The topic at the staff meetings now is the results from the school's state testing. Some interesting pieces are that the newspapers printed the school's results for Year 3 and Year 5. It has caused huge dismay with parents, and with the schools, of course. Many want to find blame. Many feel threatened. Many feel exposed. However, it has put a fire under everyone to pull scores up. Sound familiar?
The Teachers' Federation rep came to speak and told the staff that England and the U.S. has warned us to nip this runaway train in the bud. "They" have had struggles with this for years and want for Australia to learn from their experiences. Wow. There is something to be said for being a little behind the times. When arriving into the Sydney Airport from overseas, the saying goes, "We'll be landing in Sydney; please set your watches back 5 hours and 25 years."
We have spent our team collaboration time reviewing the testing results online and finding scores for specific students on specific answers in all the strands. It's fantastic to see where the trends are for the school overall. For example, math word problem solving was very low (again, sound familiar?). Future trainings were then put in place to refresh on best practices. Similarly, reading comprehension has suffered, specifically in making inferences and locating information. One can even read the questions on the test and see what the answers were by each child. It is helping us steer our instruction, without actually teaching to the test. That is, if no one was teaching pronoun references in text, it needs to be happening! If the children can't tell who the audience is for a cartoon text, a newspaper text, or an informational test, they need to learn this! Test or no test! At the moment, at least, it's serving to sharpen the instructional focus. Not a bad thing anywhere.
Friday, February 26, 2010
Saturday, February 20, 2010
We're Not in Oregon or Colorado or Nebraska or Canada or the UK Anymore!
This weekend I went to Sydney to meet up with the other exchangees here from overseas. It was the Welcome Conference offered by the New South Wales Department of Ed and the Exchange Teachers League. Guest speakers discussed the opportunities available to us now that we're here, resources to find online and within our communities, and typical adjustments to expect as we transition ourselves and our families into our new settings, both home and school.
Our round table discussions proved to be very comforting and eye-opening as we found many of the same questions and puzzlements coming from all of us! We come from Ontario, Alberta, Britsh Columbia, England, Scotland, and the U.S. We are situated in parts in and around Sydney, smaller towns, rural outback, and coastal towns (like us). Our schools range from private with children in ties and lunch seated at head tables (I envisioned scenes from Harry Potter), to the public/state schools with the children seated outside in courtyards with sun hats.
One thing for sure, we are all thrilled to be here. I felt very, very fortunate, after hearing from others, to have the beautiful setting we have, the lovely Australian family living in our Oregon home, the supportive schools both here at at home, and the friends we've left behind keeping an eye out for our Aussies, as well as the many we are making daily here in our area.
We also met up with returning exchangees just back from their year abroad. They were eager to get together with us for barbeques and reunions as they transition back to their Australian lifestyle again. The comraderie was very special, and I felt very comfortable asking any question and taking any hints and advice!
Sydney had perfect weather for our evening at the pub together after the conference, and dinner on the harbour overlooking the boats and inlets across the way. Saturday we (maybe 45 of us in all) took a charter boat for, yes, a "three hour tour." We watched the pram race at 11:00 a.m. from the water, and were right in the middle of the 2:00 schooner race! Our boat had to stop as they careened around us, crews of 3 or more harnessed in and leaning off the deck to gain speed. No one waved up to us as we cheered them on; they were too busy manning the ropes! The bay and inlets with the beautiful homes and boats anchored remind me of the Seattle area, but with many more inlets to explore. It was a fabulous day with a picnic lunch at an uncroweded public swimming beach right on the bay. We were able to laugh with the Brits and Canadians about our similarities and differences. The common thread we all share, however, is our experiences coming here and walking into our new classrooms everyday. We'll gather every month or so for different trips around the country, those of us who can make them, and share more stories as the year progresses.
Come to think of it, this is how our Corvallis friends met with our Aussie friends (who were instrumental in getting me here) all those years ago . . .
Our round table discussions proved to be very comforting and eye-opening as we found many of the same questions and puzzlements coming from all of us! We come from Ontario, Alberta, Britsh Columbia, England, Scotland, and the U.S. We are situated in parts in and around Sydney, smaller towns, rural outback, and coastal towns (like us). Our schools range from private with children in ties and lunch seated at head tables (I envisioned scenes from Harry Potter), to the public/state schools with the children seated outside in courtyards with sun hats.
One thing for sure, we are all thrilled to be here. I felt very, very fortunate, after hearing from others, to have the beautiful setting we have, the lovely Australian family living in our Oregon home, the supportive schools both here at at home, and the friends we've left behind keeping an eye out for our Aussies, as well as the many we are making daily here in our area.
