Ok! Before everyone switches off and says that’s an Australian state specific topic, just hold up for a sec, as this is an important discussion that all primary and secondary education systems need to be having.
To put this in some context, New South Wales (NSW), which is in fact nowhere near South Wales, has one of the biggest centralised departments of education in the world! It’s a behemoth, that’s responsible for over 2,000 schools and soon to have around 1 Million students! So whatever direction they decide to head in, it will have a lasting impact on Australian education moving forward and ultimately our competitive positioning in the world.
It’s the first time since the 1980s that a serious revision of the curriculum has been undertaken. Long gone are the outrageous hair styles, the punchy electro synth music and stunning block colours of the 80s, which mostly went out of style 5 years before it came in. However, we still have a curriculum that was shaped by the thoughts, ideas and social influences of that time. It’s a scary thought if you’ve ever seen Devo!
This is concerning and disturbing on many levels. However, it highlights the fact that despite how rapidly our world has changed, the systems of education and what’s being taught have essentially remained the same. The world seems to have lurched forward into the 21st century whilst the old school masters remain yelling from the front of the room at students, ‘What do you want to do with your life????’ (Insert kid saying, ‘I Wanna Rock!’ and have a glam rock band appear for dramatic effect)!
So with my future focused mind, I wrote a submission for the new curriculum and highlighted the need for more experiential education as part of the curriculum. This shouldn’t be co-curricula. This shouldn’t be an optional extra that students do after school in code clubs, or through Duke of Ed. This should be completely integrated into the curriculum. So many teachers visit Norway to see what they’re doing in terms of in and out of classroom work there. They come back raving about Norway and hold it up as a model to be followed, but why don’t we see this sort of system being implemented here in reality?
People often cite the restrictive curriculum that stops them from reshaping their broken systems, so if that’s really the case, it’s now time to make that curriculum less restrictive and more experiential based. Throw out the HSC or whatever other leaving certificate that’s being done. This is essentially a waste of time for most students who never go close to going to uni and is just another outdated metric, like Madonna’s lace gloves.
I also love the German system of education, which enables choice with three different streams. If you want to go to uni, then take that stream. If you want to do a trade, take that stream. If you’re not sure, but want a balanced education, take that stream. We only have one stream in Australia and it’s neither experiential, nor beneficial to the majority of our students, so another massive point for improvement there!
Education needs to be reshaped to meet the needs of a new era. We have all the information we could possibly want at our finger tips, so let’s stop wasting time trying to memorise it. Instead, learn how to use that knowledge and apply it to global problems which affect our lives and the lives of others around the world. The most effective way of doing this is through practical experience. Learning to apply problem solving skills and reflecting on the outcome is critical to the success of any future education system. If your local education office, district or state start to review what’s being taught, jump in there and insist that it really does need to be more like Norway or Hahnish and that experience will always be the best form of education.
Canberra is an awesome place for mountain biking. With a range of well-maintained tracks close to town, they're convenient, accessible and a great way to spend a day or just wind down after work.
Mount Stromlo is a premiere location for Mountain Biking, with hundreds of different interconnected tracks and trails, all maintained by the local council. There's something for everyone here. For the beginner, there's an awesome playground area which is sign-posted with handy hints on how to ride each section. Full of logs, obstacles, berms, rollovers, seesaws and a pump track, this is great for basic training and skills development.
On the mountain itself, there are six major courses to ride, which can be combined or chopped and changed to create countless unique riding experiences. There's everything from the green beginner tracks to some wild double black diamonds for the expert rider. Stromlo has many days worth of tracks to ride and it's well worth planning a trip there with this in mind. From skills development to adrenaline pumping down hills, this is one fantastic place to ride.
For the adventurous rock climber, Mount Arapiles in Tooan State Park Victoria is an absolute must! This is a world class climbing spot and regarded as the best in Australia, attracting locals and international climbers alike. Four hours North West of Melbourne, the mountain range suddenly rises up out of the near dead-flat Wimmera plains, a stunning sight in itself, but wait till you get to the top!
The nearest regional centre to the Arapiles, is Horsham. Head west from there on the Wimmera Highway until you get to the small township of Natimuk. There’s a really good general store there for some basic last minute supplies. From there, you can’t miss the mountain range. It’s dramatic, stunning and rises up out of the Wimmera plains to dominate the landscape.
There are over 2,500 different routes to climb on this mountain, which provides a massive range of options for the beginner, right through to the advanced lead climber. Even though you’re bound to find other climbers around, there’s plenty of options from which to choose.
To get started, there’s a number of small, short climbs with easy road access and simple to setup top belays without having to lead climb up. These are perfect for the whole family, training the kids, or just bouldering to improve your own technique.
