By Allan Alach
A few themes in New Zealand over the last couple of weeks, all
derivative of GERM 101 as practised around the world. The process to implement
charter schools continues, with an emphasis on employing unqualified teacher
‘experts’ - yes that’s the expression used by a government MP. The Christchurch
earthquake has been used as the justification to ‘reorganise’ schooling in
Christchurch, with charter schools in the mix. Seems that schools in lower
socio-economic areas have been listed as closing/merging, while schools in
richer areas will continue. Government proposals for charter schools have lower
socio-economic areas of Auckland and Christchurch as the preferred options for
the first charter schools. Is there a rat to be smelled here or is my nose
overly sensitive? Another theme, which has taken a while to arrive here, is the
demonisation of teacher unions by ‘tame’ journalists and commentators - also
straight out of GERM 101 handbook. Surprise, surprise.
I welcome suggested articles, so if you come across a gem, email it
to me at allan.alach@ihug.co.nz.
This week’s homework!
At Long Last, We Are Treating Doctors Like We Treat
Teachers
Performance standards
for doctors? At last, let’s make them accountable, as we know this will lift
their performance, as has happened with teachers.
U.S.
teachers’ job satisfaction craters — report
Surprise. Who would have thought it? Of
course NZ and Australian teachers will be fine…… won’t they?
Zombie
Ideas in Education
Some really common ones - how many do you
recognise? Are you able to add to the list?
Characteristics
of Highly Creative People (via Bruce Hammonds)
 |
| Creative people ( like Picasso) remain open to ideas . |
This article is about adults, however it is
easy to adapt to children. Look at your classroom - does it reflect these
characteristics? Even more challenging - how does this interface with
GERM?
It’s
Really Very Simple … The Solution to England’s Education Problem (via Ken
Woolford, Australia)
And NZ and Australia and USA and ….. Guess
what - not a mention of standards, testing, achievement, inputs, outcomes,
performance pay and so on.
‘...just
as early years education was seen by the Victorians as little more than
child-minding which came cheap, so secondary education was accepted as being
specialised and expensive, and most often delivered away from the child’s local
home community. A century or more later primary education is still
allocated significantly fewer funds, and far less status, than secondary (which
means that classes are much larger when pupils are young, and smaller with more
direct teacher involvement, when they are older).’
Inquiring
Minds Really Do Want to Know
“How
do we go from the natural curiosity of the two-year old to the practiced
detachment of the stereotypical teenager? What is it about school that teaches
kids to not care about their work — and by extension, their world?”
 |
| The key is assisting not determining! |
Also:
And if
we want our students to really be thoughtful scholars and citizens, don’t we
owe it to them to teach them how to think for themselves?
Who wants adults who
can think for themselves? Why, they may start to question the status quo. Can’t
have that.
The
need for creative schools – schools as true learning communities.
A very important article by Bruce Hammonds.
We cannot afford to lose the voices of wisdom and experience!
‘ I am almost at a point of giving up my crusade for
creative education because it seems a losing battle. In
Australia ex Director of Primary Education Queensland Phil Cullen has finally
given up a long fight against the evils of an over emphasis on testing in basic
subjects. He is disappointed that teacher and principal
organisations did not have the courage to confront such politically inspired
approach.’
 |
| We don't want your thought control |
Yup, Bruce and Phil. I
look around New Zealand and see what you mean. Much too quiet for my liking.
10
Ways To Fake A 21st Century Classroom
A light hearted article, yet has more than a
grain of truth….
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