Standardised testing is a subject that many people believe is placed on either ends of the spectrum; the best way to assess student’s abilities or a complete stress invoking exercise for everyone involved. However, if we take a step back and look at it objectively, it becomes clear that it is neither. Standardised testing has both positive and negative aspects and when used effectively can play a vital role in improving the education of our students.
Let’s being with the negatives:
- Standardized testing does not take into account external factors and evaluates a student’s performance on one particular day. Many students have the ability and knowledge to answer questions and topics, however do not perform well when it comes to examinations. This can be due to many external and emotional factors comprising of; stress, anxiety, family pressure and conflict and lack of focus or motivation.
- Moreover, standardised testing only evaluates the individual performance of the student instead of the overall improvement and growth of the student over the course of a period of time. For example; a teacher who has worked hard to assist their students to grow and the students who worked extremely hard over the course of the subject/subjects and improved substantially, unfortunately failed to score proficiently in one examination. This does a disservice to both teacher and child, and argues the question if standardised testing ignores the full evaluation of a child and the education system or instead of one single test performance?
- Standardized testing is argued to create stress, anxiety and pressure on both educators and students.
- The success of Australian schools and many around the world are dependent on the performance of their students in standardised tests. Federal funds are given only to those schools that perform well compared to others and this adds an extra pressure on public schools to constantly evaluate their performance. This can lead to unhealthy competition among schools and evoke a tough screening process on students to perform for standardised tests.
- Undoubtedly, the greatest benefit of standardised testing is that it provides a set of established standards or instructional framework which provide teachers with guidance for what and when something needs to be taught. The net result is less wasted instructional time and a simplified way of timeline management. It also enables students who move from one school to another from being behind or ahead in their new school.
- Standardized testing gives parents a good idea of how their children are doing as compared to students across the country, states, and districts and in their local area.
- It can be argued that standardised tests are objective in nature. Standardised tests are either scored by computers or by educators who do not directly know the student.
Standardised testing is an arguable topic and can be swayed on both sides of the spectrum. However, the most significant opportunity standardised testing provides is the ability to use the results in an effective manner by educators, students and most importantly by parents.
I always believed that creativity was an inborn talent that children either do or do not have. However, just as all children’s intelligence are not equal, all children are not equally creative unless they are provided with the right environment for creativity to flourish.
During my early years of life, my creativity was limited. Under the Australian educational curriculum, ‘creative thinking’ was not a subject. However, as my experience as a teacher developed; I began to learn that creativity was a key component of health and happiness, and a core skill to practice with children. Creativity is not limited to artistic and musical expression—it is also essential for science, math, and even social and emotional intelligence.
Many researchers believe we have fundamentally changed the experience of childhood in such a way that impairs creative development. More importantly, studies have enabled us to discover various ways to strengthen and nurture your child’s creativity.
Create creative spaces
A creative atmosphere empowers children to ‘think outside the box’ and generate different ideas. For example; at dinnertime or whilst watching television, you can brainstorm activities that the children have never done before for the upcoming weekend or let them freely make up a story using their imagination. The focus of creative activities around the home or school should be a distinct process of generating versus evaluating new ideas.
Provide creative resources
The key component of creative resources is time. Children need plenty of time for unstructured, child directed, imaginative play – combined with adult supervision and guidance. Additionally, a specific location and plenty of supplies including art, written and construction materials can foster creativity thinking. Without a set direction, resources and space – expect creative messes everywhere.
Freedom and Autonomy
Don’t be a boss. It’s difficult for a parent to not fear anything and everything that the world has to confront their child with. However, the external constraints – making them colour within the lines, so to speak – can reduce flexibility in thinking. Parents and educators need to enable children the freedom and autonomy to explore their ideas and do what they want (in a safe and fun way). For example: If your child wants to walk to school like their friends do or go to a party like everyone else in the grade – ask your child ways they can think of that can help reduce any unsafe behavior, which in turn can spark interesting ideas and discussions.
The concept of rewarding your child for exhibiting creativity interferes with the creative process. It can reduce the quality of their responses and flexibility of their thought. Enable your child to intrinsically be motivated rather than trying to motivate them with incentives. For example; Instead of rewarding your child for practicing piano, allow her to choose what she enjoys – maybe sit with her and draw or ask her what she would love to do – it could be anything; from sport to taking an English tutoring.
