Hundreds of teachers have received ACC-funded treatment after being assaulted at school.

Principals are shocked by the figure and are demanding immediate action to make schools safer.

Some school staff now fear breaking up fights in case pupils have weapons, and others refuse to do lunchtime duty alone.

A teacher injured during a school attack says that staff will always be at risk from “nutters”.

Figures issued to The Dominion Post under the Official Information Act show that 442 teachers needed ACC-funded treatment after assaults at school during 2008 and 2009, costing about $413,000.

Latest Education Ministry figures show there were a further 335 pupil assaults on teachers in 2008 that did not require ACC-funded treatment.

The most expensive individual claim was for a 2008 assault, worth about $124,000. ACC refused to provide details about the incident.

The two largest assault claims last year were about $40,000 and $45,000.

A secondary school teacher seriously injured in a classroom attack last year fears he will never make a full recovery. He has spinal injuries, suffers constant pain and tires easily.

“I am able to work only part-time hours because of the injury I sustained to my spinal cord. I have a pronounced limp in the leg that was paralysed and my neurosurgeon cannot say for sure that I will ever make a full recovery. Some situations still trigger flashbacks of the incident.

“As an avid sportsman, my lifestyle has had to undergo many changes which I am having trouble accepting.

“I think anyone in a job that fronts the public is at risk from the nutters that exist in our society, people who lack awareness of the damage they can inflict or lack conscience.”

The Post Primary Teachers Association, a union representing about 18,000 teachers and principals, says that unless classrooms are made safer, teachers will leave the profession.

“It is a serious issue and I can’t see the problem going away, but there are no easy answers,” spokeswoman Jill Gray said.

Some teachers were too scared to do lunchtime duty alone and had resorted to supervising in pairs.

“I find it very sad that it has come to this, but hopefully these figures really highlight the issue and get some action started.”

Secondary Principals Association president Peter Gall said there was anecdotal evidence of more fights between pupils involving weapons. It had reached the stage where teachers now had to consider their own safety before stepping in to break up fights.

Education Minister Anne Tolley said assaults of any kind on teachers were “completely unacceptable”.

She hoped a $45 million Education Ministry-led project would help deal with behavioural problems in schools.

More than 5000 teachers from low-decile schools will have training in handling children who lash out or misbehave in the classroom.

In total, teachers made 9567 ACC claims during 2008 and 2009, totalling about $6.7 million. There are 93,000 registered teachers. Most of the claims were a result of lifting objects and straining muscles.

ACC costs relating to an injury covered a range of entitlements, including treatment, rehabilitation, medication, carers and home help.

An ACC spokeswoman said there were no specific injury-prevention programmes aimed at teachers. Most of its targeted injury prevention workplace programmes were for high-risk industries such as forestry, agriculture or construction.

INJURED ON THE JOB

The cost of the top five claims lodged by teachers in 2008 and 2009 for injuries sustained at school:

2009
Fell over: $108,757
Hurt back when lifting an object: $58,343
Stabbed: $45,083
Collided with pupil: $40,454
Slipped over while playing sport: $31,554

2008
Assault: $124,625
Tripped and fell: $109,642
Hit head on door: $83,863
Bumped against shelf and hit by falling objects: $61,904
Restraining a child: $58,347

A retired Christchurch educator is calling for a back-to-basics approach to teaching handwriting and reading in schools.

Peter Tucker, who has spent several years teaching low-achieving pupils, said there was not enough emphasis in schools on handwriting.

The standard of handwriting displayed by pupils, especially boys, was getting worse as the need to write was reduced with the increased use of computers, he said.

“It’s a simple thing perhaps overlooked in the education system, but it’s very important.”

Tucker was basing his comments on a study involving eight pupils with dyslexia or severe reading problems at Kirkwood Intermediate in 2007.

The aim of the study was to test a phonics-based reading programme developed by Tucker, which he has just released in a series of three books called From Sound to Print.

