Saturday 20th April 2019

Starting School and Pre-School. 5/2019.

Starting School and Pre-School. 5/2019.

This post is being linked on two Australian sites this week, commencing 21 January 2019. If it is something helpful for a family you know, please share it. I know some states of Australia are ‘back to school’ this week! In N.S.W. Government Schools, the first day back for returning students is Wednesday 30 January 2019. New students to the school should call their new school or check the school’s website. Kindergarten (Prep/Preppies/Reception) kids starting will have been given separate starting days and times. As for those families where children are starting at  Family Day Care, Early Childhood Centres and Pre-Schools, I send you my very best wishes, and in many ways, THIS message is for you.

Once the January calendar clicks over to today: 15 January then it is onward, downward or upward (you choose) about:

Back to School.

Yes, we have already been to Officeworks/Big W/KMart and we are shopped out. 

We have about 2 weeks left (in an ideal world) sleeping in, lazy days at home, fun days at the beach and maybe even a holiday away. But not so  much for the teachers.

Already school car parks are filling up with staff attending meetings, fixing up classrooms and generally gearing up for education  year 2019. I also see many via Instagram who are making resources to share. Teachers are very much like that.

It is one of the reasons I love(d) being a teacher and I miss the collegiality.

My second classroom: 1972. No air-con then in NSW North West!

But enough about me.

About Starting School (or Pre-School).

For all my years of blogging I have written about this special time in a family’s life. Last year this was my post. 

My blogging friend and parent, Kell Kelly at All Mum Said has written a post about readiness for school too, here.

And in those years of blogging I was always careful to understand and acknowledge for many parents it can be hard to entrust your child to others. This may be at Day Care, a Pre-School or Starting School.

Reading this book to young children even when they started school helps with sharing their stories. A teacher-librarian knows how this helps in adjustment to ‘big’ school’.

This was why, quite some time ago, my blogging friend Kelly Exeter, agreed to make me this. I love this letter. Kelly has a special place in my heart (and in others of course) as she and her family were involved in a freak car accident in January. The horrific outcome is that her husband lost his life after time on life support. The blogging community is shocked at this most unexpected news.

So to say thanks to Kel for her generosity way back, I am remembering her and the children (all unharmed) right now and into the future. Sending my love.

I worked for and was part of the N.S.W. Department of Education from 1970 until 2010. I am now a 100% supporter as a retired teacher and principal. I am loving the increased connections via social media.

After my Retirement Medal presentation by Murat Dizdar (Deputy Secretary of Education) I was joined by him and my daughter (a teacher/librarian) for this special photo.

Here is a great little video that is happening now.

I wish all of you: back-to-schoolers, new-to-schoolers ( I have a granddaughter starting!)  and reluctant-to-schoolers the very best. That is for the teachers too!

One tiny message more: just take a few photos on your child’s first day(s) as there is enough emotion in the day itself..and, if you can also not talk about how much you will miss him/her in front of the child or even telling your child as well. I know of an instance where a child was not settling into school as expected because “I am worried about Mummy who says she is sad I am going to school.”

Education and schooling rocks.

One last link from NSW Department of Education : Check out our handy back to school countdown for all your first day tips and tricks: https://bit.ly/2SCszUs

Denyse.

Joining in with Sue here and Leanne for MidLifeShareTheLove linky on Wednesday.

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September Stories. #3. 2018.95.

September Stories. #3. 2018.95.

This is the third story telling some aspects of what it was like for me as a K-6 School Principal in a medium-sized New South Wales public school from 1999 until the beginning of 2003.

The first story is here and the second here for those who want to understand “how I got to the day I never went back as principal in September 2002.”

What was different in the beginning of the 2002 school year?

It was my fourth year as principal. Naturally much changes within the education system and in schools themselves. Families may move on due to work changes, sometimes those families are not replaced by new ones so a school population can begin heading downwards.

School staff (teacher and executive staff) may need to take leave for reasons of: family needs, maternity and long service leave as well as sick leave.

