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Something to think about Ruairi Quinn (Part 3)

January 26th, 2012 rozz
Ruairi-Quinn-390x285

The final part of my letter to Ruairi Quinn…

Has there been any mention of learning here? Of children? Of humans? Basic human rights to respect and consideration.

This is a country we should not be following or looking to. In Ireland, we have a basis of trust, consideration and respect for teachers in Ireland. Perhaps, some of the media do not show this but parents  know it isn’t an easy job. Children learn from an holistic and child centred curriculum. They enjoy their time in primary school. They learn how to learn and they want to learn for the rest of their lives. That’s what schooling should be about.

I spoke briefly with a English teacher at the conference who had left her profession a few years ago and set up her own consultancy firm with the aim of helping and supporting teachers. I asked her about what stresses teachers were under and what she would advise to the Irish Education Minister to avoid going down the road the UK had gone.

She said that the Irish government should outline their long term vision for education. What does education want for our future citizens?

She then advised the Irish government to stick to this long term plan, not to be swayed by knee jerk reactions to issues.

They should  avoid making reactionary policies and initiatives. They should outline their long term vision and then base the policies on them.

I agree with her. I watched a talk you gave to the Dail a few months ago. There happened to be a group of children visiting that day and you addressed them. I felt moved by your speech. This to me should be your vision. You spoke of real learning, critical thinking and collaboration as learning focus. You spoke of moving away from the awful points led focus on learning things off by heart and spewing them onto a page. You vowed to end this.

Your recent circular on literacy and numeracy could have the potential of beginning an awful descent into the hell the teachers and pupils in the UK are going through at present. You have asked that schools submit the standardised results to the DES. Why? You have mentioned disciplinary procedures and the role of the principal. But, why?

How do these circulars link with your long term vision for education?

What are your hopes for education for our country?

My hope is that it remains on a  child centred education one not assessment obsessed one.

One in which principals can focus on a professional development and appraisal system for teachers that prides humans, trust and support and not mistrust, revenge and anger.

An education system that doe not look to following other countries hideous education systems.

An Ireland that can do something different, that can open up the debate on where we want to go as a nation. We could become the country other countries want to replicate throughout the world.

Finally, we need listen to the teachers. We want to a great job. We want the best for our students. We know that there is no money in this country but these hopes don’t cost money. They use imagination, human respect and discussion.

Are you willing to open up the discussion?

Thank you taking the time to read this letter. I look forward to your talk at the IPPN. Inspire us.

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Downloadable resources for World Nutella Day!

January 23rd, 2012 rozz

World Nutella day is every year on 5th Feb. Check out the website

www.nutelladay.com I’ve made some resources, activities and pictures for your staff or students!

Here we go, enjoy the choc fest!nutella day

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Something to think about Ruairi Quinn (Part 2)

January 22nd, 2012 rozz
Ruairi-Quinn-390x285

Continuing from my letter from the last day, here is part 2…

Instead, in the UK, schools are restricted by regulations, standards, targets and appraisals which are designed to give a uniform approach to learning, no matter the background of the school or child.

Their Education Secretary is Michael Gove, as I am sure you aware. On the Thursday, he announced some news about the changes he will be making. It is not quite clear why he is making these changes but what he wanted to do is very clear.

He is shortening the time that a teacher can be fired. Previously, it could take a year to eject an under performing teacher. Now, it will take 9 weeks. He will base this appraisal system on the results of the children in the SATS. He is basing this appraisal on the things he should be. Like teacher quality, professional development and reflection.

No, instead, he wants the head teacher to appraise teachers based on test results and targets set by a uniform and bland set of standards. If the teacher is unable to get the required results, they will be handed a certificate of capability and they will be let go.

This certificate of capability will be linked with the teacher’s teaching council registration and has to be handed to every future employer. This effectively means that once a teacher is let go from a school, their teaching career is over. This is a complete waste of resources and training teachers up for years. It is a complete focus on the industrial, factory management style. It also leaves the door wide open for abuse, for example, a principal who might not like the teacher or her style of teaching.

He also wants parents to be allowed into the classroom to assess teacher’s performance. This is a clear undermining of the teaching profession and one that comes under the definition of bullying at work. Imagine if a brain surgeon was being assessed under criteria by the patients brother. Imagine then if the surgeon was cautioned under this person’s assessment. Imagine if this formed part of the appraisal system. It does sound bizarre but this is exactly what Gove is looking for.

