s native Christmas trees – pohutukawa and rata. Since the Trust was formed in 1990, volunteers have successfully established hundreds of thousands of pohutukawa and rata trees around New Zealand.

20 Good Teacher Magazine Term 4 2014

The Mazda Foundation is a public charity Trust which gives assistance to a broad cross-section of causes, including the improvement of our natural environment and the advancement of our young people’s education.

>Back to index

Waikouati School

>Back to index

Good Teacher Magazine Term 4 2014 21

All teachers can now jump into N4L’s Pond New features revealed at ULearn make it easier for teachers to share classroom resources Teachers are gearing up to make a bigger splash in Pond, the new digital learning hub designed by Crown-company Network for Learning (N4L), now available to all educators and administrative staff working in New Zealand schools.

When teachers return from school holidays on 13 Oct, they can take part in N4L’s new ‘Make a Splash’ programme designed to help them make the most of Pond. More than 75 schools representing around 2000 teachers have already signed up to be part of the programme, and they will join the 1500 teachers already inside Pond.

Programme participants will be using the new Pond features being unveiled today at the annual ULearn conference which enable users to group and bookmark resources. N4L is demonstrating several of these features to some of the 2000+ attendees of ULearn teachers conference this week in Rotorua:

Pond’s new features “Teachers have told us they want the ability to group items into related topics,” says Chris South, N4L’s Head of Dynamic Services, responsible for Pond’s development. “From today, they can now bundle resources into ‘buckets’, and other teachers can easily view and share these buckets within Pond. We wanted to make it easier for teachers to see what their colleagues in other schools find interesting and useful for student learning and their own professional development.”

Other new Pond features include the ability to bookmark items (called ‘Ka Pai’, the Maori name for ‘good’) and a new ‘Ponder this ...’ tool allowing teachers to save items into Pond via a Chrome web browser (by clicking on a Pond icon on the browser’s toolbar). Teachers can now also upload documents directly to Pond.

N4L is regularly adding new features and refining existing functionality to ensure Pond remains responsive to the needs of teachers now and in the future. Teachers are already using Pond to discover new resources they can use in their classroom and to connect with colleagues across the country.

22 Good Teacher Magazine Term 4 2014

What teachers are saying about Pond “We are always looking for new ways to engage our students and improve their learning,” says Steve Hornby, a primary school teacher from Solway School in Masterton. “Pond prompts us to a consider alternative education resources that we may not have otherwise known about. If a colleague teaching the same subject in another school has found an online programme that has helped get their students excited about a topic, then our teachers can see this in Pond and review the programme knowing that their peers have used it and liked it. It tells us that that resource is worth investigating for our own use.”

Primary school teacher Trudi Browne, who is introducing Pond to Burnside primary school teachers in Christchurch, says the response to using Pond has been really positive: “Our teachers are enjoying following the teacher profiles of their colleagues in other schools. The search engine is also proving popular as it allows us to go deep into the archives of Digital NZ and search video clips that are hard to find on regular search engines. Pond’s search returns the more educationally useful material to the top of the list and this saves us time having to go look for them.”

Ahead of schedule Both the rollout of N4L’s Pond and Managed Network are running are ahead of schedule, with the company surpassing its end-year target of giving all teachers access to Pond a couple of of months early. The Managed Network surpassed its 700th connection nearly five months ahead of schedule, with 928 schools connected to date. A connection to N4L’s Managed Network is not required to use Pond, which can be accessed with any internet connection.

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

>Back to index

Report highlights importance of flexible learning programs A new report calls for recognition of alternative education’s role in stopping disadvantaged students from slipping through the cracks.

The ‘Putting the Jigsaw Together’ project report by Victoria University researchers, funded by the Ian Potter Foundation, is being launched September 5.

This nation-wide study underlines the growing importance of alternative education in plugging the holes so young people facing challenges such as poverty, homelessness, or being a carer don’t slip through.

Victoria University lead researcher Associate Professor Kitty te Riele said the report specified where investment in this sector would be most effective in reducing the over-representation of these disadvantaged youth among early school-leavers.

“Helping these young people complete year 12 is not just important for them as individuals who deserve a second chance, it also leads to improved participation, productivity and earning capacity and reduced welfare and health costs, meaning there’s a real social benefit from this,” she said. “Our report makes it clear what’s working so this can be targeted more confidently.”

Nationally there are currently more than 70,000 young Australians at over 900 alternative education sites, which offer flexible pathways for marginalised young people to finish school.

But two major programs supporting this sector are no longer being funded after 2014: Youth Connections and Partnerships Brokers.

“This disparate sector of flexible learning programs doesn’t always get the voice it needs at the table.

Now is a crucial time for the sector as funding is ending for key programs supporting alternative education, begging the question of how we will meet our COAG targets of 90% of young people finishing Year 12?,” Associate Professor te Riele said.

successful learning where others have failed.

“Many successful programs were underpinned by a commitment to every student’s right to a quality education, and a recognition that every young person has strengths,” Associate Professor te Riele said.

“The case studies also highlight the importance of government regulations that enable flexibility in curriculum and staffing for these tailor-made approaches to work, and the invaluable role of local businesses, community associations and philanthropic organisations.”

Janet Hirst, CEO of The Ian Potter Foundation said the research was important for the entire philanthropic sector, as well as government.

“As a funder of education programs we receive a large number of enquiries for support, but questions about efficacy and sustainability have made it difficult to support many of those requests,” she said. “This new information will help direct support to the programs with the greatest potential for success.”

The research also informed the Dusseldorp Forum website with details of over 900 programs from standalone alternative schools, innovative programs working within mainstream schools and flexible Year 10 or 12 equivalent programs in TAFE and community colleges.

“This website has been a major achievement in increasing the sector’s visibility, allowing providers to see what is working elsewhere in Australia and for those needing the services to access what’s available,” she said.

Brief vignettes of 20 sites and detailed case studies on eight programs – covering a variety of flexible learning programs in regional and metropolitan areas across Australia – identified several innovative ways these programs achieve

>Back to index

Good Teacher Magazine Term 4 2014 23

Rainbow’s End

Seamus Ford: Scribe Michael Hudson: Barisa Photography

24 Good Teacher Magazine Term 4 2014

>Back to index

>Back to index

Good Teacher Magazine Term 4 2014 25

I have fond memories of the end of year trip to Rainbow’s End we had in year 5 and 6. Running around the theme park with my friends, falling down the Fear Fall in terror – it’s something I still remember to this day. However, Rainbow’s End offers more than just a day on some rides.

Rainbow’s End does talks for students for subjects ranging from tourism and hospitality to physics. With so many jobs needed to keep Rainbow’s End running, almost any subject can be incorporated into a talk.

Add the excitement of a trip to Rainbow’s End for the rest of the day and you’ve got a winning trip for students of any ages.

If you’ve got hospitality students they can get a hands on experience, seeing what customer service in action looks like. If you’ve got physics students they can use the rides to do measurements and experiments

26 Good Teacher Magazine Term 4 2014

>Back to index

If you’re looking for sponsorships for school galas, or help with fundraising then Rainbow’s End can even help you out there.

A Rainbow’s End pass is a great prize to offer.

Just because they offer these educational opportunities doesn’t mean you can’t just enjoy a day on the rides.

Offering discounted rates for schools it’s a great way to reward students at the end of the year.

