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    For the Love of Teaching: A plea for trust and engagement
    For the Love of Teaching: A plea for trust and engagement
    For the Love of Teaching: A plea for trust and engagement
    Ebook179 pages2 hours

    For the Love of Teaching: A plea for trust and engagement

    By Mike Middleton

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    About this ebook

    Mike Middleton's sixty year educational career in Australia and overseas includes teaching from primary to postgraduate levels, through school and state-based curriculum planning to policy making at the national level. By school or system invitation, Mike has worked as a consultant in over four hundred Australian schools.

    He is passionate

    LanguageEnglish
    PublisherHelen Middleton
    Release dateFeb 10, 2022
    ISBN9781922691170
    For the Love of Teaching: A plea for trust and engagement

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      Book preview

      For the Love of Teaching - Mike Middleton

      Introduction

      I started teaching sixty years ago. My daughter started three years ago. The contrast in her role as beginning teacher compared with mine in the 1960s could not be more extreme in terms of autonomy, professionalism and job satisfaction.

      Having worked in Australian education for six decades, I have seen teaching decline from one of the preferred careers for graduates to one where universities have difficulty attracting able people into their teacher education courses. A significant percentage of new teaching graduates leave the profession in the first five years. I find this disappointing and distressing because my early experiences as a teacher were exciting, challenging and fulfilling – a career I would have recommended to anyone.

      I began writing this three-part book in 2019, before the Covid-19 global pandemic. While the pandemic has had serious repercussions for some aspects of Australian education, particularly in the tertiary field, it may also productively have shaken loose some of the rigidity that has plagued Australian school education over the last two decades.

      In this book, there are places where diagrams and illustrations are used to complement the text. This practice is reflective of my teaching habits in both the classroom and as a television presenter.

      I hope readers of my generation will identify with the trends outlined in the three parts of this book and perhaps understand them better.

      I hope policy makers at all levels will see possible ways ahead.

      Most of all, I hope aspiring teachers will find inspiration that they too, given the chance, might enjoy teaching as much as I have.

      Preface

      I have chosen to write this book in three parts.

      Part 1 traces the way formal education policy enhanced my life and the lives of my colleagues as educators until about 2005.

      This part demonstrates what teaching was like for me and many of my fellow educators in the last five decades of the 1900s. As young teachers, we felt valued. Our opinions were important and we were encouraged to explore ideas and possibilities. Indeed, four of my close teaching friends and I were among many given paid time to travel overseas on scholarships to bring ideas back to share in our schools. As a young teacher, I had two Federal Education Ministers, John Gorton and Malcolm Fraser, later to become Prime Ministers, visit my classroom and talk with me about possibilities.

      The chapters include snapshots of my sixty years of educational experience in turn as a student, teacher, curriculum developer, principal, ministerial adviser, lecturer and consultant. During the first fifty of these years, state and federal government policies were very supportive of teaching as a creative and innovative profession. I felt this strongly and put my heart and soul into my work. The fruitful interaction between policy and practice stimulated me and my colleagues to be the best we could be. Hopefully, the journey shared might encourage young and aspiring teachers to see that, with the appropriate support, teaching can be a creative, exciting and fulfilling career.

      Part 2 describes the sudden political changes that severely affected not only my life as an educator, but also the lives of many in my profession.

      Changes in government policy impinged on my career, and on teachers’ work generally. The changes were inherently political in nature and still threaten to reduce teachers from members of a creative and noble profession to functionaries, staffing yearly delivery stations on an educational assembly line.

      Part 3 addresses the recent Gonski and NSW Reviews and suggests ways in which their important recommendations might be implemented.

      These reviews acknowledge the failures of the recent decades and make broad recommendations to redirect education policy. However, these and other reports will fail to bear fruit unless ways are found of reversing a change model that is essentially ‘top-down’ to one that is ‘bottom-up’, as change was in the latter half of the 1900s. Two kinds of initiatives are suggested. A way in which the necessary shift to a ‘bottom up’ dynamic might be achieved is suggested. Some grass roots initiatives are then described as catalysts for a more creative and adaptive professional life for teachers and a better set of outcomes for students.

      I am aware that there are wonderful teachers currently working in Australian schools. I acknowledge their enthusiasm, skill and passion. In no way do I intend this book to devalue their work. My hope is that many more such wonderful teachers will enter the profession over the coming decades.

      Chapter 1

      My Schooling

      I started my schooling in the immediate post-war years. Because my father was an ex-serviceman looking for a job, I went to seven different primary schools in Victoria and Tasmania. My final primary year was at Trevallyn State School in Launceston. In those days, Tasmanian students did an ‘ability test’ to determine which of three kinds of secondary school they would attend. Those with the highest marks went to high school. Those who just missed out went to technical school. The others went to secondary modern school.

