We don’t do that to children.

Aussie Friends of Treehorn

encouraging adults to think sensitively, to care for kids, to make wise choices….with their hearts in gear, their pens active and their votes available.

“We don’t treat children like that!”

Australian schooling is sick. It has no heart. It lacks humanity. It treats children as robotic sources of data that are then used for no good purpose.

I know that I can say that with some authority.

  • I was a state director of primary education for 13 years in an era when governments divided their operations according to their mandate –i.e. compulsory schooling requirements.
  • I had been an Inspector and Regional Director in remote areas of Queensland for some years before that, a teaching principal and principal of a couple of large schools for 24 years, President of the Australian Council of Educational Administration, Fellow and Gold Medallist,; Fellow of the Australian College of Education, Chairman of a Committee to review Primary Education in the ACT, Member of the Order of Australia [AM] for ‘services to education’ and have visited classrooms in every Australian state and territory and in seven different overseas countries.
  • I have shared authorship of books on education with Professor Bill Bassett, Lloyd Logan and Keith Tronc. I was sole author of one, which was largely prophetic in: Back to Drastics.
  • I love Primary Education and its operators; and have taken a keen daily interest since I tried to pupil my first Year 3 class seventy years ago [May, 1946].
  • I have seen and experienced many things in schooling. I bleed for what is happening to our children at the present time.

Ennui has established itself. There is mass dissatisfaction, boredom and frustration. Pupilling has lost its excitement; and every school, responding to the demand to gather data and expected to spend endless hours of precious learning time preparing for data-gathering, has lost its magic. Most teachers are unhappy, confused; and sick of it all. Ask them.

Australian teachers, once renowned for their outstanding abilities on the world stage, are groping around wanting to teach properly but hindered by data-gathering requirements.
Too many quality teachers are leaving or ‘giving the game away’. We should be ashamed that our present day politicians allow this state of affairs to continue. They instituted the program. They maintain its curse. They can stop the nonsense if they want to do so. Now.

There is no real love….no concern for child welfare or child progress…..only banal concern for the scores that data-collectors can get from a one-hit three-day gathering marathon, that are totally useless for child or school welfare or for that of a mature Australia’s vision of progress and happiness. They do great damage to the emotional cognition of our future citizens. They are instruments of abuse.

It’s common knowledge that NAPLAN is a cruel, nasty program that hurts children’s health in long-lasting ways; and is useless as well.

If we were a free, open, democratic society that cared for, and respected its children, and if we knew what learning and pupilling meant, and if we knew of the heights that achievements can reach in a test-free atmosphere, and were conscious of a commercial future that was exciting and had no bounds, no limits, we would all be loudly protesting :

“We don’t treat children that way.”

o0o0o0o0o0o0o0o0o0o0o0o0o0o0o0o0o0o0o0o
Please, Australia.
Think of the kids’ future
________________________________________

Phil Cullen 41 Cominan Avenue Banora Point Australia 2486 07 5524 6443
cphilcullen@bigpond.com
http://primaryschooling.net/ http://qldprimaryprincipals.wordpress.com/
07 5524 6443     0407865999

PLEASE MAKE SURE THAT A POLITICAL CANDIDATE RECEIVES A COPY………
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NAPLAN has nothing to do with learning. It has nothing to do with teaching. It has nothing to do with real schooling. It has to do with finding fault and making money. It’s an ineffective, unreliable and invalid device that makes the most of young children’s vulnerability and it deliberately threatens their cognitive development and emotional stability.

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