Trump’s wall can’t match our Personal Walls.

There has been quite an outpouring of protest and grief since the election of Donald Trump as US president. This has grown considerably in the first few days of his administration. There a range of hashtags out there in which you may denounce the new president. #notourpresident sums up much of these feelings. I’m certainly supportive of people democratically registering their individual protest, but I want to argue that by doing this in response to Trump betrays a wall building mindset of our own in the west.

It is not surprising that we are seeing howls of outrage at Trump’s machinations. Some of his proposals seem positively draconian and as we speak he is enacting laws that appear very divisive. To be fair he was elected on much of this platform, wall building and restricting visas etc. The interesting side of this outrage is that it has surfaced solely because it is occurring in the west and it’s capital, the USA, and impacts heavily on the western world we inhabit, which is very much governed by powerful influences in the States. The US of course dominates institutions like the United Nations and the World Bank. It pilots the course for much of the world through a whole range of measures, very few that aren’t in the best interests of the US.

Against this backdrop we have had appalling human rights atrocities occurring in the non-western world for many a long year. The epicenter of this in recent decades has been the Middle East. Stunning numbers of innocent civilians in a number of Middle Eastern countries have lost their lives, and much of it the direct result of western intervention. (With western MSM dutifully grinding out the propaganda to support these efforts and cover up the slaughter with misinformation and lies). When a terrorist attacks in a western city we get wall to wall coverage and outrage from western leaders. When terrorist attacks happen on almost a daily basis in the Middle East, whether it be western bombs raining down on Syria or Yemen or suicide bombers in Pakistan, we are largely unmoved. We build our own personal walls to insulate ourselves from those unfortunates in destitute lands. Doing so allows us the righteous indignation to protest against Trump’s ‘evils’.

By constructing our own fortresses so that we may ignore the plight of non-western ‘others’ we are increasingly feeling safe and comforted by our enclosures, in a world that MSM tells us is becoming more dangerous by the moment.  We seal ourselves off from the notion of global justice and equity by protesting against visa bans, while dismissing the bombing of the very people these bans impact on. Western MSM conveniently tells us when to be outraged and by what and by how much. We throw a cloak of invisibility over the plight of  the Middle East and Africa and march triumphantly and tweet and Facebook to demand ‘our’ rights. If you are suddenly outraged by Trump’s presidency, I applaud you. I do ask that we try take down some of our walls, or at least peak over them to attempt to understand and possibly empathize with the horrific plight of others caused by western governments, but that don’t directly or indirectly impact on ourselves. I’m as guilty as anyone of diverting my gaze so as to avoid discomfort.

I believe that perhaps the way forward for all on the planet is for those in the west to begin dismantling our personal comforts walls and strive harder to protest against injustices that aren’t of personal interest to us and aren’t dictated by western MSM. The construction of barriers we build around ourselves are far more restrictive than anything Trump can build. We are essentially constructing our own personal prisons and greatly restricting our intellectual and moral freedoms.  We may pay heavily for this in the future.


I Hope My Students Don’t Think like Me.

Through many parts of the Western world and of course America, we are seeing mass protests against President Trump. I personally think, like many, many others, that Trump is ill-equipped to handle the presidency. But what is deeply troubling to me, is that among those calling for people to stand up and fight for compassion, understanding and tolerance, (which are surely worthy ideals) very few would have protested against President Obama for those same ideals. There are two possible reasons for this. One is that those protesting only value socially just principles for Westerners, or they are unaware of the appalling human rights record of President Obama in the Middle East and Sub- Saharan Africa. I like to believe the latter is more probable. Nonetheless, we surely want our students to grow up to be active participants in fighting for social justice for all on the planet, not just when those rights are visibly challenged in the West. For this to happen we need to help our students to be far better informed than we are.

