Skinning Cats Alive.

I had convinced myself during the 1980s that, within twenty years, Australia would have a schooling system that was like no other…..built purely on love for learning and a zest for achievement in all things. At the time, things were on the up-and-up and school leadership was more ethical and professional and thoughtful than it had ever been. Teachers were proving their academic and professional worth in the big arena. Bureaucrats were learning to pull their heads in and were releasing the power of a truly caring profession. There was ‘Pride in Primary’ – real fair-dinkum pride in being a primary teacher -a catch-phrase that the good guys used at the time during their professional and personal activities. Classrooms looked like exciting learning places…‘Living, Learning Laboratories’ as Bob Pashen called them – inviting children to come in and join in the joy of learning. Things felt good. We had a lot of wrinkles to iron out that would take some doing and a lot more independence to be grasped … but we knew we could do it. We felt so tall and so proud of being primary.

Bugger! We couldn’t. A special form of heavy-handed totalitarian political control grew alien antennae that made some powerful politico-weirdos believe they knew everything about everything.,..and they took over the activities of governments.

A toxic form of managerialism hit the fan in the mid-80s; and we lost sight of the kids. These aliens organised and started running testing factories replacing real people who’d been-there-done-that ,organising schools of learning and mentoring others on the way. These good guys were cunningly dominated by absurdists who forced fear-laden testing on kids and have now done more damage to Australia than the Japanese could ever have done. Fear-laden swotting of a kind never known before has replaced decent teaching. The load on small pupils during normal learning time, the likes of which no previous generation has had to tolerate. is enormous. Kids are still our future, but you wouldn’t think so. 

Now we have a take-over of schooling by the most ruthless gang of kid-bashing monsters ever. Schools, intended to be the centres of schooling excellence that our children deserve, were set up on Day 1 of schooling … ,last Monday…. to be an examination centre for happy, anxious young kids who’d been dreaming of something else on their first day. 

What an introduction to a lifetime of learning!

The little ones were kept quiet and submissive, we’ve been told, waiting for a teacher to give them a series of literacy and mathematical encounters, the results of which were scored and recorded and forwarded to an all-powerful pooh-bah who will keep the data for statistical purposes. The school will be expected to keep the results until the poor little folk contest the really earnest NAPLAN test in Year 3, when they are about 7 years of age. The branding done and intellectual expectations set in place in the minds of those adults whom the child respects at this point, will mark their progress for many years, Day 2 marked the beginning of ‘getting to know you’ activities, starting to ‘down play’ the implications of the day before, and to start the pupilling….fair-dinkum schooling. No one will have time to try to see what effect the testing had on the pupil, how the pupil felt, The effects could be profound, but we big people will pretend that negativity can be patted away and all will be okay. We will also pretend on behalf of those who did not do well, that it doesn’t matter. The kids are so young. They’ll get over it. We’ve sorted them out early, as far as NAPLAN goes, anyhow. 

Remember that page in one of the most wonderful books on education :ThGeranium on the Window Sill Just Died but Teacher you went right on” by Albert Cullum : 

Where is my place in your puzzle, teach?

Do I fit?

Or am I one piece too many?

Tell me for real, teach!

I know there’s no room for me on the bulletin board,

but do I have a place in your puzzle?

When the advisers and special helpers move in to remind the slow or poor-scoring child of his or her inadequacies, we will be sure to get an increase in scores, by Year 3, because that’s what this kind of schooling is all about. By test time in Year 3 0r 5, many pupils will be saying, in Albert Cullum talk :

was good at everything

– honest, everything –

until I started being here with you.

I was good at laughing, 

playing dead, being king.

Yeah, I was good at everything!

But now I’m only good at everything

on Saturdays and Sundays…

It’s certainly useful to know how your pupil stacks up against others and against certain criteria. …and against their own views of themselves. It’s also critical , however, that the information is obtained as part of the learning operation. Those who would kill a cat by skinning it alive, would approve of the way that some schools conducted the operation last Monday. “Hello Sam. Here’s a little fun thing I’d like you to do. Bye Sam”

The media will pile on the plaudits for the kids and the teachers for the first day. It makes good copy. Parents will scurry home to learn how to do it better with the next child. After all, kids talk. The disgrace of having to seek remediation for what I did to my kid! OMG.

I should like to make one point. The way that this operation was carried out, the organisational mode was a disgrace. Only cold and calculating beasts , excuses for humanity, would dream this sort of thing

Teachers will learn more about each child during the first week or two of schooling and use it for each child’s welfare; in the way things ought to operateand;, hopefully, repair some of the damage done by mean-spirited adults who enjoy skinning cats alive,

Phil Culllen, Emeritus Director of Primary Education, Q’ld.., 41 Cominan Avenue, Banora Point. Australia 2486. 07 5524 6443 0407865999 cphilcullen@bigpond.com

NAPLAN for Mummies. What is the purpose of NAPLAN?

The future of our nation depends on our attitude towards children and their schooling

NAPLAN

FOR MUMMIES

What is the purpose of NAPLAN?

A cynic would respond, “To line the pockets of Rupert Murdoch, Joel Klein and other captains of the Testing Industry.”

