November 2009 Vol. 1, Issue 10 (PDF - 16.2Mb) - Department of ...

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Shine 5
Briefcase
Letters
> I would like to respond to the article in the September
edition of Shine titled ‘I think, therefore I learn’ by
Eummemmering Primary School teacher Vanessa Hodgkiss
(page 40). While I agree with the points raised by Ms Hodgkiss,
I do have some concerns and reservations about teachers in
all schools being able to promote a culture of thinking within
their classroom.
The reality is that schools are busy places. If one considers
the crowded curriculum, the noise and distractions in the
classroom, the unanticipated interruptions, the specialist
lessons and so on, one reaches the conclusion that the
environment and structures in any school do not always allow our students to be
creative and deeper thinkers. Ms Hodgkiss is fortunate that she works in a school where
philosophy lessons have been timetabled into the daily curriculum and students have
the extra one hour to talk and learn about their thinking skills. This is not the case in all
schools.
Thinking occurs in all schools whether by inquiry learning or by groups of students
sharing during the literacy and numeracy block. But unless all schools have a timetabled
session it will become difficult to enable our students to become critical thinkers. We are
living in a media-saturated culture that controls a lot of the thinking of our students. The
question we need to ask ourselves is: how do we as educators encourage our students to
be more discerning when they are exposed to media influences? We need to teach how to
think carefully. Not an easy task for any teacher.
It is one’s values that influence how one thinks and acts, and there are different types of
values. Ultimately, all teachers need to teach students the value of respecting one another
and the dignity that each person has. If students are armed with this value then not only
will they become good thinkers but also good and responsible citizens.
Kon Bouzikos
Good Samaritan Primary School
Roxburgh Park
> Response
As an educator myself, I completely understand how busy the school day can get,
and the overwhelming demands placed on teachers. But developing thinking skills
definitely needs to be made a priority. Thinking is an integral part of learning, and
not a separate subject. Before my school timetabled Philosophy sessions in, it was
something that was (and still is) integrated into all areas of our teaching. The extra
time allowed us to focus more on the skills, but that extra time was not essential.
Instead, teaching for effective thinking is concerned more with the way in which
we deliver our content, and how we allow our students to think more deeply about
what they are learning in class. In fact, many teachers already encourage skills such as
reflection during their classes.
I completely agree with Mr Bouzikos regarding the media and the overwhelming
impact it can have on our students and indeed their thinking. Perhaps this is why it
is so important for us to teach our children to think for themselves. Promoting and
teaching effective thinking not only allows students to develop the skills to think
effectively, but also helps them to value good thinking, and to develop the disposition
to be thoughtful and considerate. Just as students need to be taught to write well,
they also need to be taught how to think well. And as busy as our school days may
get, teaching thinking is important, and it really can make a difference.
Vanessa Hodgkiss
Eummemmering Primary School
> The recent announcement by Deputy Prime
Minister Julia Gillard that by 2010 the public will
be able to view teachers’ qualifications is welcome
news. Whilst many of us successfully struggled in
the 1970s against post-colonial recalcitrance to
ensure that all teachers were four-year qualified,
there has still been widespread opposition to
the publication of teachers’ and administrators’
qualifications by a school for parental scrutiny.
The abolition of the Common Roll was a further
blow to the free circulation of proper information
about teachers. This new measure will help
parents, students and the community realise
just how well-qualified their teachers really are,
and give a good indication of their passion for
their work.
It may also help create pressure for teachers to
be properly funded for professional development
studies with training organisations and
universities, leading to recognised postgraduate
qualifications that will ensure growth in their
own expertise and assist in better student
outcomes.
Dr Edward Reilly
Sessional lecturer
School of Education
Victoria University
> Thank you for your excellent publication, Shine.
I work as an early years intervention teacher and
am the parent of two teenagers. Shine provides me
with hours of reading for both work and home.
As I read, I note down all the websites that are of
interest to me, then spend more hours following up
this information!
As a parent, I would also like to acknowledge
another fantastic initiative – Joining the Chorus.
My daughter has attended the solo singers
ensemble every Saturday morning for the past three
years. She has had the opportunity to meet and
work with professionals at the top of their field,
from choreographers to directors and performers.
Performing to large audiences in venues such as
the Regent and Comedy Theatres, Hisense Arena
and Albert Park are experiences she never imagined
possible! The learning experiences offered by JtC
extend far beyond the artistic, to the important life
skills of team-work, perseverance, self-discipline,
independence and city survival skills. All this for
only $200 a year! Thank you for your coverage of
JtC productions and keep up the good work!
Lesley Haine
Neerim District Rural Primary School
Email editor@edumail.vic.gov. au
Letters may be edited for space.