March 6, 2023 • 38 mins
Episode Overview:
In this episode we chat with Ruth Foley, adventurer, experienced remote teacher, tutor and now women's coach. Ruth chats about her different experiences remote, literacy and numeracy across the curriculum and high school teaching.
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About The Remote Teacher Podcast
The Remote Teacher Podcast is a podcast ‘talking all things remote education’ to support remote outback teachers to be the best they can be… and in turn can help our students be the best they can be. We chat with remote outback teachers, leaders, First Nations educators and remote service providers about career, leadership, mental health, teaching strategies, culture, language, special needs, bucket lists for remote adventures and more.
Host: Hakea Hustler
Guest: Ruth Foley
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Transcript
Episode Transcript
Available transcripts are automatically generated. Complete accuracy is not guaranteed.
(00:00):
[Music]
(00:05):
Hey deadly teachers and welcome to the Remote Teacher Podcast where we talk all things remote
Outback Teaching. This podcast and all our platforms come from a passion for helping remote
Outback Teachers succeed and in turn positive outcomes for remote Outback students.
Visit www.theremoatteacher.com.au for links to the blog, the Facebook group, over 7000 remote
(00:29):
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Best bit, the Remote Teacher Podcast episodes can be downloaded directly so you can listen
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(00:54):
Before I introduce our first guest for today, I'd like to remind listeners that our
opinions expressed today by the guest or myself are ours or lone and we do not represent
the Department of Education or other organizations unless expressly stated.
It's also important to acknowledge that first nations, children, families, schools and
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communities are diverse and unique, including the strengths and challenges.
So what we share in this podcast may or may not be applicable to you, your students, families,
communities, class or school. It's important not to stereotype or assume and to go into
your context with a positive attitude, open mind and willingness to learn.
(01:36):
Take what you need, leave what you don't, sit back and let's get started.
Very excited to begin our podcast today but before we begin, I'd like to acknowledge the
traditional owners on the country that I am on, the Bungalung people of Northern Rivers
and Ruth will acknowledge the traditional custodians of Margaret River region.
(01:57):
Yeah, Margaret River, would it be here in local language and I acknowledge the Wadandi
Bibbleman people of the southwest of WA.
Perfect, thank you so much.
Now Ruth, before we begin with our questions, I'd love to know a little bit about your background,
personally and professionally and what led you to remote teaching.
(02:18):
Oh, well, I trained in the UK so I had quite an exciting adventure with my first remote post
where I taught for a year in London but then came here to Australia and I wanted to have
an experience of travelling rather than teaching in a city and so I ended up in Darwin
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and that's how I got my first post in Managreta in Analand.
Yeah, I was a total free sheet but there were good and bad things like I remember leaving
Darwin and jumping on the plane and flying to an hour out of the city and landing into
me what was like the third world, you know?
I was just like, "Whoa, how can I be in the same country?"
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This is so radically different and exactly what I was looking for, being in the bush, being
remote and having that connection to Indigenous culture and people.
I've done a year in London before that so I was pretty much fresh and I was high school trained.
So when I went out to Anandland, I was teaching all the year groups because I was covering for a
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Brax radio program which was awesome because I had like the Kindie all the way to the high school.
So I got like this touchstone on every aspect every year, every issue kind of and all the kids which
was really nice. And that's something that we talked a little bit about talking about because as
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a remote teacher often you are required to kind of cover more bases than you would be if you're in
this city. All different subjects across the board, the teachers would let me know what the kids
were doing but I would plan the lessons. So it was, yeah, it was great. I really enjoyed the first
experience and it was so good because kids would be coming and going to do the radio program as well.
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So it was really encouraging my flexibility and my ability to respond to the environment which is
something that you really need when you're teaching remote because I think for you, for your first
stint, that ability to foster student voice and to learn students through hearing their stories would
have been a really powerful experience. It was and having that connection as a first posting,
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having that connection to all the kids which meant all the families, all the language groups because
the man and grudery is quite a complex place. There's a multitude of language groups there because
it's the main town and in wet season everyone comes so it's full and then it's empty and dry season.
So yeah, it was amazing to say the least, yeah. And did you remain in that role with the radio station
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or where did you go next? What was the next step? Yeah, so I did that for three months at the time.
My travelling visa would only allow me to work for three months. So yeah, it was when you had to keep
changing or working holiday. So I actually then went to Asia and I was in contact with Department of
Education Northern Territory and I ended up getting sponsorship to come back. So I kind of had some
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time in Asia taught a little bit of English in Thailand just to tide me over, went back to the UK to
see family and friends and then flew back to Darwin to begin the whole year out. Yeah, which are two
important subjects that a lot of people often ask about. So number one is teaching ESLD which you
got experienced more experience in teaching in Asia, but also we do have a lot of teachers asking
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about how to be into national teachers and work in remote communities. Do you want to speak to any
of that? So coming from the UK, I think my advantage was the fact that I had no knowledge of
Australian history in that regard of any form of racism and coming from teaching in somewhere like
London, there were things that I was quite shocked about and quite like why? I don't understand.
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And I raised questions that maybe other teachers, although they were open-minded and aware,
were just like, oh wow, hadn't thought about that. It was something that like the first time I had
an incredible experience, it was three months. You know, I left there buzzing. Coming back again for
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the second year, it was very different because I was there for a longer period of time. I had my own
class. I had a quite tricky class. I had like the lower primary non-attenders. So I had like 50 odd
kids on my role, but I could have between two and twenty depending on who turned up. So that was
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pretty challenging and then dealing with living remote, especially over that wet season period,
where the only way that we could get out was via plane. Like we couldn't drive anywhere because
we were underwater basically. I found that very challenging. Yes, so there was definitely a freshness
to my approach because I didn't have that training coming from a different country. Also, I did
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know where I was going. Nothing can really prepare you apart from being there. It's really hard to
say, but you know, have backup plans of things to do, things to keep contact with friends and family,
keep those conversations open and get support from the people that you know and love,
as well as the people around you. Yeah, definitely. Which leads perfectly into the discussion of mental
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health because you actually had more than two experiences, your younger experiences there and your
more experienced and older experiences in remote. So would you like to share with us number one,
the mental health challenges, but some of the hints and tips that you found to overcoming them as well?
First, with the Arnhemland experience, especially the longer one, I actually came into a lot of
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culture stress from being in that culture and not really understanding and from not totally
understanding what was going on. I also then would question things, but they couldn't sit quite
right with me and I didn't get it. Like, I just didn't get it. I didn't get the whys. Why is this
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like this? Why is this like this? And when I left Man and Greeda, it took me at least six months to
unravel a lot of that stuff. Yeah, and just unravel, you know, because there are students who are
malnourished, there are students who, you know, generational trauma runs through there and
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not knowing that and not knowing how to cope with it was very challenging the first time.
I had a good group of friends out there. I was younger. We were doing lots of fun things.
