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ideal school

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fi fi

on 26 May 2011

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Transcript of ideal school

our mission “Education is not preparation for life; education is life itself.”
-John Dewey Our mission is to assist our students to develop their many and varied talents and abilities by providing a learning environment that encourages self learning and discovery, develops cultural and social awareness, and promotes a love of learning about the world around us. Our Philosophy is founded on the ideas of democracy, equality and individual freedom, is formulated with the belief that children love to learn, wish to succeed and have to right to achieve their personal goals. Elements of our philosophy: Our Pedagogy: Our approach to education is one of deep understanding. Our Community: “A healthy social life is found only, when in the mirror of each soul the whole community finds its reflection, and when in the whole community the virtue of each one is living”

-Rudolf Steiner Our school is more than an institution within the community, it is community itself. Our Students: “Education is not the filling of a pail, but the lighting of a fire.”
-William Butler Yeats “Teachers open the door, but you must enter by yourself."
- Chinese Proverb We place great value on self directed learning. Our Teachers Our teachers come from a variety of backgrounds, and understand that to be great teachers, we must be great students. “It is the supreme art of the teacher to awaken joy in creative expression and knowledge.”
-Albert Einstein Values We are not affiliated with any religious organisations, and believe it is not a school’s duty to teach any one religion. We value processes over facts, ownership over memorisation, and enquiry over answers. “Education is what survives when what has been learned has been forgotten.”
-B. F. Skinner We acknowledge that the myriad members of society have something great to offer our students, we place high value on their ideas and input, we endeavour to develop and grow mutually for the betterment of all. We understand that all children are different, and enter the class room from a variety of backgrounds, learning styles and abilities. We believe that all our students have the right to a fulfilling education that equips them with the tools to help understand themselves and the world around them. By providing a range of learning tools and environments, we allow our students to direct their own learning in the direction that is most natural and suitable for the individual. We believe teacher’s learning is never complete. The goal of the teacher is to support and guide our students through their own individual learning, we do not believe in preaching facts, we believe in demonstrating processes. Our values are humanitarian, and we strongly believe that every person has the equal rights irrespective of their cultural backgrounds. Interaction with
different stakeholders
within the local &
wider school community Parents and families at home and at school

takes into account diverse backgrounds Sports clubs provides links for students outside school hours

coaching for interschool sports and P.E helpers improving education for the community Charitable organisations support students and families in need of help

students volunteering Local youth services and mental health services support for students both inside and outside of school Local Businesses sponsorship for breakfast and lunch programs supplies for excursions, camps and school functions career talks Elderly Other schools resource for students provide extra activity for elderly learn respect working together, sharing resources Home issues: We would like to acknowledge the people of the Kulin Nation the traditional owners of the land where we gather today.

We pay our respects to their elders past and present. Response to Various Social Issues Impacting on the School “A good school is defined by how it addresses diversity. If this vision is embraced, misidentification, discrimination and mistreatment will be reduced, and the benefits of having a truly good school, a dream school, will be realised by all learners, all teachers, all parents and all communities.”

(D. Obiako, 2001) Like all schools our ideal school will need to respond to social issues. Our ideal school will have a policy of ‘prevention is the best method’ in regards to social issues. The school also understands that some issues cannot be prevented and must be identified and rectified as soon and as respectfully as possible. Teachers and staff need to be aware of all social issues including health, bullying, home, gender, sexuality, disability, socio economic and cultural issues as well as other social issues that may be identified. Our ideal school will use education as a form of prevention for students, parents and staff alike, as a community we will work together to form a perfect learning environment for students. It is important for schools to be aware of social issues but it is more important for them to have set policies on how to deal with them correctly. Teachers need to be aware of as many potential social issues that may affect their students but it is impossible for teachers to be experts on every issue.

Therefore there must be correct procedures in place where teachers are able to seek advice and support for different situations. Some common issues that will need to be addressed are: Student Health: With parents lives becoming busier and busier many parents have little time to focus on their child’s health.

Therefore, student’s health is becoming a greater responsibility for schools. In an ideal school initiatives including ‘healthy breakfasts,’ daily enjoyable exercise and the promotion of healthy lifestyles is vital.

This responsibility also includes mental health as; Research indicates that one-fifth or more of the children and adolescents in this country will experience mental health issues such as depression, self-injurious behavior, substance abuse, anxiety, and a plethora of other concerns

