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      "body": "Congratulations @ask.the.teacher! You received a personal award!\n\n<table><tr><td>https://steemitimages.com/70x70/http://steemitboard.com/@ask.the.teacher/birthday1.png</td><td>Happy Birthday! - You are on the Steem blockchain for 1 year!</td></tr></table>\n\n<sub>_You can view [your badges on your Steem Board](https://steemitboard.com/@ask.the.teacher) and compare to others on the [Steem Ranking](http://steemitboard.com/ranking/index.php?name=ask.the.teacher)_</sub>\n\n\n**Do not miss the last post from @steemitboard:**\n<table><tr><td><a href=\"https://steemit.com/steem/@steemitboard/3-years-on-steem-happy-birthday-the-distribution-of-commemorative-badges-has-begun\"><img src=\"https://steemitimages.com/64x128/http://u.cubeupload.com/arcange/BG6u6k.png\"></a></td><td><a href=\"https://steemit.com/steem/@steemitboard/3-years-on-steem-happy-birthday-the-distribution-of-commemorative-badges-has-begun\">3 years on Steem - The distribution of commemorative badges has begun!</a></td></tr><tr><td><a href=\"https://steemit.com/steem/@steemitboard/happy-birthday-the-steem-blockchain-is-running-for-3-years\"><img src=\"https://steemitimages.com/64x128/http://u.cubeupload.com/arcange/BG6u6k.png\"></a></td><td><a href=\"https://steemit.com/steem/@steemitboard/happy-birthday-the-steem-blockchain-is-running-for-3-years\">Happy Birthday! The Steem blockchain is running for 3 years.</a></td></tr></table>\n\n###### [Vote for @Steemitboard as a witness](https://v2.steemconnect.com/sign/account-witness-vote?witness=steemitboard&approve=1) to get one more award and increased upvotes!",
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      "body": "Good for you! :-) Yeah, you can always cut around the bits which are too far gone. Thanks for sharing your views and story here!",
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      "body": "Hear hear! I totally agree with you. So much wastage these days. My friends all used to look at me funny when I would eat the bird-pecked apples we had grown at home for my school lunch. With the avocado in your picture, I admit the very brownest parts would be too far gone for me if eating raw. Then again, if they were going to be cooked up in a sauce or something I might give them a go. When Mum used to make banana cakes, we would wait until they were basically entirely black on the skins before we would use them up, as they blended in so much more effectively once they were pure mush on the inside!",
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      "body": "The world of early childhood teaching today is fraught with codes, rules and expectations. Many of these are developed and established for the benefit and safety of children, with the backing of research, but in some cases rules are only in place to protect the teacher or early years education service from future liability. Is there a price to pay for reputation and liability insurance? Does laying out restrictions to cover the facilitator in the case of possible future fallout in fact hinder children’s development? It is our responsibility as educators, and indeed simply as important adults in a child’s life, to foster the critical life tool of common sense, but could it be that we are failing the next generation by not recognising this? As a kindergarten teacher accountable to a Department of Education, a great many other organisations, regulations, legislations and basically every kind of ‘ation’ you can think of, I see signs of a withering society of independent problem-solvers day by day making way for a non-thinking machine, fuelled by a plethora of anaesthetised minds.\n\nLet’s paint the picture. Janie is five. She can ride a bike without training wheels, she can blow out the candles on her birthday cake in one breath, and she crosses the road when she needs to, holding her mummy’s hand. At kindergarten Janie and her peers are all exploring the outdoors at their own pace. While others run up and down the grassy slope, kick footballs, or swing on swings, Janie makes for the bottom of the slide. Janie is urged on by instinct, to further her physical skills, strengthen her muscles, and perhaps learn a little about friction and gravity along the way. There is no other child nearby. A teacher calls out, “No Janie, you mustn’t go up the slide. It’s only for going down!”\n\nThis happened. But I was not said teacher. Nor will I ever be, if given the autonomy to make this teaching decision for myself. In fact, I was the teacher supervising close by, sidling over to discuss the matter with a colleague from another group, who was telling my child what not to do. I started with an apology. “Oh, are they not allowed to go up the slide? Sorry, I’ve actually been allowing them to, as no one ever mentioned this rule to me before. What’s the reasoning?” The reply was that it was a safety matter, because another child might try to come down the slide at the same time, and a collision could ensue. I apologised again, adding that the other teacher might have to repeat this instruction many times that day to different children in my group, because I’d been permitting the practice all year. I was discontent, however.