Renowned education expert Professor John Hattie has been appointed Director of research at the University of Melbourne’s Graduate School of Education.

John Hattie to head research unit at the University of Melbourne.

Renowned education expert Professor John Hattie has been appointed Director of research at the University of Melbourne’s Graduate School of Education.

Hattie is widely regarded as a leading education authority. His influential 2008 book, Visible Learning, is believed to be the world’s largest evidence-based study into what factors improve student learning.

Involving more than 80 million students from around the world and bringing together 50,000 smaller studies, the study found positive teacher-student interaction is the most important factor in effective teaching.

Currently a member of the Faculty of Education and Director of Visible Learning Labs at the University of Auckland, Hattie regularly advises governments in New Zealand, Australia and the US.

He has authored or co-authored 12 books and more than 500 papers, and said he is looking forward to supporting researchers in MGSE.

“There are so many excellent projects and people within the Melbourne Graduate School of Education, and it will be an exciting and enjoyable process to maximize their impact on education in Australia and beyond,” he said.


Building a Love of Reading

I am planning my talk to our new parents for next year and I cannot emphasize enough the importance of the partnership between school and home. Research shows that student performance and results improve when parents help at their school is some capacity. Here are a few ideas that you as a parent can be doing with your child pre school and even in the early years of school to develop a love of Reading. If you would like a copy of the handout subscibe to my blog and I will send you a free copy.

 Cheers Christine

The Irlen Revolution

School Psychologist Response to Critics

I am in my 31st year as a school psychologist.  I am so grateful to have learned of the Irlen Method relatively early on in my career.  Like you, I was very skeptical when I first heard of this process.  It sounded too easy; another educational fad.  Fortunately, I had the opportunity to witness first-hand the difference identification and treatment can make for someone who has this visual-perceptual disorder. In my school system, we have seen test scores increase significantly when students are regularly screened for this problem.  In addition, teachers report that the attitude their students have toward reading has greatly improved; students come to class eager to read.The local community college now has students complete a Reading Strategies Questionnaire when they enroll in the Adult Basic Skills Program.  The questionnaire helps identify students who need to be screened so that they can use a colored overlay, if needed, to take their placement tests.  This process was implemented after test administrators saw test scores improve anywhere from 1.3 to 6.5 grade levels (as measured by the TABE) for students who had originally failed the test.  (The students were screened after they failed the test, given an overlay, and took a second form of the test.  No instruction was provided in the interim.) By the way, students are allowed to use colored overlays on the GED in addition to other placement tests.  They are allowed on End of Grade and End of Course tests in North Carolina.  They are allowed on tests such as the SAT, LSAT, MCAT, etc., with prior documentation.There is now a great deal of research documenting the effectiveness of this process.  Among the most exciting are SPEC scans documenting the differences in brain functioning and the improvements made with color modification.

I have worked with the Irlen Method for over 20 years now.  During that time, I have met many, many individuals who have suffered needlessly because this simple screening was not made available to them.  This process should be available in all schools.  I encourage everyone in this field to keep an open mind and look further into this process. 

Susan Youngman,School Psychologist

Winston-Salem/Forsyth County Schools, North Carolina

Do You Want to be a Great Teacher?

It’s that time of year when reports are due and teachers are busy finishing the testing of  their students. They are exhausted! I have a mantra that I like to say : ‘every day is a new day’. I really like that one because it works especially well when you have had a very bad day at school.  It was then that a timely article came to my inbox from D. Trinidad Hunt, and I thought I would share it at our next Literacy PLT. I’m also pasting it here for you. Have a look.

Jim Collins in his now classic book From Good to Great said the hardest leap to make is the leap from good to great. Collins was talking about making the leap as an organization. Yet the same thing can be applied to leadership in schools and in the classroom.

The longest mile seems to be the stretch from being good at what we do to becoming great at what we do. There is a tendency to accept good as ‘good enough’. But this will never make you a great teacher and great teachers are made not born. There is a choice involved and practice required.

The first step in this journey necessitates becoming aware of this tendency to accept good as ‘good enough’. When you feel you are a good teacher, reflect for a moment… has good become good enough? Are you settling for less than your personal professional best?

If you became a teacher, as I did, because of the love of children and a passion for learning, then you won’t settle for good. But how do you recognize the plateau of rest and status quo Vs reflection and preparation (to move to higher heights).

I can remember the moment that I confronted this place in my own life. I had taught for twenty years. I was tired of it. I wanted to quit. In truth, I had hit the wall! And the wall was the barrier between being a good teacher and moving up to the level of great.

There was another mountain peak before me and I knew that it would require all of my resilience, my grit and my commitment. It would require a critical eye, and authentic self-assessment. I would have to be brutally honest with myself about my inner feelings as well as my outer actions.

In fact, I would have to change and from my perspective at that time change took work! The stages I went through look like this:

Denial: In my mind I didn’t need to improve. I wanted to quit. It all looked too hard for me and I justified these feelings by saying it was time to change profession. I explained it as burn out. I denied that what might be up here was a breakthrough. If I admitted it, I might have to embrace the change and I was not ready to do that!

Acceptance: This is not the acceptance of a need to change. This was the beginning of a realization and an acceptance that something was going on with me. I started to become aware that something was trying to break through into consciousness. I sensed that there was a deeper message here. I began to feel that I needed to listen to it.

Willingness: Then came the stage of willingness. I was now willing to make a change. I was in the middle of a full teaching schedule and I wasn’t willing to leave all the people I was teaching in the lurch. So maybe, I thought, I better let go of my resistance and go with the flow, at least for the moment!

Decision: So I made a decision to put one foot in front of the other and really give it my all for the next six weeks.

Action: Having made this decision, I went to work. I taught with all my heart and at the end of the day I assessed my score on a metaphorical score card made of the questions below. I practiced my craft and I assessed my results with an intention to improve daily.

