Sunday, May 30, 2010
Some things are just alike!
Reports are due soon, so guess what I did all weekend? Yes, reports are our report cards, and the process is just as pain-staking and tedious as it is in the states. I liken it to writing a term paper. The living room is taken over with papers, data, work samples, workbooks, and my notes. I've had lots of tea, a good walk, and plenty of scoring and re-reading time. Whew. This is one thing that's mostly the same!
Wednesday, May 26, 2010
Next stop: Hogwarts
I feel as though I'm in a Harry Potter book. It is time to begin Sport. Students wear their sport uniform. That is, a white polo rather than blue, shorts, and joggers. We all convene to the patio to form lines of boys age 5&6, boys age 7, boys age 8, girls ages 5&6, girls age 7, girls age 8.
As this is happening, mind you, I'm watching, looking to the children as if I know what's going on, but really in a complete daze of wonderment!
"Now, Mrs. Mollahan, have you chosen your flag people?" I smile, "No. What shall I do?" "Please choose four sensible students who can carry the flags." Right. So I choose them (by the way, I love how the word 'sensible' is used. Isn't that a great word?). Now they somehow know to get the flags because they watched the last year's "older" kids get to do it and now it's their turn! I'm still watching . . .
Now we all walk down the stairs to the big field at the bottom of the school property. There the relays have been set up (by Year 6 Captains), the high jump and long jump are waiting, and the sprinting track is set. I'm in charge of high jump. Whatever that means, I'm thinking!! I somehow missed high jump in middle school. Where was I? But I have no memory of this part of sports! Here goes nothing, I'm thinking!
After the children participate for about 30 min. in one of the four track activities that their gender/age has been assigned to, we retreat to our Houses. I'm now watching wide-eyed again. Out come the flags, with my sensible students standing proud, and the children line up at the color flag with their House name on it: Pope, Maher, Smith, or - now I forget the fourth! How do they know their House? From last year, of course! Besides, their older brothers and/or sisters have been in the same House, so they've known all along what House they are in. And, they know the war cry, as well. (War cry???). Sure enough, when the teacher begins, they all chant as loudly as they can their rhyme/cheer/chant/poem/war cry. The House with the most spirit, of course, is the best. And each one is sure they are the best. Harry and Ron, where are you??
The House names come from famous family names of Macksville from back in history. Of course they do.
I am still learning how to "do" Sport Day, but I have learned a lot about the high jump! Just don't ask me to do it. That's what my Year 6 helpers are for . . .
As this is happening, mind you, I'm watching, looking to the children as if I know what's going on, but really in a complete daze of wonderment!
"Now, Mrs. Mollahan, have you chosen your flag people?" I smile, "No. What shall I do?" "Please choose four sensible students who can carry the flags." Right. So I choose them (by the way, I love how the word 'sensible' is used. Isn't that a great word?). Now they somehow know to get the flags because they watched the last year's "older" kids get to do it and now it's their turn! I'm still watching . . .
Now we all walk down the stairs to the big field at the bottom of the school property. There the relays have been set up (by Year 6 Captains), the high jump and long jump are waiting, and the sprinting track is set. I'm in charge of high jump. Whatever that means, I'm thinking!! I somehow missed high jump in middle school. Where was I? But I have no memory of this part of sports! Here goes nothing, I'm thinking!
After the children participate for about 30 min. in one of the four track activities that their gender/age has been assigned to, we retreat to our Houses. I'm now watching wide-eyed again. Out come the flags, with my sensible students standing proud, and the children line up at the color flag with their House name on it: Pope, Maher, Smith, or - now I forget the fourth! How do they know their House? From last year, of course! Besides, their older brothers and/or sisters have been in the same House, so they've known all along what House they are in. And, they know the war cry, as well. (War cry???). Sure enough, when the teacher begins, they all chant as loudly as they can their rhyme/cheer/chant/poem/war cry. The House with the most spirit, of course, is the best. And each one is sure they are the best. Harry and Ron, where are you??
The House names come from famous family names of Macksville from back in history. Of course they do.
I am still learning how to "do" Sport Day, but I have learned a lot about the high jump! Just don't ask me to do it. That's what my Year 6 helpers are for . . .
Monday, May 17, 2010
Meanwhile
I'm taking this term of 11 weeks to have a great time teaching the kids all about America! I spent Term 1 warming them up (and following the plans of my colleagues) with studies about Australian Animals (guess who was cramming each night?? Ask me about any marsupial!). Now it's time to shake things up a bit!
