warm as tea

This past week has been quite eventful. After resolving to apply for jobs beyond the realms of standard teaching, I was granted an interview for an English teacher position with a local University. This afternoon I attended the second interview and I’m feeling hopeful and excited. If granted, the job will enable me to flex my teaching muscles while also leaving time for my own writing projects. So please, cross your fingers for me!

Things are really getting good. I am happy and very tired; a weekend of interview preparation is quite exhausting. Instead of stretching this out, I’ll leave you with a little poem that is indicative of my warm and fuzzy mood. If you like it, click on the link beneath the banner above connect through to some more pieces. Much love, x

 

tea

what if our teabags were to join forces?
imagine – one giant zip locked bag
FILLED with teabags! just waiting for us
to get that jug boiling. logistically,
it’d mean sharing a kitchen (to make
joint access easier). i guess
it would make sense then
if we shared the rest
of the house
too.

 

then there would be STACKS of stuffs
we could combine! imagine all the soap!
think how many spoons we’d have! forks! knives!
books! pens! socks! pillow cases!
gosh – look what the teabags have started.
they really are a hot headed bunch.
still. we do like our cups of tea.
so. bring your teabags over.
move in
with
me.

 

why school sux

Education is purposed to help us make sense of our identities while providing the skills for shaping positive and participating global citizens. In westernised countries, where we spend the majority of our waking formative years engaged in compulsory schooling, the role of education in fashioning well balanced contributors is undeniable. Unfortunately, the curriculum of the current system is so cluttered by meaningless requirements and bound by so much red tape that organic growth is stifled and significant exploration of self and world are commonly deemed unfeasible.

One of the biggest tragedies of this era is the way in which students’ inherent capacity for innovation is persistently and ruthlessly squandered through our education system. The way in which we continue to dismiss the value of creativity in favour of a blind and empty emphasis on reading, writing and arithmetic is a primary facilitator of this problem. Despite massive changes to educational theories, our approaches to teaching and learning continue to discourage intellectual risk taking, simplifying concepts and limiting discovery by implying that there is a right and a wrong answer to every question.

It’s absurd that in the twenty first century, we continue to award an apparent value to subjects on the basis of outdated perceptions of economic utility. Somehow, despite radical changes to the global climate, subjects such as mathematics and the sciences are still considered overwhelmingly more important than creative alternatives. Consequently, our education system remains geared toward right brain thinkers. Those with a propensity toward academia who respond to traditional forms of instruction and assessment are able to thrive, and are used as evidence that the system is working. Meanwhile, students who are otherwise inclined are abandoned by the system. Their inability to tow the line is interpreted as antagonism and behavioural rebellion and is typically remedied through discipline. Bombarded with blame and accosted by seamless experiences of crushing failure, these students see themselves as the stupid problem. Hopeless or hardened, they eventually enter the world with a sense of resignation that penetrates the core of their identity and what they could have been. On an individual level this is a tragedy. On a societal level, this epic loss of untapped potential is inexcusable.

Too large a portion of our country’s adult population spend their lives mindless and miserable, waiting for the weekend so they can drown their discontentment by indulging in excess. We waste our existence tolerating the greater part of our waking hours because from our earliest educational influences, we were discouraged from pursuing our passions and dismissed from developing a greater knowledge and understanding through poor teaching. Studies show that those fortunate enough to fall into fulfilling fields of work are more content, less aggressive and far superior contributors to their professions and broader communities. So why, when the benefits are evident, does our education system place so little value on individuality, programming us to fear failure, to strive for less?

Exponential growth in technology and rapid changes to cultural and lifestyle philosophies in the past half century are redefining the role of education. Possessing the skills necessary for survival in an increasingly left brained, beyond the box world is becoming increasingly requisite. Educators should be obliged to equip young people with these tools. Through necessity, our approach education needs to quickly evolve. Yet instead, we remain reliant on an outdated nineteenth century model, originally developed to meet the needs of the industrial age. A system of schooling which favours conformity and standardisation can have limited benefits in a twenty first century context. It’s time to rethink our view of intelligence, as we are entering an era where innovation, difference and diversity will be the qualifiers of success.

Every government makes a superficial attempt at reforming education. Unfortunately, their efforts are usually limited to adding more requirements to an already overloaded curriculum, placing unrealistic pressure on staff and students while leaving the archaic philosophies that undermine the model untouched. The system is failing. What we require is a fresh page on which to begin drawing something suitable for our shifting culture.

For better or worse, schools are shaping the next generations of our society’s adults. Our approach will dictate whether we use this time to prepare positive and passionate contributors or disheartened, indifferent drones. Education should be fuelling students’ fires. As it stands, our system does nothing but squander our kids’ enthusiasm, driving them to opt out; if not literally then certainly figuratively. The repercussions of this reach way beyond the realms of the playground. Education is the institution which is deciding the dynamic of our country’s populace. It’s imperative we begin to get it right.

 

For a deeper understanding of our need for an educational revolution, enjoy this informative presentation by Sir Ken Robinson, a world renowned expert in the field of education. If you’re interested in hearing more, I’ll post a selection of his more engaging pieces on the Facebook page.

