Tag Archives: Learning

The Dugong’s Trip – by Oliver (aged 9)

DugongOn a cold winter’s night in Somalia on the eastern coast of Africa the dugong became completely lost.  He was a grey dugong with big brown eyes and whiskers.  He set out on a long swim to India but the dugong ran into a big black sea snake.  The dugong did not know where he was going and so he swam slowly to Western Australia where the Indian Ocean was rough and wavy.  It was summer and day time there and the dugong was home at last.

by Oliver (aged 9)

One of the problems new young writers experience is commencing each sentence with the subject.  In this example Oliver was encouraged to steer away from beginning each sentence with “The dugong”.  You may also notice that the telling of the story is a little more complex to the examples of younger writers.  A format we teach young writers is:

  • First sentence – When and where to set the time and place
  • Second sentence – Who: describe the subject of the story
  • Third & Fourth sentence – what happened & what happened
  • Fifth sentence – Close the circle by echoing something that happened in the first sentence

I think you will agree that young Oliver is grasping the concept of the format.

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The Battle Ship – Angus (aged 8)

SailorOne Autumn there was a battle ship in the Atlantic  Ocean.  It was a black and red and white.  It sailed around doing nothing.  Inside the battle ship the sailors were happy.  There were dugongs swimming around the battle ship.

 Angus, aged 8

Learning to write, particularly for boys, can be a daunting task as they would prefer to not be embarrassed by criticisms of their words.  You see, children are rarely embarrassed by what they say or write.  What embarrasses them are the words we, as adults, say about what they have said or written.  A misplaced laugh or thoughtless “Don’t be silly” comment may have a ripple effect on a young mind that carries through life.  The above short story was encouraged to grow from “A ship sailed on the ocean.”  Isn’t it marvellous what emerges with guidance and encouragement?

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The Wolf – by Dardo (aged 7)

Wolf_It was at night when the snow wolf jumped to snowy island.  He was looking for something to eat.  He spotted a little polar bear but it was too small to share with his family.  He decided to keep looking.

Dardo (aged 7)

Our younger students are encouraged to use their imagination while developing the fine motor skills required to write.  We do not expect them to know how to spell some of the words they wish to use, we just reassure them as they make the best attempt to sound out the word and transfer those sounds to paper.  Sometimes it requires some effort on my part to decipher the written word into the finished product above, but it is always worth the effort.

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A Girl is Hurt – Dionara (aged 6)

Girl WalkingThe girl was pretty.  She walked along the footpath.  Someone she didn’t know was behind her riding a bike.  They ran into her and she ended up in the hospital.  She wasn’t happy.

Dionara (aged 6)

We encourage students to use their imagination to tell stories and transfer them to words on a page.  Children want to tell stories verbally and some do so wonderfully.  As adults we all know of the young child who comes running up to you out of breath with enthusiasm to tell you about the new puppy down the road.

The process of story telling is complicated when a child goes to school and learns the new communication pathway of writing.  There are things to do with your hands and fingers to guide the pencil across the paper; you have to think about forming the new letters into the words that you can say so easily; you have to try to remember what it was you were saying and it all gets muddled up.  It is not easy being a six year old trying to tell a story.

Learning is a stepping stone process and every step should be observed with encouragement and enthusiasm.  Stumbles and falls will always occur and should be guided by your helping hand to dust off and set right again.  It is a lifelong process that begins with you, the parent.

I love this little story by Dionara, aged 6.

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Let’s Drink a Toast to the Australian Women’s Weekly!

History is over-looked a bit these days with such comments as “What is it good for?”; “That was then and this is now!” and “What is the point of learning old stuff?”. Our present is, and will always be built upon our past and the only way to progress forward is not to repeat what has been.

Neither are moments in history always created by great men participating in great moments. The truly fascinating past is created by ordinary people performing their jobs under sometimes extraordinary conditions. I have been following this blog as it describes wonderfully that second style of historic person, the ordinary person doing their job.

We may not all aspire to become great moments in history but it is comforting to know that history records as great moments the ordinary person doing ordinary work under extraordinary conditions. It illustrates the importance of education and commitment to doing a job well.

Lynette Finch's avatarQuills Writing Tuition

6 February 1956.

It’s time to salute to a lone voice. The Australian media were mean spirited about Antarctica.  They pushed the line that at some stage there had better be clear financial returns to justify the expense of maintaining a permanent base in such a godforsaken land.

When the Kista left Melbourne, the Right Honourable Richard Casey (the perceptibly tired and emotional Australian Minister for External Affairs) was amongst the crowd of well-wishers gathered to see them on their way. He gave a stirring farewell speech in which he stressed the scientific importance of our Antarctic project. It was essential for Australia to honour our commitment to the International Geophysical Year, he explained.

Harold Campbell, editor of Melbourne’s broadsheet The Age, covered the Minister’s statesman-like speech like this: “Results Please Mr Casey: Australia Steps Up Antarctic Development”.

So you see what I mean. For the press, Antarctica…

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Early Steps to Avoid Stressed Students

Daily Diary Does the Deed

The year is going to progress whether we become involved with it or not.  It has been my experience with students, particularly at secondary school level, that those who do not take control of time will have time controlling them.  It is these students that display symptoms of stress as the year progresses.

