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Keep Your Chin Up

11/25/2016

It is the end of the year. Exhaustion hits as we deal with the never ending piles of marking, the ongoing report writing and reflect on the year that has been. So I thought it was the perfect time to say, keep your chin up.

Dear Teacher,

I saw you,
Buried in your marking,
Red pen determinately scrawling feedback,
Shoulders tensed like a frayed rope in a game of tug of war,
Eyes trying desperately to stop the dam wall breaking,
I saw you.

I heard you,
You said it isn’t fair,
Not today, Why me?
Don’t they get it?
Tired words,
Sparks igniting flames,
Generating fires of destruction,
I heard you.

I felt you,
Your exhaustion was palpable,
Your eyes were heavy,
A solider ready to lay down your weapon,
Admit defeat,
I felt you.

And I just wanted to say….
Keep your chin up.

You can win that game of tug of war,
Extinguish the fire,
Fight that ongoing battle,
Because you are a teacher,
And teachers can do anything.

Your students need you,
Their parents need you,
Your colleagues need you.
I need you.

Each challenge you face gives me the courage to move forward too,
Each fire that you douse revitalises our positivity in each other,
Each battle you win reassures me that the fight is worth it.

Keep your chin up,
Because when your chin is up,
you can see the joy.

Image by Ben White. Sourced from Unsplash.

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Teaching From The Trenches

11/12/2016

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I stood a little distance away. I was feeling quite overwhelmed by the experience and I needed my own space for a moment. As I scanned the field my eyes fell on the history teacher and the girls that trailed behind. The history teacher, a passionate and knowledgable colleague of mine, was profoundly rooted in the moment. As she stood in the trenches 50 metres away from the German Front Line she was giving the best history lesson of her life. The students that were travelling with us hung off every word she said. She leaned in against the grassy mound showing them how the soldiers would position themselves for battle. Young men not much older then them preparing to die.

The Battle of Fromelles took place in 1916. On the first day of battle there was over 60,000 casualties. If you read this in a text book you might say ‘Gee that is a lot’, but as you drive past cemetery after cemetery you realise what 60,000 actually means. We stopped at the Australian Mass Grave at Phesant Wood where we located the grave of the Great Uncle of one of our students. We prayed in this cemetery holding a small ceremony for those that gave their lives for our country. Each student and teacher found a gravestone to place a poppy and an Australian flag. We will all remember those soldiers names for as long as we lived.

Fast forward a few days…

The language school was in Rouen just past the dungeon where Joan of Arc was held captive. We stopped for some eclairs. The girls ordered in French as we gaped at the vibrant colours filling the glass cabinet before us. They were crunchy, creamy and delicious. I walked the girls to the language school waving goodbye as they entered the large red doors to begin their lessons. I had some time before I had to meet the art students so I wandered down to the Joan of Arc Cathedral and stood in the place she was said to have been burnt at the stake. The enormity of the history within this medieval town left me breathless. Realising I had lost track of time I power-walked to the Rouen Cathedral entering the building directly opposite. The art students were just finishing their life drawings and were ready to show the history students and teachers their art from the last two days. I looked out the window of the studio at the cathedral. This is where Monet stood and painted and here my students were having the same experience. After admiring their works, I returned to the language school to check on the others during their lunch break. They were cooking crepes with students from Belgium as they conversed in French. The smile on their faces said it all.

The clouds drifted over a blue sky creating the perfect backdrop for the small little cottage in our view. The garden was pulsing with life. Sunflowers rose above my head, bumble bees buzzed between the many blossoms and the stream gently trickled by. We sat on wooden benches and took out our watercolours and visual arts diaries. This was my first ever watercolour and I was going to get it right! The art students gave me advice noting techniques and brush strokes. The joy in that moment was palpable. Painting in Monet’s Garden is an experience I will never forget.

