Too often, in the crush of things to do, I need to be reminded to slow down and recognize all the things that work in harmony and make this thing I do, this job, this passion, a place where I can grow and learn. On top of that, sometimes I need to lift my head out of the water and gaze around at the horizon and see both where I’ve come from and where I’m headed.
The easiest way to gain that perspective is by showing gratitude.
I try to recognize and acknowledge those that I am grateful for and show them that gratitude regularly. However, I’m not nearly as conscious about with my students.
I heard of a colleague who for Thanksgiving wrote a little note of thanks to each of her students, those things matter. After hearing about it, I’ve tried to make a concerted effort to show gratitude more often. Especially to my students as it fosters an open, kind community.
It’s always interesting when I offer my sincere gratitude to students for something specific, it’s a visual change in their body language. It changes their tone.
One of my considerations is to identify the moments when I’m getting frustrated or tired and that’s the moment when I need to offer gratitude. To the student who is challenging me the most, the perspective I gain by looking through the lens of gratitude, changes my reaction.
The next consideration is that my students come from different contexts before they walk into the room. I need to recognize and have gratitude for those other influencers, my colleagues and their parents. I try to offer gratitude to my colleagues who help establish the culture in the school. I have tried to maintain a habit of writing a thank you note to colleagues who go beyond. My next step, might be, to take that idea and send e-mails of thanks to parents, for their children’s behaviour. All it does is foster a positive relationship.
Today, right now, in this moment, who are you thankful for? Have you told them?
Please feel free to share with me, your thoughts on what the Little BIG Things of Education.
With the changing tide of public education, I think we are charting territories where this essential question is being explored?
Do you need a teacher to learn?
The idea that we are learning partners, or that we are no longer the fountain of knowledge, I think lends itself to this question. If we recognize that we are facilitators, activators, or evaluators, does the role of teacher go by the wayside?
I try to think of my learning, I don’t have a teacher in the formal sense, but I do need someone. Be it the writer of a book or the maker of the YouTube video, there is someone responsible for the dissemination of the information. But what happens when we start removing the human, is Google my new teacher?
In a tinkering framework, in a place where I start a problem, then wrestle with it, rearrange the pieces until the problem is solved, experience is my teacher.
If I write a novel, edit it, and print it, in our incredibly on-demand world, and it doesn’t sell, the marketplace is my teacher?
In our budget conscious, austerity measured world, is this what the corporate interest is investigating? Isn’t the biggest single cost-savings in education always teachers?
I’ve said many times here on this blog, that I believe it is absolutely paramount that teachers are learners, but by that very nature are all learners eventually teachers, or are all learners teachers to themselves?
In fact, my ramblings and reflections on feedback have brought me to this quote from Dave Nicol, “We tend to think of feedback as something a teacher provides, but if students are to become independent lifelong learners, they have to become better at judging their own work.” and so again I beg the question, are teachers an absolute requirement in the learning process?
Douglas Thomas suggests that the role for teachers now is to provide, “the context not the content.” Is this where we find the need for the external instructor?
I’m not suggesting we remove teachers from the room or even that the job of a teacher is not critical, however, for how long? If learning is our purpose, do we not need to look at whether teaching is inherently required?
This blog post has been rattling around in my head for a while, I know it is greatly incomplete and states a serious of ridiculous questions, however, I needed to get it out.
Last Thursday, I had the privilege of presenting my thoughts and ideas at the ECOO Conference 2012. My presentation was geared around my assessment and evaluation methods and madness.
I was proud to speak in front of such an intelligent, engaged audience who asked so many great questions and provided some varied perspectives. I have embedded below the slides from my presentation.
The conference moved this year from one where the tool was the principal focus to the pedagogical shift taking shape in education. Obviously, I like this move. I think too often we spend time worrying about the what and how of teaching, and too little time is spent wrestling with the why. This conference enabled that wrestling.
However, it also enabled something else for me, it forced me to focus my thinking around assessment, which ironically I spoke about. I realized, with more clarity than I had before, that assessment is right now the linchpin to the shift in education.
John Seely Brown, Michael Fullan, and even Nora Young, all addressed the shift in instruction, but none of them offered the insight into the shift in assessment and I fear that is underlooked.
Frankly, assessment and evaluation may be the structure of the system that slows down change the most.
I see it as there are two main cogs in education, instruction and assessment, and while instruction is slowly coming to life, assessment is still in a state of disrepair. It’s rusted over and will take some serious elbow grease to get it moving again.
And we can’t disregard it.
We’ve made cosmetic changes to evaluation, however, at the end of the day will universities and colleges accept our students if they haven’t jumped through the hoops of GPAs and averages. What then becomes of the innovation, creative problem solving, and imagination?
The ECOO experience has focused in my interest in assessment and evaluation, it has left me with more questions than answers and has enabled me to connect with other educators asking those same questions. I can’t wait to see where this takes me.
