So the last couple of days have been at the school and (in and around meetings for this, that and the other) making sure that the first week or two are properly planned and that I have all the important things like keys, computer login, timetable and rooms all sorted before there are a bunch of teenagers getting in the way. I’m pretty excited to get the whole adventure started, though I came home and crashed yesterday so it’s still been a pretty full-on experience. And I’m at least feeling like this way I’ll be three days ahead of my year 10s, who will have their first day at the senior campus on Monday.
That sound you can hear is of rubber gradually moving towards impacting with the road.
“This is not the end. It is not even the beginning of the end. But it is, perhaps, the end of the beginning.” – Winston Churchill
The carnival that has been the “initial intensive” is over. We are now essentially as trained as we will be for our first day of school (though there are still some pieces of assessment to complete). The last few days turned into a bit of a circus, as classes mixed with end of intensive events: the biggest of which was last night’s DEEWR function with Julia Gillard (the deputy Prime Minister).
Amongst all the fun and games that come with these kind of big-deal events for Teach for Australia have come some amazing pieces of inspirational oration. All three spoke last night, though it’s not necessarily their speeches last night that I’ll reference here.
With a name like Rufus Black, and working as the Master of Ormond College (which has a fantastically old dining hall) in conjunction with a hint of a British accent- it seems that the Hogwarts references are inevitable. But when the chairman of Teach for Australia’s board speaks, you want to listen.
Rev. Black’s speech at our welcoming dinner has absolutely set the tone for the entire intensive experience: but more than that, has been an ongoing reference point throughout the entire time. While his story is certainly not mine to tell, the incredible roads he’s travelled and the obstacles he has overcome to eventually study my all-time dream course: ethics and theology at Oxford via a Rhodes scholarship – and the direct way he could relate that back to the belief and the commitment of his schoolteachers has almost haunted each of the associates.
Melodie Potts Rosevear
While Rev. Black’s subtle accent does wonders for the English language flowing from his lips: our CEO and fearless (I’m quite sure literally) leader delivers beautiful words despite having to overcome the obstacle of a (not especially subtle) South Carolina accent. Melodie has however, been an incredibly inspirational person for each of us. Melodie introduced us to the most beautiful concept to describe the noble cause we have signed up for -that freedom is the right to live a life that one has reason to value (from Amartya Sen).
Perhaps even more stirring though has been Melodie’s absolute determination that the state of educational disadvantage in Australia is not only unacceptable, but that it is a problem to which there are solutions. Regardless of whether you agree with her methods (and if you do disagree – you’re wrong :)), her stubborn pursuit of change in an area that hasn’t seen a lot of change in a long time comes out in almost any conversation.
Politicians are infamous the world over for being sneaky, slimy, self-aggrandizing and stuck up. But in our brief interactions with the Deputy PM, I was very pleasantly surprised. Julia dropped in yesterday to meet the associates, and to get a feel for how the experience had been (naturally with reporters in tow), before speaking at the function later last night. I think that the consensus across the room was that we heard someone speaking from a place of deep conviction: especially as she told of speaking with Teach for America alumni and Washington DC school chancellor Michelle Rhee. From the transcript:
She told of a discussion she had with a principal of a school in Washington which had been shown through testing to have fallen radically behind educational benchmarks and well behind the results being achieved in schools teaching similar children.
When she asked the principal for his analysis of what he thought should be done to lift standards, he initially struggled to offer a view and simply maintained that really everything was fine.
Finally, somewhat frustrated, Michelle Rhee said to him, ‘would you send your grandchild to this school?’
To which he replied ‘Well, if that’s the standard.’
It’s a great question. Would you send your child, your grandchild, your brother or sister, your niece or nephew to this school?
That’s the standard I want to be the Australian standard.
Teach for Australia aims at that standard and, in doing so, creates opportunities for change.
Speeches are of themselves, essentially meaningless. But when, as I’m going to go so far as to say for Rufus, Melodie and Julia, they are backed with compelling actions a speech instead becomes a powerful rallying call – and I am sure that I have become more determined to commit my professional life to confronting educational disadvantage because of the words of these three.
Don’t know how many of the fellow associates who were in the tutorial the other day will actually find this, but the conversation came up about finding useful pictures and graphs for demonstrating how to read graphs, etc to students. You might want to be a bit careful about some of these, because some of them are a little bit looser than others on the conventions of graph writing, and the majority of the sites flit between being “acceptable” for the classroom and decidedly unacceptable, so I’d also be careful of not recommending too many of these sites to your students.
