"We must always change, renew, rejuvenate ourselves; Otherwise, we harden."
Monday, May 25, 2020
"We must always change, renew, rejuvenate ourselves; Otherwise, we harden."
Tuesday, March 12, 2019
“I have looked in the mirror every morning and asked myself: ‘If today were the last day of my life, would I want to do what I am about to do today?’ And whenever the answer has been ‘No’ for too many days in a row, I know I need to change something.” ~ Steve Jobs
Some people might read this and think, 'Yeah, you had a busy day. So what? We all do.' And this may be true. But today I really felt the difference our own perspective can have on a day. I could have been busy, just run off my feet and glad for it to come to an end. But, instead, I appreciated each moment and was able to stay present in each of them. How many jobs provide you with a chance to play, build, communicate, collaborate, mentor, learn and have fun all in the course of one day! And so, when I responded to the student who wants to become a technology teacher, I told her that I think it’s the best job in the world!
Sunday, September 23, 2018
“I never teach my pupils; I only attempt to provide the conditions in which they can learn.”
~ Albert Einstein
It's an exciting time to be a PYP educator. The greatly anticipated launch of the Enhanced PYP is fast approaching and the past couple of years of preparation have sparked thought provoking discussions with colleagues about our practice and the very nature of transdisciplinary, inquiry-based learning. Our school, like hundreds of other PYP schools, has been exploring how we might best promote learner agency. Through individual study and reflection, to school-wide book studies and discussions, we are striving to re-think many of our practices; To think critically about why we do the things we do and asking if they are aligned with what we know about learning.
Embarking on a Harvard Project Zero course with colleagues, Creating Cultures of Thinking, and reading the book of the same title by Ron Ritchhart, has prompted us to pose a number of questions as we continue to stretch our thinking about how to transform our school.
- What if schools were designed from the start for learning?
- What if every decision a school made was viewed first through the impact it would have on learners?
- How might this change the dynamic of what happens in such places?
- If the aim of of a school is to provide a place in the community where people come together to become “master learners”, would we need a preset curriculum with which all learners had to engage?
- How would the shift from places of teaching to places of learning change a school?
- What if the aim of school was to build relationships and nurture curiosity?
- What if we focused on providing opportunities to develop powerful learning and thinking strategies?
- What if learners determined the content of the curriculum?
- What if teachers were more like coaches or mentors?
Wednesday, February 01, 2017
"You have to speak your dream out loud." Kelly Corrigan
|Bell on Pixabay, CC 0|
|Photo by Leo Rivas-Micoud CC 0|
|Photo by Brandon Morgan CC 0|
|Photo by Tim Gouw CC 0|
Sunday, January 15, 2017
"There's an alternative. There's always a third way, and it's not a combination of the other two ways. It's a different way." David Carradine
I suppose the hallmark of a good reflection question is one that stops you in your tracks - really makes you think, or as Professor Alex Moore would say, one that challenges your assumptions. Well, this week's reflection task has had this affect on me. My initial response is, of course schools make a difference. I've been a teacher for over 25 years, I must believe that what I am doing is worth while and has some kind of impact on the lives of the children I work with. After listening to this week's lectures and completing the readings, I have come to realise that I am not sure if schools do make a difference, especially those organised in a traditional manner.
|School Bokeh by Ryan McGilchrist on Flickr CC BY-SA 2.0|
This week's lectures in What Future for Education? were based on an interview with Dr Jane Perryman, who began by describing what we might mean by a good school. Her stance was that such a school would enable students to do better than they expected they could do and that this is such an individual thing, that an ideal school would be different for different people. How can we possibly measure the effectiveness of schools if the ideal school needs to be different for different students? With the invested interest of governments in the success of their schools, there will inevitably be attempts to try and standardise schools, which in turn ultimately means that schools try to become the same as they are measured with the same assessment tool. Her examples focused on the UK's Ofsted inspections and the impact it has had on schools in Britain. Her findings suggest that the negative impact of such school inspections greatly outweigh the positive effects.1 In fact, when asked if it made a difference what school a child attended, she asserted it was not as important as how a child was raised.
So, do schools make a difference? I think they do in some circumstances. My very first teaching position was in a remote, northern community in Manitoba, Canada. The school (there was only one) was an important part of the community. The school had dependable heat, electricity and running water, all of which were not certainties in the homes of the students. The only library in town was the one in the school (remember - this is pre-internet and Google days!) and it provided books not only for our classes, but also for a home reading programme. Through school activities, such as sports and music, students had opportunities to travel to other communities and meet students from other schools. I believe that this school did make a difference to the lives of the children in that particular community. In a community that was marginalised, where many of the families lived below the poverty line, it enabled students to learn more about the world outside of their town and provided a safe place where the community could come together. In a way this school is similar to the community school described in Mark Smith's article for Infed. It was an integral part of the community and used by all, but there was little in the way of curricular innovation or democratisation. Its foremost purpose was to educate the children in the community and that curriculum was dictated by the province.