After six months I was renewed with the love of the game of teaching and I was getting better at it every single day. That’s when I realized that there is no arrival. Every day is a new day. Every mountain top reveals a view of another and even higher mountain behind it.

So here are a few mantras that have helped me continue my passage from good to great:

  • Put one foot in front of the other.
  • As I make a positive choice, that choice begins to remake me!
  • Remember to remember why I do what I do!
  • Gratitude is my attitude of choice!

Along with the mantras, here are a few questions that help me keep expanding and growing daily.  I invite you to ask these questions of yourself every day for 30 days. I guarantee that if you are honest and work at it, they will change your life.

  1. What have I done today that demonstrates being a true and great professional in my field?
  2. What have I done inadvertently that might demonstrate something different from this?
  3. What do I need to do differently tomorrow to more fully express my love for those I serve and my passion for my profession?

Types of Bullying – Harassment

A Bully Free Zone sign - School in Berea, Ohio

Image via Wikipedia

The last type of bullying to be discussed is ‘Harassment‘. This type is generally about race, gender, nationality etc and is usually quite frequent. Some examples of this type of bullying may include the following:

  • pulling at clothing etc
  • looking under the toilet door
  • use of intimidating and offensive language
  • stalking and following
  • making unwelcome advances or requests of a sexual nature

Bullying is a game when some children abuse their power. The target or the person that is being bullied can stop getting hurt by blocking the bullying. This can be by removing oneself  or by becoming detached.

So, how does the game of bullying work? Well, there are some rules to this game. I will follow up on these rules in my next blog.  

Types of Bullying-physical

This type of bullying involves the attack of someone who is weaker. This doesn’t just happen in a school setting, it occurs in the workplace as well. It can be directly aggressive such as hitting, kicking, spitting or indirect such as by gesture, suggestions, stalking and defacing or hiding of property. So if you notice a family member coming home with ripped clothes for example, stay alert and mindful of their behaviour as this type of bullying could be happening. Some specific examples of physical bullying include: pushing, kicking, hitting, bumping, hair pulling, tripping pulling the chair out just as someone is about to sit down flicking water, paper etc locking them in a cupboard or the toilets throwing belongings around the room interfering with someones belongings in their locker or desk damaging clothes stealing their lunch or things from their desk or bag I’m feeling distressed just at the thought of this type of behaviour. Do you have any thoughts? As always, your thoughts and comments are most welcome.

Types of Bullying – Exclusion

The second type of bullying I will highlight here is ‘exclusion’. This form of bullying can be expressed openly in front of others (you can’t sit here) or discreetly (rolling of the eyes). With this type of bullying, the bully often manipulates the group. The group members can be referred to as bystanders. That is, they stand by and do nothing to help the person that is being bullied because they know that if they do intervene, they might be next.  This just builds the social power of the bully. This is a very sad state of affairs and teachers need to be aware of this type of bullying and encourage bystanders to not support this behaviour. It could simply be by encouraging the bystander to just  move away from the group when the bully is using this type of bullying behaviour. 

Top 10 Fairytales we no longer read

As I work in an educational setting every day, I have noticed that children no longer read fairy tales. I feel this is such a shame because the traditional tales have so much to offer. 30000 British parents were recently surveyed, and it revealed that a quarter of them rejected some classic fairy tales as we know them. With Christmas just around the corner, may I suggest you buy a fairy tale book for your child, and start to introduce these wonderful stories to them. I’m sure you and your children will enjoy reading and talking about the stories. Here are the top 10 fairy tales we don’t read anymore Snow White and the Seven Dwarfs Hansel and Gretel Cinderella Little Red Riding Hood The Gingerbread Man Jack and the Beanstalk Sleeping Beauty Goldilocks and the Three Bears The Emperor’s New Clothes (Source:

Types of Bullying- teasing

Bullying is a very upsetting thing to happen to anyone, to say the least. It is so damaging to the victim. There are 4 main categories of bullying. I will be highlighting each one over the course of the week. The first one I would like to talk about is teasing.  Teasing, put another way, is verbal violence and girls especially, are very, very good at doing it.  It is mostly related to how you look, your sexuality and the level of social acceptance of the victim. The teasing includes the following: name calling, harassing and insulting, verbal demands/threats, doing something when the target/victim walks past like rolling the eyes and of course, cyber bullying which includes texting, internet and email.

This usually happens on a regular basis and is so hurtful to the victim!

Autism and Aspergers


Image via Wikipedia

Today, I thought I would post some very good ideas from Mark Hutton’s newsletter I subscribe to about children with Aspergers.

Today, I’d like to talk to you about some very simple – yet highly effective – parenting techniques for Aspergers children. There are many things you can do to help your child better understand the world, and in doing so, make everyone’s lives a little easier.


Remember, they are children just like the rest; they have their own personalities, abilities, likes and dislikes – they just need extra support, patience and understanding from everyone around them. Here are some simple – but very effective techniques:

• Begin early to teach the difference between private and public places and actions, so that they can develop ways of coping with more complex social rules later in life.
• Don’t always expect them to ‘act their age’ they are usually immature and you should make some allowances for this.
• Explain why they should look at you when you speak to them…. encourage them; give lots of praise for any achievement – especially when they use a social skill without prompting.
• Find a way of coping with behavior problems – perhaps trying to ignore it if it’s not too bad or hugging sometimes can help.
• In some young kids who appear not to listen – the act of ‘singing’ your words can have a beneficial effect.”

I will be posting more information on this topic about Autism and Aspergers, as I’m finding that in our schools, we are enrolling more children that are on this spectrum. Because of this, teachers, and parents, are needing more information and strategies to assist them when working with students with Aspergers and Autism.