Posts Tagged ‘life’

A Quarter of 4-5 year-olds Obese!

December 19, 2010

Some very disturbing figures released recently in the UK show that 23.5% of four to five-year-olds are overweight or obese.

Unfortunately it only gets worse in the following years:

One in three (33.4 per cent) of children in their final year of primary school (aged 10 to 11).

In the 2009/10 reception year, 13.3 per cent of children were classed as overweight and 9.8 per cent as obese.

But in Year Six, the final year of primary school, 14.6 per cent were overweight and almost a fifth – 18.7 per cent – obese.

Slightly more boys than girls were either overweight or obese in both age groups.

It is easy to dismiss these figures as an outcome of poor parenting, but schools have the opportunity to become far more proactive.  Schools can intervene by educating both child and parent and offer healthy choices in cafeterias.

Are Our Kids Growing Too Fast?

December 19, 2010

Is our Education system too harsh on our kids?  Is it structured to hinder natural growth?

According to the feedback from parents and Principals in WA, children are rushed to adapt to situations and environment before they are ready.  They feel that children are not ready to start high school in Year 7.

The survey by the WA Primary Principals Association also shows 85 per cent of parents do not want Year 7 moved from primary to high school at public institutions.

WAPPA president Stephen Breen said parents feared their children would grow up too quickly if forced to attend a high school so young.

I had no idea that Year 7 is still considered primary school in WA.  In Victoria it is high school.  As for the argument that children are too young to make the transition from primary to high school at the end of Grade 6 – I think it has some merit.  ‘They are young and the transition is a big one.  I do, however, believe that it is incumbent on the Grade 6 teacher to help build up their students’ maturity levels to a point where they can thrive in their first year of high school.

I wonder if the same type of issue applies to education systems around the world.  Is this the case?

Hijacking the Curriculum for Political Correctness

December 15, 2010

The proposal to include the traditions of other religious faiths as part of the formal school curriculum must be summarily ignored.  The curriculum does not, and has never contained any religious content before, why tamper with it now?

Keysar Trad, president of the Islamic Friendship Association of Australia may want more students to have awareness of Islamic festivals, but fiddling with the curriculum is not the way to go.

As someone of neither Christian nor Muslim faith, I have absolutely no problems with schools acknowledging festivals from different religions and cultures, but that doesn’t mean they have to insert them in the curriculum.  And you can’t compare Islamic festivals to Christmas, as Christmas is a holiday celebrated by non-religious as well as religious people.

It is also important to note that after finishing reading about Mr. Trad’s history and long list of controversies on his Wiki page, I am deeply concerned that a man of his reputation is allowed to represent his people, especially under the banner of a “Friendship Association of Australia.”

Homework: Is it a Good Thing?

December 12, 2010

I used to be a non-believer when it came to homework.  I used to think that my students work long and hard enough during the day, and that their evenings should be as comfortable and stress-free as possible.  I believed that beyond reading practice, the only work Primary kids should do after school is help their parents with chores such as setting the table and maintaining a clean room.

Homework can be nothing more than a device in keeping kids busy.  It can, if administered improperly, do precious little to extend the child and develop their skills.  But what I’ve found is, homework, when properly considered and developed, can help students revise and build on concepts covered in class.  For example, worded questions featuring relevant, everyday situations, can be a great homework activity to complement maths skills taught in class.

Whilst I still think that the best work a child can do at home is contribute to the running of the house, that really isn’t any of my business.  Realistically speaking, kids tend to waste a lot of time watching television and surfing the internet.  A few follow-up questions on concepts learnt in class seem both fair and beneficial to the child.

Worst Examples of Teacher Discipline

December 10, 2010

After reading about two recent cases of discipline gone wrong, I couldn’t help but reflect on some terrible instances of terrible disciplinary methods inflicted on me by my teachers.

A few weeks ago I wrote a post about an Australian teacher who was accused of sticky-taping some of her students lips together as a response to their unruly behaviour.

Unfortunately, it gets worse.

Today I read about the British teacher given a 3-year suspension for forcing autistic pupils to run on a high-speed treadmill as a punishment.

Glenda Partridge, 35, was also alleged to have taken food away from youngsters if they misbehaved and dragged them across the floor by their collars.

Whilst I never experienced anything as horrific as that, it did bring back some memories from my youth – three incidents in particular:
1.  I was caught chewing gum and was forced to sit in front of the class  with my hands in the payer position, chewing gum firmly entrenched between my palms.  It took hours for the chewing gum to wash off.
2.  After being caught speaking out of turn, the teacher coloured in a circle on the board and made me stand at the chalkboard, with my nose placed on the circle.
3.  I got caught writing lines in class for another teacher.  My teacher spotted me and approached me angrily.  I went to put the lines away, and in doing so dropped them on the floor.  As I attempted to pick it up my teacher slapped me on the back of the head.
I was wrong on all three occasions, but the punishments were a bit too excessive.  I was actually a very well-behaved child, so these incidents really stood out in my memory.
What was the worst examples of student discipline handed out to you?

