6 Weeks in New Zealand, 3 Major Differences in Schools
After spending six weeks getting acquainted in my new home and being able to visit several schools, work with teachers, meet with administrators, and talk with experts in the field, I've noticed three major differences. At first glance and individually these may not seem like critical variations, however, they hold greater meaning when I critique them and integrate them into my studies on the literacy intervention process. More on that to come, as I continue to shape and aggregate information in an effort to form my Fulbright Capstone Project (stay tuned!) 1. The "What?":
No Locked Campuses:
Upon entering my first school visit, I noticed that I was able to waltz directly onto the school grounds. The office was not immediately present, nor was I required to immediately check in. Of course, I did check in with the office staff, but there was no buzzer to push, no name tag to be worn, and I did not need to sign my name in blood (joking). This notion of unlocked campuses seems to ring true for most schools I have visited. I often feel encroaching as I walk through the school yard to enter the main office. Occasionally, I have had to sign in, but most times I am welcomed with a very warm smile and an offer of a tea, coffee, or water. Unfortunately, we, as Americans, have every right to have locked school grounds and to be on guard. We have witnessed horrendous tragedies on school campuses. Let us never forget.
The "So What?":
The feeling of safety and trust on the outside school grounds mimics the feeling of safety and trust within the school walls and classrooms. While New Zealand is quite safe (even the police do not carry guns), it is the overarching positive morale that I continually encounter when I visit schools that creates a zone of security. Schools are a place of safety, learning, and exploration. This openness extends to students, staff, and families. The lack of security on campuses is a metaphor for the learning that takes place. New Zealanders educational philosophy, from my observation, is one that does not want to put limits on students, wants to embrace teachers and their professionalism, and is welcoming to outsiders.
2. The "What?":
Say it isn't so...Kids being Kids!
Often during the day-to-day melodramatic daily routine, we forget that the little people who are seated in front of us have only been on this earth five, six, seven, eight years. Lucky for them, they haven't been hardened by this thing we call life. What I have noticed in my observations of administrators, teachers, and parents/families (in the grocery store and on the street), is that children are allowed to be children. Children are free to roam and explore without the ever-crooked eye of the hawk-like adult. How can it be? Are children still respectful? Do they still listen? Are they still safe? Do they still learn? YES!
One interesting event that my fellow Fulbright Distinguished Awards in Teaching scholars so excitedly reported to me after attending a beginning of the year (the school year starts in February) school-wide field trip (ages 5-12) was that the principal started the day by talking to all of the students (approximately 200 pupils). She asked the students, "Boys and girls, what is the MOST important thing you must remember today?" Little Cindy Lou replied "Listen to my teacher?". The principal replied "Yes, that is very important, however, the MOST important thing to remember today is to HAVE FUN". With that the whole school proceeded to have the most fabulous day. They went to a place with a pool, a stream, and a very large hill for the older students to hike. Five and six year olds were playing in a stream, children were running around with their shoes off, older children were hiking, and nobody was getting in trouble. Nobody got hurt, left behind, there were no tears, and no parents complained. Did they learn about the world around them? Did they solve problems that day? Did they make new friends? Did they complete their own purposeful learning? I would bet my bottom dollar on it! Children just being children.
The "So What?": The attitude of letting children be children allows for curiosity to blossom and exploration to happen. In New Zealand, children being themselves is applauded and recognized. The whole child is NOT left behind. The whole child is celebrated. This instills a sense of confidence and a sense of self- that cannot be taught but must be cultivated. The experiences of letting children run, explore, and play are not ones that can quantified. There is no data that can be provided about the value of childhood and the freedom that comes with being a child. However, what is absolutely true is the necessity for these experiences. Just a theory... but perhaps this is why New Zealanders seem to be so open, accepting, and willing to help. Who they are was celebrated as a child and they learned to grow into accepting and confident individuals, who are strong enough in character to help support others.
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| A typical teacher's desk! |
3. The "What?": No planning, no lunch, no in-school meetings-no worries!
After visiting several schools, it is common practice (actually, it is dictated by the Ministry of Education funding) that teachers do not have planning periods everyday. New Zealand teachers are given "release time". During this "release time" a deputy principal or team leader will cover the teacher's classroom. This "release time" amounts to two full-days each term. Some schools will allow teachers to take 1.5 hours every two weeks, some have teachers take the two full days when they want them, or some will have teachers take 45 minutes each week. Often this time is also bombarded with impromptu meetings or professional development. However, all staff, special education, parent-teacher, child study, and team meetings are held before or after school. I have been fortunate to attend some of these after-school meetings, which promptly end at 5:30pm (3:15-5:30pm). There are staff meetings once a week and team meetings once a week, therefore teachers are required to stay until 5:30pm twice a week. Stipends? Comp time? What's that? Additionally, there are no specialist teachers- no PE, Art, Music, Computer, or Health teachers. Classroom teachers are expected to teach all of these subjects, in addition to swimming. On one of my school visits, the year 3 (8 year olds) teacher was teaching students how to do an overhand throw. Lastly, teachers eat lunch with their students, although at some schools they do have a duty rotation. When do they plan and make copies? After-school. We all know teaching is not a glamorous job, however this level of commitment is commendable.
The "So What?": As the above description sounds taxing and pretty "hardcore", there is a silver lining. Everyday, no matter which school you are, the students and teachers break for "tea time". There are two or three teachers on duty when the students have a 30 minute break,thus the teachers also have a break. However, you do not see swarms of teachers making the mad dash for the copier or book rooms, no one is gathering manipulatives, certainly there is not one child being held in to finish work or to be disciplined. All teachers (except the ones on duty) are making their way to the staff room, quite literally for a cup of tea or a hot coffee and a chat. Teachers are socializing, in fact it would be quite rude if you decided to stay in your classroom to prepare. Teachers and administrators value this time to socialize. Of course, get teachers in a room and informal discussions ensue around students, teacher frustrations, or lessons. Although, staff also discuss their personal lives...which child is going off to university, whose parents are elderly and ill, and their plans for the weekend. One benefit to this system is that teachers are in control of their day. They can decide when they are going to teach cricket, introduce a song, or take a break to have students run a lap around the playground.
I was flabbergasted when I went on my first school visit and observed in a new entrants' classroom (kindergarten). The teacher was eating his lunch with the students, when I explained the US system of teachers eating separately from students, he looked at me and said "Well, I don't really think of it, it's a blessing to be with these students". It is not all rosy and beautiful, though, teachers are just as tired and just as frustrated; when I explain our prep system, our strong unions (they do have unions here), and our support from specialists, teachers are in shock and all say in their calm, chipper tones, "Well, that would be very nice". It makes me step back and realize how very lucky I am to work in a system that values teachers' daily tasks, allows them time to prepare, as well as, subsequently, values their own personal time.