The other change heralding 2002 was the need to upgrades of maintenance (big cost jobs) to the school as it was one that was first occupied in the 1940s. Back in 2002 it was up to the principal to make the contacts with contracted companies to get in suppliers who could quote for major works. Then the principal, with enough funds in the school account, could give a project a green light. I was trained to teach but there I was, like all principals still, being a site manager and a financial manager as well as HR manager. Sigh.

Systemic Changes.

More and more, I noted as did my principal colleagues that schools were being expected (rightly too) to ensure that Codes of Conduct for staff were not only understood and agreed upon by them but if behavioural issues arose, then the principal would be the first person to begin making an action plan when the code was violated.

There always had been the mandatory notification to the Department back then called Family and Community Services where if a child was deemed by a mandatory reporter (all school staff are) to be ‘at risk’ then a first notification was to be made by telephone. This saw me, often waiting for a person to answer, locked into a phone call because of issues which may look trivial on the outside but may be clues to more. One such event could be repeatedly coming to school with no food. Other times it could be the child letting her/his teacher know that a parent may be unwell or even violent and it was never our role to investigate but we did need to reassure the child, then make the reports. Over the years I have sat in with a child in my role as a support person (if the child requested that from me) and it is heart-aching to be witness.

Our system, the N.S.W. Department of Education, was updating its role in terms of staff compliance and behaviour. This was nothing new and in fact teachers have had annual reviews in a conversation form for decades. Since I left teaching, this has become a joint venture between the schools and the overseeing body of school governance. Returning to my principal days. IF there was a reported incident told to me by a student, parent or staff member where a staff member’s behaviour (spoken, actions or in written form) was not within the Code of Conduct (signed off annually as part of mandatory training) then the principal had to act upon it. I dealt with the Officers from the Conduct Unit first who listened to what had been reported to me and then I was given advice that it could be managed at school level (guess by whom?) or it could be escalated, with the staff member’s knowledge to a higher authority. I had to do this on one occasion and the fallout for me came later. The temporary staff member who brought along a permanent staff member as a support person as the complaint was told to her from my account given to me was aghast at the inference. In fact, there was nothing I had done wrong at all….but remember way back “your role will be to bring this school into the next century” comment by MY boss…this matter was a prime example of how staff thought they could still behave but it was not compliant with the Code of Conduct.

And, Everyone Who Was An Executive Member of the School Went on Leave.

Not at all related to the above in two instances: one was to have a baby and the other because of longevity of service took her rightful allocation of leave…both for the remainder of 2002. But wait, there was one more. Yes, this person ‘broke me’ in so many subtle then obvious ways. And whilst I cannot say much, the continued leave based on medical certificates over and over did cause alarm for the parents of that class as it did me because the year had started well but then, as it was expected of me that this Assistant Principal would perform other executive duties (as do all teaching executive) this person refused and did not return after many months. Oh, yes, one day there was a return, after hours to access my office and computer telling the only person on site, the cleaner, that “I” had given him permission. Following that, he was disciplined and placed in a different school.

How Did That Affect Me?

In some ways it was a relief but in many more, as we geared up for the mid year reports, parent-teacher interviews and then Education  Week along with concerts and fund raisers, it was the beginning of my end. Sadly I did not see it for sometime. I kept on working even harder. Yes. I was doing the roles of the appointed executive who were on leave. I know that I did have three teachers put their hands up to do the relieving roles but without the experience and knowledge beyond their classroom teaching, I was giving more and more of myself to duties that were not mine. I was even writing reports for a class teacher with little experience. I will say now that I know I was over-doing things but I could see no way out. I was under pressure to perform well for the school’s sake and also to answer to my ‘bosses.’ My lovely boss actually retired at the end of Term One (sadly) and he was replaced by someone I knew well but was nothing like the people-person my old boss was.

Schools have a culture of their own. I can now walk into a school and get a feeling of how things are. In my school, as Winter took hold I know that my mood was also one of worry and concern. That was for the school and its staffing into the next year. When school populations decrease in the NSW public system, the principal will be asked to nominate a teacher to leave. In the majority of cases, teachers are very comfortable in their current school and rarely does anyone volunteer. So then it becomes a matter of ‘asking’ and ‘hoping’. The staff were getting the idea that with the school’s drop in population, which occurred when the Special Needs unit was disbanded and there was a reduction of families moving to the area, that “I” had something to do with the reduction. I was told this by telephone on the night (4th September 2002) I heard staff were arranging a delegation to my office the next day. They were going to tell me it was my manner with parents that was the cause. This may have had one essence of truth after I was threatened by a violent father who I had to get removed from the grounds, but generally I had a suppotive P&C and was a principal who was active and even did playground duty. But people like someone to blame. Of course, and that was me.

