Reflections on Week 11, Term 1, 2020

It has been another enormous week, and I guess just like the world over, I am sitting here incredulous about the situation we are all facing.

Going to the grocery store is a strange juxtaposition of a familiar environment with strict rules - hand sanitiser on entry, a security guard passing patrons a trolley after it has been wiped down, tape on the floor everywhere to ensure customers are maintaining social distancing requirements, cordons funnelling shoppers into the store to prevent too many from entering at once, signs everywhere listing product restrictions - toilet paper x 1, baby wipes x 1, hand towel x 1, tissues x 2, canned goods a total of 2, pasta x 2 (if you can get any). There's no limit on fresh fruit and vegetables, eggs are usually in stock, there is more meat lately, dairy has maintained a constant supply. Baby formula keeps me on my toes. Baby became unwell and became lactose intolerant, we tried introducing regular formula three times and three times we switched back to lactose free. We are coming up to the time when we should introduce regular again and I just don't know what to buy - it is often in short supply so I am trying to buy one as we use one, and then I have two cans in the cupboard - two weeks stock just in case. I buy a few packets of pear and prune whenever I see it in the store because we go through that very quickly. It is an unfamiliar way to exist in a land of plenty and relative safety a layer of unease has been added to existence.

Week 11 was a continuing adjustment. Staff worked from home and went to school to collect things and do a bit of work here and there. The focus has been on establishing online learning and supporting senior students. Keeping abreast of social media during this time has been very useful and the sense of camaraderie offered by my online staffroom has been extraordinarily helpful and heartening. In response to a post online my colleague approached me about revisioning our approach to English online and then we met with the 2IC and came up with a plan for Term 2.

As all junior assessment was paused at the end of term. I have been given permission to organise a new due date to collect submissions for all the students who were unable to complete the first task. We will not be assigning another assessment task in Term 2 because it seems a bit silly to put that pressure on staff and students when we have no idea what the future looks like. If we focus on collecting the first task then we will have something and as many students managed to submit the task it will mean their work will still count.

The messaging around the term shifts regularly - a whole term online - maybe? Maybe not. To enact the plan I organised with my colleagues to come up with reading and writing activities. I drew on the 'Children's Writer's Notebook' for the range of activities for Year 7. The activities in the book are terrific and I modified a selected and developed an extension activity for most weeks - just for those who are able to work ahead. Students will be asked to hand in their best piece at the end of each week.

Hopefully this reduces the scores and scores of questions I have been fielding from students who 'don't know what to do' or are confused by a list of instructions and attached documents for the lesson. There have been continuous issues with accessing attached documents and websites - these queries are important, of course, and they must be answered, but I would prefer staff to have the time to give feedback on student writing, provide the teaching through their feedback - kind of like conferencing from a distance

Prior to Covid-19 I was in a great routine with my Year 7 group with Writing Workshop - writing off the page, draft #1, revising, draft #2, edit, teacher edits, and then publishing. I had an area in the classroom where students could collect notepaper and editing check sheets, I bought some staplers from Officeworks (they're pink!) and the writing was coming in. I could get through the scripts quickly, write some feedback, attached a sticker so the students knew everything was checked, and then have a brief conference during our double period. It was really starting to happen.

I really hope I am able to establish some of the same practises next term - a creative outlet is important in dark times.

Reflections on Week 10, Term 1, 2020

Week B is usually my 4-day week but I don't think such a thing exists anymore - not with the constant pinging of notifications from my students and my clearly terrible instructions that no-one is able to understand and even though we don't have class today, because I don't usually work today, they were just coming at me all day. I will have to manage this differently next term. I cannot cope with the barrage and the constancy.

My colleague found an amazing article to share with our Year 12 Standard English classes recently 'We are using the same words but are we speaking the same language?' and the words of the writer are echoing around my brain. They ring true.