We were supporting each other, so I did have that experience. So that, you know, the positive and
negative those friendships I still have in my life. And it's friendships that you formed in fire,
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isn't it? You are all experiencing this fresh new challenges, like you said, but you're there to
support each other. So it's just really strong. Really, really strong bonds with the people that you
work with and that you are supporting with and your knowledge of each other is so deep
in such a short period of time because you see each other go through everything and you're there.
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So yeah, those bonds are amazing. And I guess, you know, one of the strategies is that I use,
there was learning some language. We used to have culture lessons, which was amazing. We'd go,
we had one period of time when there was, they were living out on country, so we'd travel out to
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teach the kids on country and then being invited to ceremonies. And that was amazing. Like, you
cannot take that away. And my understanding of indigenous culture was multiplied, multiplied
from that experience, which then kind of led into when I left there, I knew that I'd go back to a
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remote teaching post, but I didn't know when. I was just like, right, I need to get out now. I need
to, I need to look after me. I need to refill my tank. And it was almost 20 years later, maybe 18,
19 years later that I decided to go out to the Kimberley. I mean, I love to travel. So, you know,
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there's that thing with remote teaching for me that it's like, oh my god, I get to live in the
Kimberley. Let's go. And that was that base, isn't it? It's a base where you can jump off and do
other adventures and see things that others haven't seen. So perfectly down your alley. Perfectly.
And like, you know, two hours from the Gibber of a Road, like just jump in the car and you're there.
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And yeah, had some fantastic travel experiences, but definitely went there with a different mindset
because of my awareness of culture and what I would be supporting. And this time I went in a high
school role. So I was running the high school, which felt more comfortable for me because I'm a
high school teacher. So I was just like, okay, this is cool. And I also knew that it was all about,
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it was all about the now and it was all about what I could give those kids in each moment. And
that was all that I could give because I am not big enough to solve the world's problems.
Yeah. So it was definitely about that connection. The now, what was happening in my classroom,
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the ethos and values that I was giving those kids. And obviously being there as a support,
but not to get too drawn into that because that was where the mental health kind of things would
start cropping up again, which is perfectly in your first experience because you knew when you had
to leave. So that vicarious trauma builds up in in teachers. And like you said, you knew your role.
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So your core role when you went back again the second time, no, your core role in the classroom
is so important for new teachers to hear in this podcast when they head out.
Absolutely, absolutely. And I mean, it's such a fascinating, fascinating way to work and
place to work and people to work with like just the most beautiful, real, vibrant, fun,
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like joyous connected experiences and people that you're going to get, like just incredible.
And the kids that I taught in that second time in the high school, we had a really good thing going,
like the classroom was like it feeling safe was one of my first concerns. I also was aware that
the kids had their own desk and I allocated each of them a pencil case with their own pencil,
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their own like and it was like, this is mine. And some of them didn't even use their own stuff
because they were like, no, no, no, no, and they'd keep it because it was the only thing that they had
that was theirs that nobody else could touch. They had such a beautiful connection to art. So the way
that it transpired in my room was that we'd always have an art project going and every kid would
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have that piece of paper stuck on their desk and then we'd have another board or paper that would go
on top. So I used to use it as a little bit of a carrot or a stick. It was just like, okay if you
finish your English writing, you can carry on with your artwork. When you finish your maths,
you can carry on with your artwork. And it was just this transformation where there was this
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beautiful, creative, amazing thing that they could connect with but they were actually getting the
other things done as well. And that was something that I really loved about that. The experience in that
room was the kids specifically having their own space and then finding something that motivated them
and using that as something that could happen all the time but you have to do this first. And just
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doing those things like the literacy and numeracy especially with the older kids in short chunks,
short chunks in the morning because I might have some kids that would come into my room and they're
not come back after recess because they were just there to get food. So I'd be like, right let's get
something in because I know they're going to go off either or make sure that the cooking lesson was
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just before recess. So then I'd always have a full classroom on the day that it was cooking so I could
get the literacy and numeracy in. So it was that balancing those subjects that they loved with the
ones that I could sneak in to get something. So you're highlighting the tricks to increase attendance
or get students to school but you're also highlighting the importance of cross curriculum use of
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maths and English focuses. So you're doing the cooking but I imagine you're really reinforcing that
those skills in the cooking lessons. Yeah and so I was going to talk to that actually because
with the maths I mean I would do general maths and I used to use mathematics so kids could tune in
and I could also put it at whichever level they wanted to use. But with things like the cooking we used
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to write out our shopping list and we used to allocate, we had this is how much money we have,
we used, I used to allocate a kid that was responsible for getting that item. We'd all walk to the shop,
we'd all get the cooking and then you know we'd have to have we got enough money, we'd try and add it
up there and then we'd pay for it and then we'd take it back. So having that making maths real in the
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fact that it's like well you're going to have to use money, you need to know how much things cost,
you need to know what that means and relate it to how much you've got. So I just really tried to make
the maths a real thing that could be in an out-of-the-class room and you're picking up kids on the way to and
from the shop no doubt to take them back to class with you and they see the class walking through
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Chan ready for shopping. Yes absolutely so yeah it was another kind of thing. I mean that was one way
that I use maths. Another one was using science I used to because I could kind of arrange my own
curriculum. I'd have one science theory lesson every week and one science experiment so it was just
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like right we'll do the theory and then we'll do the experiment and that was something that we
come for as well because they knew that they'd come and they'd learn about what was going to happen
but they love doing the experiment and so yeah yeah wonderful. Just a short break to share books and
resources by Jaru Gijeman, Karl Merissen and me, English teacher, Hagueya Hustler. Each book and
(16:57):
resource was created without back students in mind and with the aim to increase student engagement
while reducing teacher workload. Blackpocketoo was a 2019 CBCA on a book and it's a short
novella that's accessible for low literacy students but has many themes and issues to deep dive
for your older students or students who need extending. It's been studied in years three all the
(17:22):
way up to 7 and 8 all around Australia depending on the unique needs of each student and the
approach by the teacher. This book comes with comprehensive differentiated free teacher resources
on our author website www.calandhagueya.com.au. My deadly boots is a picture book set in the outback that
(17:42):
follows a character as they show off their new footy boots they saved up to buy. It covers themes
of identity, competence, connection to country but also has some challenging themes to explore for
older readers. Again deadly teacher resources over on our website. Tracks of the Missing is a YA
suspense thriller that follows Declan Archer as he hunts for a missing busload of students.
(18:07):
This text covers challenging themes including ones of suicide and drug overdose, stolen generation
and more so make sure you talk with your first nation's colleagues and your local staff to make
sure this book is suitable for your context. For the classrooms that it is suitable for it comes with
a great teaching pack to do all the hard work for you. Over on our TPT store we also have
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getting to know you activities, brain breaks, nadoc activities and other resources designed to
make teacher planning easier. All the links are in our show notes so make sure to like our Instagram
page, Facebook page and sign up for our author mail list so you don't miss out on new books and
resources. We have two new books out every year for the next few years, published at the moment
(18:53):
with Hatchet Books and Macabella Books, with illustrations by Samantha Campbell and Dub Lefler.
