Tuesday, October 09, 2007

Student Lifestyle Issues



Assignment 2
Reflect on how one relates to students in light of the professional requirements of the position of teaching. How doe one manage student lifestyle issues, do some initial counseling of students and involve parents in discussion?


The renowned Australian social researcher Hugh Mackay speaks with both optimism and concern of ‘the rising generation of young Australians, who are showing us how to make sense of life in an uncertain world.’
http://www.fola.org.au/news/papers/hughmackay.htm

This rising generation is being educated by teachers who themselves often struggle to keep abreast of the rapid changes in 21st century society. Teachers can only achieve excellence in their professional endeavors if they strive for authentic and understanding relationships with their students.

Experienced teachers often lament the challenges they face and yearn for the ‘good old days’:
‘All the experienced teacher focus groups agreed that the environment in which teachers operate was considerably different from that of a decade ago and most reported that it was now more difficult and more stressful than it had been. Both primary and secondary groups cited as contributing factors a decline in respect for teacher authority, changing family structures, changing cultural mixes, and legal accountability. One group summarised the general view that 'school populations are getting worse'.

One secondary group referred to a rise in physical violence and use of weapons. Another secondary group spoke of the increased demands on teachers to take on counseling roles and an abrogation by parents of the disciplinary role.’
https://www.det.nsw.edu.au/reviews/macqt/teachpre.htm#2.2

Yet committed and insightful educators, whilst acknowledging the challenges and issues facing them in day to day school life, look beyond what is ‘getting worse’ and find valuable qualities in their 21st century students:
‘Having never known anything but an accelerating rate of change and an unpredictable future, they have developed three strategies for coping:

Keep your options open as a way of incorporating a realistic uncertainty into your world-view;

The quest for a spiritual framework is leading them to explore post-material values;

They have become our most tribal generation, having realised that the most precious resource they have for coping with life in an uncertain world is each other.’
http://www.fola.org.au/news/papers/hughmackay.htm

To summarise, the key qualities suggested by Mackay are: open-mindedness, a sense of spirituality and social connectedness. Surely these qualities can be understood and accessed by teachers for positive learning outcomes.

In order to do so, a good teacher must be prepared to accept the student for the person he or she is. An awareness of the student’s home life situation can be enormously helpful in assessing the level of stress with which he or she is coping:

‘While it's true that about 80 per cent of dependent children live with both their natural parents, that figure can blind us to the changing nature of family life. In most families, for instance, both parents work, and that has had a dramatic effect on family dynamics.

And what about the 1 million children who live with only one of their natural parents? They will inevitably have different, and perhaps even more pressing, emotional needs than children living with both their parents, especially if an unwelcome step-parent has entered the scene…
Consider the implications of the mass migration of 500,000 kids who regularly move between the homes of their custodial and non-custodial parents. That's tough for kids who were never consulted about custody and access arrangements that might seem to them to have been hewn out of the rock of their parents' bitterness.’
http://www.theage.com.au/news/hugh-mackay/just-what-is-this-thing-called-family/2005/08/11/1123353439407.html

Many students are literally ‘holding the fort’ of their home life- faced with the task of coping with part-time work, parenting and household chores. In addition, the emotional burden of supporting a parent who may be long-term unemployed, depressed, struggling with addiction, sick or disabled can be overwhelming for students and the cause of challenging or confronting behaviour. It is imperative that a teacher has some awareness of the factors which shape a student’s home situation:

“The differentials of class, family culture, ethnicity and gender interlock to form a complex matrix that underpins learning and outcome in a number of ways, calling for sensitive and well-informed responses.”

(Scottish Council of Education, 1999)
http://www.det.act.gov.au/publicat/pdf/TeachersKeyToStudentSuccess.pdf

Extra-curricular demands due to sport or artistic pursuits are placing students under extreme levels of pressure, often exacerbated by the ambitions of parents:
‘Some Sydney high schools recommend students do up to four hours of homework a night, with more on weekends, a work-load that clinical psychologist and education researcher Andrew Fuller said did not encourage effective study habits. Year 12 is a demanding time for students who must juggle HSC assessment and exam preparation, homework, extracurricular activities and high expectations from teachers and parents.
Counsellors and researchers say it is not unusual for year 12 students to seek professional advice on stress management and that the incidence of self-harm, the deliberate cutting or hurting in an attempt to find a release for psychological pain, seems to be increasing in Australia, particularly among young girls.’
http://www.smh.com.au/news/national/school-exam-stress-extreme/2006/04/15/1144521541622.html

The need for social connectedness- whilst a potentially positive quality- also brings a set of demands which impinge on students’ lives: the need to be constantly available, the demands of effective networking and the stress of maintaining high profile. Solitude and time for reflection are marginalised. The drive to belong to a group or to fulfill an image can override the search for identity and a secure sense of self.

These complex, and often compounding sources of pressure can trigger extreme behaviors such as oppositional defiance, substance abuse, addictions, lethargy, eating disorders and depression. Many are simply lost in a materialistic society increasingly shaped by the forces of economic rationalism:
‘Too many values have evaporated in the face of relentless materialism; instant gratification is a dangerous trap.’ (Mackay)
http://www.generations.postkiwi.com/2005/australias-lucky-generation

Clearly, any discussions between teachers and students/ teachers and parents should be underpinned by an awareness of the possible strains involved in those peoples lives. This precludes a pre-determined or judgemental approach, which can only be counter-productive.
"Seek first to understand, then to be understood."
Stephen R. Covey (7 Habits of Highly Effective People)

Initial counseling procedures which reveal significant underlying problems should ideally be referred to school psychologist. However, often problems can be solved very simply through flexibility and a willingness on the teacher’s part to cater for diversity.
In seeking to understand the needs of students and parents, teachers foster a climate of inclusion and participation. They are looking at the bigger picture, beyond their own agendas.

