The Really Important Questions We Should Be Asking Our Schools
I frequently get asked about what to look for in a school by family and friends.
Personally, Rob and I are in agreement about sending our kids to the local public school. But, that doesn’t mean we’ll be passive about it. We’ll still be attending the Principal’s Tour and we’ll be asking some important questions. But they won’t be about NAPLAN or behaviour management or technology or homework. Perhaps these are questions that might help you think differently about your school and your child’s education.
- Do you deliver a Child Protection curriculum?
Each state in Australia has a Child Protection curriculum for primary school. In some states, particularly in the public system, it’s mandatory for schools to deliver this every year to all students. In other states, it’s just a recommendation — so lots of schools don’t deliver it. The Child Protection Curriculum teaches children to:
- recognise abuse and report to trusted adults
- understand appropriate and inappropriate touching
- tactics to keep themselves safe
The more parents ask about this curriculum; the more prolifically it will be taught and the safer our children will be.
2. What does ‘Well-being’ mean at this school?
Well-being is almost ubiquitous in schools these days. The point of a well-being philosophy is that schools care about the wellness of our students — mentally, physically and emotionally. Often, though, it’s simply a code for behaviour management. There’s nothing wrong with behaviour management per se… just don’t call it ‘well-being’.
3. How much time do students spend sitting down?
This question gives a great indication of how active (or passive) students are being in their learning. Some recent research is saying that students sit down 80% more from Year 3 onwards (interestingly, this also correlates to how much the teacher talks… a lot of teacher-talk = a lot of sitting). Other studies suggest that students can’t listen for any longer than 7 minutes. Listening to the teacher is just one of many ways to learn and it’s simply not healthy to sit for that long.
Check out these articles:
and also, https://nyti.ms/2nvItDL
4. What opportunities do students have to experience and use their learning (rather than just be told)?
Learning sticks when memories are made and memories are made when we experience our world rather than just be told about our world.
Here’s a great Medium Post to add more weight to this — by @ewanmcintosh https://link.medium.com/g2KSURdXfY
In one school I visited, it was almost like they were trying to ensure children didn’t experience learning. The students were all completing the same Maths worksheet about MAB whilst the actual MAB blocks sat unused in the corner.
There should be a point to everything our students learn. Better yet, that knowledge should be used to make a difference in their world.
Check out this fabulous STEM example —
6. How does this school show value for/for all humans and living things?
Value for all should be an intentional and deliberate focus in every community group. Our children are not only better citizens when they can value all, but they’re better humans. A school that shows value for all, shows that everyone has something wonderful to contribute to the school and to groups with in the school. They welcome diverse perspectives and experiences. Not only that, but research shows that diversity in teams and organisations enhances success.
Does this school encourage empathy? Check out this amazing about a UK schools’ project named Empathy Lab.
Do students in this school have lots of opportunities to team-up and collaborate with a variety of people — other students in their grade, other students in the school, people outside the school — demonstrating the value of diversity?
How can parents get involved in the learning, rather than just see “finished” products? Is their diversity valued in this school?
7. How does this school make growth in learning visible?
If we want children to become life-long learners then growth in learning must be prized over grades and scores. How does this school show that children have grown in their understanding and their skills? How do we “see” childrens’ thinking?
Everyone grows in their learning at different rates. No one should need to re-learn what they’ve mastered nor should anyone be forced to move on before they’ve fully grasped the previous concept. How does the school address this?
8. Do the students love reading here?
Reading is still the most vital skill for children, even in the C21. When I’m wandering through a school, I look for children reading everywhere — not at their desks (unless that’s where children are most comfortable), but on the floor or on beanbags. I also look for children reading in groups and/or listening to their teacher captivatingly reading a novel. Reading should be one of the most joyful times of the day in schools.
Check out this wonderful NZ site for Creating a Reading Culture — https://natlib.govt.nz/schools/reading-engagement/understanding-reading-engagement/a-school-wide-reading-culture
9. How are children inspired here?
When I visit the National Museum of Australia or The Australian War Memorial or The Powerhouse Museum or an Art Gallery; I’m inspired and curious. No one tells me what to think about the art or the artefacts that I interact with, in fact, no one tells me what to interact with.
Are there artefacts and art around the school that inspire curiosity and thought? Interactive Technology can also be used for inspiration.
10. Does it feel joyous?
Not all learning is fun but learning should be fulfilling and joyous much of the time. We want children to love school and to love learning and therefore, it should feel a bit fun.