Further in, the mountain opens up into a massive collection of climbing routes for all skill levels and abilities. There’s an abundance of multi-pitch lead climbs up challenging rock faces, chimneys and stand-alone rock pillars. For less experienced climbers, guided climbs are available from the local area. For the experts, grab yourself a route map and get climbing!
The views from the top are stunning. The mountain is a stand-alone feature on the landscape, so all around you it drops down to the beautiful agricultural plains of Western Victoria as far as the eye can see.
There’s way too much to do here for just one day, so plan to make a trip of it. If you want to stay onsite, you must book camping in advance via the Parks Victoria Website. The camp ground has a great international atmosphere, with people from all over the world hanging out and taking on the variety of challenging rock faces. Whilst this is an all year round location, Summer here does get really hot, so from a risk point of view just keep that in mind.
If you love climbing, then this is by far the best place to do it in Australia!
• Sleeping Bags
• Sleeping Mat
• Gummy Bears (because you just can’t go wrong with them)
• Camping Stove
• Firewood (You're not allowed to collect wood from the site.)
• Insect Repellent
• Clothes for hot midday and cold nights
• Climbing Gear (helmet, ropes, harness, devices, shoes)
• First Aid Kit
Travel to the very edge of Kakadu National Park in Australia's remote Northern Territory, where you’ll discover ancient aboriginal artwork dating back tens of thousands of years. Not only will you see some of Australia's most remarkable rock paintings, but Kakadu National Park is a unique and stunning experience in itself.
Ubirr is deep in Kakadu National Park, which is one of Australia's most unique and beautiful national parks. The township, which consists of a general store offering take away Thai food, is a totally random outpost in an otherwise sparsely populated area. Ubirr is flanked by the East Alligator River (originally the crocodiles were mistaken for alligators, but when it was realised, the government didn’t want the expense of changing all the names on the maps, so it stuck). The East Alligator River is also the border to Arnhem Land, a traditional aboriginal territory, entry to which is strictly by invitation only.
To get there from Darwin, drive south along the Stuart Highway until you reach the Arnhem Highway. It’s then a 221km drive until you’re almost at Jabiru. Take the Ubirr Boarder Track. It’s sealed all the way to the border, so no worries if you don’t have a 4WD. The trail head is approximately 37km from Jabiru, which is also the last fuel stop. Advice for the drive: Do not drive at night. Between sunset and sunrise the proliferation of wildlife on the road is phenomenal and you shouldn’t drive at all in the dark.
Kakadu National Park is a wondrous landscape filled with an abundance of rare wildlife, including crocodiles. Make sure you avoid the temptation of wandering off to check out low-lying marshlands and stick strictly to the highway, as the risk of crocodile attack in this area is extremely high.
Arriving at Ubirr, there's clear well-signed tracks. The hike itself is not a particularly challenging one and is suitable for the whole family. It's relatively flat, with a single rocky peak to climb, giving you an amazing 360 degrees outlook right around the landscape. However, from a risk point of view, the heat is searing and there's precious little shade throughout the area, so make sure you have plenty of water.
Wandering along the dusty track, you soon come to the first of the stunning rock formations. The overhang, used as a shelter for aborigines in the past, has provided the perfect protection for the artwork, some of which date back around 20,000 years. Added to this, you can see how the landscape has changed over the millennia with some paintings located high up on the rock faces where once the ground was much higher, but as time weathered and eroded the softer parts of the land, the paintings crept down the wall. Many of these remain at eye level, so you can glimpse the amazing complexity of design.
There are different paintings throughout the area and something to take note of is the variation of what the art work depicts, depending on ice ages and periods of global warming, as the landscape dramatically changed. The pathway eventually takes you up to a stunning lookout. The awesome combination of remoteness, rare wildlife and ancient rock paintings makes this a wonderful and unique experience.
There’s always a lot to think about when preparing for an outdoor ed camp. Assuming you know where you’re going and what you’re doing sorted, then it’s time to prepare the finer details.
For most teachers, this is where it can become overwhelming. Often the feeling is, “I want to run an enjoyable and safe trip… but where do I start?”
The first thing to do is develop your risk management plan. Many other things will simply fall into place once this is done. Although the bane of many teachers’ existence, a good risk management plan can save you considerable time and effort down the line.
When building your plan, look at your daily routine and work out what the key risks are for each activity and how you will accept, eliminate or mitigate these risks. You’ll need to consider things such as time of year (season), weather, temperatures, location and emergency exit points. Add to this the specific risks for each activity in those locations at that time of the year and you’ll start to build a picture of what your key risks are and how you’re going to address them.
With your risk management strategy created, remember, this is a living document not a copy and paste job which just makes up part of the ‘annoying paperwork.’ All staff need to be aware of risks and mitigation strategies and be prepared to react and respond if and when it’s needed.
