Archive for category education
I’ve seen a lot of teacher conversation about how much classwork they are going to try and continue running over the coming months during the school-at-home period across Australia. Most teachers in my network are secondary teachers and their approaches range from attempting a standard timetable live online with slightly shorter classes, to running new ‘skeleton’ timetables with large amounts of self-directed work to complete asynchronously.
I’d love to hear more about how primary school teachers are approaching this, and more from other parents about how many hours of school-at-home they can reasonably sustain each day.
In the second week of schools being closed, after I had a chance to feel out how a ‘school at home’ day might run, I penned this outline of a daily schedule for my five year old:
Keep in mind that this schedule is us living our best day. Trying to keep a day running at a pace rather than just watching Frozen II, again.
If my teacher asked me about this schedule and how much of it I thought I could give to ‘teaching’ at home, I would say:
- There are SIX activity slots in this day. You can’t have them all.
- If there is no school to go to, I am not running a ‘school morning’ to get anyone dressed by 8am. This will create tension and ruin my day. Your earliest activity slot is 9.30am.
- There are two hefty one-hour slots in the middle of the day, you can usually have at least ONE of them. Otherwise, only send activities of 30 mins maximum.
- After 3pm my kid is too tired and strung out to do school.
- Most days I can give you THREE or FOUR of these activity slots. Some days I can only give ONE or TWO. That’s a maximum of 2.5 hours a day, most days, to do school learning with.
As a professional teacher I am relatively comfortable with the idea of teaching at home. The curriculum doesn’t scare me – I will have to learn more to understand it but that’s OK. I only have one child under my roof to keep up with. I feel well resourced and capable of helping my five year old complete QLD-Prep (NSW-Kindy) activities at home. But that does not mean that I would ever agree to running a school-like timetable here. My home is already a place where learning happens of its own accord, where relationships are developing within an existing context. Emotions are fragile as we are existing in this pandemic-induced lockdown and everyone is going a bit stir-crazy.
I expect that many teachers who are new to the online learning environment are about to over-plan a lot of material that simply cannot be completed happily at home.
If you are a teacher who has not yet consulted with parents about how much schooling they are able or willing to lead at home, it may soon be prudent to do so.
If you are a parent who feels they are expected to do every activity set by the teachers, but who cannot do so, it may soon be time to think about how to politely say ‘no’. Think about writing up your daily schedule like I have, to help explain to your teachers the available spaces in your home-based day. Your home is not a school.
It’s a heck of a time to be an online teacher/writer and try to stay ‘on leave’. With the global disruption caused over the past week due to the pandemic spread of the COVID-19 virus, social media networks and backchannels have drawn me in to the common story. Teachers and parents are reaching out to talk – to vent – about the decision to keep Australian schools open (so far) and the workload involved in shifting learning online. Parents are totally overwhelmed at the thought of having to simultaneously home-school their children and either work from home, or deal with issues like sudden unemployment. Teachers are tackling twice the workload, producing classroom as well as online materials, and crumbling in tears on their kitchen floors at the impossibility of the task – they were already working at capacity or burning out.
This post is to share some thoughts on…
Wow, teachers, you are in for an experience. That drawn, haggard look you have noticed hanging around your university teaching friends the past two or so years? That is in part because we have been increasingly moving our work online in ‘blended’ modes – teaching courses both on campus and via online delivery. It. Takes. Ages. To. Get. Online. Teaching. Right. It is hard and it takes ages. The tech fails, the learning curve is steep, you can’t produce everything you planned so are filling unexpected holes everywhere, all the time. It can take 10 hours to make one teaching video when you are still learning the ropes, is anyone factoring that in? In the university sector the mantra from the centre has more of less been: this is the way we work now. Deal with it, or find a new job. In higher ed, if we burn out, we’re just replaced. But there are SO MANY MORE teachers than academics! That workforce is irreplaceable. Education leaders can’t afford to have their heads in the sand on this one – teaching materials don’t just “go up online” like someone waved a magic wand. The labour involved is huge. Teachers, I would estimate you will need to take all your current plans for what can be delivered online, and start by halving it. Half the content, half the assessments, half the feedback, at least. Start getting real about this earlier rather than later.