Our views are of course shaped by our personal experiences and biases. If you follow me on Twitter you will be well aware that I post stories, many from outside Western Main Stream Media, that shine a light on an endless litany of human rights violations committed by the Obama administration in the Middle East and Africa. I’m sure many followers find this counter narrative to the ‘cool, caring and charismatic’ Obama, quite tiresome. It was brought on by a deeply moving personal experience with friends of mine who live in the Middle East. But we don’t and shouldn’t need personal experiences or an obvious narcissist bully like Trump to encourage our students to look behind the heavily laden propaganda curtain of Western MSM and seek out different points of view.

We surely want our students to ask the questions: Who is saying this, why are they saying it, and is anyone saying something different? We want them to ask, do I have all the information here, do I have enough knowledge to make an informed opinion? It’s not post-truth or brexit or Trump or fake news that requires us to make an extra effort to make sure our students are well-informed to rise to the challenge of combating intolerance and bigotry and injustice. It’s the acceptance on our behalf, the adults, that Western MSM has all the answers we need to be informed. We want our students to move beyond our own privileged, selective, hypocritical outrage. I don’t want our students to be horrified by western politicians who suggest we ban Muslim immigration, but indifferent or unknowing of western politicians who support and fund genocide in a Muslim nation such as Yemen.

If we want our children to fight for a more socially just future for everybody, we have to do more than stand up for the things that Western MSM instructs us to. We have to encourage our students to ask questions about the news and information they are receiving. Again, this is not because we are in some strange new world of fake news and post-truth evidenced by Trump and Brexit. But because Western Media has never been about truth. We regard with cynicism and a degree of mirth the journalistic restrictions in countries like Russia and China, while blissfully unaware of our own Western propaganda machine. Standing up for things that we see are unjust is right and proper. I want our children to grow up and challenge the injustices that us as adults don’t see.

For many in the west the election of Trump is seen as a nightmare. For many in the Middle East the election of Trump provides a glimmer of hope. A false hope perhaps, but a Clinton administration with a ‘business as usual’ foreign policy map was too much to bear. A personal experience that touched me in a profound way made me seek out different perspectives beyond the Western bubble in the way that I used to. Over the last few years I have become lazy and found it much easier to just hook myself up to the McCola generation of western fast food news. It’s terrible nutritionally because it’s basically empty of different perspectives, but it’s satisfying and rewarding and addictive. I want more stories about celebrities booing and hissing Trump, and beatifying Obama. I want to hear lots more about the evils of Putin and how the US are the last troubadours standing and singing songs of freedom for all. I crave the simplicity so that I may sit in righteous indignation in my media room, content with knowledge that I am ‘in the know’. I just don’t want the children in my classroom to grow up thinking like me.

Two Worlds. PISA is Everybody’s Football

This blog is inspired by a person whose opinion I value greatly. With all the drama surrounding the PISA rankings, it is increasingly obvious that many on twitter with an interest have taken a side and then lectured to each other. The only ones listening though seemed to be those who liked what they heard, although that may be a bit unkind.  My recent conversation with a valued friend was far and away the most enlightening view on the whole fiasco, and indeed challenged my thinking.

When the PISA rankings were released the drama quickly unfolded in the media, which surprised exactly no one I imagine. Then, the go-to argument quickly settled on the suggested national phonics check. There were howls of outrage from teachers and some academics. The thrust of the push back argument was that teachers already do this so why waste time and money on what would surely develop into a task for monitoring teachers.  (I personally can’t see the value in the phonics check, but what do I know?).  Those against the phonics check quickly counter-punched with the less than equitable funding in Australian education as a major reason for our apparent PISA disaster. (Both sides seemed to yell out ‘silver bullet’ to each other, but that’s twitter for you.)

Some in favour pointed to the extraordinary results coming out of the U.K. since they introduced the national phonics check.   I’m wary of drawing much from results from other countries but open to suggestions. My knowledgeable friend made the point that the U.K. results are  ‘statistically unusual’ and are what happens when you turn a ‘measure into an objective’.