We also met up with returning exchangees just back from their year abroad. They were eager to get together with us for barbeques and reunions as they transition back to their Australian lifestyle again. The comraderie was very special, and I felt very comfortable asking any question and taking any hints and advice!
Sydney had perfect weather for our evening at the pub together after the conference, and dinner on the harbour overlooking the boats and inlets across the way. Saturday we (maybe 45 of us in all) took a charter boat for, yes, a "three hour tour." We watched the pram race at 11:00 a.m. from the water, and were right in the middle of the 2:00 schooner race! Our boat had to stop as they careened around us, crews of 3 or more harnessed in and leaning off the deck to gain speed. No one waved up to us as we cheered them on; they were too busy manning the ropes! The bay and inlets with the beautiful homes and boats anchored remind me of the Seattle area, but with many more inlets to explore. It was a fabulous day with a picnic lunch at an uncroweded public swimming beach right on the bay. We were able to laugh with the Brits and Canadians about our similarities and differences. The common thread we all share, however, is our experiences coming here and walking into our new classrooms everyday. We'll gather every month or so for different trips around the country, those of us who can make them, and share more stories as the year progresses.
Come to think of it, this is how our Corvallis friends met with our Aussie friends (who were instrumental in getting me here) all those years ago . . .
Thursday, February 18, 2010
Doo Youu Oovoo?
WE DID! Today our two classrooms talked on Oovoo, a live video discussion website. There were all the Liberty kids smiling and gazing at the computer! There was wonderful Maureen sitting with all of them. My students here greeted the other class saying, "Hello from Austrayyylia! G'day, mate!"
It was definitely emotional for me, seeing the class I said good bye to just two months ago. Seeing Maureen and meeting American children was very very exciting for my Macksville kids! We all gathered around my laptop that was perched on a chair. It was informal, but it worked anyway! My principal came, with his detention student in tow (!), snapping photos and talking to the children.
The wide-angle webcam was a gift from the Room 5 parents, and today that gift created an amazing experience for 50 children and more than two teachers. Macksville's staff room was abuzz with the news that our two classrooms were talking today. Now that we've started, the possibilities are endless. As my students were practicing informational paragraph writing about Australian animals, I encouraged them to do their best and perhaps read their work "to the Americans." Their eyes got big, and their heads bent over their pages to keep going. I think both classes will have to sing "Waltzing Matilda" together. What about sharing artwork? I picture solving math problems in real time together. Don't you know that the children will come up with the best ideas for this whole thing? I can't wait!
It was definitely emotional for me, seeing the class I said good bye to just two months ago. Seeing Maureen and meeting American children was very very exciting for my Macksville kids! We all gathered around my laptop that was perched on a chair. It was informal, but it worked anyway! My principal came, with his detention student in tow (!), snapping photos and talking to the children.
The wide-angle webcam was a gift from the Room 5 parents, and today that gift created an amazing experience for 50 children and more than two teachers. Macksville's staff room was abuzz with the news that our two classrooms were talking today. Now that we've started, the possibilities are endless. As my students were practicing informational paragraph writing about Australian animals, I encouraged them to do their best and perhaps read their work "to the Americans." Their eyes got big, and their heads bent over their pages to keep going. I think both classes will have to sing "Waltzing Matilda" together. What about sharing artwork? I picture solving math problems in real time together. Don't you know that the children will come up with the best ideas for this whole thing? I can't wait!
Wednesday, February 17, 2010
What I Learned in School Today
Every day there is something new. At our staff meeting this week, we were walked through the process of an individual plan for Aboriginal students. I hope that as I describe it, I have interpretted the information accurately! My school here has a high Aboriginal population, and these plans are a piece of communication that includes the family, the student, and the teacher. It is different from an IEP, in fact, the two are not related at all.
This plan is specifically for goal setting and understanding each culture (Aboriginal heritage and public school). It aims at retention and attendance. The drop out rate for high school is very high. With these plans in place and revisted on a predetermined schedule, one hopes that the student will continue in school and be successful. It involves interests, strenghs, needs, family involvement, and teacher support and understanding.
The last terms are very large and complicated. That is, if I understand it correctly, the Aboriginal culture is one of extended family, close family, and fluid family. The members come and go, someone is there looking after children, but it might change one day to the next. They might go on "walk about" and move the household to another family member's for awhile. Parents may or may not catch up to them for awhile. However it "looks," it's all good.