So what has the past week been like? We are currently on a rotational roster of supervision so we only need to go in 1-2 times in the last two weeks of term. I also went in Monday and smashed out numerous things on the to list, one of which was organising copies of the modified assessment, and then getting modified criteria printed up and put into envelopes after organising a system for record keeping marking online. I drew up a timetable for the meetings and then we had the meetings all day Wednesday and then on Thursday the decision was made to cancel all junior assessment. The guilt that swallowed me - wasting all that time on Monday and Wednesday - is massive. This time period is hard enough and there's so little extra to give and I just worked for nothing and made my staff work for nothing. Not much can be done now but I am sad about it.

I have been collecting data and trying to work out a way forward that is not going to burden the staff in my faculty. I really do need to go into school to speak with the senior executive to clarify some aspects of online teaching because if I am feeling the pressure with four classes, what are my staff dealing with when they have five or six classes?

I have asked for an extension for my university assignment - it is due in 5-days and they are giving students whose workload has been impacted by Covid 19 an extra 5-days. I watched the census date drift by and paid the course fee so I am committed but I am so distracted. I am looking forward to pressing 'submit' but it is going to be a struggle to get there.

I just organised priority delivery for my grandmother so she is able to get supplies. My brother and sister in law recently visited her and mentioned that she was out of toilet paper - something she didn't mention to me so I need to put something in place to ensure she has the things she needs. I will call her local fruit and veg store to get them to do a delivery for her as well. If she has been living off her freezer store she will be missing fresh fruit and vegetables. It is times like these that I do wish I lived closer - not because I would go visit but just so I could shop for her and leave things on her doorstep.

I hope this is all over soon.

Reflections on Week 9, Term 1, 2020

Week 9 was one of the biggest weeks of my career. Not for any reason worth celebration but because we systematically, in the space of 7 days flipped education from face to face to online. We all had a crash course in Google Classroom and we are, almost, officially online.

I have been working enormous days and caring for my partner and child while getting everything established. I joked, and I regret this now, that I would appreciate a little break to catch up on everything because I was tired. While there is a break from face to face teaching time now, the alternative, our online 'revolution' seems almost like I am shouting into a void and as for spare time. There's none of that.

I have modified assessment for 7-12 and have converted everything so it works on Google Classroom and students will be able to hand in their tasks online. Instructions have been written, hundreds of Google Classrooms notifications received and it is safe to say that this situation is less than idea. 

We are contacting families next week to ensure students are accessing materials. I really, really hope that maybe after a few days off last week that students will now get online to access materials and get on with the work I have put together. 

A few parents have asked to be part of the classrooms which I have no problem about, especially now that everything is set up and ready to go. I wasn't happy to add them last week when I was still trying to work out how to use Google Classroom but now, I am feeling a bit more confident.

I have made a few errors - using Google Forms to collect information for an assessment task. Forms makes information so easily collected, however, it also dumps the information in one area. When staff are marking their own classes this is not helpful - now everyone is going to have to flick through all of the student responses to find their own. Class lists are arbitrarily organised so it is not possible for me to collate the information into classes without sitting and doing it manually. I just do not have the time or mental capacity to do that at the moment.

The future looks interesting and I am not sure I am ready.

Reflections on Week 8, Term 1, 2020

This week Covid19 has moved onto the radar in a more insidious manner. We are no longer laughing at the lack of toilet paper in the supermarket aisles but have seen canned goods, pasta and sauce, pain relief medication for children and adults, flour, sugar, and tissues become depleted. There are gaps everywhere and we, who have lived all our lives with constant availability, have never seen such a thing before. Supermarkets have begun to limit the purchase of toilet paper, tissues, long life food items to ensure customers are not missing out on the necessities.

At school the kids are starting to drop off. Attendance is usually fairly consistent but there are empty chairs appearing in our classrooms and teachers on social media are speaking about readying resources to provide to students. Sport has been cancelled. Things are starting to get a bit spooky.

I went to the doctor with my partner and baby on Friday and I had a slightly running nose. The receptionist nearly threw me out of the practice. She shoved a mask at me and handed me the hand sanitiser. I learned, once we got in for our appointment, that if the doctor fell ill for even a cold she would have to immediately take three days off work. She apologised for the mask. I wore the mask on and off over the weekend to avoid spreading my cold to baby - you can't buy them anywhere so it seemed smart to use it.

