Tag Archives: teaching

Apples for the teacher

Apples for the teacher

My entire life has been focused on education, both in school and out. As explained in my poem Education is, I don’t consider education and school to be synonymous. While some learning may take place in school, education encompasses much more than that. It occurs through living and is lifelong.

While my views have always challenged the traditional approach, I haven’t always found other like-minded educators in my personal circle. When I do meet others with a similar passion for children and learning, I feel exhilarated and renewed, excited by the prospect of what could be.

Recently, on Facebook, I viewed this video by Prince Ea, musician and motivational speaker.

The video led me to the Innovation Playlist and Ted Dintersmith. I knew I had found others of similar mind when I saw that the first video on the Playlist was Do Schools Kill Creativity by Sir Ken Robinson, which I shared last week (and previously here, here and elsewhere). What joy!

There is much to explore on the Innovation Playlist, and I have only just begun. If like me, you believe traditional schooling could do with some improvement and are heartened by good things that are going on in many places, I highly recommend you take a look.

So far, I have watched Ted Dintersmith’s movie Most Likely to Succeed and am currently listening to his book What School Could Be. His book is a fascinating expose of schools in the United States of America. In one school year, he visited schools in every State discovering innovative “teachers doing extraordinary things in ordinary settings, creating innovative classrooms where children learn deeply and joyously.” His findings are inspiring and reassuring that schools can do more than prepare children for tests, they can prepare children for life. It is a fascinating read. If you live in the US, you will find something about schools in your own State. If you live outside the US, you will find something to inspire you.

For a quick overview of Dintersmith’s book and findings, read this article published in Education Week last year What’s Actually Working in the Classroom?

This discussion between Ted Dintersmith and Prince EA provides an insight into their motivations for improving education.

Carrot Ranch flash fiction challenge - poisoned apple

This week at the Carrot Ranch, Charli Mills challenged writers to In 99 words (no more, no less) write a story about a poisoned apple. Let’s explore dark myth. Deconstruct the original or invent something new. Negotiate the shadows, shed light, but go where the prompt leads you!

An apple is often used as a symbol for the teacher, and we talk about ‘an apple for the teacher’. Rather than write a fractured fairy tale, of which I am fond, I thought a poisoned apple was a perfect analogy for what happens when the focus of schooling is on test scores rather than children and learning. Let’s see what you think.

apples - which would you choose

It’s an institution

They arrived with bright eyes, open hearts and curious minds. As they entered, each was handed a shiny apple full of promises. They took their places and followed instructions. In unison, they bit off small portions of their apple and chewed to the beat of the enormous metronome suspended above. On cue, they swallowed but, with insufficient time before the required regurgitation, were unable to digest any components. Before they had finished, the taste was bland, swallowing difficult and regurgitation almost impossible. On exiting, their eyes were dull, their hearts closed, and their minds shrivelled, poisoned by false promises.

The antidote

They arrived with bright eyes, open hearts and curious minds. As they entered, each was handed a shiny apple full of promises. No instructions were given. Each was guided in making their own discoveries. Some investigated flavour, nutritional benefits, and created award-winning recipes. Some explored seed propagation, discovering ways of increasing productivity and limiting food scarcity. Some peeled the apple and inspected it layer by layer to determine its innermost secrets. Some cut it in half to reveal and release the stars within unlocking unlimited potential and the secrets of the universe. All were filled with wonder and learning.

«»

I conclude with a video in which Prince EA speaks to his teacher and explains to him why he is not a failure and why what happens in the classroom does not inspire learning. He includes one of my favourite quotes by Kahlil Gibran. What’s to not like?

Kahlil Gibran Children

 

Thank you teachers

To all the wonderful teachers in my community, I thank you for your hard work and dedication, and the positive difference you are making to the lives of so many children and their families. You make the world a better place.

Thank you blog post

Thank you for reading. I appreciate your feedback. Please share your thoughts.

School Days Reminiscences of Ritu Bhathal

School Days, Reminiscences of Ritu Bhathal

Welcome to the School Days, Reminiscences series in which my champion bloggers and authors share reminiscences of their school days. It’s my small way of thanking them for their support and of letting you know about their services and publications.

