After spending a morning shoving my face full of dumplings and going to a fish spa (yep, that's a thing here), I've settled into a lazy afternoon of programming and Notebook creation (and procrasti-blogging, it seems) which gives me a chance to start to organise everything for Term 2.
I'm pretty adjusted now to my school's style of programming, but when I met my prac student for the first time about a month ago, she looked at me with eyes the size of dinner plates when I explained how we develop our lessons.
"You don't use textbooks?!" she said quietly, panic registering on her face.
"Yeah, we're a hands on kinda school." I replied with sly smile on mine.
Why was I smiling? Because the exact same panicked thoughts ran rampant through my head when I first started at my school. I couldn't see how my kidlets would learn without filling in a worksheet or textbook page to 'consolidate their knowledge'. I was lost as to how making human sentences, or creating 3D shapes with play dough would support my student's understanding of the content. After all, that's what we're taught at uni and on prac.
Within the teaching of my first lesson, my view changed completely.
Why have students answering mentals style questions when you can have them physically modelling their understanding? Why write down answers in a book when you can show your knowledge creative manner? Who says the teacher's answer is the only answer?
This is the beauty of the hands on learning style my school takes - students spend time with the teacher, who activates prior knowledge and models the concepts, and then hands the reins over to students to experiment and explore the idea in a practical manner.
Keep in mind I'm teaching a 4/5 composite, not Year 1 students. There IS a place for hands on and play based exploration in Upper Primary. In fact, I'll go out on and a limb and say its absolutely crucial for students of all ages to learn through experience.
Its our duty as teachers to cater for all student's learning needs - and often these needs cannot be met through rote learning of concepts within a textbook. Our students are no different in this sense from kids 20 years ago, but we're just more aware of it now.
Where's the proof I hear you say? Why are there bookshops chockers full of books that tout they improve student understanding?
Because its easy. Its much less work to assign a page in a book, or copy a worksheet that to develop a hands on experience for a class - and we as teachers are INCREDIBLY time poor.
But I challenge you - give it a go. Chuck out your textbook! Burn your worksheets! Drag out those dice! Even if its just for one lesson, change it up and watch your student engagement soar.
Feel free to share your hands on experiences below :)
Sunday, 20 April 2014
Tuesday, 15 April 2014
The rise of the third/fourth/fifth culture kid
I'm in Singapore at the moment, enjoying a break from the madness that is my class. Although I'm not in my home, curled up on the couch surrounded by marking, I'm still at home.
Why? I was a third culture kid. An ex-expat brat. Singapore is my second home.
I was lucky enough to spend 4 years living here, and studying at the Australian International School, where my mother worked (and is working at again now). I was 14 when I moved here, and I would say that I 'grew up' in Singapore, as spending those formative teenage years in a culture so different to my own has shaped me into the individual I am today.
My younger brother, however, is a fifth culture kid.
He spent time living and studying in Singapore, England and Abu Dhabi - he actually completed his education with a British qualification, and is now studying at an Australian university. Talk about culturally confused.
When you ask a third culture kid; that is a child who is living in a culture other than their own and that of their parents; where they are from, the answer is far from simple. Are you referring to their home culture, their parent's culture that they have been raised in, or the place they are living now?
And how about when multiple languages are brought into the equation? You may ask a child this simple question in English, but to answer it, they must first translate it to their first language in their head, answer it, then translate the answer back all within a socially acceptable timeframe so they don't look stupid.
Now, don't get me wrong, I wouldn't trade my expat experience for anything - travelling the world, gaining an understanding an appreciation for cultures other than my own, developing a global mindset and receiving an international education - all positives and all amazing, life changing experiences that make me the fabulous individual I am today.
But just stop and think for a second. Reflect on your classroom/school/educational environment.
How many children in your classroom are living in their own culture, and culture of their parents?
In my current class, I cannot name one student who is living in their family's home culture.
Think about the effect this would have upon your students - these children are developing a sense of identity in a world that is full of cultural idiosyncrasies that they must assimilate into their own sense of self. The battle of their family culture, their home culture, and how it fits into the social mores of the culture they live in will often clash and contradict, leaving the child unsure of what is 'right'. In addition, some are constantly translating between multiple languages, attempting to grasp a concept that is difficult in one language, let alone two.
