Grieving quietly…

As I write this post, I am grieving quietly… I have listened this week to the political announcements about schools, teachers and teaching, and have been grieving for my profession. Along with so many in teaching, I have given my life to education. The majority of teachers are committed, genuine, hardworking, thoughtful, reflective and determined professionals. This week I waited in vain for a genuine acknowledgement of these teachers and the difficult role they play in today’s society.

I fear that this grand policy, announced with much gusto and fanfare, will serve to alienate good teachers further. I am also perturbed about how easy it is to kill the messengers – for it is teachers and school staff who honestly facilitate the testing regime and originally had great faith in its ability to identify the children who needed genuine help to achieve functional literacy and numeracy. Have teachers been sacrificed at the alter of political convenience?

I fear this is the year that the use of benchmark results has taken on a life of its own. What was originally touted as a ’snapshot’ of student abilities will be the future standard for principal and teacher sackings and for comparisons between schools (a process similar to comparing chalk and cheese). Someone please correct me if I am wrong in my interpretation. Will this year also go down in history as the start of a mass exodus of teachers who have submitted to the imposition of arbitrary guidelines judging their quality - yet industrially are amongst the lowest paid of professionals, are still battling for simple things like permanency of employment and all the rights inherent in that status, and are stil responsible for fundraising in fetes and cake stalls for essential equipment for their schools…

I acknowledge that there are an increasing number of children failing to achieve minmal literacy and numeracy benchmark standards. At a conservative estimate of 15% of children in any school – but estimated by many teachers to be as high as 65% in some schools - 77000 children is a significant statistical figure who are failing to learn, and therefore failing to achieve the minimal level (benchmark) of literacy and numeracy acquisition… And let’s not mince words here: right now, today, there are at least 77000 reasons why the Federal government feels they need to take this action.  

But where are the analyses of every single one of those children as to WHY they are failing? Where are the interviews with parents about what they know about their child and his/her learning potential and struggles? Where are the health (physical, mental and emotional), eye-sight and hearing tests of these children? Where are the assessments by the occupational therapist (gross and fine motor skills, visual perception and processing, crossing mid-line, etc) and speech pathologist (receptive and expressive language, phonological awareness, auditory processing and perceptual skills, etc)?  Where is the teacher notation about the child’s first language of home and community, the child’s previous learning history and potential for achievement of functional literacy and numeracy in English? Where are the social workers’ comments about the family, and its potential to support a child to achieve literacy and numeracy? All far too hard…

An analysis of the testing regime itself might have been appropriate to gauge if the guidelines, content, administration and analytical processes are just, fair, valid, appropriate and adequate. Does a quantitative process adequately explain the qualitative nature of schools, teaching and learning? Are 77000 children the direct result of inadequate, faulty and poor teaching and inept teachers?

We spend a lot of time at 5energies building up a picture of each child, long before the test takes place: the earlier the better. We look at ten domains (on a fifty point scale) to see why a child cannot access learning and we work darned hard to ensure that teachers, those in the front-line, have this information for themselves. It really need not be that hard, to find ways to upskill teachers and make sure they have the evidence to show improvements, and the strategies to cater for the genuine needs of each child.

Is it only me who was so saddened this week?

What makes a ‘Quality Teacher’?

Today I happened to be listening to Question Time in Parliament, and was intrigued by the concept of ‘quality teachers’. There would be few who would dispute the need for quality teachers: there is so much reseach which shows that quality teachers and teaching / learning programs contribute integrally to the success of children in classrooms. This is also the year of the ‘education revolution’ and it is long overdue for children with learning delays.

What makes a quality teacher?  Is ‘quality’ about professional application of practical skills, classroom and behaviour management, high-level understanding of curriculum or interpersonal and communication skills? Is it about the curious and seeking teacher, the one who continually updates knowledge and skills or the teacher who collaborates with others to find workable solutions to assist children to learn? I have been fortunate in that most teachers of my acquaintance are dedicated, committed individuals who would do somersaults if it meant that it would help children to learn, but is that enough in today’s world? What do you view as an essential characteristic of the ‘quality teacher’?