This climate of inclusion will ideally permeate not just the classroom practices in a socially interactive methodology, but embrace the entire school community. Parents and students will feel invited to seek an alignment in their habitus rather than pursue a pathway of divisiveness.
Ultimately, this healthy school ecology can be a source of hope and inner orientation for students, parents and staff alike.

Tuesday, August 21, 2007

Bullying and Harassment among staff




General overview:
"It's a talent flight. The best and brightest are driven out. The slugs, the slow-minded, dimwitted sycophants are the bully's allies."
(Gary Namie, co-founder of the Workplace Bullying and trauma Institute in Bellingham, Wash., quoted in: Companies must deal with workplace bullies or lose brightest employees; expert, Camille Bains, CBC News: Business, May 8, 2006.)

Bullying and harassment among staff in schools is a widespread problem. It arises in an insidious manner and is extremely difficult to identify and rectify. This is an issue which is currently being researched by the University of New England. Investigations by the NSW teacher's Federation also documented alarming findings:



The University of New England in north-west New South Wales has launched a survey to identify the level of bullying being experienced by teachers.
The project leader, Dr Dan Riley, says the survey is following a pilot study that revealed more than 97 per cent of teachers have experienced bullying behaviour.


"It's not talked about, you know, 'you're an adult, just get on with it and if you don't like it walk out the door'," he said.
"But in actual fact given the current circumstances of the economy with full employment and the difficulty of finding school leaders it's very important.
"Not just for the value of the individual but also for the value of the system to sit down and see whether this is a problem and if so what degree is it and how do we resolve it."
The new survey will examine up to 1,000 teachers throughout Australia.
Dr Riley says the main culprits are expected to be parents, executive officers and principals.
http://www.abc.net.au/news/stories/2007/07/18/1981627.htm


1000 confidential surveys on workplace bullying were sent to teachers by the NSW Teacher's Federation.
250 responses were received.
The overwhelming majority of teachers who returned the survey reported that they had been bullied at work.
Half reported that they were being bullied on at least a monthly basis.
One third reported that they were being bullied on a weekly basis.
Many teachers who have reported or challenged bad language and behaviour say they have received little support.

"This seems to be an endemic problem and we have to find a solution to it," said NSW Teacher's Federation president Maree O'Halloran.
( Teachers set bad example by bullying each other, The Daily Telegraph, 14/12/2006.)


http://www.badapplebullies.com/research.htm


This is an enormously extensive resource detailing the methods and motives of bullying amongst teachers, with particular focus on the problem in Queensland:
http://www.badapplebullies.com/



Have you completed the UNE survey into teacher bullying? http://www.schoolbullies.org.au/



Definition:

What is workplace harassment?
Workplace harassment is offensive, belittling or threatening behaviour directed at an individual worker or group of workers. Harassment is often focused on the sex, cultural or racial background or disability of the individual or group.
Harassment is behaviour that is unwelcome, unsolicited, usually unreciprocated and usually (but not always) repeated. It makes the workplace or association with work unpleasant, humiliating or intimidating for the individual or group targeted by this behaviour. It can make it difficult for effective work to be done.

Workplace harassment should not be confused with advice or counselling on the work performance or work-related behaviour of an individual or group which might include critical comments indicating performance deficiencies. Feedback or counselling on work performance or work-related behaviour differs from harassment, in that feedback or counselling is intended to assist employees to improve work performance or the standard of their behaviour. Feedback or counselling should always be carried out in a constructive way that is not humiliating or threatening.
http://www.apsc.gov.au/publications01/harassment.htm


Harassment and bullying in the workplace can take many forms. It can be overt or
subtle, direct or indirect (for example where a hostile feeling/environment is created
without any direct attacks being made on a person).



Some forms of verbal harassment include:
• sexual or suggestive remarks
• making fun of someone
• imitating someone’s accent
• spreading rumours
• obscene telephone calls/unsolicited letters, faxes or email messages
• repeated unwelcome invitations
• offensive jokes
• repeated questions about personal life
• threats or insults
• name calling
• the use of language that is not suitable in the workplace


Non-verbal harassment includes:
• putting sexually suggestive, offensive or degrading/insulting material on walls,
computer screen savers, email, etc
• suggestive looks or leers
• wolf whistling
• unwelcome practical jokes displaying or circulating racist cartoons or literature
• mimicking someone with a disability
• being followed home from work
• ignoring someone or being particularly cold or distant with them
• continually ignoring or dismissing someone’s contribution in a meeting/discussion
• not sharing information


Physical harassment includes:
• offensive hand or body gestures
• unnecessarily leaning over someone
• unnecessary and unwelcome physical contact (pinching, patting, brushing up against
a person, touching, kissing, hugging)
• indecent or sexual assault or attempted assault
• pushing, shoving or jostling
• putting a hand or an object (like a payslip or a note) into someone’s pocket
• damage to property, such as teachers’ cars



Harassment and bullying may occur between colleagues, across age and gender,
between groups or individuals.
In relationships where formal authority and power can be exercised, it can be particularly distressing and intimidating, especially if threats are made in relation to performance review or to job security.


http://www.clayfield.qld.edu.au/downloads/Harrassment%20And%20Bullying%20Policy.pdf.