\n\nIf you have no experience with raising or teaching children, or indeed even if you do, you may be wondering why this bothered me so. Let’s examine the facts again. What we know about Janie: she is five, she can ride a bike without training wheels, she can blow out the candles on her birthday cake in one breath, and she crosses the road when she needs to, holding her mummy’s hand. If Janie is five, and capable of riding a bike without training wheels, she has developed some significant gross motor competence. If she can blow out the candles on her birthday cake, then she has learned how to be up close to an open flame without catching her hair and clothes on fire. If she crosses the road when she needs to, holding her mummy’s hand, then she has been educated in road safety.\n\n![IMG_7577.JPG](https://steemitimages.com/DQmS21qD7VQGBGCtRoc8kuTSgAoFtgva1ZjjmvamGvwv9gr/IMG_7577.JPG)\n**Crossing roads is a part of life**\n\nThe Australian early childhood curriculum recognises children as “capable and competent” and expects teachers to treat children as such. Janie has good physical skills, and confidence in these. She has been equipped with strategies for identifying danger, such as looking and listening before acting, and she has been trusted by the important adults in her life to be up close to potential hazards and utilise these strategies to keep herself safe. If Janie has these capabilities, and this experience under her belt, why is it that in a kindergarten setting, she isn’t permitted or trusted to climb up the slide in a safe manner? In order to treat Janie as capable and competent, teachers should be cautioning her of the possible dangers, such as collision with children coming down the slide, and instructing her on ways to avoid or reduce the probability of these dangers eventuating, such as checking if there are children at the top before attempting to climb. Having given these life lessons (which, let’s face it, is what teachers are paid to do), we should be putting trust in Janie to apply them in a practical setting, so she can develop experience with the subtle discrepancies to which our given guidelines may be subject.\n\n![IMG_5674.JPG](https://steemitimages.com/DQmUebYXw6rHhoio3AWhLY3vvRTjDQK5nk7xpMrUo7J4Zdk/IMG_5674.JPG)\n**Taking calculated risks is how children put common sense into practice**\n\nIf it is accepted that Janie needs first-hand experience with applying safety guidelines, it must be accepted that, once in a blue moon, an accident may happen. Within the parameters of a kindergarten setting, with adult supervision enacted, the worst that may happen as a result of misjudgement in this particular circumstance does not compare with the worst that may happen when a child misjudges crossing the road, yet Janie has previously been trusted to cross the road. The worst does not compare with the worst that may happen when Janie leans in too close to blow out the candles, yet she’s previously been trusted to blow out the candles. Why then, do teachers put no trust in Janie to climb the slide safely by first checking that the coast is clear? Because if anything does go wrong, they may be found negligent, or at the very least subject to scrutiny, by the Department of Education or other even higher organisation. As a consequence, Janie is deprived of exercise and further gross motor development, deprived of lessons in physics and, most critically, deprived of lessons in common sense. What does she learn instead? That pre-dictated rules, not logic, determine sensible practice in life, and that no risk should ever be taken. If this is the lesson all children of Janie’s age are learning today, what kind of society will we have on our hands in 20 years’ time? No innovation, that’s for sure. No courage. And no capacity to think and act independently.\n\n\n\nWhen did society’s infrastructure become so regimented that professional discretion could no longer play a part in decision-making? Who is this benefitting? My ventured guess would be no one. Perpetuating, consolidating and intensifying a culture of blanket-ruling in every profession is not conducive to fostering a generation of critical and independent thinkers, at any age level. I’ll give a non-teaching-related example. My father-in-law is recently retired, having worked hard successfully managing a veterinary clinic for several decades. His work ethic and income were such that he and my mother-in-law are now set to enjoy the fruits of their labour. One project they undertook a few months post-retirement was to purchase a lakeside property to ‘do up’. Think of a time a few decades ago, before housing market and financial crises were cropping up in nation after nation all over the world. If a hard-working, trustworthy, recently retired man with substantial cash assets were to apply for a home loan smaller than the amount he had in his bank account, the bank manager would grant the loan without much question. After all, the mortgage could be paid by the retiree in one swipe if needed. Common sense would indicate this was a safe bet for the bank.