He also wants to extend the teaching day. He suggests 7:30-5:30. He suggests opening schools on a Saturday. He suggests schools being open all year around. When questioned on this, he answered that if teachers loved their job, then they should be delighted with this opportunity he was offering them. He hasn’t even considered if children would be able for this or the financial implications.

He ranted further about sorting teachers out, getting those “stressed” teachers back into work or firing them. He seemed like a very angry man intent on revenge.

Tune in in 4 days for the final part of my open letter to Ruairi Quinn. Remember, feel free to comment below.

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It’s oh so quiet..New draft document on Inspectorate handing probation to Principals

January 20th, 2012 rozz
mentoring_2

Email

I got an email today from the Teaching Council and I almost deleted it straightaway! I was glad I didn’t. Last year at the Irish Primary Principals Conference, Harold Hislop played panto bad guy with the principals. He told us that we would probate newly qualified teachers. We told him we wouldn’t. He told us we would…it just went on and on.

A year has past and all was quiet. Then, the Teaching Council slip this new draft document about teacher induction into our emails. Just in time for the Irish Primary Principals Network Conference 2012 next week! Coincidence? I think not.

CEPP

Here’s the brief.

“The Career Entry Professional Programme (CEPP) is a new programme which has been designed by the Teaching Council as being appropriate for a newly qualified teacher wishing to be fully registered. It is proposed that the CEPP will replace the current arrangements for the induction of newly qualified teachers and their probation for registration purposes.

 

“A consultation document has now been published setting out the key elements of the proposed CEPP, the proposed timeframe for completion of the programme, the key phases in the programme and the roles of the various stakeholders including newly qualified teacher, mentor, school principal, the Inspectorate, the National Induction Programme for Teachers and the Teaching Council. ”

Worth reading

So, another acronym for us.CEPP, it sounds very harsh, doesn’t it? I’ve briefly scanned through the document. It deserves further, careful reading. It is a huge document outlining the phased approach to handing over the “dipping”( or the awarding of recognition of teacher status to a newly qualified teacher or NQT) of NQTs from the inspector to the principal and a mentor. The roles are clearly outlined from exactly what the mentor will be expected to do to how the principal will sanction the new teacher. By 2016, the inspectorate will be responsible for 10% random checks of NQTs and in situations where there is a dispute between NQT and principal. Oh, dear. That is odd as there were never any disputes when an inspector probated a NQT, the inspector said yay or nay. But, usually, yay.

New ways of thinking

There are good points in this new way of thinking and leading. A principal will be able to fulfil their core function of being the leader of learning and the school. It’s a slow, phased approach with huge emphasis on training for principal, NQT and mentor. The CAPP program is not just about 1.5 days of their year, which is what the old system of the inspectorate focussed on. Instead, they build up a portfolio, receive qualifications, begin a mentoring relationship and receive feedback from their own leader within their own school context. This all behind right back in teacher training college where the portfolio is begun. This also starts to show exactly what the Teaching Council is for and where our fee goes to.

Massive mind shift

The downsides are there too-this is huge mind set shift for all parties. The mentor is required to do a massive amount of work. Principals may not be ready for this. I don’t know how teaching principals will be able to do this effectively without extra days being given, though this hasn’t been mentioned.

 

I recommend you take a read and let it sink in. We’ve got 5 years after all. That’s good change management! You can send your feedback to them after reading it here.

 

http://teaching-council.circulator.com/OpenUrl.aspx?LinkID=253802&NewsletterID=29536&SubscriberID=186878&AudienceID=8534&Version=29&SendID=74388&AddEvent=True

 

Wonder what news Ruarai Quinn will have for us next week?

 

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5 Headlines about the ESRI report on 9 year olds in primary schools

January 18th, 2012 rozz
Screen Shot 2012-01-18 at 22.24.34

The ESRI have just released a study about 9 year olds in Irish primary schools.  I thought it might be interesting to see how the main media publications covered the story.