There are so many parallels to the Aboriginal culture, and with many children and families in our school and town, it makes sense to tag any new information onto what they already know.
I began with a study of the continent of North America. We counted in French while we colored the Canadian flag, we sang "She'll Be Comin' Round the Mountain" while we found Oregon on the U.S. map, and we ate chips and salsa while we studied photos of beautiful Mexico.
Then we learned about the Plains Indians and made stick games to play. We watched my slide show on Mesa Verde and made guesses as to what happened to the Anasazi tribes. We finished the week by making corn chowder.
This week we are finishing our discussions about the pilgrims coming over and the stresses that came with that. For the first time since my student teacher days in Kinder, we're making paper pilgrim hats, feather headbands and sitting down to a feast we will prepare over the next two days of stuffing, yams, mashed potatoes, and a small turkey chunk for taste (turkey is very difficult to come by here - read $$$). We'll be making Thanksgiving cards writing about the things we are thankful for. The good news is, it all fits into the curriculum! We're writing procedural accounts of the recipes and cooking processes. We're mapping like crazy. We're discussing folk tales/dreamtime stories and researching regional housing.
We've even painted pictures in the same style as the beautiful pictures in the Song Book, "America The Beautiful." Out in the hall the kids will look up at the display and exclaim, "There's mine! Amber waves of grain!" "See my spacious skies??"
In the next weeks we will be exploring Oregon and the states, with a final extravaganza of country line dancing and cheerleading for all the school! Wish me luck - mostly on the cheerleading . . .
There are so many parallels to the Aboriginal culture, and with many children and families in our school and town, it makes sense to tag any new information onto what they already know.
I began with a study of the continent of North America. We counted in French while we colored the Canadian flag, we sang "She'll Be Comin' Round the Mountain" while we found Oregon on the U.S. map, and we ate chips and salsa while we studied photos of beautiful Mexico.
Then we learned about the Plains Indians and made stick games to play. We watched my slide show on Mesa Verde and made guesses as to what happened to the Anasazi tribes. We finished the week by making corn chowder.
This week we are finishing our discussions about the pilgrims coming over and the stresses that came with that. For the first time since my student teacher days in Kinder, we're making paper pilgrim hats, feather headbands and sitting down to a feast we will prepare over the next two days of stuffing, yams, mashed potatoes, and a small turkey chunk for taste (turkey is very difficult to come by here - read $$$). We'll be making Thanksgiving cards writing about the things we are thankful for. The good news is, it all fits into the curriculum! We're writing procedural accounts of the recipes and cooking processes. We're mapping like crazy. We're discussing folk tales/dreamtime stories and researching regional housing.
We've even painted pictures in the same style as the beautiful pictures in the Song Book, "America The Beautiful." Out in the hall the kids will look up at the display and exclaim, "There's mine! Amber waves of grain!" "See my spacious skies??"
In the next weeks we will be exploring Oregon and the states, with a final extravaganza of country line dancing and cheerleading for all the school! Wish me luck - mostly on the cheerleading . . .
Curriculum Notes
Lots of folks have asked me if it's the same or different here. My head has, up to now, been unable to know where to begin. It's the same. Math is math (except math is 'maths'). But no, it's different. I think it's all in the organization of it, that's all.
Take math, for example. We dedicate the same amount of time weekly. We use small group work, whole class lessons, independent practice, and assessments, both formal and anecdotal. The difference here is that all strands are taught as one goes along. One week includes two skills, at least, and when the cycle finishes, it begins again. So, one week on money/addition to 20, one week on measurement/multiplication, one week on subtraction to 20/space skills, etc.
Albany has taken a different approach recently. We have a shorter list of skills to teach over a longer period of weeks. Depth, not breadth, is the idea. Oregon also uses a math curriculum text with teachers' editions and independent workbooks, resource books, and assessment forms.
Here we are given a set of maths books with the skills changing with every page. It means that each week the set of maths games changes, the stations change, the manipulatives change(all of which are designed by or borrowed from teachers), and the kids are getting review throughout the year. That is, if they got it the first time. Reteaching and solidifying a strand is harder to schedule in.