We travelled from Sydney to France with fifteen art, language and history students from year 10 and 11 and three teachers. Over 14 days we travelled to the Somme, the Western Front of Ypres in Belgium, Rouen, to the site of the D-Day landings in Normandy, Bayeux, and finished off in Paris. As I took in the twinkling lights of Paris from the top of the Eiffel Tower I was struck by all I had learnt over the previous two weeks. I know the girls we had travelled with had learnt a great deal too. For many of them it was their first time overseas or even away from their parents for such a long time.

We as educators need to create as many of these opportunities for our students as we can.
We need to advocate for these types of experiences because they are invaluable.
You cannot learn what we learnt about Australian History from a textbook.
You cannot learn what we learnt about art from a the internet.
You cannot master a language like our students did in a classroom.
I know overseas trips are not always possible, but sometimes it is as simple as walking out the school gate. Don’t let the walls of your classroom define the space in which your teach. Define your own space and create your own experiences… because experience is the most powerful pedagogy there is.

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Supporting A Child Through A HSC Major Work

11/7/2016

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A major work can be challenging for both students and their parents. Parents may feel that they do not have the content knowledge or skill to fully understand the project or support their child. However, parents can play an important role in the development of the major work and are vital to a child’s success. Parents can support their child in the following ways:

Understand what is being asked of them - Each major work has set requirements and a marking criteria. Ask your child to share this information with you. Alternatively, you can access the criteria from the Board of Studies Website. This information is generally available in the Assessment and Reporting documentation. (See links provided below.) Speak to your child about what is required and help them develop a written plan of attack or a to-do checklist.

Provide them with opportunities for creative inspiration - Each major work challenges students to think creatively and critically. However, creative inspiration and ideas are not easy to come by and can be difficult to muster particularly in times of stress. Take your child to the theatre, an art gallery, a concert, museum or even on a simple bush walk. This will trigger new ideas and refresh the brain for creative inspiration.

Help them create a project work area - Ideally it would be great if your child had a designated space in which they could work and leave their project. If the work is consistently laid out students will be more inclined to stop and ponder as they walk by. A designated space can also save time particularly in the design process. You could even encourage your child to create a vision board full of visual ideas and inspiration to hang in this space.

Speak to them about their work - Show an interest and encourage them to share their ideas with you. Ask them questions about their work to stimulate their thought process. If you see a problem with their plan provide them with critical feedback…. but approach it gently!!! Using the phrases “I like” and “I wonder” can be a subtle way to affirm their work and give suggestions. Eg. I like how you have used texture in this design. However, I wonder if the colours you have chosen could be more vibrant. Many major works include a portfolio or logbook. If they are willing, ask them to share it with you. Reading their portfolio or logbook could give you some great starting points for discussion

Encourage them to set time aside during the week to work on their project without interruptions - Help them find a set time where they can work uninterrupted each week for an hour or two on their project. Having a large block of time to really immerse themselves in the process is important if they are to make adequate progress. If possible, ensure this time is uninterrupted by occupying siblings or reducing noise in the house.

Love them - Most importantly they need you to love them through the process. They will get stressed, they will get tired and they will want to give up. In these moments reassure them that you love them no matter what. Make them a cup of tea, bake them brownies, give them a pep talk, generate laughter in the house, watch a movie together and most importantly forgive them when they take their stress out on you
…because in the end their mark doesn’t matter, they do.

Links
Design and Technology
- https://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/design-technology-assessment-reporting.pdf
Drama
- http://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/drama-assessment-reporting.pdf
Music 1
- https://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/music-1-assessment-reporting.pdf
Music 2
- https://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/music-2-assessment-reporting.pdf
Society and Culture
-http://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/society-culture-assessment-reporting-2014.pdf
Visual Art
- http://www.boardofstudies.nsw.edu.au/syllabus_hsc/pdf_doc/visual-arts-assessment-reporting.pdf

Image by Tim Arterbury, Sourced from Unsplash.

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Keep Your Chin Up

Teaching From The Trenches

Supporting A Child Through A HSC Major Work

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Keep Your Chin Up

Teaching From The Trenches

Supporting A﻿ Child Through A HSC Major Work

Author

Archives

Categories

Supporting A Child Through A HSC Major Work