\n\nJump forward 40 or 50 years to today’s global economic climate. Were my in-laws to be granted the mortgage? Nope. Why might this be? Because, they were told, since the time of my father-in-law’s retirement, their outgoings were higher than their ‘ingoings’ on that bank account (well, duh!) which meant that according to the bank’s formula, they could not be relied upon to pay back the mortgage. This in spite of the fact that they had accumulated more than enough money in the account to buy the property outright in cash. The point I make by this example is that common sense is no longer applied as part of the formula in today’s system of governance, or in general existence for that matter. And here I am trying to do my part to foster the development of common sense in the next generation, with little affordance to do so, and pitiful modelling of common sense in the current generations, across other professional sectors. If those of us best placed to support children in learning to think for themselves are being forced to act without discretion, what hope is there for the next generation to apply any common sense whatsoever?\n\nIf you ever meet Janie, I implore you to let her climb up the slide. If we don’t, the future for humankind is looking grim indeed.\n\n![IMG_6016.JPG](https://steemitimages.com/DQmUmHGLNKaty4kZhJKzYLmace1WCwfu7DC7zUiX8QGZphr/IMG_6016.JPG)\n**Let Janie climb, so she may see for herself**",
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      "body": "The world of early childhood teaching today is fraught with codes, rules and expectations. Many of these are developed and established for the benefit and safety of children, with the backing of research, but in some cases rules are only in place to protect the teacher or early years education service from future liability. Is there a price to pay for reputation and liability insurance? Does laying out restrictions to cover the facilitator in the case of possible future fallout in fact hinder children’s development? It is our responsibility as educators, and indeed simply as important adults in a child’s life, to foster the critical life tool of common sense, but could it be that we are failing the next generation by not recognising this? As a kindergarten teacher accountable to a Department of Education, a great many other organisations, regulations, legislations and basically every kind of ‘ation’ you can think of, I see signs of a withering society of independent problem-solvers day by day making way for a non-thinking machine, fuelled by a plethora of anaesthetised minds.\n\nLet’s paint the picture. Janie is five. She can ride a bike without training wheels, she can blow out the candles on her birthday cake in one breath, and she crosses the road when she needs to, holding her mummy’s hand. At kindergarten Janie and her peers are all exploring the outdoors at their own pace. While others run up and down the grassy slope, kick footballs, or swing on swings, Janie makes for the bottom of the slide. Janie is urged on by instinct, to further her physical skills, strengthen her muscles, and perhaps learn a little about friction and gravity along the way. There is no other child nearby. A teacher calls out, “No Janie, you mustn’t go up the slide. It’s only for going down!”\n\nThis happened. But I was not said teacher. Nor will I ever be, if given the autonomy to make this teaching decision for myself. In fact, I was the teacher supervising close by, sidling over to discuss the matter with a colleague from another group, who was telling my child what not to do. I started with an apology. “Oh, are they not allowed to go up the slide? Sorry, I’ve actually been allowing them to, as no one ever mentioned this rule to me before. What’s the reasoning?” The reply was that it was a safety matter, because another child might try to come down the slide at the same time, and a collision could ensue. I apologised again, adding that the other teacher might have to repeat this instruction many times that day to different children in my group, because I’d been permitting the practice all year. I was discontent, however.\n\nIf you have no experience with raising or teaching children, or indeed even if you do, you may be wondering why this bothered me so. Let’s examine the facts again. What we know about Janie: she is five, she can ride a bike without training wheels, she can blow out the candles on her birthday cake in one breath, and she crosses the road when she needs to, holding her mummy’s hand. If Janie is five, and capable of riding a bike without training wheels, she has developed some significant gross motor competence. If she can blow out the candles on her birthday cake, then she has learned how to be up close to an open flame without catching her hair and clothes on fire. If she crosses the road when she needs to, holding her mummy’s hand, then she has been educated in road safety.\n\n![IMG_7577.JPG](https://steemitimages.com/DQmS21qD7VQGBGCtRoc8kuTSgAoFtgva1ZjjmvamGvwv9gr/IMG_7577.JPG)\n**Crossing roads is a part of life**\n\nThe Australian early childhood curriculum recognises children as “capable and competent” and expects teachers to treat children as such. Janie has good physical skills, and confidence in these. She has been equipped with strategies for identifying danger, such as looking and listening before acting, and she has been trusted by the important adults in her life to be up close to potential hazards and utilise these strategies to keep herself safe. If Janie has these capabilities, and this experience under her belt, why is it that in a kindergarten setting, she isn’t permitted or trusted to climb up the slide in a safe manner? In order to treat Janie as capable and competent, teachers should be cautioning her of the possible dangers, such as collision with children coming down the slide, and instructing her on ways to avoid or reduce the probability of these dangers eventuating, such as checking if there are children at the top before attempting to climb. Having given these life lessons (which, let’s face it, is what teachers are paid to do), we should be putting trust in Janie to apply them in a practical setting, so she can develop experience with the subtle discrepancies to which our given guidelines may be subject.