The biggest problem faced by boys in learning to read was their lack of handwriting skills, Tucker said.

“There were no abnormalities in the understanding of the programme with the group, but progress was slow due to their lack of handwriting skill.”

It was necessary to give the boys a brief handwriting exercise before each lesson, which saw them improve and rapidly overtake the girls whose reading skills were way ahead of the boys to begin with.

Tucker also wants schools to return to teaching reading based solely on phonics, which encourages pupils to sound out words.

He believes improvements made by pupils during his study back up his position.

Early education in phonics would mean learning difficulties, including dyslexia, could be largely prevented, he said.

“A lack of phonics in schools in the past two or three decades has resulted in lots and lots of people having disabilities, which I believe could be traced to that.”

There has been much debate about the use of phonics in schools, but many schools choose a broader approach to reading, which includes using language and visual clues alongside phonics.

University of Canterbury College of Education Professor Garry Hornby said a return to teaching reading based solely on phonics would be a retrograde step. However, it was probably a good way to teach remedial reading programmes.

Hornby, who evaluated Tucker’s study, said the children did show good improvement in reading after completing the programme. It did not convert them into average readers, but they definitely improved.

Kirkwood Intermediate principal Phil Tappenden supports a broader approach to teaching pupils how to read, but he said Tucker’s phonics-based programme had some notable success with a small group.

The overall level of handwriting had probably decreased over the years with the advent of computers, but schools had limited time each day and they had to prioritise the areas that best met the needs of children, he said.

A schoolbus driver was taken to court for grabbing the arm of a rowdy boy who would not stop pulling a girl’s hair.

But the judge threw out the charge – and had a policeman take the 12-year-old boy to the police cells as a warning.

Jim McCorkindale, 70, of Gore in Southland, told the Weekend Herald that while dropping off children last July, he saw two boys pulling the hair of a girl and got out of his driver’s seat to try to stop it.

“I went over and touched the boy on the arm to attract his attention, and that was the assault.”

When the boy did not respond to being told to stop, “I threatened to hit him in the ribs, and he flinched and let the kid’s hair go to protect his ribs”, Mr McCorkindale said.

“But I never touched him again.”

The boy had continued misbehaving after Mr McCorkindale returned to his seat.

Children on the bus called the police and he found officers waiting to talk to him when he finished his run.

When police rejected the option of diversion, Mr McCorkindale received a court summons.

But in the Gore District Court, Judge Kevin Phillips threw out the charge.

Instead, he told the boy he should be “thoroughly ashamed” of himself and had a policeman take him to the cells, the Southland Times reported.

Mr McCorkindale said he found it disgusting that he was charged in the first place.

“You can’t do a bloody thing,” he said. “It’s better to hop out of the bus and leave them to it. See nothing.

“The days of sit down, shut up, do as you are told, are gone. When I was going to school, you did what you were told. Now, you sometimes do as you’re asked – if it suits you.”

The Weekend Herald approached police yesterday about the decision to charge Mr McCorkindale, but officers spoken to said they were unable to comment.

Mr McCorkindale, whose wife died at Christmas, said: “I suppose they have got their ways of doing things. But it’s not my idea of fairness.

“It was straight-out bloody ridiculous, in my opinion. I was a little bit concerned, not so much for myself, but for my invalid wife who was with me at the time.”

Mr McCorkindale said that although the charge had been dropped, he was still left with legal bills, and had no idea how he was going to pay them.

“The [boy] who caused the trouble, he gets off scot-free. The police were doing his work.”

Although the boy had apologised, Mr McCorkindale said the message from the judge “wouldn’t mean a damn thing to him”.

He said he was now considering quitting driving the schoolbus.

Tens of thousands of Kiwi kids and their teachers have added, subtracted, multiplied and divided their way to a new world record.

They’ve spent all Wednesday and Thursday challenging other students around the world in quick-fire 60 second online maths games as part of the world’s biggest education event – World Maths Day 2010.