Students who learn how to use a diary and planner at the beginning of the year are more likely to feel relaxed as the year progresses.  Keeping a written diary/planner appears to be almost a lost science.  Everything today seems to be electronic with touch pads for keying entries and apps that help to link all the diaries together and co-ordinate your appointments.  This is all very impressive but is it helping your student?

At the beginning of the term or semester your student is given their assignments and due dates.  They are also aware of sports training and events they should be attending; forthcoming birthdays and family events; and school activities.  Showing your son or daughter how to use a diary is a valuable life skill to pass on to them.  Sitting down once a week (my wife and I use Sundays) and running through that week’s entries helps to co-ordinate lifestyles.

Remember: We are all given twenty four hours a day, how you use them is up to you.

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New Year New Goals

Small Trophy

150 Study Points Trophy

 

This academic year is barely two days old but that hasn’t stopped one of our students from achieving.  While many children were taking the vacation time to catch up on the latest computer game Jacob was knuckling down to ready himself for the new year.  At XtraMile Tuition our students receive rewards for effort and Jacob received his first trophy for gaining 150 Study Points.  Well Done Jacob!

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Improving Students With Strong Foundations

Christmas is over and school is back! What is next for your student?

Well, if your child was an average student last year chances are they will be an average student this year.  If they struggled with maths last year they will probably be struggling with maths this year.  Nothing changes unless something changes.  What has to change to improve your child’s grades?

The first thing that must change is someone’s attitude.  Children are children and they will not change unless they are give a reason to change.  Telling them to do better or to change their ways will probably not get the result you as a parent desires mainly because they do not know how to change.  They are children, they are young and therefore have a limited frame of reference when it comes to change.  They have to be taught how to change.  At this stage the biggest change has to be in you as a parent.  You have to make the decisions for them and then guide them along the path.

One of the biggest problems I see in the students who attend tuition is they have problems with weak foundations.  They simply do not know their multiplication tables up to their year level and they do not have in place a memory of subtraction and addition of the numbers up to twenty (20).   No matter how well a student understands the mathematical concept they are being taught at school if they cannot perform the foundations I spoke about they will not be able to solve the maths problem.  Continually getting the wrong answer whittles away at their confidence.

Every student who attends our tuition spends at least ten minutes of every hour building upon their foundation knowledge.  You cannot have lasting structure without strong foundations.

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The Fright

first landingMy name is Jonarken from the Cadigal Tribe.  I live around Warrane with my family.  It is the 28th January 1788, a fine morning.  It was just past dawn. I was out in my Canoe having a swim and looking at Rainbow Fish.  I looked out across the sea and coming over the horizon I saw 3 big canoes, then 8 and then 11.

I paddled back to shore and ran into the forest, to look at the big canoes from behind a tree.  I saw ghosts on the canoes carrying short spears.  I was both terrified and amazed!.  Then the ghosts came closer to the shore and got off the giant canoes.  They pointed there little spears into the air, they made loud bangs, like the sound of tree trunks exploding in the scrub fires.  I moved in closer to spy on them.  They were making huts out of strange white material.

I could hear them speaking, but I could not understand what they were saying.  Then they pointed their strange spears at a kangaroo.  The spear made the ‘cracking sound’ and the kangaroo fell to the ground.  ‘How does that happen?’ they were still holding their spears.

Many more white people came off the big canoes.  They started planting seeds to grow, but they never grew.  I went closer, then a white person walked up to me and I noticed the young girl looked friendly so I gave her a piece of fruit. Then she gave me a warm flat square of some sort.  After that I ran to my tribe and told them about the white ghosts and how one is nice and about the big canoes.

They told me to go and spy on them, to get onto the big canoes and see what is inside.  So I went into one of the big canoes and saw lifeless ghosts on the floor – it stank!  Scurrying around the bodies on the floor were strange grey creatures that squeaked and scratched at the still ghosts.  As I watched in horror an alive ghost hit my arm and it stung.

I ran and saw another one, I pushed past, making my way to the top of the canoe.  I jumped into the water and swam back to shore.  I noticed that my arm was bleeding so I ran back to my tribe to tell them my story.

After that it was night time, so I went into my bark hut and on my head I rested the white square the nice girl ghost had given me.  The next morning I went hunting and killed a Goanna and ate it with my family.  The next day I saw the nice white ghost and I gave her some Kangaroo meat from yesterdays hunt.  I left her and went back to my tribe.

When I arrived back at my tribe I heard that we were moving further away.  Behind me I saw the white person.  She had followed me all the way through the forest.  So now the white girl knows the way to her home and she knows the way to mine.  So we can always visit and I hope our friendship gets stronger.

Luke Steele, age 9

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The Sheep Robber

Pink SheepThis morning I left Ethel Windmark’s house at 100 Woodleaf Court, Leafy Gully and set out for a life of crime in the forest that grows thick and dark in the gully.  I am a strong, energetic, angry sheep and my name is not Vivian, even if old Ethel tells her friends that it is, and I am never going to forgive her for dyeing my fleecy wool a horrible bright pink.  No sooner had I reached the first row of giant eucalypts when I saw a large spotted cat who mistook me for food.  We became a great crime team, making midnight raids on the local residents, rattling their bins, stealing sausages and growling (and bleating) all night long.  A life of crime has worked out perfectly for me.

The Tutor’s answer to the duelling story (see Stealing Lollies)

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