There is some truth in this. It appears that, some years ago,  Rupert Murdoch saw the future of schooling  [and other education enterprises] to be almost totally digital. Digital education was the future! Any need for schools? In 2012, through his News Corp. organisation, he purchased, for $US371 million, Wireless Generation, a company producing digitised curriculum and assessment material. He enlarged the enterprise , employed over 1200 writers, called it Amplify and appointed Joel Klein, the founder of Australia’s schooling system in 2008, to direct the business of digitising education products and services.  News Corp’s foray into the digitised education business is notable.  We aren’t allowed to talk about it much in Australia, even though we are a critical part of the empire .  It is prudent of News Corp. representatives down-under, to play-down the human stuff-ups of schooling caused by testing regimes; and not to make too much mention of NAPLAN’s failures and peculiarities. Media silence on important issues is part of the scenery down under. This has given NAPLAN and kleinism aka fear-based schooling a pretty free run since 2008. Since News Corp controls most of Australia’s media outlets and, it could be said, has a close linkage with our test-based schooling system, the cynic must have a point.  NAPLAN testing in Australia is  completely digitised this year and we are on the way to fulfilling Rupert’s business vision.  The cost of a tablet for each child completing the test has not been publicised. Financial matters are cunningly operated  by the states using federal taxpayers’ grant money conditionally tied for their diligence to NAPLAN.   It’s very tricky.

There are numerous doctoral theses that can be undertaken: : unravelling the payments made for NAPLAN, by whom to whom, how much, how planned, how organised; the whole scandal of its establishment and who wins. If students and universities are brave enough to examine the various exigencies of NAPLAN testing and they are able to obtain the information,  each thesis should provide interesting reading.

Australian measurers are about to enjoy the use of computer tablets and the purring of the CAT phase of naplanning – Computer Adaptive Testing;   and its UCD – User Centred Design from the field of datafication.  In classroom-speak, that means  the intense  gathering of a variety of data from as many pupils as possible to add it all to a pile of measurement algorithms for deep measurement seances at high levels, holding hands with the high priests of measurement who once gave statisticians their great glory.  Improvement in classroom activities and particularly in pupil attitudes towards learning is purely speculative….and unlikely.  The use of educational technology can be of enormous assistance to classroom learning, but the use of technology merely to streamline the gathering of data is a prostitution of its potential.  Why is it so?

Schooling in Australia is now big business, Mum. Schooling ain’t the well-meaning public service it once was andought to beTesting and datafication are major growth industries.  Schooling ceased being an altruistic, public spirited, humane, community welfare service when NAPLAN hit the fan and spread its testing muck in 2008.  A change of public attitude could bring testing to an end tomorrow, but we do not have the political spunk to challenge those who now tell us what to do and how to think. They are very good at controlling political attitudes. The indoctrination of a disinterested public has been very successful….until now. 

Meanwhile, back at the school gate, parents are unsure.  They wonder what it would be like if schools concentrated on the usual operations  of teaching and learning and not bother with all this super-imposed bally-hoo, Those who care seriously about the full future of their child, must wonder about the effects of testing and the other extra-curricular compulsions, on their child’s overall development. They wonder what kind of person their child will become, what kind of job they will have,  how  their child will cope with doing  jobs that don’t exist yet.   What sort of schooling should they require?  Should they  only need to pass tests of basic standards and little else,  or  should they learn how to evaluate their own progress in whatever they do and be able to make serious decisions; undertake challenges with zest, achieve as high as possible; and partake of art and music and play and sport in a really enjoyable and productive way; and enjoy life,  Gaining high marks in the kind of topics that NAPLAN targets is a piece of cake, if one develops an interest in the subject…the opposite of the naplanning kind of motivation; but the use of fear and despair now built into the testing procedures as part of it, is preferred by our obedient politicians.  We can get PISA scores much higher than we ever have, if we are only able to understand what we are doing and helping schools to develop positive attitudes to learning, instead of wasting time on all this testing. muck.

ACARA describes NAPLAN as follows…

“The National Assessment Program – Literacy and Numeracy (NAPLAN) is an annual assessment for students in Years 3, 5, 7 and 9. It has been an everyday part of the school calendar since 2008.

NAPLAN tests the sorts of skills that are essential for every child to progress through school and life, such as reading, 
writing, spelling and numeracy. The assessments are undertaken nationwide, every year, in the second full week in May.

NAPLAN is made up http://www.smh.com.au/federal-politics/political-opinion/naplan-is-driving-our-students-backwards-20130514-2jk5p.html of tests in the four areas (or ‘domains’) of reading etc.”

This  pronouncement that schools teach NAPLAN every day of the school year is a worry….but…that’s it.  It’s been a take-over of the system, without a doubt.  Has it done any good?

Sorry, Mums.  NAPLAN testing results have been flat-lining or heading down hill.  Quality teachers attribute this to the kleinist philosophy of fear and punishment pervading the intense test preparation that NAPLAN requires.  It certainly ‘turns kids off’ learning. It certainly teaches them to ‘hate’ some subjects and/or to ‘hate’ school. If you allow your child to take part in the rigours of NAPLAN test preparation, you do take a risk, Mum. Ask Lucy Clark. Children always do better at doing something that they like to do…and NAPLAN certainly discourages teaching children from appreciating the beauty of Maths., the magic of Science, the joy of enticing literature. NAPLAN is causing declining, mediocre results in its own tests and in the international PISA tests and in TIMMS!The slides are getting slipperer!

http://www.smh.com.au/federal-politics/political-opinion/naplan-is-driving-our-students-backwards-20130514-2jk5p.html

There is a field of thought that believes that children should be taught to evaluate things themselves using themselves as the rating unit….anything but a silly numeral!  It is immoral, surely,  to impose damaging  high stakes tests on individuals without their permission.  Self-evaluation is an outcome of shared evaluation and is based on the belief that anything we expect others to do requires a close, critical, encouraging audience, and the only one we should share it with is someone whom the learner respects…..teacher, mum, dad, big brother, sister, aunt…. or all of them.