This week, I am delighted to introduce Ritu Bhathal, author, poet, blogger, teacher. Ritu and I follow a similar group of bloggers. We seem to pop up alongside each other, commenting on a number of blogs and writing flash fiction at the Carrot Ranch where Ritu’s contribution is often poetic. I think that we are both teachers, have a love of children and learning, and similar views about education draws us together. Ritu decided she wanted to be a teacher at an even younger age than I did. Teaching (and writing) was our destiny. If you haven’t yet met Ritu, I’m sure you’ll be pleased to do so now.

Ritu Bhathal and her book of poetry

Before we begin the interview, I’ll allow Ritu to tell you a little of herself:

Ritu Bhathal was born in Birmingham in the mid-1970’s to migrant parents, hailing from Kenya but with Indian origin. This colourful background has been a constant source of inspiration to her.
From childhood, she always enjoyed reading. This love of books is mostly credited to her mother.
The joy of reading spurred her on to become creative in her own writing, from fiction to poetry.
Winning little writing competitions at school and locally gave her the encouragement to continue writing.
As a wife, mother, daughter, sister, and teacher, she has drawn on inspiration from many avenues to create the poems that she writes.
A qualified teacher, having studied at Kingston University, she now deals with classes of children as a sideline to her writing!
Ritu also writes a blog, a mixture of life and creativity, thoughts and opinions, which was awarded first place in the Best Overall Blog Category at the 2017 Annual Bloggers Bash Awards.
Ritu is happily married, and living in Kent, with her Hubby Dearest, and two children, not forgetting the furbaby Sonu Singh.
Having published an anthology of poetry, Poetic RITUals, she is currently working on some short stories, and a novel, to be published in the near future.

Welcome, Ritu.

Let’s talk school. First, could you tell us where you attended school?

I went to school in Solihull, Birmingham, in the UK.

Ritu Bhathal's first school

Did you attend a government, private or independent school?

The school I attended from 3 all the way to 17 was an Independent private girls’ school.

What is the highest level of education you achieved?

I completed my B/Ed (Hons) English & Drama (3-7 years) degree at Kingston University in Surrey, UK.

What work or profession did you choose after school and was there anything in school that influenced this choice?

Ritu Bhathal decides to be a teacher

My degree shows what my intention was – to teach. I ended up in retail, a bank and then a marketing company, before finally getting to the job I always felt I was created to do. The reason I decided teaching was my vocation was because of the head girl at our school, Jo Duck, when I was 7. She came to our class to do work experience, and that was when it clicked that teaching was a job, something I could choose to do!

What is your earliest memory of school?

Ritu Bhathal discusses starting school

My earliest memory is the classroom where I first started school, in Miss Wilson’s class, as a 3-year-old. It was a huge room, filled with so many activities, books and toys, and a lot of love. I distinctly remember this beautiful wooden playhouse that was our home corner, and that we all had a bit of a ‘thing’ that something creepy lived behind it. Obviously, all that was behind it was a wall, but at 3, your imagination can play games! And the fact that I spoke no English when I started, apart from Hello! Apparently, I learned quickly, and within a week, my mum says my pidgin English would sail through the air at home, as my Punjabi faded away… And I haven’t stopped speaking it since! But never fear, I haven’t forgotten my mother tongue!

What memories do you have of learning to read? 

I can always remember having school reading books to take home, and the series that always stays in my mind involved a griffin and some pirates! Books were always key in my life. My mother is also a keen reader and her passion rubbed off on me. My first set of books were the original Noddy series by Enid Blyton, which I was given at 4, after having my tonsils out. I still have them.

What memories do you have of learning to write?

I don’t know when I specifically learned to write, but the whole process involved lots of fine motor activities, and I know I had crayons and paper from a very young age. I was proud of being able to master my full name, Ratinder!

What do you remember about math classes?

Maths as a subject, is not my favourite. I used to say I can’t do maths, but that’s not very growth mindset, so to this day in my forties, I say “I cannot do maths, yet!” My biggest memory of maths, aside from the squared paper in the books was a male maths teacher joining our school, and not being able to cope with the chattering that happened in this fully female class!