The Night I Was Told.

Before I go on, I was feeling emotions of overwhelm from the role. I remember with clarity coming back from yet another principals’ meeting where they was MORE that we needed to take responsibility for. I wondered how I could possibly manage more. In the meantime, I became probably hyper vigilant after another meeting about my responsibilities for Work Health and Safety. The school was OLD in many parts and I knew that there was much that did not comply, so I contacted my properties’ manager (the centralised one, not a personal one!) and for a fee, he came out and condemned or ok-ed parts I was concerned about. One such area was deemed so risky I had to tape it off before demolition and in doing so, incurred the wrath of the teachers who had been there forever. I could not take a trick. I stood for what was right because that is who I am. I knew I needed to have a timeout but it happened to be an official one to attend a meeting for a day and then a personal one to accompany my husband to a vital medical appointment.

Schools: I love them. But I Could Not Return To Mine.

Two days away from school…..then I was rung the night before I was to return. Wednesday 4th September. By one of my relieving Executive who I always thought was both compassionate and brave to tell me that some staff were getting a delegation ready along with a Teachers Federation Organiser to meet with me to discuss their issues. Initially I listened with interest and then with surprise/shock at what was apparently my fault: declining numbers, meaning one of them would be asked to transfer. Once I had talked (and been upset a bit) with her, I had successive phone calls from the remaining two relieving executive and it was then I said “I will be speaking to…(my boss) in the morning and will not be returning to school until I have”. They implored me not to but I had the sense not to act upon a threat like this.

I broke. I broke down. I was ill. I couldn’t contact my boss: left a message that I would be going to my GP in the morning.

That would be the start of pretty horrible days but also some days of relief and release. Yet, nothing ever has helped me get over the fact that I loved being a principal but one day I never went back.

There was so much shame in me for that and it has almost all faded now some 16 years later.

It’s been hard to learn THIS….

Next and last story will be about, sadly, how poorly my then employer treated me, but how my own return to wellness was all because of my inner capacity aided by a loving husband, a supportive family and friends network along with..some years later, an inclusive blogging community.

Thank you for your kind words having read these stories. I have not told them in as much detail for many years but I am glad I could have the chance again.

It really helps to write our stories! That is why I blog!

Denyse.

Joining with Leanne for Lovin Life Linky here on Thursdays.

 

 

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September Stories. #2. 2018.92.

September Stories. #2. 2018.92.

When I began this series last week and ended with...to be continued, I know that was a disappointment to some readers and also could have been seen as a way to have you come back to read more. In some ways it was but in reality it is because, as I wrote, I realised the length of the September Story about being a principal needed more space.

I also did not realise until this week, that the day for publication of September Story #2 is R U OK Day. In the past, I have blogged about R U OK day using the R U OK guidelines and always hoping that if any reader needed help, they could find it by asking or calling below. In keeping with being honest, I will admit I could not tell my employer or fellow professionals I was NOT OK. I shared that with my husband and my G.P.

So, keeping that in mind, here is some background I wrote some time ago to get me started…again!

 

Maya Angelou once said, “There is no greater agony than bearing an untold story inside you.”

My story, as a K-6 teacher, English as a Second Language teacher assistant principal, deputy principal, relieving principal, principal, begins…here.

As I trawl back in my memory bank to unlock the story of mine. It’s no-one else, yet it was about more than me.

The day I never returned to my school as its principal.

Etched into my mind, my psyche and my whole body.

Thursday 5.9.2002.

But that is not where the story starts.

In one way it starts here:

The evening of Wednesday 4.9.2002 was when I knew. I knew that my emotional health was broken to the point of never being able to return to:

  • the school I had led for almost 4 years
  • the position of principal I had been appointed to from January 1999

Why?