The concept of pupilling is one that testucators have a problem with. They don’t seem to know what it means. They use the word ‘student’ to cover up their inexperience.   Hey, testucator!  It is the reason we send our kids to school! It is a contract between a learner….”I will learn. You will teach. We will both do our best.” and a teacher ….”I will teach. You will learn. We will both do our best.”  No need for any interference, unless requested.  We didn’t ask you to poke your noses into our decent, effective, professional, ethical learning efforts, Mr. Testucator. You weren’t invited to our daily learning fests. We evaluate as we learn. Get outa here!

Might I earnestly suggest, Mums,  that you talk seriously about such issues with a thinking  teacher, other mums and dads about NAPLAN before you make up your mind.  You have until early May, but the best advice is to remove the burden from your child’s shoulders asap.  Let him or her enjoy the good parts of schooling. Your school cannot offer you the choice. It isn’t allowed for obvious totalitarian, testucating reasons.

Please telephone or talk with your local members to determine their attitude to our kleinist form of schooling…….and they will ban it if they are fair dinkum…..and Australia will be better off

___________________________________________________________________________________________________________________

Phil Cullen  41 Cominan Avenue Banora Point Australia 2486 07 5524 443           0407865999   cphilcullen@bigpond.com

Refer: “Who’s Who in Australia’ 

NAPLAN for Mummies Intro.

PLEASE CIRCULATE THIS AMONG YOUR FRIENDS WHO WORRY ABOUT THE PLACE OF NAPLAN IN SCHOOLS

The future of our nation depends on our attitude towards children and their schooling
NAPLAN

FOR MUMMIES

INTRODUCTION

Our young mums probably know that the world of primary schooling has been impressed  for a few years by the kind of schooling that takes place in Finland.  They will recall that a few years ago, Finland topped the world’s ratings of achievements in tests conducted by the OECD, called PISA – a comparative test of a number of countries’ scores…. tests conducted for 15 year-olds every three years.   We used to be amongst the world’s best but have severely slumped in rankings since the introduction of NAPLAN testing. Since it  was introduced, we have developed a national attitude of heavy-handed, fear-based testing and have started to wonder what Finland does that it does so well.  We know that it does not believe in the conduct of tests like our NAPLAN, because such tests damage the attitude of school pupils towards learning. Our cultural attitude is that we don’t care even if our kids are being knocked around. What do you think?

If you are a reader of The Treehorn Express you will have been impressed by the article by Paul Thomson who, with a staff member from Kimberley College visited Finland in 2016.  “Primary school teaching is the most respected occupation in Finland, with doctors second and surgeons third.” The kind of attitude [see below] that the public openly approves of…and boasts about to the world ….is about the opposite of ours.

Schooling is part of the air they breathe.

Here’s how William Doyle, a Fulbright Scholar presently a scholar in residence at the University of Eastern Finland describes the practices….[See SMH, 17 Jan 2017]

* learning through play;

*equitable funding and well resourced schools [no private];

*highly professional teacher training;

*research-based and whole-child approach to school management;

*warmth and respect for children and teachers;

*learning environments of strong academic focus with low stress and high challenge;

*high-quality testing run by teachers at learning time and not by standardised data collectors once a year;

*comprehensive special education;

*treating all children as gifted and cherished individuals without sacrificing their childhoods to overwork.

So, Treehorn’s question to Mums is :  Why would a government approve of a kleinist fear-based testing routine in schools  e.g.NAPLAN   when this sort of Finnish culture works so well; and we can improve our schooling and improve our achievements on any sort of test by respecting our pupils and treating them as pupils….and as human beings?  YES, we can. Wanna bet? Can you help, for your child’s sake, to do something about it? Get rid of NAPLAN?  Can’t we get back to pupilling and watch the gains and be happy with our kids’ giant strides upwards, instead of highlighting their mediocre performance and slippage in world ratings?  Do you ever consider how crazy our Aussie kind of schooling has become?  Why don’t you do something about it?   Pussy-cat?

Next : What IS the purpose of NAPLAN?

Can anyone explain it?

___________________________________________________________________________________________________________________

Phil Cullen 41 Cominan Avenue Banora Point Australia 2486   07 5524 6443  0407865999  cphilcuullen@bigpond.com   REFER: ‘Who’s Who in Australia’

NAPLAN for Mummies

PLEASE SEND TO AS MANY MUMS & DADS AS YOU CAN.