The next step is to sort permission notes, get updated medicals and provide a student packing list with all the items they need to bring (and things they shouldn’t). Have a detailed plan ready to go before you send this out to parents. You’re bound to get lots of questions so the more detailed the itinerary you can provide upfront, the better.
For the equipment list, clearly specify quantity and quality of what’s required. Whilst I know some parents might not be able to supply this, as a matter of safety, it’s important that you’re able to cater for any shortfall. One of the most important pieces of equipment is a set of thermals. Even in warmer months, it’s good safety practice to carry some thermals in case of emergency and if you’re running an autumn or winter camp, it’s essential that all students have a set. The reason being (not just to support our great wool industry), hypothermia is always a significant environmental risk due to wet and windy conditions in Australia.
With permissions notes, medicals and gear all sorted, it’s time to brief everyone! This is often overlooked, but it’s vitally important to run a pre-camp briefing for staff and students. This goes back to pro-active risk management. Set the scene, set the expectations and build the excitement for camp. After all, you’ve just spent weeks preparing something very special it’s now time to tell everyone about it! Showing images from a previous camp and location on a map, is a great way to put into perspective some of the experiences they’re about to have.
With all this done, it’s down to the last items and you’re ready to go! First Aid kits, spare Asthma Puffer, spare EpiPen, any medications, groups lists, medical summaries, food and you’re good to go! By the way… did anyone book the buses?
If you’ve ever read anything about organisational management, be it on teambuilding or leadership in the workplace, you’re bombarded with discussions on ‘culture.’ Culture is basically the shared values and beliefs that a group of people see as important and sets the standard for social and behavioural expectations within the group.
I’ve worked for schools which have had good cultures and some, unfortunately, which have had very bad cultures. The result of a school’s culture, good, bad or indifferent, impacts on the quality of the educational experience, the welfare of students and ultimately their growth, development and ability to transition out of school and mature over the long-term. You only have to look at recent examples of initiations happening at some university colleges in Australia to see how bad culture can lead to horrendous situations. Consequently, developing a positive culture with clear behavioural expectations within the school is vitally important for both social and academic growth. How exactly can outdoor education help?
Outdoor ed is a fertile ground for helping build a positive culture within your school as the learning space provides a far more emotional context for learning. It’s this emotional and empathetic side of students with which you need to connect, to be able to build trust and help students develop understanding and empathy for others. To begin with, the outdoors provides us with unique spaces, contexts and experiences which are vastly different from that of the regular classroom. It changes people’s states of mind and when you change your state of mind, you can learn, grow and develop far more effectively.
In a noise-filled digital world, an outdoor education experience is an opportunity for students to disconnect from the noise and reconnect with themselves and their peers. Taking a group out into a wilderness setting will change the dynamics for them and often students will become more open to discuss feelings, concerns and share stories and experiences which they would otherwise never share. When they have the time and headspace to do this, it enables you to work on all the soft skills such as empathy, teamwork and helping others, not because they have to, but because it’s the right thing to do. It’s often hard to convey these sorts of ideals within the structure and busyness of a normal school day, but when students are put in a situation where they have to live and experience something for themselves, that’s when you can get significant gains in a short period of time.
However, outdoor education experiences are not a quick fix solution and it can’t be done in isolation. What happens in the outdoors needs to be effectively transferred and translated back to daily school life for it to have any real impact. To begin with, ask yourself, what do you want to achieve from your outdoor program? Is it just a fun experience for students hiking or canoeing in the bush? Or is it far deeper than that? Are you aiming to push comfort zones, test thresholds and building resilience? Are you aiming to develop students’ empathy for others? Understand diversity? Gain independence? Build healthy relationships? To maximise the effectiveness of your outdoor ed programs and consequently use them to help build a positive culture within your school, you need to be clear about your objectives. They need to be natural, genuine and acceptable within the school body so you can get strong buy-in from the staff, parents and students before you even think about going off site somewhere.
This buy-in across the board is extremely important, as you can’t develop culture in isolation. One residential program I worked on a number of years ago had a few cultural problems to say the least. One of them was a confusion over what the actual aims and objectives were for the program. On the one hand you had experienced outdoor education staff who would lead the expeditions with clear set expectations that the students were leading each trip and were responsible for everything. The only time we would step in was if there were a safety issue. On the other hand, you had teachers back at base who were teaching lessons during the day and providing an old style of boarding house supervision at night with an overwhelming sense that the students needed to be constantly directed and told what to do. This was a massive disconnect, which ultimately left students confused and feeling disempowered, as they were expected to be independent problem solvers one moment and mindless regimented robots the next. Admittedly, this was an unusual situation. However, it highlights how an outdoor program can’t successfully shape culture in isolation. The learning and expectations need to be carried and supported back into the classroom and daily life at school, otherwise the value of the experience can become seriously diminished.
