From the Memory Box 

Issue No 24

Can you imagine a time when you were a student, and you couldn’t see the point of why you were in that class? Why you had to do that particular subject? I recall a time when I was in Year 11 at Warragul High School many decades ago. I recalled that time because recently I found myself in a situation in which I was justifying, to myself by the way, the importance of lessons learnt from historical experiences. 

That occasion, in my secondary schooling came about because our British History teacher was trying as best he could to justify the importance of history and lessons that could be learnt from its study. His major points, as I recall, were firstly, that history has a habit of repeating itself over time and therein lay opportunities for lessons to be learnt. Secondly, that history frames the present – gives a context in which to better understand our present circumstances and act accordingly. At the time, our history teacher’s explanation went down like the proverbial lead balloon. We were more interested in many things other than British History, especially given that due to course requirements, we had little option but to study the subject in Year 11 at that time. 

Nonetheless, here I am retelling the advice I received in my teenage years by my Year 11 British History teacher. I wonder what my students remember of me, their teacher and principal. 

Most recently I found myself in a position not unlike that of years ago - the difference being that it was now my turn to do the justifying. A parent whose child was struggling with Mandarin requested that their child be excused from attending Mandarin classes and was on the point of refusing to come to school on the days when that class was timetabled.

Of course, as a principal, finding oneself in the position of defending government and Department of Education policies that we are required to implement and over which we have no control, goes with the territory. The major challenge being, of course, to do so in such a way as to inspire confidence in those to whom we are making the case - for the policy. 

Of no small consequence also, is the need to find within yourself, a commitment and buy in to the policy in some form – if you wish to make the best of your talents and contribution. That is not always an easy task. There can come a point where the spectre of cognitive dissonance becomes a reality, with people suffering mental discomfort when their attitudes, beliefs and actions are inconsistent and contradictory. This can, and often does, add another layer of complexity to the challenge. 

Years ago, I discussed this challenge with a wise sage who employed a coaching strategy in providing me with advice. He kept asking me questions, having me drill down on the essence of my frustrations until I reached rock bottom in terms of answers. At the end of the discussion, or should I say, questioning, I found myself with basically two choices. I chose to seek solutions that reduced my frustration to manageable levels and continue in my role. I had witnessed the debilitating impact on others that cognitive dissonance could have, if left unchecked, ignored or addressed in ways that did little to enable them to give of their best - to themselves and others.

Looking back, I am glad I did that. Obviously, I love my profession and the prime importance of a quality education for all children. This, not only for themselves and the overall health of society, but also for the lesson it reinforced in me – who or what do I wish that to be, that defines me.