And with all this going on - we expect them to SIT DOWN, STOP TALKING, STOP FIDDLING AND LISTEN!!!!
We need to consider that we are not educating the all - Australian (or all - American, all - Singaporean, whichever 'culture' you teach in) child anymore. In fact, all our students are living in cultures other than their own - technology makes sure of that for our 21st Century learners.
As teachers, we need to take on a global mindset when teaching, even if our entire class is living in their home culture, because their experience of their world and their development of 'culture' is one that does not follow geographical borders anymore - it is unbounded.
Why? I was a third culture kid. An ex-expat brat. Singapore is my second home.
I was lucky enough to spend 4 years living here, and studying at the Australian International School, where my mother worked (and is working at again now). I was 14 when I moved here, and I would say that I 'grew up' in Singapore, as spending those formative teenage years in a culture so different to my own has shaped me into the individual I am today.
My younger brother, however, is a fifth culture kid.
He spent time living and studying in Singapore, England and Abu Dhabi - he actually completed his education with a British qualification, and is now studying at an Australian university. Talk about culturally confused.
When you ask a third culture kid; that is a child who is living in a culture other than their own and that of their parents; where they are from, the answer is far from simple. Are you referring to their home culture, their parent's culture that they have been raised in, or the place they are living now?
And how about when multiple languages are brought into the equation? You may ask a child this simple question in English, but to answer it, they must first translate it to their first language in their head, answer it, then translate the answer back all within a socially acceptable timeframe so they don't look stupid.
 |
| Mean Girls is a great illustration of the life of a TCK. And is also hilarious. |
Now, don't get me wrong, I wouldn't trade my expat experience for anything - travelling the world, gaining an understanding an appreciation for cultures other than my own, developing a global mindset and receiving an international education - all positives and all amazing, life changing experiences that make me the fabulous individual I am today.
But just stop and think for a second. Reflect on your classroom/school/educational environment.
How many children in your classroom are living in their own culture, and culture of their parents?
In my current class, I cannot name one student who is living in their family's home culture.
Think about the effect this would have upon your students - these children are developing a sense of identity in a world that is full of cultural idiosyncrasies that they must assimilate into their own sense of self. The battle of their family culture, their home culture, and how it fits into the social mores of the culture they live in will often clash and contradict, leaving the child unsure of what is 'right'. In addition, some are constantly translating between multiple languages, attempting to grasp a concept that is difficult in one language, let alone two.
And with all this going on - we expect them to SIT DOWN, STOP TALKING, STOP FIDDLING AND LISTEN!!!!
We need to consider that we are not educating the all - Australian (or all - American, all - Singaporean, whichever 'culture' you teach in) child anymore. In fact, all our students are living in cultures other than their own - technology makes sure of that for our 21st Century learners.
As teachers, we need to take on a global mindset when teaching, even if our entire class is living in their home culture, because their experience of their world and their development of 'culture' is one that does not follow geographical borders anymore - it is unbounded.
Sunday, 6 April 2014
Don't use the 'w' word!
WORK!
That's right, I said it!
W-O-R-K. Wearisome, Ordinary, Repetitive, Killjoys.
It's a word we use in our everyday life as part of common vocabulary - to describe our occupation, our studies, our chores and the mundane things we fill our lives with.
But when 'work' comes into the classroom, it becomes a naughty no-no word.
Hands up all those who have said one of these phrases this week?
Don't worry, this is a safe place, no judgements - happens to the best of us.
This year, I've tried to eliminate the 'w' word from my classroom. Doesn't mean I don't say it every now and then - I'm not perfect, and it sometimes slips out - but I've made a conscious effort not to use the big bad W in my room.
(Note: in my defence, our spelling program is called 'Word Work', so it does occasionally have its place!)
"Why?" I hear you mumble discontentedly, "Students have content to learn and outcomes to achieve, and to do that they need to wo..."
SHHH! Don't use the 'w' word!