In contrast, I was working for a school in Melbourne and had the great opportunity to go out on a rock climbing expedition with a group of year 10 students. One of the students we took out with us was a special needs student who usually had a carer with him. However, this time there was no carer. I went on the trip fully expecting to spend most of my time looking after this one student, but to my great surprise all of the students in the group took it in turns to help him. They made sure he was included in the group, made sure that at meal times he was looked after and they genuinely encouraged him every day when rock climbing, even though he couldn’t do any of the climbs the other students were doing. This was an amazing thing to see. Each night after dinner, we ran a debrief about the day and discussed some wider issues around social responsibilities. The thoughtful ideas that were expressed by the students blew me away. This was a school that had instilled in its students a wonderful and genuine culture of caring for others. There was no confusion. There was no disconnect. There was a natural clarity of responsibility and purpose.
When I looked back at the way in which the outdoor education program was sequentially structured at that school from year 5 through to year 10, I could see how the clear aims and objectives, the staff, student and parent buy-in and the continuation of the same themes of community service and social responsibility back at school were all working together to help build this very positive culture. This is the critical key to success and can provide enormous benefits for students and staff throughout their time at the school. If you want to develop and shape positive culture in your school, then leverage outdoor experiences by setting clear goals and expectations and transferring them from what happened in the outdoor context, back into the wider context of life at your school. The process does take time, but the benefits that you’ll see over the long-term can be astounding.
To really understand how incompetent some people are when it comes to reporting incidents, you need only look at my old school. Wait, no… not the one of which you’re thinking! Let’s go back further to when I was in a Government high school myself.
It was the 90s, an almost lost decade when the great fashion styles of the 80s were now dead and replaced with slightly more conservative hair cuts and mobile phones that came in a bag. Yes that’s right, A mobile didn’t fit in your pocket. It came in its own bag. They were enormous! I remember that everyone thought that people who carried their own bag phone around, must have been either super important, or a complete tosser! In reality, it was the latter, but I digress.
Whilst I prefer not to talk about my high school experience, because it could lead to far too many expletives being used in every sentence, the remarkable thing about life is the fact that we can learn some great lessons from complete idiots. Just take a look at the Darwin Awards, which is a great testament to this fact. Sadly, I don’t have another contender for the Darwin Awards on this occasion. However, there’s no shortage of idiots involved, so for those of you involved in risk management, this is what not to do when your school bus gets hit by a semi-trailer.
Now it wouldn’t be fair to talk about the day trip to Narrabri without putting it into some sort of context. Why were we travelling two hours from Tamworth in Northern NSW to Narrabri just to have an argument?
For me, this was one of the most exciting days of the year. It was the regional debating championships and for one, it had me out of school for the day, which was always preferable. More importantly, it was one of the best debating competitions around. Sadly, the English staff who were supposedly running debating, didn’t share this view. Since it wasn’t Rugby League, the rest of the school had a dim view of it as well. The only time I’d actually been to Narrabri for the championship was two years before when I was in Year 7 and we did very well, getting into the finals but coming runner up at the end of the day. The next year however, one of the students slept in, and so rather than leaving one student behind, the stupid teacher waited and did nothing for an hour and a half, until the student got on the bus. We arrived massively late and forfeited every single debate. Yet another stellar moment for the English Department.
However, I’ll leave it at the fact that the English Department and I did not get along. There was some unpleasantness. I remember in Year 12, I was excluded from the debating team for apparently being too argumentative… but that’s a much longer story for another time!
Back to the matter at hand. I was thrilled to be heading off to Narrabri for the day of debating. It was a knock out impromptu debating competition, which I loved and given the previous year’s mess, I was eagerly anticipating getting there and at least competing in the first round!
Despite the fact that it had been raining overnight and drizzling that morning, all was going well. I was picked up on time in town, which was a pleasant surprise. Jumping on the bus, I found a seat right in the middle of the mini-bus on the driver’s side. It was on the outskirts of Tamworth when I first noticed the bus seemed to be all over the road. It was raining more heavily and the driver, one of the illustrious English teachers, had managed to slip the bus off the road twice into the soft verge at the side of the bitumen. On the second slip I banged my knee hard into the seat in front of me. “What an idiot,” I thought. (I was thinking worse than idiot… but I’m keeping this PG). This year we were in no hurry, but the teacher seemed hell-bent on racing the whole way there.
Another twenty minutes on and with a few more bumpy shunts all over the road, we were close to Gunnedah and approaching a narrow bridge over the Mooki River. It was raining. We seemed to be speeding in a bus that had already slipped off the road a number of times and now were approaching the narrow wooden Mooki Bridge. I glanced up to see a semi-trailer heading in our direction. It was half way over the bridge. Then everything suddenly slowed down.