Just make sure you book in early, because you can be sure they will fill up quick.

(Contact details on page 33)

>Back to index

Good Teacher Magazine Term 4 2014 27

28 Good Teacher Magazine Term 4 2014

>Back to index

Rachel Williams

>Back to index

Good Teacher Magazine Term 4 2014 29

30 Good Teacher Magazine Term 4 2014

>Back to index

>Back to index

Good Teacher Magazine Term 4 2014 31

32 Good Teacher Magazine Term 4 2014

>Back to index

OPEN HOURS: Rainbow’s End is open every day from 10am - 5pm except on Christmas Day.

DETAILS: Phone: 09 262 2030 Fax: 09 262 1958 Post: Private Bag 76-924,

Manukau,

Auckland, 2241 Street Address:

2 Clist Crescent,

off Wiri Station Road,

Manukau City,

Auckland, New Zealand.

Email: info@rainbowsend.co.nz

>Back to index

Good Teacher Magazine Term 4 2014 33

Supporting Mathematically Ab

I was surprised the other day in the staffroom when I overheard a teacher say that she didn’t like maths.

Time for coffee and reflection.

She said she wasn’t any good at it herself and several other teachers agreed with her. *Instead of ‘good’ I suspect that she meant ‘confident with’. It seemed a strange confession to wear as a badge of office. You would never hear a teacher say that they don’t like reading.

That set me thinking. .. I wonder what message is conveyed to mathematically able students by teachers who feel uncomfortable with their own mathematical abilities. Especially since both numeracy and literacy are integral dimensions of today’s world.

Students with ability in maths shouldn’t be restricted by the teacher’s ability to extend their thinking, so here are some suggestions to support the students to extend themselves.

(Especially for teachers who are nervous of moving beyond basic maths with able mathematicians).

34 Good Teacher Magazine Term 4 2014

>Back to index

ble Primary School Students.

Elaine Le Sueur Problem creating helps to enhance children’s problem solving skills, and is a motivational activity that many mathematically able students enjoy.

Questions let us make sense of the world, and this is true of our ability to make decisions for solving mathematical problems. The better we become at understanding and interpreting the data that we face in our daily lives, the more we are armed to make informed decisions.

Ask why and what if questions of the students.

Look for open ended problems with real world applications and multiple solutions or multiple paths to solutions.

Encourage the students to design their own ways to find the answers to complex questions and allow for discoveries that you hadn’t thought of yourself.

The flipped classroom model lends itself well to meeting the needs of able mathematicians.

In this model the students first study the topic at home, but in order for it to be successful they need to be provided with the resources to help them to learn the core skills needed. Useful video links can be suggested by the classroom teacher in collaboration with those with expertise in the area being undertaken and/or across schools to take advantage of a wider available expertise.

http://gifted.tki.org.nz/For-students/Websites The NZ govt TKI site has 80 primary challenges to start students off on their own investigations. This site also provides challenges at secondary level. Answers and explanations are included. Challenges are able to be downloaded and printed. Provoke your gifted mathematicians to increase the level or degree of challenge by completing the task as outlined and then making changes to the problem parameters to see if they can discover patterns. http://nz.ixl.com/ This site lists the expected skills for each age level for teachers and is useful for teacher planning of pathways for able students whose understanding is beyond that of their age peers. There are practice activities to complete for each specific listed skill.

These practice activities can be used by teachers to create pre-assessments and the year related skills outlines are useful for knowing where to go to next for the students who have mastered the content.

More online resources can be found at http://www.tes.co.uk/teaching-resources www.nrich.maths.org.uk Book resources : Challenging Units for Gifted Learners: Math: Teaching‎

by Kenneth Smith

Try this example... Probability with playing cards and venn diagrams. https://www.youtube.com/watch?v=obZzOq_wSCg&in dex=2&list=PLC58778F28211FA19 See another sample at http://www.mathhelp.com/ Or search https://www.youtube.com/user/ khanacademy/videos for Khan academy maths videos.

The following four step framework for solving mathematical problems has been around since the 1940s but it is still a useful guideline to share with today’s generation of students. With able students this is more than simply providing exercises for them to demonstrate their understanding.

Understanding the problem to be solved.

Planning a strategy to solve it.

It may be necessary to make use of more than one strategy if the problem is complicated. Different students will use different strategies to reach the solution.

What information do you have to work with?

If the problem is simple for you, then how could you complicate it to make it more challenging for yourself? What elements could be altered to provide more challenge?

How would a mathematician go about solving the problem? Can you reword the problem (or your solution) using mathematical language?

>Back to index

What do you need to be able to do in order to solve the problem?

Are you able to do this?

If not, where might you go to find out how to do it?

How will you go about this?

Good Teacher Magazine Term 4 2014 35

http://mathforum.org/pows/ This is a free site but log in is necessary for access.

New problems are posted each week. Solutions are also posted. mathforum.org/dr.math You can submit your own question to Dr math or browse through the question and answer archives.

The site covers basic maths at primary (elementary), middle school (upper primary/ intermediate) and high school.

Carrying out the plan The important thing is to have a go!

Can you think of a different approach that might work?

Do you know any other alternative strategies to try?

Who could you work with either collaboratively or co-operatively to solve the problem?

Otago University’s www.mathsolympiad.org.nz/ Auckland mathematics assn Mathex www. aucklandmaths.org.nz/ Otago problem solving challenge competition www. maths.otago.ac.nz/pc/ Australia maths, www.amt.edu.au/ Give feedback to students on their solutions.

After the contests, use some of the problems as the basis for group discussions.

Transpower Neighbourhood Engineers Awards www.nea.org.nz/ Bring speakers into the classroom to explain how math has opened doors in their professions and careers, Eg. http://www.futureintech.org.nz Engineers from Futureintech may also be available to help with student investigations requiring advanced mathematical skills in the main centres. (or via email for student queries in other areas).

Reflecting on the process and the outcome.

This is an important part of the process of problem solving because it helps to detect any possible errors and to deal to the cause.

How do you know that your reasoning is accurate in the event of others not being able to follow what you are saying?

How will you share your answer and make it so that the listeners understand? Not everyone reaches the answer in the same way. Is this an efficient strategy?

Who can you talk to gain an understanding of how a mathematician might have approached this problem or a similar one?

Can you explain your reasoning in mathematical terms? If not, who can you talk to to help you with this?

More Ideas for teachers : Seek links for students to work with like minds in areas of mathematical thinking... •

Across levels within the same school or across schools where practical, mentorships with teachers with mathematical ability, or other mathematically able students, access to acceleration opportunities on the internet, links with the local university mathematics department.

•

Look for opportunities for students to participate in contests where they can use their maths knowledge ...

36 Good Teacher Magazine Term 4 2014

Back to index

A Day Made Better Fifteen of New Zealand’s top primary and intermediate school teachers have been awarded and thanked this month through the OfficeMax A Day Made Better programme.

Recognising the contribution of teachers who go above and beyond the call of duty, each teacher was provided with a surprise event, flowers, a certificate and more than $1,000 worth of OfficeMax arts, crafts and stationery supplies.

The A Day Made Better team was joined by special guests, including members of the New Zealand Principals’ Federation (NZPF) and members of Sticky TV, as they travelled across the country to surprise the winning teachers in their classrooms.