You can imagine this affects attendance, homework, consistency, routines, friendships, and responsibilities in the world of the public school. Yet with the country's apology to the Aboriginal culture, certain obligations are to be met for these families. Yes, there are also issues of tolerance and racism. Complicated. I find myself thinking of our Hispanic culture and our Native American culture in the same breath. It is still different, though, and very immediate. My classroom has 25 students, 8 or 9 of whom are Aboriginal. They are beautiful children, and I can see them marching to a bit of a different drummer. It's so great! At the same time, I'm learning about the local Gumbayggirr language spoken by the local tribe when the language teacher comes to the classroom once a week. How lucky am I?
This plan is specifically for goal setting and understanding each culture (Aboriginal heritage and public school). It aims at retention and attendance. The drop out rate for high school is very high. With these plans in place and revisted on a predetermined schedule, one hopes that the student will continue in school and be successful. It involves interests, strenghs, needs, family involvement, and teacher support and understanding.
The last terms are very large and complicated. That is, if I understand it correctly, the Aboriginal culture is one of extended family, close family, and fluid family. The members come and go, someone is there looking after children, but it might change one day to the next. They might go on "walk about" and move the household to another family member's for awhile. Parents may or may not catch up to them for awhile. However it "looks," it's all good.
You can imagine this affects attendance, homework, consistency, routines, friendships, and responsibilities in the world of the public school. Yet with the country's apology to the Aboriginal culture, certain obligations are to be met for these families. Yes, there are also issues of tolerance and racism. Complicated. I find myself thinking of our Hispanic culture and our Native American culture in the same breath. It is still different, though, and very immediate. My classroom has 25 students, 8 or 9 of whom are Aboriginal. They are beautiful children, and I can see them marching to a bit of a different drummer. It's so great! At the same time, I'm learning about the local Gumbayggirr language spoken by the local tribe when the language teacher comes to the classroom once a week. How lucky am I?
Tuesday, February 9, 2010
Revisting Alexander
If you know the story by Judith Viorst, Alexander and the Terrible, Horrible, No Good, Very Bad Day, you will understand my delight when I found it on the library book shelf in my new school. Hooray! Something I know!
When I read it to the class, I wondered if they would understand the humor when he is having such a bad day he just wants to move to Australia. Well . . . the story has been "Aussie-fied."
When all he finds in his breakfast cereal box is breakfast cereal, he announces, "I think I'll move to Timbuktu!" He still leaves out 16 during counting time, but he exclaims after his ex-best friend, "I hope the ice cream part falls off the cone part and lands in Timbuktu." Then, his mother takes him to the dentist, remember? But this time it's "Mum." There is kissing on TV, and of course he hates kissing. There are not limas for dinner, though. Instead, there were beans for dinner, and he hates beans. He still has to wear his railroad-train pyjamas, and he still bites his tongue. But, "Mum says some days are like that. Even in Timbuktu."
Needless to say, I was entertained, and the children understood how poor Alexander felt since we've ALL had a day like his somewhere at some time. People are people, whether in Australia, Albany, or Timbuktu.
When I read it to the class, I wondered if they would understand the humor when he is having such a bad day he just wants to move to Australia. Well . . . the story has been "Aussie-fied."
When all he finds in his breakfast cereal box is breakfast cereal, he announces, "I think I'll move to Timbuktu!" He still leaves out 16 during counting time, but he exclaims after his ex-best friend, "I hope the ice cream part falls off the cone part and lands in Timbuktu." Then, his mother takes him to the dentist, remember? But this time it's "Mum." There is kissing on TV, and of course he hates kissing. There are not limas for dinner, though. Instead, there were beans for dinner, and he hates beans. He still has to wear his railroad-train pyjamas, and he still bites his tongue. But, "Mum says some days are like that. Even in Timbuktu."
Needless to say, I was entertained, and the children understood how poor Alexander felt since we've ALL had a day like his somewhere at some time. People are people, whether in Australia, Albany, or Timbuktu.
Monday, February 8, 2010
Where do I begin?
Typical first week back to school - overwhelming, exciting, exhausting, invigorating, and educating!! First I have to say that the children are beautiful and amazing. They are terribly polite and little rascals at the very same time! We have not missed a beat since the first introductions. We've already filled in our spelling words, written lists and journal entries, chosen books for DEAR time, created our Promise to Each Other, and met Scaredy Squirrel and the Pigeon who wants to drive the bus.
But let's say it is, indeed, two worlds colliding! USA: Recess at 10:15 a.m. AUS: Morning Tea at 11:20 a.m. USA: "Use finger space between words." AUS: "A sentence begins with a capital and ends with a Full Stop." USA: No Hood, No Play. AUS: No Hat, No Play. USA: DeNealian. AUS: NSW Standard. USA: heating system issues. AUS: Air conditioning issues. USA: Did I remember my umbrella today? AUS: Did I remember my bug spray today?