Is Competition in the Classroom a Good Thing?

December 10, 2010

I have the least competitive class on the planet.  My class clearly struggle when pitted against each other.  They are a naturally tight class, with no discernible popular figure and no outcast.  It is a credit to them that they are so close.  Similarly, they deserve kudos for being committed to continuous improvement, not out of a desire to be better than their classmates, but simply because they want to achieve to their maximum.

But then comes the annual Sports Carnival, and all of a sudden, things change.  The kids just couldn’t cope with coming third, fourth and especially last.  They felt they let themselves down as well as their team.  Some of them were justifiably upset that they were put in the same heat as much faster runners and were therefore not even given a chance to win.

Part of me feels responsible.  I noticed at the beginning of the year that this group hated competition, and I tried to ensure that I steered clear from competitive activities and tests.  When testing the kids, I don’t give them a letter or number grade, instead I chose to give them clear feedback on skills they performed well in and found challenging.  This not only prevents students from comparing themselves to others, but also provides clear feedback on what they can do and what skills require further practise.

Some say that competition is good.  It is character building, it prepares the child for the competitiveness of the real world and motivates the child.  I am skeptical when it comes to competition in the classroom.  My experience tells me that many teachers resort to grades and levels in elementary level when the content of what they are teaching isn’t particularly interesting and requires a bit of superficial stimulus.

Am I doing more damage than good, by protecting my students from competing against each other?  Even though my students are motivated and have a natural enjoyment of learning in the current setup, am I doing a disservice by not preparing them for the realities of not winning, getting beaten and dealing with the joy of doing better than others?

Is it Really a Crisis when so Few Teachers are Male?

December 8, 2010

Two recent articles written in the last month discuss the scarcity of male teachers at Elementary school level.  On the 15th of November an article appearing in the Vancouver Sun, called the shortfall a “crisis.”

Where are the models for young boys? A new Canadian study reveals that only one out of 20 elementary school teachers are male — and the main reason men avoid these young grades is they don’t want to be accused of being pedophiles.

Just today, The Global Times, discussed the same issue – this time in Beijing.

Elementary schools in Beijing are hoping to recruit more male teachers, as there are not many men teaching these grades, and some primary schools do not have any male teachers on their staff …

Same problem as Canada, but a different reason is given:

One survey shows that university graduates who are qualified teachers are more interested in working in secondary schools, which is one reason for the imbalance. Another reason is that male teachers apparently often change jobs.

As a male 4th Grade teacher, I know from experience how outnumbered we are in Australia as well.  I was one of very few males at University and our school currently has only one other male teacher (a part-time sport teacher).  In fact, since it’s just the two of us, there is no male staff toilets at our school.  Instead, we have to use the disabled toilets!  To make matters worse, our Principal invites the school accountant and bus driver to take part in the staff photo to make it look like there is more male staff members.

I never wanted to teach secondary school because I wanted to spend a large block of time with the one group instead of having multiple classes.  I feel it’s more effective in helping make a difference.  Similarly, I enjoy being able to teach a host of different subjects, rather than just one or two subject areas.

Whilst I wish I could say I’m not concerned about being accused of  … (I can’t even finish the sentence it’s so repulsive), I’d be lying to you if I said I wasn’t.  Our school features tactile female teachers who regularly hug, kiss and have students on their laps.  As kids don’t see any difference with me, they naturally, at first, try to hug me too.  But I don’t let them of course.  I explain that I don’t do hugs.  They don’t understand.  I don’t really know how to explain.

I’ve never wanted to be seen a male teacher.  Just a teacher that happens to be male.  I’ve always thought that boys don’t need ‘male’ teachers, they need ‘good’ teachers.  But just recently, I’ve noticed how much easier I cope with the troubled male students than most of the female teachers.  Maybe it’s true.  Maybe we really do desperately need more male teachers.

But is it a crisis?  Perhaps it’s for the best that there are so few male teachers.  The men I speak to about my profession show absolutely no interest in teaching.  In fact, they would probably rather undergo root canal than teach a class.  If males tend not to show an interest in teaching, could it not be a good thing that they have chosen a different path in life?

What do you think?  If you are a male elementary teacher, why did you choose to be one?

My Students Write Like Doctors

December 7, 2010


And it’s all my fault!  I wouldn’t know the first thing about teaching handwriting.  Whatever I learnt as a kid, I have over time replaced with a legible but decidedly mediocre blend of joined and block writing.  I wasn’t trained how to teach handwriting because my University didn’t think it was important.  The new Australian Curriculum has decided to make handwriting a priority (but cannot decide on what style of script to adopt).  I wouldn’t know where to start teaching handwriting.  Heck, I’ll need to learn it myself.

