Archive for category school
Each day this week I will be adding posts on this blog that share sections of my PhD thesis. They will be drawn from a section in Chapter 2 titled ‘Contested territory’.
The motivation to do this comes from speaking with a lot of English teachers this week, following the release of the new Stage 6 English syllabus in NSW. Many were eager to learn more about the background to some of the issues coming up in professional discussion.
In her ‘Unofficial Guide’, Bethan Marshall describes English as “a subject which is apparently so amorphous that it elides definition and yet it is sufficiently hard edged to provoke bitter controversy” (2000, p.2). A decade before this Peter Medway, in writing about the history and politics of English as a school subject, argued that the reason why “English is special [is because] certain characteristics generally attributable to academic subjects are notably lacking. The most obvious example is that English does not comprise a body of facts and concepts to be communicated” (Medway, 1990, p.1). This lack of a “body of facts and concepts” and the resultant “amorphous” nature of English as a school subject has indeed ensured that both the purpose and context of the subject continue to be hotly debated. This section will provide an overview of the ‘sticking points’ that have shaped contemporary debates and which endure in current debates about English, and the various (at times competing) demands that are placed on English as a subject area in contemporary NSW schools.
(McGraw, 2010, pp.27-28)
Stay tuned this week for the following elaborations on contested territory in English:
- ‘English’ and ‘Literacy’
- The influence of the canon
- Critical Literacy
- Literary theory and the postmodern turn
- Examination and Assessment
Marshall, B. (2000). English teachers – the unofficial guide: Researching the philosophies of English teachers. London: RoutledgeFalmer.
McGraw, K. (2010). Innovation and change in the 1999 NSW HSC English syllabus: Challenges and problems (Unpublished doctoral dissertation). University of Sydney: Sydney.
Medway, P. (1990). Into the sixties: English and English society at a time of change. In I. Goodson & P. Medway (Eds.), Bringing English to order: The history and politics of a school subject (pp. 1-46). London: Falmer Press.
I have been wondering what advice I should give to my pre-service teachers (PSTs) next semester before their first prac., about how many hours a week a new teacher actually works, generally speaking.
Here is my working so far:
- Each school day (Mon-Fri) you work your teaching timetable from about 8am-3pm. Or 8.30am-3.30pm. Whatever. A roughly 8 hour day, including roll call, teaching, prep periods, playground duty, and yes a recess and lunch break when we are probably meeting with students or colleagues or…ugh, so many things eat up the lunch breaks, don’t even try to suggest that teachers enjoy many lunch breaks.
- Let’s say you do leave straight after school, maybe you pick up your own kids and/or grab some groceries, make some dinner, eat and wait until the house is settled. Or maybe you crash into an epic nap to recover from the work day. You can probably start working again if you need to around 8pm.
- Experienced teachers perhaps don’t do as much work at this time of night as others (unless they are also in a leadership role or have taken up extra duties/further studies – thoughts?) but beginning teachers will generally do another 2-4 hours every night to keep on top of the workload. For new English teachers this work includes reading new texts they are planning to teach, marking assessment tasks and draft work, finding and preparing resources for upcoming lessons such as AV materials and student support strategies. Let’s say an average extra 3 hours per night. But perhaps this is conservative – I know I did more, and rarely saw bedtime before 1am.
- When teachers are new it takes them a long time to mark each piece of student work. This results in long weekend marking sessions. I’d estimate I did around an extra 4 hours each weekend day in my first couple of years of teaching. Sometimes more, sometimes less. Rarely none. Teaching has peak periods and slower patches, but truthfully there’s always something big on – half yearly or yearly exams, half yearly or yearly reports, year 11 and 12 assessment task marking sometimes double marked, year 10 and 12 formal, camp, debating finals, school musical…
That’s a 59 hour work week for new/graduate teachers.
I’d love to hear in comments below if you think I’m on or off the mark on this.
NB. The holiday clause:
Yes teachers get about 10 weeks of non-teaching time a year. Only a few weeks over summer break of this are truly ‘on holiday’.