Parents keeping their kids at home:
What a bloody disgrace to see some schools being heavy handed with parents and pressuring them to send their kids to school! Even this morning the QLD Education stance was that voluntary isolation is an “unacceptable” reason for an absence. Shame! And a shame to see so many QLD school leaders so completely under the thumb of their employer, so totally intimidated by the “don’t criticise your employer” mantra, that they won’t advocate in public for a softer approach on absenteeism. The NSW Department of Education had updated their absentee categories on Sentral by Friday afternoon to include an “acceptable” absence category for voluntary isolation, if QLD schools are to remain open they should also urgently follow suit.
Self care – it won’t be business as usual:
With the advantage of a month of LSL under my belt before any of this started, I can tell you I was already feeling unsettled by having to stop work. Although I had planned for the leave and taken it intentionally for the very purpose of slowing down, the actual slowing down wasn’t easy. We currently exist in a mesh of systems that are slowing down (working from home, businesses closing, grocery shelves emptying) and speeding up (keeping up with demand from clients/customers, panic buying) and it is going to feel as confusing as hell. I don’t know what Self Care in the Time of Iso looks like, but we’re going to have to work it out soon.
Yes, teaching is a social service:
A final thought about a common message I have seen this week – a lament that teachers are seen as “a social service, not an educational one” and that they are being used as “glorified babysitters”.
I do agree with the frustrated sentiment behind some of these laments and I think Steve Kolber summed feelings up well here in an article on 20th March: https://educationhq.com/news/another-stinging-insult-teachers-are-being-used-as-martyrs-in-covid-19-agenda-75456/. And yet… the phrase ‘in loco parentis’ plays on my mind. I’m not saying that teachers should feel obliged to work against their will or to put themselves at risk (they should not). I do think that school systems need to at least partially close soon, to allow a swathe of teachers to choose to work from home. But I do wonder why so many are surprised at the expectation that teachers act as frontline workers in a time of crisis, especially in public schools. In loco parentis – in place of a parent. It has always been my understanding that teaching is as much a ‘social’ service as an ‘educational’ one. I might have done more before now to make sure my pre-service teachers understood that too. I wish the government messages included acknowledgment of all this work and care without fear of the next enterprise bargaining agreement. They are so scared of having to pay teachers more if they acknowledge the depth of service they provide.
If you can support a teacher with a kind listening ear this week, please do.
There is also a new Instagram account you can follow to hear their stories: @from_teachers.
For me, demands to attend to the concept of ‘praxis’ in my work come from two main directions – my English educator community, and my Arts education colleagues.
This post captures my current ways of understanding praxis in relation to my work.
- Doing praxis means you are basically in a constant state of action research: https://en.wikipedia.org/wiki/Praxis_(process)#Education
- Praxis describes practice that is informed by theory, not generally, but purposefully (and perhaps systematically?)
- Praxis is underpinned by the belief that theory is understood through its realisation in practice, that proof of and improvements to theory are found in application
- So basically, all your practice gets explicitly framed by theory (and it’s therefore interesting to notice the texts and contexts that this ‘explicit’ framing happens through…is this also self-governance? is action research actually a self-review and reporting cycle to check for theoretical ‘compliance’, to conduct strategic planning in line with ‘vision and mission’??)
- …and you can reflect on your theoretical position by observing and analysing it’s application in your teaching (requiring a personal plan or framework for collecting valid evidence)
- It’s part of the answer to “so can I just tip a can of paint on a canvas and call it art?” – no. Artistry responds to other art, to discourses. Teaching becomes ‘art’ when there are processes for reflection
- In Vis Arts the VAPD is offered as a technology that enables praxis – study art, respond and experiment, create new art, repeat. This process became internalised, the VAPD supported cultivation of a praxis mindset/discipline. What does English offer? What does ITE offer English PSTs?
- How do the ruling texts of an institution shape praxis? Good question. Thinking about this.
Questions that linger:
- How does praxis differ from “reflective practice”? (is it because the later divorces the elements ‘reflection’ and ‘action’, when they should always both be
- This reminds me of the Action in/on Reflection scholarship from my undergrad/accreditation contexts. How is this different to ‘praxis’? Is Reflection in/on practice just the language teachers need to comprehend and embark on praxis?