What was your favourite subject?

English and Drama were my favourite subjects, for obvious reasons! Reading and writing was always a pleasure, never a chore, and acting, oh, I loved to create personas that were totally unlike the real me.

What did you like best about school?

Ritu Bhathal discusses her well-rounded education

Honestly, I can’t pinpoint one thing. I feel blessed that I had a really positive experience at my school, and I feel proud to say that I left with friends for life and a wholly rounded education.

What did you like least about school?

P.E.! I am not a physically motivated person, and though I didn’t mind games lessons, they were definitely not my favourite!

How do you think schools have changed since your school days?

Ritu Bhathal discusses schooling

There has been a huge change in education and schools since I attended. Being a part of the education system as a professional, I feel I can say that. A lot of standardised testing from a young age has put additional pressure on children, and I really think that this pressure is what ends up creating the angry teens we seem to have more of nowadays. Teachers try so hard to make school fun, but the tick boxes we have to adhere to, really strip the enjoyment for us as well as the children.

What do you think schools (in general) do well?

That is a really hard question because I don’t think there is a blanket answer. Some schools are better than others at giving children a rounded experience of life. Some are more concerned with tests and results.

How do you think schools could be improved?

I think this answer doesn’t lie with the schools, but with the government. They really need to learn from the Scandinavian Education system, where the emphasis is on learning through play for the first few years, and formal schooling that starts at 7, when a child is more ready to learn in a classroom environment. And scrap the SATS! I speak from experience here as I have seen both my children go through the SATS and the upset it caused them at 7 and 11. In Finland, where my brother is bringing his family up, my nephew is 4 and the age of children I teach. What he can do at that age, in more than one language, astounds me, from his general knowledge, motor skills, numeracy and literacy! UK – please take note!

thank you for your participation

Thank you for sharing your reminiscences of school and your professional perspective on education as it is now, Ritu. I’m not surprised to hear that English and Drama were your favourite subjects and I applaud your recommendation to the UK Education Department. We need our Australian Government to take note too.

Find out more about Ritu Bhathal

Website: http://www.butismileanyway.com

Goodreads author page: https://www.goodreads.com/user/show/56854412-ritu-bhathal

Or connect with her on social media:

Twitter: https://twitter.com/RituBhathal
Instagram: https://www.instagram.com/ritubhathalwrites/
Facebook: https://www.facebook.com/butismileanyway/
Pinterest: https://uk.pinterest.com/bhathalpadhaal/
Mix: https://mix.com/butismileanyway
Tumblr: https://www.tumblr.com/blog/ritusmiles

LinkedIn: https://www.linkedin.com/in/ritu-bhathal-48941648/
Bloglovin: https://www.bloglovin.com/@ritubhathalpadhaal

 

Poetic Rituals by Ritu Bhathal

Purchase your own copy of Poetic RITUals via this link

myBook.to/PoeticRITUals

If you missed previous reminiscences, check them out here:

Charli Mills

Sally Cronin

Anne Goodwin

Geoff Le Pard

Hugh Roberts

Debby Gies

Pauline King

JulesPaige

D. Avery

Christy Birmingham

Miriam Hurdle

Robbie Cheadle

Marsha Ingrao

Look for future interviews in this series to be posted on Sunday evenings AEST.
Coming soon:

Joy Lennick

Darlene Foster

Susan Scott

Mabel Kwong

Sherri Matthews

Chelsea Owens

Pete Springer

Colleen Chesebro

with more to follow.

Thank you blog post

Thank you for reading. I appreciate your comments. Please share your thoughts.

 

Pauline King reminiscences of school days

School Days, Reminiscences of Pauline King

Welcome to the School Days, Reminiscences series in which my champion bloggers and authors share reminiscences of their school days. It’s my small way of thanking them for their support and of letting you know about their services and publications.

This week, I am pleased to introduce Pauline King, The Contented Crafter. Pauline and I have been online friends for a long time. I can’t quite remember where we met, but I think it may have been through Geoff Le Pard.