\n\n![IMG_5674.JPG](https://steemitimages.com/DQmUebYXw6rHhoio3AWhLY3vvRTjDQK5nk7xpMrUo7J4Zdk/IMG_5674.JPG)\n**Taking calculated risks is how children put common sense into practice**\n\nIf it is accepted that Janie needs first-hand experience with applying safety guidelines, it must be accepted that, once in a blue moon, an accident may happen. Within the parameters of a kindergarten setting, with adult supervision enacted, the worst that may happen as a result of misjudgement in this particular circumstance does not compare with the worst that may happen when a child misjudges crossing the road, yet Janie has previously been trusted to cross the road. The worst does not compare with the worst that may happen when Janie leans in too close to blow out the candles, yet she’s previously been trusted to blow out the candles. Why then, do teachers put no trust in Janie to climb the slide safely by first checking that the coast is clear? Because if anything does go wrong, they may be found negligent, or at the very least subject to scrutiny, by the Department of Education or other even higher organisation. As a consequence, Janie is deprived of exercise and further gross motor development, deprived of lessons in physics and, most critically, deprived of lessons in common sense. What does she learn instead? That pre-dictated rules, not logic, determine sensible practice in life, and that no risk should ever be taken. If this is the lesson all children of Janie’s age are learning today, what kind of society will we have on our hands in 20 years’ time? No innovation, that’s for sure. No courage. And no capacity to think and act independently.\n\n\n\nWhen did society’s infrastructure become so regimented that professional discretion could no longer play a part in decision-making? Who is this benefitting? My ventured guess would be no one. Perpetuating, consolidating and intensifying a culture of blanket-ruling in every profession is not conducive to fostering a generation of critical and independent thinkers, at any age level. I’ll give a non-teaching-related example. My father-in-law is recently retired, having worked hard successfully managing a veterinary clinic for several decades. His work ethic and income were such that he and my mother-in-law are now set to enjoy the fruits of their labour. One project they undertook a few months post-retirement was to purchase a lakeside property to ‘do up’. Think of a time a few decades ago, before housing market and financial crises were cropping up in nation after nation all over the world. If a hard-working, trustworthy, recently retired man with substantial cash assets were to apply for a home loan smaller than the amount he had in his bank account, the bank manager would grant the loan without much question. After all, the mortgage could be paid by the retiree in one swipe if needed. Common sense would indicate this was a safe bet for the bank.\n\nJump forward 40 or 50 years to today’s global economic climate. Were my in-laws to be granted the mortgage? Nope. Why might this be? 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      "body": "The world of early childhood teaching today is fraught with codes, rules and expectations. Many of these are developed and established for the benefit and safety of children, with the backing of research, but in some cases rules are only in place to protect the teacher or early years education service from future liability. Is there a price to pay for reputation and liability insurance? Does laying out restrictions to cover the facilitator in the case of possible future fallout in fact hinder children’s development? It is our responsibility as educators, and indeed simply as important adults in a child’s life, to foster the critical life tool of common sense, but could it be that we are failing the next generation by not recognising this? 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A teacher calls out, “No Janie, you mustn’t go up the slide. It’s only for going down!”\n\nThis happened. But I was not said teacher. Nor will I ever be, if given the autonomy to make this teaching decision for myself. In fact, I was the teacher supervising close by, sidling over to discuss the matter with a colleague from another group, who was telling my child what not to do. I started with an apology. “Oh, are they not allowed to go up the slide? Sorry, I’ve actually been allowing them to, as no one ever mentioned this rule to me before. What’s the reasoning?” The reply was that it was a safety matter, because another child might try to come down the slide at the same time, and a collision could ensue. I apologised again, adding that the other teacher might have to repeat this instruction many times that day to different children in my group, because I’d been permitting the practice all year. I was discontent, however.