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| BROOKS HIGH SCHOOL: Teaching and learning |
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Grade teaching teams
Grade teams are at the heart of teaching at Brooks. They are fertile
ground for curriculum development, innovation, good teaching method,
planning individual programs for at-risk students and watching the
progress of others.
"Because
we work in teams, the synergy is amazing. Much of our work, with the
kids and with each other, is building a tribe, an identity. One teacher
might suggest an idea with no idea how to implement it; others might
add practical suggestions or alternatives until we've really got
something. We breed enthusiasm with enthusiasm."
- Jenni Hudson, Grade 7 co-ordinator |
The staffroom for each grade team is their grade teaching block. Every staff member also belongs to a grade team.
Mondays after school are reserved for grade team meetings and each
second Tuesday afternoons for staff meetings. Grade teams also meet
informally before school and in the breaks.
Teaching
"My
thing is getting the kids to do as much organising of the class
themselves as I can manage. My other thing is that I don't give them
too much information. I make them find out or think about it and come
back and tell me. I believe in routines and positive reinforcement and
I never talk negative. I've found there's a passion to teaching. You've
got to have it."
- David Chell, Grade 8 Technology teacher |
Enthusiasm extends to casual staff:
"This
is a great school: students get instant rapport and support from staff
and staff also support each other in the grade teams. With the school's
demographic, some kids are in dire circumstances and can easily fall
through the cracks. There are rigorous systems for catching them. On
the other hand, it's actually easy to find kids at Brooks with a work
ethic."
- Sarah Shimmin, relief teacher new to Brooks in 2005 |
Staff Flexibility
"Teachers with experience or teachers with passion: either and both are what we want in our teams."
- Warren Pill, Principal |
Teaching outside one's area of training can be an expedient, but is
also actively encouraged at Brooks. Currently 15 out of 45 teachers are
teaching outside their areas of trained expertise. For example, several
teachers who have been Phys. Ed. or Human Movement trained now prefer
to teach Toolbox or ICT. 'Adventure Pursuits' PI is run by a Science
Teacher. In 2004, a Materials Design and Technology teacher taught
Toolbox and an English / Drama teacher Home Economics. There are
several primary-trained teachers and three teachers who are also
professional athletes. All various skills are known and used in
curriculum design and teaching.
Young staff
Permanent teachers do not usually request transfers to Brooks, so new
staff are likely to be young recent graduates. Senior staff say the
young age of teachers is very positive. They bring energy, flexibility
and idealism, which fits with and perpetuates the school's culture.
Professional Learning
The current focus of Professional Learning(PL) is assessment. Every
second Tuesday, school finishes at 1.30pm to allow for PD. Brooks
followed guidelines established by the Tasmanian Minister for
Education, wherein daily times are re-organised if approval
requirements are met, including a 75% voting return by parents, and a
75% support for the change. Some students choose to remain at school to
do independent study.
Classrooms belong to the students
Each grade has its own building block and each class its own room,
where they do Class Teacher and Toolbox. This explains the rooms'
individual decoration and furniture arrangement. Each class has its own
CD player; strains of A Simple Plan or Green Day might be heard as
students work.
Grade 7
"We
hit the ground running with grade 7. By the time they start, new kids
have visited Brooks, met their new teachers and been surveyed about
their interests. We've met their parents and primary teachers. We want
to know as much as we can about them. Everything's organised by day
one."
- Kelly Hudson, Assistant Principal |
The planning cycle for grade 7 starts in August of the previous year.
Intending students all visit Brooks for an induction program.
High Needs students (high needs, low functioning) are identified early.
Special plans are made for them with some visiting Brooks up to 15
times before they start so it is familiar. They may begin grade 7 with
an individual program, perhaps at Birribi, and gradually join in class
activities.
"Grade
7 is a transition year. We don't expect them to be perfect. But we
start with a belief that everyone has an enormous value."
- Jenni Hudson, Grade 7 team leader |
Tracks books
Grade 7 students keep Tracks Books in which they write predictions
about the lessons and record and examine their reasons for their
belief. Why do they, for example, say they 'like Science'? Is it
because their friends like Science? What do they think Science is
about?
After the lesson is over, students look back at their predictions and
see if they were accurate. This tracking process helps students reflect
on their changes and development, keep open minded and develop respect
for their own choices and development. They become aware of why they
make decisions.
Volunteers
Parent volunteers work with at-risk students, usually by listening to
them read. Parents also undertake tutoring, peer support involvement,
sharing their expertise with classes, mentoring students through
Birribi and coaching sports teams as well as canteen and school council
membership.
Zero tolerance of bullying
This extract from a staffroom conversation shows a range of approaches
staff take with bullying, from immediate intervention to prevention.
Brooks staff on bullying
"We have to really go hard on bullying and violence. For some students
it's the main way their family communicates— they think everyone
relates like that. We give one warning, then suspend them."
"One boy used to walk past someone and do this thing where he tried to
hit but miss, then pretend he was only scratching his head. The victim
would pick up his aggression and get a shock when he saw the punch
coming, but would have no leg to stand on to complain because the punch
never landed."
"The first thing to do with bullying is to nail it— name it, describe
it in detail, tell the kid how exactly what they did and why it's
unacceptable for the school community, say what will happen if it keeps
going. They sometimes get a shock that you've noticed in such detail."
"We're all pretty aware how important it is to speak in a normal,
neutral tone to bullies so you don't sound like a bully yourself."
"The Birribi program is a good way of dealing with bullying. It gives
the bullies new skills and personal support while they take time out
from the habitual behaviour they have on the larger campus." |
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