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An inner city comprehensive high ..

A teacher of Senior History ..

An aboriginal student in Year 11 ..

Graeme was the most...

Case 1

An inner city comprehensive High School which teaches the Mandatory 100 hours History and Geography in Years 9 and 10 made the decision the English and History classes would be identical. This would allow some timetabling flexibility. The History and Geography teachers in Years 9 and 10 had been teaching the B.O.S. compulsory course in Semester units which required the teachers being paired and classes having the same students. Consequently Years 9 and 10 English, History and Geography classes were the same composition.

 The English faculty decided that since there were three classes in each of Years 9 and 10 they would experience with a single streamed class and two parallel unstreamed classes. The Geography and History teachers thought this was a good idea. The English and History staff drew up the classes based upon end of year reports and teacher perceptions of student performance. This was sanctioned by the Geography teachers. The literacy level of students was a primary concern for English teachers. History teachers were concerned with literacy but wanted students who could debate and analyse problems and situations.

 Inevitably and justifiably the streamed class was close to the "need not exceed" number and the unstreamed classes were considerably smaller.

 The enrolment at the school of a number of new students meant that by Week 6 of the year it was necessary to rethink the combinations. The timetable no longer required that English and History classes be identical. History and Geography teachers decided to continue the semester organisation but the Social Science Head Teacher asked that classes be restructured because the classes based on English "ability" did not reflect Geography "ability".

 Negotiations followed. History teachers agreed that most of the suggested changes should go ahead. However, there was (not insignificant) a number of students that no agreement could be reached about. The Geography teachers wanted to demote some student from the streamed group whose notebooks demonstrated that they were not doing the work and or were working at a standard unsatisfactory to the Geography teachers' expectations. History teachers agreed that while these students were not good at mapping, note taking and some other skills that Geography demanded, they were good at listening, talking, debating and critical thinking. These, History teachers, asserted were what they were looking for as the basis of developing writing skills.

 There was also a group of students from the unstreamed groups that the Geography teachers wanted to promote because they could demonstrate from their notebooks that they had done all the work and had achieved a standard of 'presentation' that met expectations. These students also had done quite well in the tests and quizzes given in class. History teachers baulked at promoting this group because they felt these students would be out of their depth dealing with the level of discourse that the streamed History class demanded. They felt that reducing their expectations in this respect would deficit the idea of having a streamed group. They were also aware that these students were struggling with the literacy levels already being demanded of them in the unstreamed classes.

 Negotiations continue....

Case 2

A teacher of senior History found that the majority of students were not absorbing/learning the material considered to be essential as a basis for understanding and developing an approach to the "Problems and Issues" which would be examined at the HSC. After discussion, the class agreed that they were not coping with the 2 Unit (Common) course. As a consequence of some training in "Accelerative Learning" and "Multiple Intelligences" the teacher decided that chalk and talk and study guides were not appropriate for this particular group.

The teacher invested considerable time in organising, purchasing and making alternative materials that allowed the employment of different classroom strategies. Using collaborative and cooperative learning, teams, visualisations, "games", role play and all available audio visual materials, the class and teacher spent their time exploring the life styles and lives of people in the ancient world. This approach was thoroughly endorsed by the Head Teacher.

Although, most students had indicated in early Year 12 that they were doing this course for interest sake as October approached a number admitted that they had advised the B.O.S. that they were doing 2 Unit (Common) because that is what their parents wanted. At this stage the class was split into two courses which met with the teacher on a rotation basis and every effort was made to bring students up to speed for the 2 Unit (Common) course.

HSC results were not flash for either course. The students who had stuck with (P & T) agreed they had learnt "a lot" and had developed what some thought would be a life time love of History but they were disappointed with their HSC result. A number of the 2 Unit (Common) students were very disappointed with tier result. One or two parents wanted "Leads to roll". The Principal wanted an explanation from the Head Teacher. The teacher wanted a holiday.

Case 3

An Aboriginal student in Year 11. David was seen to carefully put his schoolbag down, remove his cap and stride across the courtyard to confront a student in Year 10. After the exchange of a few words David pushed the other boy against a wall and proceeded to knock him to the ground with a flurry of punches and a knee to the mid drift. The schools Ab.Ed. coordinator intervened and removed David from the scene.

 The Ab.Ed. coordinator assisted the Year 10 student to the sick bay, organised first aid, called for parental assistance, and organised medical attendance when it was suspected that the student was concussed. The parent of the Year 10 boy was counselled and persuaded not to take personal action against David, although legal proceedings were considered a possibility.

 David was subsequently interviewed by the Ab.Ed. coordinator and the D.P. He accepted his suspension but insisted he wanted to return to school as quickly as possible. It was obvious that his actions, though totally unacceptable, were the result of a long festering problem. Student and staff interviews revealed that this was not a racially based problem.

 The Ab.Ed. coordinator provided the D.P. with a report of the incident and of the interviews that were conducted with Aboriginal and Non-Aboriginal students in Years 10 and 11. This report was cited and used during interviews with both parties.

 The Ab.Ed. coordinator was teaching History to Year 10. The class included the student who had been assaulted his girlfriend and a number of his close "associates."

 The Year 10 student and his girlfriend boycotted the next History lesson. The lesson was disrupted by questions and interjections by group who wanted to vilify David and his actions. Eventually the double period lesson broke down because the students demanded an explanation of the teacher's actions in "defending" David.

Case 4

Graeme was the most badly behaved boy in the Primary 1M class. The age range from 8-13 years and maximum load of 22 students made this class undesirable for any teacher.

Graeme was not allowed to attend Library lessons or Scripture. This was the only R.F.F. available in the "dark ages." The teacher had to supervise Graeme in the playground during this free time.

One day as they sat in the shade of a tree the teacher asked Graeme what he was doing as he scratched about in the dust with a stick. Graeme declared that he was designing a new pigeon coop because his old one was now too small. When the teacher asked about Graeme's pigeons he was subjected to a torrent of information about blood lines, breed characteristics, feed preferences and individual bird's features.

 Graeme learned to behave in the library where he discovered it had books in it with pictures and details of pigeons both Australian and exotic. He learnt to read the breed names, the captions of photos and diagrams. Graeme was never a model citizen but always had a word or two with any staff member who asked him about his pigeons. His tantrums and taunting of other students became less frequent and more importantly he began to do as he was told and follow the instructions given by teachers he was familiar with, by teachers who took the trouble to become familiar with him.

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