Pauline and I clicked straight away as we have a lot in common and share many similar views about education. At one time, each of us even contemplated starting our own school.

I wish I’d known Pauline and had the opportunity of working alongside and learning from her while I was still working in the classroom. Although Pauline says that she has left that part (teaching) of her life behind, it doesn’t stop her sharing the value of her experience and words of wisdom when prompted. We shared so many in-depth conversations in response to posts, that I decided to give more space to her views in posts of their own. Follow these links to share in Pauline’s wisdom.

Which school? I found one!

Reflections on living a contented life, teaching and school

On children and parents —more from the Contented Crafter

Pauline King the Contented Crafter

Before we begin the interview, I’ll let Pauline tell you a little about herself.

I’ve had many incarnations as wife, mother, student, teacher, teacher trainer and mentor, curriculum writer and advisor, community hub developer, new worker trainer, and [whew!] life coach.  In between I painted, crafted, hand worked, gardened and generally tried to create beauty around me where ever I went.  Oh, I forgot to mention ‘world traveller’!

These days I’m [mostly] a very contented crafter and pursuer of serenity.  And of course, I live with Orlando, a now elderly Maine Coon cat of great distinction and forbearance and a most delightfully joyful pup who goes by the name of Sid-Arthur [yes, a play on Siddhartha for those of you who picked it up].  They feature prominently throughout this blog.

I’m retired now and happily spend my days doing whatever it pleases me to do.  Sometimes, in between my crafting projects, I still coach now and again, gratis, as a thank you for this blessed life I’ve been given.

Welcome, Pauline. Now let’s talk school.

 First, could you tell us where you attended school?

Porirua, then a village, now a city.  In the Wellington area.  NZ

Did you attend a government, private or independent school?

State school

What is the highest level of education you achieved?

Originally nothing. I was pulled from school by my mother before I turned 15.  I later gained School Cert and UE via correspondence as a young adult and at the age of 33, I trained as a Waldorf teacher.

What work or profession did you choose after school and was there anything in school that influenced this choice? 

It seems I always wanted to be a teacher, but the circumstances of my life dictated otherwise.  In my 30s I was finally enabled to follow that dream through the initial support of friends  buoying up my low confidence and a series of fortuitous events that allowed me to enter the Waldorf training despite not having a state teacher training  which was then a requirement of any Waldorf trainee teacher.  (It was here I heard for the first time that I was seen as a graduate of the University of Life — a designation that delighted me.)  I believe that meeting kindness and being encouraged in my early school years ignited the wish to be a teacher.

What is your earliest memory of school?

The first day of school, I was 5 years old and terrified.  My mother pushed me into the room and shut the door on me and I was crying as the teacher came to get me.  But the thing that caught my eye was the book display.  You know those shelves that hold books with the full cover showing. There were so many books and they all looked so beautiful and enticing.  I stopped crying and the teacher let me stay there looking at the books.  I still remember the first book I looked at, ‘Orlando the Marmalade Cat’.  I don’t remember anything else, but it was clearly a very important moment in my life.  That teacher went on to become a champion of mine and I never forgot her many kindnesses and through her my love of reading flowered.

What memories do you have of learning to read and write?

I don’t remember learning to read. It came very easily.  Writing too.  At age 10 my essays were entered into inter-school competitions by the headmaster.  Later he asked me to not write fantasy, but to write about ‘what you know, your life’.  That was the end of my writing career.  🙂

What do you remember about math classes?

I have no recall of maths classes.

What was your favourite subject?

I loved all the humanities classes – reading, writing, history, geography, social studies.  I loved music too, until I was pulled from a combined class practising choral singing and told to stand at the front of the room and listen as I was singing off key.  That was the end of my musical career too.  I never sang in front of anyone except for my babies for many years.

What did you like best about school?

Pauline King the Contented Crafter tells what she liked best about school

For me in those first years, school was a safe place to be and I was fortunate to have in the early years women who took an interest in my welfare and some who even tried to help intervene in my home life. Their kindness made a huge impression on me and was probably partially responsible for the longing I felt to become a teacher.  They also had made me feel so safe that when the harsher teachers entered my world and humiliation and failure became the norm, I still liked school.  It was better than home, I guess.  I know I was, from a very young age, gathering information and evidence about what made a good teacher and what made a bad teacher.  It would all eventually come in handy when I parented and later became an actual teacher.