\n\nIf you have no experience with raising or teaching children, or indeed even if you do, you may be wondering why this bothered me so. Let’s examine the facts again. What we know about Janie: she is five, she can ride a bike without training wheels, she can blow out the candles on her birthday cake in one breath, and she crosses the road when she needs to, holding her mummy’s hand. If Janie is five, and capable of riding a bike without training wheels, she has developed some significant gross motor competence. If she can blow out the candles on her birthday cake, then she has learned how to be up close to an open flame without catching her hair and clothes on fire. If she crosses the road when she needs to, holding her mummy’s hand, then she has been educated in road safety.\n\nThe Australian early childhood curriculum recognises children as “capable and competent” and expects teachers to treat children as such. Janie has good physical skills, and confidence in these. She has been equipped with strategies for identifying danger, such as looking and listening before acting, and she has been trusted by the important adults in her life to be up close to potential hazards and utilise these strategies to keep herself safe. If Janie has these capabilities, and this experience under her belt, why is it that in a kindergarten setting, she isn’t permitted or trusted to climb up the slide in a safe manner? In order to treat Janie as capable and competent, teachers should be cautioning her of the possible dangers, such as collision with children coming down the slide, and instructing her on ways to avoid or reduce the probability of these dangers eventuating, such as checking if there are children at the top before attempting to climb. Having given these life lessons (which, let’s face it, is what teachers are paid to do), we should be putting trust in Janie to apply them in a practical setting, so she can develop experience with the subtle discrepancies to which our given guidelines may be subject.\n\nIf it is accepted that Janie needs first-hand experience with applying safety guidelines, it must be accepted that, once in a blue moon, an accident may happen. Within the parameters of a kindergarten setting, with adult supervision enacted, the worst that may happen as a result of misjudgement in this particular circumstance does not compare with the worst that may happen when a child misjudges crossing the road, yet Janie has previously been trusted to cross the road. The worst does not compare with the worst that may happen when Janie leans in too close to blow out the candles, yet she’s previously been trusted to blow out the candles. Why then, do teachers put no trust in Janie to climb the slide safely by first checking that the coast is clear? Because if anything does go wrong, they may be found negligent, or at the very least subject to scrutiny, by the Department of Education or other even higher organisation. As a consequence, Janie is deprived of exercise and further gross motor development, deprived of lessons in physics and, most critically, deprived of lessons in common sense. What does she learn instead? That pre-dictated rules, not logic, determine sensible practice in life, and that no risk should ever be taken. If this is the lesson all children of Janie’s age are learning today, what kind of society will we have on our hands in 20 years’ time? No innovation, that’s for sure. No courage. And no capacity to think and act independently.\n\n\n\nWhen did society’s infrastructure become so regimented that professional discretion could no longer play a part in decision-making? Who is this benefitting? My ventured guess would be no one. Perpetuating, consolidating and intensifying a culture of blanket-ruling in every profession is not conducive to fostering a generation of critical and independent thinkers, at any age level. I’ll give a non-teaching-related example. My father-in-law is recently retired, having worked hard successfully managing a veterinary clinic for several decades. His work ethic and income were such that he and my mother-in-law are now set to enjoy the fruits of their labour. One project they undertook a few months post-retirement was to purchase a lakeside property to ‘do up’. Think of a time a few decades ago, before housing market and financial crises were cropping up in nation after nation all over the world. If a hard-working, trustworthy, recently retired man with substantial cash assets were to apply for a home loan smaller than the amount he had in his bank account, the bank manager would grant the loan without much question. 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      "body": "Ok, let me put my highschool Spanish translation skills to the test here... \"From the photos that you put, I can say that you are a lover of Steemit and traveller of the world, excellent and congratulations. I want to follow your posts and come far with this RedSocial\"",
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      "author": "steemitboard",