*** 5energies Basic Training (three days of professional learning about our integrated framework of screening, assessemnt and strategy development will take place in September: please contact us for more information if you would like to participate in this professional learning.

Untangling the Learning Pathways PD

On Wednesday, another successful professional learning session took place! The PD on untangling the learning pathways, an exploration of the role that perceptual motor or sensory motor skill development plays in the acquisition of literacy and numeracy, was a wonderful experience (according to feedback). Again, lots of laughter and learning, lots of fabulous people, wonderful presenters and excellent food (thanks again Rochelle). Our aim with these sessions is to tap into what participants know, but to extend those understandings and share our knowledge. Alexandra (Alex) is a speech pathologist with an explicit understanding of the classroom, Lisa is teacher extraordinaire and Melinda (Mel or ‘M’), with her dual degrees in Occupational Therapy and Education, has such a unique pespective on the classroom as well. Additionally the participants of this PD were wonderful, contributing so much to the success of this interactive PD.

The picture shows one of the activities, where participants are untangling learning pathways! What can I say? If you want more information, please check the website for the next PD session!

Untangling Learning Pathways: Perceptual Motor skills

Quite a number of years ago, while team-teaching at an inner suburban school with an amazingly intuitive teacher Kate C, we had sixty five year old children between the two classes. These children were as all five years olds are: enthusiastic, full of energy, bubbly, determined and fun to teach. Kate was (and probably still is) such a great teacher that each day was an adventure for all of us. However, we were having difficulties when it came to writing, with at least half the class beginning on the right side instead of the left, with some children writing straight down the middle of the page, and some even from bottom to top. Despite the best of modelling, reminders, huge ‘X’ at the left hand side, the whole exercise was getting to the anxiety stage – for us as teachers!!

Fortunately a friend had introduced me to the joys of perceptual motor programs, and we began a fortnight of ‘right’ activities. Everything, from foot placement, to throwing activities, to dance sessions, to using musical instruments, everything began with the right hand or foot. Within a fortnight, every single child knew immediately what we were talking about if we said to find the right hand, foot or side of the body. Seems too logical doesn’t it? Sometimes the best journeys begin with a magical ‘aha!’ moment, don’t they?

Long story short, we then took a look at other areas, and began a structured perceptual motor program for every child in that dual class – and the results were astonishing. By the end of the year, there were few children wtih learning difficulties, and if they were still identifiable, and had been referred to professionals for specialist attention, they were deemed as very minor delays, and to continue our program of assessment, focussed activities and extension in a remarkably fun environment.

*** Please note: Our introduction to ‘Untanging the Learning Pathways: Perceptual Motor Skills’ is taking bookings now. At 5energies, we are all converts to the importance of finding out what each child’s learning pathways are doing from a sensory perspective: if you want an excellent introduction, please give us a ring to book in for this workshop.

Fantastic Workshop!

What a fantastic evening! Last Wednesday nine teachers, parents and learning support assistants from a variety of schools joined Alex and Lisa for a professional learning evening devoted to sounds, syllables and spelling. There was much enthusiasm, laughter and deep and meaningful ‘AHA! ‘ moments. The main outcome of the evening was a greater understanding of how to help children who require assistance with phonological awareness, and their understanding and use of spelling rules. It was just such a fantastic evening for parents, teachers and learning support assistants who all worked together so well.

We are so fortunate in the calibre of the people who facilitated the PD as well. Alex is a very experienced Speech Pathologist, with a passion for assisting children, and sometimes we, as teachers, overlook how much speech pathology can offer educators! Lisa, who also presented, is one of the most knowledgeable teachers around, in terms of her professional approach, and developing effective strategies and programs for children with learning delays. Thanks also to Rochelle. Her professional support and her wonderful catering contributed immensely to the success of the workshop. What a fabulous evening of learning, laughter and fun!

*** Come and join the next workshop on perceptual motor development with Alex, Melinda (another super star with dual degrees in education and occupational therapy) and Lisa. The three day workshop covering the ten domains underpinning learning and use of the FILTA has been scheduled for September 2008 and January, 2009. We look forward to your joining us for more fun-filled and interactive workshops!