  • RTE - A new study has found significant variations in how children spend their school day, according to the kind of school they attend. The Economic and Social Research Institute report finds that girls in single-sex primary schools spend more time on Religious Education.
  • Irish Times - Traditional teaching methods still dominate in Irish primary schools with relatively little group work or active learning, according to a new report from the Economic and Social Research Institute (ESRI)
  • Irish Examiner - Girls spend more time in school learning religion while boys focus more on history, geography and physical education, a new study has found.
  • Belfast Telegraph - Girls spend more time in school learning religion while boys focus more on history, geography and physical education, a new study has found. The report on nine-year-olds shows dramatic differences in the way children are taught depending on their gender, social background and what type of school they attend.
  • The Journal- GIRLS-ONLY primary schools spend more time teaching religion than male-only counterparts, a new study of the country’s primary schools has found.

As of today, the Irish Independent has not covered the story.  It is interesting that almost all media focused on the difference between boys’ and girls’ schools.  The report generally gives positive feedback about primary education in Ireland but there is little mention of this.  Below is a Wordle of the report showing the words most used in the article.

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Something to think about Ruairi Quinn (Part 1)

January 18th, 2012 rozz
Ruairi-Quinn-390x285

After attending the BETT conference in the UK, I experienced Michael Gove for the first time.  For those of you who don’t know who he is, this is the education secretary in the UK who seems intent in driving everyone out of the teaching profession.  Last week he announced that headteachers could now fire teachers in 9 weeks and give them a “competence letter” thus ensuring they never get a job again.  He also decided he was going to make teachers teach ridiculous hours.  Here is part one of a letter I have written to Ruairi Quinn, giving my thoughts of where I hope he isn’t going.

Dear Mr Quinn

I care deeply about the teaching profession, learning and children. I have worked as a teacher for 8 years and principal for 3 in Ireland. I qualified as a teacher with my husband in the UK. We received  excellent training there and spent teaching practices in some very good schools. We observed what the teachers were doing over there, what their day job was and the stresses they were under. A typical working day back then (this was in the year 2002) for a teacher in the UK was 8-6. This was the basic. All Teachers were responsible for a subject area (equivalent to our B post system here). The schools worked from a tight curriculum, targets and assessment Criteria. They were required to enable their children (starting at age 7) to achieve certain, predicted test scores in their SATS exams. These SAT exams were sent back to the DfES and published in local media, creating a system where schools competed over results of their children.

These SAT exams have caused a huge amount of hothousing in schools. They have caused classes to be organised around streaming of abilities. They have put untold stress and pressure on head teachers and this impacts on teachers and their ability to teach and enjoy a creative profession. It has created an inspectorate that issues targets and reprimands. If a school is not up the standards based on these results, they close them down. Parents start enrolling their children in the school that has the best results. This causes an education system based on class. It causes teachers to teach to the test and even forge or change results. Their job depends on these results.

The scenario I have outlined above hardly constitutes what learning should be about.

It’s not surprising that we returned to Ireland after we qualified. It’s not surprising that the unions in the UK issued a report last year there there were wide spread stress related sickness amongst teachers. The average amount of time a teacher is sick is much higher than the Irish average.

Since then, things have became worse in the UK. I attended a BETT conference in the UK last week, I am sure you are aware of it. It is the world’s biggest Educational technology conference. The conference is full of excitement, motivation and innovation for education and the learning of  children.  It is attended by over 30,000 teachers who want to make a difference but can’t. They are constricted by a standardised, life sucking series of targets and exams at primary level. In Irish schools, we have the freedom to use the curriculum a a two year cycle, adapt this in the school plan and ensure that the objectives are differentiated depending on the child’s interests, background and learning style. I would hate to lose the elements of imagination and passion that teachers bring to their classroom. Principals have the ability to mentor the teaching staff, teach alongside them as teaching colleagues and support them throughout the day. Most, of all, Irish principals can encourage risk taking and creativity within the curriculum. A teacher can use their own interests to bring their lessons to life.

In the second part of the article, I’ll be continuing my letter.  Please feel free to add your comments.