Everything feels difficult at the moment.

Critical Analysis of the Connected Learning Environment

A realm of possibilities is available to teachers when they establish personal learning network via a connected learning environment (Tour, 2017, p. 183). The connected learning framework as defined by Ito et al. (2013) captures the complexity of the NSW English Teachers’ Association (NSW ETA) Facebook group and recognises not only the level of support provided in the connected learning environment, but its ability to provide personal networking opportunities (Tour, 2017, p. 183).

The NSW ETA Facebook group acts as a leveller within the profession as it provides a meeting place for teachers regardless of their experience level and across the public, independent, and Catholic education sectors (Ito et al., 2013, p. 34; Cantrill et al., 2014, pp. 10-11). Each school has an English faculty that operates within the confines of the institution where policies, procedures, leadership, and experience levels of each staff member can make for an insular approach (Ito et al., 2013, p. 34; Rheingold & Weeks, 2012, p. 192). Different sectors, too, operate in their own unique ways with guiding principles that, in a competitive landscape, are not open to benefit others. The connected learning environment of the NSW ETA captures those who are interested in developing a personal learning network and this community is likely to enrich not only their online ‘brand’, but their offline one (Tour, 2017, p. 183; Web20Classroom Blog, n.d., p. 2).

Contexts for Learning:

Peer-supported

The relationships that develop through engaging with the NSW ETA Facebook group transcend the online world into real life when familiar posters contribute to conferences, work at neighbouring schools, or provide opportunities to members outside the connected learning environment (Ito et al., 2013, p. 62; Tseng & Kuo, 2014, p. 40;  Dron & Anderson, 2014, p. 77). There is a solidarity in being part of a community who may face the same challenges or delight in the same aspects of the profession which is evident in the membership of the NSW ETA Facebook group which exceeds 7700 (Ito et al., 2013, p. 62; Tseng & Kuo, 2014, p. 38). Group members express their exhaustion at the end of the first week back at school, post Shakespeare memes regularly, and most recently have reached out with resources to support their colleagues during school closures (Tseng & Kuo, 2014, p. 38). Exchanges are interesting and offer an opportunity for intellectual engagement and community building and there is a sense of validation through communicating with what resembles an online staffroom (Ito et al., 2013, p. 62; Tseng & Kuo, 2014, p. 38; Dron & Anderson, 2014, p. 39). 

Interest-powered

While Ito et al., (2013, p. 41) explores the impact of digital tools on the ecology of youth, it is worthwhile recognising that Facebook has been used in Australia since the mid 2000s and the NSW ETA has been using the platform since 2009 so what was possibly once the domain of the young is now used by folk of all ages (Rheingold & Weeks, 2012, p. 111; Cantrill et al., 2014, p. 104). The conversation is NSW centric, even though there are members from other states in Australia and overseas, but this speaks volumes to the range of conversations and resources shared (Tseng & Kuo, 2014, p. 39; Dron & Anderson, 2014, p. 135). The authority represented by professional teaching associations means that content is trusted and there is an expectation that moderators will keep posts relevant and will protect members if necessary. 

Ito et al., (2013, p. 45) explore the learning that takes place for young people in a connected learning environment and it is just as true for adults engaging in professional learning that leaves the confines of brick and mortar (Tseng & Kuo, 2014, p. 38; Tour, 2017, p. 179). The connected learning environment of the NSW ETA Facebook group improves professional practice across sectors by providing an interest-powered space for a range of voices, and engagement levels from ‘lurkers’ to regular contributors (Ito et al., 2013, pp. 61-62; Tseng & Kuo, 2014, p. 37). The NSW ETA executive and committee members are overall, generous contributors, and this knowledge ‘flow’ provides constancy if the group becomes frivolous or descends into ‘noise’ (Siemens, 2005, p. 6; Wenger et al., 2011, p. 11). 

