During the past month, there has been a media focus on the drop in Literacy and Numeracy standards in Australian compared to the global community. To arrive at a reason for this phenomenon would be too broad to address in this short article except to say that we either don’t have a rigorous enough curriculum or students are just not being taught within their own learning styles for success in the changing climate of 21st century educational needs.
It does beg the question as to what the education community as a whole needs to do to return our Aussie system to its former glory of being consistently in the top eight on the world stage in all learning areas until very recent times. To arrive at solutions often means looking back and analysing the way we deliver education to our students. Do we truly whet their imaginations to know how to be critically thinking “learners” or are we simply in a state of flux where no one seems to know the way forward in a world where the goal posts are shifting as I write.
Sir Ken Robinson image credit: https://blog.simonassociates.net
Recently I was reminded of a clever TED talk from Sir Ken Robinson called Changing Education Paradigms. It was an engaging expose on this topic and makes for essential viewing as this man’s brilliance and insightful. https://www.ted.com/talks/ken_robinson_changing_education_paradigms
It was delivered 18 years ago and at the time when I thought he had really nailed the problem. However accurate I feel he was, and still is, we just didn’t heed his advice and continue to miss the mark. This was reinforced by a more recent video by Prince Ea https://www.youtube.com/watch?v=dqTTojTija8
Prince Ea rocks in his opinions on a variety of topics but what struck me was that this young man, from a different time and background saw exactly what Sir Ken Sir 18 years ago. Yet “the system” continues to haggle with the idea of change and how to make it relevant to our children. They are lost between the old formal way of learning and struggling to keep pace with how to implement changes that would seriously challenge the status quo as we know it. Innovations such as open classrooms, a return to project based learning and injections of funding into school based reading programs demonstrate the intention to find solutions, but are we missing the mark?
Why am I bringing this to the attention of our readers? Well I tend to agree with both Sir Ken and Prince Ea. I am always trying to work on making education relevant to students and to ensure we have a diverse range of tutors to teach them. I know it is am imperative to give our children opportunities to reach their potential in a world that is ever changing. The sameness of the last century is just not reaching the mark!
Although the luxury of my stance as a tutoring business cannot be emulated in a busy classroom, we can really benefit from the wisdom of Sir Ken and Prince Ea – that time has stood still in the broader education arena for far too long and it is time to change the way we deliver education as a nation for the sake of our children and the future of our world.
Children’s inherent appetite for books should be encouraged through activities that build a passion for reading. This can be achieved through active participation in literature that whet’s their imagination and interests. Whilst technology, for a time, reigned in favour against the tactile “book in the hand” there is a current resurgence for the presence of a book with pages to turn. We can perhaps envisage and hope for a complete return to the earlier pursuit of children being curled up in their favourite place whilst reading for pleasure.
Image credit: Pixabay
Taking children beyond the classroom, to read for pleasure at home, will provide them with tools that ensure their writing and comprehension skills soar. This naturally occurs as they are confronted with a wider use of vocabulary whilst reading and they concurrently learn to read in a way that teaches them the basic conventions of writing and the structure of language. As a result their ability to be “literacy smart” becomes evident. Their writing appears more complex, they are able to write with more detail, they use descriptive tools to enhance their texts with more fluidity and are less prone to the age old problem of “writers block”.
Children who make reading a habitual part of their journey in life employ higher order thinking skills. Their tendency to become critical thinkers, learners who comprehend at an inferential level and students who can make connections from their readings with other contexts are more inclined to find purpose in reading for pleasure. They become engaged readers and learners who look for deeper meanings in what they read and are more often creative writers and problem solvers. As an outcome, they emerge more confident in their ability to tackle complex tasks that require these skills across all areas of their school work and personal learning journeys.
Reading for pleasure is feeding their imaginations
In addition, reading for pleasure is really all about feeding their imaginations. Books take children on a journey of discovery that is often far beyond their own realisation at the time. The connection with place, people and context enriches their cognitive development by enticing a multi sensory experience as they engage their imaginations by forming images in their minds and turn words into conversations they can hear as they lose themselves in the text.