So you'll guaranteed to have more books perfect for your outback classrooms and mainstream classrooms.
Your students will see themselves represented on the pages, their faces, their stories, their experiences.
Now let's get back to this deadly interview.
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I'm just going to put off track there but that's okay.
Off track is fine. I'm sure people are listening and enjoying the round of how it works.
I think earlier on you spoke about how we're not everything to our students but you also
mentioned that you had a really strong team in the people in your your colleagues as well.
So we're not suggesting that we just dump the mental health and dump the additional supports
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for our students but it doesn't all fall on us. So the importance of having that team and connecting
and reaching out, I think, highlighted back back a bit before.
Yeah, absolutely, absolutely. I think that's the the realization that you're not in it alone and
that you're all there together and even if you have those relationships with local people,
(20:00):
having those conversations with them and you know, I don't understand help me why, how can I understand
better? They really help too. Very true. And also they'll understand like the network so who you can
go to if you've got a concern about mental health for students, whether it's a local clinic or whether
it's an elder or you know if it's happened a long time before or it's a brand new thing. So that's
(20:22):
important what you've raised. Yeah, absolutely. And also I mean as a teacher you're there but there's a whole
heap of health professionals too. So you know the teachers, nurses and doctors, there's quite a close
relationship between that. So sometimes if I had it issues with students I might talk to my neighbour
who was the nurse and just bounce things off her to see where to go. So yeah, there's also that additional
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support. Wonderful. You were able to teach across different areas and in these two different locations.
Do you want to talk a little bit about the big differences between where you taught? What were the
strengths that each had and the differences that you... Yeah, so Arnhemland is a very special place.
You need a permit to enter which obviously you do for a lot of Indigenous but
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yeah. So I actually when I went there had no idea what I was walking into and then being
educated in rich culture from people who are always have or still do living on their country.
Like they've still got those deep connections to country. Their elders are still there. Like things
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haven't been as fractured as other places. In comparison working in the Kimberley with mob that
have been moved by a great sandy desert on to stations and then there was the whole
where the government took away their pay and they all, you know, and I've chatted to elders in
community who tell me the whole thing. I remember leaving the station with my family and living on
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this bit of land just behind Luma because we were told we weren't going to get paid so we moved and
then the government they gave us this land. So they're from the great sandy desert but they've been
moved already to a station and then they've been moved somewhere else and given some land which
you know they've made the best of but it's definitely changed the way that they respond and react
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within our society. The impact of intergenerational trauma across all that.
Across all that and that disconnection with country as well which is such a deep,
it is culture, culture and country are the same whereas the Kimberley they would move very
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fluidly in Kimberley lands between community, between ocean environment, between desert environment
and also in and out of broom or fits or crossing of Derby. There would be a lot of movement there
which I think is just different to your attendance because you've got this transiency in the
Kimberley that perhaps you don't have so much of up in Arnhemland as well. Yeah, yeah, because in
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Arnhemland in wet season everyone's there like you know, you're stuck in community. Yeah,
the enjoy scene is different because everyone goes out bush so people aren't there and you know
that's the consideration for attendance that you know the system maybe needs to take account of
the fact that people move around still but with the Kimberley they developed a really successful
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program called the Kimberley Schools Program where lettracy and I think they may have started
just with numeracy but lettracy specifically is being taught in the same way across all the schools
and so with indigenous kids being able to move between schools and walk into a classroom where
the same thing is happening has been really successful because they feel safe that it's normal,
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it's just school, it's exactly what I got over there, it's the same and actually my family's here too
because we all live everywhere so yeah that's been a really successful program. So thinking of that
idea of teaching across the board and that can continuity between schools, we talked a little bit
about maths and maths being something that you had to teach out of subject area for but do you want
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to talk a little bit about the idea of hands-on and culturally relevant and two-way teaching in any
of the subjects? Hands-on maths, I did a lot of cross curricula work with that and a lot of games,
a lot of games, games, games like making it fun and getting them into the games that they're playing
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and they love it and they just want to do it all the time but what they're actually doing is maths
and they don't know and that's like yeah that worked really well was using games and that kinesthetic
way of learning and sometimes taking them out and being you know on a basketball court or
yeah so just changing the environment, changing the space, changing the activity but still doing maths.
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And using things that interested in so like on a basketball court like you're saying you already
love basketball let's do our shooting two times tables or whatever. Yeah yeah yeah totally and we
did a lot of like measuring so we'd go and measure stuff and you know measure and then we had one
one time where there was a guy who came out who was like a design tech so would work stuff so we could
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go and measure stuff, we could create design, we could then go into the workshop and so I love that
using maths in that way. So definitely making it relevant and getting out of the classroom once,
you've got that. Yeah getting out of the classroom and I actually don't think that's a bad thing in
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mainstream education either. Agreed I find it important to make sure we've got our high expectations
and our relationships formed before I step out of the classroom but then once you've got that
then you've got the flexibility to explore. Yeah yeah I mean you talk about relationship but
relationships are everything. Yeah and as a high school teacher I know that I can't teach a kid unless
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I have a good relationship with them so that's kind of when I first went out to my second post in
Luma in the Kimbley that was my first term was about building a relationship getting to know the
students, getting to know how they tick, getting to know where their boundaries are and also having
my expectations set so my boundaries here and it's not going to change and then watching those kids
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squit, wriggle and squirm and not wanting to but then within a term or two they're all here and I'm
like okay now now we're good and I guess that's years of experience knowing where your boundaries
are and setting them and knowing when to bend but knowing when not to bend. Which is a really
hard thing when you're a new remote, when you're a new teacher anywhere but especially when you're
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a new remote teacher not understanding perhaps like the cultural expectations and where that comes
into your boundaries and then like attendance the balance of wanting kids to come and encouraging
them to come and then having that high expectation where sometimes you have that interaction with
students where you know they haven't met it and then they don't want to come so that process of
going out into community and reconnecting with those students if they're not attending so
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high expectations doesn't mean you're a pushover and it doesn't mean that you know you're pushing
kids away it's about how you work around those high expectations. Yeah exactly exactly so you know
making all the kids feel that they're welcome but when you're here this is these are the boundaries
that we're working around because you know and I guess with high school kids I used to talk about
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the fact that it's about feeling safe and that it's feeling included and we're all one we're a team
in here we're like when you come into this class we're a family we all look out for each other we all
look after each other so yeah using that you keep coming back to really nicely you keep coming back
to that classroom safety in that safe environment in a lot of your messages. Yeah and I think that
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second time of being out there I knew that that was something that was really important because I
knew that some of the kids had not didn't have much safety within and that that was a safe space so
just providing this ultimate safe space and you would be amazed I think I started with two kids
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and I ended up with like 22 regular attenders they're just like coming they're still coming they're
still coming and yeah it was really nice. Now you also are an adventurer which you've spoken about
earlier your big travels and your love of remote and an international. What do you got to know?