'Work' is a word that has a strong negative connotation associated with it - it's a chore, a job or a task that needs to get done - not something to be enjoyed and cherished.
'Work' is an activity that is completed at a desk, has a time limit, and has one answer.
'Work' is the completion of a task, a finite process that has an end in sight, something that is started with the intention of being finished, and won't be built upon or extended further.
"So," I hear you sigh in resignation "What do you propose I should say if I can't use the 'w' word?"
It's quite simple really: Learning.
Hands up all those who have said one of these phrases this week?
"Hurry up and get on with your learning!"
"Have you started your learning yet?"
"YOU'VE HAD TWENTY MINUTES. WHY HAVEN'T YOU FINISHED ALL YOUR LEARNING?!?!"
'Learning' is a natural human impulse; a process of discovery, curiosity and innovation that results in self gratification and a thirst for knowledge.
'Learning' is a process that is achievable in any setting or context. It is not contained in any one activity - it is multidisciplinary, breaking down borders and barriers and allowing students to make meaningful connections between content, skills and knowledge.
'Learning' is not something that ever finishes - it is an ongoing, infinite process that is not contained within the four walls of the classroom; that is continued in every facet of our lives and is constantly enriching our understanding our selves and the world around us.
In fact, it could be said that Learning Never Stops! (Pfft - how clever am I?!)
So why change? Why eliminate the woeful 'w' word?
This simple switch in language can make a massive difference in a child's perspective of schooling.
The late Rita Pierson states "Children don't learn from people they don't like" - whether we want to believe it or not, this statement has an element of truth within it. Maslow's 1943 Hierarchy of Human Needs is the proof in the pudding, so to speak - he theorises that students thrive in educational environments in which they feel safe, confident, respected and enjoy.
No one enjoys 'work' - it's a process designed to get stuff done, not for developing a sense of fulfilment!
So - are your students 'workers' or 'learners'?
"Alright Miss Swain, I'm convinced!" I hear you trill excitedly. "But how do we make the switch? How do we facilitate this shift in thinking?"
In a nutshell:
Well, I know that's not the answer to the entire issue of engagement, but its a start!
Give it a go - eliminate the 'w' word from your pedagogical vocabulary and start your students 'learning'. I promise it won't be too much 'work'.
That's right, I said it!
W-O-R-K. Wearisome, Ordinary, Repetitive, Killjoys.
It's a word we use in our everyday life as part of common vocabulary - to describe our occupation, our studies, our chores and the mundane things we fill our lives with.
But when 'work' comes into the classroom, it becomes a naughty no-no word.
Hands up all those who have said one of these phrases this week?
"Hurry up and get on with your work!"
"Have you started your work yet?"
"YOU'VE HAD TWENTY MINUTES. WHY HAVEN'T YOU FINISHED ALL YOUR WORK?!?!"
Don't worry, this is a safe place, no judgements - happens to the best of us.
This year, I've tried to eliminate the 'w' word from my classroom. Doesn't mean I don't say it every now and then - I'm not perfect, and it sometimes slips out - but I've made a conscious effort not to use the big bad W in my room.
(Note: in my defence, our spelling program is called 'Word Work', so it does occasionally have its place!)
"Why?" I hear you mumble discontentedly, "Students have content to learn and outcomes to achieve, and to do that they need to wo..."
SHHH! Don't use the 'w' word!
 |
| Don't make him fire the giant 'laser' at you. |
'Work' is an activity that is completed at a desk, has a time limit, and has one answer.
'Work' is the completion of a task, a finite process that has an end in sight, something that is started with the intention of being finished, and won't be built upon or extended further.
"So," I hear you sigh in resignation "What do you propose I should say if I can't use the 'w' word?"
It's quite simple really: Learning.
Hands up all those who have said one of these phrases this week?
"Hurry up and get on with your learning!"
"Have you started your learning yet?"