I don’t remember hearing the screech of the wheels, but at some point the teacher had slammed on the brakes, the wheels had locked up and the bus spun around in slow motion 90 degrees. We were now sliding sideways straight along the road, completely out of control. Out my window, a massive bull-bar- covered grill was coming straight for me. Nothing profound was going through my mind as I grabbed to push my back hard into my seat and braced myself against the seat in front. There were no seat belts and we were about to be T- boned in the middle of the bus.
It was the quick thinking of the truck driver who saved us that day. As I watched helplessly from my seat, the massive bull-bar came closer and closer. Suddenly the rig of the semi-trailer veered sharply left. It’s wheels shifted and rumbled off the side of the road. The driver was now trying to turn hard left and the bull bar was facing slightly away from me, but with the truck close to us now and with nowhere left to go, I held my breath. The bus was deathly silent.
The most frightful, deafening sound of crunching metal smashed the silence. The semi had clipped the rear of the mini bus. The side windows shattered. Glass sprayed slowly through the air like a thousand diamonds hovering slightly, as the bus spun violently, before arcing to the floor. Glancing back, I saw the semi-trailer roll onto its side and into a ditch next to the road. We came to an abrupt stop. I sat there stunned as everything seemed to return back to normal speed. “I’ve got to get off the bus,” I thought. “What if it explodes?”
With my ears ringing, I could now hear screaming and shouting throughout the bus. All I could think of was what if another truck comes along and hits us? I scrambled off the bus. It sat awkwardly, still halfway across the road. The massive semi-trailer lay motionless.
Despite our teacher being a massive tosser, unfortunately he didn’t have an enormous bag phone, so we had to call emergency services 90s style!!
I ran across the old narrow wooden bridge to the other side. Sure enough, another truck was picking up speed as it headed out of town. Standing in the middle of the road I flagged him down. I can’t remember what I said, or even if it made any sense, but with wreckage strewn all over the road ahead, it was fairly obvious we needed help. The truck driver got on the CB radio and soon we could hear the sounds and see the flashing lights of the ambulance and police racing towards us.
A couple of students were still on the bus. The teacher had run off to the other vehicle and not bothered to check on any of us, despite the common sense rule of check your students! Given the fact he should have owned a bag phone, this wasn’t surprising in any way. As in every movie climax after the life or death conflict has been resolved, the flashing lights and uniforms around us seemed to create a sense of calm. I think I was too stunned and possibly concussed at this point to really be feeling anything. Although, I remember thinking, “We’re going to be late for the debate again!”
A couple of students and the truck driver, who in his superb efforts to save us had broken his leg, were loaded into ambulances and rushed off to hospital. We were loaded back on the bus which still could be moved and driven to hospital. To say I was reluctant to board the bus was an understatement, especially with that guy at the wheel, who in my opinion was completely responsible for everything that had just happened. However, the police determined the bus could be driven only about 4 km to Gunnedah Hospital.
We sat around and waited to be seen in hospital. One after another, a doctor checked us. My knee was sore and I felt exhausted. Otherwise, I was fine. For us, the ordeal was pretty much over, but for everyone else it had only just begun!
Thanks to modern forms of communication at that time (the CB radio), which could be easily listened into by anyone, the 8.30am local ABC radio news had already broadcast the accident informing all the northwest that “a bus from a Tamworth school had crashed.”
Panic arose for some primary school parents whose children had left that morning for Canberra. The 9am news stated, “The bus was not from Oxley Vale School.”
The phones at our school, those ones that plug into the wall, went into meltdown, as only a tiny bit of information was released on the radio. By 11am, the school was named. It didn’t say that it was the debating team, a significant point by which most parents would have known it didn’t involve their son. Everyone, however, had assumed it was a football team or some other excursion and thus many parents were trying to ring one phone number all at once. The parents with children in the debating team had also found out and couldn’t contact the school due to the phones being engaged.
If there’s one thing you should do in the event of a critical incident, it’s inform the parents of those involved as soon as you can! Release a detailed statement to the rest of the school community based on clear facts and in line with the needs of the community. Failing to do so, creates more problems. It creates panic and uncertainty and parents will fill in all the blanks you’ve left for them with their imagination. Soon parent imagination can turn into pseudo facts and you will have an even bigger mess on your hands. It’s hard to respond to that and much harder from which to recover.
Rather than using another phone line to call the parents of the students who were involved, the school did nothing. Yes, that’s right! Nothing at all! The hopeless response to this major incident is probably one of the reasons why I believe risk and incident management is so important. Seeing people do something so badly, usually prompts me to do the opposite and make sure it’s done properly.