Encourage divergent thinking
Divergent thought centers on the concept of the thought process used to generate creative ideas by exploring many possible solutions. It focuses on finding more than one route to a solution – alternate possibilities to any challenge.
You can use divergent thinking in any area of life; whether it be a mathematical problem or the decision to move to a different school. By discussing the pro’s and con’s, alternate answers to a problem and understanding how to re program your thought process – you strive to achieve a clearer, more creative way of living.
As we move closer to the the beginning of the new school year I keep thinking about ways in which we can inspire our students to gain a love of learning. I guess that’s a little bit of a cliche, but I truly believe that education must become an act of passion to be successful.
As a tutor who works to see improved outcomes in children’s skills and grades at school, I believe this must start with happy learners. Does the child feel comfortable with me as a visitor in their home? Did the child want their precious time invaded with more school like banter and activities?
First and foremost, as a tutor, it is my role to make a child believe with all their heart, that tutoring is going to be one of the most important steps in their life’s journey. Somewhere along the line things just stopped moving forward and it is my job, as a tutor, to switch that light bulb back on, ever so dimly at first, and assist them to see that together we can form a little team to make the light shine brighter each week.
As I go off to tutor, I won’t be slapping a pile of worksheets on the table for my student to plough through. I won’t be worried about standardised tests or what reading level my students are on right now. We will talk a while about the holidays and what great things they have done and what ideas have they been creating in their thoughts about the coming year ? We will create a mind map of ideas, set some realistic and exciting goals on one of my goal setting grids, find out what they need to discover about their own learning and then maybe do a bit of a recap on what we were doing last year.
Most importantly their mind map and goal setting grid will be a visual stimulus to look at during the week to remind them that I am mostly certainly here to work with them to help improve their grades, but most importantly to learn who they are, how they learn best and how we will work together to tick off one goal at a time as they are ready to move to the next step in their learning journey.
It is all about the stuff that starts to whet their appetite to begin to dream and say “I can do this.” When I go and see my students next week I will greet them with a huge smile. I have missed seeing them and know I will leave with a bigger smile as I watch them resume to create the person they were born to be.
When I look back over the past year, I am overwhelmed at the changes in my life. Small business ownership is certainly not for the feint hearted but for those who are ready for a challenge and to believe that their product can make a difference in today’s competitive markets.
When I launched into business as Nepean Tutoring four years ago, I had no idea how much my life would change and the possibilities it would open for me to effect change in the lives of so many people. It has been a blessing to do so, but the journey has been very much unplanned and the personal outcomes have taken me by surprise as I look back.
In February 2015 I unexpectedly found myself without job security except for a moderately sized tutoring business that was far from healthy enough to support me. So, with a huge leap of faith to believe I could go solo, and possibly achieve my dreams, I worked 16 hours 7 days a week to see Nepean Tutoring triple in client base and income in eight months, utilise over 40 tutors in paid work and grow in the types of services offered. Talk about being thrust from mediocrity to – should I dare say it -success.
During this time I also sustained a debilitating injury that still has me walking with a slight limp and has continued to impede my lifestyle in many ways. Pain, isolation and physical restrictions could have caused me to walk away from everything, but I had created a dream that Nepean Tutoring would become one of the premier educational businesses in the Penrith and Lower mountains and I was determined to make sure my accident was turned into an opportunity rather than a liability. It gave me time – lots of extra time – to focus on the important aspects of the business and I utilised this opportunity to create something I can be proud of. It was not about money but simply understanding that this business is about ‘serving’ others, listening to the needs of clients and sourcing the best tutors I could find to assist as many young people to achieve their goals. One of the greatest successes is when a child’s grades have improved so much that they don’t need us any more.
Freedom also allows me to go to Cambodia four times a year to support a gamut of charities and work alongside the most awesome group of people. Whilst it has not been easy to keep up the pace I was once able to in Cambodia, I have learned so many lessons that are now bearing fruit in the way I view life. When I was asked to assist as a consultant in a number of educational settings in Cambodia this year, the benefits of experience and the freedom to be able to travel there often proved that I am exactly where I am meant to be. Physical restrictions have also taught me the benefits of slowing down and taking care of myself thanks to the fierce but loving ‘orders’ from friends who know me well.
Yes … It has been a difficult year but as the new year is indeed already under way, it is with a sense of great anticipation and self belief that I will tackle the challenges that will no doubt arise in 2016.