So I'm not remote I live in Margaret River I guess it could be it's kind of remote but not really
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remote. It's really beautiful. You have chocolates and stuff down there don't you?
Chocolate and wine. You have one in chocolates and ocean and forest yeah it's a very very easy place
to live. Lots going on I really love it there's a really strong community down here but there's
actually a really strong indigenous community growing and developing and there's a lot of sharing
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of culture that's going on here which is kind of that next level of what I was looking for you know
when I was going remote is being involved but they're being this progress of this molding of
white and black culture and it's like we're all here together we're all here to look after one
another seeing it in more mainstream towns and cities. So I do I do love that but personally I
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actually chew to mats which is you know a very funny thing of that I was never a math specialist
but now I do chew to mats and I specifically chew to the kind of higher primary lower high school
napalany vibe so the kids that struggle and I've got quite a few special needs kids so I really love
(30:12):
that one on one that I do so I have that one. And you would have taken so much from the Kimberly and
from Arnhemland and about that head on learning and that individualised programs and all that future
in your place. Yeah which has been amazing and I love that difference of having that going on
because I actually get connection with those students. I still do some relief at my old the
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school that I worked at for a period of time before I went to Luma so I still do like two or three days
a week relief which I really enjoy because I still have connections there but I'm also developing a
women's empowerment business. Tell us more. Yeah so working with very early stages I'm envisioning
(30:56):
a mission statement writing stage but when I was in Luma I studied my health coaching as well.
So which highlights that you've got time for hobbies? Yes time for hobbies time to study it was like
I'll have plenty of time I'll do this so studied that got that under my belt with the view of
becoming a health coach which is now evolved into women's empowerment so that's growing and
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specifically working with women in like parry menopause so at the end of their child rearing
there's a big community here so yeah that's been really fun and we'll see how it develops as a movement
and as a business. Yeah so trying to get that together and then I also have my own podcast that I
really. Oh you would have worked a lot with the women in remote communities as well and you would
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have seen the the power that women can have in leading and moving forward these these initiatives
from themselves their grassroots initiatives so is that what kind of sparked your passion or has
it been a lifelong passion to support women in coaching roles and health for women? It's been a lifelong
passion because all the way through my teaching I've always supported girls in education especially
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in the high school so I've always had that you know the real sticky years of year eight nine and
some of the ten where I've always had the girl support and then moving that into I want to work
with adults rather than kids so that's how that has developed so yeah it's so interesting being
teaching you know I'm nearly 25 years and thinking of having a different career but it will still be
(32:33):
in an education vein yes but just not within a system of. And the podcast is in the empowering women
and parry menopause. So yeah so the podcast kind of goes it's called intentional rebels it's about
to be released in the next month and it's about ordinary people doing extra ordinary things so
through all of my travels and journeys I've met some incredible people that you know are just
(32:58):
doing it just making life happen and yeah so just highlighting those and talking about
empowerment in creativity connection to self like all those things through the podcast but that's
not necessarily just women it's going to be both. Yeah wonderful so for listeners here today who are
(33:19):
thinking will number one they've got a kid in Margaret River who might need tutoring but also about
perhaps like end of career perhaps some remote outback teachers who are end of career and thinking
about the next steps you might be someone to kind of yeah absolutely learn more about. I would be a very
open to that I think that it's such a good good good good conversations to open. It's so interesting
(33:44):
with this kind of work it's like you kind of get there and you like right this is what I'm going to
focus on and it's like you go through and then you can see that there's going to be lots of avenues
for that to open up for sure. So anything else you'd like to leave listeners with a round remote
teaching or next steps or mental health that focus on mental health I think that when you go out into
(34:06):
remote community making sure that you keep yourself healthy and that you keep yourself balanced
and have really good strong personal boundaries about you know when you need to take time out when
you need to have rest and not just pushing because I remember a very wise deputy principal that I
still work with he just said it's it's a marathon not a sprint you just need to slow down you just
(34:32):
need to you know make sure everything's in order but take the time for yourself nourish yourself
ex you know find some exercise or creative or another aspect that's not teaching because
you're there 24/7 and you're kind of never off duty if you're living in community because you're
(34:53):
a teacher that people will at the weekend you know call on you so yeah just making sure that you have
that balance within everything and have fun like you'll work it have fun with the kids like connect with
them and yeah get to know them and their families and and I think what you said earlier about you know
(35:17):
your early stint you needed the time away but then waiting for the next time so if we've got
listeners who are like oh it's not the right time now perhaps I shouldn't even bother you know
there's there could be a time have fun at adventure when you're ready yeah absolutely you'll know
you'll know it and if it's something you really want to do make it happen like you know I remember being
(35:38):
in Darwin and phoning the department of education every day like have you got a job for me I want
a job I want a job and it took a few weeks but then I had a job and I was off and you know it's like
this is something I really want to do and I'm going to make it happen and yeah having that passion
for going is next to nothing it's great wonderful thank you so much for your time today Ruth
(36:02):
Ruth spoke a little bit about using food and cooking as a way to hook your students increase
attendance and also use English and maths throughout so I'd like to use the Facebook group food
gardening in remote Australia and the Stephanie Alexander program as our spotlights today so make
sure you head over to the Facebook group food gardening in remote Australia fried deer's and tips
(36:26):
and hints on how to make gardening work in these different contexts that are so different than what
you see on gardening Australia on TV so they'll be really helpful in helping you start a school garden
or a class garden or even just grow some of the basics out there for your kitchen and your classroom
also the Stephanie Alexander kitchen garden program is one that you might like to look into the
(36:50):
aim is to introduce pleasurable food education with an emphasis on flavors and the health benefits of
fresh seasonal food they have grants and they also have training for people who are interested in
learning about how to use food in their classrooms and to create their own kitchen gardens and as
Ruth was talking about there's a huge opportunity for cross-curricular education and to have literacy
(37:15):
and numeracy embedded in these hands on and engaging activities so make sure you head over to the
Stephanie Alexander kitchen garden foundation for grants and training and support keen to
continue the conversation we'd love to chat with you join us over on the Facebook group teachers
(37:35):
in remote communities past present or future or see us on our socials what were your key takeaways
from this episode share them with us love this podcast make sure you like or follow it and share
it with a colleague or friend who knows who had had a secret dream of working remote or which
experienced teacher needed to hear just this help move this podcast up the charts and reach more
(38:00):
remote curious and current remote teachers leave us a five star of you we'd love to know how this
helped you are you a first nations educator for a remote outback community a teacher principle
service provider we'd love to chat with you for a future podcast so please reach out now don't
(38:22):
forget you can find a whole lot more remote teaching content over on our blog www.theremoteachor.com.au
and on our socials we can't wait to welcome you to a future episode so stay tuned for more
We have some amazing guests lined up. Thanks for listening.
[Music]
(00:05):
Hey deadly teachers and welcome to the Remote Teacher Podcast where we talk all things remote
Outback Teaching. This podcast and all our platforms come from a passion for helping remote
Outback Teachers succeed and in turn positive outcomes for remote Outback students.