The future of our nation depends on our attitude towards children and their schooling

NAPLAN
for

MUMMIES

Yes. We still have NAPLAN. Why is it so? There is so much confusion about the impact of NAPLAN upon our schooling system, our  down-hill slide in the world of achievement as a result of it, our penchant for mediocre results;  and even more confusion in the various descriptions of learning…..that Treehorn was going to  call this series of articles ‘NAPLAN for dummies’ and aim it at those Labtard and Libtard section of politicians who don’t seem to know much about NAPLAN, can’t comprehend what is going on, don’t care much about kids, don’t care about its effects on them; and are unable to handle the relationship between good, firm, happy, achievement-based, self-sponsored pupilling and our nation’s prosperity and cultural future.  The concept of pupilling is beyond them. As far as schooling is concerned, our pollies – especially those who run the testucation circus – are a waste of space. They just would not know what it meant to “….pupil our way to prosperity”.

So! Treehorn decided to aim some comments at those parents who are forced to worry about what the testing program does to their children….especially the parents of those children who will be institutionalised for the first time this year. Some will  be tested  aka ‘branded’ within the first few weeks so that a rigid benchmark on their capacities can be set and so that some pretentious testucating shills will be able to check scores when the little ones confront the rigors of Year 3 NAPLAN testing  for seven-year olds in a  couple of years’ time. Sound exciting?  That’s their idea of what schooling is. Learning? Not related! Many progressive nations and alternative learning schools in Australia do not even start formal schooling until 7 years of age. The starting age for formalised schooling needs a thorough examination if ever Australia gets around to talking about its schooling system. It depends on how the system is going to handle its young people; but it is certainly over the odds to demand high stakes testing of children so young, isn’t it?

Mums and dads have been kept in the dark for too long. While democratic principles of choice should apply to schooling, Australian parents are not asked if they approve of their children being subjected to such high stakes testing from beyond the school.. Children are institutionalised, not incarcerated, despite the similarities of treatment with those in charge of corrective institutions and concentration camps. Educrats have  not been given permission by anybody to treat children as they do….in the way that  they have…….  since NAPLAN was introduced. They are very naughty people.

Australian parents have never ever been informed that the tests are NOT mandated tests. They are ‘on-top-of extra-curricular stuff’ quite unrelated to learning and not usually part of a good school’s curriculum-related evaluation-of-progress program. Keeping secret, the fact that parents can refuse to participate was a deliberately deceitful political trick……a dirty trick.  The testing is an unnecessary time-consuming addition to normal curriculum activities. Children cannot be required to take such tests….not even the Year 1 ‘diagnostic’ type . Parents  have never been told that they can say ‘no’ in the simplest of ways – just drop a short note to the school. Our deceitful government deliberately  hides this from constituents, commands its school principals to ‘keep mum’ [oops, sorry], not to mention anything about the democratic rights of choice to parents, tries to construct illegitimate”Say No” routines and make them as complicated as possible; and continues to gather endless amounts of data for no useful purpose. This distraction from the kind of learning activities that schools prefer to organise is truly enormous.  Ask a teacher. Ask the administrative staff. Data gathering in school is almost a full time occupation.  Some mums prefer that their children not be part of it and should spend the full school time learning…and enjoying it. Onya mum.

Yes, mum and dad, Treehorn is seriously recommending that you withdraw your child from any form of NAPLAN testing. Join the thousands who have already done so. Ask around.

There has also been an enormous rise in the number of Australian now enjoying the benefits of home-schooling. Why is this so?

There has also been a startling increase in the number of mums withdrawing their children from the rigours of test preparation. Why is this so?

NAPLAN FOR MUMMIES will deal with a number of topics over the next few weeks, trying to answer some of the queries that parents have; and answer their concerns; and expose the excesses to meaningful schooling. What is the real purpose of NAPLAN? What is evaluation of effort? Should plumbers repair cars? What is a pupil? Can the billions of dollars spent on this extra-curricular activity be justified? What happens to learning from the seamless routines of the regular curriculum as we get closer to the May tests?

First, here is the official view of what NAPLAN is, as presented by ACARA’s unit called NAP,  the central body of measurers, appointed to ‘do the job on kids’. It’s big time. Costs billions. Looks good.

https://www.nap.edu.au/

Here’s what Treehorn says:

https://treehornexprss.wordpress.com/2016/10/21/the-moral-crisis

_______________________________________________________

Best wishes, Mum.  Make sure you share this with as many others as you can.

___________________________________________________________

Phil Cullen 41 Cominan Avenue Banora Point Australia 2486  07 5524 6443 0407865999 cphilcullen@bigpond.com

Kleinism in Australia 2017. Will it go away?

The future of our nation depends on our attitude towards children and their schooling

KLEINISM IN AUSTRALIA. WILL IT GO AWAY?

A REVIEW

The summer holidays are over ‘down under’, and Australia will commence the new school year under the most peculiar circumstances. We’d like to start a new year of school learning with high levels of confidence in our pupils’ abilities to do as well as they can  and with our own usual high level of teacher zest for teaching  young people how to go about it.  In the long run, we’d like to see Australia at the top of the pole for schooling excellence and our country amongst the leaders of commercial enterprise because of our business expertise in fundamentals and our ability to solve problems, innovate productively and enjoy challenges.   Sadly, these fundamental characteristics of a successful schooling system have to be held on hold for some years; replaced by a testing regime invented by a New York curriculum incompetent, teacher-hater, ex-lawyer;  once in charge of a school district there.