(Kaffenberger & Seligman, 2007) Bullying: Anti-bullying and harassment policies are present at all schools. Yet many of our youth are still getting harassed. At our ideal school we will delve into the bigger picture with our students and attempt to create an environment where students do not feel the need to harm others. An open relationship between students and teachers will be present to encourage all students to talk about their problems so they can be addressed and resolved. Home issues: “About half of the children who are disadvantaged live in single-parent families, pre- dominantly headed by their mother” (A. Hayes, 2008.) This is no coincidence and a social issue our ideal school will deal with. As a school we will support families through the hard times and the good times. We hope the sense of community with encourage families to ask for help when it is needed and teachers are made aware of problems at home by parents. Counselling for students and other family members can then be arranged to support these students through tough times. Australia’s Indigenous heritage: Is part of who we are today as a country and where we have come from. Australia’s indigenous heritage will be a major aspect of our school and included in day-to-day learning. Through the education of our children our school will begin to change the way the majority of Australia see indigenous Australia for the better. Socio economic issues: Our ideal school understands that students come from different socio-economic backgrounds. Our school will have policies and plans set in place to support all students financially. This will book drives, subsidised Netbooks, transportation to and from school (i.e. the walking school bus.) Cultural barriers: They may have trouble with the English language, adjustment to a new area and new people, different religious beliefs from other students, different expectations from patents and a vast array of other issues. These issues will need to be identified and sort through so the students are able to learn freely. These barriers may be the biggest barrier to a students learning. Our school will respect and acknowledge all cultures and religions but will not engage in teaching of any religious education. Self directed learning: Curriculum & approaches to
teaching & learning How is it possible to cater to the diverse needs of each individual learner in a class? Benefits of small classes include: Our approach is to have smaller class sizes (10-15 students). “Student learning processes are greatly enhanced when they participate in deciding how they may demonstrate their competence in a body of knowledge or the performance of skills.”

E. Stringer Student-centred learning : Benefits of student centred learning include: Student-centred learning requires students to be active, responsible participants in their own learning with the teacher acting as a facilitator of learning. It is easier to identify how each child learns, what motivates them, what their abilities and interests are.

The students are exposed to more information and learn more as a result of receiving more individual attention. is an approach to education which focuses on the needs, abilities, interests and overall engagement in the learning material. Strengthens student motivation

Promotes peer communication How it would work We will use a blend of traditional teaching methods, experiential learning. How our class time will be structured: The range of workstations may include: Viewing a simulation of an experiment online

Doing a hands-on experiments The end of the day is devoted to discussion, evaluation and reflection. Our classrooms have a blend of teaching tools Teachers and students Media rich tools
alongside traditional teaching tools: Students work on a project, problem or assignment using different methods, chosen by themselves from a number of available workstations, in the classroom or school grounds. Days begin with teacher controlled, curriculum based introductions to topics and themes.

Followed by a more student-initiated period of either individual or group work or studies. Reduces disruptive behaviour

Builds student-teacher relationships Promotes discovery and active learning

Helps develop critical thinking skills

Creates a sense of responsibility for one’s own learning Drawing and writing a story

Cutting and gluing a traditional collage Constructing a model out of lego or cardboard. working together, sharing resources

improving education for the community Local youth services and mental health services support for students both inside and outside of school Local Businesses supplies for excursions, camps and school functions career talks sponsorship for breakfast and lunch programs Elderly resource for students provide extra activity for elderly learn respect Other schools Based on research showing that the inclusion of children with disabilities into mainstream classroom improves learning and understanding from both children with and without disabilities, our school will develop, deliver and include children with disabilities and their families. (Hawthorne-Said) Approaches to cater for different student’s backgrounds. "Whether it’s an informal chat as the parent brings the child to school, or in phone conversation or home visits, or through newsletters sent home, teachers can begin a dialogue with family members that can result in learning about each of the families through genuine communication."

Sonia Nieto Philosophy: Our school belong to all learners

Culture is central to learning An example of students from different backgrounds: Children from non supportive backgrounds

Children with disabilities

Australian Indigenous children Approaches: Culturally relevant teaching utilises student’s culture as a learning vehicle. Teachers will use the students' home cultural experiences as a foundation upon which to develop knowledge and skills. Content learned in this way is more significant to the students and facilitates the transfer of what is learned in school to real-life situations Some approaches may be a parent in residence program. Developing a rapport with parents and inviting them in to deliver workshops allows students to learn from each other’s parents.
(Ladson-Billings, 1995) Our school will also engage educators from diverse backgrounds to deliver education sessions to students. We will provide our teachers with experiences and training which maintains and improves our teachers learning and understanding in order to develop relevant pedagogical practices. Training: Allowing students to express themselves in their own language and then translate in standard form “code switching” will improve reading and writing in both languages.

(Ladson-Billings, 1995) To learn about student’s cultures, have them bring in artefacts that reflect their culture, share stories or traditions get the students to research different aspects of their culture. Our teachers will bridge cultural differences through effective communication, by teaching and talking to students about differences between individuals, they will show how differences among the students make for better learning and will attend community events of the students and discuss the events with the students.

(Teaching Diverse Learners, 2006) Our teachers will create classroom projects that involve the community. Every Child is entitled to the promise of our teacher’s enthusiasm, time and energy.

Our teachers will unconditionally accept student’s as they are, and they expect them to become all they can be. Our school learning will be underpinned by multicultural education. ESL Student’s

Student’s from multicultural backgrounds
(where their culture or families have come from countries other than Australia.) 3 Closer personal relationships for teachers with students and families.

Helps establish a strong foundation for lifelong learning

Decreases the effects of economic and social inequality on education Small classes enable more academic ground to be covered. allows for higher degrees of individualisation

There is more room to include experiential student-centred learning activities.

More positive teacher-student interactions leading to less time spent on discipline Incorporate student’s home language into the classroom.
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