Every day, in one way or another, I stand and deliver. I influence the natural patterns of thought of my students.
That’s what learning is all about.
On one hand, I try to avoid being political. I try to keep my own beliefs in the background. I try to bury my bias. My goal is not to sell an ideal but to encourage critical thinking.
On the other hand, I strongly and vocally encourage social justice and the pursuit of cultural awareness. I strive for my students to be active citizens and critical of authority.
This may come as a surprise to many, but I’ve got opinions. I’ve got many opinions on many subjects. Not only do I have opinions, I like to share my opinions.
What job do I ultimately have? To be my authentic, opinionated self, while maintaining a healthy grip of objective reporting, much like Murrow and Cronkite or to be devoid of personality, a list of facts and figures with no bias?
I’d like to say this post is not about what’s happening in Ontario where there is a showdown between the Ontario Liberal Party and teacher unions. I’d like to say that this is a reflective post about the nature/value/danger of my opinion in my classroom.
But it is.
It’s important to know what their teachers are facing. It’s important for students to understand the climate of the school. It’s important for students to understand that regardless of what is happening, their teachers are there for them, despite potential withdrawal of extras.
Does that make students the pawns of both sides?
I also think this post is questioning the rhetoric that what the unions are “fighting” for are the “democratic” collective bargaining rights. I’ve seen it said, “We’re fighting for everyone, not just teachers.”
Yet, I’ve asked colleagues who were teaching during the Harris years and after, did the labour dispute make them overall more political active and the answer was no. Unless the issue was affecting them directly, they were unaware.
If we are railing against the loss of “democratic rights”, why aren’t we up in arms about the federal government’s use of omnibus bills to pass ill-supported legislation?
I suppose at the end of the day, I’m curious, is the nature of teaching political?
He walks into the classroom mid-way through solving the Rubik’s cube. Before he’s through the door, it’s solved. Within seconds he’s messed it up again and then spins the cube to start solving. Within a couple minutes, it’s solved again.
This guy is your typical applied level student. Interesting, nuanced, at points disengaged and most of all, not meant to sit in a classroom doing worksheets all day. He’s easily distracted in class, struggles with writing, and yet, as this huge untapped potential for learning. He doesn’t seem himself as someone school is designed for and that makes perfect sense.
“How did you do that?”
“It’s a simple algorithm.”
“Where did you learn it?”
“On Youtube,” he says non-chalantly as he shows me his Rubik’s cube belt buckle. “My fastest is 1minute and 6 seconds.”
“But, I’m trying to get better.”
He sits down, hardly listening to the school announcements, and whips through it a couple more times. Complete it, mess it up, complete it again.
I ask him to teach me. He says, “You can just go watch some Youtube videos and it will be much easier.” But I sense a learning opportunity. For me and for him.
I sit down, he stands over my shoulder and starts the process. In the position of student, I quickly become discouraged. I say, “I’ll never be able to do this…” and “This is too hard…” and “I’ll never remember this,” but he just calmly tells me to keep trying. He stands over my shoulder for something like seven minutes until I shrugged it off. “Never mind, we’ve got other things to do.”
It’s easy to say that the student who shrug off school, don’t know what’s good for them. Or paint the need for today in the light of their future. But the reality is, it is hard to learn. It is hard to be put into a situation that is difficult, all day, every day, and still maintain your enthusiasm for showing up.
I’ll be back, I’ll eventually (my goal is by the end of the semester) be able to solve the Rubik’s cube, but I see myself as learner. But I don’t have to do it everyday. Just chipping away.
How often do we take the same skill and make students do it over and over, day after day? Maybe it’s time we diversify. Maybe it’s time we allow students to determine when they need a break.
I mean, after all, it’s a simple algorithm.
How do we make others trust us? Often it is through personal, deliberate acts of kindness, generosity and honour. It takes time. It takes repetition of these acts. It doesn’t always happen.
I think one of the most pressing issues within our culture is our culture of mistrust.
It destabilizes everything.
I was talking to my class, two days into the new school year, about the idea of trust. Who they trust? Why they trust these people? Do they trust me? Earning trust?
The overwhelming sentiment in this Grade 11 class, trust is hard to earn, often broken, and sometimes elusive.
I asked them if they trust the government: overwhelmingly no.
I asked them if they trust their teachers: overwhelmingly no.
I asked them if they trust the police: overwhelmingly no.
If they trust me: not sure.
I recognize that this class is not a random or statistically-relevant sample size, and I do recognize that it may be part of a teenager’s m.o. not to trust anyone, however, I don’t think they are alone. And I think this is indelibly sad and dangerous as we move into a more connected world.
Their thoughts in when they decide to trust someone, when they act first. When they feel trusted, they trust.
It is harder now to gain the trust of a stranger than ever before. But that is what is needed. From teachers, politicians, administrators, parents.
Our culture does not trust.