The thing is both sides are a little bit right. More equitable funding is a worthwhile goal, as is trying to get teachers and leaders to improve their practice.  From my oracle, “PISA comes out, we’ve slipped again, and no one has a project. Just folks shouting at each other, with no attempt to build consensus. If you want to find out where the problems are, it is SA, Tas, NT. But it is about much more than the funding, it’s the meeting of the school system with these external factors that need to be investigated. We don’t understand why social/cultural realities in these states impact achievement. What happens in school? What should they do? What are they doing that works well? What could they do better?”

I’m lucky enough to work with people who have gone into ‘under-performing’ schools to help with literacy programs/coaching. Their stories are perhaps surprising to some. There are schools with no consistent phonics programs to speak of. There are schools with no structured reading program. There are schools with no consistent language across their campus regarding literacy. Instead of arguing about the phonics check, perhaps we could acknowledge that not all school systems have literacy nailed down, (including phonics) and like any other profession some educators need lots of help. ( I know I’m constantly thinking I should be doing better, but that’s another story.)

Could those arguing for the phonics check broaden their outlook and acknowledge that phonics is embedded in most ITE courses? Could we agree that once teachers start their career, schools of education have no control of the teaching practice of their graduates? The best phonics teaching in the world doesn’t guarantee anything in the wild.

Some insightful words again from my learned friend. “We had these conversations (in school improvement versus out of school improvement) 10 years ago. We continue to have them. Nothing changes. They are both right, ……………….. but are only a bit right. They need each other, but can’t see it. Two worlds. And as you say, kids end up unable to read. Which is a tragedy. And we never come together to forge a plan.”

From my point of view I think this might be our problem then. Two worlds, divided, and sneering at each other, while we have kids in high school that can’t read. We need to get phonics teaching right, and equitable funding organized and much, much more. But most of all perhaps we need the two worlds to become one. Patronizing? Maybe. Idealistic? Possibly. Worth a shot? Absolutely.

PISA at a Vegan Cafe

Deep in the bowels of a vegan cafe over a couple of almond milk lattes:

“Fuckin pollies and media ripping into teachers again about the PISA rankings. Look at the these fuckin headlines will you! Not one fuckin solitary word about inequitable funding and social disadvantage fueling these results. I mean if you break this PISA shit down it’s all there. Ah, hello, fuckin Northern Territory starved of funds and resources, what do they expect? Oh and Tassie.

“Is Tassie short-changed in funding too?”

“I don’t think so. Fuck knows what goes on down there. But the point is, ACT are fuckin flying! The pollies make sure their own backyard gets the best turf. Ya with me?”


“ACT are the fuckin Shangai of Australia. Except this year Shanghai have had to add their results to other districts.”

“How did that work out.”

“Shithouse according to these PISA boffins.”

“So what’s our response to Oz results?”

“Well the media need a story so fuck em, but unless our fuckin pollies are even remotely interested in tackling this appalling inequity in funding, nothing will change, nothing.”

“So what now”.

“This is as good as it gets I’m afraid, without equitable funding we are destined to slide down the rankings.”

“Nothing else we can do?”

“I doubt it.”

“Does it matter how we compare to other countries?”

“Who fuckin knows, it’s a shitscramble!”


“Fuck these almond lattes are awful.”

“Mine’s all right.”

“We all have different fuckin tastes I guess.”

“Yeh true that. Hey speaking of Tassie. You holidaying down there at chrissie again?.

“Beautiful part of the world mate.”

“Yeh true that.”

Selling the Sizzle Not the Steak

Imagine if you had Ed conferences with names like, Explicit Vocabulary Instruction: A 21c Imperative. What about, Embracing the New World: Foundations in Literacy. Perhaps, Disrupting the Status Quo: Mathematics from the Ground Up: Building the Foundations.  I’d wager Ed conferences like this would  often be very poorly attended.  If the conference was called, Techpreneurs: The new Revolution, educators would be jumping out of trees to attend. Some educators don’t want the steak, they want the sizzle. A recent experience suggests to me we need more concentration on the steak.