OfficeMax New Zealand’s National Manager, Government & Education, Blair Horsfall said that the standard was incredibly high, credited in part to the fact that it’s a peer nominated programme that needed the endorsement of other experts in the teaching field, such as the teachers and principals the nominee worked with.

“We received so many high-quality entries it made it very difficult for the judging panel. We were extremely grateful for the help from members of the teaching community, including members from the New Zealand Principals’ Federation who provided additional industry guidance,” Blair said.

“Just when we were unsure how we could boost the events even more, we had a number of special guests volunteer to come along – including members of the NZPF and all the presenters from Sticky TV. “Sticky TV is an ambassador for 0800 What’s Up, which is a Barnardos project we are passionate supporters of.

School, Manukau; • Mrs Viv Norris, Omata School, New Plymouth; • Mrs Sarah Hearn, St Peter’s College, Palmerston North; • Mr Luke Willis, Melville Intermediate, Hamilton; • Mrs Sharon Allen, Te Kowhai School; Hamilton; • Mrs Lisa Johnston, Riverton School, Riverton; • Miss Trish Weaver, Rapaura School, Blenheim; • Mrs Rochelle Watson, Te Puke Primary School, Te Puke; • Mrs Yvonne Toa, Tahuna Normal Intermediate School, Dunedin; • Mrs Sara Mines, St Michael’s Catholic School, Rotorua; • Mrs Benita Mareikura, Napier Intermediate School, Napier; and • Mrs Kathy Mehrtens, Windwhistle School, Darfield.

To find out more about OfficeMax New Zealand and this year’s A Day Made Better surprises or the programme, visit www.adaymadebetter.co.nz

“Combined with the peer-recognition, flowers and morning tea, it all made for a series of very special events.”

The programme that runs throughout New Zealand was adapted from the global A Day Made Better programme, which began in the US in 2007.

New Zealand teachers that were recognised included: • Mr Damian Burden, Kaikorai Valley College, Dunedin; • Mrs Michelle Picard, Fraser Crescent School, Upper Hutt; • Mrs Elaine Soich, Kamo School, Whangarei; • Ms Rita Brooking, Manurewa Intermediate Back to index

>

Good Teacher Magazine Term 4 2014 37

Tread softly on my dreams Hopes of better things to come drives much human endeavour.

Now that, more than at any other time in history, education holds everyone’s future in it’s hands, pressure to get it right crowds in on every side.

For there is much to do.

The start point I would choose is efficacy for without ensuring that every iota of every student’s capacity to learn is developed, we could be losing out on as much as half of what’s potentially available.

Assuming we could pull that off, we should see school achievement disparities disappear because achievement outcomes would then even out, most attaining a level near the top.

Learning would have become efficient in that all past hindrances would have been eliminated.

With the habit of learning for life being established long before students leave the education system, it would not be an aspirational goal anymore, it would be a fait accompli.

38 Good Teacher Magazine Term 4 2014

But none of this will be possible without a recognition of what the issues are. Obviously, many involved both inside and outside the sector are still struggling to understand the nature of the learning process. Many are not even that sure of what the causes of low achievement are, or, for that matter, what causes success. Across the teaching workforce, opinions about such matters would likely be as numerous as there are individuals. While there might well be broad agreement about the necessity of improving educational outcomes, there isn’t anywhere near the same level of agreement as to how.

Impediments to the equalisation of achievement don’t come any more difficult to combat than deficit theorising, fortunately not quite such a widely held view as it once was. This view regards certain students as being unable to achieve because they are thought to lack the capacity to learn and/or their upbringing hasn’t supplied them with the developmental experiences that would set them up to learn. When teachers hold this negative view of learners, it too often leads to less being expected of them and to a dumbing down of the quality of learning experiences with which they’re provided. Along with this paucity of learning diet too often goes a lack of teacher-to-student relational quality. When all this occurs in contexts where the teacher is of a different ethnic and/or socio-economic background to the student, it is not uncommon for student feelings of resentment to arise strongly enough to negatively affect their engagement and hence their success.

There is of course, another major impediment to student learning success which hitherto has flown very much under the radar. It is the powerful teaching culture that arises from the lengthy apprenticeship experience of being taught that every person undergoes as they navigate their way through the education system. Part of this culture can include the just discussed deficit theorising. Other components involve things like the many erroneous beliefs about learning and the general ignorance that there is about the nature of learning and how it works in classrooms, especially how ‘working memory’ works. In

>Back to index

Laurie Loper Psychologist combination, all these add up to a situation well capable of impeding learning unless it is properly addressed. Since this culture is something which most share and yet are largely unaware they possess, it puts at risk each and every attempt at improving learning.

Obviously, achieving a learning Utopia can’t happen overnight. For teachers, parents, policy makers and others who exert an educational influence, there is just too much to learn. These days, though, it ought not take as long to achieve improvements as it once did because much more is now known about the process involved. That process has been revealed by the persistent and dedicated research work by the late Professor Graham Nuthall, Canterbury University, and by those who have followed in his footsteps, notably Dr Adrienne Alton-Lee, who currently occupies the position of the Chief Education Adviser in the Ministry of Education.

Dr Alton-Lee has built up a picture of what constitutes effective learning. She has done so by means of systematicly trawling through all of the national and international research that reports large-size learning effect gains for all students. Combining the effective components she’s discovered into teaching packages, these have been made available to teachers for further trial and development. It is the fact that the emphasis of these exemplars is so strongly on ensuring all students learn that is the exciting aspect to this development. It is little wonder then that the exemplar packages are proving popular, a count taken some time ago indicated 7000 inquires had been received, overseas countries also showing interest. Using some of these teaching materials, a Tauranga intermediate was recently the recipient of a Prime Minister›s Education Excellence Award, taking out the Supreme Award, jointly with another school (see Note 1 appended, that award citation is well worth the read).

The present situation sees things advanced to the point where the logical next step would be to erect a mechanism to enable this ground breaking work to be enacted right across all school systems. The way this

>Back to index

Best Evidence Synthesis (BES) programme operates is that all teaching materials used are subject to a continuous process of refinement so that information of what works best, where and under what circumstances is accumulated and made available for sharing. Likewise, similar endeavours are being made in respect of teacher learning programmes, more commonly called teacher development or staff development programmes. The disheartening thing about this development, though, is that the resources which are being accorded it are miniscule and there seems there’s a lack of recognition by Government that evidence based policy needs to be written and enacted to support the advances achieved.

Achieving things in the No 8 wire tradition New Zealand has justifiably earned a reputation for is all very well and good but what’s at stake here is far too important to be starving the development of this innovation in the way that is currently happening.

There is simply too much to do that’s crucial to the success of what’s involved here. For starters, a way needs to be found for teachers, especially those long established in the role, to discover what they believe about the learning process, and to be able to compare it with what is now known. For unless there is strong congruence between the beliefs involved in the new learning experiences and those held personally, there’s always the possibility the new things will end up modified beyond effectiveness, if not simply rejected/discarded.

Having had some experience of inducting both trainee teachers and some very experienced practitioners into activities designed to cause dissonance, I know from first hand that dissonance can be a scene setter for powerful professional learning experiences. Any professional learning, though, must provide multiple opportunities for such change-provoking experiences if changes in teaching practice are to happen and become sustained. What we also know about taking up new learning is that such change isn’t linear, it is iterative and involves making sense of the new, reverting at times to the old and seeing whether or not parts of the old ways can be adapted to fit with the

Good Teacher Magazine Term 4 2014 39

new. The process involved has been described as starting off with a conversation that continues for some time with the desired new behavioural changes accreting over time.