At the basic level, we all remember the aroma of a new book, the feeling of turning the page, the way words speak to us and that feeling at the end of the book that begs us for more as we look for the next book to read from the shelf.
Books are one of the key cornerstones to a child’s language development and more. Their ability to create language through their own writing and the way in which reading for leisure offers lifelong skills beyond the act of reading should not be overlooked.
Tutor-Student Matching: How does it work?
It is a well-known fact that as social beings, humans, especially children, learn from those they interact with closely on a daily basis. Children spend an average of 30 hours a week in school, and with other commitments like work, sporting activities and social activities, it is reported that many families now spend less than 40 minutes a day together! (The Digital Hub, 2016)
With the busyness of contemporary lifestyles, it is more important than ever that the role models in students’ lives are positive ones, demonstrating outstanding values, great study ethics, and everything that lies between.
Tutors, in the very privileged role of being educators who spend time one-on-one with their students, need to be the right match. This is the reason tutor-student matching is taken so seriously at Nepean Tutoring.
From the moment you pick up the phone, you may be wondering what the process is behind the scenes as your student’s tutor is arranged. While all of our tutors here at Nepean Tutoring are skilled and experienced, we consider the little things that make every lesson a success:
Location – where is your student based? Are there local tutors who provide the service your student needs? (Yes! We have tutors throughout Nepean and surrounding regions).
Age and experience – what year level is your student in, and what experiences would they most benefit from in a tutor?
Special considerations – does your student hate a certain subject? Or do they struggle with particular areas of school work, like reading? Can we find a tutor who is passionate and really experienced in those areas to motivate your student? (Yes, we can!)
Everybody is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing it is stupid. – Albert Einstein
When a tutor and student – or mentor and mentee – sit together to work on anything, be it English or Geography, an exchange of knowledge, values and study ethic goes on. To have maximum potential, and make for a more engaging and memorable learning experience, there needs to be some degree of chemistry. We’ve all had those teachers who just aren’t interesting. Or that head teacher with years of experience who natters on at a level, speed and tone that their young students just do not relate to…
“Students shouldn’t be sharing these things,” the teacher said.
“What things?” A student asked.
“The things that if you have them, you want to share them. But if you share them, you don’t have them.”
The student looks confused. “What’s that?” She asks her teacher.
“It’s a secret!” The teacher replies.
Learning essays or Pythagoras’ theorem doesn’t have to be a riddle. It is the role of a personalised tutor to turn abstract theories into accessible content grounded in students’ real-world experiences. Otherwise, students are alienated by unnecessarily complex explanations. As Albert Eistein once said, ‘Everyone is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing it is stupid.’ Having a tutor who relates to a student’s experiences and individual personality makes all the difference.
Friends are the family you choose, and so are tutors!
There has been a great deal of discussion in 21st century education, especially in the past few years, about the importance of resilience for success in school. Glazed-eyed students study their fingernails for many an hour in Life Skills lessons in junior high school, and later attend – often with sighs – a variety of seminars focused on building their skills to ‘bounce back’ from the pressures of senior high school and university. But despite this, feedback from teachers and schools continues to portray the reality that students are not coping well with the stress, deadlines and steep learning curves now associated with study, as we move through the Information Age (and beyond). According to Youth Beyond Blue, “One in fourteen young Australians (6.9%) aged 4-17 experienced an anxiety disorder in 2015. This is equivalent to approximately 278,000 young people.”
Australian higher education rates have also been falling. According to studies within the last couple of years, a quarter of students fail to complete their Year 12 certificate, and as per the Sydney Morning Herald’s 2016 report, ‘NSW Universities: Decade of drop-outs prompts warning from Simon Birmingham’, “Up to one in five students now drop out of university, according to figures released by the federal Department of Education.”
But is dropping out of school the positive ‘way out’ to avoid stressful situations that will most likely reappear in the workplace? Is it the only option?
These are some alarming statistics. Perhaps somewhere between learning about resilience and practicing resilience, students are finding themselves overwhelmed by challenges and a lack of real skills and support to begin ‘just doing it’. So, how can modern students practice resilience?
Firstly, what does this concept mean? A Harvard study defines resilience as being, ‘…the ability to recover from setbacks, adapt well to change, and keep going in the face of adversity.’
