STEM and English!

So, STEM: Science, Technology, Engineering, Maths. The jobs of the future. We have a deficit of graduates entering STEM fields and our overall valuing of STEM patterns of study is minimal. For improvements in these fields and longevity of viable employment options to occur in Australia, a cultural shift needs to occur. There really is no doubt about it and this need is reflected in new funding models and the push of the STEM focus in all levels of education - from primary school to tertiary study.

When considering my context, a large, comprehensive high school, it is clear that we need to provide the skills for our students to live fulfilling and productive lives in the future and it is evident that these areas are going to predominantly be in the fields of STEM.

So, I have been hearing a lot about this (my partner is a Science teacher) and it has got me thinking. As an English teacher where does my subject area fit in? How does an appreciation of culture, language - in all its modes, as well as literature, assist students to deal with their world post education? How exactly can we ensure that the arts get a look in when STEM is the future? How do the arts support STEM fields?

The Secretary's Update Archive includes an article entitled '21st Century Teaching & Learning' which opens with the sentence, 'Many children now start school technologically literate.' This is indeed true of our current cohort as most students carry some kind of smart device with them at all times. Students are proficient in their use to entertain themselves, utilise search engines to some degree of efficiency, to communicate widely with people they would consider friends, as well as family members and acquaintances. But what about the utilisation of smart technology to communicate and produce various types of texts for specific purposes (BOS, 2013)? To enhance their lives of learning and skill development? Are students literate enough in technology to be able to utilise the plethora of tools now available to them? Can the technology so intertwined with STEM based subjects be supported and extended through English?

I guess the premise of my consideration of  STEM and English is firstly, that literacy underpins every subject and whilst each discipline has its own set of literacies, I feel that English (and this brings me to my second point) and the study of literature in its various forms is the reason we have culture and memories and discussions about who we were and who we may be in the future. Without the element of humanity provided by the study of the arts, what is the point? Where is the beauty? Where is the underlying purpose?

The arts are as important to the students of the 21st century even more than ever before. Those who are always connected with a wider socially driven milieu, in a world so vastly different to the one of previous generations need a place to develop their humanity and skills that will see them take on the future, whatever it may look like. The following skills are ever-present in the English classroom and underpin the need of STEM subjects beautifully.

• Critical thinking
• Complex problem solving skills
• Active learning
• Thinking creatively 
• Communicating effectively

So why are we so quick to dismiss the idea of STEAM?

All is right in the (teaching) world... 1/5

I feel like a competent adult when the clothes are washed and hanging on the line, I've got lunches ready for the week (or at least the next day) and the dishes are done. There's a few things in teaching that have the same effect on me - I feel I can tackle the teaching world when:

NUMBER #1

1. I have called back parents or made urgent phone calls. At times, phone calls are a bit of an unknown entity - will the call be successful? Has something gone wrong that I'm unaware of? What will I do to ensure the situation is rectified? Is it in my power to offer such things? Will I get through to the parent/guardian? Will I call at a bad time and get them offside? Some of these things genuinely concern all teachers, some just affect the worriers among us!

Calling a parent about a concern -TIPS! 

• You are calling from a place of concern, so reiterate this to ensure the parent knows you are on their side.
• If you can start in a positive place, do. You know your students and parents appreciate if you call and ask about a change in behaviour/application or a missed assessment task. It not only shows that you are attentive but that you are genuinely looking out for the wellbeing of your pupils.
• Have an outcome in mind before you call - do you want to monitor the student on a monitoring card for a period of time, place the child on a detention to catch up missed work, perhaps you wish to have them apologise to another student after a disagreement in class? Whatever it may be, ensure the call is productive and be proactive in finding a resolution.
• Be fair, avoid emotive language and conflating a scenario - even if it was very upsetting. Try to have some distance and become an objective participant working to find a resolution to support the student. Student behaviour can be a response to many variables that we are not privy to, so remember, don't take it personally.
• Make some positive phone calls home, there's nothing that finishes off a tough day like calling home to tell a parent how well their student has started the term/year, how they showed leadership in a group work task, how they have asked for extension work. These things make us happy and thankful as teachers, but parents want to know too! Also, if you have to make a tricky call later, and you have made a  positive call earlier on, it is so much easier!

Calling a parent back-TIPS!