In the three 2-week school ‘holiday’ breaks, new teachers invariably are sick for the first of the two weeks. Ask anyone, it’s true. Also true for many experienced teachers, but new teachers are still literally building up their immune system to cope with the range of nasty illnesses around a school, so are highly susceptible. The the second week is spent doing increasing amounts each day, until a final panicked frenzy of non-stop work in the weekend before school goes back.
Am I right?
So also don’t give teachers any grief about having ‘more holidays’ because although yes having respite from face-to-face teaching for a couple of weeks is essential and so so so welcome, it is rarely a relaxing or nourishing time. You may not rack up 59 hours of work in these weeks, but you probably would rather do that than be in holiday sick bay.
You really have to have some experience under your belt and work hard and be super organised to use your holiday time wisely.
I just think it would be best if PSTs prepared themselves for this. And realised that their prac placements are likely going to be just as intense. You know?
Chatting in the mid-year break with Bianca and some other PBL-peeps, this video was recommended to me. It’s only 15 minutes long, and now I’m recommending it to you too:
The video shows what can be done in a school where teachers and leaders are prepared to really let students design their own learning. Like, really let them do it.
The students in this alternative academic program design their own Independent Learning Projects (that they report on weekly to other students), as well as their own Individual Endeavours (ambitious term-long projects, e.g. learning to play the piano and putting on a recital).
Something that interested me was, about 1 minute in, one of the students explained that in the course they look at “the four main bodies of learning”:
- Social Sciences
- Natural Sciences.
Make no mistake – I was totally inspired by this video and even showed it to my students this semester. So inspired, that I changed our first assignment to be based on completion of an Independent Learning Project! But when those four areas are offered up as the “main bodies of learning”, I can already see points of tension for making this kind of program work across the board. What of the other learning areas? What of health and physical education? What of the arts? Foreign languages?
Without engaging with conversations about what is ‘essential’, ‘core’, or ‘fundamental’ in education – and working out some kind of common goal or philosophy to anchor us – I suspect alternative programs like the one featured here will (continue to) struggle to gain traction.
Although these programs aren’t (yet) the silver bullet we need to shed our teacher-centred shackles, I believe bringing these approaches into our teaching is vital.
Personal take-away thoughts:
- Students have passions and interests that they are entitled to pursue.
- Students are capable of designing their own learning, if we give them some parameters.
- Students are more motivated to learn when they have some control in devising the questions for investigation.
- Independent learning approaches seem an immediate good fit for students like this (this is is a class of nine Honours students, who self-selected into the program), but would disengaged or recalcitrant students need more scaffolding?
- Doing my own Independent Learning Project in high school was a transformative experience for me. It was called a ‘mini thesis’ by my teacher, and I chose to study the French Revolution. I did this for just one term in just one subject – surely this is achievable across the board without rethinking our whole approach to schooling?
This week a former student of mine posted a link to a piece she had written for the University of Sydney student newspaper, Honi Soit. I read the story (feeling proud, impressed, and agreeing with her the whole time), and quickly asked if she would mind if I reposted the article here as a guest post on my blog.
Lauren checked with Honi, and Honi were fine with it (thanks editors!). Which makes me happy, because I think this story about the systematic exclusion of disadvantaged students from university is an important one to tell. As a ‘first in family’ university student from Sydney’s Southwest, I too have experienced the cultural and financial barriers to university success.
So here, with kind permission from the author, Lauren Pearce, and the original publisher, Honi Soit, is the article…
Christopher Pyne, equity goals, and the p-word
Lauren Pearce thinks those advocating to keep USYD “prestigious” often do little more than lock out the disadvantaged
by Lauren Pearce, published by Honi Soit on October 15, 2013.
I’m going to drop the p-word: prestigious. There’s really nothing wrong with that word. The only real issue is if you keep applying the word to yourself, justly or otherwise. Then you start to look like another p-word: pretentious.
On Thursday, 10 October Tony Abbott emerged in Melbourne to assure reporters the university reforms that Christopher Pyne announced earlier were to be put on a back-burner. These changes would mean a cap on university places as opposed to the “demand-driven system” currently in place and the axing of equity goals that encourage students from low-SES backgrounds to enroll, a move that Pyne stated would ensure quality but which had been criticised by the NTEU as detrimental to students from low-SES backgrounds and regional students.