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Review:Puppets at Large book from Positive Press

January 14th, 2012 rozz
So, it’s all about puppets!
Well, this new book puppets at large by Linda Betley and endorsed by Jenny Mosley tells us that we can teach any subject through the medium of puppets.
This particular book is aimed at the early years, so infants up to 1st class though there is a book aimed at the senior level as well.
This book is easy to use and to read. The first section tells you exactly how to setup a puppet friendly classroom, it uses colourful, glossy photographs of the puppets to show you. You can use any puppets you like but if you buy the Jenny Mosley ones then you won’t have to go to the bother of photographing each one. It really gets into the detail, with one chapter explaining how puppets and animation/photography works. It gives a list of emotions and how you can make the puppet exhibit these in photos or in a class lesson. Another useful feature of this book is that is details how puppets can bring each individual subject to life.
Finally, the majority of this book is a resource book, divided into themes-exploring feelings, likes and dislikes, making friends, happy times, fears and tears, making choices and out and about. Any teacher that knows their SPHE curriculum can see how using puppets can fit their circle time and SPHE lessons in easily!
Each theme then is made up of am attractive colourful photograph of the puppet, which a teacher could copy and laminate or reenact themselves with their own puppets. Beside this photo is a suggested lesson plan, themes,questions to ask and extension ideas. Other  extras include a list of the props you will need to buy for your infant classroom a selection of photocopiables.
I was impressed by this book, especially as it could easily cover your Circle time lessons for the entire year.
If you like this book and you want to carry on working with your puppetry skills, then Learning through Puppets also has other books in this theme-Puppets at Large is aimed at more senior children and The art of storytelling contain scripts for puppet classes.
This book is available from http://www.circle-time.co.uk/shop/show/115 and costs about €27.30 (converted by XE.com)

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Christmas art

December 22nd, 2011 rozz
twas-the-night-before-christmas-21590693

This article was first published in 2008 by Rozz who was starting a Christmas themed week in Visual Arts.  Have a look at some of the ideas here – they might get you through the last couple of days of the term!

I am starting my Christmas themed art this week.

I am a firm believer in

a. Not overdoing it just because it is Christmas

b. integrating and linking with all subjects while keeping the integrals of the Visual Art Curriculum fully alive in my Art Lessons

My advice is to stick to a theme, I am going with the poem ” A Night before Christmas”, a beautifully traditional and atmospheric poem for the children to listen to and to read together. (more…)

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Christmas games in the Irish classroom

December 21st, 2011 rozz
Who is coming on Christmas night

Christmas games in the classroom

I’ve put together a couple of games and activities that could be used in the classroom in those last few days where your pupils are very excited and find it hard to settle and do their normal classwork. You can have a bit of fun while ensuring the class are still learning!
I’ve only included games that I think would work in a classroom, a lot of the games on the net are designed for the American teacher or parent. I found all these on the net easily enough but sometimes it can take a long time to source these things only to realise they wouldn’t work in a Irish classroom.

Games

SANTA TRIP
Level: 1st-6th Class
1.    Players sit in a circle.
2.    The first player says,”On Christmas Eve I’m traveling with Santa and I’m going to take (something starting with A )”.
3.    The next player repeats the first object and adds an object beginning with B continue the game through the alphabet.
If there are more players than 26 letters…start again at “A”.

(www.activityvillage.com)
Jingle Bells
Level: All classes
This is a good game for winding the class down after a Christmas party.
You will need:
A large space-it’s better if there is no carpet.?A chair?A set of bells ?A blindfold of some sort.
The children sit in a circle. A chair is placed in the centre of the circle and the set of bells put underneath. A child is chosen to be Santa and sits on the chair. Santa is then blindfolded.
A child in the circle is chosen to be the thief. The thief must try to steal the bells without being heard. If Santa hears a noise he must point at the thief before the thief goes back to his/her place in the circle. If the thief succeeds, Santa has another go while a new thief is chosen. If the thief is identified, they become the new Santa and the previous Santa rejoins the circle.
Depending on the numbers and ages you can adapt the last part. For example in a large group I try and pick a different Santa and thief each time to try and ensure everyone has a go at something. With younger ones I let the thief become Santa whether they succeed or fail in getting the bells.
(www.activityvillage.com)

Musical chairs or statues
Level: All Classes
You will need:
A CD player or similar with dancing music or children’s favorites?Some little prizes
How to play:
Similar to musical bumps, the children dance around while the music plays and must stand still as statues when the music stops. Anyone seen moving after the music has stopped is eliminated.
Hints:
When playing with younger kids it may be better to “eliminate” children by asking them to dance in a different area of the room, rather than sit around watching.
We have found it is easier to give prizes to the last 2 or 3 children playing rather than try to pick one winner.
Some younger children can get very competitive so you will need to be prepared to distract them and involve them in some other way if necessary!
(www.activityvillage.com)