 

school sux

When I was in my final year of secondary study, I was instructed, along with countless other year twelve candidates, to elect the university course for which I wanted to apply for the following year. A typical seventeen year old, I had next to no idea what I hoped to do with my life. That said, regardless of my bewilderment regarding the future, on one point I was certain; I was aching to escape the mundane reality that was high school.

 

I attended what could be considered a standard public high school. In fact, hindsight suggests mine was probably more reputable when compared to the average secondary institution; its culture was established and respected and the students wore the motto Pride and Loyalty well. But never the less, with the exception of English and the Visual Arts, I found school utterly boring. Due to a restrictive state syllabus undermined by archaic educational philosophies, I was expected to take science and math based subjects, despite my disinterest and obvious inability in those fields. Further, timetabling made it impossible to select more than one creative elective; an obstacle constructed to point students toward academic subjects with stronger university admission scores and traditional employment opportunities.

At my high school, it was virtually obligatory to take classes you did not enjoy, making enduring the tedium of school an absolute slog. In truth, there was more than one occasion during those final years that I decided my best option was to drop out of school and work full time at the local fast food joint. In the end, all that stopped me doing this was my unconquerable fear of quitting. So I endured, denying my interests and relenting to the constraints enforced by marginalised opportunities. After all, what choice did I have?

When the inevitable moment of tertiary study selection arrived, I was a cluster bomb of confusion. With nothing to guide me but a humble university admission guide, which was more reminiscent of a telephone directory than an oracle, I went about compiling a list of careers into which I could see myself entering four years down the track. Months later, after driving myself sick from the stress of exams they’d said would singularly make or break our futures, I was accepted into an education/arts degree. For better or worse, after waiting thirteen years to escape school, I was to become an English teacher.

Despite the way in which I’d seemed to fall into the decision, as the course progressed I grew increasingly excited by the prospect of sharing my love for words and literature with generations of young people. University gave me the impression that my job would be important; that teaching was one of the most gratifying and vital professions into which I could possibly hope to enter. As the four years neared their conclusion I began to buzz; I was about to start changing lives! The optimistic, utopian attitudes of our instructors implied that my own school experience had been an unfortunate exception, and I started believing I could play a part in making things universally better. So it was to my dismay when, after finally graduating, I realised that my original suspicions had been correct; the institution of education was severely lacking. Furthermore, as a new teacher, I would bear the brunt of its short falls from the front line.

I witnessed as our restrictive and poorly executed education system constantly failed countless young people. They arrived at the start of every year, bright eyed and bushy tailed, and within a week their innate fires were collectively extinguished by outdated dogma. Dead weights, they’d wander home after being smacked in the face by the realisation that this year, nothing would change. They would be force fed facts, a portion of which they would be required to regurgitate on an exam paper, and eventually they’d be spat out, none the wiser.

I was struck dumb by the injustice and frustrated by the fact that education, possibly the single most important social service, has been left to stagnate. Truly, there is little wonder that as a people we are becoming increasingly ignorant and lethargic; our world is rapidly changing, yet we are stunting the growth of our younger generations for fear of change. Teaching should be about opening minds, not limiting them. Our current system, founded on an obsession with bureaucracy and restricted by a tradition of control fails on this most fundamental level.

Finally my disdain and discontentment grew to a point that I couldn’t take it any longer. I quit my job and moved far away, believing it had been a bum steer getting involved with education in the first place. That what I should have done all along was something else.

Yet ever since I threw in the towel, a niggling nuisance in the back of my mind has refused to quiet. I dwell on the fact that, despite the system’s bottomless pit falls, the fundamentals of teaching and learning are alive and well. After all, in its basic form education is simply a process of interpersonal relations. Working with young people is wonderful; passing your passion about, watching them weigh the happy shape of it. And despite the bombardment of bureaucratic bullshit there remained rare moments when, against all odds, students managed to reach realisations about themselves and the human condition through our lessons. Witnessing that was truly wicked.

This week I will begin the process of returning to school as a casual teacher. I miss the classroom, but I’m primarily being driven by my compulsive inability to give up. Education needs to be better. And I want to play a part in making this happen. In the long term, that will mean returning to university. For now, if all I can do is be ready with a soothing hand to steady a student whose disconsolation has left them floundering, I’m going to want to be there for that, too.

 

stuff they should have taught us at school

The most influential years of our lives are endured trapped within the confines of a classroom, yet looking back I can count on the fingers of one hand the beneficial things that I learned there. For instance, I remember hearing that Blaxland, Lawson and Wentworth crossed the Blue Mountains (though I couldn’t tell you when they did it or how it all went down), and I realise that the sum of the square of the two shorter sides of a triangle are equal to the square of the hypotenuse (learning that sure changed my life). However, there’s not been a single instance in the real world (wherever that is) where either of these little pearls has proven useful or relevant.