Visit www.theremoatteacher.com.au for links to the blog, the Facebook group, over 7000 remote
(00:29):
educators and so much more. Never miss an episode when you follow and like the podcast
on your podcast app and when you follow us on Instagram, Facebook and sign up to our
email list, the links are in the show notes.
Best bit, the Remote Teacher Podcast episodes can be downloaded directly so you can listen
to them when you're out of service on your long drives out to your community.
(00:54):
Before I introduce our first guest for today, I'd like to remind listeners that our
opinions expressed today by the guest or myself are ours or lone and we do not represent
the Department of Education or other organizations unless expressly stated.
It's also important to acknowledge that first nations, children, families, schools and
(01:14):
communities are diverse and unique, including the strengths and challenges.
So what we share in this podcast may or may not be applicable to you, your students, families,
communities, class or school. It's important not to stereotype or assume and to go into
your context with a positive attitude, open mind and willingness to learn.
(01:36):
Take what you need, leave what you don't, sit back and let's get started.
Very excited to begin our podcast today but before we begin, I'd like to acknowledge the
traditional owners on the country that I am on, the Bungalung people of Northern Rivers
and Ruth will acknowledge the traditional custodians of Margaret River region.
(01:57):
Yeah, Margaret River, would it be here in local language and I acknowledge the Wadandi
Bibbleman people of the southwest of WA.
Perfect, thank you so much.
Now Ruth, before we begin with our questions, I'd love to know a little bit about your background,
personally and professionally and what led you to remote teaching.
(02:18):
Oh, well, I trained in the UK so I had quite an exciting adventure with my first remote post
where I taught for a year in London but then came here to Australia and I wanted to have
an experience of travelling rather than teaching in a city and so I ended up in Darwin
(02:41):
and that's how I got my first post in Managreta in Analand.
Yeah, I was a total free sheet but there were good and bad things like I remember leaving
Darwin and jumping on the plane and flying to an hour out of the city and landing into
me what was like the third world, you know?
I was just like, "Whoa, how can I be in the same country?"
(03:03):
This is so radically different and exactly what I was looking for, being in the bush, being
remote and having that connection to Indigenous culture and people.
I've done a year in London before that so I was pretty much fresh and I was high school trained.
So when I went out to Anandland, I was teaching all the year groups because I was covering for a
(03:25):
Brax radio program which was awesome because I had like the Kindie all the way to the high school.
So I got like this touchstone on every aspect every year, every issue kind of and all the kids which
was really nice. And that's something that we talked a little bit about talking about because as
(03:46):
a remote teacher often you are required to kind of cover more bases than you would be if you're in
this city. All different subjects across the board, the teachers would let me know what the kids
were doing but I would plan the lessons. So it was, yeah, it was great. I really enjoyed the first
experience and it was so good because kids would be coming and going to do the radio program as well.
(04:08):
So it was really encouraging my flexibility and my ability to respond to the environment which is
something that you really need when you're teaching remote because I think for you, for your first
stint, that ability to foster student voice and to learn students through hearing their stories would
have been a really powerful experience. It was and having that connection as a first posting,
(04:33):
having that connection to all the kids which meant all the families, all the language groups because
the man and grudery is quite a complex place. There's a multitude of language groups there because
it's the main town and in wet season everyone comes so it's full and then it's empty and dry season.
So yeah, it was amazing to say the least, yeah. And did you remain in that role with the radio station
(04:59):
or where did you go next? What was the next step? Yeah, so I did that for three months at the time.
My travelling visa would only allow me to work for three months. So yeah, it was when you had to keep
changing or working holiday. So I actually then went to Asia and I was in contact with Department of
Education Northern Territory and I ended up getting sponsorship to come back. So I kind of had some
(05:24):
time in Asia taught a little bit of English in Thailand just to tide me over, went back to the UK to
see family and friends and then flew back to Darwin to begin the whole year out. Yeah, which are two
important subjects that a lot of people often ask about. So number one is teaching ESLD which you
got experienced more experience in teaching in Asia, but also we do have a lot of teachers asking
(05:47):
about how to be into national teachers and work in remote communities. Do you want to speak to any
of that? So coming from the UK, I think my advantage was the fact that I had no knowledge of
Australian history in that regard of any form of racism and coming from teaching in somewhere like
London, there were things that I was quite shocked about and quite like why? I don't understand.
(06:13):
And I raised questions that maybe other teachers, although they were open-minded and aware,
were just like, oh wow, hadn't thought about that. It was something that like the first time I had
an incredible experience, it was three months. You know, I left there buzzing. Coming back again for
(06:35):
the second year, it was very different because I was there for a longer period of time. I had my own
class. I had a quite tricky class. I had like the lower primary non-attenders. So I had like 50 odd
kids on my role, but I could have between two and twenty depending on who turned up. So that was
(06:57):
pretty challenging and then dealing with living remote, especially over that wet season period,
where the only way that we could get out was via plane. Like we couldn't drive anywhere because
we were underwater basically. I found that very challenging. Yes, so there was definitely a freshness
to my approach because I didn't have that training coming from a different country. Also, I did
(07:21):
know where I was going. Nothing can really prepare you apart from being there. It's really hard to
say, but you know, have backup plans of things to do, things to keep contact with friends and family,
keep those conversations open and get support from the people that you know and love,
as well as the people around you. Yeah, definitely. Which leads perfectly into the discussion of mental
(07:46):
health because you actually had more than two experiences, your younger experiences there and your
more experienced and older experiences in remote. So would you like to share with us number one,
the mental health challenges, but some of the hints and tips that you found to overcoming them as well?
First, with the Arnhemland experience, especially the longer one, I actually came into a lot of
(08:10):
culture stress from being in that culture and not really understanding and from not totally
understanding what was going on. I also then would question things, but they couldn't sit quite
right with me and I didn't get it. Like, I just didn't get it. I didn't get the whys. Why is this
(08:30):
like this? Why is this like this? And when I left Man and Greeda, it took me at least six months to
unravel a lot of that stuff. Yeah, and just unravel, you know, because there are students who are
malnourished, there are students who, you know, generational trauma runs through there and
(08:53):
not knowing that and not knowing how to cope with it was very challenging the first time.
I had a good group of friends out there. I was younger. We were doing lots of fun things.
We were supporting each other, so I did have that experience. So that, you know, the positive and
negative those friendships I still have in my life. And it's friendships that you formed in fire,
(09:14):
isn't it? You are all experiencing this fresh new challenges, like you said, but you're there to
support each other. So it's just really strong. Really, really strong bonds with the people that you
work with and that you are supporting with and your knowledge of each other is so deep
in such a short period of time because you see each other go through everything and you're there.
