Module Two: Working With Young People

INTRODUCTION:

As is the nature of work, many of us perform our duties by drawing on the past, as we work in the present, while looking to the future. Teacher Aides however, and all others who are privileged to be working with young people are bound by another component. Not only are you looking to the future as you carry out your important work, you are building that future – a future for the young person, his/her family and by extension, his/her community.

“I get a real sense that I am building our community’s future.”

As you continue your journey through Module Two: Working With Young People, its compelling narratives and your personal responses to those will have you reaching for your “hard hat”. You are a builder, after all.

AIMS:

This module aims to further define the roles and responsibilities of the Teacher Aide by exploring the personal qualities of the Teacher Aide and the unique contributions of the Teacher Aide in working with young people in their school and community.

LEARNING OUTCOMES:

At the conclusion of this module the participant should be able to:

Recognise the influences that the personal qualities, characteristics and history of the Teacher Aide bring to the role of the Teacher Aide within the school and community.

Identify the importance of the language and culture of the community as it informs the development of the children.

Value the contributions of the Teacher Aide to building the future for young people both inside and outside of the school setting.

Hermannsburg Indigenous Engagement Officer, Edward Rontji with Ntaria school kids L-R: Mahalia Moketarinja, Bowen Abbott, Johannas Kantawara & Ashley Lankin.Source: http://www.indigenous.gov.au/stronger-futures-for-indigenous-schools-kids-in-the-nt/

Let there be no room for doubt, to shape the future of the children for whom you care is to shape the future of the community. In your efforts as a Teacher Aide to help make the children strong in their culture, to help them to be able to read and write, be numerate and to think and act creatively and responsibly, is to ensure that the community will not only survive, but indeed prosper. Success at school gives the children the skills that they will need to build a life of prospering, rather than just surviving on the margins. The building of success at school demands strong foundations. As a Teacher Aide your aim is to ensure that the elements of the past that influence the children’s present (the past in the present) are beneficial. As you emphasise the handing down of culture and cultural skills to the children, the future that influences the children’s present (the future in the present) will be grounded in hope and optimism.

REFLECTION: “ I SEE A BRIGHT FUTURE”

Make a list of words/phrases that you would use to describe the personal characteristics and attributes of a student who will achieve success at school.

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Picture Source: http://www.thesmithfamily.com.au/what-we-do/our-work/supporting-aboriginal-and-torres-strait-islander-families

There is a real sense of togetherness as we look at the slide and it is not hard to imagine that joy and fun are integral components of school life for these children and their Teacher Aide. But could that be so confidently said of schools in the past and indeed, do words like “togetherness”, “joy” and “fun” readily spring into your mind when you think of your own experiences of schooling?

The following narrative is from the doctoral dissertation of the Aboriginal activist and academic Dr Gracelyn Smallwood.

“After a few years, my mum started her next relationship and we moved to Aitkenvale where we lived in the tin shack with dirt floors, and no electricity. The same situation occurred at Aitkenvale school where again I was doing poorly at academia, but brilliantly at sport. The same social studies program, Aboriginal people were negatively stereotyped. This was an essential component of the curriculum at this school.

Our next move was to the condemned house on Castle Hill in West End, Townsville. The house was connected to the main street by a goat track. There is a particular story attached to the word ‘condemned’ that I can now smile about. One morning a council worker came by our house and put up a signpost. We children gathered to see what he was doing. He stuck a notice on the post with the solitary word ‘Condemned’. I did not understand the meaning of the word and in some ways I still don’t. We children had no understanding of what this meant, and wandered off to play. I was, however, fascinated always by words and I stood there sounding it out until I had committed it to memory. At school that morning I took the first opportunity to announce that I had learned a new word that I had seen on a notice outside our house. The teacher asked me to write it on the board. I went up and proudly and boldly wrote ‘condemned’. The teacher rubbed it out quickly and kindly distracted the class from asking what it meant.

Whilst the situation of my poor academic performance continued alongside my high success in sport, seemingly, none of the school staff questioned this. I know now that I was performing exactly in line with the low expectations that the staff had of me and the Aboriginal and Islander pupils. Eventually, a turning point in my life occurred.

In Grade 5, an Aboriginal school teacher named Mr Phillip Stewart walked into the classroom and stated, ‘Good Morning students’. My name is Mr Stewart and I want to be called ‘Sir’. I come from a community called Palm Island. My friend Mr Mick Miller and I did our teacher’s training at Kelvin Grove College in Brisbane. I will be teaching you the true history of this country and for a start Captain Cook did not discover Australia’. Mr Stewart also acknowledged that he was related to all the Aboriginal students in the class, including myself.