What I am wondering is why they don’t teach us the things we need to know; stuff that might help us become successful, well balanced human beings? Some people will tell you that life lessons have to be learned the hard way, but I’m not so sure. For myself, there are some things that, had I known them in advance, may have saved me a lot of angst. While I may not have understood them right away, having them told to me would have certainly set the mental ball rolling, saving me from needlessly wasting so many hours of my youth and young womanhood articulating my feelings into bite sized philosophies. When you think about it, there is little wonder teenagers are such melodramatic little buggers; we have them reinventing the emotional wheel!

I think it’s time for a handbook. The Stuff We Should Be Teaching You But Aren’t, Because We’re Too Busy With The Circumference Of A Circle And Other Such Irrelevancies handbook. And it should have DON’T PANIC written in large letters on the back cover, Hitchhiker style. Because God knows there are countless times when I could have benefitted from that little snippet of wisdom.

I have taken it upon myself to commence composition of the handbook and have outlined some ‘rules to live by’ in the space below. Of course, any suggestions from the floor would be much appreciated; I have every faith that the youth of tomorrow will be sure to thank us.

 

Perfection Is Dull

…your idiosyncrasies are what make you interesting.

Young people are too often preoccupied with trying to be like the film stars on the covers of teen magazines. They spend the majority of their time tanning and dieting, colouring their hair and figuring out what the media reckons they should wear. The sooner they realise that this cookie cutter mentality is shallow and boring, the sooner they will learn to love themselves. Think of the people at school that you admired. My bet is that they were the ones who had figured out the secret: individuality is a whole lot more interesting. (Though it needs to be noted that those who force individuality by assuming a certain style and practiced affectations are often pretentious, superficial and a royal pain in the backside. So don’t do that, either, okay?)

 

Mistakes Are A Good Thing

…they imply that you are learning.

Too often people mentally beat themselves up over the things they’ve done, whether in their relationships or their lives in general. Once we embrace the notion that it’s our past that shapes us, it’s much easier to make peace with the choices we make and the things we’ve done. The more colourful our past, the richer the tapestry of our lives, I reckon.

 

It’s Okay To Change Your Mind

…but (in the words of Joan Armatrading), if you’re going to do it, do it right.

There is nothing more irritating than people who do things half arsed. If you are going to do something, don’t waste our time with anything but your very best. If your heart isn’t in it, don’t whinge about it, do something to change it. We live but once.

 

Not Everything Old Is Boring

…not even your folks.

Okay, some parents are boring, as are some old things. But they aren’t boring because they’re old; they’re boring because they’re boring. Lots of old things are actually really interesting and entirely worthy of our time. So listen to vinyls and read books and spend some time watching old films. Doing these things does not make you a square, it makes you awesome.

 

In The End, The Love You Take, Is Equal To The Love You Make

….thanks, Beatles.

This is true for all realms of our lives; whatever we give out we will get back in equal measure. Said in another way, for every action there is an equal and opposite reaction. The implication is that the more we send out into the universe, the more we will get back for ourselves. The harder we live, the more enjoyment we will receive. The greater the risk, the richer the reward. Get the drift?

 

Relax

…whatever will be, will be.

There is not a lot of point fretting over what ifs; nothing that is for us will ever pass us by. If something is supposed to happen, it will; if it isn’t supposed to, it won’t. Knowing this little truth can save a lot of anxiety and frees us up to live happily in the moment without becoming wrapped up in the hypotheticals of the future.

 

Nobody Is Happy All Of The Time

…enjoy your melancholy; all feelings are healthy.

It isn’t realistic to expect to be content all of the time; we are complex beings and there are countless emotions that contribute to making us dynamic and interesting. Melancholy is a place where a lot of great things happen; in fact, many of the most creative and poignant artistic expressions were dreamed up in the depths of despair. So indulge in these feelings, but realise they don’t belong to you alone. And when it’s time, pick yourself up and order yourself a slice of happy.

 

Remember To Breathe

…the little things are what it’s all about.

In the hustle and bustle of the daily grind it’s so easy to lose perspective and forget what’s really important. As often as you can, stop and breathe. It sounds corny, but it feels really grand. When you concentrate on nothing but filling your lungs with fresh air, you open yourself up to noticing the things around you. It’s a nice feeling. : )

 

Don’t Be Too Focused On Where You’re Going

…live in the here and now.

Too often we set our sights on the horizon and pour all our energies into reaching it. However, the horizon is an illusion, a destination impossible to reach. Forgive the cliché, but you are much better focusing on the journey, enjoying each day as it comes. Because when you do reach the end of your life, you will want to know that you made the most of every single day.

 

Life Is Short

…so make your own rules and never go to bed angry.

Forget what everybody else is doing; you would be much better off if you simply ran your own race. None of us dream the same, so dismiss convention and do your own thing. And never go to be angry; making love is a whole lot more fun than making war.

 

This Above All: To Thine Own Self Be True

…Shakespeare, you’re the boss.

To think it was all summed up by some guy who was kicking around four hundred years ago. Even Alicia Silverstone was down with this guy. (If you haven’t read or seen Hamlet, I would highly recommend it; it is easily one of Shakespeare’s finest.)