As a result, my students’ handwriting is shabby.  I’m supposed to be giving out pen licenses next year, but at this rate, my ten-year old students are more likely to get their drivers licenses first.

I recently read and article with a quote condemning the lack of formal handwriting teaching in classrooms.

Have you noticed the decline in handwriting? I recently gave a birthday gift to a 13-year-old boy, and got back a thank-you note written in chicken scratches. He had attended the public schools of an affluent suburban community.

I’ve seen handwriting books around the school which basically get kids to copy a given letter multiple time all the way down the page.  It looks so boring.  How do I go about teaching a skill which seems so mundane when I am trying to engage the students and make them excited by learning?

I’m interested in your experiences in teaching handwriting?  Do you teach handwriting?  How do the students respond?

Sometimes Reports Into Education = Good Toilet Paper

December 5, 2010

I am sick of these “doom and gloom” reports into education that pretend to represent children from disadvantaged backgrounds, but instead put them down with cold disregard.

There is no better recent example of this than a  report, entitled “The Foundation Years: Preventing Poor Children Becoming Poor Adults,” by Labour MP and new “Poverty Czar” Frank Field.  According to the report, success in life is determined by the age of 5.  Beyond the age of 5, kids don’t have much say in whether or not they will make a success out of life.

By the age of five, a huge gulf already exists between the abilities of pupils from comfortable and disadvantaged backgrounds.

Research shows “we can predict at three and at five who will be unemployed, who will struggle to get a low paid job,” Mr Field said to the BBC.

Sally Copley, UK head of policy for Save the Children, said it should not have to be a choice between improving services and boosting the income of the worst-off families.  “By the time many children walk through the school gates for the first time, it’s too late for them.”

I don’t know where to start.  Perhaps by making some points on the term “success”.

1.  Mr Field defines success by how much a person earns (as well as whether or not they have employments at all).  In my view, a persons earnings, whilst not irrelevant, is not a complete reflection of a persons success.  Are they good people?  Do they follow the laws of society?  Are they good parents?  Do they treat others fairly?  Do they have integrity?  Using this criteria, lowly paid people can be far more ‘successful” than wealthy people.

2.  This leads me to an important gripe I have with the messages society seems to proliferate.  What job we do has no bearing on a persons success.  A taxi cab driver might not sound like a successful profession on face value.  But that same taxi driver has a crucial role to play.  They help the disabled and the aged, are crucial in keeping intoxicated people off the roads and protect vulnerable people from walking the streets and taking the trains late at night.  A house painter may seem like an ordinary profession, but have you ever looked at the difference a bright, well-painted room makes to a persons mood and outlook?  All jobs have a critical role to play in making life more enjoyable regardless of the pay involved.

3.  As a teacher, I don’t spend any time looking into the socio-economic background of my students.  I also don’t tend to get obsessed over rating the parents.  I feel very confident in my ability to assist all types of students from all types of backgrounds in becoming successful citizens and productive members of society.  I feel that my students have the potential to become every bit as successful as Mr. Field himself!  Mr. Field should not confuse, as he seems to be doing, the quality of a childs academic achievements with the quality of parenting that child is receiving.  There are many parents who aren’t able to spend sufficient time helping their kids with their schoolwork because they are working long hours to simply put food on the table.  In today’s world, we have to appreciate that all too many parents sacrifice what others take for granted for nothing more than to provide for their families.

What Mr. Field has done, for all his good intentions, is needlessly narrow the definition of success, outrage taxpayers for funding students when “it’s too late for them” anyway and provide an extraordinarily negative message to people from low socio-economic backgrounds.

Mr. Field, thank you.  This world can never have enough toilet paper!

Cyber Culture and Our Kids

December 3, 2010

I recently attended a Professional Development session on cyber culture.  The survey conducted by AISV interviewed thousands of kids from Grade 4 to Year 8 and collected information about their internet habits.  Some of the interesting findings included:

  • 1 in 5 year 5/6’s don’t consult parents about their internet activity.
  • 15% of year 5’s and 20% of year 6’s have internet access in their bedrooms.
  • Half the respondents claim they don’t have parent imposed internet rules.
  • 30% of respondents know ways in which to circumvent parental controls such as bypassing net filters and minimising pages when parents approach.
  • 40% of respondents name their school or city on social media sites such as Facebook.
  • 84% use chat rooms on a daily basis.
  • Approx. 3/4 don’t use privacy function on their social media pages.

I found some of these stats quite confronting.  Internet safety along with cyber bullying are big issues that educators must take extremely seriously.

I’d love to hear from teachers who have addressed issues of cybersafety in class.  What resources did you use?  How did the class respond?