A teacher at the school told my older brothers and gave them the tiny bit of information that was heard on the radio. One brother rang our mother at her work with the words, “The bus has crashed, but David is all right.” She in turn rang our father at his work and he kept dialling the school number to see if he should drive to Gunnedah or where.
The school sent a teacher in another bus to come and pick everyone up from Gunnedah Hospital. There wasn’t anything wrong with this in itself. We were collected at the hospital, driven back to Tamworth and dropped off either at or near home or at a parent’s work with no meet and greet to the parents, nor any sort of handover. I was the only student with immediate parent contact. One boy was set down in town and had to wait about three hours for his regular school bus to take him home to Manilla.
A number of students were dropped off at empty houses. After almost being killed in a horrible collision with a truck, the teacher somehow thought that dropping shaken teenagers off at an empty house was an appropriate thing to do! Even the most useless and incompetent teacher should have known better than that! Perhaps the teacher who picked us up should have been carrying two bag phones. As he was head of welfare for the school, it’s rather ironic that he appeared to know nothing about student welfare, but again that’s my opinion and a much longer story for another time in regards to what I believe was his incompetence and inability to fulfil an important role.
The idea that it was ok to drop students off at home when nobody was there after a traumatic road collision was stupid even for the 1990s. I remember being dropped off at Tamworth West Primary School where my mother was teaching her Year 4 class. I wandered in, still possibly concussed and remember lying down somewhere in the classroom and falling asleep. Mum sensibly refused to take me home in her lunch break.
What should have happened? All students should have been driven back to school. No one should have been left alone. Day boys could have been left under Matron’s watchful eye, until their parents arrived to collect them. Boarders could have been supervised by Matron and/or their dormitory master.
From an incident response and management point of view, the lack of communication was pathetic. It might have been a lack of training, a lack of response planning, or just the fact that I went to a school that appeared to be run ineffectively. The bottom line was that there was no plan in place if something went wrong. It was evident that everyone was simply making things up as they went.
Whilst critical incidents are fluid in nature and you may need to respond in an inter-active way to contain the initial situation, there is absolutely no reason why any school or organisation can’t have clear actionable steps in place to be able to respond quickly and effectively to a major incident. It’s vital that you inform parents and if needed, draw on resources in the wider community, such as local radio.
Over the past 25 years, at no time did anyone from the school contact my parents to let them know what happened! At no point was the incident ever debriefed! At no point did anyone ask about the debating! Two years in a row, we’d forfeited the most awesome competition in the region and to this date, the school still hasn’t officially told anyone that the bus crash actually occurred.
The Principal suddenly left the school and the questions about the crash, that parents asked at the P & C meeting, were unanswered.
Despite all of this, I learnt some very important lessons as to what not to do in a situation like this. One thing it highlights though, is the fact that for all the carry on I’ve seen over the years from people who don’t understand risk management and incident management, the fact remains, being on the road with students is one of the highest risk factors possible.
Driving to the conditions, avoiding peak periods of traffic and having a fatigue management policy and procedure in place is vital to reduce this transport risk that’s part of every trip away from school.
Let’s put this back in context. We were going to a debating competition!!! Sounds very low risk and not even worth doing a risk assessment on, yet had the truck driver not reacted the way he did, our bus would have been cut in two and a few more sun-bleached crosses would have stood scattered at the side of the road, lovingly surrounded by flowers, tended only, in decreasing frequency, by the broken families who were never told what really happened that day.
No teacher should ever be allowed to go back to the school that he or she attended as a student! No, seriously, they shouldn’t be allowed even into an interview. You’re just asking for problems.
This is one of the weirdest workplace situations possible, yet it’s been accepted and encouraged by so many hopeless schools which believe they cannot survive without the shackles of the past.
Think about it. With what other business or organisation can you get a job where you’ve had such an involved relationship as a child? None! That’s right, none! You can’t be in the military as a child and then go back and become a general. You can’t spend six to twelve years of your life in hospital to go back and be a doctor there. You can’t spend the same amount of time in any other sort of workplace and then end up back there as an employee. So why is this something that’s ok in schools?
In my opinion it’s not ok. It’s weird. It’s unnatural and anyone who wants to go back to the school in which they were educated has some serious mental health issues which they need to work through. Even if you enjoyed your time at a school, going back there as a teacher is a completely different role and experience. Schools who are employing former students as teachers, could be setting themselves up for failure.
Over the years, I’ve come across some highly talentless teachers who, by virtue of the fact they went to the school, got a job back at the school. Perhaps because they were too afraid of the real world, they stayed there long enough to get promoted even further beyond their talents. No further can this problem be highlighted than when a former student ends up in charge of a school. This is quite insane!