That is where I need to take a breath…and let out the sigh and say ‘it is not an easy story to tell….and an even harder one for me to relate…but I will.’

First Year as a Principal.

I was busy learning about the school and the fact that the person I replaced had actually died the previous term without anyone at the school having access to school keys, passwords and the like made it more difficult. The school was a medium sized (around 450 kids from K-6) one with added Unit for Students with Special Learning Needs and an Autism Satellite class. Within the stream of classes there were two “OC” groups: Year 5 of 30 students and Year 6. These students gained their place at the school via competitive examinations the year before.

The school culture was, as my boss told me, one I would need to lead into the 21st century and I knew that but I also knew to hasten slowly on some changes whilst making some practical ones quickly. The previous principal, sadly departed, had been there for quite some time, shared very little in terms of financial goals for the school but, as a local which I was not, whatever he had done was acceptable. One big ticket item that happened under his leadership was a sports area which catered for a number of court-based sports.

One of my first spends was blinds. In a school with a second storey and in a very hot/cold place in outer Sydney, some respite from the sun and to make activities such as work via a whiteboard or screen effective this was vital. Once done it gave the school, from the inside and out, a better appearance for the community.

The school was fully staffed with each role filled: 2 Assistant Principals (teaching) 2 Executive Teachers (teaching). There was a group of speciality teachers: for Gifted and Talented students, Special Needs – Intellectual, English as a Second Language, Computer and Technology, Special Learning in Mainstream. I had been familiar with leading each of those roles in my previous schools with three  ‘new’ to me

  • having the O.C. classes
  • overseeing the use of the school’s facilities with an outside the NSW Dept of Ed jurisdiction
  • supervising a Special Needs Unit of 3 staff within the school

I like to think, looking back from 2018, that I did all I could to both understand, accept and get upskilled quickly to enable me, the educational leader of the school, to best meet the needs of those students, also considering the skills of their teachers and to see that the parents of the students knew the children’s needs were paramount.

That of course, was also integral to my oversight and management of the remainder of the school in the mainstream classes.

There were computers for my work and communication via emails did not arrive for a few years. It was a telephone, fax and mail school and being on the outskirts of Sydney the communication and responses were not as frequent as the suburbs of Sydney.

The year went well with ME being the major learner of course. I was the ONLY new staff member but I also had to ensure that MY leadership goals were part of the new school’s as well. There was a lot of policy discussion which was mostly related to why there were none where I was used to having these done. Like I have said before, I was there to make change but I also needed to handle matters carefully.

This year I turned 50 and on the staff was another person my age and I recall a joint celebration with two cakes. We did socialise somewhat during the school term with a restaurant meal or something similar with ataff. We had regular morning teas and I promoted collegiality and support for all staff.

My executive staff were good but two of them sought promotion – one to a country school, the other to a city school and of course I was pleased for them professionally when their  work was rewarded with what they sought. I recall an incident which was a critical one as it demonstrated a lack of foresight, organisation and care from one of the senior staff. This related to a student being announced at the final year assembly as Vice-Captain, when in fact, she was to be a prefect, and another student was the Vice-Captain. In an embarrassing time for the student, her family and the senior staff I had to interrupt the announcement with the correct person’s name. From that time, I was aware of more loopholes within the school’s management. Policies for example. In a first for this executive staff, there needed to be a written policy on the how, what and why of student leadership nominations, voting and results. From my side, it looked quite poorly scrutinised and certainly that family of the student who was incorrectly announced as vice-captain continued to let me know of their upset long after that incident. No apology in the world was good enough.

Onward into 2000 & beyond.

There were some staff changes into this year of the Sydney Olympics and I had to call panels of parent representative, school representative and one other teacher to enable me to interview, by merit selection, 2 people to replace those who had been promoted. More on this in the third post next week.

The education communities in and near Sydney loved the fact that this was the year of the Sydney Olympics and we even had an extra week off school in September 2000 for all of the available transport (buses mostly) to be geared to getting people to and from Olympic venues. A person who had carried a torch in part of the area near the school brought it to us and we all got to hold it. We had special days and the vibe was good. We even made our Staff Photo that year based on Sports and the Olympics.