If YOU are thinking about taking your own ‘leap’ just do it. I know that the regrets I would have had if I had not at least tried would have far outweighed the gratefulness I feel right now. For everyone here and in Cambodia who ‘showed up’ and helped to push me up an impossible mountain of doubt , I thank you with all my heart. It is not easy to persevere with the insecurities that, to a lesser degree, plague me from time to time, but You ALL continue to encourage me to believe there is sunshine behind the grey clouds that loom from time to time.
If working as a tutor or simply feeling you have a need to discuss tutoring for your child is on your agenda, please get in touch to organise a chat time.
Celebrating your Child’s Academic Achievements
In 2011, after the Wall Street Journal published the essay “Why Chinese Mothers Are Superior: Can a regimen of no playdates, no TV, no computer games and hours of music practice create happy kids?” by Amy Chua, people around the world went wild on the web reflecting on their own parenting and judging the parenting of others. The question of how and when parents should support their child’s academic achievement seems to be an on-going controversial topic. The debate still remains unanswered – How do we support academic achievement without creating undue pressure and comprising independence, confidence and self – esteem?
Recognise ALL achievements of your child
Tutoring is there to assist children to achieve within the education system and that is where we as tutors can provide immense support. However, acknowledging other worthy achievements is just as important for the child’s emotional development. As parents, we need to recognise that the effort that our children put into achieving should be rewarded. If it’s sport, music or performing – whatever it is, your child has displayed effort in some form and this distinction needs to be recognised. They won’t succeed all the time but they have tried their best. And this is an accomplishment that should be acknowledged.
Create an educational environment
There is no better way to get excited about your child’s education than to see them engaged and immersed in learning. It is far more rewarding to see your child express an unbound enthusiasm for something that they have recently learned. As parents creating a high energy learning environment that is inspiring and encouraging is a constant reminder that the idea of education is an investment, not an expense. The “Did you know that…?” or “Look what I learnt…” conversations that flow grows your child’s awareness and appreciation for the world through educational experiences.
Parent for character and not for grades
A study of Year 12 students from a range of schools in Sydney did not paint a happy picture of life for the students. Of the 722 students surveyed, 42% registered high-level anxiety symptoms, high enough to be of clinical concern. In general, 54% of students felt that too much was expected of them in Year 12. The main causes of pressure identified were workload (50%), expectations to perform (26%) and importance of exams (22%). This unhappy picture of student life begins during the early stages and becomes unmanageable as the years progress. As parents we need to recognise to take a stand by making a simple decision to focus on character development and not grades. Children who grow up in a home where character and responsibility are valued and enforced are able to manage successfully during school and their adult lives.
Always encourage your child
It’s as simple as “Wow, you worked really hard,” “Tell me about your project” or “You are doing so well, keep it up” – that makes an influential difference to building your child’s intrinsic motivation as opposed to becoming dependent on external rewards.
Whatever your style of parenting is, getting excited about your child’s educational future and achievements – academically and non – academically, will provide a window of opportunity to child’s personal and professional development and overall enthusiasm for learning.
We go through the present blindfolded. Only when the blindfold is removed and we examine the past, we realise what we have been through and understand what it means. That’s exactly what it feels like now after completing my HSC five years ago. I can truly see and understand the impact the HSC had on my personal and professional life, my confidence and self-esteem, and more importantly I can now understand how to effectively manage the HSC without stress and with ease. I wish all teenagers can experience this realisation whilst completing the HSC but presently, for parents and your children, it’s a roller coaster full of tears, stress and (hopefully most of the time) pure joy to excel.
There are five key understandings I have gained from my past:
- Importance of Year 11
- Study program
- Failure and Opportunities
Importance of Year 11
Just like learning your first words. You start with what a word is by sounding out syllables, repeating it over and over again till a whole word comes to form. This grows over the first five years – with more syllables and words. Ultimately, you reach a point when it becomes natural. Natural to sound out a word and use it. You keep building your foundation till you achieve a sophisticated, larger vocabulary. It’s the first five years which were crucial. Without those first five years we wouldn’t be able to talk. And that’s exactly what the 365 days of Year 11 is. Year 11 is the foundation in mathematical, verbal, written and functional problem solving and learning. By excelling in Year 11, you have already set yourself to excel in the next year to come. You have set a layer of knowledge that will only build as you move onto your HSC. So pay attention – Year 11 is important!