Regulations regarding Bullying and Harassment:

Responding to Suggestions, Complaints and Allegations Procedures (PDF 297kB)


https://www.det.nsw.edu.au/policies/general_man/complaints/resp_sugg/PD20020051.shtml


Other Acts relevant to Human Resource Management:


Administrative Appeals Tribunal Act 1975The Act enables the review of decisions made under certain legislation (particularly the Superannuation legislation, the FOI Act, the Compensation Act and some secrecy provisions) by the AAT.
Administrative Decisions (Judicial Review) Act 1977The Act enables the review of decisions made under an Act by the Federal Court - it also provides for a person who is affected by a decision to seek the reasons for that decision.
Crimes Act 1914The Act provides criminal penalties for a range of actions (such as fraud, theft, bribery, browsing a Commonwealth Computer, release of Commonwealth information) that may be committed against the Commonwealth whilst in employment or after employment.
Disability Discrimination Act 1992The Act aims to eliminate, as far as possible, discrimination against persons on the ground of disability in certain areas, including employment.
Equal Employment Opportunity (Commonwealth Authorities) Act 1987The Act promotes equal employment opportunity for a range of identified groups.
Equal Opportunity For Women In The Workplace Act 1999 (Consolidation version)The Act aims to achieve the elimination of discrimination against, and the provision of equal opportunity for, women in relation to employment matters.
Freedom of Information Act 1982The Act provides the public with a right of access to many Commonwealth Records.
Occupational Health and Safety (Commonwealth Employment) Act 1991The Act aims to secure the health, safety and welfare at work of employees of the Commonwealth
Privacy Act 1988The Act protects the personnel privacy of an individual in relation to any Commonwealth record maintained in relation to that individual.
Public Employment (Consequential and Transitional) Amendment Act 1999 (Consolidation version)The Act deals with the consequential and transitional matters arising from the repeal of the PS Act 1922 and the Merit Protection Act and the enactment of the replacement legislation - PS Act 1999.- refer to Historical information for additional resources
Sex Discrimination Act 1984The Act aims to eliminate, so far as is possible, discrimination against persons on the ground of sex, marital status, pregnancy or potential pregnancy.

Workplace Relations Act 1996The Workplace Relations Act provides a process for agreement-making and specific protection against unfair dismissal, unlawful termination and discrimination.

http://www.apsc.gov.au/publications/legislation.htm



Key Responsibilities of the Teacher:

The NSW Department of Education and Training is committed to ensuring its policies and procedures are non-discriminatory and contribute to Equal Employment Opportunity (EEO) outcomes. The Department's EEO program operates under Part 9A of the NSW Anti-Discrimination Act 1977. EEO is about: making sure that workplaces are free from all forms of unlawful discrimination and harassment.This means having workplace policies, practices and behaviours that are fair and do not disadvantage people because they are attributed to particular diverse groups.


It is the responsibility of the teacher to act within these procedures and to refrain from staff bullying and harassment as defined above.


Main ways these responsibilities are not being met:


"All cruelty springs from weakness."(Seneca, 4BC-AD65)

The key issues appear to centre around the abuse of power and hierarchical structures. School staff involved in bullying commonly display ‘kiss up, kick down’ behaviour. The causes of such behaviour can be varied, but are commonly attributed to feelings of weakness, insecurity or frustration:
http://www.bullyonline.org/workbully/serial.htm


Within schools, bullying is commonly not restricted to the individual, rather spread amongst groups, or ‘mobs’:



"If you receive a letter from a Bad Apple Bully that says something like, "I would much prefer that this matter did not become a disciplinary one...I therefore request that you attend a meeting with me and (another member of the Bad Apple Bully-Mob that I have groomed into supporting me)", it means that the Bad Apple Bullies have already decided to put you on Managing Unsatisfactory Performance ( it used to be called Diminished Workplace Performance).
The MUP process is going to be abused to destroy you mentally, physically, professionally and financially. The Bad Apple Bully-Mob are planning to drive you into an impoverished retirement."
See: http://www.badapplebullies.com/meetingthemob.htm

Such mob-like structures can be extremely difficult to break down. They enable both anonymous and ‘witnessed’ examples of alleged misconduct to be ‘documented’.
"Most organisations have a serial bully. It never ceases to amaze me how one person's divisive, disordered, dysfunctional behaviour can permeate the entire organisation like a cancer."


Tim Field
http://www.bullyonline.org/workbully/serial.htm


Case study:
‘That's why the Education Department sacked the teacher - a decision backed by the Industrial Relations Commission - and the Victorian Institute of Teaching cancelled his registration.’
http://www.news.com.au/heraldsun/story/0,21985,22258095-25717,00.html

Same case study as analysed by “Bad Apple Bullies”:
http://www.badapplebullies.com/news.htm


Recent Case Studies in Queensland, extensively documented:
http://www.badapplebullies.com/investigations.htm

Related Videos:


Video dramatising a variety of harassment scenarios:


http://www.youtube.com/watch?v=BZ8AM0M0uLo


Harassment of teacher due to homosexuality:
http://www.youtube.com/watch?v=m-8Clf28vlw










Friday, August 10, 2007

Professional Responsibilities of the Teacher

Reflections on Professionalism

The German word for profession is ‘Beruf’. This has its etymological root in the word ‘calling’. Similarly, in English, the word ‘vocation’ comes from the Latin ‘vocare’, meaning ‘to call’. The word vocation is commonly used to describe an occupation to which an individual feels deeply connected, where that person has particular gifts to give.

Owing to its altruistic connotations, usage of the word ‘vocation’ has been widely replaced by the word ‘profession’, or ‘occupation’. A profession was historically regarded as a qualification worthy of significant status. The classic professions were those relating to religion, law and medicine. Technological developments and diversity in specialisation fields have seen a broad range of occupations being assigned professional status, among these teaching.


In NSW, the standards of professionalism for teachers are regulated by the New South Wales Institute for Teachers:

‘The Institute was established to support quality teaching in all NSW schools. Its charter is to advance the status and standing of the teaching profession. The Institute works to support the career-long development of teachers and to assure both the profession and the community of the quality of teacher education programs.’

Although its charter and aims are without doubt necessary and worthy, the relevant documentation for teachers, almost entirely in rubric, outcomes based format is, in my opinion, designed to appeal to people who like to both think inside and tick boxes.