I spent a half -day working with some year 9 boys as they worked on a student-directed activity.  They explained to me that they were confident with what they were doing and had 3 years experience of driving their own learning at the school.  They were quiet and courteous and in the few hours I was there, very engaged in the task.  Unfortunately for the boys there were major stumbling blocks. None of the small group were what you would call ‘fluent’ readers, and their oral language skills were not strong. It slowed everything down.


They were constantly Googling what words meant, and then trying to understand these words in the context they were presented.  It became apparent that one or two boys were lacking some basic phonics understanding.  At one point they had to call on some mathematical skills to calculate the area required for a skate park.  The iPhone calculators were being busily tapped but again this didn’t go well.  At one point I was asked if multiplying by 100, should you add two or three zeros.  They calculated the perimeter of their skate park when they really thought it was the area they were calculating.


I spoke to the teacher before I left. She was well aware that the boys lacked foundational literacy and numeracy skills and explained she sees this happening every year.  She provided extra support for the boys in this group but explained there were plenty more in her other classes. She praised the boys for being creative in their task, (unfortunately their ideas stretched engineering principles to the limit), and explained that they were hard workers who ‘really had a go’.  They also had a good idea of what a modern skate park should have in it, although they struggled to articulate this.


I admired the teacher. She spoke softly and when she spoke she commanded attention, I didn’t see any students not listening. They laughed with her and there seemed to be a good relationship between students and teacher. When the students started working collaboratively she moved around unobtrusively stopping to help if required. I liked the projects the students had embarked on, (choosing a local issue to tackle) and they appeared excited and engaged in their discussions.


Still I left disheartened. We have a huge cohort of students with poor literacy and numeracy foundations, and a limited range of general knowledge.  At the same time we have something of an obsession from many in the profession to devalue knowledge, to insist that kids don’t need to assemble an ever-growing body of knowledge.  We seem to have gone from a ‘love of learning’ outlook to a ‘love of Google and You Tube’ outlook.

It’s often about making students more creative and innovative. It’s about being entrepreneurial so they may flourish in the rapidly changing 21c.  It should be self-evident that poor literacy and numeracy skills hinder creativity and innovation.  In my experience few people pushing 21c skills as the answer to the future want to acknowledge this, at least publicly.  Content is a very dirty word.


While this was just few hours with these boys, anecdotally this is a common theme among my teaching friends in high schools. Students unable to adequately access the curriculum presented to them. This is a massive problem for students who are struggling with foundational skills as it is. If you want some kids to be disengaged with learning, this is a surefire go to method.


We educators want to be excited, inspired and entertained by stories and chats about creativity and innovation, and the latest cutting edge technology that will engage learners.  We have the charismatic educelebrities to deliver this in spades.  They are falling over themselves to get at us. I think we need to stop for a moment, hit pause, and decide if this is where we want to go.

Until we accept and place a focus on the yawning chasm of missing foundational skills in so many of our students, then we will have to acknowledge that inequity is our foundation, and we plan to build on it.


If I don’t speak to you beforehand, see you at ‘Reading with Comprehension: Global Visions for the 22c’*


*Not a thing




PersonalisedLearning. A Starter Kit

Personalised learning should not just be a catchphrase. It is something that must be actively cultivated in teachers who are struggling with the demands of 21c education. Personalised learning should be embedded in the thoughts and day-to-day practices of all teachers. But what does it look like? Lets talk about the basics and see if you are ready to begin your new teaching journey. (If you haven’t already started.)

Firstly and most importantly you need to be aware of two learning theories that have dominated the educational landscape for the last 35 odd years. They are a must know for all teachers. The first is known as ‘Multiple Styles’ and there is a wealth of evidence to support this approach in the classroom*. The idea behind Multiple Styles is that each child will learn in a vastly different way. I will leave you to research this theory, but here are some quick ideas to give you a flavour.