We aren’t allowed to start the school year down under with high hopes and positive attitudes. We are obliged to maintain the ridiculous; to start as early as possible with heavy preparation and intense practice for our annual standardized blanket testing program called NAPLAN, held each May.  Its clone is called NCLB in the US. As educators at the chalk-face, we have no option, no choice, no say. Our system is controlled by testucators, disciples of Kleinism….a fear based system of schooling that was imported in 2008 by Julia Gillard, later our Prime Minister; then federal minister for education. It was one of the biggest mistakes a government representative  ever made.

Following the 2007 federal elections, she was charged by her senior colleague Kevin Rudd, new to the job as PM, to reform the Australian education system almost immediately, because his fellow neo-cons were telling him that teachers were making a mess of it and that most Australian children couldn’t spell or calculate. He used serious threatening language in his instructions to the teaching force and to her, to find something better than what we had. The  Business Council of Australia and the ‘Four Pillars of Australian Banking’, both organisations of neo-liberal persuasion, roundly approved, despite both politicians being known within their temples of wisdom,  as ‘lefties’. It was a peculiar liaison….and became a weird time in our history.  Dutifully, she booked her flight to find a place somewhere in the world that had a reputation.  Actually, Australia had a reputation itself for being amongst the world’s best at the time, but anti-school fanatics were the preferred mouthpieces of the local press – especially the Murdoch press. No. She didn’t select  Finland, South Korea or nearby New Zealand whose schooling achievements were beyond the ordinary. Her first stop was New York. As macabre as the scenario appears, on her first day, she visited Rupert Murdoch, a requirement of all Australian leaders when they travel overseas….. to get their riding instructions.  He arranged for her to attend a cocktail party being organized by the Rockefeller Foundation where she was introduced to Joel Klein, a fellow lawyer who, as strange as it seemed to Australians, was in executive charge of a large school district in New York. His system had a reputation. Indeed. It had a really bigreputation – not for learning or teaching or anything to do with the realities of schooling, but for threatening learners and teachers and principals and schools to do as they were told and, if they didn’t measure up to his requirements, they were out of a job or the school was closed. He sweet-talked our Julia into the effectiveness of this sort of approach to school leadership and,…..within minutes…..Australia had a new system.

She didn’t request a study of the effects of high stakes testing on schooling, nor check the credentials of the New York operators.  She was conned, big time. Rupert and Joel Klein rubbed their hands with glee, because they were in the publishing, programming business, worth billions.

Not long later, Klein  openly boasted to the world that his test-based scheme was well established in Australia. He was correct. Although it is based on fear and deceit and child abuse, Australia still has  it.  The big boys, of the kind that were at the cocktail party, will not allow our government to have any other kind. Their colleagues in the BCA and banking fraternity keep vigilant. That’s clear.  Julia felt that she had found the ultimate touchstone of school control, and was able to persuade the Australian banking community to pay the cost of a visit by her ‘pin-up boy’, as she called co-lawyer Klein,  to speak to them in their own fortresses in Sydney, Melbourne and Canberra. Despite some ethical uncertainties which she later modified by capturing the ‘approval’ of the principals of all Australian schools with a very  swift, cunning and deceitful maneuver. They had to carry the can for professional ethics, once they pronounced their approval of kleinist naplan.  Indeed, they dutifully suspended their professional ethics and still do….adopting an attitude that disappoints proud principals of the present and past wondering how this happened to organisations that were once stalwart and proud of their protection of children’s rights.  Federal and state education bodies, once citadels of wholesome schooling,  succumbed to the use of fear and the abuse of mental health of children for whom they are supposed to be responsible…..and….as Aussies say: “She was in with Flynn”. No blood on her hands.

She established a special unit called the Australian Curriculum Assessment and Reporting Authority a sort of third level of government power, a sort of bundestag that now completely controls schooling;  and  she made sure that it was staffed with expert measurers whose experience in schooling and teaching and learning was severely limited.  This incongruous mis-match between knowledge of testing and knowledge of learning between people running the show, has had profound consequences.  After all, whoever controls the schooling system, controls the country’s future. The outcomes of constructing testing devices that contain inbuilt pupil dislike and distaste for particular school subjects and for school itself …and doing so in a most rigid manner….has had  effects that run counter to the faith that she and ‘pin-up’ Klein had in improvement of PISA and NAPLAN raw scores. They flopped, failed, flunked all neo-con expectations as schools are doing in countries that are overdoing the fear base; and, it must be noted, run counter to the expectations of parents for schoolies to do the right thing.  Despites their attitude to childhood, they’d like their kids to do well. Australia, after eight years of kleinism is heading downhill fast.

The last few years in the US and in Australia have clearly demonstrated that no schooling system can progress while its most outstanding features at the chalk-face, each capable of gynormous damage, include

Fear of failing

Deceit

Abuse of mental health.

all deliberately imposed by forces beyond the classroom. Office-based testucators of known kleinish measurement calibre have no idea of what happens in the classroom. They just mass-produce tests, send them to schools, gather the data, pat themselves on the back, blame teachers when things don’t go so well.

But, hold! Now, a breath of fresh air. A hopeful start has been made in the US education circles, our major mentors, in December 2016, by reducing the ponderous effects of centralised control. Releasing states from their fearful obligations is a small step, but it is a step in the right direction. Maybe, one day, control of the learning act will seep down through the numerous know-it-all hierarchies to the real learning centres in all countries where the teaching/learning experts reside, now being wrecked by the corrupting influences of kleinism – fear,  deceit and abuse.

