Submissions 141-160
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Submission Number |
Author |
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141 |
Confidential
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142 |
Ms Joy James, QLD
This submission indicates that the writer has produced a workable
reading scheme to solve the problem of low literacy skills, and provides
an overview of what needs to be done to improve reading, writing,
spelling, grammar, and comprehension skills. The writer is a retired
teacher, tutor, and grandmother.
|
|
143 |
Mr Anderson Fernando, VIC
This submission says that teachers, administrators and parents all have
to work within a newly designed learning environment to enhance the quality
of literacy and other important aspects of education. The submission makes
recommendations about a complete restructuring of primary and middle school
classrooms, to create ‘the Classroom of the 21st Century’; a reversal of the
trend to fragment subjects, so that humanities studies would be recast based
on the story of the Progress of Man from the cave to the moon, investigating
the progress through various integrated multimedia; and the establishment of
a national web site for educational innovations. The submission makes three
recommendations regarding restructuring of the classroom in primary and
middle school; curriculum content; and the use of a national web site for
educational innovations. The writer has 35 years teaching experience in the
UK and Australia and has completed post-graduate research in education.
|
|
144 |
Dr Valerie Yule, VIC
This submission focuses on some neglected factors in teaching and
learning how to read books. The discussion is organized under the
following headings: identifying barriers to literacy in classrooms;
preventing barriers to literacy in homes; barriers to literacy in books
for children; why so many teachers and learners hate phonics and what can
be done; improving teacher-training; self-help in learning for beginners
and for failing learners; multimedia in the classroom; assessing reading
and innovative tests that teach; and, lastly, research that is needed. The
writer is a clinical child psychologist, school psychologist, academic,
and teacher.
|
|
145 |
Ms Frances Duffy, NSW
This submission indicates that the writer believes that the current
picture is one of ill-educated teachers trying in vain to teach students
about something they have very little working knowledge of. The result is a
system that constantly fails students and in which the educators take no
responsibility. The submission is organised under the following headings:
phonological awareness of teachers; THRASS program; Example of a school
using THRASS; THRASS organization; and Conclusion. The writer has been
teaching and remediating learners since the 1970s.
|
|
146 |
Confidential
|
|
147 |
Name Not Made Public
This submission focuses on the writer’s concerns: first, a lack of
basic skills in the vital years 1 and 2 in reading, writing and arithmetic
which compounds as the years go by; second, the ‘crippling’ of eager young
children who are ready to be taught by teachers who are not ready to teach
simply and logically; three, the loose wording of curriculum which means
that teachers interpret differently; four, lack of teaching history and
geography; five, poor work habits and attitudes (at school, in the
workforce or on the dole); six, the lack of teacher training compared with
the teacher colleges of old; and last, the exorbitant amount of money
being poured into review boards, committees, advisory boards etc. when
early primary education of high calibre existed before great changes took
place. The writer is an 83-year-old great-grandmother.
|
|
148 |
Name Not Made Public
This submission focuses on the importance of getting teachers and people
back to teaching phonics. This submission claims that, based on the writer’s
teaching experiences, many qualified teachers fall short of knowing the
speech sounds of the language. The writer is a retired teacher who worked in
primary, and secondary schools and Technical Colleges who has written A
Manual to Help Someone Learn to Read.
|
|
149 |
Name Not Made Public
The submission promotes the importance of phonemic awareness in
fostering progress in literacy. The writer has co-developed a program of 30
video lessons on phonemic awareness to use as a teaching resource, and to
provide students with a resource that they could use at home to reinforce
and complement what they learn in class time.
|
|
150 |
Mr Emidio Restalls, VIC
This submission says that we have turned our back on teaching methods
that worked so well in the past, and encourages a return to grammar being
taught and more rote learning. The submission claims that spelling
practice and regular tables and equation exercises strengthen literacy and
maths muscles.
|
151 |
Ms Merri Paech, SA
This submission draws the Inquiry’s attention to two doctoral studies,
undertaken by members of the Interdisciplinary Vision Screening Research
Group in Adelaide – a group that investigates the link between vision and
learning. The submission says that data from both of these doctoral studies
affirm the view that children with healthy eyes and good binocularity are
advantaged in the classroom. The submission argues for a nationally
coordinated vision and hearing screening program for Australian school
children.
|
152 |
Mr Wayne Saunders, WA
This submission supports the implementation of Study Technology from The
Basic Study Manual by L. Ron Hubbard. The writer says that the Study
Technology program cleared up the issues of study and education and oriented
him toward a purpose. The submission encourages the Inquiry to look further
into this program.
|
153 |
Mr Neale Newcombe, Our Lady of the Rosary,
Catholic Primary School, The Entrance, NSW
This submission indicates that literacy has been, for several years, a
strategic focus area for the school as part of the Broken Bay Catholic
Schools System for several years. The Literacy Plan for Diocesan Schools
K-12(1999) was designed to support schools in planning, implementing and
evaluating effective strategies to enhance literacy learning and pedagogy.
The submission describes these strategies and the results that have been
achieved.
|
154 |
Mr Nick Wilson, NSW
This submission points out that the writer has perceived a laxity of
spelling and grammar in many literate people. It also points out that it is
vital that teachers have high morale and the proper skills.
|
155 |
Mr Tom Grimshaw, NSW
This submission says that the speed with which the writer was able to become
proficient at writing computer programs and the fact that he now runs a
small software development company are two results of having done a course
in L. Ron Hubbard's Study Technology. The submission urges the Inquiry to
find out all it can about this particular program.
|
156 |
Mr Timothy Mirabella, VIC
This submission draws the Inquiry’s attention to the author’s submission
to the Inquiry into the Suitability of Current Pre-Service Teacher Training
Courses conducted by the Education and Training Committee of the Victorian
Parliament. This submission also provides a letter (dated 16 January 2005)
the writer sent to the Hon Dr Brendan Nelson MP, Minister for Education,
Science and Training, explaining how as a school principal the writer
overrode the educationally damaging effects of disadvantage and facilitated
exceptionally high standards of literacy among underprivileged children.
Attached to the letter to Dr Nelson is a personal submission on the subject
the use of sensory / motor therapy as an everyday teaching tool. The writer
is a former primary school principal who was the Victorian Teacher of the
Year in 1981.
|
157 |
Mr Tim Shipman, NSW
This submission says that Ron Hubbard’s Study Technology helped the
writer to improve his ability to study by addressing the reason for study in
the first place as well as the specific barriers he was running into and how
to overcome these. The submission urges the Inquiry to investigate further
how simple and effective the Study Technology program really is.
|
158 |
Reverend Thea Archinal, NSW
This submission asks the question: is it better to use the phonics system or
the whole language method? The discussion is organised around the following
headings: Teaching method – avoid prescriptions, keep a range; Quality of
teaching – not a single, prescribed teaching method; How to teach reading;
The problem of time – a continually expanding curriculum; Testing – care
required; Conclusion. The writer is a retired teacher and ordained clergy.
|
159 |
Mr Anthony Parker, QLD
This submission says that Study Technology helped the writer to overcome his
earlier inability to study, to achieve more and begin to aspire to a better
career. The submission recommends the Study Technology to any and all people
who aspire to a happier and brighter lifestyle.
|
160 |
Ms Christine Cauchi, QLD
This submission says that the combination of L. Ron Hubbard’s Study
Technology along with the Progressive Phonics Activity workbook has helped
her daughter’s reading to improve dramatically.
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