I had some lovely people working at the school in administration and I know my mantra (from my boss) of keeping on heading into this famous 21st century was embraced but it remained a load on me as the school leader both administratively and educationally. There were courses in finance and human resources to attend and of course ones to train us further in Child Protection.

This became even more important as time went on, and I recall sitting at yet another training course thinking “I am responsible for all of this yet I have no control over it”. It was quite a  watershed moment for me.

I loved the role even so. I felt I brought action and innovation to the school and lifted its place in educational areas. I may not have been a local in a very conservative area but I did my best to keep open and good relationships with the local community, my Parent groups and the community of schools nearby.

At home, I know I really never switched off. The laptop came home with me. Newsletters written by me on the weekend. There was no email or other communications like that until 2002 so everything was done and then printed off for the families each fortnight. I improved more of the external appearance with signage and keeping areas safer by removal of damaged play equipment. I had a General Assistant 3 days a week and because of the size of the school grounds, he spent most of his time on a mower.

I had to organise school repairs and more via private contractors and be savvy enough to know how to ask for quotes and then to see how the school might benefit and when to get those happening in a child-free time. I would be phoned at home in school holidays about staffing and maintenance and there was/is not a time-off for school principals.

Next Time: Story 3.

What happened in the lead up to my emotional health breakdown.

I have written only some of what it is like to be a school principal. Despite the fact, as above “one day, I never went back” I loved the role. However, now in this age of social media and 24/7 connections, I do not believe I could perform the role without cost to my mental health.

Therefore I honour R U OK Day and this message below is for those who might be part of a conversation and not sure what to do.

I wish I had known that I could have admitted to a colleague or my boss how hard things got for me in mid 2002 but I could not. Not until I broke down at home on 4.9.2002.

Denyse.

 

Joining with Leanne for Lovin Life Linky here on Thursdays.

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Learning To Deal With Uncertainty Via Cancer. 2018.28.

Learning to Deal With Uncertainty Via Cancer . 2018.28.

In the past four years I have been on such a long and hard learning experience.

Perhaps I am short-changing that time frame.

Possibly it has been since 2003 when I had to resign, for medical reasons, from my substantive role as a K-6 Principal.

However, in May 2004  I was deemed well enough to return to teaching duties only and that was fine by me because I actually missed schools!

In my working life in N.S.W. public schools from 1970 until 2010 I liked the certainty:

  • of the school day,
  • the rhythm of schools
  • and the fact that my work life was timetabled
  • and I could work knowing I had familiarity and knowledge.

I now modify the above by adding: no school day was ever the same and of course there were many uncertain times and experiences but they were all familiar and I understood them well.

In the years following my retirement from teaching in 2010 up to 2014 I decided that helping families learn more about transitioning to school would be good and set up a solo education consultancy. There was some certainty in this once I found a group of early childhood centres who were not only interested in my work, but would pay me a fee too. Win!

In 2013 I was fortunate to meet then Prime Minister Julia Gillard who thanked me for my work in education.

What changed for me and how did I HAVE to learn to deal with uncertainty?

Three major triggers during 2014 and into 2015.

  1. Deciding to sell our Sydney home of over 18 years, pay off the mortgage and other debts and move to rent a place on the Central Coast.
  2. Resign or down-grading my employment status in education: teaching at Uni, having my business and remaining as an observer for (then) NSW Teachers’ Institute.
  3. Leaving the families of our adult children and their children with whom we have loved and connected from 1996 to the present including daily child-care before they started school.

I have written about them before, but the memories of those times appear in my ‘on this day’ in Facebook and in ‘time hop’ so I see and recall them usually with a sickening thud to my gut. But then because it is NOW in 2018 and I am learning much more about how to manage uncertainty I am able to counter it!

Sign Above Where I Blog. B.Be Brave O.Optimistic L.Learning & Loving. D. Determined Denyse.

Where were we?

The rational and thinking brain does not  know why because it was logical back in 2014 and KNEW the decisions we were making to commence what felt like a proper retirement for us both were right. We needed to have no more debt. We wanted to live away from Sydney. We had been told my our family that childcare was no longer required.