Down under, we’re notoriously slow to examine the effects of imports from up over.  The big boys there and here do not like it, when educators reveal the truth….that the problem lies within the testing itself. We can’t expect any improvement to learning in our schools in 2017. Both places have a devil-may-care attitude towards children and their schooling; and basic timidity prevents us from sticking up for kids.

_____________________________________________________________________________________________________________________________________________________

Phil Cullen 41 Cominan Avenue  Banora Point Australia 2486    PH:07 5524 6443  cphilcullen@bigpond.com   Refer: “Who”s Who in Australia”

ATTITUDE

The future of our nation depends on our attitude towards children and their schooling
ATTITUDE

Hardening of attitudes is one one the world’s must serious diseases – Zig Zigler

 

  • ATTITUDE is a human condition defined by Jung as “…the readiness of a person’s psyche to act or react in a certain way.”  This psychic reaction is usually the result of a personal evaluation of the circumstances that surround our social experiences.   In the workplace, a person adjusts control over his/her feelings once the affective domain checks out what is being demanded by somebody else….each using his or her esoteric knowledge and experience to develop a specific attitude.  Each person decodes the messages coming through the work-a-day system in his/her own way and reacts with enthusiasm or ennui or rejection. If the motives of those in charge  run counter to the ethics of the professional operator at the work-face or their attitude is not to give two hoots about the underling’s attitude, there will be problems. Attitudes will clash. System-wide ennui is guaranteed….. prior to rejection. Systems, especially schooling ones, hope that everybody….administrators, assistants of all kinds, teachers, teacher- aides, children become enthusiastic and demonstrate positive similar attitudes to learning [the only business of schooling] per se. The Finns adopted this attitude years ago. It’s an intense, involved business….esoteric in a very real sense….. so it is important for a country’s development that everybody is on a similar wave-length about the best ways, allowing for variety  of course, to teach children how to learn. Think of Finland’s all-as-one attitude to learners and teachers.  However, if wires are crossed as to the purpose of schooling and there is a serious divergence of attitudes in the ways that schools and schooling authorities teach and evaluate , all is lost…for sure. Think Australia

Distinguished psychologist, Gordon Allport describes ATTITUDE as “…the most distinctive and indispensable concept in contemporary society”.

Let’s look at Australia’s attitude to schooling. It is sadly in need of a major overhaul as this example shows: We were, to a person, impressed by Finland’s mode of schooling because it does well at PISA tests for 15 year olds every three years; NOT because its schools value the learning habits of its children, and the country highly values what teachers do in the teaching-learning-classroom context.  We were impressed by its high scores because weprefer to use bang-crash modes of instruction and have a  penchant for using numerals to describe human endeavour. It’s a post millennium form of pagan idolatry…adoration of numerals.  That’s true, isn’t it? What is going on? How come the Finns don’t use our crash-bang-rigid techniques? What do they know, that we don’t? Do people really do better when they like learning? Fear makes people do as they are told in concentration camps, correction centres, battle procedures and the like. It should work in schools. That’s our forte…our attitude to learning. Be big and strong and commanding. Finland seems to work back-to-front. The whole country likes the idea of learning.

Monopath, Julia Gillard, representing our entrenched screwball attitude to schooling and teating when she chose the Klein system of fear-based learning in 2007, did so with confidence that Australia’s attitude to schooling and scoring is of the bang-crash-wallop-fear kind. Attitude! With her attitude embedded in looking for a malevolent solution rather than a tender, inclusive one for Australia to conduct an  evaluation of its schooling system, she only went for one extreme view. She only looked at one, using the Stuart Firestein technique of ‘farting around in the dark’; but, she grabbed the kind her friend Kevin wanted. Since then, of course, it has been shown that she boo-booed,  that the use of NAPLAN testing to judge the standard of schooling is the work of fools, but we are stuck with it because she and her political and corporate friends said that we must do as we are told….despite our professional desires to exert true ethics and esoteric knowledge that will benefit children…..and avoid the kind of  serious damage that NAPLAN inflicts.

Now, we Aussies also tend to judge a country’s world ranking only by its three-yearly scores on extreme PISA tests for 15 year olds.  That, in normal circumstances, is a pretty big ask….and a sick one….and another sample of the work of fools.  It presumes that what is tested has been taught and that each question means the same things for each contestant country.

If this was a reliable method of making judgements, Australia would never have changed to kleinism back in 2008. We were amongst the worlds best then; and have only moved down to the failing section of low-level-learning countries, since we introduced naplanish fear-based operations. Our pollies took too much notice of the local malcontents who seldom have anything nice or useful to say about the ‘present generation’; and treat ‘childhood’ as if it was someone else’s problem. Attitude.  Wouldn’t it be more reliable and valid to judge our system, not on PISA scores, but on the quality of our contributions to world science, medicine, music, mathematics, art, social sciences, world politics,  literature, sport and recreation….the kinds of things that schools do?  Don’t our measurers know enough about measurement to be able to do this?  They need to see a teacher!

The jury rests.

You will have noted…..