One ‘style’ of learning that some students will exhibit is the “Emotional-ego-centric’ style. This child will become very emotional if he/she is not treated as the most important in the class. To support the learning of this student it is vital that they are not asked to learn anything they won’t engage with. Secondly they must be treated as though the entire classroom revolves around them. This is not to be confused with the excellent Student–centred model. The Emotional-ego-centric child must be the only centre of the classroom. It is advisable not to have two Emotional-ego-centric learners in the class otherwise things become unbalanced.

Another Multiple Style is Mathematical-illogical. Students exhibiting this style must not be taught Maths in the traditional style. They should be learning in a way that seems very illogical to the teacher. It won’t make sense to you but the discovery-learning student will have it covered. Don’t panic, this student won’t be good at Maths per se, but may discover something much more important, creativity!

Lets move on to the second theory known as ‘Learning Intelligences”. The key factor is not to get Learning Intelligences and Multiple Styles mixed up. They are very different. Learning Intelligences has a broad well-documented research base behind it^. The idea is that students will develop and show outwardly different sorts of intelligences. One common type of Learning Intelligence is the Kinesthetic-Vitriolic intelligence. This student will learn best when allowed to touch to learn. This may also involve touching and taking possession of the property of other students and then dealing with any protests with a strong often vulgar verbal attack. This student must be allowed the freedom to learn this way and thus teach other students where they stand in the pecking order in the classroom.

Okay, that’s great, but how do I find out how my students learn best? To find out what Multiple Style and Learning Intelligence your students are, it’s best to just ask them. Children are remarkably accurate in assessing how they learn best#. If you then follow this up with a questionnaire rubric for both theories via a quick Google search then you are on your way!

Hopefully this has given you a little background to these important learning theories and the impact they have had on how we understand our students. If you are not using these theories to guide your teaching practice, you may just be letting your students down.


^ Not really

# Baseless drivel



Bricklayers with Shit Mortar

I spent some time in my younger days working as a brickie’s labourer. It was a tough job but I was young, I liked working outside, and I was working for a mate. We worked hard, finished each day with 3 or 4 beers and enjoyed actually building things. I say ‘we’, because my mate said I was the most important person on the job site. He took great pride in his work but always made a point of saying that he couldn’t achieve much if the mortar wasn’t perfect. I think we can use this as a metaphor in education generally.

There is lots of discussion in education circles about making sure students are ready for the rapid changes that the 21c is bringing. We need by all accounts collaborative, entrepreneurial, critical thinking and connected problem-solvers that construct their own knowledge to succeed in this new exciting world. There are any number of educhats and conferences that reflect this urgent, insatiable need to pass these skills on so that students may succeed in the new work order. I personally think this drive is something of an ill adventure but assuming it’s not, these skills mentioned above are the bricks of education. We just don’t seem to talk often enough about the mortar.

The mortar is strong basic skills in literacy and numeracy. Without this mortar the bricklayer (student) if not helpless, is at the very least laying less than stable brickwork. I was chided on more than one occasion for mixing up sub standard mortar on the job. It held up construction and made the job that much harder.

It’s not particularly popular on Australian edutwitter to mention that we have so many students finishing high school without strong foundations in literacy and numeracy. The main focus is what’s coming up around the corner to engage and drive student learning, and how can we disrupt the paradigm and rush to the new age. But we need to talk about the mortar. Yes, the piles of new bricks look great, but without the mortar to hold them together they are just a pile of bricks. Get you mortar mix right first, then we are ready to grab some bricks and we can start building.





The Knowledge Gatekeepers

Why is is that some people with an awful lot of knowledge thinks it’s okay to devalue same?  We are all familiar with Sir Ken Robinson and his cry for ‘soft skills’ like creativity to be as valued as highly as knowledge. If we skip over the argument that the more knowledge you have the more creative you can be, I think there is something a bit amiss here.