Education should be about progress, challenging the status quo and pushing the limits of what’s possible. Taking people back into a school with no other real world experience than that of the same sheltered school environment as the sum total of their life experiences, is only asking to possibly perpetuate poor educational practice and culture.
To be effective in today’s educational environment, teachers need to have diverse life experiences so they can impart not only knowledge, which is becoming less and less important as we speak, but to educate others from their own life experience to help prepare students for the real-life challenge outside of school. If teachers have never stepped outside of school, let alone the school they went to, then this could be a train wreck just waiting to happen.
Hence, if there’s a teacher whose only life experience has been the school which they went to as a child, either don’t hire them, be skeptical about their ability to teach in any meaningful way and if they’re already at your school, perhaps it’s time they broadened their horizons and went out and got some real life experience.
The days of the ‘old school’ mentality that perpetuated rotten cultures and practices, needs to be one more ghost of the past never to make its way back into education. Empowering former students to realise this and help them to get a job that will let them grow in themselves, is the kindest thing you can do for them and for your school. At the end of the day, going back to teach where you were a student is just insanely weird and something everyone can and should live without.
Technology is evolving so rapidly, it’s near impossible to keep up with the relentless pace of change. From one month to the next, we see yet another new development, a new ground-breaking idea, a new way of doing things that will forever change the world! With this amazing digital transformation, which has brought with it so many benefits, it’s important to pause for a moment and think about what the consequences are for education.
Despite the immense benefit that technology has brought to the world, education is a unique field that on the one hand can benefit from efficiencies that technology can bring, but on the other, is at significant risk of failing the next generation of students the more it relies on technology to achieve its aims. The irony of owning a software company and being against technology as an educational driver, is not lost on me, but there’s a reason why I believe the over-use and over-reliance on technology is extremely concerning, as I’m also a teacher.
Firstly, our model of education is all wrong. Despite what some schools will tell you, creating an open-plan classroom is merely window dressing on a system and process that’s essentially not changed since the dark and smoky days of the industrial revolution. You get a group of students, put them in a room, teacher teaches them something, teacher assesses them and students get a mark! Congratulations! You’ve now done the exact same thing the old grumpy guy in the 1890s did, but just without the cane in your hand.
Many people will claim today’s classroom is different because they’ve integrated technology! In most current job descriptions for teachers, there’s a line about your ability to integrate said technology into said classroom, but what does this mean? If you’re still teaching basically the same way that the old grumpy misogynist was back in the 19th century, then throwing in a computer will serve no real purpose, other than making the cost of education go up.
Consequently, it’s worrying to think that by simply adding technology to outdated practices, that it will produce better results. Technology based learning systems are expensive and pointless without real teachers teaching a set of modern skills, which are focused on critical thinking, communications, problem-solving, teamwork and most importantly, adaptability. You can’t get any of this from either traditional education, nor creating virtual teachers and virtual classrooms.
Education for the 21st century needs to be far more experiential. We’re seeing an increasing reliance on devices amongst children and teens that appear to be leading to great prevalence of mental health issues and an inability to form real, healthy and long-lasting relationships. As some of the most important skills needed for the future are all to do with building effective relationships and being able to adapt quickly to changing circumstances, this disconnect needs to be addressed as a priority before we throw any more technology into the classroom in the hope that it will magically address the problem.
The current state of education today is ill-equipped to handle the reality of what our next generation needs to be successful in a world that is changing so rapidly. Critical to the success of education into the future is not technology itself, but the ability of students to understand technology and leverage it for a real purpose. The risk is that our current generation and education system has been caught off guard by the enormous digital dislocation that’s happened in the last 10-15 years. This has resulted in many students and young people today being so reliant on devices that they’re now leveraged by technology. When this happens, we’ve failed as educators and we’ve opened the next generation to a serious risk of failure, if and when that technology fails.
To truly create an education system that helps students to grow in a positive, healthy and pro-active way and set them up for success, far more emphasis is needed on relationship building, teamwork, being able to fail and learning from failure. This needs to be done in the real world, through real world experiences. Technology can and should be a part of this, if it’s a natural fit, but technology doesn’t always need to be in the mix, as often we learn more from other experiences that don’t involve technology. It’s often from the ability of the teacher to identify a teachable moment and use this that students learn the most. It can be unplanned, unexpected, but something happens, or is said or done and the teacher leverages this moment for the benefit of their students.
This comes back to my earlier point that it’s through experiential education that students learn best. Teachers who have a wealth of experience can often find and react to teachable moments that would never be possible with virtual AI type teachers no matter how well-programmed they were.
Whilst in the past you could adequately prepare students for the future by teaching fairly narrow content that needed to be retained for a specific job for life, this is no longer the case. It’s important for the future of education, that we have teachers who have had real life experiences outside of the classroom and the academic world, who can provide real, genuine guidance for our next generation. It’s through the ability of an experienced teacher to react and teach future focussed skills that we will see the best results for our students into the future.