We are now awaiting confirmation that a new Guinness World Record for the Largest Online Maths Competition has been set, with students from over 230 countries around the world involved.

Final results are still being verified and collated, but classes from Devon Intermediate in New Plymouth and Upper Moutere School near Motueka have placed within the Top 50 classes in the world in the 9-13 age category.

Rob Haddock, Principal of Tahuna School, has taken out New Zealand’s top honours in the over 18 category for Teachers and Parents, although he noted that his final score was nowhere near that of his son, who was in the  9 – 13 age category.

“It’s a fantastic performance from our Kiwi kids once again, and I congratulate them all for giving it their very best” said Yvonne Blanch, the New Zealand CEO of 3P Learning, the company that hosts World Maths Day.  “2010 has more than exceeded our expectations.  We’ve managed to break the world record set last year, with a record number of students from around the world correctly answering 479,732,613 questions over the 48 hour period.”

“We have had amazing feedback from schools about the enthusiasm World Maths Day has generated around maths in their schools.  Students are showing a real passion for numbers and over the 48 hours they’ve shown an increase of both speed and accuracy in answering basic maths questions,” said Yvonne Blanch.

Once results have been verified, calls will be made to the top New Zealand place-getters in each category to attend a live playoff at the Planet2010 Conference at SkyCity in Auckland on 13 March.

Students around the world are already looking forward to next year’s challenge.  In 2011 the World Education Games will be hosted in Auckland.   New Zealand students will be able to welcome the young people of the world to compete in expanded format challenges over the course of a month, incorporating World Maths Day, World Spelling Day and World Science Day.

“Plans are already underway to make the very first World Education Games an event to remember” said Yvonne Blanch “and I’m thrilled and proud that New Zealand has been chosen to host this prestigious event.”

2010 Student Winners:
Ages 5-8  Avit P, Thailand (36,202 questions)
Ages 9-13  Kaya G, 12 years, Australia (43,007 questions)
Ages 14-18  David A, Australia (26,662 questions)

2010 School Winners
Ages 5-8   Our Lady of Lourdes Primary, Class 5EA, UK, (243,701 questions)
Ages 9-13   Cempaka Schools, Class F1Y7 Team MO, Malaysia (418,363 questions)
Ages 14-18   Cempaka Schools, Class F3Y9 Team A, Malaysia (365,387 questions)

Tokoroa’s oldest primary school has a principal and two teachers but has not had any students since the start of the school year.

The school will not shut its doors until April 1, even though its roll stands at zero.

The future of Tokoroa East Primary School, which opened in 1915, has been in question since principal Jackie Meha and board of trustees chairwoman Ava Gardiner asked the Education Ministry last year to close the school due to a rapidly declining role.

Mrs Meha said the school’s roll had dropped to zero this year as parents reacted to news the school would eventually close, sending their children elsewhere.

However, the school officially remains open until the end of the first term, with the principal and two teachers still employed, because of the notice required under their collective agreement.

“Closing at the start of Term 1 would not have enabled a sufficient notice period for the principal or other staff,” the Education Ministry’s regional manager Linda Bendikson said.

Last week the school looked as though it was falling into disrepair. Walls had been tagged, a window was smashed and two drinking fountains had been vandalised.

It was not clear what the staff have been doing for their salary this term and the Waikato Times was unable to contact them despite repeated efforts.

The taxpayer will pick up the bill for the salaries of the three staff which will total at least $7,500.

It will cost more than $50,000 to close down the school, with half of that attributed to cancellation of a painting contract and a photocopy lease.

In asking for the closure, the board also cited a downturn in Tokoroa’s population and the school’s poor financial performance including a $68,000 debt.

An effort by a group of parents committed to keeping the school open in August last year ultimately proved unsuccessful.

Mayor Neil Sinclair said that, though he was not happy to see the school close, it was “one of those things” and reflected the falling child population in Tokoroa.

“We supported the school as it tried to find a way forward but these things are up to the ministry.