      "body": "Congratulations @ask.the.teacher! You have completed some achievement on Steemit and have been rewarded with new badge(s) :\n\n[![](https://steemitimages.com/70x80/http://steemitboard.com/notifications/comments.png)](http://steemitboard.com/@ask.the.teacher) Award for the number of comments\n\nClick on any badge to view your own Board of Honor on SteemitBoard.\n\nTo support your work, I also upvoted your post!\nFor more information about SteemitBoard, click [here](https://steemit.com/@steemitboard)\n\nIf you no longer want to receive notifications, reply to this comment with the word `STOP`\n\n> Upvote this notification to help all Steemit users. Learn why [here](https://steemit.com/steemitboard/@steemitboard/http-i-cubeupload-com-7ciqeo-png)!",
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      "body": "This is great advice, thanks. I'll bear these ideas in mind when I start my REAL blogs (can't wait to get started - I have a list the length of my arm of topics to discuss!)",
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      "body": "Hello, Kathryn, and Welcome to Steemit, from a fellow teacher.  ☺\n\nEssentially, Steemit is a blogging / publishing site, which offers a great platform for those of us who like to write, who might have something to say, but who have no viable way to get our words in front of people. \n\n(There are close to 1 million Steemers now, and that number will grow exponentially over the next little while.)\n\n***\nBelow are a few basic points of advice re posting on Steemit.\n\n1 – Longer posts are more lucrative than short posts. If you make a post of 20–30 paragraphs, it's more likely to earn rewards.\n2 – Include some photos, images or graphs, to complement the text.\n3 – Make sure the text and photos are formatted properly, so that your post looks attractive and appealing.\n4 – Be yourself.\n5 – Be interesting and informative. \n6 – Create quality content. Steemit is intended to be a platform of quality content. (You will see many insignificant posts with meager content and no quality. Most of those of posts [called “shitposts” by Steemit whale Stellabelle] will earn few rewards and soon pass into oblivion.)\n7 – Get online and start curating. Read various posts, comment on those posts you find interesting, and upvote those posts. That’s the best way to attract followers.\n\nHope this helps for now. Good luck, and Full Steem Ahead!",
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      "author": "steemplus-bot",
      "body": "#### Welcome to Steem, @ask.the.teacher!\n\nI am a bot coded by the SteemPlus team to help you make the best of your experience on the Steem Blockchain!\nSteemPlus is a Chrome, Opera and Firefox extension that adds tons of features on Steemit.\nIt helps you see the real value of your account, who mentionned you, the value of the votes received, a filtered and sorted feed and much more! All of this in a fast and secure way.\nTo see why **2351 Steemians** use SteemPlus, [install our extension](https://chrome.google.com/webstore/detail/steemplus/mjbkjgcplmaneajhcbegoffkedeankaj?hl=en), read the [documentation](https://github.com/stoodkev/SteemPlus/blob/master/README.md) or the latest release : [SteemPlus 2.12 : Rewards Tab](/utopian-io/@steem-plus/steemplus-2-12-rewards-tab).\n",
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      "body": "Thanks very much. I will check out the channel when I get some time to learn how it all works!",
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      "author": "utomobong",
      "body": "You have got an amazing look... Welcome to steemit 🙋💃\n\nJoin us on our Steemschool discord channel using this link https://discord.gg/2F74XX9 and get to learn about various niches... \nPhotography, arts, poetry, business amongst others... \nThe interesting part is we have people all over the world and we help each other grow... \n\nBest wishes 👏👍",
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      "body": "Introductory blog #2 from an up-and-comer. If we haven’t yet met, and you want to hear the story from the beginning, click on the link:\n\nhttps://steemit.com/introduceyourself/@ask.the.teacher/meet-the-teacher#comments\n\nFollowing a bit of ‘finding myself’ post-high school, I decided to study early childhood teaching in New Zealand. After I graduated, I managed to get a starting position teaching in a mixed-age Montessori setting, despite having no Montessori training. There was a great deal of bluffing my way through, as I commenced a correspondence Diploma of Montessori Education and tried frantically to catch up to all the experts around me. For New Zealand teachers, there is a process of continued study and field work after graduation, called ‘Teacher Registration’. Without undertaking it, one’s Bachelor qualification becomes null and void after, if I remember correctly, five years. It’s a two-year-long process involving a lot of extra paperwork on top of your paid work hours. Between part time distance study of my diploma, the Teacher Registration, the fulltime teaching job and maintaining a side-income as a singer by night, I was rather run off my feet. Two years down the track and I was entirely burned out. The sad thing is I hear this is not an uncommon story for teachers starting out.