The thing is, I found out in many hard ways that I had created a situation (or actually more than one) where my inner soul and feelings were in conflict with my brain choices. I spent all of 2015 trying to make sense of it and until a psychologist told me: Denyse, feelings take a lot longer to catch up with decisions and change, I felt I was doing it all wrong!

And in some ways I was.

I was ignorant of so much. I finally accepted the sadness and grief that enveloped me for that year. I actually thought things would improve for me when we moved house at the end of 2015 but it was short-lived. My brain was now on super alert setting and affected my decisions and my life. I tried medications (no, none helped) and meditation (a little bit helped) and walking and art too.

But it was not until I started learning more about the Buddhist way of living in the now, as it is all the certainty we know from teachers Pema Chodron, Jack Kornfield, Tara Brach, and Anne Lamott  more that I clicked:

OH. I cannot control anything really.

At all. I can control my responses.

A big gap was closing in my learning. My husband had been doing his level best to enlighten me but I was not ready. Or, I was obstinate and wanted proof!

So for all of 2016 I continued to ‘try’ to accept things but then I would revert to the default in my brain and work on all the ways “I” could control life. This did not make a happy Denyse even though I felt I needed to look like I had things under control. Ha! My Irritable Bowel Syndrome told me in its very special way “no you do not!”.

Into 2017 we (my brain and my feelings) went… and matters worsened. And I hated how reclusive I became. I rejected ideas of trying exposure therapy because ….no control!  It was a to and fro between head and heart (with the gut in the chorus) until matters changed dramatically.

Late March – early April 2017.

I HAD to follow through with using graded exposure therapy to get my awfully sore gums and teeth sorted. I did.

It felt a bit better and when my new local GP met me and suggested a small dose of an evening anti-depressant from the ‘old school’ which would help ‘firm up’ my IBS issues, I trusted him and gave things a go.

THEN. May 2017.

I had a biopsy, I thought something serious was wrong in my mouth post teeth/bridge extraction and I was right. Squamous Cell Carcinoma in my upper gums and away I went on the cancer journey.

WHAT DOES HAVING CANCER HAVE TO DO WITH UNCERTAINTY?

Everything for me. I had to change so much in terms of my ill-founded beliefs that I could control my life.

Nope. That was a BIG lesson.

What I did learn, and have  learned every.single.day. since May 2017 is that I need to trust those who care for me and provide their services as they know more about this cancer of mine than I ever will.

This does not mean I surrender because no-one does that without thinking. What I learned about myself is that I can get through some very tough times (I did and have) because I can let time pass, let my body heal in its way and take the advice of those who are experts in the field where I am not.

Of course I ask questions! In fact, I sent off about 20 before my huge initial surgery in July 2017 but I had a much greater sense of security in having met the Professor and Associate Professor, the Prosthodontist and the Practice Manager. No-one seemed to mind my questions and it was clear to me, that by asking I was helping myself be better prepared for not only cancer surgery but for the relative uncertainty in the life ahead.

On Thursday last…waiting for the next part of the treatment. Selfies rule, right?

And now, into almost the fourth month of 2018 I am now driving myself to the prosthodontist appointments in Westmead and managing my physical and emotional health whilst doing so…and in between visits and surgeries I am doing the best I can to stay well and do as is required for my continued health.

I am letting uncertainty into my life as a gift for what it teaches me:

patience

courage

confidence

trust

I have said, more than a few times, that this cancer diagnosis (and subsequent surgeries and treatments) has helped me get back a Denyse I really like being and a person who is more out-going (as I used to be many years ago) and one who is more loving and giving to others.

What lesson(s) in life have you learned about yourself?

Do you have any issues with surrendering control?

Tell me more in the comments if you are prepared to share!

Denyse.

Joining with three generous and sharing bloggers who host link ups:

Kylie Purtell here for the I Blog On Tuesdays link up.

Sue L and Leanne L  here who host the Midlife Share the Love Linky Party on Wednesdays.

Leanne who is the sweetest hostess here on Thursdays for Lovin’ Life.