Each year before school goes back, teachers can be found out and about in stationery and bargain basement stores, stocking up on materials for the coming term or semester.
New diaries, pens, highlighters, stickers, desk organisers, poster cardboard, and more.
For most school teachers around Australia the first day back was a week ago, but being a university lecturer, my classes don’t start until the last week in February. This gives me a few more weeks up my sleeve to get to the shops and buy some new items to refresh my wall displays and writing workshop materials.
(By the way, awhile ago I read an article that said teachers, on average, spend about $350 per year on classroom supplies that aren’t provided by the school. Isn’t that heaps!! Did anyone see that article? I can’t find it again now…)
One thing I have to top up every semester is my store of paper and card that students use to make visual poetry in English Curriculum tutorials:
These can be picked up cheaply at most Bargain stores, Reject Shops etc. I got mine on sale in Kmart, which I guess means they’d be in Big W etc as well.
I’m thankful that I have access to most basic supplies for teaching at uni – plain paper, lead pencils, glue sticks and scissors are there for the ordering and taking. I still have to buy my own special stuff – black textas, wall fastenings, posters and craft paper – but in my public school teaching days, we weren’t even allowed to take spare A4 paper out of the cupboard for class! You also got just 4 whiteboard markers at the start of the year, and you had to make em last…
The $5 spend on spare books and pens for students that turn up to class without these things in week one is a habit that most teachers of disadvantaged students pick up in their career. I am no exception, and I can attest that even at university, some students are doing it financially tough.
(I can just hear the TV ad voiceover: “For just 32 cents, one of these exercise books will get a disorganised student off to the right start for a whole year…”)
I picked these up at Woolies on an impulse buy – I know 48 page exercise books can be picked up elsewhere for as little as 9 cents a book though.
What do you regularly buy for your classroom?
I won’t be rude and ask people to confirm or deny whether they think they spend the average $350 a year on their class. Partly because I can’t even be sure that figure is right…but also because I’d rather know WHAT you choose to spend on.
How about it – are you a crafty practitioner? Or perhaps your annual spend went toward a personal data projector, or other tecchy toys for your class. Did you have to pay to subscribe to a website for them to use? Do you personally shell out to get their assignments printed in the library?
And if not…why not?
The topic: the draft Senior English subjects proposed by ACARA.
You can check out the ‘Storify’ made by Vivian to see all of the tweets from the discussion that night collected in one place:
If you haven’t yet found where to download the draft curriculum documents from, here is the URL: http://www.acara.edu.au/curriculum/draft_senior_secondary_australian_curriculum.html
Consultation on these documents ends on 20th July, 2012 (THAT’S SOON!) You can contact your professional association to ask if you can add comments to their response, or lodge your own response at the ACARA consultation website: http://consultation.australiancurriculum.edu.au/ (you will need to register first).
Some interesting comments made during the #ozengchat were:
- That an ‘English Literature’ (EL) course would flow nicely into university study
- That the EL course did not look significantly more difficult than the ‘English’ (E) course
- That the assumption is that in NSW, the current Standard course aligns with ‘English’ while the current Advanced course aligns with ‘English Literature’ – but this is not at all the case
- That bridging the gap between Year 10 and Year 11 & 12 needs a stronger focus
- That the proposal to organise Senior English into semester-long units seems to align with what currently happens in Western Australia…but we’re not sure where else (?)
- That the local state/territory bodies would still be responsible for assessment and examination; i.e. many did not realise that the NSW BOS would still be responsible for setting the HSC reading list
- That English Studies as exists in NSW (non-ATAR course) filled a big gap – the hope is that ‘Essential English’ (EE) turns out to be like English Studies (or English Communication, a similar course in QLD)
- That English would likely remain mandatory in NSW, and people wondered why it was not so in other states/territories
There is so much more to talk about when it comes to the proposed Senior English subjects!
I hope to have a new post up soon with some of my personal thoughts about the drafts. In the meantime, if you’ve been thinking about (or wondering about) the curriculum ACARA has proposed, drop a comment here – let’s chat about it!