How do you think schools have changed since your school days?

My initial experience of state education is my own and the first two years of my children’s education.  (In the final six years of my working life I came up against the failures of the state system when I developed programmes for youth at risk in job training.)

When I had children, I looked for something else outside the state system for them but had the resistance of my husband to work through.  Later after my daughters both had bad experiences with teachers he agreed, and we transferred them to the local Steiner School.  There I watched my children bloom and blossom and there I too found my place. It’s a wonderful thing when you find your tribe and I had finally found mine.

What do you think schools (in general) do well?

I think in general schools provide an adequate education for students who have an academic leaning.  But, as you know Norah, I believe that true education is sadly lacking.  It seems to me the role of education is to awaken the mind, to develop the skill of learning, to prepare people for a life of learning and enough of an interest in the world to want to learn about it.

The reality is we spend all our lives learning, yet so many think they go to school to learn the skills needed to get a job.  I don’t know how many times I’ve heard a young person (or even a parent) complain that reading a certain book will be of no use to them after school and science or maths adds nothing to the skill-set they need for getting a job.

It seems nobody talks to them about the joy of learning, of widening horizons, of deepening understanding or even of exercising their thinking capacities and developing their brains.  I’ve met many 15- and 16-years olds who can’t write their own addresses down.  They have no self-esteem, are angry and confused and turned off from society.  They don’t have the skills to hold down any kind of job because they also haven’t learnt about taking personal responsibility at school or at home.

How do you think schools could be improved?

Pauline King the Contented Crafter tells how schools could be improved

I’d love to see a return to a balanced education that includes academia and the arts and life skills.  I’d love to see each classroom be a living community where all kinds of kids learn to get along, learn to appreciate each other and learn that not everyone is good at everything.  But that everyone, even the least able, has a skill and a personality that offers much.  Where tolerance is taught and practised, and respect is modelled and expected.  A place where different cultures and different beliefs are seen as interesting and intriguing and when it’s all boiled down, people are people and we all feel the same way over the things that matter.

I’d like to see geography and social studies and all kinds of real arts and crafts come back to life in the classroom, I’d like to see kids singing and dancing and playing together in between learning the Three R’s.  I’d like to see the slow expansion of a planned curriculum that ensures a deepening understanding of the natural sciences — again attached to the developmental stages and understanding of the students.  Never bring hard facts too soon to young people — they kill childhood!

I’d like everyone to understand that we live in a world that is changing so quickly that it is highly likely the jobs their kids will do haven’t yet been invented.  The only way to ensure their children will succeed as adults is that they will have a healthily developed sense of themselves, their interests and their abilities and be able to think, to assess, to understand the needs of the world and to have the entrepreneurial spirit to meet them.  It’s less about passing exams and more about an ability to learn; less about gaining the skills for a job, more about gaining an ability to learn new skills.

Thank you for inviting me to join with your esteemed guests Norah, it is very kind of you.

thank you for your participation

Thank you for sharing your reminiscences of school and thoughts about education in general, Pauline. As always, it’s a pleasure to discuss education with you and, while it was great to hear of your early experiences and the influence of kind teachers, I am in total agreement with you about how schools could be improved. If only we could get those who make the decisions to listen to and enact your wisdom.

 

Find out more about Pauline King

on her website: The Contented Crafter

Connect with her on social media

Facebook: https://www.facebook.com/paulinekingnz

Twitter: https://twitter.com/contentedP

Browse her gift shop to purchase your own special piece of Pauline’s art or craft.

If you missed previous reminiscences, check them out here:

Charli Mills

Sally Cronin

Anne Goodwin

Geoff Le Pard

Hugh Roberts

Debby Gies

Look for future interviews in this series to be posted on Sunday evenings AEST.

Coming soon:

Jules Paige

D. Avery

Christy Birmingham

Miriam Hurdle

Susan Scott

with more to follow.