- How do practitioner inquiry and action research methods facilitate ‘praxis’?
- Does changing the discourse from ‘praxis’ to ‘reflection’ constrain teacher agency? i.e. maybe reflection can be limited to self-reflection e.g. to better meet KPIs, doesn’t necessarily involve system-reflection or critical reflection…or this is an artificial distinction (?)
- Do I vibe with project based learning because it scaffolds praxis instead of practice?
- How are the praxis intensives at Bianca’s school more praxis-y than PBL (I think she and I agreed they are not more or less praxis-y, just needed a different name)? Is it problematic to label the week-long intensive projects ‘praxis’ if the received meaning is that other pedagogies (e.g. PBL) do not require praxis?
- When you practice you are a practitioner, when you praxis (do praxis?) you are a …? Praxitioner? (note to self: praxitioner as #medium)
I thought I knew the Australian Curriculum for English almost inside out, but recently discovered a whole new box I had been leaving un-ticked.
It was the ScOT box.
What does ScOT stand for, you ask?
Schools Online Thesaurus.
If you go to their homepage (http://scot.curriculum.edu.au/) you can search for a relevant term to your field and see what you get. I searched for ‘literature’ and was directed to this:
…you can see some of the rabbit holes I’ve been down from there already.
I found such useful things in the thesaurus for the work I’m doing this week.
I also found the other data sets available in the Australian education vocabularies list:
For the English teachers still playing along – see ‘language modes’ in the list? Kinda specific thing to make a vocabulary about, I thought.
I clicked though and interestingly, the entry does not reflect all six language modes in the Australian Curriculum.
‘Creating’ has been left out.
Creating has been left out, despite being there plain as day in the Achievement Standards, the Aim, and the Glossary entry for ‘mode’ in English.
And there ends the list of all the things I needed to stop and show you.
Who I do I write to, to point this out?
Enjoy the thesaurus!
In semester 1 this year (just finished!) I undertook making a few vlogs about my teaching experience as a lecturer at uni.
The results are here:
- Week 1: https://www.youtube.com/watch?v=c0S6VL2uCq8&t=1s
- Week 2: https://www.youtube.com/watch?v=2xB0pCY7_lg&t=41s
- Week 3: https://www.youtube.com/watch?v=GtTMBjFMi4c&t=1s
- Weeks 4-6: https://www.youtube.com/watch?v=8RzrDlj2O-g&t=2s
I’ll be using these vlog ‘reports’ as the source material for an end-of-semester reflection vlog. You are welcome to watch them in the meantime and add questions or ideas as comments to push my thinking.
One of the best parts of making these vlogs are the connections I am making with the Australian edu-tube community as I go. We have a decent sized Facebook group, a few of us are active on Twitter, and people are really good about watching and commenting on each others videos.
Some people are ‘teacher-tubers’, teachers who are currently working in schools and making YouTube videos about it (or for it). Others like me are educators from other contexts, from higher education, or community groups, the GLAM sector, public artists and art-based educators. We’re still feeling out the boundaries of this group, as a collective. It’s an energising space. A few of us are meeting up this year again at VidCon Australia.
One of my subscribers asked if I could make a video about how to do a 4-R style reflection, which I mentioned in one of the vlogs. This is definitely something I want to get to before semester 2 starts.
In the meantime, if you want to watch me trying to capture some teaching practice, be my guest:
English for Queensland (OUP) – Book cover and preview
After many months of sweat, sleepless nights and tears, I am excited to announce that a book I have co-authored with Lindsay Williams and Sophie Johnson will be out later this year through Oxford University Press. English for Queensland Units 1 & 2.
Book 2 next year will be for Units 3 and 4 (year 12).
(I know, I’m not supposed to say year 11 and year 12, but I’m not ready to give them up!)
It’s always a bit funny to publish work for a profit when you are so used to giving things away, as a rule. The good news is that I have so many resource and planning ‘offcuts’ from this book project that I still have plenty to share freely in the network!
No reflection other than that. Just a proud-moment post for a project that took a lot of creative energy and is edging toward ‘tangible product’ stage!
I have cause today to be trawling through the glossary in the new Queensland senior English syllabus, and these two terms caught my eye:
Making a note here, to remind me I have these terms in place to talk with senior English teachers about project based learning.