"YOU'VE HAD TWENTY MINUTES. WHY HAVEN'T YOU FINISHED ALL YOUR LEARNING?!?!"
 |
| Boxes are great, but it's also interesting how a simple change of verb renders the sentence nonsensical. |
'Learning' is a process that is achievable in any setting or context. It is not contained in any one activity - it is multidisciplinary, breaking down borders and barriers and allowing students to make meaningful connections between content, skills and knowledge.
'Learning' is not something that ever finishes - it is an ongoing, infinite process that is not contained within the four walls of the classroom; that is continued in every facet of our lives and is constantly enriching our understanding our selves and the world around us.
In fact, it could be said that Learning Never Stops! (Pfft - how clever am I?!)
So why change? Why eliminate the woeful 'w' word?
This simple switch in language can make a massive difference in a child's perspective of schooling.
The late Rita Pierson states "Children don't learn from people they don't like" - whether we want to believe it or not, this statement has an element of truth within it. Maslow's 1943 Hierarchy of Human Needs is the proof in the pudding, so to speak - he theorises that students thrive in educational environments in which they feel safe, confident, respected and enjoy.
No one enjoys 'work' - it's a process designed to get stuff done, not for developing a sense of fulfilment!
So - are your students 'workers' or 'learners'?
"Alright Miss Swain, I'm convinced!" I hear you trill excitedly. "But how do we make the switch? How do we facilitate this shift in thinking?"
Use the 3 M's!
 |
|
©BSwain
2014
|
- Model - Use the language
- Monitor - look/listen for the language in discussion
- Maintain - encourage it/keep it up!
Yes, it's not a cure all, and seems simple - but sometimes the simplest things are the most effective.
We're always talking about how we can 'get' these kids, our 21st Century Learners who are 'disengaged in the classroom' and 'don't care about their learning'. Could the answer be simply that we're using 19th Century metalanguage (i.e. workers) with 21st Century kids? |
| You said it, Boromir. |
Give it a go - eliminate the 'w' word from your pedagogical vocabulary and start your students 'learning'. I promise it won't be too much 'work'.
Thursday, 27 March 2014
How do you measure success?
Today was a day in which I felt successful.
Everything went well - students were well behaved regardless of wet weather (unlike previously, as described here), they were focused and they LEARNT SOMETHING.
In fact, it is the first time I have felt successful with my class this year - we've had a fairly eventful and rocky start.
Success is a word we throw around a lot in education. Success of our education system, success as a school, teacher success, student success. We are always brainstorming and reinventing our definition of success as a staff, a stage, as individuals. We ask ourselves What does it look like? Feel like? Sound like?
That's right Ladies and Gentlemen, get out your Y charts.
Richard St. John, in his 2005 TED talk 8 Secrets of Success takes years of research and attempts to define what makes a person successful.
If you're a visual learner like myself, this screenshot will help you consolidate that speedy presentation:
So, basically, St. John says we need to work hard and love what you do. So, by that definition I must be DROWNING in success.
Truth be known, in its own abstract nature, success is a concept that manifests uniquely for each individual. The 'face' of success has a different look and a different feel for everyone. There's no overarching imagery we can use paint a picture of success - in fact, this is as about as close as we get:
Success is something that we as humans strive for - that feeling of satisfaction from achieving something that we have worked our sweet little tushes off for. In fact, success is something that our individualistic western society has come to expect of us - if we're not striving for success, then what the hell are we doing?
So, with its individual 'face' that looks, feels and sounds different to all of us - how can we measure the abstract concept of success in our students?
We, as teachers, attempt to measure success in a multitude of ways - from achieving 'expected' academic growth in the long term; down to getting them to JUST SIT STILL FOR FIVE MINUTES, FOR THE LOVE OF GOD in the short term.
Our students measure success by achieving their learning goals, by accomplishing success criteria and seeing an improvement in their report marks. Maybe. We hope.
But what about teacher success? When do we get a chance to measure how successful we are? When do we stop to focus on our own accomplishments and achievements? Do our students have to achieve 'success' for us to feel successful?
Judy Halbert and Linda Klaser, the geniuses behind Spirals of Inquiry, have developed four key questions that allow students to reflect on their own learning and understanding.