It also seems to me that political ideologies too often get in the way of progressing developments for more effective learning. The hope would be that politicians would be up to date in their knowledge about fundamental questions like how learning works in classrooms and would base their policies on such knowledge. Given the complexities involved in creating policy, though, I’m probably expecting the impossible.

If teachers themselves aren’t that knowledgeable of the topic, we can hardly expect politicians to be. If we look at what’s going on over the Government’s Investing in Educational Success (IES) policy, we find the New Zealand Educational Institute (NZEI) has rejected it quite emphatically, saying that co-operation – on which the IES policy is largely built – is already happening. Yet none of the objections raised by the NZEI about IES – at least at the time of writing this – have referred to the need for better access to effective evidence-based learning programmes or for having more quality professional learning opportunities provided. With BES type materials now being available, surely this is the time for teachers to be talking about them to the politicians and explaining how they would better meet the need.

Likewise, although the Post Primary Teachers Association (PPTA) and other Secondary sector parties involved have not rejected the IES policy, PPTA has re-negotiated it in part. Even so, the part that they re-negotiated has nothing to do with making use of effective evidence-based learning programmes or the need to have more quality professional learning opportunities provided for every teacher.

With the Government and both Primary and Secondary sectors ignoring relevant up to date information, looks like we end up arguing about policy that’s based on yesterday’s information.

Things have surely reached to the point where, for the Government – assuming it will be returned this election – having put a $359 million IES proposal on the table and having failed to gain buy-in from the Primary sector teachers, the logical next step ought to

40 Good Teacher Magazine Term 4 2014

be a rethink of the whole policy. Leaving aside the fact that the tentacles of teaching culture are all over this situation, and are influencing the thinking of all parties involved, the solution to the impasse here must surely be to shift the focus to one of achieving better learning outcomes by employing a BES approach – making classroom pedagogy effective and promoting teacher learning through sharing and by aligning teaching practice with known facts about how learning works in classrooms. The injection of a sum as large as has already been budgeted for, if it was used as I’m suggesting here, would go a very long way to achieving the Government’s originally stated objectives, to say nothing about it meeting the desires all teachers possess of seeing all students learn well.

If however, in proposing the IES policy, the Government’s intentions eventually prove to be performance pay in disguise, that’s an entirely different matter. Trust, already in very short supply, would disappear completely out the window and chaos would reign. Let’s hope whoever holds the reins of Government after the election will have enough sense to prevent anything of that nature happening.

Governments have the power to make and enact policy but they don’t necessarily have the knowledge that would result in the best policy. Or they might have the knowledge but choose to ignore, suppress or bend it, because it doesn’t fit with their ideology.

Without a shared knowledge base about what must be done to raise educational outcomes across the board, progress can only ever be sporadic, disjointed, or even accidental. Policy being a meld of numerous inputs, getting those inputs lined up so as to serve the best interests of learning, I reckon, happens about as often as an astrologist, lining up the requisite planets, correctly predicts the future.

What could very well prove a bellwether issue here is a very recent report “Science, Data, and Decisions in New Zealand’s Education System” – available on Google – from an American Fulbright visitor to our shores, Benjamin Riley, an up and coming policy analyst. He has spent 7 months this year as an Axford Fellow looking at our education system. In his report, Riley has made only two suggestions about how New Zealand might improve education here. The first suggestion was to get rid of the culture of mistrust he sees occurring amongst the various education

>Back to index

sector “affinity groups” all of whom he says adhere to the dictates of “identity protection cognition theory”, otherwise known as culture protection cognition.

This theory sees groups involved in the sector cohere around certain values, these resulting in behaviours that are risk averse, patch protective and non communicative in nature. To break down such barriers Riley made certain suggestions about what MOE staff, including policy makers could do. He’d have them take on the role of sector stewards. These stewards would be matched randomly with a school which they would then visit for a period long enough for them to get to know their host school thoroughly.

They would be tasked to take back to the MOE one issue that the school wanted dealt with so that it might be fixed when the stewards returned back to base.

Seeing that issue through to a successful conclusion would be the beginning of developing a more trustful relationship with all the schools that took part in the relationship building experience.

The other suggestion was about how the MOE might extend and strengthen the BES programme so that it can truly reach it’s potential in this digital age (see Note 2 appended for details of Digital BES). Riley spoke highly of BES, advocating that its world class approach and philosophy deserved to be made available far and wide as quickly as possible.

Is Government and the MOE going to take Riley’s suggestions on board or are we to be forever trapped by policies that will not only pull us in confusing directions but continue to cloud the issues involved with mistrust? At this juncture, sadly, I would hazard a guess that the answer might well turn out to be yes.

Tread softly on my dreams, for as I hope I have made abundantly apparent, things don’t have to end up that way.

>Back to index

Note 1: The Prime Minister’s Supreme Award - Takiri ko te ata* Otumoetai Intermediate School The judges said: “Otumoetai Intermediate has a planned approach to change the lives of every student in the two years they attend. Their highly effective systems for teacher learning drive up achievement. Their students develop the competencies required to be truly in charge of their own learning.” *Takiri ko te ata - the sun’s rays touching the skin. At the moment we experience the first warmth of the sun, we award the Prime Minister’s Supreme Award - people whose work has achieved the greatest improvement and impact on education outcomes.

Note 2: Digital Best Evidence Synthesis.

I propose that the Ministry elevate the prominence and support for the Best Evidence Synthesis programme by bringing the BES into the digital age (Digital BES). I suggest the Ministry hire a datavisualisation designer to develop useful and interesting tools that harness the power of the information the Ministry possesses. I propose the Ministry also hire a digital BES communications director who understands how to use social media and other technology in order to make Digital BES an ongoing conversation between the Ministry, academic researchers, principals, teachers, parents and students. And I propose that the Digital BES effort engage with social scientists to evaluate effective communication strategies scientifically.

Good Teacher Magazine Term 4 2014 41

So what next?

This speech, penned by a graduating police officer for delivery at the graduation parade, is motivating and moving. It could also be applied with few changes to graduating teachers, senior students... in fact anyone who is about to complete their training and step out into the new world that training has introduced... Thank you Rachel!

“

Hi, I’m Rachel. I’m one of twenty people who have chosen to join the Police Force. I know, obvious isn’t it, everyone knows why we’re here, but the importance is that we are people before we became police officers. We are people who share the same job, the same uniform and we’ve shared the same classroom for 16 weeks (some of us even the same sickness bug).

We are also all at a transition point in our lives right now. On a much smaller scale, you could compare it to closing a book that you have enjoyed reading, and opening another book that you may or may not like.

You can see the front cover, and maybe it’s appealing, but there is still the unknown. And even if the cover is unappealing, you might still find the book completely enjoyable. Why not enter this new phase with high expectations and an optimistic attitude. Sometimes expecting the best leads to finding the best.

Some say we are the best class in Hertfordshire to have graduated today – some have other ideas.

I am convinced that greater than any treatment or medication, gratitude may stand as the most powerful weapon we have against those with these ‘other ideas’. You must give thanks when you are in the valleys of your life as well as on the mountain tops.

So while we’re stuck in this rutt today…no, I’m joking.