“The school has a very long history and it will be a pity to see a bit of history move on.”

Local resident Barb McMullen attended Tokoroa East from 1975-1978 and said, “it was probably the best I went to”.

But she said in recent times it had developed a bad reputation and she had sent her children to Tokoroa North School instead.

Mr Sinclair said the land the school was on would first be offered to the previous owner, then the council, before being made available to the public.

He said South Waikato District Council was interested in the land for either a cultural village or a sports centre.

“The council is investigating it – it’s certainly something that would be advantageous to the future of the council.”

Elsewhere in New Zealand, Dunedin’s Tomahawk Primary School and Waldronville School are facing near identical circumstances.

Both the schools have no children on their rolls and teachers who are still technically employed.

A five-year-old boy bitten by a dog outside a Christchurch school highlights the importance of teaching children how to approach canines, a school principal says.

South Brighton School principal John Bockett said the new entrant had walked outside the school gate to where two dogs were tied up and had gone to pat one when it “nipped him on the lip”.

An ambulance was called to ensure the boy had a tetanus shot and was not in shock, he said.

The dogs’ owner walked the animals to school every day and was “devastated” by the incident. The police said they would not be laying charges.

Bockett said it underlined the value of the school’s safe-dog scheme.

Six canine educators – specially trained and independently assessed dogs – had regularly visited the school for the past two years.

As well as teaching children how to interact safely, the dogs could also comfort children who had been through traumatic events or had special needs.

Bockett said the programme was introduced after a pupil had been mauled by a dog overseas, and was terrified of the animals.

“They started to bring a dog and put it in an enclosed baby’s playpen and the child got used to the dog around her. In the end, she looked after the dog and wasn’t scared any more.

“There is research about how dogs settle a lot of kids with special needs and kids exposed to violence.”

Year 5-6 teacher Therese Falconer said her dog, Finn, a regular classroom member, had helped the children and made them more comfortable with canines.

DEAN KOZANIC/The Press -- FOUR-LEGGED FRIEND: South Brighton school teacher Therese Falconer's dog Finn is a popular class visitor.

Children need to talk face-to-face – not Facebook to Facebook – to help reduce cyber bullying, a Christchurch teacher says.

Speaking before today’s symposium on cyber bullying in secondary schools, organised by the Peace Foundation, Andrew Cowie said the internet could be a devastating tool because it had no borders.

Traditional bullying would probably have been confined to the school ground.

However, with the internet or text messages, pupils could be subjected to bullying any time.

“Rumours and gossip spread like wildfire anyway and then, when you have the internet as a tool, it’s just like throwing gasoline into it,” Cowie said.

Children needed to be told that face-to-face was the best way to solve problems, he said.

People wrote things online they would never say face-to-face and they often showed less empathy when not talking directly, Cowie said.

He had dealt with a pupil who had learnt a classmate’s user name and used it to send nasty emails to another pupil.

The pupil was typing things he would never say, and when asked to read what he had written to the victim, he was reluctant to do so, Cowie said.

“We cannot unplug these kids and put up big firewalls; they’re going to find a way,” Cowie said.

“They need to be made aware that what they’re doing is not frivolous, and that it’s traceable and that it has an effect.”

Pupils needed to be aware their digital footprint could be traced and that they should be confident in showing teachers or parents the sites they had visited and what they were doing on the internet.

About 40 guidance counsellors, teachers and secondary students will attend the Christchurch symposium.

“2010 is the 20th anniversary of the Variety Bash and the Chatham Islands is one of the few New Zealand territories we haven’t visited – we want to take a taste of the fun of the Variety Bash to the Chatham Islands, an experience that thousands of Kiwi kids have had over the last 20 years,” said Variety Bash Operations Manager Adam Leslie.