(09:36):
So yeah, those bonds are amazing. And I guess, you know, one of the strategies is that I use,
there was learning some language. We used to have culture lessons, which was amazing. We'd go,
we had one period of time when there was, they were living out on country, so we'd travel out to
(09:57):
teach the kids on country and then being invited to ceremonies. And that was amazing. Like, you
cannot take that away. And my understanding of indigenous culture was multiplied, multiplied
from that experience, which then kind of led into when I left there, I knew that I'd go back to a
(10:18):
remote teaching post, but I didn't know when. I was just like, right, I need to get out now. I need
to, I need to look after me. I need to refill my tank. And it was almost 20 years later, maybe 18,
19 years later that I decided to go out to the Kimberley. I mean, I love to travel. So, you know,
(10:42):
there's that thing with remote teaching for me that it's like, oh my god, I get to live in the
Kimberley. Let's go. And that was that base, isn't it? It's a base where you can jump off and do
other adventures and see things that others haven't seen. So perfectly down your alley. Perfectly.
And like, you know, two hours from the Gibber of a Road, like just jump in the car and you're there.
(11:02):
And yeah, had some fantastic travel experiences, but definitely went there with a different mindset
because of my awareness of culture and what I would be supporting. And this time I went in a high
school role. So I was running the high school, which felt more comfortable for me because I'm a
high school teacher. So I was just like, okay, this is cool. And I also knew that it was all about,
(11:26):
it was all about the now and it was all about what I could give those kids in each moment. And
that was all that I could give because I am not big enough to solve the world's problems.
Yeah. So it was definitely about that connection. The now, what was happening in my classroom,
(11:47):
the ethos and values that I was giving those kids. And obviously being there as a support,
but not to get too drawn into that because that was where the mental health kind of things would
start cropping up again, which is perfectly in your first experience because you knew when you had
to leave. So that vicarious trauma builds up in in teachers. And like you said, you knew your role.
(12:12):
So your core role when you went back again the second time, no, your core role in the classroom
is so important for new teachers to hear in this podcast when they head out.
Absolutely, absolutely. And I mean, it's such a fascinating, fascinating way to work and
place to work and people to work with like just the most beautiful, real, vibrant, fun,
(12:37):
like joyous connected experiences and people that you're going to get, like just incredible.
And the kids that I taught in that second time in the high school, we had a really good thing going,
like the classroom was like it feeling safe was one of my first concerns. I also was aware that
the kids had their own desk and I allocated each of them a pencil case with their own pencil,
(13:03):
their own like and it was like, this is mine. And some of them didn't even use their own stuff
because they were like, no, no, no, no, and they'd keep it because it was the only thing that they had
that was theirs that nobody else could touch. They had such a beautiful connection to art. So the way
that it transpired in my room was that we'd always have an art project going and every kid would
(13:25):
have that piece of paper stuck on their desk and then we'd have another board or paper that would go
on top. So I used to use it as a little bit of a carrot or a stick. It was just like, okay if you
finish your English writing, you can carry on with your artwork. When you finish your maths,
you can carry on with your artwork. And it was just this transformation where there was this
(13:47):
beautiful, creative, amazing thing that they could connect with but they were actually getting the
other things done as well. And that was something that I really loved about that. The experience in that
room was the kids specifically having their own space and then finding something that motivated them
and using that as something that could happen all the time but you have to do this first. And just
(14:09):
doing those things like the literacy and numeracy especially with the older kids in short chunks,
short chunks in the morning because I might have some kids that would come into my room and they're
not come back after recess because they were just there to get food. So I'd be like, right let's get
something in because I know they're going to go off either or make sure that the cooking lesson was
(14:31):
just before recess. So then I'd always have a full classroom on the day that it was cooking so I could
get the literacy and numeracy in. So it was that balancing those subjects that they loved with the
ones that I could sneak in to get something. So you're highlighting the tricks to increase attendance
or get students to school but you're also highlighting the importance of cross curriculum use of
(14:58):
maths and English focuses. So you're doing the cooking but I imagine you're really reinforcing that
those skills in the cooking lessons. Yeah and so I was going to talk to that actually because
with the maths I mean I would do general maths and I used to use mathematics so kids could tune in
and I could also put it at whichever level they wanted to use. But with things like the cooking we used
(15:22):
to write out our shopping list and we used to allocate, we had this is how much money we have,
we used, I used to allocate a kid that was responsible for getting that item. We'd all walk to the shop,
we'd all get the cooking and then you know we'd have to have we got enough money, we'd try and add it
up there and then we'd pay for it and then we'd take it back. So having that making maths real in the
(15:47):
fact that it's like well you're going to have to use money, you need to know how much things cost,
you need to know what that means and relate it to how much you've got. So I just really tried to make
the maths a real thing that could be in an out-of-the-class room and you're picking up kids on the way to and
from the shop no doubt to take them back to class with you and they see the class walking through
(16:11):
Chan ready for shopping. Yes absolutely so yeah it was another kind of thing. I mean that was one way
that I use maths. Another one was using science I used to because I could kind of arrange my own
curriculum. I'd have one science theory lesson every week and one science experiment so it was just
(16:31):
like right we'll do the theory and then we'll do the experiment and that was something that we
come for as well because they knew that they'd come and they'd learn about what was going to happen
but they love doing the experiment and so yeah yeah wonderful. Just a short break to share books and
resources by Jaru Gijeman, Karl Merissen and me, English teacher, Hagueya Hustler. Each book and
(16:57):
resource was created without back students in mind and with the aim to increase student engagement
while reducing teacher workload. Blackpocketoo was a 2019 CBCA on a book and it's a short
novella that's accessible for low literacy students but has many themes and issues to deep dive
for your older students or students who need extending. It's been studied in years three all the
(17:22):
way up to 7 and 8 all around Australia depending on the unique needs of each student and the
approach by the teacher. This book comes with comprehensive differentiated free teacher resources
on our author website www.calandhagueya.com.au. My deadly boots is a picture book set in the outback that
(17:42):
follows a character as they show off their new footy boots they saved up to buy. It covers themes
of identity, competence, connection to country but also has some challenging themes to explore for
older readers. Again deadly teacher resources over on our website. Tracks of the Missing is a YA
suspense thriller that follows Declan Archer as he hunts for a missing busload of students.
(18:07):
This text covers challenging themes including ones of suicide and drug overdose, stolen generation
and more so make sure you talk with your first nation's colleagues and your local staff to make
sure this book is suitable for your context. For the classrooms that it is suitable for it comes with
a great teaching pack to do all the hard work for you. Over on our TPT store we also have
(18:30):
getting to know you activities, brain breaks, nadoc activities and other resources designed to
make teacher planning easier. All the links are in our show notes so make sure to like our Instagram
page, Facebook page and sign up for our author mail list so you don't miss out on new books and
resources. We have two new books out every year for the next few years, published at the moment
(18:53):
with Hatchet Books and Macabella Books, with illustrations by Samantha Campbell and Dub Lefler.
So you'll guaranteed to have more books perfect for your outback classrooms and mainstream classrooms.
Your students will see themselves represented on the pages, their faces, their stories, their experiences.