While we’re stand here at the peak of the training mountain, I feel it’s important to thank the pivotal training staff, who have assisted us with reaching this milestone.

42 Good Teacher Magazine Term 4 2014

Mrs H. and Mr L. for their incredible drunken domestic role play – we hear them practising in the office sometimes too!

The safety trainers: Craig, Catherine, Adam, Gary, Amanda and others for allowing us to beat…use reasonable force…on one another on a Friday as well as taking a beating themselves in the practical exams.

Malcom and Mandy, the two new training school staff recruits for their street knowledge.

Mrs B. for her knowledge inputs as well as the IT staff making sense of all the important systems - we will get the hang of them all by the time we retire!

Chief Inspector L. for keeping us on our toes regarding uniform inspections. I’m surprised she didn’t cut herself on the sharp creases in our trousers!

Sgt S. deserves the blame…credit…for the marching and drill set up for the day. From week 1 when some of us were struggling to even stay balanced on two feet, Sgt S. has put in a LOT of time and effort into creating this pack of officers to look reasonably uniformed in our marching, and although she isn’t here to watch the final product, we’d like to share our thanks.

The Chief Constable, Andy B., for facilitating the training, and of course all the work that goes on behind the scenes…

Mr M. and Karen, our core trainers and slave drivers.

No one delivers a PowerPoint more efficiently!

Between them, they must have shared 300 years of experience and imparted wisdom to us we will all forget over the weekend. No, in all seriousness, we’ve gained a lot from the diverse teaching styles and appreciated the importance of each little step, each little (massive) definition.

One of the most important things we’ve learnt from them all is that reaching your goals has nothing to do with getting the “big jobs” or “big opportunities” but rather in your consistency and dedication to the small things. It is from that place that you create the opportunity that will take you where you need to go.

Every seemingly impossible journey throughout the course of history has started with the exact same thing: a single step forward.

>Back to index

So what next?

I read recently, that after Olympic athletes return home from the games, some of them suffer from what psychologists call POD [Post-Olympic Depression].

After being in the world’s spotlight and training for years to excel in competition, the athletes fall into a state of depression once they get back into their daily lives. It seems that having achieved the pinnacle of success, there is no higher target for them to aim for, and so life loses it’s meaning. The Apollo astronauts who walked on the moon experienced a similar phenomenon: after this achievement, they grew dejected at the realization that few things in life could match the excitement of traveling into space. We could compare ourselves to these groups - what greater achievement than to have graduated from Police School, particularly for those who have been waiting a long time for this opportunity to be a Herts Hero!

Ok, so we aren’t all Olympic Athletes or astronauts, but we are Police Officers, and to maintain a healthy level of optimism and passion for life in this role, you must keep on setting higher and higher goals. On attaining one goal, whether it is a career goal or a personal one, it is essential that you quickly set the next one.

We also need to make sure though, that it is the right time and place in our life for these goals. The first half of this year for all of us has been so focussed on working towards this day I’m sure we have all let our personal lives go by the wayside a little. So enjoy the next few days off you have: embrace them.

We’ve thanked the training staff, but speaking of embrace, another thank you is extended to our supporters. You. Family, friends, enthusiasts! It’s been an intense few months for us here, the emotional turmoil we’ve put you through, I hope you recognise now as complete! I hope the pride you’re feeling now outweighs the efforts and emotions you’ve put in, not only over the past few months, but in our lives. Thank you. And a big welcome to the Police Family.

>Back to index

So are we ready, or a little fearful for the streets? It’s a terrible thing. I think, in life to wait until you’re ready. I have this feeling now that actually no one is ever ready to do anything. There is almost no such thing as ready.

There is only now. And you may as well do it now.

Generally speaking, now is as good a time as any.

Make the decision this week, next week, whenever you go on area to let your curiosity, determination, perseverance, relentlessness, and pursuit of greatness outweigh your fear. I am convinced, at this point in my life that it’s not the absence of fear that propels us forward, but rather, making the conscious decision to allow achieving our goals to be more important than any fear we feel. I, like the rest of humanity feel some sort of fear every day; it’s part of moving into unchartered territory – and we will have daily fears. Each new job we get a call to, the address we’ve heard stories about, the first time we have to use force. The difference is, the fear is not more important than your goal to be the best police officer you can be and therefore holds no power over you.

The only real fear is looking back at life and wondering what if. I know I don’t plan on having to ask that question.

One last thank you I think we need to dispense is to the people who can’t be here today. I don’t mean the ones we couldn’t put on the list, I mean those who have supported us throughout our lives, and who are no longer with us to share this moment, this pride. We did it, and we did it with you in our hearts. For this, we thank you.

This is it. You are Police Constables, graduation group 2/14 and you owe your County your time, energy and talent so that no one will be at risk.

Start behaving like a responsible person. You are important and you are needed.

”

It’s too late to sit around and wait for somebody to do something someday.

Someday is now and that somebody is you.

Good Teacher Magazine Term 4 2014 43

Canon offer $15,000 in Environmental Grants to help grow community projects throughout NZ NOTE:

Applications extended: 2 WEEKS REMAINING to apply for the Canon annual Environmental Grants Programme Applications are now open until Friday 24 October 2014.

Canon New Zealand is calling for kiwis to get applications in and apply for its Environmental Grants Programme, offering $15,000 worth of grants in-kind to New Zealand schools, community groups and not-for-profit organisations working hard to make a difference to their environment and the community.

improving the local community by embracing positive environmental and sustainability practices”

There are three grants available, with each winning project receiving $5,000 worth of Canon equipment to help support their initiative – from digital compact and DSLR cameras, to binoculars, printers, security cameras or projectors.

• Regional Award: An environmental project with significance to a rural or regional area within New Zealand;

Winners are selected based on the environmental merits of each project, as well as on the impact that the Canon products would make to support the project and realise its success.

Applications for this year’s grants are open to community based or regional organisations as well as education organisations including preschool, primary and secondary or tertiary projects.

The 2014 Canon Environmental Grants will be awarded under the following categories:

• Education Award: An environmental project being run by a kindergarten, primary or secondary school or tertiary organisation, or group within the organisation, within New Zealand; • Community Award: An environmental project being run by a community group or organisation within New Zealand.

Visit www.canon.co.nz/environment for to apply and for further details.

Applications are now open until Friday 24 October 2014.

Managing Director of Canon New Zealand Yusuke Mizoguchi explains “we look forward to offering our support for another year and once again recognise and reward some of the outstanding organisations that continue to dedicate their time and energy to 44 Good Teacher Magazine Term 4 2014

>Back to index

12 Times It’s Been Worse I am in my fifth year of teaching middle school English at a Title I school, and, for the most part, the skies are sunny.

•

I have classroom management in the bag.

•

Lesson planning is almost second nature.

•

I can write a test in 30 minutes that is better and harder than the one that the state gives. I

•

t’s the 7th week of school and I haven’t had to refill my pencil cup yet.

•

Things are pretty boss.

That being said, I still have days that make me want to sit under my desk and weep and never come out (it’s usually during DEVOLSON).

3) The time I bought a new shirt, wore it to school on Monday, dripped pizza sauce on it at lunch, then applied a Tide To-Go pen to it. Except it wasn’t a Tide To-Go pen. It was White Out. And it never came out.

4) The time my former principal made me write her essays for her to get into an Ivy League principal’s institute and I did it because I was too afraid to tell her no. (She got in.)