I return here to the concept of a ‘calling’. This I regard as the inner impulse to teach, drawn from the urge for creativity and a flame of passion- not easy to measure, but surely at the core of all great teaching. I have a range of esteemed and experienced teacher colleagues in NSW, working at many levels and in a variety of school systems. Without exception, they express that they manage to keep their love of teaching alive despite the boxed-in approach espoused by the Department of Education. They look elsewhere for inspiration.

I recently read “Teacher Man”, by Frank McCourt. The Pulitzer Prize-winning author drew upon 30 years experience in the classroom to produce his latest narrative.
The prologue can be found here:
http://www.npr.org/templates/story/story.php?storyId=5151767

McCourt expresses his struggle with the ‘sterile functionaries’ of the New York school system:
'I was uncomfortable with the bureaucrats, the higher-ups, who had escaped classrooms only to turn and bother the occupants of those classrooms, teachers and students. I never wanted to fill out their forms, follow their guidelines, administer their examinations, tolerate their snooping, adjust myself to their programs and courses of study.'
http://www.powells.com/biblio/0743243773

This indeed is the challenge for 21st century teachers- to work as informed and inspired professionals, whilst remaining true to their inner sense of purpose, or calling, within the barrage of bureaucratic demands.

Increasingly, the use of narrative is winning regard as a mode of finding, through the process of critical reflection, meaning in teaching experiences. http://tlac.tamu.edu/articles/narrative_learning_teachers_as_storytellers

I believe that McCourt’s narrative is of particular value in that it is completely lacking in any sugar-coated ‘teacher as super-hero’ approach.
‘McCourt conveys a sense of unease, of discomfort, in his own skin as a teacher throughout his whole career that is not often found in stories about teachers. Learning to teach, as portrayed here by McCourt, is not clean, or neat, or even necessarily successful in the end.’
http://edrev.asu.edu/reviews/rev572.htm

Time and time again, McCourt lacked any conviction in his ‘calling’ as a teacher. He recalls a sense of drudgery, of despair and doubt. In typical self-deprecating style, he stresses the need for sheer perseverance: "Doggedness," he says, is "not as glamorous as ambition or talent or intellect or charm, but still the one thing that got me through the days and nights."
McCourt’s saving grace is his gift of story-telling, and it is through his narrative skills that he ultimately wins the hearts and minds of his students:

McCourt savored these triumphant moments in the classroom, which were like small victories in a larger war against apathetic students, rigid administrators, and other forms of resistance. Teacher Man never implies that this war can be won, but for those unsung and intrepid blackboard warriors, it's worth fighting.
http://www.avclub.com/content/node/43334

Every teacher has memories of times that have been meaningful, of times that have provided insight into ourselves or others. Using the narrative form, we have the chance to reflect on our professionalism, using our experiences as the supporting evidence to substantiate new understandings regarding our vocation.

Friday, May 11, 2007

A Philosophy of Classroom Management


Assignment 3: What’s your emerging model of classroom management?

Prepare a written description of your beliefs about classroom management. Include reference to the nature of human beings and how they develop, students’ capacity for self-direction, how children and young people react to different situations and treatments, the degree of control or coercion that should be used by a teacher , the degree of choice students are permitted and the role of the teacher. Provide a description of the principles on which you have based your model.

“You must be the change you want to see in the world.”
Mahatma Gandhi


The pivotal role of the teacher underlies my model of classroom management. The classroom is a dynamic social system-‘an environment in which individual membership impacts upon the whole, and in which the nature of the whole influences the individual.’(1)
The teacher takes the role of the responsible adult who lives by example and therefore has the potential to impact existentially on the lives of the students.

Students look for inspiration from adult mentors who personify their ideals, who demonstrate passion, compassion and conviction. Students have an acute awareness of the inner motivations underlying a teacher’s classroom management strategies. If a teacher is perceived to use his/her power fairly, for and with the students, in order to maximize learning with an attitude of respect, the students will respond positively. Authenticity is crucial.

A good teacher understands the principles of meaningful learning, based on a sound understanding of human development. They have a sharp sense for accessing the students’ ‘Zone of Proximal Development’, even in situations of extreme diversity.

Young children love to be active and truly engaged with the real world. They are instinctive imitators and my work in the field of Steiner education draws strongly on the principle of imitation and example to imbue children with healthy social attitudes.
In nurturing a spirit of sharing and community, the culture of a Steiner school fosters relationships which promote a healthy classroom and school ecology. Independence is cultivated, step by step. Intellectual explanations and agreements are kept to a minimum in the early years. Instead, stories and rich imagery are used to provide inspirational living examples of meaningful life journeys. Story -telling is a time-honored tradition the world over for its powerful potential to speak both to the head and the heart.


As a child grows older, he/she is increasingly able to understand and articulate his/her rights and responsibilities. The student’s capacity for self-direction needs to be fostered through an intrinsic love of learning. This is the art of inspired teaching, beautifully expressed here by Antoine de Saint-Exupery:

“If you wish to build a ship with others,
Do not begin by gathering timber with them;
Rather, awaken in them
Longing for the sea.”


By fostering interest, imagination and curiosity, I try to cultivate a sense of strong student motivation. I value the qualities of silence and focused attention and will use these both to begin and conclude my lessons. I believe strongly that relationships are deepened through good communication and listening skills. Listening requires an attitude of acknowledgement,it is a genuine sign of respect:

“The greatest compliment that was ever paid me was when one asked me what I thought, and attended to my answer.”
Henry David Thoreau

I expect students to both work well and strive to make learning a thoroughly enjoyable process, acknowledging their need for fun (Glasser).Within a fundamentally ordered learning environment, I gladly make space for the class clown, the eccentric, the devil’s advocate, the rebel, the drama queen… the world would be both a dull and dangerous place if it were full of conformists.


I try to pre-empt disruptive behaviour, use proximity and rarely sit down whilst teaching.
My lessons are organized but not over-planned in order to allow for spontaneity and students’ expressions of interests.
I ensure fluid transition between activities because I have learnt that “gaps” in lessons often give rise to disruptive behaviour.
My teacher training involved extensive speech training. A teacher’s speech should be clear and expressive. A good teacher also knows when to stop.