Now let's get back to this deadly interview.
(19:14):
I'm just going to put off track there but that's okay.
Off track is fine. I'm sure people are listening and enjoying the round of how it works.
I think earlier on you spoke about how we're not everything to our students but you also
mentioned that you had a really strong team in the people in your your colleagues as well.
So we're not suggesting that we just dump the mental health and dump the additional supports
(19:39):
for our students but it doesn't all fall on us. So the importance of having that team and connecting
and reaching out, I think, highlighted back back a bit before.
Yeah, absolutely, absolutely. I think that's the the realization that you're not in it alone and
that you're all there together and even if you have those relationships with local people,
(20:00):
having those conversations with them and you know, I don't understand help me why, how can I understand
better? They really help too. Very true. And also they'll understand like the network so who you can
go to if you've got a concern about mental health for students, whether it's a local clinic or whether
it's an elder or you know if it's happened a long time before or it's a brand new thing. So that's
(20:22):
important what you've raised. Yeah, absolutely. And also I mean as a teacher you're there but there's a whole
heap of health professionals too. So you know the teachers, nurses and doctors, there's quite a close
relationship between that. So sometimes if I had it issues with students I might talk to my neighbour
who was the nurse and just bounce things off her to see where to go. So yeah, there's also that additional
(20:46):
support. Wonderful. You were able to teach across different areas and in these two different locations.
Do you want to talk a little bit about the big differences between where you taught? What were the
strengths that each had and the differences that you... Yeah, so Arnhemland is a very special place.
You need a permit to enter which obviously you do for a lot of Indigenous but
(21:11):
yeah. So I actually when I went there had no idea what I was walking into and then being
educated in rich culture from people who are always have or still do living on their country.
Like they've still got those deep connections to country. Their elders are still there. Like things
(21:31):
haven't been as fractured as other places. In comparison working in the Kimberley with mob that
have been moved by a great sandy desert on to stations and then there was the whole
where the government took away their pay and they all, you know, and I've chatted to elders in
community who tell me the whole thing. I remember leaving the station with my family and living on
(21:55):
this bit of land just behind Luma because we were told we weren't going to get paid so we moved and
then the government they gave us this land. So they're from the great sandy desert but they've been
moved already to a station and then they've been moved somewhere else and given some land which
you know they've made the best of but it's definitely changed the way that they respond and react
(22:18):
within our society. The impact of intergenerational trauma across all that.
Across all that and that disconnection with country as well which is such a deep,
it is culture, culture and country are the same whereas the Kimberley they would move very
(22:39):
fluidly in Kimberley lands between community, between ocean environment, between desert environment
and also in and out of broom or fits or crossing of Derby. There would be a lot of movement there
which I think is just different to your attendance because you've got this transiency in the
Kimberley that perhaps you don't have so much of up in Arnhemland as well. Yeah, yeah, because in
(23:04):
Arnhemland in wet season everyone's there like you know, you're stuck in community. Yeah,
the enjoy scene is different because everyone goes out bush so people aren't there and you know
that's the consideration for attendance that you know the system maybe needs to take account of
the fact that people move around still but with the Kimberley they developed a really successful
(23:27):
program called the Kimberley Schools Program where lettracy and I think they may have started
just with numeracy but lettracy specifically is being taught in the same way across all the schools
and so with indigenous kids being able to move between schools and walk into a classroom where
the same thing is happening has been really successful because they feel safe that it's normal,
(23:51):
it's just school, it's exactly what I got over there, it's the same and actually my family's here too
because we all live everywhere so yeah that's been a really successful program. So thinking of that
idea of teaching across the board and that can continuity between schools, we talked a little bit
about maths and maths being something that you had to teach out of subject area for but do you want
(24:15):
to talk a little bit about the idea of hands-on and culturally relevant and two-way teaching in any
of the subjects? Hands-on maths, I did a lot of cross curricula work with that and a lot of games,
a lot of games, games, games like making it fun and getting them into the games that they're playing
(24:38):
and they love it and they just want to do it all the time but what they're actually doing is maths
and they don't know and that's like yeah that worked really well was using games and that kinesthetic
way of learning and sometimes taking them out and being you know on a basketball court or
yeah so just changing the environment, changing the space, changing the activity but still doing maths.
(25:03):
And using things that interested in so like on a basketball court like you're saying you already
love basketball let's do our shooting two times tables or whatever. Yeah yeah yeah totally and we
did a lot of like measuring so we'd go and measure stuff and you know measure and then we had one
one time where there was a guy who came out who was like a design tech so would work stuff so we could
(25:27):
go and measure stuff, we could create design, we could then go into the workshop and so I love that
using maths in that way. So definitely making it relevant and getting out of the classroom once,
you've got that. Yeah getting out of the classroom and I actually don't think that's a bad thing in
(25:50):
mainstream education either. Agreed I find it important to make sure we've got our high expectations
and our relationships formed before I step out of the classroom but then once you've got that
then you've got the flexibility to explore. Yeah yeah I mean you talk about relationship but
relationships are everything. Yeah and as a high school teacher I know that I can't teach a kid unless
(26:15):
I have a good relationship with them so that's kind of when I first went out to my second post in
Luma in the Kimbley that was my first term was about building a relationship getting to know the
students, getting to know how they tick, getting to know where their boundaries are and also having
my expectations set so my boundaries here and it's not going to change and then watching those kids
(26:39):
squit, wriggle and squirm and not wanting to but then within a term or two they're all here and I'm
like okay now now we're good and I guess that's years of experience knowing where your boundaries
are and setting them and knowing when to bend but knowing when not to bend. Which is a really
hard thing when you're a new remote, when you're a new teacher anywhere but especially when you're
(27:03):
a new remote teacher not understanding perhaps like the cultural expectations and where that comes
into your boundaries and then like attendance the balance of wanting kids to come and encouraging
them to come and then having that high expectation where sometimes you have that interaction with
students where you know they haven't met it and then they don't want to come so that process of
going out into community and reconnecting with those students if they're not attending so
(27:27):
high expectations doesn't mean you're a pushover and it doesn't mean that you know you're pushing
kids away it's about how you work around those high expectations. Yeah exactly exactly so you know
making all the kids feel that they're welcome but when you're here this is these are the boundaries
that we're working around because you know and I guess with high school kids I used to talk about
(27:48):
the fact that it's about feeling safe and that it's feeling included and we're all one we're a team
in here we're like when you come into this class we're a family we all look out for each other we all
look after each other so yeah using that you keep coming back to really nicely you keep coming back
to that classroom safety in that safe environment in a lot of your messages. Yeah and I think that
(28:13):
second time of being out there I knew that that was something that was really important because I
knew that some of the kids had not didn't have much safety within and that that was a safe space so
just providing this ultimate safe space and you would be amazed I think I started with two kids
(28:33):
and I ended up with like 22 regular attenders they're just like coming they're still coming they're
still coming and yeah it was really nice. Now you also are an adventurer which you've spoken about
earlier your big travels and your love of remote and an international. What do you got to know?