5) The time during my first year when I took two students in the hall to talk about respect and they laughed at me, so I cried RIGHT IN FRONT OF THEM. (They kept laughing.)

6) The time I thought I had just had a breakthrough with a student just before he flipped over his desk and stormed out of the room.

7) The time I was teaching and hundreds of termites started flying out of a hole in the wall.

8) The times (plural) I had a substitute show up who was clearly hung over.

When those days happen, I usually resort to thumbing through my Happy Binder where I keep old letters/ drawings from students, putting “Chocolate” by The 1975 on Pandora, or getting a s’mores cupcake from a local bakery on my way home from work and eating it in about 2.43 bites.

But when that doesn’t work, I think about the 12 Times It’s Been Worse.

12 Times It’s Been Worse 1) The time I was talking to my appraiser and a huge, flaky booger floated out of my nose like an autumn leaf and landed on my shoulder. I was wearing a dark turtleneck. He definitely noticed and stared at it for the rest of our conversation.

2) The time I had a student vomit in the doorway right before my students were dismissed for a pep rally. I had to spot thirty middle schoolers as they long-jumped over a pile of barf.

9) The time my students duct-taped each other to chairs when my substitute didn’t show up.

10) The time a hot, boiled roach floated to the top of my cup of coffee from my school Keurig. (I noticed this before taking a sip, ergo, God exists and He loves me.)

11) The time my phone went off during an observation from my supervisor while I was student teaching.

It was my mom calling. And I’d set her ringtone to “99 Problems.” Because there was/is something wrong with my head.

12) 95% of my first year. And 75% of my second.

But you know something?

As bad as my bad days have been, I’ve still never had a kid poop on my desk.

That happened to someone I know in Washington D.C. He teaches high school.

With appreciation and thanks to LoveTeach

>Back to index

Good Teacher Magazine Term 4 2014 45

NZ Plants NZ Shore and Sea Both by Dave Gunson

Play in the Garden

By Sarah O’Neil New Holland This delightful book is suitable for classes planning on a practical gardening component into their classroom, young mums wanting to stretch their budget while having helpers learning as they go through to anyone who is a beginner gardener who wants a comprehensive ‘how to’ guide to their gardening endeavours.

This book has ‘notes for grownups’, seasonal chapters and on individual plants gives a short overview, photo, equipment needed list, and concise sensible easy to understand ‘How to’ instructions… along with side notes for both Kids and Grownups.

Along with occasional ‘Did you Know’ facts; Extra tips; Garden Notes and Glossary, this is a terrific book for any prospective or actual gardener

New Holland There is a need for books like these for Kiwi babies and pre-schoolers.

NZ Pants and NZ Shore and Sea are New Zealand themed heavy card picture identification books matched to the two titles.

In both books we are given both the English and Maori names. The pictures are simple with the Plant and Sea creatures displayed on a single colour background. Lovely little books to take with you for setting ‘find this’ tasks, and sturdy enough to last the distance.

As the book is divided into seasons it’s good to go for either hemisphere and as the subtitle says it is full of ‘Fun projects for kids to enjoy outdoors’.

46 Good Teacher Magazine Term 4 2014

>Back to index

I Just Get So… Angry

By Timothy and Sandra Bowden RRP $29.99 Exisle Publishing Todays adolescents struggle with a range of issues, from anger and low self-esteem to depression and anxiety. Research suggests that at any given time around 10% of students will be suffering from a mental health issue that directly impacts on their education and health.

By following the main character Andy through his encounter with the BEAST (symbolising his inner anger, hurt, fear and resentment), teenagers will learn how to similarly deal with their own issues and develop a more resilient mental attitude and achieve better emotional balance.

A great book to have on hand for teenagers it is also a good resource for anyone to read and gain some understanding on the feelings and emotions those with issues are going through and to try to work on some strategies to assist in helping them to work through them, along with health professionals.

Author Timothy Bowden taught English and History for 14 years before retraining as a school counsellor He uses the principles of ACT * when counselling young people in both Primary and secondary schools

Illustrator of the comic style book, Sandra Bowden also taught in schools before also retraining as a school counsellor. A registered psychologist she also embraces the principles of ACT* • Acceptance and Commitment Therapy (ACT) has been proven to be effective in teaching young people effective, flexible strategies for dealing with the stressors in their life.

Art Answers: Portrait Painting Expert answers to the questions every artist asks

By Tricia Reichert RRP $27.99 Formerly a high school teacher Tricia has studied and practiced drawing, painting sculpture and printmaking, she now works as a professional portrait painter and art teacher. While pastel is her preferred medium for portraits she also works in many different mediums including watercolour, gouache, acrylic, oil, printmaking, etchings, woodcuts, linocuts, solar prints and figurative clay sculptures.

Having an accessible question and answer format this book offers common sense advice form the experts to assist you in developing your skills and confidence in the often scary medium of portrait painting. Step by step illustrations and examples by established artists provide you with answers to questions like “How do I create a likeness?’, “Is light important in portrait painting?” and ‘What are the proportions of the face?”

Tips and techniques are presented in an easily referenced and accessible way, creating a useful handbook and a study aid all rolled into one cost effective book.

>Back to index

Good Teacher Magazine Term 4 2014 47

Screen Shot

New Reo Māori Graphic Novella Launches on iPad and Android Te Orokotīmatanga o te Ao re-tells the creation story of the universe for the digital generation.

An evocative new graphic novella in te reo Māori launches today in iTunes and Google Play, re-telling the Māori story of the creation of the universe in a contemporary format.

Te Orokotīmatanga o te Ao is the first of a series of novellas named Ngā Atua Māori. It was published by KIWA® with the support of Mā te Reo and Te Taura Whiri i te Reo Māori (the Maori Language Commission) aimed at fluent and aspiring te reo readers, and New Zealanders of all backgrounds.

As told by Hokianga’s Haki Sarich, the story begins with Io, the Supreme Being and the infinite state of nothingness before being transported through aeons to the time of Ranginui (Sky Father) and Papatūānuku (Earth Mother). You are introduced to some of their children who are the source and inspiration for the more stories in the series of graphic novellas.

“Publishing our traditional stories as apps answers the increasing demand from young Māori for creative ways to learn to speak the Māori language, and for opportunities to engage with it,” says Tuehu Harris of Te Taura Whiri i te Reo Māori. “KIWA® has produced a quality set of graphic novellas that support our goal of revitalising te reo Māori in online and offline communities.”

Ngā Atua Māori presents traditional Māori stories using attention-grabbing animation and immersive visual effects with Swipe-to-Read™ features.

Narrated in te reo Māori and English, the apps have several educational features to aid learning to read, and learning to speak the Māori language. Text and 48 Good Teacher Magazine Term 4 2014

audio are synchronized, words are highlighted as the story is read, and the reader can touch individual words to hear their correct pronunciation or spelling.

“Vibrant, evocative artwork combined with sound and animation bring these traditional Māori stories to vivid life for today’s youth. This is an exciting development for the comic book medium, and an innovative way to bring these important stories into the modern age.”

Ant Sang – Comic Book Artist & Designer Aimed at aspiring reo Māori readers and New Zealanders of all backgrounds, the novellas are suitable for those 13 years and over.

Download the iPad app and accompanying video now for just NZ$1.29 from iTunes or Google Play.