The fear-bang-crash attitude is now so well entrenched in the Aussie psyche, that a change of government does not make any difference.  They all join in the work of fools. Federal parliament sorely needs some politicians who are concerned about the plight of children at school. There is none in the chamber, at present,  who cares,   The atmosphere at federal parliament has been attitude-free about decent schooling for a very long time…and…our weak state pollies have handed schooling responsibilities to people at the federal level who don’t seem to give two hoots about child welfare and intellectual progress. [So much for the power of COAG!] The change from Labor to Liberal saw more of the same; and there is no political party policy at present – anywhere- suggesting any change towards a child-oriented-high achievement- learning system. Check their policy documents.  Find the word ‘naplan’, if you can. Make sure you take a good look at the policies of the Labor, Liberal, Green and National parties.  Is there any state party which is proud enough to want to go for positive change?  It  would not be too difficult to organise a state system that is prepared to think and challenge the rest of the world, but everybody is afraid. They would have to THINK first, and that seems to be a pretty difficult thing for political parties to do.

Tragically, our children cannot expect to enjoy and extend their natural love for learning while the Australian attitude towards acceptance of the fear-based, kleinish high stakes bashing of kids and teachers’ mind-sets of learning, remains.

At the classroom level, we know that each  of those children staring out the window  or fiddling under the desk or  leaning with their chins on their hands, while the teacher is trying to introduce some new topic , is saying, “I’m not interested in learning this stuff; and there is nothing that you can do to make me if you keep going this way. You can’t force me to learn if I don’t want to.” The child has attitude. Too many, like this victim of high stakes testing,  prefer to be bludgers; under present conditions of schooling, an attitude forced on our kids because our pollies don’t care what our testucrats are doing to them. Together, the pollies and the testucrats have no conceptual grasp of what happens in the classroom, They have no idea of the effectiveness of pupilling or of the importance of the intimacy and power of the pupilling contract. All pupils have an attitude to whatever happens at school.  Theirs is a healthy attitude. They want to learn.  We’d all like all school experiences to be meaningful and wholesome and effective…..but ‘there’s those NAPLAN rules’.

Think of the beautiful young seven-year-olds after two years of school learning….having learned more than they will ever learn in any other two years of their lives,  being forced into the front line of fear and mental abuse about to be used on them for the first time in their lives. This will happen in Australia in a few weeks time.  Naplan neurosis, the only predictable outcome of a testing program for children so young, is a serious social malady, highly contagious, that causes learning insecurity, anxiety, depression and fear of accepting challenges; and it remains with them for the rest of their lives.  The testucrats, suffering from delusions of adequacy, believe that they properly reflect the community attitude of a need for the stern quantification of schooling, thus  denying children of the love and support that true learning needs. Their holier-than-thou attitude to teachers wishing to pupil their classes shows that they are out of their depth…..they’re over their heads in a car-park puddle.

That, by the way, is what measurement freaks have never learned.  “You can’t teach me anything, if I don’t want to learn.”   “Negativity turns me off.”

That’s where Australia’s office-bound testors have completely buggered-up the system. They think that frightening kids, threatening teachers, making kids practise, practise, practise test-taking; sanctioning after-school attendance at tutoring shops, doing plenty of homework is what schooling is about and enlivens the learning psyche.  Bulldust. That’s a testucator’s attitude. THE ATTITUDE OF OUR QUALITY, EXPERIENCED TEACHERS IS MILES AWAY FROM THIS.   ATTITUDE.  Quality teachers don’t like abusing children and turning them into robots to get a score. They prefer to treat children as pupils…… pure teaching.

Testucators don’t care how kids feel.  Their attitude, based on the fundamentals of measurement and statistics, is that hard data must be collected at any cost. Measuring is their profession….and they rule the roost. They think that heavy blanket-type, three-days-long collection of data every second-year  from pupils who prefer to be learning, is a legitimate pursuit. Children can be treated as robots. The testor’s  God ,’Statistics’, reigns. Rigidity is supreme.

So, Australia is  now in a very precarious position. Testucrats only want children  to learn what can be recorded on a piece of paper.   Teachers want to teach  their pupils all that they need to know, while testors only want them to learn only what can be  tested by PISA and other unreliable instruments.    Kids want to learn. Sadly, Aussie teachers must do as testors require.  Kids must do as they are told by both. No choice. Parents have to be the adjudicator. if they ever learn that they have plenty of  power. ‘  in their hidden right to say ‘NO’. ….even though federal politicians make the most of parents’ gullability by hiding the option of choice from them.  Attitudes, during this naplan period of history, are so far from a healthy teaching-learning reality, that things are  positively dangerous for Australia’s future. There are no expectations of change or of discussing the need for change during 2017.  We can’t shift the PISA guideposts, so we must accept that the inevitability of our official attitudes through forced NAPLAN testing will remain the same. As parents, we have been told to shut-up. We are all cooked, buggered, flattened, finished, done, however, if we continue with  such antique attitudes in 2017.

The only sensible attitude is to go back to tors – to 2007 – and do what should have been done then. Give back the decent professional ethics to real school administrators and scrap stupid NAPLAN.  Talk about the purposes of schooling.  I repeat. TALK. We are getting further and further away. We are slipping further down the gurgler of international repute; and our nastiness to children [Read “Beautiful Failures”?] is widely known and internationally deprecated.  Australians continues to adopt a very, very, very unhealthy attitude to schooling. On the world stage, that’s the kind of people we are becoming…..nasty bastards.