Academically oriented

The learning that takes place through engaging in the connected learning environment is at times, incidental, and sometimes more explicitly sought through posting a question or putting a call out for advice fostering not only a sense of community but ongoing learning (Tseng & Kuo, 2014, p. 39; Wenger et all., 2011, p. 10). This ‘self-initiated’ learning environment inherently links likeminded individuals who are interested in learning and sharing resources that they have either found or created (Tour, 2017, pp. 180-181; Dron & Anderson, 2014, p. 135). The practice of engaging in social media for professional purposes moves beyond formal professional learning to a ‘vernacular’ practice aligning the learning closely to what people engage with in their leisure time (Tour, 2017, p. 180). The nature of the network as defined by Rheingold and Weeks (2012, p. 198) is very much based on who can communicate with who. In the case of the NSW ETA Facebook group members include student teachers, those who work in schools, corporate staff, as well as those who work in universities and the ETA executive team. The range of contributors maintains a high level of rigour within the connected learning environment but also equity in accessing quality materials (Rheingold & Weeks, 2012, p. 198; Cantrill et al., 2014, pp. 10-11). 

Core Properties:

Production-centred

Ito et al. (2013, p. 40) posit that media, at any given time, is a reflection and product of the world as it exists and Siemens expands this to offer that the way we operate within is shaped by the tools we use (2005, p. 2).Technology can either reinforce traditional approaches to education, and in the example of the NSW ETA Facebook group, the teaching of English, or it can provide a platform for progressive ideas. 

The NSW ETA Facebook group has a simple but effective search function and filing system. All files added to posts within the group environment are automatically compiled in a ‘files’ tab which makes it very easy to search before asking the group a question, and to look through the files contributed by other group members (Ito et al., 2013, p. 74). The reach from the original group is astonishing – members are linked to Pinterest accounts, Twitter, personal blogs, sub-groups on Facebook, as well as places like Google Docs where they are able to contribute to shared resources (Rheingold & Weeks, 2012, p. 192; Dron & Anderson, 2014, p. 135).

Shared Purpose

In many instances, a traditional approach is reinforced by the meeting of minds in the NSW ETA Facebook group but there is always a discussion where a counterpoint is offered. Considering the ecological context of each member varies widely, it is imperative really, that a connected learning environment that supersedes the physical structure and geographic location of English teachers, exists (Ito et al., 2013, p. 40; Dron & Anderson, 2014, p. 36). Support is offered to members teaching young people with an entirely different ecology and participatory culture, especially regarding the media tools now available, to their own (Ito et al., 2013, p. 40; Kuehn, 2012, p. 69; Jenkins, 2006). The institution of school currently resides in world where knowledge is available for a relatively low cost and without gatekeepers (Jenkins, 2006; Dron & Anderson, 2014, p. 37). A connected learning environment gives educators the ability to develop a personal learning network to ensure English education remains relevant (Ito et al., 2013, p. 40; Tour, 2017, p. 183) and each educator’s wellbeing is enhanced as a result of the community (Tseng & Kuo, 2014, p. 40; Dron & Anderson, 2014, p. 47).

The shared purpose of the connected learning environment seems to be limited, at times to posting a contribution to offer an idea or advice (Ito et al., 2013, p. 74). The actual co-creation of resources happens sporadically and most recently in response to colleagues who lost resources in the summer bushfires and the support of colleagues moving to online teaching. In both cases a shared document was created to compile resources and a folder was created for resources to be placed (Ito et al., 2013, p. 74).

Openly networked

Access via smart devices as well as a laptop/desktop computer allows easy access to the connected learning environment (Ito et al., 2013, p. 74). There are entry questions to gain access to the group and these mainly filter out those looking for support as an English language learner, reporters, and businesses who compete with the provisions of the NSW ETA (Ito et al., 2013, p. 74). The interactions of the group are based around social media and the Facebook group is accompanied by a Twitter account, Instagram account, website that holds free resources, as well as items available for members only, and other materials available for purchase. 

Design Principles:

Everyone can participate

The ease by which contributions can be made to the NSW ETA Facebook page support its presence in the professional and personal lives of group members. The altruism with which people give stems from a variety of places, many acknowledged by Rheingold and Weeks (2012, p. 112) include; reputation, reciprocity – in this case, one member may ask for or download a resource so will then contribute in turn, or contribution of a resource that was going to be made anyway.