Scramble Christmas Words:

Levels: 3rd upwards

Supplies
Index cards, paper bags.
How To Play:
Choose a Christmas word such as: Christmas, Candy Cane, Santa Claus, Reindeer…. Write each letter of a word on individual index cards.  Put the set in a paper bag. Divide the Ss into teams. Give each team a bag. The first team to decipher what the word in the bag wins.  A variation of the game would be to divide into teams with the same number of Ss as there are letters in the word. Each S gets a letter and the team must arrange themselves in the right order to spell the word.
(www.eslkids.com)

Secret Santa Gift Exchange:

Levels: 3rd upwards

Now, we are sick of hearing about the recession, so why not change this game to a Secret Santa card exchange?
Set this up 2-3 weeks before the class party.  Write each person’s name on a slip of paper, then have students draw a name from a hat. They can’t get their own name.  Students must make a card/present for the person whose name they chose. Students bring the card, with the recipients name on it, to the party (have a few extra cards on hand if anyone forgets,  or in case of other emergencies so everyone can get one).  The teacher (or Santa!) draws the names from a hat, and the recipient has to guess who gave them the card.
(www.eslkids.com)

Spelling Banner

Levels: 2nd upwards
Prepare two banners that say whatever you want them to say, ie Merry Christmas, Seasons Greetings, etc.  Also prepare a set of letters for the same words cut out in two different colours hidden randomly around the room.  Divide the class into 2  teams with two captains–the captains sit and wait for their teammates to bring the letters for their banner.  If a student is on the “red” team and sees a letter for the “green” team he/she just leaves it alone. The first team to cover their banner letters wins.
(www.eslkids.com)

Who am I Santa?

Levels: All levels
Blindfold one student. The other Students stand in circle around the blindfolded student.  Spin the student around and then stop him/her facing another student.  S says “Ho ho ho.  Who am I?”. The blindfolded S must guess who that student is and call out his/her name.
(www.eslkids.com)

Word Find:

Levels: 2nd upwards
Supplies: timer, paper, pens.  Divide Ss into teams.  Take a Christmas related word such as: Christmas, candy cane, Santa Claus, etc. and find as many words as possible using the letters of that word.  Give a time limit (e.g. 2 mins).  The team with the most words wins!   Example: Christmas 1: (sit, is, his, miss, rat, tar, this, math, chair, rim…), Example 2: Candy cane (candy, cane, and, dance, day, nay, can, dye, an, any…).
(www.eslkids.com)

Links
http://www.activityvillage.co.uk/christmas_games.htm- Great website for everything Christmassy! ACtivities, downloadable, cards, games and much, much more! Can go a bit “Crafty” though sometimes so be aware!
www.allthingschristmas.com-  does what it says on the tin, lovely section of carols and recipes if you want to be adventurous! Some nice games that you can print out and use with the class but mostly tailored to home use so adapt!
www.mash.ie this contains loads of good links to Christmas. These links were uploaded by teacher so it’s worth a look!
http://www.eslkidstuff.com/ChristmasGames.htm This is a great educational Christmas-themed section. Some lovely ideas for children that need help with their language and those who don’t! A list of lyrics for well-known Christmas songs could be used for any English/Music lesson.
http://www.apples4theteacher.com/holidays/christmas/ This is a most excellent website that you could teach all year from! Covers the religious aspect of Christmas to poems, songs and art. It had many free dramas and short scripts if you wanted to try readers’ theatre here. Well worth a look!

Posted in Showcase 2 Comments »

Review:Successful Lunchtimes for Supervisors:Positive pPress

November 26th, 2011 rozz

This is a very practical handbook similar to the “Playground games” booklet that was reviewed on anseo.net last month. It is an easy to read handbook that is aimed a teachers, SNAs, parent helpers and any supervisors who is working on the lunch/break slot in Irish classrooms.

It is divided up into helpful and concise sections like “How to get on with children at yard” “Encouragin good behaviour” “Sanctions” and “Children beyond”

It has some really creative ideas around wet playtimes, playground friendships and how to promote them, dealinng with bullies and most importantly how to tie in the School rules into the yard rules. If you are using the Jenny Mosley system of Golden Rules, this will slot in even more perfectly for you!

This handbook is sold as a multipack of 3 and costs about €11.40 or £9.99 from the Positive Press website.

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