But we definitely share many things: State testing, schools evaluated based on scores, staff tensions, building repairs, laughs in the halls after school, teamwork with our special kids, frustrations over the copy machine, and schedules, schedules, schedules!!!
Our first science unit is Australian Animals. I'm studying all the non-fiction books I could get my hands on for marsupials, monotremes, and more. They don't realize how unique their animals are to this continent. Doesn't everyone in the world see kangaroos on the roadside when heading out to the beach and Water Dragons at the river?
Math is called "Maths." Addition and subtraction drill pages are called "mentals." Grade blends in classrooms are called "composites," with the accent on the first syllable. The alphabet contains letters A - Zed. Prep time is called RFF (Release from Face to Face). They sing the Australian National Anthem at their weekly assemblies. Okay, I was sentimental at that point. Maybe it's the music that got to me.
It's not all work and no play. I'm carpooling with a group of teachers. We meet in the evenings for Yoga, or at 7 a.m. for Boot Camp Swim Aerobics. Once out of the pool, we shower, dress, and get to the school in 20 minutes (Aussies in this area at least are less fussy about many things). My principal loaned us his extra surf board and offered to teach my husband this weekend. There is a lavish spread of yummy foods for Wednesday's Morning Tea. And someone has already asked for a Girls' Night at my home soon!
An Ibis saunters in the little courtyard outside. Blue Tongue Lizards are out and about. Silly Galahs romp in the trees.
The older students, 5th and 6th graders who have heard I'm from America gaze as I walk by and say hello to see what I'll say back. "Have you ever met anyone famous?" they ask. "Are there gangs in America? Have you seen them?" "Do you have earthquakes?" One teacher told me that a set of boys offers to bring any new books or supplies to the classroom so I'll have to tell them where to put it all and they can hear me talk! Of course, I'm loving their accents, and their child-versions of the expressions I've been hearing out and about.
I need to go now and mark-I mean grade-papers for awhile before bed. Teaching is teaching!
But let's say it is, indeed, two worlds colliding! USA: Recess at 10:15 a.m. AUS: Morning Tea at 11:20 a.m. USA: "Use finger space between words." AUS: "A sentence begins with a capital and ends with a Full Stop." USA: No Hood, No Play. AUS: No Hat, No Play. USA: DeNealian. AUS: NSW Standard. USA: heating system issues. AUS: Air conditioning issues. USA: Did I remember my umbrella today? AUS: Did I remember my bug spray today?
But we definitely share many things: State testing, schools evaluated based on scores, staff tensions, building repairs, laughs in the halls after school, teamwork with our special kids, frustrations over the copy machine, and schedules, schedules, schedules!!!
Our first science unit is Australian Animals. I'm studying all the non-fiction books I could get my hands on for marsupials, monotremes, and more. They don't realize how unique their animals are to this continent. Doesn't everyone in the world see kangaroos on the roadside when heading out to the beach and Water Dragons at the river?
Math is called "Maths." Addition and subtraction drill pages are called "mentals." Grade blends in classrooms are called "composites," with the accent on the first syllable. The alphabet contains letters A - Zed. Prep time is called RFF (Release from Face to Face). They sing the Australian National Anthem at their weekly assemblies. Okay, I was sentimental at that point. Maybe it's the music that got to me.
It's not all work and no play. I'm carpooling with a group of teachers. We meet in the evenings for Yoga, or at 7 a.m. for Boot Camp Swim Aerobics. Once out of the pool, we shower, dress, and get to the school in 20 minutes (Aussies in this area at least are less fussy about many things). My principal loaned us his extra surf board and offered to teach my husband this weekend. There is a lavish spread of yummy foods for Wednesday's Morning Tea. And someone has already asked for a Girls' Night at my home soon!
An Ibis saunters in the little courtyard outside. Blue Tongue Lizards are out and about. Silly Galahs romp in the trees.
The older students, 5th and 6th graders who have heard I'm from America gaze as I walk by and say hello to see what I'll say back. "Have you ever met anyone famous?" they ask. "Are there gangs in America? Have you seen them?" "Do you have earthquakes?" One teacher told me that a set of boys offers to bring any new books or supplies to the classroom so I'll have to tell them where to put it all and they can hear me talk! Of course, I'm loving their accents, and their child-versions of the expressions I've been hearing out and about.
I need to go now and mark-I mean grade-papers for awhile before bed. Teaching is teaching!
Subscribe to:
Posts (Atom)