I love to try new things! The fact is that if we’re not living somewhat outside our comfort zones, we’re not doing much living at all. Life is about growth and without growth, we start to go backwards. When I recently jumped in the deep end and created a podcast about experiential education, it was not only a new experience, but a challenging one into which I had to put a lot of thought, time and effort to make it work.
It started out from listening to someone else’s podcast. Since I travel a lot for work, I’ve listened to a lot of podcasts in the car. What struck me though, was the fact that most of them were just conversations about topics I was interested in. However, there was nothing there in terms of really interesting experiential education. Certainly, there were shows out there about education, but they weren’t looking at the future of education. They were looking more at doing the same sort of things that have been done for about 200 years, but adding in a computer to the equation to make everyone feel that that’s progress. I’ll let you in on a secret… “It’s not!”
So I thought, who are some interesting people with whom I want to talk about what cool unique programs are they running? This was the starting point. I reached out to my first guest, explained what I was up to and asked if she were interested in being on the show. I was excited to get a very fast response. The only problem was, I had no recording equipment, never interviewed anyone before and massive time pressures from work.
Often people get to a point with an idea and even though it’s a great idea about which they’re excited, sometimes the first or second hurdle put a nail in the coffin of the idea and it falls onto the trash heap of dreams. That was not to be the case for me. Having already set a bunch of ludicrous goals, this was just another on the list. With my first guest lined up and booked in, I went out and bought a couple of lapel microphones which plugged into my iPhones. Buying stuff is the easy part. Everyone’s great at spending money. It’s what you do next with your purchase that either makes it worthwhile, or just another bit of gear that gathers dust.
With my tech equipment ready, I now needed some questions… This was probably the most challenging part of the whole process. I needed to research my guest and what cool things were being done in experiential education. Since I ended up with a broad range of guests, this meant that no single interview was going to be the same as another. I’d originally come up with a range of generic questions, which I promptly threw out. In researching the individual programs and backgrounds of the different guests, I found that I needed to explore more specific topics with each guest, rather than just try to ask the same questions of different people.
Added to this, when the interview was in progress, half the questions went out the window, as I found myself exploring other topics and issues which the guest brought up. By diving down the rabbit hole, it produced a far more interesting interview as well. For each subsequent guest, I was able to improve my listening skills and ask far better follow up questions on something said. For the first few interviews, I was too nervous for this and preferred to stick to my script, but as I became more comfortable with the fact that I could ask unscripted questions on the fly, it made it far easier to conduct a better interview. After all, the interviews were all aimed to explore their work in experiential education, not just for me to make it to the end of the script. In the end, out of roughly ten questions, I was usually only asking five or six. Everything else was simply further exploration of what had already been said.
As I conducted all the interviews in person, this added to the slight challenge of distance as some guests lived down the road and others in different countries. The craziest two recording days I had was towards the end of 2017. I had two days off work and I needed to record three interviews in two different states! I flew from Canberra to Melbourne first thing in the morning, hired a car, drove to rural Victoria, recorded the interview, back in the car to Melbourne, caught another plane to Adelaide! After staying with a friend overnight, I was off the next morning, to record two interviews one after another. Next, I was back on the plane to Canberra that evening and a 2.5 hour drive home! It was hectic, but worth it!
With a bunch of raw interviews recorded which covered a range of topics, it was now down to editing and adding some theme music. This wasn’t that hard, but still time consuming to ensure that each episode sounded good and wasn’t full of sound errors.
I won’t delve into the technical side of the whole podcast process but looking back on Season 1 for me I’ve learnt so much from the whole experience. On the one hand I now know how to conduct an interview with someone and draw out some key points from the work they do. I also learnt so much about other ways of doing things in education. There really is a huge gap that’s only growing bigger and bigger as schools are so slow to adapt to the changing world. Seeing some amazing standout programs such as the Australian Science & Maths School, really showed me what’s possible for education today, rather than just doing the same thing over and over… ‘because that’s the way we’ve always done it!’ type of attitudes with which so many schools are still battling.
I’m now in the process of recording Season 2 of the podcast, so if you’re running a unique experiential education program, I’d love to hear from you before I fill all the guests, but hey, if we can’t fit it in this time, there’s always Season 3!
Ultimately, if there’s some sort of fantastic idea you have, then no matter what the obstacles are that crop up, you can find a way around them. It was a lot work to complete this project, but anything worth doing always involves some significant effort. I encourage everyone to find something cool that can contribute to either education or helping others from your own experience. The best time to do it is always right now, so don’t delay. Get your next project up and running today and let me know how it goes!