Message to all secondary school teachers:

If you have any self respect do not work for the NSW Education Dept. unless they provide 2 teachers per classroom! As things stand You are just being shafted.

Plant1.3: Maybe all expelled dysfunctional students should be allocated and sent to just one special education facility preferably the most run down school for reassessment.

This is the usual preferred method of dealing with dysfunctional kids & it just doesn’t work. They leave school & become even more dysfunctional, then end up in jail. These kids should be allocated a special education facility. That, I agree with,but with one difference. Spend the money on educating them now before they end up in jail & becoming a drain on society. They are slow learners, kids with disorders & kids with Bogan Parents who should never been allowed to have children in the first place. If they cannot be educated to a reasonably acceptable standard, then teach them a skill that they could be accessed as being suitable for. This can be done even at a very young age. Or some of them could be put with the class of the high flyers for mentoring. I have suggested this previously.

Plant1.3: Or the armed forces.....that would be my choice.

A method used in the 50’s & 60’s. Unfortunately nowdays you have to have a very high schooling, mental & fitness standard to enter the Armed Forces. Even to be a Grunt. (basic foot soldier)

Surely you're not for real! No not really:) and let me fix up your spelling....I sum your reply up thus: "what we have here is 'failure to communicate. There! its all better. These were some of the old idea's.

I think this is what you wanted to hear.

The Rewards for Great Teachers initiative will receive Australian Government funding of $225 million over the next four years.This funding will support education authorities to align their current approaches to performance management with the national teacher performance and development framework and enable the payment of bonuses to teachers who achieve certification at the highest levels of the standards.

Yes thats fine, however some schools with-in the education system maybe a little different where stabbings, drugs, and other examples not appropriate for discussion.

Funding for the initiative will increase over time as more teachers are assessed, and as the new performance and development framework and the standards are implemented in schools and school systems.

The Australian Government is also committing up to $9.2 million from existing Smarter Schools Improving Teacher Quality National Partnership funds to the Australian Institute of Teaching and School Leadership.



This will fund the Institute to develop the national teacher performance and development framework, along with classroom observation guides, professional learning modules and other online support materials for teachers and school leaders to support implementation.

You must be one of the privlige Cathilic groups.....now I understand.
Good luck.

cc

Jayb,

You agree with me that teachers develop their own lesson plans, but “[I] don’t know what I am talking about”. You give an example from business to support part of what you say ands an example form trades that does the opposite. I’m finding it hard to get what your point is.

Course documents guide teachers, but teachers cannot rely on them to get the material across to students. You seem to recognise that.

Different subjects have different natures. Primary teachers teach reading. Students will use that skill directly in the workforce in almost every job there is. I taught English up to year 12. Students will not usually use the knowledge of any particular novel studied in the workforce, but they will use the communication skills they gained from studying English. They ought to use the skills in what used to be called clear thinking in their lives. I also taught history and geography at lower levels. Students will probably not use much from those subjects in the workforce, but I hope that the understanding they gained is useful to them as citizens.

Chris C: You agree with me that teachers develop their own lesson plans, but “[I] don’t know what I am talking about”. You give an example from business to support part of what you say ands an example form trades that does the opposite. I’m finding it hard to get what your point is.

What I am trying to say that the Course Content of the Business & Computer Courses are padded with unusable material. Some of it so far out of date it's not funny. Some of it is never used & is of no value what-so-ever. So why have it there. Is it some academic’s understanding of Business in the Real Worlds when they have never been there & they have developed, what looks like a good idea, for their Masters. One professor reads someone’s work & develops their own theory , then another does the same & so on. Then that all gets put into a Course & taught to students. &, not that it all wrong, it just that it's a theory that no one uses in the Real World. The Theory does not match the practice.

With Trades. 90% of a what is taught in a Trade Course is used in the Real World. Welding, Turning, Engines, electricity & electronics to name a few. These are subjects where the theory matches the practice.

Strangely, if you have a Trade it is considered to be a lesser vocation than a paper shuffling Clerk. Yet without Trades nothing would ever get made.

Chris C: Course documents guide teachers, but teachers cannot rely on them to get the material across to students. You seem to recognise that.

Yes I do Chris. A good teacher who can get their message across is a blessing. Sometimes it may be a good teacher but the students are not on that paticular teachers wave length. It's a good school that can recognize that, from feedback, & move things around.
Cont,

cont,
Chris C: Different subjects have different natures.

I understand that. Drill, Weaponry, Tactics, Administration, Logistics, Law, Crane/Forklift driving, Rigging. I could go on. All require entirely different approaches. Now I'm about to mentor wayward children in Metal Engineering & Wood Work. "Mens Shed Stuff."

& I thought I'd retired.

Chris C: but they will use the communication skills they gained from studying English. They ought to use the skills in what used to be called clear thinking in their lives. I also taught history and geography at lower levels. Students will probably not use much from those subjects in the workforce, but I hope that the understanding they gained is useful to them as citizens.

I agree there too. But I had one lad come to me to join the Army. Straight A in all subjects, year 12 & hopeless spelling. I had him fill out the form. After some time he came to me & asked where he should write his name. Later he asked me what "Nationality" meant. He didn't get in.

History, Geography, Chemistry & Phisics were the only subjects I passed in Junior. I still have a great love of them all. Maths, Hopeless in school after my friendly teachers efforts. Not.