This could not be more important for our students today. Let’s break this down into practical strategies rather than sticking to definitions and conceptual discussion.
1. Recovering from setbacks
Learning is an experience. A commonly heard phrase in classrooms and ad campaigns today is: ‘you are not a mark or a number’. This is true, and it is vital that students believe and understand this. Teachers, tutors and markers know that students are real people on a learning journey, bringing with them valuable, unique ideas and approaches. These teachers, tutors and markers are there to assist each student with their educational experience, but sometimes, it comes down to the individual effort and dedication of students to accept this help, learn from feedback and seek advice from available resources. One bad mark, or one exam that did not go to plan, can mean failure – or growth. If students build up a support network of family, friends, teachers or tutors and resources to consult when things don’t go to plan, failures can quickly be converted into another step forward on their learning journey.
2. Adapt well to change
Gone are the days when students competed to get into one stable job at the entry-level of their career path and stayed on that path until retirement. Now, career-switching is common and education and work settings are constantly undergoing change. There is also flexibility associated with this – new hours of work, a variety of qualifications that will get you where you want to go. Exams are moving from paper to laptop screens, as marking already has.
Resilience is adapting to change.
A well-known proverb states, “When you can’t change the direction of the wind, adjust your sails.” If a study technique didn’t work this time around, students should change the way they study for their next exam and utilise those around them for advice – teachers and tutors can suggest new approaches, such as flashcards, handwriting notes, or voice recording important themes and concepts. If a subject at school isn’t enjoyable, students should attempt to figure out why, and address their specific dissatisfactions, rather than resorting too rashly to dropping out of the subject, or school altogether.
3. Keep going
Most importantly, keep going! The best way to do this is to set goals. In a modern world with an overwhelming amount of information and demand for splitting one’s attention between hundreds of tasks each week, setting SMART (specific, measurable, achievable, realistic and timely) goals to break down larger tasks and projects can provide a way of coping with challenges. At Nepean Tutoring, our consistent message to our students is not to give up, and goal-setting decreases the lack of motivation or feeling of “but I can’t do it!” that often crops up when things get too busy or stressful.
Just do it. If it fails, try and try again…differently each time.
That is resilience and learning.
Why Time for Fun and Games is Essential for Early Childhood Education
The early years of childhood, specifically those before and during kindergarten, are vital years for growing minds. It is during these years that children first learn how to perceive the world around them, build relationships with others (such as preschool friends) and begin the foundational process of learning problem-solving and analytical skills. For the awe-inspiring curiosity and creativity of young children, into whose early development much research has been undertaken, every marker stain and scattering of building blocks tells a story of a learning journey. For parents, a common question may arise as little ones prepare for their first year of school – what is an appropriate balance between play and more traditional learning activities, like homework and reading?
The short answer is that play is just as important as learning. In fact, learning through play is a process of unparalleled value for the development of childhood cognition. Australian educational institutions have recently put considerable efforts towards embracing a play-based learning approach.
The Early Years Learning Framework was implemented in 2009 as a national response to scientific and social research into the value of play in the classroom. According to the Child Development Institute of California, USA there are different types of play:
“Social Play: By interacting with others in play settings, children learn social rules such as give and take, reciprocity, cooperation…and…learn to use moral reasoning to develop a mature sense of values.
Constructive Play: Constructive play is when children manipulate their environment to create things. This…allows children to experiment with objects; find out combinations that work and don’t work…Children who are comfortable manipulating objects and materials also become good at manipulating words, ideas and concepts.
Fantasy Play: Children learn to…try out new roles and possible situations…to experiment with language and emotions. In addition, children develop flexible thinking; learn to create beyond the here and now…In an ever-more technological society, lots of practice with all forms of abstraction – time, place, amount, symbols, words, and ideas – is essential.”
The evidence in support of the cognitive benefits of play-based learning is overwhelming. Early Childhood Australia describes this, ‘it is believed that play shapes the structural design of the brain…secure attachments and stimulation are significant aspects of brain development; play provides active exploration that assists in building and strengthening brain pathways… [increasing]…flexibility and improved potential for learning later in life,’ (‘Why Play-Based Learning?’ 2009-2013, Early Childhood Australia), adding that, ‘Worksheets and other ‘formal’ teaching strategies tend to make learning…for many children…more difficult.’ For these reasons, it is important that early childhood educators learn to create learning environments that support physical, mental and social play and experimentation.
