Time for a new creative revolution.
Principals - time for action |
Richard Gerver |
Gerver's vision was to create a school ‘that they would cue up to experience the fun of learning…an environment which was relevant and empowering to them’. Sounds a bit like the 60s revisited!
In New Zealand we were heading in this direction until the neo-liberal
ideology ( Tomorrows Schools) hit our schools in the mid 1980s.
It is now time for some moral courage from our educational
leaders to escape from the current audit and surveillance culture and take Gerver's advice before it is
too late.
Assisting in this revolution is why I hang on. Now
that I am increasingly at the edge of the debate, limited to
blogging , as all the school leaders I once worked with have all but retired.
The only consolation is that all true revolutions begin at the edge.
I continue because I have worked for decades with teachers
who would've been encouraged by Gervers’s comments and because we have lost so
much and gained so little.
At this quiet time of the year I have been thinking of my own educational journey so this blog, a small indulgence, fills in a gap until the year begins seriously.
Elwyn's well used book. |
In the 60s I became aware of the Nuffield Junior Science
approach (with links back to Susan Isaacs). The Nuffield approach was based on
students following up their own interests and questions; an emergent
curriculum. Often there were several studies occurring at any one time. It became a popular resource for teachers I worked with.
Determined to learn more about the approach I arranged to teach in progressive
English school and through the creative
teachers I worked alongside met Leonard
Marsh whose book, ‘Alongside the Child’, was later to become our ‘bible’ for the teachers I worked with back in NZ.
Marsh wrote ‘there is only one starting point for the teacher – the individual experience and needs of the
children’ and that
teachers ‘are mediators, or midwives, acting with the child in the making approach
by which the child seeks meaning for his world’.
Marsh wrote ‘there is only one starting point for the teacher – the individual experience and needs of the
UK teacher Marion Keeble |
Back in NZ I worked with a small group of teachers ( Robin Clegg, Bill Guild and John Cunningham ) to implement
ideas in their classrooms. As well we met up with Elwyn Richardson and were inspired by his inspirational
idea of a classroom as a community of scientists and artists exploring their personal world.
Elwyn Richardson, following his work in the 50s, had published a book ‘In the Early World. Elwyn’s which was quoted in Marsh’s book as an excellent example of creative teaching. Elwyn's book has recently been reprinted by the NZCER.
Elwyn Richardson, following his work in the 50s, had published a book ‘In the Early World. Elwyn’s which was quoted in Marsh’s book as an excellent example of creative teaching. Elwyn's book has recently been reprinted by the NZCER.
As a result of ‘our’ own work in the 1970s I published a small booklet to
share our ideas. Later we were invited to present our ideas the
Auckland NZEI Centennial Conference.
In 1976 to 1978 I spent three years in a classroom to implement the ideas
myself; always a good experience for an adviser! During this time I was asked
to share ideas at a National TV programme on education.
Later I was appointed District Art Adviser. During this time I had the opportunity to learn about and implement ideas about a process approach
to art which was a movement away from the ‘non-interference’ approach of earlier
days – but an approach that valued the individual creativity of the student in
contrast to much of the formulaic art seen in school today.
During this time I assisted large number of teachers from
other areas of NZ to visit local school to admire the teachers work and, also, the Palmerston North Teachers College Art Department brought their students for
Taranaki schools by now had gained a reputation for achieving
quality work centred on integrated studies, making use of the environment, art,
language and impressive room environments.
Junior science Vogeltown 1980intensive studies of programmes. |
From 1986 to 1993 I was appointed principal of Vogeltown School and,
along with a few other local schools , developed a whole school approach.
During this time ‘Tomorrow’s Schools was introduced
and all schools made ‘self-managing’ and competitive. It was to be the beginning of the end of teacher creativity and school collaboration.