About the writer: Rereata Mākihā - Ngāpuhi / Te Māhurehure / Te Arawa / Rangitāne Rereata has more than four decades experience as a reporter, news editor, director and presenter at Waatea News and Māori Television. Acknowledged as an authority on Māori language news, he is currently Senior Advisor Tikanga for Auckland Council.

About the artist: Munro Te Whata – Ngāti Porou / Ngāpuhi / Niue Munro has been drawing for as long as he can remember and studied Creative Arts at Manukau Institute of Technology. Before joining Kiwa Digital as an illustrator, Munro worked on Bro’Town and the Māori TV children’s show ‘Talk to the Animals’. He self-published Wulfpak, a short comic.

>Back to index

I am Doodle Cat

by Kat Patrick illustrated by Lauren Marriot Doodle Cat is a confident squiggle. He really enjoys being red, and is just about the proudest drawing you’ll ever find.

Here to encourage imagination, celebrating the things you love and finding the magic in silliness, Doodle Cat is the kind of pal that helps you find the greatness in pretty much everything. Who doesn’t want one of those?

Also his best friend is a pangolin.

Release the Beast

by Romy Sai Zunde illustrated by Cinzah Merkens Release the Beast is a picture book text in which a child responds to controlling adults by unleashing his imaginary beast.

In the style of Sendak, Release the Beast seeks to give children a healthy outlet for anger and frustration.

The Little ABC Book

by Jenny Palmer The Little ABC Book has poems and pictures for ‘little people’, picked by ‘little people.

Over 26 weeks, littlies in the community voted on a little animal for all 26 letters of the alphabet.

Each little letter then got its own original poem and illustration by Jenny Palmer from her business, A Little Ink, until a little book was made!

>Back to index

Good Teacher Magazine Term 4 2014 49

Back to School Issue: The Way our Brain Changes as Dr. Eric Chudler, Executive Director for the Center for Sensorimotor Neural Engineering at the University of Washington, offers this metaphor:

Isn’t it amazing how in just a few years a child can go from verbally expressing themselves only through ear-piercing cries, to communicating effectively with adults using a wide vocabulary?

As children grow and accumulate new knowledge, their brains are physically changing, too.

Every new piece of information and experience a child has shapes the way their brain develops - this is called “brain plasticity.”

50 Good Teacher Magazine Term 4 2014

[I]magine making an impression of a coin in a lump of clay. In order for the impression of the coin to appear in the clay, changes must occur in the clay -- the shape of the clay changes as the coin is pressed into the clay. Similarly, the neural circuitry in the brain must reorganize in response to experience or sensory stimulation. (2014) The effects of brain plasticity are most obvious in children, who encounter new information and sensory experiences every day. The good news is that our brain remains “plastic” throughout our life - though in different ways than during childhood.

Dr. Kurt Fischer, education professor and director of the Mind, Brain, and Education Program at Harvard University, finds, “[t]he brain is remarkably plastic.

Even in middle or old age, it’s still adapting very actively to its environment.” This is to say, if we put

>Back to index

s We Pursue Lifelong Learning

By Michelle LaBrosse,CCPM, PMP®, PMI-ACP, and Megan Alpine, CCPM, Co-Author ourselves in new environments and seek out new experiences in adulthood, our brain undergoes physical changes.

Our brain’s neural networks - neurons that communicate with each other through “synapses” (electrochemical signals) - change as we use our brain to learn a new language, reminisce on the past, or even perfect a yoga pose. As we repeatedly practice a new skill and engage in learning, pathways form between our neurons; these pathways become “wider” and more well-developed the more our brain uses them. Neurologist and educator Judy Willis explains, “Practice makes permanent. The more times the network is stimulated, the stronger and more efficient it becomes.”

Similarly, if we stop learning new information or developing new skills, these connections weaken.

Recalling memories, for example, can become more difficult if you are out of practice. This is why it is so important to commit yourself to making learning a lifelong practice.

Learning new skills and knowledge throughout your adult life has benefits beyond just the particular content of what you’re learning; it helps strengthen the

neural networks in your brain to keep your mind in peak performing condition.

We design every course to help people get and keep their brains in peak performing condition. Success is a great reinforcer - when you achieve true mastery in a skill, you like to keep doing it again and again and again. This in turn helps you become even more successful. There are ways to make it easier to achieve success - which is what we do in the Cheetah Certified Project Manager (CCPM) program. People who become a CCPM learn how to use their innate strengths to master the critical skills of learning, Project Management, and negotiations to pursue and achieve any goal they set their minds on.

As a CCPM, you’ll significantly improve your skills in Project Management and negotiating, which will help you develop both professionally and personally.

However, here at Cheetah Learning we feel that the most important skill you gain from the CCPM program is discovering how you best learn. Once you understand your intrinsic motivations for learning new information or skills, you’ll find that creating a habit of lifelong learning is not just easy - it’s one of life’s greatest joys.

About the Author: Michelle LaBrosse, PMP, is an entrepreneurial powerhouse with a penchant for making success easy, fun, and fast. She is the founder of Cheetah Learning, the author of the Cheetah Success Series, and a prolific blogger whose mission is to bring Project Management to the masses.

Cheetah Learning is a virtual company with 100 employees, contractors, and licensees worldwide. To date, more than 50,000 people have become “Cheetahs” using Cheetah Learning’s innovative Project Management and accelerated learning techniques.

publications and websites around the world. Her monthly column, the Know How Network, is carried by over 400 publications.

She is a graduate of the Harvard Business School’s Owner/President Management (OPM) program and holds engineering degrees from Syracuse University and the University of Dayton.

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

Michelle’s articles have appeared in more than 100

>Back to index

Good Teacher Magazine Term 4 2014 51

Artist Recreates His Own Childhood

Telmo Pieper, a Dutch muralist, with the help of Photoshop, digitally recreates his old drawings into realistic versions of his childhood imagination.

The Kiddie Arts series features some of the weirdest-looking animals – a shoeshaped whale, a snail with world’s smallest shell, and an alien looking fly – a great collection of typical boy-ish drawings.

52 Good Teacher Magazine Term 4 2014

Pieper drew the original images when he was only 4 years old which shows how greatly his painting skills have evolved.

Now he works in an artistic muralist duo “Telmo Miel” in Rotterdam and draws on daily basis – a childhood dream came true!

Website: telmopieper.com

>Back to index

d Drawings 20+ Years Later

>Back to index

Good Teacher Magazine Term 4 2014 53

54 Good Teacher Magazine Term 4 2014

>Back to index

>Back to index

Good Teacher Magazine Term 4 2014 55

56 Good Teacher Magazine Term 4 2014

>Back to index

>Back to index

Good Teacher Magazine Term 4 2014 57

New Zealand School of Dance G 19 – 29 November 2014 at New Zealand School of Dance, Wellington

New Zealand School of Dance students Jessica Burt and George Balanchine’s Bian Chentang in George Balanchine’s Concerto Barocco. great masterpiece ‘Concerto Barocco’ is music-made-visible as two elegant lead ballerinas each depict an Reflecting the School’s dedication to excellence and instrumental soloist in Bach’s virtuosic double violin innovation, New Zealand School of Dance Graduation concerto. Excerpts from revered New Zealand dance Season is a rare opportunity to experience theatre artist Douglas Wright’s tranquil and powerful performance by the next generation of dance ‘RAPT’ are juxtaposed against ‘Purcell Pieces’ from professionals. acclaimed choreographer Nils Christe, which soars with breathtaking pace and a swirling palette of Tickets: colour. Among the other works, Dutch choreographer

$29 Adult Wessel Oostrum’s poignant and touching solo ‘The

$24 Student/Senior Speech’, danced to a monologue by Charlie Chaplin from the film ‘The Great Dictator’, stands out as a

$16 Child under 13 tribute to those who lost their lives in World War I. Book Tickets: www.nzschoolofdance.ac.nz

58 Good Teacher Magazine Term 4 2014

>Back to index

Photographs by Stephen A’Court.