• Listen!
• Offer information if you have it - to either explain the situation in full to provide context, or to ensure if something has been misconstrued that information that sheds light on this is provided.
• Offer solutions if you can or let the parent know that you will seek advice/follow up and then get back to them.
• If you say you will return the call, return the call - otherwise this may cause tension later on. 
• Call back as soon as you can, it is best that issues are sorted quickly in case they turn into big problems.
• Seek advice, if you have had a bad call and need further contact, ask your  Head Teacher/Deputy for some advice. If things went very badly ask for them to take the follow up call on your behalf, this can diffuse the situation and ensure a resolution is met. 

Marking Season

It is almost that time again, where teachers travel in hoards, over bridges and through sprawling carparks, with bags filled to the brim with crackers, jelly lollies, and their favourite teabags and mug, where a blanket slung over a shoulder is a common sight to see, and every now and again, a scooter whizzes past... It is, of course, HSC marking!
 Corporate marking used scare the wits out of me. However, after marking School Certificate, NAPLAN a few times, the AOS: Belonging Paper 1, Section 3 essay a few times, and Module B: Hamlet, I have come to realise that it just takes a little time to get the clarity needed and that confidence and making copious amounts of notes really does help!
 Over time I have developed a bit of a system to get myself into the marking 'groove':


1. Read the prescribed texts nice and early. As you are preparing to embark on your marking journey, you may not have time to get all of the texts read so to avoid stress at the marking centre later, get reading! I found that I really enjoyed some of the other options on the prescribed texts list and I was able to add them to my Goodreads 'read' list. 


2. I often work back after school to complete paperwork, prepare lessons, make a few copies, book resources, etc. This is problematic when that time is no longer available. It means that all tasks need to be condensed and this can be really stressful. So, in the lead up to marking season I aim to get all of my lesson preparation, copying, organisation of digital resources completed. This gives me mornings, free periods, recess, and lunch to complete the last minute jobs that always crop up. Once marking begins I stop taking tasks home on weeknights. I have found that I can get a little bit of tinkering done during breaks at marking but eventually I end up too tired. So to maintain a chipper attitude I just focus on being present - enjoying my classes and then getting out of school as fast as possible to get to marking.


3. Food is very important during marking and a quick run to McDonalds on the way to marking leaves you feeling pretty terrible, quite quickly (trust me, I know). Be sure to ready meals ahead of time because packing lunch and dinner every day and is honestly the last thing you will feel like doing once you are home for the evening. Snacks like carrot sticks or fruit salad that can be eaten when you arrive at the marking centre can also provide a bit of sustained energy to transition into the night. Also, they ensure that you are getting something other than the glucose/caffeine drip you will inevitably be attached to. 


4. I have a little marking kit with items such as: Panadol/Nurofen, tissues, lip balm, pens, highlighters, post-it notes, note pad/book. Everyone will just be using a pen when they start training, but grab a highlighter as well. I found this is what really helped me 'get' the criteria, so highlight what helps you make sense of the criteria. Boiled sweets can help you stay alert, so pop a pack of those in your marking kit too. I usually take an insulated lunchbox with a frozen bottle of water or ice brick. I leave this in the car under my jacket and I have found that it stays cool until the evening even in warmer weather (try to park in the shade for extra insulation!). This is just one less thing you need to remember in the afternoon because it is already packed, ready to go.


5. Water bottle. Drink lots to ensure your blood type is not 'sugar'. Also, air conditioning can be really drying on the skin, or if you are marking in one of the sheds it can be quite warm.

6. It will always rain when it is time to go home. Always. Without fail. So, an umbrella and shoes that can cope with puddles are a must. If you have a bit of a walk from the carpark to the marking centre, pop your runners on, sometimes I would even wear thongs. You need to be comfortable - you have a lot of reading to do!


7. A jumper or a cardi is always useful, especially if you're sitting near a window and the weather changes. Feeling chilly for prolonged periods of time when you are aiming to maximise your output, is not helpful! I sometimes wear a cardi and put a jacket over my legs when I get cold. 


8. Don't forget your glasses! I have marked on screen and on paper and found my eyes got used to looking at both after a few days but I got a bit head-achey to start. Glasses, if you need them, definitely need to be on!


These are just a few things that I found help me to get through marking feeling healthy and happy. I have always enjoyed marking as it is such a valuable experience that has improved my teaching and understanding of the HSC. It is so interesting hearing about how different schools operate and networking is always positive as well.