But, perhaps, we should be asking these questions routinely of ourselves. Our feelings of accomplishment should not always be directly correlated with student achievement. Considering Richard St. John's perspective, even if our students are not 'successful', we are - because we persevere even when they don't get it, we are passionate about developing student understanding and we are incredibly dedicated, even when it's really hard.
Hell, somedays, just getting out of bed after one alarm is a success.
So, ask yourself those 4 key questions:
What does the 'face' of success look and feel like for you, and how do you measure success in your pedagogy?
Everything went well - students were well behaved regardless of wet weather (unlike previously, as described here), they were focused and they LEARNT SOMETHING.
In fact, it is the first time I have felt successful with my class this year - we've had a fairly eventful and rocky start.
Success is a word we throw around a lot in education. Success of our education system, success as a school, teacher success, student success. We are always brainstorming and reinventing our definition of success as a staff, a stage, as individuals. We ask ourselves What does it look like? Feel like? Sound like?
That's right Ladies and Gentlemen, get out your Y charts.
Richard St. John, in his 2005 TED talk 8 Secrets of Success takes years of research and attempts to define what makes a person successful.
If you're a visual learner like myself, this screenshot will help you consolidate that speedy presentation:
 |
Truth be known, in its own abstract nature, success is a concept that manifests uniquely for each individual. The 'face' of success has a different look and a different feel for everyone. There's no overarching imagery we can use paint a picture of success - in fact, this is as about as close as we get:
 |
Clichéd, I know. But look at his little face!
|
So, with its individual 'face' that looks, feels and sounds different to all of us - how can we measure the abstract concept of success in our students?
We, as teachers, attempt to measure success in a multitude of ways - from achieving 'expected' academic growth in the long term; down to getting them to JUST SIT STILL FOR FIVE MINUTES, FOR THE LOVE OF GOD in the short term.
Our students measure success by achieving their learning goals, by accomplishing success criteria and seeing an improvement in their report marks. Maybe. We hope.
But what about teacher success? When do we get a chance to measure how successful we are? When do we stop to focus on our own accomplishments and achievements? Do our students have to achieve 'success' for us to feel successful?
Judy Halbert and Linda Klaser, the geniuses behind Spirals of Inquiry, have developed four key questions that allow students to reflect on their own learning and understanding.
- Can you name two people in this school/setting who believe that you can be a success in life?
- Where are you going with your learning?
- How are you going with your learning?
- Where are you going next with your learning?
But, perhaps, we should be asking these questions routinely of ourselves. Our feelings of accomplishment should not always be directly correlated with student achievement. Considering Richard St. John's perspective, even if our students are not 'successful', we are - because we persevere even when they don't get it, we are passionate about developing student understanding and we are incredibly dedicated, even when it's really hard.
Hell, somedays, just getting out of bed after one alarm is a success.
So, ask yourself those 4 key questions:
- Can you name two people in your world who believe that you can be a success as a teacher?
- Where are you going with your teaching?
- How are you going with your teaching? (and what makes you say that?)
- Where are you going next with your teaching?
What does the 'face' of success look and feel like for you, and how do you measure success in your pedagogy?
Monday, 24 March 2014
Formatively Fantastic
Before I get into the intelligent smarty pants stuff, on a side note -
WHAT IS IT WITH KIDS AND WEATHER??
The temperature drops a couple of degrees = DRAMA
It's windy = CHAOS
It's raining = CABIN FEVER
Here is an short informative clip that demonstrates my classroom during wet weather:
Anddddddd we return to our scheduled programming.
I have mentioned before here that our school is a bit nuts for formative assessment. We very rarely use summative assessment, as the way I interpret it, the students don't really need end of unit/term/year assessments because we are constantly assessing them, and they are constantly assessing themselves (Don't quote me on that - it's just my interpretation).
I knew all about formative assessment in university, but it wasn't until I started teaching that I really picked up some great strategies to feed up, back and forward to my students. Our students can articulate what they're learning, why its important and where to next - real metacognition in action!
So here they are, my top 5 formative assessment strategies for a cross stage classroom: (or any classroom for that matter, but mine is cross stage and it sounds fancy, so there.)