Hans Seyle, a pioneering Austrian-Canadian endocrinologist once said “Adopting the right attitude can convert negative stress into a positive one.” Wise words that profoundly resonates with the HSC. One of the first things I started to work on consciously with my own personal development through my HSC and after was to improve my outlook on life. An attitude that would over time become more and more stable so that I could not only look at world in a positive way during the good days but also so I could stay positive, focused and constructive even during tough times, and keep working towards something better. The HSC opened my eyes to strive to build my resilience to stress and pressure. It pushed me to have an attitude of optimism in a negative situation. There were many days of poor marks and effortless work – stress built up and negative thoughts about anything started to well up. But if I slowed down just for a few minutes – even if it was going for a run, talking to friends on social media or watching television – then my mind and body relaxed. It became easier to think things through clearly and easier to find the optimistic and constructive perspective of the HSC. However, everyone has their own methods of dealing with stress – it’s your choice to find a constructive way to handle the stress and stay positive or let it eat you up!
Many parents’ place different expectations on their children during the HSC. Some students are burdened by great expectations while others, receive support for their efforts regardless of the outcome. My parents were not the latter. Now five years down the track I owe this structured, focused and disciplined lifestyle to excellent marks, acceptance into one of the top five universities in Australia and a degree in my hands with valuable work experience in my field. I owe my parents the sacrifice they made of sitting endless hours to teach me, nurture me and love me even when times were tough.
Reality is, this method doesn’t work for most children and as parents and HSC students finding the balance is a difficult one. All students are different and need to be handled by their parents in a way that is in keeping with their own ability to cope with stressful circumstances. The crucial element is communication between you and your child. Teenagers are thirsty for independence and freedom – if that means taking 1 hour of the day to “close your eyes”, watch television, meditate, play video games or one day in the week as a “day off” from study; then it should be discussed by parents and your kids. Attending parties, social functions and dates with your boyfriend (if you have one) are rampant during these teen years, and it’s vital to have communication between parents and children to set boundaries. HSC requires focus and dedication, and swaying off this path can be detrimental to marks and confidence. As we all have heard; balance is the key to success – so let’s live by it.
There is no right or wrong way to study. No rules, guidelines or methods of a correct way to study. No one taught me to “study.” It was my own drive and dedication to achieving good marks to implement a study program. A weekly structure of revising what had been taught, what will be taught and assignments that need to be completed. Daily, I would dedicate a certain time to revising a subject and covering the content according to the HSC syllabus. This time limit was set by myself – 1 hour or 4; it’s entirely your discretion of what you can strive to sustain. Recently, a study of 722 student surveyed painted an unhappy picture of life for the students during the HSC. This study showed 42% registering a high level of anxiety – high enough to be of clinical concern. Of the total survey group, 16% of students reported extremely severe levels of anxiety, while 37% registered above-average levels of stress. A study program can to some extent relieve this overwhelming stress experienced by our youth. Many universities and colleges provide HSC preparation courses, study skills courses and training programs across a wide range of subjects to help students maximise their HSC results and pace themselves throughout the year.
Additionally, your study program should not stop during school holidays. Within each holiday period, students should prepare for key HSC dates and revise content that has passed. It might seem overwhelming but the HSC was not set to be easy. By implementing a structured routine of study, the HSC will become much easier to accomplish successfully – trust me!
Failure and Opportunities
Failure was not an option. Again, that’s what I thought during my two years of the HSC. I thought my parents would hate me if I failed any test, subject or assessment. But that undoubtedly was not the case. Now when I look back – I was more afraid of disappointing myself. I was frightened of failing – my own expectation I had set in my mind. The reality is we all will fail in something on many occasions throughout our life. It’s the ability to pick yourself up and keep moving forward that makes you successful. The two years of HSC will have many ups and downs – days of disappointments and poor marks but it doesn’t mean the world will collapse. It means keep striving to improve and do better. The HSC is a mark – a ticket to allow you access into a world of opportunities of study in university and colleges. To some, it’s the only access to what life goal they want to accomplish but to many the HSC is a stepping stone and there are other pathways to their goals. Whatever your goal is for the HSC, at the end of the day you have to put your 110% in everyday over those 2 years and be pleased with your efforts. As Colin Powell once said “A dream doesn’t become reality through magic; it takes sweat, determination and hard work.”