Learning happens by doing

Engagement with the connected learning environment provides an opportunity for reflection and consideration of each member’s practice and approach to their classroom and school (Ito et al., 2013, p. 81). It is through this reflection that time is taken to consider whether one is engaging in best practice and whether there is room for improvement allowing group members to be part of progressive professional learning (Ito et al., 2013, p. 81; Dron & Anderson, 2014, p. 62). 

Challenge is constant

The engagement with the NSW ETA Facebook group is a connected learning environment that encourages a ‘breadth of interests’ (Ito et al., 2013, p. 57) and it is from this place that sub-groups have formed focusing on particular elements of the syllabus – certain modules, courses, and prescribed texts. It is evident that many individuals thrive in the connected learning environment of the NSW ETA Facebook group and there are often links to individual blog posts where it is possible to engage with content created by group members for a slightly different purpose. Their branding is shared via the connected learning community, and they are able to increase the reach of their own corner of the internet (Web20Classroom Blog, n.d.).

Expansion/learning opportunities and Risks

Connectivism states that knowledge is found in diverse opinions (Siemens, 2005, p. 5) but there is an inherent potential for conflict in differing beliefs, agendas, and value systems and it is possible too, that the very nature of the connected learning environment could erode the ties between educators (Tseng & Kuo, 2014, p. 38). The very mention of unions, political policy, the process of teacher accreditation, and religion brings up a range of opinions and without careful moderation, these discussions can get personal. Other risks such as gatekeepers, power imbalances, and as supervisors and their staff are also in the group, it is likely that not everyone feels comfortable to contribute (Tseng & Kuo, 2014, p. 44). 

Other issues that occur regularly is resentment between members who perceive others’ participation in the connected learning environment only to source resources without actively contributing. There is also regular policing of other members especially around the perceptions of when members should be active – at the start of school holiday periods many members protest if the group is active, other protestations are around how much support and in what circumstances is one able to seek resources (should those on practicums be required to create their own resources to learn?), and the question of whether one sector is able to give freely to another sector. There is vetting that occurs on the page, and those moderating are entrusted with the final say on whether a post is relevant to the discussion or not. This is beneficial in providing some protections if discussion turns personal but due to the range of educators drawn to the page the removal of posts is value laden which can also create a problematic opinion amongst group members.

Recommendations for further expansion would be active support of sub-groups to share and co-create in a more organised and concerted manner to meet the needs of group members. The level of expertise in the group should be harnessed with opportunities to support others through mentoring or even offering more grassroots level professional learning. There is a journal provided to members of the NSW ETA but the creation of a Sway or blog capturing experiences from the coalface could be just as useful. The organisation of resources contributed would also be beneficial and would save members a great deal of time searching 15-years of posts. English teachers who engage in a personal learning network via the connected learning environment of the NSW ETA Facebook group are likely seeking relevant educational experiences in all aspects of their life so opportunities for members to engage in different ways is a logical step forward (Tour, 2017, p. 181).

References

Cantrill, C., Filipiak, D., Garcia, A., Hunt, B., Lee, C., Mirra, N., O’Donnell-Allen, C., & Peppler, K. (2014). Teaching in the Connected Classroom. (A. Garcia, Ed.). Digital Media and Learning Research Hub.

Dron, J. & Anderson, T. (2014). Teaching Crowds Learning and Social Media. AU Press.

Ito, M., Gutiérrez, K., Livingstone, S., Penuel, B., Rhodes, J., Salen, K., Schor, J., Sefton-Green, J., & Watkins, S. C. (2013). Connected Learning: An Agenda for Research and Design. Digital Media and Learning Research Hub.