1. Mini whiteboards
Using a mini whiteboard is a great tool, because not only does it get students directly involved with any modelling you are doing, but it also allows you to find out, on the spot, whether students understand what you are talking about and allows you to change your practice accordingly.
Example? Today when teaching rounding in maths, I asked students to round a 3 digit number to the nearest 10. about 50% of students got it right. I remodelled in a slightly different way, and all students were then able to get it right and justify their response (linking in with our success criteria).
 |
| Disclaimer: This is not my class. I thought I had pictures of kids using whiteboards on my phone but I was oh so wrong. Please enjoy this image of some class somewhere using formative assessment. |
 |
| There's deep thoughts on them. BEWARE! |
2. Exit Slips
Exit slips are a form of summative-formative assessment in a way, as they are usually completed at the end of a lesson as a form of reflection upon learning, or as a chance to ask further questions. I like to get kids to post them on my door as they literally 'exit' the classroom. It's fantastic to see whether students have grasped a concept, or if they need help in certain areas. They can be anonymous, or have names, depending on the task. I usually either give students a deep thinking question or a visible thinking routine (more on these later) to really challenge their thinking.
3. Bump it Up
Bump it up walls are BRILLIANT. They get students to reflect on their learning in a particular activity - in this case independent reading - and rate themselves against criteria that they have created! It reinforces the concept of 'where to next' - what kids need to do next to become better readers. This is actually my wall from last year, as again, I didn't have a photo of this year's, but you get the picture.
If students are consistently achieving the top level, I like to get them to create the next level up so they have something to work towards as well.
4. Individual Goals
Individual Goals, whether set by the teacher or by the students, are a great way for students to work towards a specific criteria that they need to focus on. These goals are worded in kid-speak, but still use any relevant metalanguage to develop student vocab. I check the reading goals during guided reading groups and remind students of them constantly. Writing goals, however, are monitored by a student's thinking partner - their buddy for a fortnight who they share their thinking and learning with.
5. And last but not least...LISC
Learning Intentions and Success Criteria are absolutely essential to any lesson. It tells the students what we are learning about, why and what they need to do to achieve it. They're simple, taken straight from the syllabus, and give students a focal point for learning.
WILF = What I'm looking for - your expectations
TIB = This is because - real life connection for learning
WALT/WALA = We are learning to/we are learning about
There obviously are many others that are absolutely fantastic - this is not an all inclusive list of what I use in my classroom, I also show much love for thumbs up/down, paddle pop sticks, wait time, reflection statements, Think-Pair-Share etc.... but we would be here all day and you would find it as boring as batpoop.
(nice simile, huh? Wouldn't mind seeing that in some student writing...)
Do you use formative assessment in your classroom? What's your go to strategy?
Friday, 21 March 2014
The Story of Miss Matters
Today, I'm going to tell you a wonderful story. Sit down, make yourself comfortable, grab that glass of wine on the table and relax - this one has a happy ending.
This is the story of the marvellous Miss Matters.
During my second year of university, while trying to make sense of a MATH106 tutorial, I had the fortune and good sense to sit down next to one Miss Susanna Matters, a fellow pre-service teacher struggling in a maths course with a heavily accented lecturer. We instantly bonded in our shared lack of enthusiasm for uni level mathematics and (pointless) education lectures.
Little did I know, 4 years later, Miss Matters would become somewhat of a household name.
(Well truth be known I did know, Susie is one of those people you know is destined for greatness).
Susanna is founder and CEO of her own charity, Goods for Girls, that aims to facilitate the education of young women in rural Kenya through the provision and self-manufacture of reusable sanitary products.
Oh yeah - and she's also one of the most incredible teachers I've ever had the pleasure of working with.
So back in 2010, when I first had the pleasure of meeting Miss Matters, she was a face of Girl Guides Australia and a UN Youth Ambassador (much to my jealousy, as an MUN nerd), often jetting off on the weekend to speak at conferences or attend meetings, and running the local Girl Guides troupe in her spare time. I joined her on a volunteer basis, learning the ropes and getting to work with a wonderful group of young girls - all experience for teaching, I thought at the time.