      Trevor Rushton, who was in my grade six class, went to Brooks secondary modern school. He tells me he failed deliberately because he wanted to go to Brooks to learn farming. He later spent 23 years as managing director of a flooring company. My older brother Ren went to Launceston Technical School. I have been jealous of him all my life because he got to use hammers and saws and lathes. He built things, including boats.

      I was sent to Launceston High School. I had no choice but to ‘do’ French and German which I have never used. I tell a lie. When I was in year 10, my mate and I were caught in a storm on our family launch. We tried, illegally, to moor at the pilot station near the mouth of the Tamar River at Low Head. Two officials ran down to the jetty to tell us we couldn’t moor there. I shouted to them my recently learned German oral. Achtung, bissiger hund, und richtig. Hinter der tur des hauses lag ein hund and wolte niemand hineinlassen.

      The buggers don’t speak English, one said to the other.

      We’d better let them stay, said the other, shrugging his shoulders.

      As we began high school in 1952, none of the kids was dropped off by parents in cars as many are today. Apart from those who lived out of town and came in by school bus, everyone either walked or rode their bikes. Indeed, the largest building on the Launceston High School grounds was the bike shed. A man called Lofty ruled the bike shed. He was actually the groundsman, but his relationship with the boys was closer than that of many of the teachers. For example, as the Suez crisis blew up during the mid-1950s, it was Lofty we went to when we really wanted to know what was going on.

      Our high school teachers were very different from each other in their personalities, their teaching styles and their beliefs. It was their uniqueness as people that I remember most. Max Poulter taught Social Science. He had very strong left wing political views and later became a Labor senator in Queensland. ‘Deutchy’ Damien was our German teacher. He didn’t teach us much German, but he taught us a lot about being human. He was a pilot during World War II, was shot down over North Africa and captured by Australian soldiers. Their treatment of him inspired him to migrate to Australia after the war. Loris Russell, my English teacher, motivated me to love writing. Bill Phillips was our cricket coach. He also taught geology. I chose to study geology at matriculation level because I liked Bill. My happy memories of high school are much more about socialising and sport than they are about the formal learning I experienced.

      I left school in 1957.

      Over the next three years, while I was at university, selective secondary education in Tasmania disappeared. The ability test separating children into three kinds of schools was suddenly abandoned and Tasmanian state secondary school students attended ‘comprehensive’ schools that catered for all categories of student under the one roof. By 1959, there were many of these new comprehensive schools in the planning stages. They were planned with facilities not just for academic learning, but for technical studies and home economics.

      As explained later, the change in Tasmania was extremely rapid and not fully thought through. This resulted in two major difficulties. The first involved what to do with the selective high schools in Hobart, Launceston, Devonport and Burnie that had inadequate facilities for technical subjects or home economics. The second difficulty involved an extreme shortage in the number of specialist academic teachers needed to teach years 11 and 12 in all of the planned ‘comprehensive’ schools. The hasty solution was to convert the previous selective high schools into centralised ‘matriculation colleges’ solely for years 11 and 12. The comprehensive schools catered only for years 7 to 10.

      Other Australian states took decades to do what Tasmania did in a few years. These states also moved towards a comprehensive pattern but without the need for senior colleges. Students stayed in the same school throughout their secondary years.

      Debates about the pros and cons of selective secondary schooling occurred in all states. Most maintained, and still have, some selective government secondary schools. Victoria’s last junior technical schools were discontinued in the 1980s as a result of the Blackburn Report (1985) which recommended a comprehensive system.¹ However, it is interesting to note that, during the 2014 election campaign, opposition Labor leader, Daniel Andrews, promised to bring back technical schools. Andrews claimed that Victorian students deserve a head start on a hands-on profession.² He argued the loss of the history of former technical schools could perpetuate mistakes made in the past and be less than useful in helping students take their place in society. There were strong reasons for recalling their characteristics to modern educators, he believed.

      NSW made a decision in 1967 (Wyndham Report) to replace its selective system with a comprehensive pattern.³ However, there had been a long history of selective government schooling in that state and many of the graduates of the top selective high schools were influential in defending these schools. In 2019, 48 secondary schools in NSW that were fully or partially selective remained.

      During the 1960s and 1970s, South Australia, Western Australia and Queensland all moved to patterns that were dominantly comprehensive although in 2020, these states still had some schools that were selective, either from year 7 or year 9. Many of the early comprehensive schools in Australia provided different courses for students, depending on their abilities and aspirations. In this sense, they were really multilateral, with an internal tripartite system where students were ‘streamed’ into different courses.

      Chapter 2

      Change of Career

      University life in Tasmania was a stark contrast to my high school experience. It was a grind. I had to work hard to achieve. There was little time for sport or socialising. Because I studied science, and in particular geology and geophysics, the student numbers were small and, for the most part, exclusively male. I had no female friends while I was at

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