 

 

 

 

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My Last Year of High School. #LifeThisWeek.44/52. 2017.123.

My Last Year of High School. #LifeThisWeek.44/52. 2017.123.

Regular readers know I decided to become a K-6 school teacher way back in Year 5!

But what no-one really knows till this post is how that may not have even happened!

Oh!

I graduated from primary school and went to the recently opened Manly Girls High School in 1962. I was part of the cohort who would do the first School Certificate (end of Year 10) and Higher School Certificate (end of Year 12). This meant those who started in 1962 as I did would be at High School for 4 years minimum (for those who wanted to leave to train or do a course or had a job waiting) and 6 years if tertiary study at University or Teachers’ College was the plan.

Who actually knows in Year 7 what they want to do or be? Well, for me, I had a plan to teach in the back of my mind but I thought of a few other jobs but, let’s just set the scene for how much of a student I was.

Year 11. In the new senior uniform.

I started really well. I was put in the top Year 7 class and that continued for Year 8. I was studying: English (compulsory) Maths (compulsory) Science (compulsory) Modern History, French and German (all my electives) and we also had Music, Cooking and Sewing, Physical Education.

My life as a scholar is that I really am quite lazy  unmotivated more likely and much preferred the times at school and out of it to be talking to my friends about: boys, music, surfing, boys, dancing classes with boys, reading (a lot) and caring for little kids as a neighbourhood baby sitter.

I went down a grade for Years 9 and 10 and did not get maths or science much at all. Nothing has changed. Still. 50+years later. Sigh.

But I got through the School Certificate and then it was onto: the last 2 years of school! Where I was…down another grade to the classes which ended with C. But hey, I was having a good social life. Writing for the school magazine, being in school musicals with the local boys’ school and socialising at fellowship on Sunday nights (the place where you pretended to be part of the church but actually went to socialise afterwards). Legit I say. My second boyfriend came from fellowship whereas my first boyfriend was from dancing classes after school.

Typical report #1 for me.

Typical report for me #2

Into senior school. OK.

They did give us a new uniform and it was a bit different but like us, the teachers were winging it all a bit too. For my last two years of school I was able to drop science. Thank goodness. My subjects for Years 11 and 12 were English, Maths, Modern History, French and German. I did well in Modern History because the teacher was very engaging and I survived the Maths and English classes. French was OK and German was boring. But then again, it could have been the young teacher who was, now I think about it, only 3 years older than us. She actually sent me out of class for talking in Year 12. Imagine. Ha!

Musical in Year 11.

Around the early Year 12 time I realised, with great shock and surprise, that my life to now, pretending to study ( I was nagged but I got away with not studying by having a room on a different level to my parents), and getting a new boyfriend who was in his first year at Uni. was NOT going to get me into teachers college if I still wanted to be a teacher.

I DID.

The motivation of having a study competition between me and the bf helped as did the realisation that I actually had to do more than write notes to my friends and pretend I was studying at home. I also liked the social side of school and kept up some of my fun by helping organise the Year 12 formal and edit the school magazine. My friendship group of 3 were not interested in tertiary study and I had to move away from them at times just to ensure I was beginning to learn how to catch up and pass the Higher School Certificate.

The girlfriends. We went to each others’ weddings but lost contact after we went to the country teaching.

Once it was over, I got pretty good marks – even though they were not marks then they were levels like 1, 2 and 3. I got 2 Level 2s and 3 Level 3s. By January the next year I had matriculated and earned a Commonwealth scholarship to the new Macquarie University to do a BA Dip Ed. but I did not want to do that. Sadly when the first round of offers came for teachers’ college scholarships my name was not there. But, later I did score what I wanted. My scholarship to Balmain Teachers College to train as a K-2 Teacher (later K-6). I was one very relieved new teacher-t0-be!

Mrs Whelan. K-6 Principal.

I will let you into a secret. I know what kids get up to in class…and whilst I was not ‘bad’ bad…I could be over-talkative and bit naughty. It is said that those who are like this make good teachers…and look where I ended up. School Principal!

So, how was your last year(s) at High School?

When did you leave?

Did you have any idea what you wanted to do after school?

Tell me more in the comments.

Denyse.

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