With the disclaimers out of the way though: here’s some of the best places I’ve found:
Be very careful not to recommend this one to your students, but it’s got some fantastic stuff mixed in with some very very nerdy stuff and some jokes that are downright crass. Don’t worry if you don’t understand lots of the jokes there: it just means you have a life.
This is a much safer site to recommend: though at times it can get slightly political (can’t we all), Information is Beautiful has an incredible collection of infographics which can communicate complex information usually in simple, easy to understand ways. My wife is a graphic designer and she is in love with this site.
This is a much less definitive recommendation: graphjam’s stuff is all about user-contribution so the quality varies from putrid to fantastic. But if you do manage to get a hold of the good ones, they are usually pretty cool/funny. The whole thing is graphs and Venn diagrams, so you should at least be able to find something useful if you look long enough. They’re certainly not as pretty though.
Fascinating discussion over at “Dangerously Irrelevant”, in the context of a discussion with a Biology teacher about whether students needed to memorise the parts of a neuron. From the post:
“In an era of near-instant Internet search, it’s possible that knowing the parts of a neuron isn’t really that important. For example, if I don’t know what the parts of a neuron are, I probably can find a couple dozen images of neurons – with parts labeled – in about 5 seconds using an online image search engine. It seems to me that what’s more important is generally knowing what neurons are, how they work, why I should care about them, how they impact my health and well-being, how current cutting-edge neurological research may impact me in the future, and so on.
Will I need to learn the parts of a neuron in the short term so that I can understand these bigger issues? Yes, most likely. Six weeks from now, will it be important if I still remember the parts of a neuron? Probably not, because I always can look it up again. But the bigger-picture understandings about neurons and how they impact me? That’s what I need to remember six weeks from now – and six years from now. That’s the stuff that’s important. Assess on what’s important.”
This ties in with some of the things that have frustrated me already, specifically in the IT curriculum: from University down. With fact-based information being so readily available – what could the point be in me requiring students to recite facts back on their assessment? And information accessibility is only going to improve: where does that leave educators? Asking the bigger questions, or refusing to take the outside world seriously.
One of the commenters on the post thought that this video was relevant: hard to argue.
This is why I want to be a teacher. Not because of the words Dave Eggers says here, nor the specifics of what he’s doing here. But because I want to be a part of this dream. And I believe that education does create happy families, for a happy community for a happier world. But please, don’t listen to me – watch what is going on here.
… our previously unmotivated associate IT teacher did receive a call from a damsel in distress (who the teacher would like to point out was not as beautiful as his wife, but still a lovely person) and our hero did rescue the poor damsel’s essay which had been lost in the dark and murky marsh of the dragon Internet Explorer’s Temporary Internet Files. The damsel did rejoice at the return of her poor, lost essay and there was much rejoicing in the village of University College. With that our hero was rejuvenated, and reminded that in his hands lay the opportunity to raise the next generation of heroes: for who else would recover lost emails, download codecs and slay the Internet Explorer dragon once and for all if not for his IT students?
I must admit that my “Teacher Man” posts have been somewhat absent since the start of the new year. We’re now into Week 5 of a 6 week intensive, so it would be fair to say that the assessment end of the intensive is well and truly upon us, and in many ways my time is now taken up with either working on assessment pieces or procrastinating from assessment pieces. Have enjoyed my latest essay (though found the limitations of the word count deeply frustrating) around learning theory and applying that to our specific classroom contexts. I’ve definitely become a fan of developmental psychologist Jerome Bruner: but feel certain that I will have underwhelmingly attempted to fit the relevant parts of his work into my 150 word summation. Bah – what can you do?
One of the struggles at the moment has been in working through the idea of becoming a specialist IT teacher, and the inherent limitations held within that. IT feels like it’s not always taken seriously in schools, and while everything in me would love to flare up and spoil for a fight when that happens, I have depressingly found myself agreeing with those who would relegate IT to being a niche subject.
The frustration stems from the deeply held belief that the majority of content studied in IT classes (before VCE at least) is content that really ought to be embedded in the curriculum of other subjects. Why would you learn about word-processing outside of the subject dedicated to words, or perform calculations in spreadsheets outside of the context of being interested in what the calculations produce? In the long term, I cannot see any reason why Information Technology should be taught in secondary schools other than to specifically teach “Computer Science” type subject matter (programming, database design, etc.) Even the business focussed IT applications subject being offered at VCE level should probably be swallowed by subjects like Business Management and Accounting.
Now the realist in me says that teachers generally have nowhere near the skills to make the curriculum genuinely cater for the technological aspects of their subjects, and who knows if they ever will. It’s just a bit tough to get excited about working towards being a great IT teacher when I’m not certain that “IT Teaching” as a profession will see out another decade. Ah well, I guess I”ll just have to become an impressive generalist.