All of the subjects are covered in a state-wide curriculum that one must adhere to. Each teacher must justify their lessons every week and match them to the curriculum. We turn in a "Program," which indicates all of the strands addressed, lessons taught, and materials used, including student outcomes and assessments. These accumulate in a big, thick binder! Talk about great year to year lessons! But it's like doing a full work sample every year!
Report cards are coming up soon for us. These seem to look exactly like ours in the states. I'll let you know how the process compares! People tell me to batton down the hatches and prepare for long weekends on the computer. Sounds familiar so far!
Take math, for example. We dedicate the same amount of time weekly. We use small group work, whole class lessons, independent practice, and assessments, both formal and anecdotal. The difference here is that all strands are taught as one goes along. One week includes two skills, at least, and when the cycle finishes, it begins again. So, one week on money/addition to 20, one week on measurement/multiplication, one week on subtraction to 20/space skills, etc.
Albany has taken a different approach recently. We have a shorter list of skills to teach over a longer period of weeks. Depth, not breadth, is the idea. Oregon also uses a math curriculum text with teachers' editions and independent workbooks, resource books, and assessment forms.
Here we are given a set of maths books with the skills changing with every page. It means that each week the set of maths games changes, the stations change, the manipulatives change(all of which are designed by or borrowed from teachers), and the kids are getting review throughout the year. That is, if they got it the first time. Reteaching and solidifying a strand is harder to schedule in.
All of the subjects are covered in a state-wide curriculum that one must adhere to. Each teacher must justify their lessons every week and match them to the curriculum. We turn in a "Program," which indicates all of the strands addressed, lessons taught, and materials used, including student outcomes and assessments. These accumulate in a big, thick binder! Talk about great year to year lessons! But it's like doing a full work sample every year!
Report cards are coming up soon for us. These seem to look exactly like ours in the states. I'll let you know how the process compares! People tell me to batton down the hatches and prepare for long weekends on the computer. Sounds familiar so far!
Wednesday, May 12, 2010
A Happier Note
Can I tell you about the Bottersnikes and Gumbles? It is the most wonderful story that I'm now reading aloud to my class. I made friends with the librarian on my first day (remember when they told you specifically to make friends with the secretary and custodian of any school where you teach? I added the librarian and most recently, the tech person . . . ). He and I share a ridiculous love for literature, and he feeds me books like a supplier on the streets! He gave me this book, written in the 60's, and told me it was one of his favorites as a child. It is a classic timeless Aussie tale.
The Bottersnikes are mean, lazy, silly, and ugly. The Gumbles are sweet, helpful, charming, and clever. Bottersnikes are bumpy, round creatures with long tassle tails, pointed ears that turn red and hot when they are angry (they are usually angry) who like to eat pictures from magazines and nails. Gumbles are squishy, pliable, smooth beings that can be molded and unmolded into any shape. The Gumbles are often caught unawares as they help those in trouble. Bottersnikes trap them and squish them into jam tins to be released later and used as slaves. Fortunately for the Gumbles, Bottersnikes often fall asleep in the middle of their antics or muck up the capture because they are too busy arguing or sitting on each other's heads out of spite.
It is such fun to read at the end of a busy day, but it would be more fun if I could imitate the beautiful Australian accent that this story deserves. The good news is that there are two more stories with more Gumble adventures that follow.
My friend, the librarian, is currently searching for a copy I can take back with me . . .
The Bottersnikes are mean, lazy, silly, and ugly. The Gumbles are sweet, helpful, charming, and clever. Bottersnikes are bumpy, round creatures with long tassle tails, pointed ears that turn red and hot when they are angry (they are usually angry) who like to eat pictures from magazines and nails. Gumbles are squishy, pliable, smooth beings that can be molded and unmolded into any shape. The Gumbles are often caught unawares as they help those in trouble. Bottersnikes trap them and squish them into jam tins to be released later and used as slaves. Fortunately for the Gumbles, Bottersnikes often fall asleep in the middle of their antics or muck up the capture because they are too busy arguing or sitting on each other's heads out of spite.
It is such fun to read at the end of a busy day, but it would be more fun if I could imitate the beautiful Australian accent that this story deserves. The good news is that there are two more stories with more Gumble adventures that follow.
My friend, the librarian, is currently searching for a copy I can take back with me . . .