“It is also an opportunity for us to pay tribute to the six men who have participated in every single Variety Bash since its inception in 1990 – Peter Drummond (Parnell), Dave Shorter, Geoff Bentham (Waitakere), Murray ‘Mojo’ O’Donnell (Mellons Bay), Lou Vandermeer (Half Moon Bay) and Graeme Knight (Manukau) have all made a significant difference to the lives of Kiwi kids with their dedication to Variety.”

“Air Chathams has been an instrumental sponsor of this trip and we know the Chathams’ community is excited about our visit – the children are busy painting a car for the Bashers to travel around the island in, and they can’t wait to meet celebrities such as Variety Ambassador Liane Clark (Glendowie) and Ronald McDonald!” said Mr Leslie – McDonald’s New Zealand and Ford New Zealand have both been sponsors of the Variety Bash for 20 years.

Other members of the group travelling to the Chathams include Mt Manganui residents Mark Hellyer, Mark Passey and Geoff Butler, Barbara Bentham from Waitakere, Robin Knight from Manukau, David and Margaret Drake from Christchurch, Paul Davies from the Waikato, Lynne Bjarnesen (St Mary’s Bay), Trevor Crowther (Remuera), Ian Mccartney (Ruakaka), Paul Mullen and Robyn Cockburn (Australia), Tim Bray, Kate Eveleigh, Vern Peri, Euan Ross and Craig Towers.

“During the 2010 Variety Bash, we are distributing over $230,000 in grants and are delighted that the Chatham Islands community will benefit from this – we will be distributing bikes to role model children and providing a grant for swimming aids for Te One school,”

“The Bashers will make a lasting difference to the children of the Chathams by making over a tired playground at Te One School,” said Mr Leslie.

After the Chatham Islands visit, the main Variety Bash will start in Cathedral Square in Christchurch on March 7th before making its way to Auckland during the week-long Bash – the convoy of over 70 quirky old cars, fire engines and other vehicles will raise funds and fun for Kiwi kids, distribute over $230,000 in grants, and bring magic and fun to the schools and communities it visits.

“Helping Kiwi kids in this way would not be possible without the support of our dedicated Variety Bash sponsors Ford New Zealand, Trillian Trust, McDonald’s New Zealand, Solid Gold, NZ Post, Wallenius Wilhelmsen, Toyofuji Shipping, Pacific Blue, Bluebridge Cook Strait Ferries, and the support of the AA and the Royal New Zealand Airforce,” said Mr Leslie.

The mission of Variety is to help sick, disabled and disadvantaged Kiwi kids to reach their full potential – this is done through a series of grants for items which ‘fill the gaps’ that other organisations or the Government can’t or won’t fund.

Travelling from March 7th – 14th, the Variety Bash will include stops in Christchurch, Hanmer Springs, Westport, Nelson, Farewell Spit, Takaka, Marlborough Sounds, Blenheim, Picton, Wellington, Masterton, Palmerston North, Wanganui, Whakapapa Village, Cambridge and Auckland.

Variety – The Children’s Charity is currently celebrating its 20th anniversary in New Zealand and has distributed over $11.7 million in grants to help Kiwi kids during that time.

To make a donation to Variety to help a child in your local area, please go to www.variety.org.nz

Six men who have participated in every single Bash since 1990 celebrate their achievements at Variety’s 20th anniversary function at Government House in Auckland.
L-R  Lou Vandermeer (Half Moon Bay),Murray ‘Mojo’ O’Donnell (Mellons Bay), Geoff Bentham (Waitakere), Dave Shorter, Graeme Knight (Manukau), and Peter Drummond (Parnell)

Barfoot & Thompson is inviting teachers from schools in Auckland and Northland to register their class for the third annual ‘Magic of Reading Storybook Competition’.

Teachers need to register before Friday 12 March by visiting www.barfoot.co.nz/storybook.

For the competition, children from around the region will put on their thinking caps to create a unique children’s story.

One lucky class of fledgling writers will be selected and some well-known Kiwis will lend them a hand to develop their book.

Renowned New Zealand author John Parker will help the class with their writing and rugby legend Keven Mealamu will bring the story to life through his illustrations.