From here I moved on to the city and a teaching position in a private school. The majority of the students came from very wealthy families and success at school, and then moving on to university, was an expectation. The parents were very 'hands-on' and greatly involved with every aspect of school life. The focus at such as school was really on student achievement, and back then, in the early 90s it was a wonderful opportunity to explore inquiry-based teaching and learning. In fact, it was in this school that I was first introduced to the IB's Primary Years Programme. My students were lovely and my colleagues rather amazing. I loved being in a collaborative environment and trying new things.
During this time I had a friend teaching in public school. We would often talk about the differences between our schools and the challenges she faced that were simply not an issue where I worked. My school was not inclusive, the students were selected based on a series of entrance requirements. I did not have to deal with behaviour issues or students with great challenges to their learning. I remember feeling it was all so easy. My friend was quite passionate about her work and believed her school was making a difference in her students' lives. I couldn't really say the same. I was quite convinced my students would have done well at school, no matter the teacher, no matter the system. They would do what was necessary to go to university and select the career path they most desired.
|5/365 by Anna Gutemuth on Flickr CC BY 2.0|
I want schools to make a difference - as both a parent and an educator. I've been struggling with the notion of what a school should be for a few years now and this week's reflective prompt has helped me clarify my thinking - at least in so far as to recognise that this is a very complex issue. Can schools be different for different people? Do schools have to be the same? How might we measure their effectiveness? What do we mean by effectiveness? We tend to measure things that are easy to measure, but perhaps in education, the things that are important cannot be measured easily.
As luck would have it, I came across this image a couple of days ago on Facebook.
At the end of the day, these are the qualities I hope my children (and my students) will embrace and continue to develop throughout their lives. Schools are located all over the world and in all types of circumstances, but what if they were all places where students had opportunities to explore and discover and not worry about grades or exams? What if schools devoted time for students to uncover their passions? What if we nurtured curiosity and looked at each child as an individual and worked with them to plan their learning, based on their own passions and needs? There is time enough for developing expert skills and knowledge once students are older and have a better sense of what they would like to take further.
This week's reflective prompt has raised more questions than answers, but I know now with greater certainty that our traditional school system does not work. There must be a different way.
1 During the interview Dr Perryman referred to her own research that suggests that Ofsted inspections can cause great stress for teachers and school leaders as a poor evaluation may mean a loss of jobs and students being pulled from schools. Such high stakes often encourages schools to prepare for inspection, making decisions based on what is best for a good evaluation and not necessarily what is best for the school or students. Another issue with the Ofsted system is the variability of the inspection teams and the personal bias that is brought into an inspection. She also found fault with the notion that 'value-added' by a school is ignored and that factors such as the socio-economic background for the school's population is not taken into account.↩
Sunday, January 08, 2017
"I've learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel." Maya AngelouMaya Angelou's words resonate with me, especially when I think about the teachers I have encountered over the years - as a student, a parent and as a fellow educator. In last week's reflection I talked about my two most memorable teachers - one whom terrified me and the other whom I loved. These memorable moments in my education were not created due to lesson plans or set curricula, and I don't remember particular things they said or did, but rather I remember the way these teachers made me feel - about myself and school in general.
Our lectures this week in What Future for Education? centred around interviews with Professor Alex Moore, author of The Good Teacher. He did not believe this was a question we can answer and quoted Deborah Britzman saying that teaching '...is an ongoing, endless process of becoming.' He suggests we would be better served focusing on good teaching and what this entails rather than thinking there is one archetypal good teacher we should all strive to be. In his book, Professor Moore refers to three discourses, or ways of understanding, what a good teacher should be: The competent craftsperson, the charismatic teacher, and the reflective practitioner.
The use of criteria to assess teaching performance is very common and if you are an educator you have no doubt encountered such tools. Often they will use rubrics to classify teachers from novice to master in a series of different competencies, such as planning and preparation, the classroom environment, instruction and professional responsibilities.1 While there is nothing wrong with wanting to clearly articulate some of the many skills that are important to teaching, there is a tendency by some to think that if all of these skills are in place then you are there - the Master Teacher - no need to learn anything new. It also infers that that is all there is to being an effective teacher, as set of skills that once mastered makes you a good teacher. This discourse does not usually include qualities like empathy and kindness, but rather focuses on measurable skills such as communication and student management.