Being antagonistic is not going help. Being adversarial is not going to help. Instead, interactions of kindness will help. Instead, actions of supreme generosity will help and actions of righteous honour will help.
Trust ends where trust starts through actions of kindness, generosity and honour.
As a teacher, what am I entitled to?
Am I entitled to inherent respect from my students? Silence when I demand it? Uncompromising focus of the tasks I deem appropriate?
Am I entitled to students who are never late? Absent?
Am I entitled to students who want to learn? Love to learn?
Am I entitled to students who leave their dramas at home? Have no dramas at home? Recognize when dramas are real or perceived?
Am I entitled to a cell phone free classroom? Facebook-free computer lab? Social media free interaction?
Am I entitled to laugh every day? A work environment free of politics? A work where your value is fairly acknowledged?
Am I entitled to a quiet space to do my work when not directly working with students? Access to the technology I need?
Am I entitled to a succinct, clear understanding of what my responsibilities as a teacher are? A set of protocols of which I must adhere?
Am I entitled to my own classroom? A teacher’s desk?
Am I entitled to time? Space?
Am I entitled to freedom to make mistakes? Freedom to try something new?
Am I entitled to say no to change? Maintain the status quo? Be jaded, cynical?
Am I entitled to teach how I have been teaching for the past 5 years? 10 years? 20 years? 30 years?
Am I entitled to sick days? Personal days? Family care days?
Am I entitled to stability? Job security?
Am I entitled to fair compensation for my effort? My success? A pension? Recognition of my aptitude?
Am I entitled to feedback? To offer professional feedback? To speak for myself?
It seems to me there are many questions about entitlement that are being asked explicitly and implicitly in education right now. There is an expectation of entitlement that is creeping into the daily rhetoric of educators.
The problem with entitlement is we’ll never receive what we are “entitled”. The problem with entitlement is that we’ll never be happy.
These questions can be asked from different perspectives as well. Parents, administrators, governments, students all have a feeling of entitlement.
So, who is entitled?
It’s easy to tell the stories. I like telling the stories. And, over my years of teaching, reading and living, I seemingly have a story for every lesson I wish to impart on my students. Not to mention, I think I’m a pretty crackerjack storyteller.
I understand description and nuance. I can even use different voices, if needed to maintain pretend engagement.
But, that’s not my job anymore.
It’s time to realize that I need to shut up.
Given the tools and the opportunity, students need to be released from the clutches of my soul-sucking storytelling ways. They need to dive in and learn their own stories.
It is too easy to shut off when you don’t hear what you want. It is easy as a teacher to walk away, shut your door and go on with what you are doing.
At the opening ceremonies of a Fire Chiefs conference I attended yesterday, the opening speaker, the Fire Chief of Kitchener said, “To continue the progress that is needed, we must come together and have discussions and debates. Sometimes we will agree. Sometimes we will agree to disagree, but we must always agree to keep discussing.”
This struck a chord.
Too often there is disagreement and then silence. We can lose semesters easily in poorly designed and implemented professional dialogue strategies where the only people who suffer from our lack of discussion are our students. Silence is not leadership.
We need to disconnect the idea for education from our personal investment and be willing to undertake disagreement. If someone disagrees, it is not a personal affront.
No one theory, idea or reasoning is right. I get that. It is the integration of ideas in the discussion that often determines a great course of action. However, too many voices in the education discussion are silent.
For some, it is by choice. We need to encourage these quiet innovators to open their door to the world and encourage their participation. For some, it is by habit. We need to encourage these experienced educators to join the conversation. For some, it is because they have been silenced before. We need to encourage these professionals that our students and education need their voice.
These “difficult discussions” are essential to our mitigating of the rough waters of the education revolution.
In all my blog entires, I encourage you to disagree with me. Challenge my thinking. We will all come out better on the other side. Let’s agree to keep discussing.
The other day was one of those days.
You know, one of those days where I marvel that I get paid for this gig.
My students wowed me with their engagement. From an on-fire class debate about political power, economic power and our inability to sometimes know the difference, to another class “bringing it” in a major way on their spoken word poems, rants and raps. I was left beaming.
And the thing is, I can take very little of the credit.
The success of the class wasn’t because I had worded the learning goal most precisely or scaffolded the learning in just such a way. The success of the class was precipitated by students making other students better. They inquired, challenged, cajoled and supported each other. Exactly what learning should look like. The thing is, I have no doubt the teacher matters, but the teacher matters less when students are giving time, space and opportunity to learn.
I did my job flawlessly, on that day, as I got out of the way. I was able, by fluke most likely, to know when to shut up. I just observed, provided minimal feedback, and stopped acting like I needed to “manage” the classroom. This doesn’t happen often, especially the shutting up part.
Is the flood of “classroom management” techniques inciting us into a winless cycle? Is good teaching the small, unnoticeable details that build confidence and not the noticed lesson plans and scaffolds?
When talking about student success, how do we move teachers away from the conversation about themselves?
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