Teachers Work Hard

Term 3 has started and during the same shopping trip (see Parents are such clever people), I met up with a teacher friend of mine. Helen is a very enthusiastic teacher with a year 3 / 4 at a busy urban school.

She spent most of the recent term break preparing for this term, getting on top of her programming, planning and resource selection. She also spent a bit of time playing with her furniture: she painted a book shelf, shifted her student desks around, cleaned up her own desk and updated her student records. Helen runs the most amazing programs, ones that are so interactive and hands-on, and as any teacher knows, to run such a program takes a high level of dedication, skill and energy.

This term the school has a major birthday celebration happening, so every class is contributing to both a major assembly / Celebration Performance, but also contributing to the community dinner that will take place after the performance. Busy? Oh heck, yes. Teachers work so hard.

Please feel free to contribute your own examples of the ways your favourite teachers work hard.

Welcome to Term 3!

Ahhhh, term 3. I love term 3.

Term 1 is the term where you get to know the children in your class, and see who works well with whom. Term 2 is the term where you really get engaged in good teaching and learning programs – but it has so many holidays to interrupt the schedule. Term 3? Well, by now, most teachers know who is struggling and who is sailing, and the program gets fine-tuned so much more effectively.

This is the term where referrals happen for those children who are struggling. Most schools have a list of screening and testing tools which offer snapshots of information, but many are not for classroom teachers to use: these are the assessments which guidance officers, speech pathologists or occupational therapists use. There really are limited screening tools which offer value for the time investment within a classroom. It has always been the belief of 5energies© that well-informed teachers are effective teachers and we offer a three day-training program which includes use of our teacher–friendly FILTA© (5energies© Integrated Learning Tool of Australia).

What does the FILTA© do? It gives integrated base-line information about a child across ten key learning domains, such as visual and auditory perception, fine and gross motor skills and receptive and expressive language. It also gives direct information to the teacher about areas of delay for each child, and opportunities to build in skill development sessions to engage and assist those children. Our recent cohort studies (screening of 60 new Prep students starting school) at the beginning of Term 1 raised some interesting results, which have allowed the two schools involved to really fine-tune programs and cater for these students.

The learning community is such a unique one. Teachers give so much of themselves, but operating from a position of greater knowledge is very satisfying. 5energies© will be running FILTA© training in the next mid-term break. Please give us a ring for more information and welcome to term 3. May it be a satisfying term for teachers and their students everywhere.

Welcome to 5energies!

Oh my goodness, here we go… The first-ever 5energies© blog. So, take a deep breath, slow down, and pick the most important thing to talk about.

Let’s start with children.

In Australia today, there are many children struggling to learn. According to the Australian Bureau of Statistics, in 2007, there were 1, 969, 303 primary aged children within Australia. At a rough estimate, within each school, there are likely to be a minimum of 15% of children who are struggling to learn. These children may have learning delays in visual or auditory discrimination or processing, for example, or have delayed receptive or expressive language skills. Perhaps their fine motor skills are preventing them from the full range of manipulative skills required for concrete learning in the early stages of schooling.

For whatever reason, that 15% of children with learning challenges translates to an astonishing 295, 395 primary school children across this country who may – or may not – achieve functional literacy and numeracy skills as they struggle to make sense of daily school routines, tasks and ways of operating that their peers take for granted. These children usually have normal cognitive function, so it is not that they don’t WANT to learn – they often have delays in one or more of the ten key domains that underpin learning and learning just does not come together easily for these children.

This is why we love helping these children. We welcome the opportunity to introduce them to the best team in the country, a team that consists of an experienced speech pathologist, occupational therapist, educational psychologist and senior educators. Our mission is to screen them across ten key domains, and find out exactly why they are not learning. We so enjoy seeing the looks of satisfaction on children’s faces when they succeed and develop strategies to help them make sense of their world. We relish the chance to share information with parents in workshops where we explain the activities and model them for parents to use at home. Our vision is to share our approach further, extending the number of schools who have already attended the three-day professional development, and are now working in an integrated 5energies© way.

So welcome to 5energies©. While there is lots of information on the website itself, this blog will be where we can discuss issues of importance as we value the children in our midst, and value the opportunities to create new beginnings, new partnerships and new synergies, as we help our children to learn.

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