Jenkins, H. (2006). Jenkins on Participatory Culture. Work & Days Kalantzis & Cope. https://newlearningonline.com/literacies/chapter-7/jenkins-on-participatory-culture

Kuehn, L. (2012). Manage Your Digital Footprint.

https://www.policyalternatives.ca/sites/default/files/uploads/publications/National%20Office/2012/02/osos106_Digital_Footprint.pdf

Rheingold, H., & Weeks, A. (2012). Net smart: How to thrive online. MIT Press. https://ebookcentral.proquest.com/lib/qut/reader.action?docID=3339401&ppg=122&tm=1544586470510

Siemens, G. (2005). Connectivism: A Learning Theory for the Digital Age. https://jotamac.typepad.com/jotamacs_weblog/files/Connectivism.pdf

Tour, E. (2017). Teachers’ self-initiated professional learning through Personal Learning Networks. Technology, Pedagogy and Education, 26(2), 179-192.

Web20Classroom Blog. (n.d.). Teachers, Take Care Of Your Digital Footprint. Teachhub.com. https://www.teachhub.com/teachers-digital-identity

Wenger, E., Traynor, B., & de Laat, M. (2011). Promoting and assessing value creation in communities and networks: a conceptual framework. Ruud de Moor Centrum.

The Connected Learning Environment of the NSW ETA Facebook Group by KB

Reflections on Week 7, Term 1, 2020

What a massive week.

Tuesday night was Open Night - I used to have a short PowerPoint quiz with ten questions about the subject of English but they reduced the time they wanted parents and prospective students at each station so my team rallied and put together a little display and I basically yelled at bunches of parents who tried to listen over the fray of other faculties. I had no idea just how many people would attend - in my before stint as HT there would be about 20 people in a large group but the groups this year were around 40+. I should have set up on the other side of the Library instead of across from another faculty because it was wild. I noticed some lose interest and walk off which is really disheartening and possibly problematic for the school. I did have a few good conversations though. I spoke about the daily poem in Year 7, the focus on giving time to reading and writing, opportunities for students to engage in writing competitions, extra-curricular activities such as debating and public speaking. I had a whole bunch take one of the poetry booklets I had put together for parents to peruse which is cute - poetry should be in everyone's life! I got home from the evening and proceeded to bag up 80-cookies for the professional learning session on Wednesday. It was a huge night. 

The professional learning seemed to go well - the coffee van arrived on time, the catering was adequate (we did ask for more sandwiches because they catered for 38 instead of 75), I had the sign on sheet ready, stickers and a marker for name badges, Twitter signs, spare note paper and pens, water for our guest speaker (and cute and colourful Ikea cups for her to drink from!), the lucky door prizes, and aforementioned cookies. I wrote a short speech to introduce the afternoon and well, it fell pretty flat - I acknowledged the difficult start to the year - heat waves, fires, floods, and panic buying toilet paper and how all of these things impact us as well as our students and one way to reflect is to write and what a good opportunity for us to engage in our craft before sharing the activities with out students. I feel like maybe not everyone wanted to attend the professional learning so I am very glad I wasn't getting up to speak about a literacy initiative. I am glad I provided some space for staff to engage in their writing - something different, something fresh, something to engage us in our subject area in a practical way. Personally, I loved the workshop. I will write some of the things we learned in another post.

The rest of the week flew by with more things being added to my to do list than getting done but with two massive tasks ticked off the list the relief was palpable.

Reflections on Week 6, Term 1, 2020

This week is Year 7 Camp week and with an enthusiastic faculty that means lots of staff attending and lots of casual staff members back at school. My reflection on this week is, being a one woman show is a drag - I miss my colleagues when they are out - not just because they are excellent in the classroom and the kids are calmer but because they are great people and lovely to chat to during breaks! The reflection from our cleaning staff - the rooms are as messy as they usually are - dang it!

I spent a lot more time in the block over the camp days just listening out for things going pear shaped and making sure students were staying in the classrooms. If thee kids are in the right rooms then most issues are prevented. When they spill out things get a little precarious. It was useful though - I cleaned seminar room and created a workspace for staff and an area where I can keep book covering supplies in order and now, when I need to be in the block, I will have something productive to do (I find it difficult to concentrate on intellectual tasks when I have to get up often).

I sorted out all of the books that needed to go back into the bookroom, put all of the novels in big piles on the side cabinets (possibly to create a faculty library in the future), threw out a bunch of old posters and books that were beyond repair. I cleared every surface and wiped everything down. The professional library needs to be reordered so it is more appealing. I spent hours and a portion of the faculty budget over the three years of my first Head Teacher stint building up the faculty library but I don't think it is widely accessed.

