I’ve been too self-conscious to write since being “exposed” by the newspaper article. Before that, I was probably too depressed to update.
Writing about my teaching experiences honestly can be brutal when misconstrued and used without permission. But that’s the risk one takes with putting words on the interwebs. My posts present a snapshot of experiences I have, and I see these through different lenses depending on how I feel and what’s been influencing me at the moment.
Some of the most unexpected consequences of joining the TFA program have been:
- seeing the extent of journalistic bias and misinformation that exists;
- realising the massive politicisation of education policy which can be completely counter to improving student learning; and
- on a more personal level, trying to overcome my perfectionism and self-critic and moving on from multiple failures (perceived or actual).
As an update, The Australian published my letter to the editor, and I received a book from Caroline Overington.
On the school front, I’ve organised work experience for my Year 11/12 legal studies students with some barristers and a law firm in Melbourne, applied for a national grant to improve the school’s financial literacy, am involved in a pilot feedback project by John Hattie, went on an instructional round to a neighbouring school to observe and learn best practice, and helped run Diversity Day to promote tolerance of other cultures and differences. I’m running after school homework sessions and coaching sport each week. Teaching Year 10’s formal language to help them articulate better (“Miss, what does articulate mean?!), and starting to volunteer at Parkville College, the new school for youth in remand or serving custodial sentences.
God. Just talking about that makes me sound so bloody arrogant. I wanted to delete it but my ego is saying, “take that Overington, for assuming I’m not thriving at school and think I can’t wait to leave!”