So I'm not remote I live in Margaret River I guess it could be it's kind of remote but not really
(28:59):
remote. It's really beautiful. You have chocolates and stuff down there don't you?
Chocolate and wine. You have one in chocolates and ocean and forest yeah it's a very very easy place
to live. Lots going on I really love it there's a really strong community down here but there's
actually a really strong indigenous community growing and developing and there's a lot of sharing
(29:25):
of culture that's going on here which is kind of that next level of what I was looking for you know
when I was going remote is being involved but they're being this progress of this molding of
white and black culture and it's like we're all here together we're all here to look after one
another seeing it in more mainstream towns and cities. So I do I do love that but personally I
(29:51):
actually chew to mats which is you know a very funny thing of that I was never a math specialist
but now I do chew to mats and I specifically chew to the kind of higher primary lower high school
napalany vibe so the kids that struggle and I've got quite a few special needs kids so I really love
(30:12):
that one on one that I do so I have that one. And you would have taken so much from the Kimberly and
from Arnhemland and about that head on learning and that individualised programs and all that future
in your place. Yeah which has been amazing and I love that difference of having that going on
because I actually get connection with those students. I still do some relief at my old the
(30:34):
school that I worked at for a period of time before I went to Luma so I still do like two or three days
a week relief which I really enjoy because I still have connections there but I'm also developing a
women's empowerment business. Tell us more. Yeah so working with very early stages I'm envisioning
(30:56):
a mission statement writing stage but when I was in Luma I studied my health coaching as well.
So which highlights that you've got time for hobbies? Yes time for hobbies time to study it was like
I'll have plenty of time I'll do this so studied that got that under my belt with the view of
becoming a health coach which is now evolved into women's empowerment so that's growing and
(31:20):
specifically working with women in like parry menopause so at the end of their child rearing
there's a big community here so yeah that's been really fun and we'll see how it develops as a movement
and as a business. Yeah so trying to get that together and then I also have my own podcast that I
really. Oh you would have worked a lot with the women in remote communities as well and you would
(31:44):
have seen the the power that women can have in leading and moving forward these these initiatives
from themselves their grassroots initiatives so is that what kind of sparked your passion or has
it been a lifelong passion to support women in coaching roles and health for women? It's been a lifelong
passion because all the way through my teaching I've always supported girls in education especially
(32:06):
in the high school so I've always had that you know the real sticky years of year eight nine and
some of the ten where I've always had the girl support and then moving that into I want to work
with adults rather than kids so that's how that has developed so yeah it's so interesting being
teaching you know I'm nearly 25 years and thinking of having a different career but it will still be
(32:33):
in an education vein yes but just not within a system of. And the podcast is in the empowering women
and parry menopause. So yeah so the podcast kind of goes it's called intentional rebels it's about
to be released in the next month and it's about ordinary people doing extra ordinary things so
through all of my travels and journeys I've met some incredible people that you know are just
(32:58):
doing it just making life happen and yeah so just highlighting those and talking about
empowerment in creativity connection to self like all those things through the podcast but that's
not necessarily just women it's going to be both. Yeah wonderful so for listeners here today who are
(33:19):
thinking will number one they've got a kid in Margaret River who might need tutoring but also about
perhaps like end of career perhaps some remote outback teachers who are end of career and thinking
about the next steps you might be someone to kind of yeah absolutely learn more about. I would be a very
open to that I think that it's such a good good good good conversations to open. It's so interesting
(33:44):
with this kind of work it's like you kind of get there and you like right this is what I'm going to
focus on and it's like you go through and then you can see that there's going to be lots of avenues
for that to open up for sure. So anything else you'd like to leave listeners with a round remote
teaching or next steps or mental health that focus on mental health I think that when you go out into
(34:06):
remote community making sure that you keep yourself healthy and that you keep yourself balanced
and have really good strong personal boundaries about you know when you need to take time out when
you need to have rest and not just pushing because I remember a very wise deputy principal that I
still work with he just said it's it's a marathon not a sprint you just need to slow down you just
(34:32):
need to you know make sure everything's in order but take the time for yourself nourish yourself
ex you know find some exercise or creative or another aspect that's not teaching because
you're there 24/7 and you're kind of never off duty if you're living in community because you're
(34:53):
a teacher that people will at the weekend you know call on you so yeah just making sure that you have
that balance within everything and have fun like you'll work it have fun with the kids like connect with
them and yeah get to know them and their families and and I think what you said earlier about you know
(35:17):
your early stint you needed the time away but then waiting for the next time so if we've got
listeners who are like oh it's not the right time now perhaps I shouldn't even bother you know
there's there could be a time have fun at adventure when you're ready yeah absolutely you'll know
you'll know it and if it's something you really want to do make it happen like you know I remember being
(35:38):
in Darwin and phoning the department of education every day like have you got a job for me I want
a job I want a job and it took a few weeks but then I had a job and I was off and you know it's like
this is something I really want to do and I'm going to make it happen and yeah having that passion
for going is next to nothing it's great wonderful thank you so much for your time today Ruth
(36:02):
Ruth spoke a little bit about using food and cooking as a way to hook your students increase
attendance and also use English and maths throughout so I'd like to use the Facebook group food
gardening in remote Australia and the Stephanie Alexander program as our spotlights today so make
sure you head over to the Facebook group food gardening in remote Australia fried deer's and tips
(36:26):
and hints on how to make gardening work in these different contexts that are so different than what
you see on gardening Australia on TV so they'll be really helpful in helping you start a school garden
or a class garden or even just grow some of the basics out there for your kitchen and your classroom
also the Stephanie Alexander kitchen garden program is one that you might like to look into the
(36:50):
aim is to introduce pleasurable food education with an emphasis on flavors and the health benefits of
fresh seasonal food they have grants and they also have training for people who are interested in
learning about how to use food in their classrooms and to create their own kitchen gardens and as
Ruth was talking about there's a huge opportunity for cross-curricular education and to have literacy
(37:15):
and numeracy embedded in these hands on and engaging activities so make sure you head over to the
Stephanie Alexander kitchen garden foundation for grants and training and support keen to
continue the conversation we'd love to chat with you join us over on the Facebook group teachers
(37:35):
in remote communities past present or future or see us on our socials what were your key takeaways
from this episode share them with us love this podcast make sure you like or follow it and share
it with a colleague or friend who knows who had had a secret dream of working remote or which
experienced teacher needed to hear just this help move this podcast up the charts and reach more
(38:00):
remote curious and current remote teachers leave us a five star of you we'd love to know how this
helped you are you a first nations educator for a remote outback community a teacher principle
service provider we'd love to chat with you for a future podcast so please reach out now don't
(38:22):
forget you can find a whole lot more remote teaching content over on our blog www.theremoteachor.com.au
and on our socials we can't wait to welcome you to a future episode so stay tuned for more
We have some amazing guests lined up. Thanks for listening.
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