There did used to be a working air conditioning unit in the room but it seems to have broken while I was out of school for three years - I need to problem solve this issue if I want the room to be useful. Small air conditioning units aren't overly expensive - it is probably worthwhile either fundraising or using some of the faculty budget, or a bit of both to purchase a new one.

I have finalised the PL agenda ready for the Twilight session next week and I have sent off to the HTs at the other schools, my Principal, and the Guest Speaker. I still need to schedule an email to alert the office staff of the arrival of our guest and the coffee person. I also need to call the coffee shop. I am really hoping they will deliver at 5.10pm so drinks will be hot and everything will run according to plan - fingers crossed.

I am in the middle of organising NAPLAN and I really haven't done enough to feel happy I am on top of it all - I still need to order the headphones, meet with last coordinator, new HT Admin, HT T&L, and co-coordinator about the scheduling and testing procedures. As it is all online there is no way the hall is the best venue. I am thinking about the library as a possible venue as it worked for other whole school online testing but ensuring students are calm for the duration of the tests will be the challenge. I have a training day next week detailing the online processes.

It is nice to be mostly well, I should not take health for granted because as soon as things are not going well it is awful. So I am thankful for that.

My partner convinced me to buy a new computer that holds its charge and wow, it is epic. It is so light and I can pop it in my handbag and the battery, of course, is just so good.

Uni has started and I forgot about the second lecture already. So much for a weekly routine. I suck at routines. I really have to get reading and the assessment task organised this weekend as it will soon get away from me with a big week at work next week.

I have a few big events heading towards me - Open Night, Twilight Professional Learning Session, the English Faculty Assembly (not the best timing but we are going to have some fun with it). Just smashing everything out and then there will be a bit of a lull. Hopefully.

We have got the Drabble competition (100-word story competition) happening and thankfully the artist who designed the poster was able to find his original poster so I altered it to say Week 8, 2020 and it is good to go. I have a keen bean who has written THREE drabbles already - it is great to see the kids engaging in the art of story telling!

I have signed up for a few professional learning events - the AATE Webinar and I have organised the Extension 2 class to attend a webinar as well.

Tweeting continues for the upcoming IFTE AATE If... Conference. I am using TweetDeck to get ahead on the scheduling and the more information is released the more there is to Tweet about. I hope  I am keeping the account active enough. I will aim for bi-weekly tweets and as more is released and once the program is firmed up I will be able to add a few more in between.

Classes are going quite well. I have had a few wins with my Year 10 group. It really takes time to get to know kids at this stage in their schooling. They aren't going to listen to someone they don't care about so I am working hard to earn their trust so I can then pull them along when they get stuck. I am not feeling as overwhelmed as I was earlier in the piece. I know we will get there and the class will become more of a community.

Reflections on Week 5, Term 1, 2020

How difficult is it to build continuity and rapport when you are off work sick every other week. The report from students about the lessons in my absence was less than enouraging but sometimes one is just too ill to be in front of 100+ students in a day, and it would be terrible (not to mention, gross!) if they were to all catch my illness. I think it is also damaging to rapport and classroom management when one is not well enough to uphold the facade of certain rules and procedures.

I was unsure whether I would be well by Friday and the reality of facing a big day when still feeling a bit delicate was a bit much but it ended up being just fine. I had 4-periods on, recess welfare meeting, and Pen and Paper Lunch 1 and Lunch 2. I got a sudden burst of energy when more kids started wandering in for the lunch time creative writing group and wow were they adorable when I gave them each a journal. They were only the two for $3.00 ones form Kmart but the kids were chuffed to be given something to capture their thoughts and drafts.

My Year 12 students have expressed their love of writing notes, my conundrum is, how do I give them the briefest notes possible so it fulfils their wish of having some notes and 'actually writing something' in their workbook but also not losing time for them to think and respond and compose... the things I really want them to do. I will have to think on this as I prepare for next term.