The discourse of the charismatic teacher is most popular in film and television depictions. These teachers connect with students and understand them, which in turn engages the students and enables them to learn and achieve. While this idea has merit in the necessity of teachers to try and know their students, to appreciate their individual needs and the context in which they live, Professor Moore believes this to be a dangerous discourse as it seems to suggest that a good teacher (or good school) can 'fix' any of society's problems. It can perpetuate a notion of a 'saviour teacher' who will reach the deprived children and make everything alright. The other problem he notes with this discourse is that new teachers who try to be like these types of teachers will not succeed and be left feeling inadequate.
Moore's last discourse is the Reflective Practitioner. This is the discourse I am most comfortable with as it aligns with the idea that teachers are lifelong learners who are continually striving to become better at what they do and have a positive impact on their students. While this discourse is gaining ground, and as an IB PYP teacher, reflection is an integral part of my practice, Professor Moore notes that we need to be careful when we define what reflection actually means. Often, teachers are asked to reflect as an evaluative process at the end of a lesson or a unit, but are not given the time to carefully consider what this means and how they might do things differently to improve next time. In order for reflection not to become another checkbox at the end of teaching, it must be 'future-oriented'. Meaningful reflection should focus on what we are going to do differently next time and what will the impact of this be on student learning.
In The Good Teacher, Moore suggests that we need to take reflective practice and develop it further into what he calls, reflexive teaching. Reflexivity asks us to challenge our assumptions and think about teaching and learning within a wider context, the complexity of the classroom and society. Challenging assumptions is a very difficult thing and cannot be done alone, the need for collaboration as a part of reflexive practice is paramount. Being a reflexive teacher asks us to be open and honest about what we do and how we interact with students. It challenges us to face our assumptions and to focus on the needs of our students. It is a process of becoming, a continual evolution, there is no end point.
What makes a good teacher? Well, it is quite obvious that I am drawn to the discourse of the reflexive (or reflective) practitioner. One of the great assets of working in an IB school is the central role of the Learner Profile in all that we do. I believe when we talk about good teachers, we can turn to these attributes as a framework to assist our reflections.
Good teachers strive to be:
Inquirers - continuing to learn about teaching and learning, researching and wondering about their craft, sharing their enthusiasm for learning with their colleagues and students.
Knowledgeable - about their subject, about issues and the world in which they and their students live.
Thinkers - using critical and creative thinking to design learning engagements that will engage and challenge students; analysing students' learning to assist with their next steps;
Communicators - who listen to students and provide clear feedback for learning; they share their insights with students, parents and colleagues.
Principled - treating students, colleagues and parents with respect and dignity; act with integrity and honesty, and treat students fairly.
Open-minded - they appreciate that their students and families come from diverse cultures and backgrounds and are open to leaning from different points of view; while understanding themselves and their own beliefs are will to grow from colleagues' different approaches and ideas.
Caring - they see their students as whole people and care for their well-being. They show empathy, compassion and respect to students, parents and colleagues.
Risk-takers - approach uncertainty with confidence and are willing to explore new ideas and innovative strategies; they integrate appropriate technologies into their practice, even when they are not experts in its use.
Balanced - maintaining a work-life balance to achieve well-being for themselves and others; modelling for students the importance of caring for all aspects of their lives and our interdependence on others and the world in which we live.
Reflective - being objective in self-assessing our practice and learning from it; becoming aware of our strengths and weaknesses in order to improve and, as a result, have a positive impact on student learning.
I want to be a good teacher and I know this will be an ongoing process. I do not expect to ever arrive at an end point, declaring, I am done, I am now the best teacher I can be. Rather, I see becoming a good teacher as a journey with series of pit-stops along the way to reflect on my practice and its impact on others. Our school has been focusing on the mantra, Know thy impact, which is a fitting way to begin 2017. I hope in ten years time my students will look back an remember our time together with a smile. I hope they remember that I cared about them and shared my enthusiasm for learning.
Thursday, December 29, 2016
"Everybody is a genius. But if you judge a fish by its ability to climb a tree, it will live its whole life believing that it is stupid." ~ Albert Einstein
- During your own education, how has your "intelligence" been assessed?
- How has this affected the educational opportunities you have been given?
- What judgments have people made about you that have been affected by an assessment of your "intelligence"?
- Do you consider yourself to be a "learner"? why?
- the learner makes sense of the material (sees the big picture)
- the learner builds with what is already known
- learning is an active and social process