From that day, my life changed in terms of wanting to study harder. This amazing man called all the Aboriginal and Islander students together for a meeting and said, ‘You Aboriginal kids are great at sport, but sports alone will not get you a good job. You have to be good at the 3 R’s and have a balance in life, as racism is a fact of life and I have experienced it myself’. Within three months, after intensive tutoring from Mr Stewart, I was one of the top students in the class.

Mr Stewart reminded Indigenous students we couldn’t all play A-Grade Australian Rules Football, run races or box like Lionel Rose. We had to use our brains, not our brawn, to achieve results and reach for the skies. Mr Stewart organised homework groups, and encouraged my cohort and I to ‘never give up’.

My introduction to the heady world of high expectations was so successful that after a short time my near-illiteracy turned to literacy. So much so, that in my last year of primary school I won the 1960’s version of the quiz ‘Are You Smarter than a Fifth Grader’. This was held by the local television station. The contest, ‘Fun with Words’, was organised amongst all the local primary schools and when I won, the prizes was a trophy for the school and grocery vouchers for my family.”

From: Human Rights and First Australians’ Well-being.

Dr Gracelyn Smallwood (JCU)

REFLECTION: THAT WAS SCHOOL THEN/ THIS IS SCHOOL NOW.

Your Principal has asked you to contribute to an article for your school magazine that seeks to compare and contrast the schooling that you experienced as a student to the schooling that is now experienced by the students for whom you care as a Teacher Aide.

Jot down notes in the tables below to provide some points of comparison and contrast for the magazine article.

SCHOOL THEN HIGH POINTS LOW POINTS

SCHOOL NOW HIGH POINTS LOW POINTS

The above pictures are from: http://www.sydney.com/things-to-do/tours/catch-n-cook

You bring much to the table as a Teacher Aide, and your willingness to impart your skills, talents and abilities to the children for whom you care is highly valued by your school and in turn your community. Be it a hobby, activity or pastime that you are passionate about, a talent you can share or even an interest you would like to further pursue, you will both inspire and be inspired by the children along the way.

REFLECTION: I ESPECIALLY LIKE…………….

With consideration to your skills, interests, hobbies etc. fill in the missing word/s in the statement above and give reasons for your choice.

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www.lizthompson.com - 600 × 450 - Search by image Djungadjunga with his grandchild. © Liz Thompson

You give your own children and grandchildren the gifts of love, of care and of nurture. You are committed to your children and grandchildren having a positive future. You bring that same level of commitment to the children at your school.

REFLECTION: YOURS IS THE FUTURE

Imagine that your child or grandchild is about to graduate from school. In the space below write down some lines of a congratulatory speech you could make to your child/grandchild that outlines your hopes for their future.

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In what ways do you see yourself contributing to helping make that future of your child/grandchild happen?

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Indigenous culture has been a resource for the people for over 40 thousand years. It has many aspects and is continually evolving. It is living and it is not a museum piece. One metaphor that helps explain the relevance of culture is that of the “tool-kit” consisting of a set of habits, styles and skills that help facilitate lines of action. One can envisage a process of education that would add to and not subtract from the “tool-kit” of Indigenous Australians (Swidler: 1986, 2001, 2008). It is important to avoid the duality of culture versus education. It is when they act dynamically together that educational success is ensured.

REFLECTION: LET ME TELL YOU ALL ABOUT IT.

Your teacher has asked you to provide assistance to a small group of children who are writing letters of introduction to a similarly aged group of children located in a large city school. Ideally the children would like to set up a “pen-pal” relationship and think it would be a good idea to share information about their language and culture in their introductory letters. Help the children to focus on some ideas by noting features of your community’s language and culture below.

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http://www.creativespirits.info/aboriginalculture/arts/aboriginal-cultural-festivals

Laura Dance Festival: Kaurareg Elder Seriat Young sings with New Mapoon Troupe. Photo: Jessica Saxton, NPARC Media

Read more: http://www.creativespirits.info/aboriginalculture/arts/aboriginal-cultural-festivals#ixzz2uEHpOj4w

The slides above embrace both the traditional and the new aspects of indigenous culture and are united in the creativity displayed through the arts of music, song, dance, story-telling. Indigenous cultural education can never be static given the dynamic nature of indigenous culture itself. It is the opportunities that you provide to the young people to pursue their cultural interests and activities that demonstrate your pride and strength in such a dynamic culture; a display that garners respect from all quarters and most importantly, garners respect from the young people.