This job is such a balancing act and it has been the roughest of starts, I am still planning week by week for every single one of my classes, uni has started, I have to write a book, I have to plan for NAPLAN, I am running a Twilight Session next week, Open Night is next week, and it is assignment time... I am tired just looking at that list. I once told a friend that I bite off more than I can chew and then chew like hell and that is where I am at right now. It is a bit silly, really, but it is hard to give up passion projects even when I know it is going to be a lot - they are the things that keep us going.

I spent a few hours getting baby and myself out of the house so my unwell partner could have a rest. We went to Officeworks where I purchased some lucky door prizes for the Professional Learning I am running - two lovely Lamy ballpoint pens, a few notebooks, memo pads, and some sticky notes, and a big packet of Tim Tams. We then went to Woolworths to buy a roll of wrapping paper and our guest speaker some chocolates as a thank you. I managed to get everything wrapped and ready which means next weekend I won't be feeling stressed knowing I *have* to go out to get things. It will all be done.

Almost at the halfway point.

Reflections on Week 4, Term 1, 2020

Just a quick overview of the week - in Year 7 English we created a list of ode topics and then moved onto anti-ode topics and one student loudly proclaimed as I walked around the classroom that his topics for possible anti-odes were English and Maths. He explained his reasoning for 'English' being on his list - he knows how to write so English is a waste of his time. I guess I appreciate his honesty. Conviction is important even though hearing such an opinion after he has been in my class for just four weeks made me a little sad.

I applied to be a volunteer for my Professional Association and went to the first meeting. It went really well. I am on the Communications Committee and the work in the lead up to the annual conference is to spruik, spruik, spruik!

University has started, well O'Week has, and I am a little scared to be honest. The lecturer is right on time - the materials were not uploaded a day earlier than they had to be, which, to be honest, again, means that I am going to be behind very quickly.

We worked out the non-charging laptop issue. It turns out they charge but the little lights that indicate that they are connected to the power doesn't work, on any of them. Fabulous. It was a lot of stuffing around to get to that point. I moved them to three different power points to test them, knocked the trolley over on myself, and proceeded to break two chargers. Thankfully the laptops didn't break and I was only slightly damaged. Someone with more knowledge than me figured it all out in the end, thankfully we now know.

Baby is sick, again. He has spent 1/7 of his life fighting illness and if the stories are correct, this is going to continue for months to come. Parenting is ensuring you are vigilant in setting the timer for the next dose of pain relief medication. Also, working out hacks to get said medication into the baby without him choking because he is screaming the house down (sorry neighbours!), is very important.

Reflections on Week 3, Term 1, 2020

What is important right now? Remembering to eat so that I don't feel like chocolate every afternoon.

Still waiting on keys. Oh how much joy I feel feel once those cold metal pieces are in my hands... well, probably not. I will likely forget my weeks of difficulties very quickly.

The laptops, not charging, I realised the wrong cord was plugged into the wall meaning that a single laptop was charging instead of the whole bank but then when I went back to check on one which didn't have a light on with the charger plugged in I found that they had stopped charging. Why does everything have to be so difficult?

Massive staff meeting calls for sweets, I am not deliberately trying to make everyone a sweet tooth but I am of the opinion that sweet treats are a good thing sometimes. I hope the small gesture reminds people that I appreciate them, that I am thinking of them.

I have created little staff roll call slips because my brain simply cannot remember who I have asked about various things, they have been useful for the mandatory training certificate collection and organising who needs a staff name badge.

PDPs are required of Head Teachers before we meet with our staff - to ensure everyone is on the same page. I have quite a bit of stuff to collect and finalise before my meeting. It doesn't matter if not all of it is done, really, but I would like it to be done because the urgency to get them done will leave if I do not get things ready prior to the meeting. If something gets put on the back burner it is often where it will remain.

Swimming Carnival this week and I honestly have nothing that I would like to wear to such an occasion. I used to have a baggy green shirt but I cannot find it for the life of me and the only other green thing I have is a shirt with some olive green stripes. Just doesn't feel very festive. I ended up wearing a black dress and a white and green throw over thing. I put so much suncream on but still got burnt but it was a nice day regardless.