Thank you blog post

Thank you for reading. I appreciate your comments. Please share your thoughts.

 

teacher burnout is a big issue

Keep the teacher fires burning

Teacher burnout is a huge problem. Fading are the days of veteran teachers staying in the job and sharing the wisdom of their experience with the younger generation of teachers. Many articles tell of teachers leaving the profession after five or fewer years.

Teachers start out with fire in their hearts, with an ambition to change lives and improve outcomes for all the children in their care. Many leave after just a few years when that fire has not only burnt out but has burnt them out too.

For others, who contemplate no alternative, the fire smoulders for years until they become cynical with a system that is ever-changing but rarely improving, and expectations that increase exponentially with little recognition of their efforts or the value they add to lives or society.

I recently listened to a book on the topic written by a passionate educator whose fire was extinguished by overwhelming expectations and an inability to reconcile unrealistic demands with a desire to teach children.

In a job interview, when asked what she taught, it was her response ‘I teach children’ that landed her the position. As the years passed, her employer’s focus turned from teaching children to teaching content and collecting data. As for many, her challenge was to continue educating the whole child while fulfilling the requirements of her employer. It’s a challenge that defeats many.

Teacher: One woman’s struggle to keep the heart in teaching by Gabrielle J. Stroud is a personal record of one’s teacher’s journey and how she faced the challenge. But it is more than that. It is the story of a journey travelled by many teachers. The names and places may change, but the story stays the same.

It is a book I wish I’d written. I laughed with Gabbie and cried with Gabbie. I’d walked in her shoes and she in mine. While our times and schools were different, our responses to the changing education landscape were very similar. She wrote from my heart as much as from hers.

If something doesn’t happen soon to support teachers, there’ll be no heart left in education and it will be a wasteland of useless data, lost potential and unhappy futures. Of course, I’ve written about that before, describing differences between education and schooling in a poem I called Education is.

If you are interested in reading more about teacher burnout and considering how teachers may be better supported, here are some articles to get you started:

The Causes of Teacher Burnout: What Everyone Needs to Know on The Chalk Blog. (US)

Burned out: why are so many teachers quitting or off sick with stress? In The Guardian. (UK)

Stressed-out teacher? Try these self-care tips on ABC Life. (Australia)

The hardest, most underestimated part of a teacher’s job on News.com.au. (Australia)

Heartbreak becomes burnout for teachers when work is turbulent on The Conversation. (Australia)

The Truth About Teacher Burnout: It’s Work Induced Depression on The American Psychology Association’s Psych Learning Curve. (US)

Teacher Workload in the Spotlight from my own Queensland College of Teachers. (Australia)

These are but a few of the many describing conditions that contribute to teacher burnout. However, for a truly entertaining but heartbreaking read that provides an accurate understanding of what happens to the heart of many a passionate teacher, you can’t go past Teacher: One woman’s struggle to keep the heart in teaching by Gabrielle J. Stroud. Gabbie summed it all up sadly by saying that she didn’t leave teaching, teaching left her.

Carrot Ranch flash fiction challenge - fire

It’s about the teacher fire that I’ve decided to respond to the flash fiction prompt set by Charli Mills this week at the Carrot Ranch. Charli challenged writers to In 99 words (no more, no less) write a story about fire. It can be a flame that burns or a light that inspires. Follow the flames and go where the prompt leads!

99 no more no less fire words

The heart of a teacher

“It’s storytime, children.”

They gathered at her feet, bright-eyed, transfixed.

Jane read, instructed and encouraged. They never tired.

Later, all snuggled up in bed, Mum asked, “What will you be when you grow up?”

“A teacher.”

 

“Storytime, children.”

They gathered at her feet, bright-eyed, hearts open, minds buzzing.

Miss Jane read. They hung on every word, contemplating obstacles and possible resolutions, following the heroes’ journey into the cave and out.

 

“Ple-ease!”

“No time for stories. It’s test time.”

They slumped at desks, eyes glazed, minds dulled, hearts heavy.

The cave was cold and dark. Were they ever coming out?

Thank you blog post

Thank you for reading. I appreciate your feedback. Please share your thoughts.