In 1994 I was made a Teaching Fellow at the then Palmerston North Teachers College (now Massey School of Education) and shared ideas throughout NZ.. In 1994 I published ‘Towards a More Informed Vision’ based on the beliefs underpinning my time at Vogeltown School.
and all schools made ‘self-managing’ and competitive. It was to be the beginning of the end of teacher creativity and school collaboration.
In 1994 I was made a Teaching Fellow at the then Palmerston North Teachers College (now Massey School of Education) and shared ideas throughout NZ.. In 1994 I published ‘Towards a More Informed Vision’ based on the beliefs underpinning my time at Vogeltown School.
Based on TOD programmes |
Teaching’ book to share ideas with a wider audience. Also during this time I presented at a number of regional Primary Principal Conferences and ran numerous Teacher Only Days.
A highlight was working at the Bali International School and
presenting at a Principal’s Conferences in Sydney, and International School
Conferences in Indonesia, Bangkok, Korea and Japan.
In 2011 my last presentation was at the Inspired Teaching
Conference held in Palmerston North – I agreed to this because one of the co-
presenter was to be Sir Ken Robinson who I admire greatly. Unfortunately he was
ill and presented via the internet.
Bill Guild's educational journey |
In 2007 the ‘revised’ NZ Curriculum was introduced but
unhappily it has been all but side-lined.
As Philip Harding, the past Present of the NZPPF wrote in
the November NZPPF magazine, it is time to leave ‘the toxic legacy’ of past
policies behind and that we ‘need now, as never before, ethical leaders with
strong moral purpose, direction and courage…. It is only such wise people who
can resist the reversion to the mean, to the National Standards, to the league
tables and the test. These are the leaders who can ensure that what is best for
children is what guides their every decision.’
I just want to do my bit.
We need to work towards replacing compliance and conformity with creativity. I know there are still exciting ideas being created at the edge that have the power to change things for the best – ideas that will see the creativity of the 60s once again but this time we need to do it properly.
We need to work towards replacing compliance and conformity with creativity. I know there are still exciting ideas being created at the edge that have the power to change things for the best – ideas that will see the creativity of the 60s once again but this time we need to do it properly.
7 comments:
Thanks Bruce. I am impressed that you haven't given it all up. Please keep up the good work. I always enjoy your blogs and readings. I fear that creative leadership - let alone teachers, is in short supply.
Yes - there is a real fight to be had out there - I enjoyed this read - I hope to be able to do my bit as a foot soldier :)
I am not sure too many teachers realize the dire situation they are in. Reminds me of Turkeys looking forward to Xmas - or worse, Turkeys having no idea Xmas is coming. Too busy teaching to notice. Or as my old friend Elwyn Richardson used to ' so busy draining the swamp to realize they are up to their backsides in alligators'. Or in today's schools to busy complying and assessing to really teach.
It will be up creative 'foot soldiers' like yourself to fight on.
My feeling is that most teachers have no idea of what has been lost. Few will have heard of Elwyn Richardson let alone the work you were involved in.
My few visits to classrooms last year have sadly convinced me that the ideas that so excited us in the 70s/80s have all but gone. Replaced by sterile formulaic , so called, 'best practices'.
Classrooms look standardized - reminds me of the 50s.
Kia ora - I trained at what was the last of Auckland College of Education graduates (2000-2003: before it was integrated into the Uni) - we had a lecturer share Elwyn Richardson's work ... I'd hate to think we were the last graduates for this to happen ... I was a student of the 70s/80s and I loved my schooling experience - Nga mihi
PS: I'love the "I'm not a robot" ticket box haha - well I certainly fighting against it ;)
Kia ora Deb
I hope that Schools of Education courses still mention Elwyn's work. His book has recently been reprinted by the NZCER. My growing feeling is that schools have moved away from experiential learning displaced by an emphasis on literacy and numeracy and learning through ICT .The real world is losing out to the virtual. Measuring narrow achievement replacing exposing students to challenging learning experiences that values that their personal interpretations. too formulaic and standardized from my ancient point of view.
The 'robot' thing has been added by those who set up the blog - not me!
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