The real question is…how is this done?
Modern educators must be equipped to ensure a holistic approach; the layout of classroom furniture, the availability of resources, and the attitudes of tutors and teachers themselves can promote opportunities for children to find the fun in learning. Integrating time for creative, musical or performance activities and lots of discussion into lessons creates a basis – interactive toys, from games to dolls and building materials – support this process. When planning lessons, tutors and teachers should perhaps keep in mind the following model of the ‘spiralled’ learning process of young children as described by Mitchel Resnick from MIT’s Media Lab, ‘children imagine what they want to do, create a project based on their ideas, play with their creations, share their ideas and creations with others, reflect on their experiences – all of which leads them to imagine new ideas and new projects.’ (‘All I Really Need to Know (About Creative Thinking) I Learned (By Studying How Children Learn) in Kindergarten’ Mitchel Resnick, Creativity & Cognition conference, 2007).
Read on for more information about how Nepean Tutoring can help your child to achieve a ‘world-class’ HSC credential.
You may have heard the news – for the first time in seventeen years, changes have been made to the NSW school curriculum. These changes require students to achieve a Band 8 or higher in their Year 9 NAPLAN results, to be eligible for attaining their Higher School Certificate (HSC) upon completing their Year 12 studies.
“The state’s 70,000 HSC students will have to achieve a pass mark in numeracy and literacy to be awarded the world class credential under the biggest overhaul of the end-of-school exam in 17 years…Education Minister Adrian Piccoli…said Year 9 students next year would be the first to be measured for the standard when they sit the National Assessment Program Literacy and Numeracy tests.” (‘Tough new HSC rules to test 70,000 students’, The Daily Telegraph, July 19th 2016).
That means these changes will be relevant to students in Year 9 this year.
So what now?
The NAPLAN assesses students’ current skills in reading, writing and numeracy. These are foundational skills important to academic success throughout high school and tertiary schooling, as well as in the workplace, as the Education Minister reported to the ABC when introducing these new minimum standards, “So when you walk into a training provider or a university or an employer and you give them your HSC, they know that you’ve met a minimum literacy and numeracy standard.” (‘HSC revamp: New test to set minimum standard for literacy, numeracy in NSW’, ABC, July 19th 2016).
For modern-day students, these basic skills and the ability to adapt them to new information is critical in all aspects of life. However, in the school system with ever-growing class sizes, teachers may find themselves limited in the individual attention they can provide to children, who are often each at different stages in their learning process. According to the Sydney Morning Herald and the Board of Studies, Teaching and Educational Standards respectively, according to 2016 NAPLAN results, ‘half of NSW students would fail the first HSC test’ and ‘about 24% of Year 9 students are at or below the national minimum standard for Reading and about 19% are at or below the standard for Numeracy.’ A view frequently taken is that these students simply ‘fall through the cracks’. At Nepean Tutoring, we do not believe that this is so.
A company founded on the basis of an inherent belief in the potential of NSW students, Nepean Tutoring provides one-on-one support for students that improves not only literacy and numeracy skills, but nurtures confidence that makes independent learners, who believe in their own ability to understand and apply their learning. With the pressure of exams like NAPLAN, this is just as important as knowing the content being assessed.
At Nepean Tutoring, our approach is a comprehensive one and our experienced tutors have themselves excelled in their fields of study. Our tutors offer students an opportunity to engage with class material outside of the distractions of the classroom, to learn at their own pace, and to identify and improve on their specific strengths and weaknesses, which can make all the difference in pushing their marks into the top NAPLAN (and later HSC) bands. As the Organisation for Economic Co-operation and Development (OECD) reports have showed in the past, tutoring can help struggling students catch up and advance those students already excelling. It is never too early to start, as a good grounding in literacy and numeracy skills puts students in good stead for NAPLAN and HSC success.
Contact us today for more information on how we can help your child to succeed, and build confidence in themselves as 21st century learners.