I was really lucky that she didn't seem to mind my disturbing sense of humour and weirdness at that time, and we began to support each other through a rocky 3 years of an undergraduate education degree (including a few dodgy master teachers and incorrect degree advice).
Somehow, through many shared all nighters with supportive text messages, complicated coffee orders and mind numbing 8am lectures, we got through - and both were targeted by the DEC.
However, in late 2011, Miss Matters went on a teaching holiday to Muhaka - a village in rural Kenya. She spent a few weeks over there teaching local high school students and seeing an amazing part of the world.
When she came back, there was a light in her eyes - a fiery passion that had been ignited out of frustration and empathy that could not be extinguished.
Miss Matters sat with me in T2 with 27 million amazing photos that we poured over, amongst cups of Madagascan Vanilla and bites of crusty, warm Roast beef sandwiches (our staple diet at uni). She explained that she had noticed that many of the girls were missing significant amounts of school, and after speaking to one of the teachers, she discovered that this was due to these girls having their periods, and being made to feel unclean and unable to use anything to control their flow. Miss Matters immediately went to the closest city and bought the girls enough sanitary pads to last them quite a while.
As she spoke to me, the light in her eyes burned brighter as she began to explain her vision.
She wanted to create a charity that not only provided a permanent solution for this problem through the girls creating their own reusable sanitary pads, but encouraged girls to stay in educational environments and seek opportunities for higher education.
It wasn't easy. For the next year, Miss Matters struggled with the legalities of starting a charity, establishing a Board to run the organisation, a massive time difference and finding individuals willing to work for free, all while completing a full time university degree and working part time.
Slowly, Goods for Girls became a reality. Miss Matters continued to travel to and from Kenya, establishing the charity base both there and in Australia, all while waiting for that fateful phone call that would finally tell her she had a teaching job in a girl's school in Sydney.
What a journey it has been for her.
In 2014, Miss Matters was named one of The Australian Women's Weekly's Women of the Future, gaining a scholarship, which she has used to support the construction of toilet blocks in Muhaka village. This year, Goods for Girls turns 2 - a massive achievement for the marvellous Miss Matters and her team.
Even though she is managing a class of beautiful Year 4 girls, an international charity and her own personal life, Miss Matters always makes time for 'old lady sandwiches' and iced tea Saturdays - our whinging and support time. I'm called upon every January to create something arty for her classroom walls, and we sit drinking tea and staring at her very slow laminator as it churns through endless displays.
So what is the implication of this story for us as teachers?
Miss Matters is an advocate of Global Education - it is an ideal that she attempts to weave so artfully through all her pedagogy, encouraging and fostering a global mindset within her students.
It is a philosophical mindset I share, and attempt to integrate into my own pedagogy (although it is easier for me, as my class is slightly more culturally diverse than hers!). I aim to encourage a student's sense of place in the world and a critical view of that world; to foster creativity in constructing solutions to problems and the development of an empathy and understanding for cultures other than their home culture.
Our students have access to the world at their fingertips, but still need to be guided in their exploration of it. Miss Matters and I both attempt to develop student empathy and understanding by sharing our own experiences of global culture...what's your strategy?
To learn more about Susanna and Goods for Girls, visit: http://www.goodsforgirls.org
or the Facebook page http://www.facebook.com/goodsforgirls.
Both are updated regularly with news from Australia and Kenya!
This is the story of the marvellous Miss Matters.
During my second year of university, while trying to make sense of a MATH106 tutorial, I had the fortune and good sense to sit down next to one Miss Susanna Matters, a fellow pre-service teacher struggling in a maths course with a heavily accented lecturer. We instantly bonded in our shared lack of enthusiasm for uni level mathematics and (pointless) education lectures.
Little did I know, 4 years later, Miss Matters would become somewhat of a household name.
(Well truth be known I did know, Susie is one of those people you know is destined for greatness).
Susanna is founder and CEO of her own charity, Goods for Girls, that aims to facilitate the education of young women in rural Kenya through the provision and self-manufacture of reusable sanitary products.