They're On
So with the tests being scheduled for this week, and the teachers a little happier with the political news, NAPLAN, or Australia's OAKS, were being administered as of yesterday. Three solid days, with paper and pencil booklets. Remember the days? They weren't so long ago in Albany. They'll continue next week, and so on. Same song, same ole verse.
I have been invited to go to a Federation meeting next month in Sydney where the conversation will be "after the heat" of last week's state test scores drama. I'm very curious to hear the conversations and topics that surface at the next stage. As Reading Mastery would say, "More to come."
I have been invited to go to a Federation meeting next month in Sydney where the conversation will be "after the heat" of last week's state test scores drama. I'm very curious to hear the conversations and topics that surface at the next stage. As Reading Mastery would say, "More to come."
Friday, May 7, 2010
State Testing Woes or "Whoa" -s!
The past two weeks have been a flurry of minute to minute updates on where we all stand on state testing. Same song, third verse, right? Who hasn't sat in a staff room in the past 15 years at least and not heard someone discussing, griping, stressing, agonizing, arguing, and shouting about state testing?? Well, I have been watching with fascination how New South Wales is dealing with their latest outrage, including narrowly missing a full-on strike. I'll try to "briefly" explain the seige of memos, meetings, videos, and news articles out recently.
It seems that the New South Wales teacher federation (our Association equivolent) disagrees with the newspapers publishing league tables, showing test scores from schools all over the state. Teachers fear that parents are getting the wrong impression about a school's worth based on one set of data. Teachers fear that students are shamed by being published as part of that data (headlines read, "Students from ____ School considered unintelligent based on recent test data") and that parents will send their children to other schools that score higher on state tests.
The federation then asked that the government protect schools by not allowing the media to publish specific scores/school names. The government refused. The federation called a moratorium on NAPLAN testing (our OAKS). This meant that we voted in support of the moratorium, planned to not give the tests in the next two weeks as previously scheduled, and planned for casuals (substitutes) to be called in to give the tests as planned since the administration was not supporting the moratorium.
For a non-political person, I think I'm doing pretty well following all of this! It's fascinating to me given that 15 years I've heard about it, dealt with it, given the darned tests, lived (just barely) through a Reading First grant implementation, listened at ORA conferences on methods for best practices and covering our testing derrieres, and so on. But now I'm hearing how a different country, a different organization and political relationship operates on a very familiar topic.
Every day of last week there was a new memo in our "pigeon holes" updating us on what the newest scoop was. Were we coming to work or not?? Then, what do you know, by Thursday there was a change in plans from the higher ups!
The Deputy Prime Minister then claimed she would address the misuse of school testing data and form a work party to reevaluate process of data distribution.
The federation has been watching and listening to England and the U.S. and how we've dealt with the stresses of the testing issues. Yeah, I say, but we don't have the powerful association machine that you all have here. I'm watching and gleaning what I can every day.
It seems that the New South Wales teacher federation (our Association equivolent) disagrees with the newspapers publishing league tables, showing test scores from schools all over the state. Teachers fear that parents are getting the wrong impression about a school's worth based on one set of data. Teachers fear that students are shamed by being published as part of that data (headlines read, "Students from ____ School considered unintelligent based on recent test data") and that parents will send their children to other schools that score higher on state tests.
The federation then asked that the government protect schools by not allowing the media to publish specific scores/school names. The government refused. The federation called a moratorium on NAPLAN testing (our OAKS). This meant that we voted in support of the moratorium, planned to not give the tests in the next two weeks as previously scheduled, and planned for casuals (substitutes) to be called in to give the tests as planned since the administration was not supporting the moratorium.
For a non-political person, I think I'm doing pretty well following all of this! It's fascinating to me given that 15 years I've heard about it, dealt with it, given the darned tests, lived (just barely) through a Reading First grant implementation, listened at ORA conferences on methods for best practices and covering our testing derrieres, and so on. But now I'm hearing how a different country, a different organization and political relationship operates on a very familiar topic.
Every day of last week there was a new memo in our "pigeon holes" updating us on what the newest scoop was. Were we coming to work or not?? Then, what do you know, by Thursday there was a change in plans from the higher ups!
The Deputy Prime Minister then claimed she would address the misuse of school testing data and form a work party to reevaluate process of data distribution.
The federation has been watching and listening to England and the U.S. and how we've dealt with the stresses of the testing issues. Yeah, I say, but we don't have the powerful association machine that you all have here. I'm watching and gleaning what I can every day.
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