Barfoot & Thompson Managing Director Peter Thompson says the competition is very popular with teachers and their budding young authors.

“More than 150 classes entered last year and the feedback from teachers and parents has been very positive,” he said.

“The children learn to harness their creativity and develop their idea into a full storybook using the same techniques accomplished authors do.

“Our hope is that the experience will help improve their reading and writing skills and foster a life-long love for books.”

Mr Thompson said the winning class would also get the pleasure of producing a book that will help other Kiwi kids.

Once published, the storybook will be sold, with every cent raised benefiting the Starship Foundation.

‘Room 22 and Jumbo, the Monster Caterpillar’, by the inaugural winners from Colwill School in West Auckland, helped raise $30,000 for the Starship Foundation and contributed to the purchase of a transesophageal echocardiograph (TOE) for the Starship Heart Unit.

Last year’s winners from Room 10 at Ahipara School also saw their creation, ‘The Weather Fish’, transform from an idea on A3 paper in to a book that has helped raise around another $30,000.

As part of Barfoot & Thompson’s Magic of Reading Programme, copies of the book will also be given to children who stay overnight at Starship or the Whangarei Children’s Ward.

Important information:

• The Storybook Competition is open to all primary and intermediate classes at schools in Auckland and Northland.
• Registrations close on Friday 12 March.
• Story ideas need to be sent in by Friday 9 April.
• Teachers can register and find out more at www.barfoot.co.nz/storybook.

An unconventional approach to homework is being trialled by at least one Nelson primary school, as principals throughout New Zealand grapple with conflicting viewpoints on the benefits of sending schoolwork home.

Enner Glynn School in The Ridgeway, Stoke, has introduced what it calls homework grids in some of its classes, which allow students to include tasks such as washing dishes or music lessons within a fortnightly list of homework tasks.

Principal Isaac Day said research by Auckland University education professor John Hattie questioning the benefits of homework had been one reason prompting the changes.

Professor Hattie found no evidence homework helped improve students’ time management or study skills, and primary schools throughout the country have been considering ditching traditional homework methods in favour of new ways of doing things. Wellington’s Karori Normal School has told parents pupils should read comics and the backs of cereal packets to improve their reading.

“Rather than homework being a drag on everyone’s time, we’re looking at making homework more inclusive,” Mr Day said.

“One of the arguments against homework is it’s not good in the family environment, because you tend to be able to opt out of family stuff, like doing dishes, etc. We’re looking at ways to make sure that doesn’t happen.”

Including everyday tasks as homework taught children about the importance of participation and contributing, which were part of the national curriculum, Mr Day said.

It was also important homework was closely linked with students’ classroom learning, he said.

The school was integrating the different methods and Mr Day said it was continuing to consult with parents about homework as part of an ongoing review.

Birchwood School principal Chris Herrick said his school was carrying out a review as part of its implementation of the revised curriculum, in which the future of homework would also be examined.

`Mr Herrick said he was not in favour of doing away with homework altogether. “I think the argument, to be honest, is between less effective homework and more effective homework.”

Other Nelson schools contacted by The Nelson Mail were continuing to give pupils homework, although principals conceded sending work home was a “fraught issue”.

Henley Primary School principal John Armstrong said how much homework, and what type, to give children was “fraught with difficulties”.

“I don’t like the idea of kids sitting down spending hours and hours on maths problems that they’re getting frustrated with, where they would be better off working through those with a teacher, and sometimes it’s difficult for parents who may not feel skilled in helping with a particular technique.”

However, he believed helping with homework was a good way for parents to engage with their children’s learning.

Mr Armstrong said that while Professor Hattie’s research suggested homework was of little benefit, other studies had reached the opposite conclusion.

He would rather see children occupied with a small amount of useful homework than playing video games or watching television all evening.

St Joseph’s School principal Mike Burton said while he “sat more in John Hattie’s camp” , the school had consulted parents and most wanted homework for their children.