As we move closer to May 9 the day of attrition

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NOPLAN DAY IS NOT FAR AWAY
Time for the wise to withdraw their children.

As Australia moves forward to one of the most important days on its socio-political calendar – the first day of what is now called, The Noplan Tests, we need to consider the climate in which our present system exists. A drum-roll for those who are forced to head for the learning gallows on May 9 to do the tests!

The Climate

* Schooling movements in Australia are moving further away from democratic principles and it is noticeable.

*Australian politicians do not know how to prepare for the future ….the future of work, of living; a future  of doing better at anything we do.

*Australians do not have the courage to stand up to corporate lobbyists who are now determining our  children’s future.

* The obstacles to a healthy school-learning culture are political, not educational.

* The unscrupulous domination of the greedy  controls our entire schooling system.

* Our obedience to the desires of vested interests keeps us from discussing what is important.

*The elements of the devices used to control basic principles of learning, contain their own form of decadence.  [Children fail NAPLAN because of NAPLAN.]

*The greatest social and industrial handicap to Australia’s future is NOPLAN.  Naplan is a noplan. It’s a political curse for which Australia will pay dearly.

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Keeping in mind that the most esteemed educational practitioner of the 20th century, Sir Alec Clegg, said: 
there are two kinds of education: the education of the mind by imparting facts and teaching skills, and the education of the spirit … the child’s loves and hates, his hopes and fears, or in other terms, his courage, his integrity, his compassion and other great human qualities.

Australia has the capacity to have both for its pupils. We are willing and able to do things properly, if we are allowed.. Sir Alec’s little homily is appropriate….
When Michelangelo was going to Rome to see the Pope prior to his being employed to build the great dome of St Peter’s and paint the Sistine Chapel, he took a reference with him which said: The bearer of these presents is Michelangelo the sculptor. His nature is such that he requires to be drawn out by kindness and encouragement. If love be shown him and he be treated really well, he will accomplish things that will make the whole world wonder.

Every child is a  Michangelo  if we believe in the worth of our children.
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Sadly, the climate of Australian schooling is certainly not conducive to child  care, progress and welfare. Aussies prefer that their teachers exert fear and worry and anxiety so they can pass tests.

The Child

* There is good in every child no matter how slow, damaged, ill-favoured or despised by others.

* Children will work to the limit of their abilities.

* All children matter.

* Happy relationships between school administrators, parents, teachers and pupils are extremely important.

* The life of every child is enriched by the development of its creative powers.

* Love and encouragement and having fun at school are much more important than fear and anxiety.

* Children need care-based pupilling rather than fear-based hard instruction and repetitive test-prep.

* Teachers need as much support as pupils. Both thrive on recognition.

Australians, however,  prefer to believe that children go to school to pass tests and examinations; and play sport. Nothing else.

The School

* definitions are clear and meaningfully used

* all adults on the campus think about their place in the scheme of things.

* thinking time is part of each person’s timetable.

* all members concentrate total effort on the improvement of teaching and learning techniques.

* progress through school is marked by increasing joy in the acts of learning as new thresholds are crossed. Such thresholds are not  marked by school years but by growth in experiences.  Schooling is fun.

* there is plenty of shared opinions about activities and efforts. The sharing of helpful opinion represent the limit of evaluation processes, because increases in learning joy would be the aim of any learning conversations. Shared opinions would lead to positive forms of self-evaluation.

* Oracy is part of the every-day time-table.

* ways  are found to develop talents as part of the normal learning process.

Times for unique interests are found but not over-ritualised.

Pupils  exit school with a greater love for some skill or interest of a particular kind than they had when they started.

 When decisions have to be made [e.g. whether to do Noplan tests]  they are based on a simple Four Way Test, not unlike the Rotary Test:

1. Does it help children to learn better?

2. Does it help teachers to teach better ?

3. Does it economise on efforts in the teaching/learning acts ?

4. Does it provide the greatest good for the greatest number ?

When you have the pupil in the middle of your eye, you can’t miss describing an effective, quality institution.

You end up describing joy in the processes of learning, growth in the quest for learning how to learn, and high satisfaction in achievement.

HOW DOES THE 4-WAY TEST APPLY TO NOPLAN? WHAT DO YOU THINK? Comments?                                                                                                                                                  _______________________________________________________________________________________________                                                                                                                                                                              Phil Cullen 41 Cominan Avenue Banora Point Australia 2486  07 5524 6443  0407865999  cphilcullen@bigpond.com  REFER: Who’s Who in Australia

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