I allow for choice in learning activities so that students have the opportunity to pursue special interests. My learning tasks cater to multiple intelligences (Gardner) and thereby foster inclusiveness. The principle of ‘head-heart-hand’ wholistic learning has been fundamental to Steiner education since its inception:

“Waldorf Education embodies in a truly organic sense all of the intelligences that Harvard psychologist Howard Gardner speaks about. … Steiner’s vision is a whole one, not just an amalgamation of the intelligences. Many schools are currently attempting to construct curricula based on Gardner’s model simply through an additive process. Steiner’s approach, however, was to begin with a deep inner vision of the child and the child’s needs and to build curricula around that vision”
http://www.waldorfschool.london.on.ca/index.cfm?PID=13978&PIDList=13978&SynPID=16254&SynPIDList=13324,16254


As a Steiner teacher, I follow a student’s development for many years, have a good picture of his/her family life and can usually discern whether difficult behaviour is a passing phase or an expression of an underlying problem. Those students who have serious social or psychological problems are guided to seek the help of professionals (Pain model).

Within these teaching strategies, I strive to convey a sense of belonging, both within the classroom and in a far broader sense:

“A human being is a part of a whole, called by us 'universe', a part limited in time and space. He experiences himself, his thoughts and feelings as something separated from the rest... a kind of optical delusion of his consciousness. This delusion is a kind of prison for us, restricting us to our personal desires and to affection for a few persons nearest to us. Our task must be to free ourselves from this prison by widening our circle of compassion to embrace all living creatures and the whole of nature in its beauty.”
Albert Einstein



I believe that this fundamental experience of deep belonging, which finds expression in every aspect of the Waldorf curriculum, gives students security, self-esteem as well as feelings of acceptance and empowerment, as advocated by Glasser. Both Glasser’s Choice Theory and Dreikur’s Democratic Learning ideals emphasise the unequivocal importance of a sense of belonging.

The classroom ecology I have described fosters cooperative, self-motivated learning. Yet different students have different starting points on their paths to responsible, respectful behaviour. When disruptions occur, I remind students of the mutually agreed upon standards of behaviour. If a student is unable to choose to work constructively, I give him/her ‘time out’ and arrange to have a talk. In this talk, I help the student find replacement behaviours and arrange a future meeting for feedback. The tone of this interview is friendly yet assertive. In almost all cases, the strength of our relationship will lead us towards a resolution; however this process does require time, patience and a sense of humour! In extreme cases, I will resort to consequent punishment or reward withdrawal as a temporary solution only. I encourage self-evaluation and keep written documents in which challenging students can assess their progress.


I believe it is of invaluable importance that the students are aware of my expectations of constructive behaviour and high achievement. I communicate that ‘near enough is not good enough’. I encourage a striving for quality and offer both support learning and extension opportunities. I aim to foster learners who are critical thinkers and whole-heartedly engaged with the task at hand. I have experienced the value of ‘raising the bar’ and supporting every student to succeed. I encourage group activities and students helping each other. As a ‘digital immigrant’, I am discovering the woes and joys of ICT learning and highly value the wealth of resources which open access (connectivism) makes possible.


The tests I give are fair and well-prepared for. My feedback consists predominantly of comments. I favour rubric-based assessment activities and discourage competition, whilst nurturing a climate of striving for a ‘personal best’. I try to promote creativity, intellectual risk-taking, ‘thinking outside the box’ and communicate that it’s fine to make mistakes.


I believe that students need to understand inclusiveness in a global sense and embrace the cause of social justice, as advocated by Paolo Freire. The consequences for classroom ecology are the development of a sense of compassion for others and of gratitude for the opportunities we would otherwise take for granted. Both compassion and gratitude are essential facets of emotional and moral intelligence.

Howard Gardner, author of Frames of Mind, notes that while the word "intelligence" has a positive connotation in our culture, there is no reason to believe that intelligence will be put to good purpose. Logical-mathematical, linguistic, or interpersonal intelligence can be used for good or for ill-motivated or downright destructive ends.
It is on these grounds that Joseph Chilton Pearce asserts that love proves to be our principle survival intelligence. The intelligence of the heart enhances all other aspects of intelligence for the good of the whole, as the heart always and inevitably strives for a holistic intelligence.”
http://thewellspring.com/TWO/32intellectual_love.html

If children are to hold positive and hopeful feelings about the future, they must experience a sense of competence and purpose in balancing the complexities of
21st century life. My observation is that more and more young people are rejecting the economic-rationalist attitude to ‘human resources’ so prevalent in our society. They are yeaning for a sense of renewal, for a genuine sense of spirituality:

“By the larger and ever-growing numbers we see today, it is clearly not a matter of individual cases, but that a new generation of souls we have never met before is coming to earth – children who have great maturity, are dissatisfied with the adult world as it is today, and are coming to earth with a powerful spiritual impulse. We cannot close our eyes to this event any longer.”
http://www.cygnus-books.co.uk/features/star-children-georg-kuhlewind.htm


My personal striving for quality education has found a sense of belonging within the Steiner education stream. This is an art of teaching that embraces a reverence for the mystery of life, a respect for the human individual and the potential for the transformation of society.



“Never regard your study as a duty, but as the enviable opportunity to learn to know the liberating influence of beauty in the realm of the spirit for your own personal joy and to the profit of the community to which your later work belongs.”
Albert Einstein




(1) p106 (4) Brady and Scully, (p.122) 2005, Engagement: Inclusive Classroom Management Sydney: Pearson Education Australia
(2) Rosenthal, R., & Jacobson, L. 1968. Pygmalion in the Classroom. New York: Holt, Rinehart & Winston.