Oh yeah - and she's also one of the most incredible teachers I've ever had the pleasure of working with.
So back in 2010, when I first had the pleasure of meeting Miss Matters, she was a face of Girl Guides Australia and a UN Youth Ambassador (much to my jealousy, as an MUN nerd), often jetting off on the weekend to speak at conferences or attend meetings, and running the local Girl Guides troupe in her spare time. I joined her on a volunteer basis, learning the ropes and getting to work with a wonderful group of young girls - all experience for teaching, I thought at the time.
I was really lucky that she didn't seem to mind my disturbing sense of humour and weirdness at that time, and we began to support each other through a rocky 3 years of an undergraduate education degree (including a few dodgy master teachers and incorrect degree advice).
Somehow, through many shared all nighters with supportive text messages, complicated coffee orders and mind numbing 8am lectures, we got through - and both were targeted by the DEC.
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| Just so good looking. |
When she came back, there was a light in her eyes - a fiery passion that had been ignited out of frustration and empathy that could not be extinguished.
Miss Matters sat with me in T2 with 27 million amazing photos that we poured over, amongst cups of Madagascan Vanilla and bites of crusty, warm Roast beef sandwiches (our staple diet at uni). She explained that she had noticed that many of the girls were missing significant amounts of school, and after speaking to one of the teachers, she discovered that this was due to these girls having their periods, and being made to feel unclean and unable to use anything to control their flow. Miss Matters immediately went to the closest city and bought the girls enough sanitary pads to last them quite a while.
As she spoke to me, the light in her eyes burned brighter as she began to explain her vision.
She wanted to create a charity that not only provided a permanent solution for this problem through the girls creating their own reusable sanitary pads, but encouraged girls to stay in educational environments and seek opportunities for higher education.
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| Miss Matters on her first trip to Muhaka, Kenya |
Slowly, Goods for Girls became a reality. Miss Matters continued to travel to and from Kenya, establishing the charity base both there and in Australia, all while waiting for that fateful phone call that would finally tell her she had a teaching job in a girl's school in Sydney.
What a journey it has been for her.
In 2014, Miss Matters was named one of The Australian Women's Weekly's Women of the Future, gaining a scholarship, which she has used to support the construction of toilet blocks in Muhaka village. This year, Goods for Girls turns 2 - a massive achievement for the marvellous Miss Matters and her team.
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| Image from: http://www.goodsforgirls.org |
So what is the implication of this story for us as teachers?
Miss Matters is an advocate of Global Education - it is an ideal that she attempts to weave so artfully through all her pedagogy, encouraging and fostering a global mindset within her students.
It is a philosophical mindset I share, and attempt to integrate into my own pedagogy (although it is easier for me, as my class is slightly more culturally diverse than hers!). I aim to encourage a student's sense of place in the world and a critical view of that world; to foster creativity in constructing solutions to problems and the development of an empathy and understanding for cultures other than their home culture.
Our students have access to the world at their fingertips, but still need to be guided in their exploration of it. Miss Matters and I both attempt to develop student empathy and understanding by sharing our own experiences of global culture...what's your strategy?
To learn more about Susanna and Goods for Girls, visit: http://www.goodsforgirls.org
or the Facebook page http://www.facebook.com/goodsforgirls.
Both are updated regularly with news from Australia and Kenya!
Wednesday, 19 March 2014
A quick giggle...
I've been out of action the last few days with some sort of stomach virus, hence my absence.
Note: now dousing myself in Dettol every time a kid breathes on me.
I'm still a bit under the weather, and not really capable of my usual wittiness and hilarity.
(yes, even when sick, my ego remains)
So here is a quick giggle for any teachers out there - it was National Teacher's Day in the US last week and this was a message sent out by their national union.
Happy Wednesday!
Note: now dousing myself in Dettol every time a kid breathes on me.
I'm still a bit under the weather, and not really capable of my usual wittiness and hilarity.
(yes, even when sick, my ego remains)
So here is a quick giggle for any teachers out there - it was National Teacher's Day in the US last week and this was a message sent out by their national union.
Happy Wednesday!
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