REFLECTION: A CULTURE TO CELEBRATE.

Your school is planning an “Open Day” to showcase the talents and achievements of the students to the community. You have decided to form a working group to help in the programming of several cultural activities that will be both informative and entertaining for the attendees. Outline below some of your suggestions for the program.

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Source: http://www.trinity.wa.edu.au/our-students/programs-of-excellence/indigenous/Pages/default.aspx

Trinity College is very proud of its Indigenous Program which was awarded Best Aboriginal Program in a Catholic School and Best Male Aboriginal Student in a Catholic School in 2011.

The slide above has been captured during a dramatic performance presentation at the school – a highlight for many; performers and audience members alike.

Highlights for you as a Teacher Aide may be as varied as enjoying the morning breakfast routine, the playground atmosphere, reading aloud time, or the cultural and sporting programs on offer at your school.

REFLECTION: THAT IS A GOOD TIME.

Your Principal is planning ahead for next year and is looking to add some new activities to the school program. The Principal has asked for your input but has requested that you do not limit your thinking by focussing on restrictions of time, money, location, resources but rather to look for some original ideas that will cater for a variety of students’ interests, and most importantly be enjoyable for staff and students. Jot down some ideas that you could take to the Principal, in the space below.

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Computer picture source: http://www.education.vic.gov.au/about/programs/infrastructure/pages/technicalsupport.aspx

Kite picture source: http://www.lizthompson.com/image-project/sharing-our-stories-0

The slides here have been chosen to emphasise the facility that the young have with the elements of the new digital culture.

The slide on the left is of course not exclusive to this new digital age but does show the fun and imaginative playfulness of youth that permeates both the then and the now.

The slide on the right shows the confidence and assuredness of young people as they embrace the new technology of their generation.

Both slides invoke a sense of joy and wonder in the vivacity of the young and gives confirmation that as Teacher Aides you are right to encourage, promote and celebrate the skills of the young with positivity at every opportunity.

REFLECTION: CHILDREN OF THE TECHNOLOGICAL REVOLUTION.

Make a list of the technological equipment and devices that are used for and/or by the students in your school. Place a tick next to the ones on the list that were available when you were a student at school.

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Carclew Youth Arts video workshop with Yalata and Oak Valley Participants. Source: Finton Mahony and Lee-Ann Buckskin, 2011 source: http://arts.gov.au/2013%E2%80%9314-indigenous-culture-languages-and-visual-arts-program-guidelines

“You’re braver than you believe, and stronger than you seem and smarter than you think.”

(From “Christopher Robin” by A.A. Milne)

From your vantage point as a Teacher Aide you know this to be true of so many of the children for whom you care. In a relationship built on such caring and trust, sometimes a simple word of encouragement or even a knowing smile is enough to deliver this type of message to the hesitant child. You will rejoice in the opportunity to celebrate the child’s achievements and derive great satisfaction knowing the contribution you as Teacher Aide have made.

REFLECTION: “THIS ENCOURAGEMENT AWARD GOES TO……………..”

Think of a particular student at your school for whom you’d like to present an “Encouragement Award”.

Fill in the section of the certificate which asks for the reasons for the Award.

THIS ENCOURAGEMENT AWARD IS PRESENTED TO:

MY STUDENT

FOR………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………………….

Source: http://playgroupwa.com.au/Aboriginal-Programs

REFLECTION: THE SUM OF ALL PARTS.

You may find yourself smiling as you take in the wonderful smile on the face of the child in the slide. This is a child who is learning to be positive and proud of her identity. As a Teacher Aide you are tasked to care for the whole entity of such a child, and tasked to do this many, many times over as you attend to the individual needs of all of the children in your care.

As you look back over this module, the slides, accompanying text, narratives and your personal reflections start to interlock like a series of “building blocks”. Take a moment to focus on these, the “building blocks” of Module Two: Working With Young People, as they impact on your roles and responsibilities as a Teacher Aide. With “hard hat” at the ready and “building blocks” in hand, you will be assured that you are laying strong foundations for the optimal future of the children for whom you care, in the important work you do as a Teacher Aide. You are a builder, after all.