Teacher-Student Relationships





Assignment 2.2:
Do you agree with the overview indicating the relative control level of teachers in the classroom? Does it provide a means to manage the diversity in your classroom? Is it implying that you should use different methods of management with different students?

The overview spans the spectrum from teacher control to student autonomy. The discipline models which assign control predominantly to the teacher are those based on Skinner’s principles of Behaviour Modification and Canter’s Assertive Discipline model. The ‘middle ground’, whereby students and teachers share responsibility draws on Dreikurs’ theories on Democratic Discipline, Glasser’s Choice Theory and the Positive Behaviour Leadership model espoused by Bill Rogers. Carl Rogers’ Pain model - being a voluntary intervention process for high-risk students- is categorized under student autonomy as is Teacher Effectiveness Training, a humanistic approach developed by Thomas Gordon. Ed Ford’s Responsible Thinking Process provides a stark contrast to behaviorist approaches and arose from Ford’s passionate opposition to the principles of control through reward and punishment.

This overview undoubtedly provides a model for dealing with diversity in the classroom and a teacher who has an understanding of these theoretical bases is one who is well equipped to cater for differences and face the challenges of educating in the 21st Century.

“The way forward is eclecticism –building your own plan that draws on the strengths of many different views, tailored to the needs of your own students and your own teaching and management style, and consistent with the requirements of your class and school context….We believe that strength in education resides in the intelligent use of this powerful variety of approaches- matching them to different goals and adapting them to students’ styles and characteristics. (1)


The real challenge for the teacher, however, is finding where he or she stands within this spectrum. The danger of an eclectic approach is a lack of consistency. A consistent approach has backbone and authenticity, underpinned by ethical considerations relating to the concepts of responsibility and freedom. A consistent approach does not sacrifice higher goals for the purpose of short-term gains. The upholding of the dignity of the individual should never be compromised and this would prohibit, for example any form of humiliating punishment.

Reward systems, as espoused by behaviourists, have been proven to reduce intrinsic motivation and create dependency: “Rewards are devastatingly effective in smothering enthusiasm for activities children might otherwise enjoy.” (2)

It follows that a teacher who aims to inspire a life-long love of learning would only support a very judicious and temporary use of behaviourist methods. Similar issues arise with the use of Canter’s Assertive Discipline model which lacks any deeper transformative ideal.

“Education either functions as an instrument which is used to facilitate integration of the younger generation into the logic of the present system and bring about conformity or it becomes the practice of freedom, the means by which men and women deal critically and creatively with reality and discover how to participate in the transformation of their world.” Paolo Friere

The critical words here are the practice of freedom. Like a musical instrument, human beings need guidance, patience and practice in order to responsibly manage autonomy. This is the lofty goal and a good teacher will take the time to walk the path with a student. This implies a relationship underpinned by mutual respect. The word freedom is used here as defined by Nietzsche:
“Freedom is the will to be responsible to ourselves.” I would broaden this definition to include responsibility to others and to the world.

The image of a path is appropriate in the sense of different starting points moving towards a common goal. There are many forks in the road where appropriate choices must be made. Herein lie the values of those methods promoted by Glasser, Dreikurs, and Bill Rogers, Ford and Gordon. In promoting strategies for positive self-management and accountability ,these methods assist in the daily ‘practice of freedom’. Even highly challenging students are invited to walk this path using Carl Roger’s Pain model. Every child can succeed. Although there may be difficulties and setbacks on these varied paths, the ultimate goal of effective classroom management is expressed here by Rudolf Steiner:

“Our highest endeavor must be to develop human beings who are able, in and of themselves, to impart meaning and direction to their lives.”

(1)Jones and Jones, 2001 Comprehensive Classroom Management Boston: Allyn and Bacon.

(2) Kohn ,1993,Punished by Rewards, Boston: Houghton Mifflin Company.

(3) Nietzsche, Twilight of the Idols, 1888.
(4) Brady and Scully, (p.122) 2005, Engagement: Inclusive Classroom Management Sydney: Pearson Education Australia

Diversity in Learning styles


Assignment 2:

Gardner and others have emphasized the different learning styles of students. How would you use the theory of one psychologist to effectively engage a preferred learning style?

Using the theories of William Glasser, I will outline a strategy for engaging a student who has high musical and intrapersonal intelligence in my German lessons. This young man, aged 15, is extremely introverted, a loner and struggles enormously with any conversational activities. His written work, whist very reticent, reveals a depth of thought and feeling. Although he often appears to be disengaged, his inner life is rich and his ability to work independently is demonstrated in his talent for playing classical piano. He practices piano for several hours a day and travels long distances to private lessons at the Conservatorium of Music, which he partly finances himself.

Clearly, this young man- I will refer to him as Joseph- has a gift. It is also clear that the methods which work so well in engaging other students (role play, team games based on oral skills, conversations, dramatisations etc.) - are almost unbearable for him in his present stage of development.

Glasser’s choice theory posits five basic needs. Firstly, the need for survival, safety and security. Although Joseph would safe in my lessons, his feelings of emotional security are clearly threatened because he feels existentially inhibited about joining in as his classmates can. His need for love, belonging and acceptance is complex. Although he is a loner, he does not appear to be lonely and his fellow students respect both his quiet nature and his need to follow his passion. In his own way, he belongs. In his private time, he achieves a sense of great power and achievement through his musicianship. He experiences freedom and independence in carving out his learning path himself. His need for fun is fulfilled through the joy of playing.

My strategy for Joseph would be to offer him independent project work in the second half hour of our lessons for a term. In this time he would be given the opportunity to work on a project relating to German culture. He selected a German composer- Ludwig van Beethoven- and chose to perform his “Moonlight Sonata”. The project also required a written overview of Beethoven’s biography.
In missing the second half hour, Joseph would miss the oral activities but would still take part in the instructional, cultural and grammatical aspects of the lesson. The project used the obvious connection of German classical music whilst still placing demands on Joseph’s written linguistic development.