Presented at the end of each year, Graduation Season is an important tradition at the New Zealand School of Dance. Students from the School’s full-time programme perform the work of iconic choreographers from the worlds of classical ballet and contemporary dance.

Graduation Season 2014

New Zealand School of Dance students Jaden Burt and Felix Sampson.

>Back to index

Good Teacher Magazine Term 4 2014 59

Postcards for Ants Postcards for Ants is an ongoing painting project by Cape Town artist Lorraine Loots who has been creating a miniature painting every single day since January 1, 2013.

On her website you can “reserve” a future painting (it’s all booked up for this year), and she’s also printed five limited edition postcards for each day.

The artist works with paint brushes, pencils, and bare eyes to render superbly detailed paintings scarcely larger than a small coin.

You can watch her work and hear a bit more about her inspiration in a video by Gareth Pon (http://www.garethpon.com/2014/01/13/ lorraine-loots-mini-documentary/), and she also regularly updates on Facebook.

Hopefully we’ll see a 2015 project.

http://www.thisiscolossal.com/

After the first year, Loots relaunched the project in a second phase inspired by Cape Town’s designation as World Design Capital 2014. (http://lorraineloots.com/)

60 Good Teacher Magazine Term 4 2014

>Back to index

>Back to index

Good Teacher Magazine Term 4 2014 61

62 Good Teacher Magazine Term 4 2014

>Back to index

Source: Facebook (via: thisiscolossal)

>Back to index

Good Teacher Magazine Term 4 2014 63

64 Good Teacher Magazine Term 4 2014

>Back to index

>Back to index

Good Teacher Magazine Term 4 2014 65

66 Good Teacher Magazine Term 4 2014

>Back to index

>Back to index

Good Teacher Magazine Term 4 2014 67

68 Good Teacher Magazine Term 4 2014

>Back to index

>Back to index

Good Teacher Magazine Term 4 2014 69

LT’s Rant I’ve seen a blog post floating around the Internet titled “If Teachers Ran Professional Development”. It was funny, but I had a couple of issues with it: 1.

It was a little whiny. It brought up some good points, but no alternatives or decent solutions.

2.

Not enough bears.

Now, I’m not saying I love or even like professional development. I don’t write “OMG PROFESSIONAL DEVELOPMENT!!” on my calendar with hearts and smileys.

I would say I’m fairly introverted, so being in a big room with a thousand people all day and playing games or having discussions is actually one of my worst nightmares.

But I do recognize that it has to happen in order for the school year to start smoothly and with everyone on the same page.

Not having any teacher in-service days would be like waking up a pilot at 3 in the morning and telling him he has two minutes to be ready to fly from New York to Brisbane.

He could probably do it, but it would be ugly and unsafe. Might even fall asleep or forget his job and start passing out the peanuts.

I’m going to stop that comparison now.

70 Good Teacher Magazine Term 4 2014

So I created a post of my own that offers an alternative to traditional professional development. I think it’s well thoughtout, cost-effective, engaging, and most importantly, time efficient (ONLY ONE DAY!). For the sake of this hypothetical professional development, let’s say there are 60 teachers at this school.

7:30-7:50 AM: Cereal Buffet Breakfast (optional) Everyone likes cereal (except for fascists).

I’m a huge fan of mixing cereals, so having them out in a buffet would allow me to mix, say, Lucky Charms, Cheerios, and Honey Bunches of Oats in one bowl while my cereal segregationist compadres could have their bowl of Raisin Bran, and everyone would be merry. Cereal is also cheap, and fascist cereal-haters can eat at home and be happy that they slept in an extra 20 minutes.

7:55-8:00: Introductions Each teacher says his/her name and subject.

Someone videotapes it and uploads it to the school server so new teachers can learn names on their own time.

8:00-8:45 Get-to-know-you activity that is also gambling Everybody pays $10 for a Find Someone Who Card, and all the money goes into a pot. The Find Someone Who cards have 25 boxes on them (5×5), like in bingo.

Each box has a statement on it along with a space for a signature. The statements are not lame (no “grew up in this city her entire life” or “knows all the states and their capitals”). For example: Find someone who: •

Can go at least 60 seconds without smiling, despite your best intentions to make them laugh

•

Knows what sizzurp is

>Back to index

•

Knows the birthdays of all their grandchildren and can say it with a reasonable Scottish accent

•

Will jump over a table on command right now

•

Will sing “And I Will Always Love You” in front of faculty

•

Has silent farted in front of students and blamed it on them

12:20-3:20: Breakout sessions 3 rounds of 50 minute break-out sessions punctuated by 10 minute breaks. Teachers can choose from several different sessions to attend on topics ranging from technology to classroom management or whatever piques their interest. Sessions are led by master teachers either in the school or from around the district.

The first participant to have all their squares signed gets 20% of the pot (no repeat signatures), the rest goes to funding lunch catered from a fancy place. The activity will take about 15-20 minutes, and the next 15 minutes can be reserved for making a few participants prove the statements for which they signed in front of the faculty.

I think you know what happens if a teacher skips a session or is disengaged during a presentation.

8:50-9:45 Principal has the floor

I mean, this is just off the top of my head.

Principal gets 55 uninterrupted minutes to talk about whatever he/she wants with the faculty’s full attention and participation.

Teachers who talk or have their phones out get mauled by a bear (think Brad Pitt in Legends of the Fall). Emergencies are OK, but anyone can tell the difference between an emergency and Temple Run.*

Love,,Teach

Also, principal gets a bear-maul if he/she goes over time. It’s only fair.

9:50-10:00 Potty break 10:00-11:15 Teachers have the floor Teachers can sign up for 90-second slots to talk about whatever he/she wants.

Encourage, brag on a team member, gripe, share something that worked last year, show pictures of vacation, etc. If a teacher goes over his/her 90 seconds, mauled by a bear. Let’s say 3/4 of the teachers decide to use this time. That’s about an hour and 15 minutes with transitions.

11:20-12:10 Lunch, catered by somewhere awesome from gambling funds during “Get To Know You” morning activity

>Back to index

That’s right.

They get mauled by a bear.

3:30-3:40 Closing statements from principal and back-to-school piñata in the shape of the achievement gap

* Regarding this: it really bothers me when teachers act like they’re too important for professional development.

If you already know the topic/ information like the back of your hand, at least act interested and set an example of professionalism and decency.

Pretend to take notes on your handout while really making a grocery list or something and look up every once in a while and nod.

And if you’re absolutely sure you know everything there is to know about education and any and all professional development is a waste of your time, please, please leave the profession.

I will be happy to escort you.

You’re never done learning.

LT Good Teacher Magazine Term 4 2014 71

“The best teachers don’t give you the answers...

They just point the way ...

72 Good Teacher Magazine Term 4 2014

and let you make your own choices.”