What would be the motive of educators with vast stores of knowledge telling kids they don’t really need it as much, that in the 21c employers are looking for creativity, problem-solving, collaboration, entrepreneurship etc? I guess the simple answer is that they see the world changing and they want our students to fit into it. They want students to be fitted with the skills that 21c employers are looking for. Let’s skip over another argument here, shaping students for work is very much like the never tiresome ‘Industrial Model’ of schooling.

This seems like great news for disadvantaged kids. Here are a new set of skills that they can work on with their peers, ( in a student -directed model usually), and their lack of some very basic knowledge won’t hold them back. Except it rarely works like that. In a classroom that values the soft skills highly and tries to teach them, while taking time away from explicit knowledge instruction, the advantaged kids will still learn. I’m not sure if they will learn to be more creative or entrepreneurial, but they can get by on reduced knowledge instruction. They will still have the background foundations behind them, still have perhaps more support at home.

Unfortunately the disadvantaged souls will fall further behind, denied the opportunities that others take for granted. They will desperately miss some of the explicit instruction that has to make way for those 21c skills. (As a personal example, I once had a trainee teacher with me who let kids run their own 30 minute vocabulary lesson. She praised their collaboration and creativity in exploring a new word. She was stunned when I told her to save 25 minutes and explicitly teach the word and how to use it.) I think those calling for less knowledge because we can ‘Google it’ , or we need to build skills for jobs that haven’t been invented yet, or the general notion that knowing something just isn’t as important in the 21c, are becoming the ‘Knowledge Gatekeepers’. They are making knowledge acquisition harder, and perhaps entrenching the status quo.

I have yet to be convinced that those students who are lagging in basic literacy and numeracy foundations, including a much reduced vocabulary, and haven’t been exposed to a broad range of knowledge, are not going to suffer from less explicit knowledge instruction. (I’m skipping the argument about which knowledge).  Educators make all sorts of value judgements about teaching. What’s best for whom and when. One judgment I’m happy to make is that those educators with knowledge should value it highly, for themselves and their students.


One Afternoon at the Pool

“Morning Jay, I’m Lisa the swimming instructor”.

“Hi Lisa. My son Tom hasn’t had lessons before but I’m sure he can pick it up. He discovers lots of things by himself.”

Lisa half smiled, half frowned. “That’s great, but he will be getting explicit instructions for the next 30 minutes”.

Wait, what!  Jay protested. “Don’t you know how kids learn these days”?

Lisa let out a frustrated sigh. “I’ve been teaching in the pool for 20 years, I think I’ll be okay”.

“Oh I see”, said Jay, “The old it’s always been done like this rubbish, It’s the 21st century you know”!

After the lesson Jay approached Lisa. “You completely dominated the lesson. You even had a go at him for not listening. It was all teacher instruction at first. He had a go and then you kept correcting him the whole lesson. He had no ownership of the learning whatsoever”!

“I hear you,” replied Lisa, “ But in one or two more lessons he will be able to get himself to the side of the pool if he falls in. That’s the first goal. That will give him ownership of his life. Water safety is so important, you can’t just leave it to discovery driven, child-centred learning”.

“That’s an outdated attitude I’m afraid”. Jay was becoming increasingly frustrated with this instructor who clearly was lost in the past.

“Have you taught your 5 year old about road safety”? said Lisa.

Jay rolled his eyes. “Of course”.

“With discovery learning?” Lisa’s tone was calm but forceful.

Jay snapped, “Oh don’t be so bloody ridiculous, he could get killed!  Oh wait, I see what you mean. Well look if its really important life changing stuff where safety is involved, sure explicit teacher instruction might be the way to go. But if it’s not that important, you must understand that the students should drive the learning”!


Where Discovery Learning Might Fail

Road Safety
Water Safety (Stillwater)
Water Safety (Surf)
Stranger Danger
Cyber Safety
Fire Safety
Sharp Objects
Hot Objects
Dental Hygiene
Working with Cattle
Working with Cattle Dogs
Power Tools (Especially ChainSaws)
Safety at Heights
Wipper Snippers
Horse Riding

Etc Etc…