Gardner’s contributions to educational theory and practice have resulted in an approach which values the diversity of gifts and abilities:

“The most imbedded misunderstanding about the nature of intelligence is that language is required for thought. This simply is not true. This misconception has marginalized the vastly important contribution the arts can make to education. We think in several other "symbol systems" besides language, including the use of line and color in drawing and painting, in musical notes when we sing, or play an instrument, or in physical motion when we dance…

As Martha Graham said, "If I could say it, I wouldn't have to dance it."

Some of us cannot express ourselves easily in language, but we can in other ways- ways which are provided through the arts. And if this expression is pursued with the goal of quality, and with high standards, it becomes the highest possible expression of human thought.”
http://www.newhorizons.org/strategies/arts/cabc/oddleifson3.htm


With regards to Joseph’s development as an individual, I feel it is important to acknowledge his particular artistic needs at this point of his life. I have a strong belief in the healing power of art and trust that his other abilities will develop to an appropriate degree, nurtured by his musicality and rich emotional life:


“Gardner believes that the intelligences he has identified are independent, in that they develop at different times and to different degrees in different individuals. They are, however, closely related, and many teachers and parents are finding that when an individual becomes more proficient in one area, the whole constellation of intelligence may be enhanced.”

http://www.newhorizons.org/strategies/mi/dickinson_mi.html

I believe that this project could be not only a potent confirmation of Joseph’s individuality but also a source of social integration. The experience of Joseph’s performance could be an opportunity for his classmates to view the world in a new way:

“If human beings are to survive, we need all the symbolic forms at our command because they permit us not only to preserve and pass along our accumulated wisdom but also to give voice to the invention of new visions. We need all these ways of viewing the world because no one way can say it all.
The arts are acts of intelligence no less than other subjects.”

http://www.newhorizons.org/future/Creating_the_Future/crfut_fowler.html

Saturday, March 24, 2007

Critical Reflection on Improving Student Motivation


Critically reflect on the theories of at least two psychologists and apply their theories to techniques for improving student motivation.


A student who is motivated believes that the content to be learned will, in some way, be either of extrinsic or intrinsic benefit to him/her. The student sees the learning tasks to have some relevance to his/her path in life. This motivational factor relates directly to the fulfillment of needs, as discussed by both Maslow and Glasser.
Maslow’s needs view of motivation describes in ascending order the basis on which meaningful learning can occur. Maslow argued that if one or a combination of these needs were not being met, a student would adjust his/her behavior to meet the defecit.
This is a phenomenon that I observe on a daily basis in the classroom. As a teacher of creative performing arts, I am often challenged by teenagers who claim my subject area to be ‘useless’. If, however, I explore a theme which I know to be in some way connected to their lives or interests, the willingness to participate constructively is heightened. It is the task of the teacher to foster engagement by reaching out to the student so that he/ she can see relevance and thereby satisfy higher order needs.

Similarly, Glasser proposed the following needs: survival, and the four fundamental psychological needs : connectedness/love, power/significance, freedom/responsibility and fun. In my opinion, Glasser’s view reaches to a deeper level than Maslow’s by stressing the fundamental basis of relationships for student motivation.


Although the word is rarely mentioned in public debate on education, the underlying principle is love. In the article : “Teaching as a form of Love”, (1) Metcalfe and Game explore the value of relationships in teaching. They make reference to the works of the philosopher Martin Buber. His “I-Thou” relationship basis allows both teachers and students to see the ‘undefended essence’ of each person. Such a meeting , according to Buber, is where Life happens. Rudolf Steiner education recognises this essential foundation for all meaningful education:

“Receive the child in reverence, Educate the child in love, Let the child go forth in freedom”.
As depicted in the film “Stand and Deliver”, a student can be motivated to near miraculous achievement on the basis of a loving, supportive, respectful and challenging relationship with his/ her teacher.

The second factor of significant influence on student motivation is the self-concept of the student,as well as the beliefs held by the student about the value of his/her learning capacities(self-efficacy). These beliefs impact strongly on the willingness of a student to make a sustained effort or even to ‘have a go’. Weiner(1992) explored the attribution view which examines the factors to which a student attributes his/her success or failure. Those factors which a student believes to be out of his/her control (such as an unreasonably tough exam) undermine student motivation.

A teacher must set meaningful and attainable goals for the students which build on a sense of progress and success. In my teaching experience, I have found that students will willingly work beyond the time limits of the lesson if they are being helped to unravel a ‘knot’ and leave with a sense of confidence and achievement.

The important implications for teachers revolve around the understanding of what students believe about the reasons for their achievements or ‘failures’. I recently had a long discussion with a teenager who was convinced that she was ‘too dumb’ and a ‘loser’ due to the fact that her closest friends are exceptional high achievers. Her belief that she can never match them undermines her self esteem radically..

The third factor influencing student motivation is teacher expectation. A student will rise or fall in both behavior and achievement levels according to the ‘label’ he/she has been given by a teacher. This concept has been increasingly recognised since the publication of “Pygmalion in the Classroom” by Robert Rosenthal and Lenore Jacobson (1968) (2). The effects of teacher expectation can be significant at an individual level, a class group level or a school level.
Rosenthal and Jacobson concluded that self-fulfilling prophecies were commonly at work.
“The teachers had subtly and unconsciously encouraged the performance they expected to see. Not only did they spend more time with these students, they were also more enthusiastic about teaching them and unintentionally showed more warmth to them than to the other students.” (3)

Beginning teachers, as well as those of many years experience must be vigilant in honestly examining their expectations of and attitudes towards students, the influence of which cannot be underestimated. This words from Rudolf Dreikurs sum up the essential aspects of productive teacher-student relationships:


If a child lives with criticism, he learns to condemn.
If a child lives with hostility, he learns to fight.
If a child lives with ridicule, he learns to be shy.
If a child lives with fear, he learns to be apprehensive.
If a child lives with shame, he learns to feel guilty.
If a child lives with tolerance, he learns to be patient.
If a child lives with encouragement, he learns to be confident.
If a child lives with acceptance, he learns to love.
If a child lives with approval, he learns to like himself.
If a child lives with recognition, he learns it is good to have a goal.
If a child lives with honesty, he learns what truth is.
If a child lives with fairness, he learns justice.
If a child lives with security, he learns to have faith in himself and those about him.
If a child lives with friendliness, he learns the world is a nice place in which to live, to love and be loved.

http://wik.ed.uiuc.edu/index.php/Dreikurs,_Rudolf

(1): Metcalfe,A and Game,A Teachers who Change Lives 2006 Melbourne University Press, Melbourne

(2) Rosenthal, R., & Jacobson, L. 1968. Pygmalion in the Classroom. New York: Holt, Rinehart & Winston.

(3) David Newman and Rebecca Smith. (Created September 14, 1999). Copyright Pine Forge Press.
http://www.pineforge.com/newman.

Essential Elements of a Good Discipline Model

What are the essential elements of an adequate discipline model?

An adequate discipline model is one which optimises the circumstances in which teaching and learning occur. This is a highly individual matter and no particular model will fit every situation.
In addition, the discipline model chosen by the teacher will ideally be compatible with his/ her own convictions and with the educational philosophy espoused by the school.

The element which is of vital significance is the creation of positive student-teacher relationships. This is the lasting and invaluable contribution of William Glasser and the foundation upon which all other methods, agreements and techniques rise and fall.

A teacher must be able to draw upon a wide range of discipline techniques ranging from the use of behaviour modification to positive behaviour leadership, depending on what the particular situation calls for. The goal should always be, however long the path, leading the individual to a position of authentic self-responsibility.

It is of vital importance that the teacher has a sound understanding of the psychological theories upon which the various discipline techniques are based and is engaging with the students in a pre-emptive way to avoid problems arising. In the article: “Teachers Make a Difference”, (1) John Hattie highlights the practice of expert teachers in terms of being ‘effective scanners of classroom behaviour’ and being able to ‘anticipate and prevent disturbances from occurring’. Hattie also concurs with Glasser’s view on relationships: ‘respect them as learners and people, and demonstrate care and commitment for them’.

This implies an inner approach of connectedness, of working together. On this basis, guidelines for responsible behaviour can be established openly with the students. The aim of such guidelines is to nurture a sense of belonging, as highlighted by Dreikurs, and to establish a clear framework in which meaningful learning can take place.

Such discipline models must be complemented by competent and enthusiastic teaching. This in itself creates students who are engaged and inspired, responding to a voice of inner authority: In the book ‘Teachers who Change Lives’, (2) Leslie Devereaux describes such an optimal learning situation:

“He was the kind of man who could hold the class’s attention. He took himself seriously in the sense that he took the act of living seriously and I think his authority came from that -I don’t remember him foisting anything on us, but his love of things kept spilling out, his passions…”

These essential elements of a good discipline model culminate in the experience expressed in the words of William Glasser: “Education is the process in which we discover that learning adds quality to our lives.”




(1)Hattie,John: Teachers Make a Difference: What is the Research Evidence? University of Auckland 2003



(2)
Metcalfe,A and Game,A Teachers who Change Lives 2006 Melbourne University Press, Melbourne

Monday, March 19, 2007

Code of conduct for Parents and Caregivers




“There are two lasting bequests we can hope to give our children.
One of these is roots, the other, wings.” Hodding Carter




Parents and caregivers!

Live by example. Teenagers hate hypocrisy. Walk the talk!

Share your lives with your teenagers in a way that is authentic and loving. Share your search for meaning, your struggles and failures as well as your hopes, achievements and questions.

Express your beliefs; describe your faith but never force them onto your teenage child.

Communicate the challenges involved in making responsible choices in life. Involve your teenager in such processes- seeing all sides of an issue and coming to decisions.

Allow your teenager, step by step, to consciously recognize the balance between freedom and responsibility. Support them in increasing their levels of self-responsibility with age.

Take time. Really make the space to spend time together. Share a meal together daily in the absence of television or radio. Listen without judgment.

Be patient. Allow for phases, fads, extremes and contradictions. Nurture your sense of humour.

Show understanding and be generous in times of stress, such as exams or a romance break-up. It will be appreciated.


Be real. If you are annoyed or angry, say so. Don’t pretend you are something that you are not. Communicate honestly your needs e.g. those relating to cleanliness.

Talk to other parents to help put your situation in perspective. Seek professional advice if you need support.

Negotiate boundaries based on common sense. Some issues are black and white, e.g. “Never get into a car with a drunk driver. Call us or call a taxi.” Most issues have grey areas and need open discussion. Negotiate logical consequences should these boundaries be transgressed.

Encourage an active social network as well as out-of -school activities such as soccer, dance, music lessons. Show genuine interest and a willingness to support both financially and with your time.

Be compassionate. Do something for others with your teenager e.g. the Oxfam walk.

Respect your teenager’s need for privacy.

Forgive. Teenagers make mistakes. Don’t hold grudges.

Rejoice! Acknowledge achievements, and positive behavior.


Monday, March 12, 2007


William Glasser
“It is almost impossible for anyone, even the most ineffective among us, to continue to choose misery after becoming aware that it is a choice.”
These Seven Caring Habits are:
1) Supporting;2) Encouraging;3) Listening;4) Accepting;5) Trusting;6) Respecting; and7) Negotiating differences
while also listing his Seven Deadly Habits:
1) Criticizing;2) Blaming;3) Complaining;4) Nagging;5) Threatening;6) Punishing; and7) Bribing or rewarding to control
(William Glasser Institute, 2005).

Classroom Management

Glasser's Theories in Practice:
http://www.brains.org/classroom_management.htm