‘Caring, compassion and humour’ – the 5energies way!

Alex and I have been so fortunate over the past month. During the school term break, we facilitated the training of another five teachers and a speech pathologist who are engaging with our 5energies vision of helping children with learning delays. These astute and intelligent women put in a tiring but highly rewarding three days of basic training, but as with any excellent training, Alex and I also engaged in our own learning journey too, learning as much from the participants as I think they learned from us. These newly trained 5energies people have already returned to their workplaces and the stories that we are already hearing about their successes is phenomenal.

Four of the teachers have engaged immediately in screening in their school, along with a previously trained facilitator, and with a limited amount of assistance from Mel, our talented Occupational Therapist, Alex, our brilliant Speech Pathologist and me, they have successfully discovered the capabilities of some 88 children. We had a planning day today where they are catering intrinisically for the individual needs of these children, and have planned a targeted, focussed program for the majority of these learner, to be implemented over the next term. Congratulations to all of these teachers for their willingness to engage in the process, their high expertise and their sense of humour!

Another facilitator in a different school reported that her school too is doing very well, and providing targeted programs of intervention, and that three words in particular sum up the parent comments about 5energies: caring and compassion with a sense of humour. What a lovely comment to receive.

Welcome to a new 5energies Team Member!

hi everyone,

One of our team members Anne – Maree, had a baby boy a couple of weeks ago, so we offer congratulations to Anne-Maree, Patrick and their daughter Alannah, on the safe and healthy birth of their ‘little prince’ (who, at 3.6 kg, was a very healthy weight!!). We hope to go and see the new addition to our extended 5energies family sometime this week.  Welcome to the world, little man.

Many of you might not know that Anne-Maree is our technical guru, and has volunteered her services in the development of our promotional DVD, and in a major project that we have underway, to tell the stories of our ‘In the Garden’ series of books. We at 5energies are so exceptionally blessed with the people who assist us in so many ways – and Anne-Maree’s skills are so extensive, and we so appreciate what she does for us. 

we also have so many other team members who assist us, and we would like to thank some of them for their contributions as well. Sarah Amies, our talented author, wrote the ‘In the Garden’ stories, Von edited and desktop published them in preparation for printing and Patrick has kindly volunteered to use his skills as actor and raconteur to tell the stories in a variety of ways. A package, with hard-copy stories, DVD of the story told in several different ways for different levels of learners will also be accompanied by lesson notes for teacher use in the classroom as well as some fabulous songs and music, to go with each of the animals. The very talented Angie and Tina are helping us to get that aspect underway – wait till you see Patrick in action, and the songs created by Angie and Tina!  Graeme, our IT guru, is also hard at work streamlining the FILTA, and getting it to a computerised state of being: wait till you see how easy it is to use then!

So, thank you to everyone who is working so hard on our behalf, and another welcome to the newest 5energies team member!

***  Keep posted for launch date of the In the Garden package! The dates will be on our calendar.

Fantastic Oral Language PD

What a brilliant time we had on Wednesday night! it was a three hour Oral Language workshop, and thanks must go to the teachers involved for giving up their time after hours for professional learning. The photos shows Alexandra sharing ‘critters’ from our box of stuffed animals (frill neck lizard, snake, spiders, etc), in readiness for creating an oral story, and making the leap to writing, and how that oral story changes.

There was lots of laughter, lots of fun, and it was lovely to meet teachers from two more schools. We will be putting up the schedule of workshops for term 4 very shortly so if you are interested in any of these, please check the calendar.

51,360 Children Need Help

According to the Australian Bureau of Statistics (4221.0 Schools Australia, 2007) results there are some 428074 primary aged students in Queensland. The news reports from yesterday indicated that approximately 12% of those students did not achieve benchmark in literacy and numeracy. While the testing occurs in selected grades, it is safe to assume that in between the testing grades, those students are likely to be experiencing ongoing learning difficulties. To put a face to those students, that 12% who were BELOW the benchmark equates to some 51360 young people who are struggling with their learning.  

Unless there is investigation into why these children are not able to access the curriculum, unless there is some in-depth knowledge about the factors underpinning their learning capabilities, it is going to be difficult for these children to become functionally literate and numerate, even if offered the $750 per student in additional tutoring. It isn’t just five or ten children; it is 51360 children, and their lives being affected… Some of these children will be identified as children with learning disabilities, but the bulk of them are children of normal cognitive and operational function who are trying exceptionally hard to achieve. It seems completely logical to 5energies staff that the focus – politically and educationally - should be to identify these children early, early, early and to do that by screening each child in the key areas underpinning learning from a developmental perspective.  The relatively small amount of money poured into finding out WHY they are unable to access learning in the same way as their peers, and then into intervention programs that actually assist them long -term, seems a good investment in the future of Australia.

How can we help these 51360 children further? Who do we need to contact politically to ensure these children have both advocates and a ‘voice’ in demanding a change of focus, funding and assistance?

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.

« Previous Page — Next Page »