\n\n![](https://steemitimages.com/DQmUApntQsWUbERwhVmaXpADgx7kjwbax98hXiTq67KUYKx/image.png)\n**[One of a number of time-consuming resources I made for my Teacher Registration criteria]**\n\nFor me, it was time for movement, and a last shot at a pipedream. I made what I thought would be only a temporary move to Australia in 2015 (I was trying to get onto ‘The Voice Australia’ but that’s another story!) Then, again, as they do, plans changed. While I was gone, house prices skyrocketed back home in N.Z. (and of course I didn’t own one yet). Meanwhile the Australian Government modified some of its rules about Australasian residents moving back and forth across the Tasman Sea, so I kinda got trapped. A long-term stay in Melbourne it was to be then…\n\nIn that first year in Aus, I did ‘relief teaching’ (day-to-day temping) and would have worked in around 50 services that year. I saw a lot of quality and a lot of, well, unquality. And it got me thinking, how did I want to raise the next generation? What were my goals for them? What would a successful world look like in 20 years’ time when these children reached the life-stage I’m at now? These questions will be addressed in depth in blogs still to come.\n\n![PB200080.JPG](https://steemitimages.com/DQmcpAWYRdm113ko5R3tyrWF3iytjviwTQEWRvbxBeE6x1t/PB200080.JPG)\n**Meeting the 'Natives' on a relief teaching job... It's a stick insect, to clarify...**\n\nAlthough the temping lifestyle suited me well when I was first settling, and was idyllic in the sense that I could decide on a daily basis whether I felt like going to work or not (everyone’s dream right??), irregular work hours and declining motivation puts a strain on the bank account, and I was definitely failing at saving money. Time for a permanent position. Which turned out not-so-permanent. I worked for a year in a ‘music kinder and childcare’. I thought the music part would suit me well, but I felt so limited in terms of decision-making around the program I was to deliver. In short, I got tired of being bossed around fulfilling someone else’s vision that didn’t align with my own. Probably a very common story!\n\nAfter a few interviews, fortune, if not skill, granted me a new position at the teaching environment I’m in now; what we call ‘sessional kindergarten’. This differs from many childcares in that it’s not-for-profit, and I have a set group of 24 children, who attend for all the same hours (at only 15 hours per week). Where I worked previously, there was an owner making money off the 30+ children on my roll who all attended different numbers of hours, on different days of the week and at different times of day, from as early as 7am to as late as 6pm. Great for working parents, but hardly conducive to quality teaching…\n\nRewind for a moment - you may have got stuck on the ‘15 hours per week’ bit. What do I do with the rest of my week? Well, I only work part time for starters, but on top of my 15 hours of teaching, I get 12 additional hours of ‘non-contact time’. You see, being a teacher these days, at any age level, requires a great deal of observing, documenting, program-planning, resource-making and parent-liaising etc… All stuff that takes nearly as much time as the teaching itself, if not more, yet I hardly used to get paid for! It is the planning time that allows a teacher to provide a quality program.\n\n![IMG_7994 copy2.jpg](https://steemitimages.com/DQmeXP3NvCKCpa65L8ARTXCVz6GsUbEyECVM5jzGcPuVF7H/IMG_7994%20copy2.jpg)\n\nI’m pleased to report that five years on from graduation, and a bit over a year into my new job, I finally have a good thing going in community kindergarten. And the best thing about working part time - I now have discretionary hours left in my week, during which I can begin to find my niche in the bloggers’ Cryptosphere. Wish me luck! And feel free to follow along as I begin to address the weightier issues surrounding early childhood today.",
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      "body": "This was really informative, thanks! Something I \"didn't know I didn't know\", but I'm glad I know now :) Of course, I'm from NZ where folks are currently paying around $2.20 to the litre...",
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      "body": "Thanks for the warm welcome and the open offer of support. And no, not at all insulting to be called a 'Kiwi', but I appreciating your checking! Most New Zealanders are very proud to be Kiwi, and I refer to myself as one all the time :)",
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      "body": "Oh wow, great to hear we've got a lot in common! Thanks for following. I'll return the favour, I'm sure we'll have notes to compare some time.",
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      "body": "Welcome to Steem Community @ask.the.teacher! As a gentle reminder, please keep your master password safe. The best practise is to use your private posting key to login to Steemit when posting; and the private active key for wallet related transactions. \n\n In the New Steemians project, we help new members of steem by education and resteeeming their articles. Get your articles resteemed too for maximum exposure. You can learn more about it here: https://steemit.com/introduceyourself/@gaman/new-steemians-project-launch ",
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