Tag Archives: resources

Teachers — Maths Standards . . . Do they add up?

03-successThe Aussie media has given massive coverage to Maths in Schools in recent days. It really brings the importance of maths at home, in school, and in life, to the priority it deserves, doesn’t it!

A large number of our students at primary and secondary level have “tuned out” of maths. They’ve given up on it. It’s too hard, many say. Or irrelevant to daily life, they say. Or, technology makes mathematical knowledge unnecessary, they opine.

What a tragedy. AN ABSOLUTE TRAGEDY!

The time has come to help our students — and their parents — develop not only a functional level of maths understanding, but — and here’s a touch of optimism! — even a level of fascination and interest in maths.

And why not?

We don’t all have to be “Einsteins” to actually enjoy numbers and the part they play in our lives.

Let’s encourage even our “slowest” students to get something positive, something FUN, from their maths lessons.

And, what do you know, we teachers may even add to our enjoyment as well.

A great start would be to visit http://www.EdShop.net.au for a few freebies that will get you on the path to more maths fun.

Go on, give it a go!

Any other suggestions for a more positive approach to maths in schools will be greatly welcomed!

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Teachers struggle with the New In-word — “Meta”

As if there wasn’t enough educational jargon we teachers have to try to come to grips with!

But, here we go again!

Yes, it’s the “META” prefix.

It’s sort of like the “i” in iphone and ipod and ipad and iwatch and i-everything else!

Except that it’s Meta!

Now our PM, Tony Abbott, got himself into a bit of a hole while discussing “Metadata” not so long back. What is it? Who knows? But it seems to have become a part of the lexicon already. Maybe we don’t really NEED to know what it means!

There doesn’t seem to be much info around to help we poor, unsuspecting teachers to understand the “Meta” world.

The VCE English syllabus talks lots about Meta-language. Yes, I said “Meta-language”. Closer examination of this amazing term reveals that we older, more experienced teachers would probably substitute the terms “functional grammar” for the aforementioned “Meta” term.

If “Meta” implies some grand, fantastically large knowledge base for every category of learning, then perhaps it wouldn’t be too much to ask for a clear directive from the educational authorities, eloquently but practically expressed, to give teachers a fighting chance of making a fist of it in their teaching.

Until such clear direction is forthcoming, we teachers here in Australia need to do our very best to continue to impart genuine mathematical and linguistic skills to our students in the best, most efficient possible way, given the resources available to us.

Our EdShop materials, outlined at http://www.EdShop.net.au are but one source of heading in the “Meta” direction, teaching and encouraging positive attitudes towards maths AND reading comprehension in one fascinating, fun package freshly-released each week.

There are many others! Unfortunately, not all are adapted to the Australian curriculum and lingo. A pity, that!

Let’s hope that considerably more “Meta” detail is forthcoming in the near future. It SHOULD benefit all! But will it? Experience tends to suggest that the REAL danger is that a whole new layer of expectation will be dumped upon teachers yet again, with no realistic opportunity to have access to resources and the professional development opportunities required to allow them to develop the necessary skillsets for successful implementation.

A pity, that!

How are YOU responding to this “META-CHALLENGE”?

No, Sir! It’s NOT the Teacher’s Fault!

Who to blame?

Declining standards in primary school achievement levels Maths, in English, in Spelling, in Grammar, in Punctuation, in . . .  well, you name it!

The research is in.

And, it seems, Australian students are struggling to achieve what students in other countries are achieving.

Why?

Well, maybe . . . just MAYBE . . . the “Educational Authorities” are asking far too much of teachers, while simultaneously ignoring the need of teachers for structured, sensible, PRACTICAL curricula that can actually BE implemented in classrooms around this wonderful nation.

Some of us are providing worthwhile materials that HELP students to develop the skills needed in these areas.

Others just TALK about it. And talk is cheap.

We need curriculum support materials that genuinely help teachers to help their students, without demanding time-consuming preparation.

We need Educational Leadership to actually DELIVER THE GOODS. Not theorise about it, leaving teachers to “close the gaps.”

Our Worksheets are a great example of stuff that actually WORKS in the classroom.

To the benefit of all — students, teachers and schools. Thousands are now using them. To great effect.

Give them a go!