‘Experts’ from beyond the schooling hemisphere….especially those Aussie journos and commentators and Institutes, with out-of-context opinions and no firm  schooling attitude …..have some way-out solutions. *Bring in Gonski or any needs-based model  quickly!* Leave everything to COAG! * Do whatever Finland, Germany, Singapore or the US is doing! *Let’s talk about something else to do with schools. They seem to be saying :”We don’t know much about schooling, but we’d like to express an opinion. We are the elite. We set the agenda for discussion every day. and we prefer to be blase about school things…..pretend we know all about it.   Such opinions will be useful , however, if ever we get around to talking seriously with The Lucy Clarks, the Kathy Magolis and Gabriel Strouds of this world, who know what is going on; and don’t mind telling it as it is. You and I know dozens of worthy educators who have ‘been there, done that’ – from Kununurra to Collingwood – who can help us sort out our attitude to learning while at school.

Do we have an identifiable, united Australian attitude towards schooling as the Finns and other progressive countries appear to do? No.

It a mixed mess at present, reflecting only the attitude of Julia Gillard, Joel Klein, Chris Pyne and Simon Birmingham and their measurement hard-line disciples who would only suggest the following….

DON’T  bother asking Australian teachers what effects NAPLAN has in the classroom.  Don’t risk finding out about their attitude to fear-controlled schooling….nor the results of this. Teachers must be kept silent and obedient.

DON’T ask parents if they want the choice of saying “Yes’ or ‘No’ to their children’s endurance of the test-prep period each year. January to May.   What is their attitude to being left out of it all? Must we continues to keep the real truth from parents?

DON’T ask the community-care professionals or the general public if they see NAPLAN as a form of child abuse.  What is the attitude of the mental-care-professionals to the fear, anxiety, sleepnessness and depression suffered by NAPLAN victims?  Don’t mention what it can lead to.

Feel sorry forthose about to enter Year 3 and the world of testucation.

What is Australia’s attitude towards fair-dinkum schooling?  REALLY!

We failed PISA. How to fix it.

 

WE FAILED PISA-ONE ISSUE ONLY

PISA results down.     TIMSS report damning.   WHAT?  

WHAT HAS HAPPENED?  WHAT CAUSED IT?   WHO’s to BLAME?

HOW DO WE FIX IT ?

Media experts have examined the results and know how to fix it…..well……

Make funding more equitable.                                                 

Restore strict discipline.

Banish smart phones  

Employ only quality teachers.

Improve entrance level to teacher preparation

 Fix our cultural and economic inequality.       

 TEACHERS ARE TOO FRIGHTENED

PAY TEACHERS BETTER.

More after-school tutoring, like Singapore                            

More homework.

Stop funding private schools.                                                  

Make Maths & Science a prerequisite for all Uni. courses.

IMPORT GOOD MATHS & SCIENCE TEACHERS

ooooooooooooooooooooo0000000000000000000000000

Schooling in Australia is now a farce; thanks to the one issue only.     Only one thing has caused the decline. 

NAPLAN

Kill-learn NAPLAN

Julia said, in 2008, that PISA results would improve once  NAPLAN got under way……”TOP 5 BY 25”, she said. 

And her NAPLAN  has been the only one major alteration to the system  since that time; since we have been going down hill.  The curriculum – how and what  children are taught at school – has been taken over by crazy assessments; and testucators have replaced educators in the halls of power; and results continue to plummet.

As Joan said, “Anybody with a brain half the size of a starfish’s must see what caused it.” She must have noticed……that……

THE ONLY CHANGE TO SCHOOLING IN RECENT TIMES HAS BEEN THE USE OF 

NAPLAN TESTS. THEY ARE DESIGNED TO KILL LEARNING.

It hasn’t worked.  It never will. LET’s TALK ABOUT THE REAL CAUSE

The Great One – Simon himself – has proposed that we import better Maths and Science teachers.  {There’s one from left field.  ?!?! ]

We can import Socrates, Plato, Pythagoras, Fibonacci, Frobel, Rousseau, Steiner, Madame Montessori,  Friere, Confucious, Froebel, Rousseau, Einstein, Piaget, Jesus but , for sure, there will still be a decline  in Australia’s results on the PISA tests and any other tests of its kind, while we have NAPLAN in our schools.  There can be no doubt about this. It’s deadly stuff.  It kills the love for learning.  It’s fear-based credo is just too much for our Aussie kids.  They can give the pundits world shattering high scores if they are allowed to learn how to learn with love and encouragements and challenge and to enjoy learning for its own sake and if they treat Maths and Science as really beautiful subjects full of amazing interests and challenges. They’ve proven it in the past. Kids do better without the NAPLAN kind of child abuse.

NAPLAN prevents that kind of attitude, that kind of attention, that kind of positivity.  Kids  are taught to hate Maths and Science.

How many ‘experts’ have noticed the growth in wasteful assessments and the enormous increases in the gathering of data and the impact that it is having on teacher-pupil contact time for learning purposes?

Isn’t it time that one of our political parties started to think ‘kids’ and ‘learning’ and ‘fair go’?  I certainly cannot vote for a party that allows NAPLAN to continue. How can you…if you like kids?

Can we do without it?  Can we afford to keep it going?

What’s wrong with democracy as a way of life? Why can’t we forget about NAPLAN and PISA and get on with learning?

_______________________________________________________________________________________

Phil Cullen, 41 Cominan Avenue, Banora Point 2486.
07 5524 6443  0407865999 
cphilcullen@bigond.com
Refer :”Who’s Who In Australia”