February 16th 2013

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Articles from this issue:

FREE SPEECH: Feel free to insult me!

CANBERRA OBSERVED: Gillard re-election strategy turns to mud

EDITORIAL: Why Julia Gillard faces winter of discontent

NATIONAL AFFAIRS: NCC national conference looks to federal election

FAMILY I: Is family tax relief 'middle-class welfare'?

FAMILY II: World Congress of Families, Sydney (May 15-18)

ECONOMIC AFFAIRS: Currency war unleashes new world disorder

JAPAN: Japan's policy U-turn to reverse 20-year decline

SOUTH-EAST ASIA: Winds of change sweep South-East Asia

UNITED KINGDOM: Gay indoctrination now mandatory for British schools

SCHOOLS: Time for parents to brush up on education gobbledegook


CINEMA: Romantic comedy looks at mental illness

BOOK REVIEW The women who brought peace to Liberia

BOOK REVIEW Defending traditional marriage against the revisionists

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Time for parents to brush up on education gobbledegook

by Kevin Donnelly

News Weekly, February 16, 2013

With the school year having now got underway, it’s a good time for parents to brush up on education fads and gobbledegook, writes Dr Kevin Donnelly.

Every profession and job has its clichés and jargon words. Canberra politicians talk about “at this point in time”, “moving forward” and “having a big agenda”. In business, consultants talk about “synergy”, “triple bottom line” and “leverage best practice”.

Primary schools and teachers also have their own special way of talking that often makes it impossible for parents to work out whether their children are learning or not and whether the school is the best place for their child.

Following are some examples of education jargon that you need to understand in order to work out what’s going on with your child’s education.

1) Developmental, collaborative and non-judgemental assessment — in the past children were graded A to E (where E meant fail) or 1 to 10 (where 4 also meant fail), but not any more. Failing children is now considered bad for their self-esteem and assessment is non-judgemental. Often words like “consolidating” or “deferred success” are used, and parents are told it is wrong to compare kids against others in the class to see who is the best.

2) Developmental learning — in the past children were expected to master what was being taught before they moved on to the next year level, but not any more. New-age teachers argue that learning is developmental, and by this they mean that students learn in their own way and at their own speed. As a result, concerned parents are told not to worry if their child is falling behind other students and that he or she will soon catch up in their own time.

3) Facilitators and guides by the side — teachers used to be called teachers, but not any more. Based on the idea that children can control their own learning, and that it is wrong for teachers to stand at the front of the classroom and tell them what to do, in primary schools they act as co-learners and guides by the side.

4) Knowledge navigators and digital natives — children used to be called pupils or students, but now, especially because of the impact of new technologies such as computers and the internet, they are described as digital natives and spend lots of time researching on the net or using software programs.

5) Open classrooms — instead of having one room and one teacher, there are now open spaces where kids from different year levels mix together, sitting on floors and walking around. It’s hard to work out where the teacher is and who’s in control.

6) Personalised and child-centred learning — instead of teachers teaching to the whole of the class or groups of children they are now told that children can control and direct their own learning. Children do their own research projects based on what they find entertaining or relevant.

7) Whole language — advocates of whole language argue that learning to read is as easy and natural as learning to speak and that children should “look and guess” and be “immersed in a rich language environment”. Ignored is the more traditional phonics and phonemic awareness approach where children learn how to read by sounding out letters and dividing words into their letter/sound combinations. Boys are especially disadvantaged by whole language and many are described as dyslexic when the real problem is that they have never been properly taught how to read.

The problem with education jargon, in addition to confusing parents and making it hard to work out what’s going on, is that many of the fads lead to lower standards and make it harder for teachers to be effective.

In top-performing countries in international tests, such as Finland, Singapore and Japan, compared to primary schools in Australia, there are still teachers and students, open classrooms are rare, teachers are in control, children are regularly tested and told when they have failed, and there is more whole class teaching.

Dr Kevin Donnelly is director of the Melbourne-based Education Standards Institute and author of Educating Your Child: It’s Not Rocket Science! (available from News Weekly Books). The above article first appeared in The Punch

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