 

Halloween mathematics lessons for the interactive whiteboard

readilearn: Engaging mathematics learning with Halloween themed resources

In just a couple of weeks, people in many parts of the world will be celebrating Halloween. Even in Australia, where the festival has only recently begun to take hold, merchandise now fills our (mainly discount) stores, and children look forward to a night of fun, knocking on doors and collecting treats from family and friends.

The festival dates back two thousand years to its origins in what is now Ireland, England and France. Irish immigrants took the festival to America in the 1800s. Halloween arrived in Australia with immigrants and through its portrayal in movies and on television. Always looking for an excuse to party, Australians are ready to join in.

Originally, the festival celebrated the end of summer harvests and marked the beginning of the long dark northern winters. The festivities have evolved over the centuries with changes to focus and traditions.

I have always thought that adding a bit of fun to the school day helps the learning go down. If the children are going to be distracted by thoughts of their Halloween costumes and what booty they might score in an evening of trick or treating, why not harness those distractions and channel them into learning?

To combine fun with learning, this week I have uploaded three new interactive Halloween themed maths resources for use on the interactive whiteboard. The resources help to develop number concepts up to ten and are available to subscribers. As do other readilearn resources, they acknowledge that it is the richness of discussion occurring between teacher and children that helps to consolidate children’s learning.

Continue reading: readilearn: Engaging mathematics learning with Halloween themed resources

readilearn teaching resources for the first three years of school

readilearn: freemium lower primary teaching resources with lessons ready to teach

In this post, I explain what readilearn is and how it works. There is more to readilearn than just this blog. In fact, this blog is just one small part of it.

readilearn is a collection of digital teaching resources designed for use with children from about five to seven years of age in their first three years of school. They are equally suited to the homeschool situation and for use with ESL students.

A freemium website, readilearn provides free support and resources for teachers in a variety of ways. However, some resources are exclusive to subscribers. The small annual subscription of just AU$25 reduces teachers’ workloads with lessons ready to teach and recognises and adds little to the expenditure many already occur in purchasing resources for their classrooms.

Resources are available across curriculum areas. Many provide contexts for integrating learning in fun and meaningful ways.

readilearn categories and subject or curriculum areas

readilearn resources support teachers teaching and children learning by providing opportunities for discussions that promote thinking, collaboration and learning across the curriculum. Open-ended discussions encourage children to learn from each other as well as the teacher and to participate at their own level.

Resources include
  • original digital stories (estories)
  • interactive teaching episodes
  • open-ended problem-solving activities
  • readilessons (lessons ready to teach)
  • printable activities
  • teaching suggestions
  • notes for parents
  • and more.
Free from readilearn

Continue reading: readilearn: freemium lower primary teaching resources with lessons ready to teach

teaching literacy skills with Bullfrog's Billabong, a week of literacy lessons and group activities

readilearn: A week’s reading instruction with Bullfrog’s Billabong

The readilearn Bullfrog’s Billabong suite of cross-curricular resources can be used as the foundation for planning a week’s reading instruction including lessons with the whole class and small groups and independent work. The activities cater for different ability levels in your early childhood classroom and can culminate in a performance to be presented to other members of the class, other classes in the school, or parents.

Bullfrog's Billabong, teaching effective reading strategies with covered cloze on the interactive whiteboard

Begin by introducing the story as a covered cloze activity (a lesson ready for you to teach) presented to the whole class on the interactive whiteboard. Although all children are engaged in reading the same story, the activity allows them to participate at their own level. The teacher-led discussion can be tailored to student needs, allowing each to contribute according to what they already know and extending their understanding by discussing cues for reading and irregular as well as regular spelling patterns. Children learn from each other as they actively participate in the cooperative reading activity. Refer to Covered cloze — teaching effective reading strategies and Bullfrog’s Billabong — Cloze — How to use this resource for suggestions.

As with introducing all new reading material, it is important to engage children’s interest by making connections with what they already know about the topic and explaining what may be unfamiliar; for example, a billabong, and encouraging them to make predictions about what might happen in the story. As the story unfolds, children may adjust their predictions and thoughts about the story.

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