Browsing articles in "Reflections"
May 14, 2012

Mr. Kemp, Could You Stop Talking.

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.

May 7, 2012
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Agree to Disagree, than Agree to Keep Discussing

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.

Too easy.

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.

Apr 15, 2012
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It’s Easy on Days Like These

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?

 

 

Apr 10, 2012
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I Know So Little

“Real knowledge is to know the extent of one’s ignorance.” — Confucius

I just finished reading “Damned Nations” by Dr. Samantha Nutt. This book is all about the various social justice issues that are taking place and how we have, so far, not dealt with some of the overriding problems that allow war, terrorism, poverty and illiteracy to breed and grow.  Needless to say, what I thought might have been helping “change the world” may in fact be contributing.  Nutt is one of the co-founders of War Child. This book opened my eyes and is now, on my list, of books I will recommend over and over.

Ignorance of faculty

This book reminded me of my incredible ignorance. I try to be world-wise, yet I am foolish to think that reading is enough.

I am plagued with this ever-present question of whether I am “smart” enough to be a teacher.

If I recognize the limitations of my own knowledge, am I equipped to help students discover their own ignorance? Because isn’t this what we ultimately are searching for? A student who understands they don’t know everything becomes a self-guided inquirer, or a self-directed learner. That’s my goal.

To improve teacher practice, do we need a teacher-wide admittance of our knowledge limitations? Will this help re-frame the classroom away from the teacher as “beacon of knowledge”?

I do want to acknowledge that I recognize the difference between information and knowledge. The difference is an important element in our media saturated world.

I know so little, yet my ignorance is an important factor in my teaching. Should it be for all?

Apr 3, 2012

Losing, Whilst Finding, My Voice

I love to talk about education. It’s my passion. It’s what I do. I love to explore the complexities of the art and the machine of the science of learning. Then I love to tear them apart and try as hard as I might, to figure what worked and why it worked with a specific kid or a specific class.

But that’s my problem. I talk too much. I write my blog and express my opinions and too often, I’m met with acrimony from my

colleagues. Not for the ideas, but for my willingness and want of expressing them. Sometimes the acrimony is blatant, “Here he goes again.” or “He’s just being a shit disturber.” But more often, it’s passive aggressive, it’s implied dissent, you know, the eye roll or the “Well…” shoulder shrug.

Now, I may be a little melodramatic about it, but I think there lies a major difficulty in the road ahead in education.

When teachers start to find our pedagogical voice, it is often tuned out by other teachers. Not by administrators or by parents, but by teachers.

I believe the road ahead requires a radical shift that must start with teachers finding their voices.

But as I find my voice, online in the edu-blogosphere or in the Twitterverse, I’m losing my voice in my school. I’m becoming more  gun-shy when and with whom I get into it with. I don’t want to be the voice in the wind, yet, the more one says about change, that’s what happens.

So, how do I find balance?

If we want to see the education system we want, we must reclaim our voices and ensure the power of those voices around us are heard.

 

This post is cross-posted on voicEd.ca, a collective of voices who have an interest in collaborating on conversations, discussion and even debates about the future of education and schooling in Canada.

Apr 2, 2012

If You Do As Your Told, You’ll Survive.

Survival 425

We’ve got a generation of students who believe this.  We’ve got a generation of teachers who figured it out and found success through it.

It worked for me.

You know, learn the rules of the game. Then play by them.  And the rules were simple, learn what the teacher wants and do it.

Do as your told, you’ll survive.

Now as a teacher, I’m constantly running up against students who believe this credo. The problem all along is that school shouldn’t be about survival. It should be about learning, but somewhere along the way, we lost sight of that.

Another teacher I know calls it “nanny-state education”. Where a student waits to be told exactly what to do and expects to be walked through it.

The real problem is that teachers have been trained in the same system and so we wait.

We wait for a top-down pedagogical inititative and policy that we can make fun of and employ half-heartedly.  And so nothing ever changes, or it changes slowly, excruciatingly slowly.

The real shift in education will only come when teachers stop looking to survive by only doing as their told.

 

 

Mar 22, 2012
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Working Together – A Confession

Simon Tweet

It was a simple tweet. One that flew by in the whirl of the day. Just a little nugget that Simon Sinek, author of Start with Why (a book I strongly recommend reading), threw into the depths of Twitter.  He’s thrown nuggets before, often I read them, think, then keep swimming in the big ocean of ideas.

But this one weighed me down. Heavy.

Then it came up in conversations, with my students.

Then with my colleagues.

Then with my wife.

I knew there was something there. Simon Sinek had thrown this nugget at my head and it hit me.

I’m a poor collaborator. As I preach the theories of the education revolution. I try to imbibe them. I work on building the theories into my practical ethic.

This is one place I stumble.

Sure, I talk about it. I prosthelytize, I speak the good word. But when it comes to truly collaborating. I fall short.

One of the goals I set for myself this year, was to share more of what I’m doing in the classroom. And yet, I haven’t. I also have blogged less.

I can’t count how many times in a day, I tell students to work together, work in groups, ask a partner for help, etc. and then dig into my hole and wrestle in my own head.

 

There are a few exceptions, a few times where I explore the big ideas with other teachers, but rarely do I get into the details.  I rarely start with the problem and then with a group devise an action plan. When it comes to collaboration, I’m pretty isolating.  I’m pretty “in my own head”.

 

Today, it changes. Today I start trying to work together, not just in the same office.

 

Mar 19, 2012

Disconnection and Isolation

March Break is over. Packed up and checked off. For some it meant a week in sunny places or for others a chance to spend days with their family.

For me, it was 10 days of disconnection and isolation.  I spent the break holed up at a cottage, with no internet, no television, a sketchy phone connection, alone.

It was the first time in a while where I was completely on my own.

It allowed me time and space to ruminate and reflect on the year that has been, but more importantly, it allowed me to develop/hone/enhance my thinking of what is to come.

It allowed me to organized myself, put myself in the proper boxes and ensure I’m ready.

It allowed me time to read, read read and write, write, write.

And so, I feel refreshed, re-centered, and ready to dive in to the murky world of connection and immersion.

 

But, when do our students disconnect and go into isolation? Is this only something we can appreciate as we grow older? Is the need for constant connection and immersion specifically teenaged?

My disconnection surely has me missing some Facebook status updates, lots of Twitter content, but generally, it is loads of information that is not essential to my self-concept. This is not the case for teenagers. Should we help them develop the ability to disconnect and to be comfortable in isolation?

We are incredibly social creatures, yet many of our deepest, most profound thinking is done solo. So, how do we foster this ability in our students?

I was disconnected and isolated for the past week and it has served me. When do our students get served this luxury?

Mar 2, 2012

Am I Sure?

A student asked me, “Are you sure?”

I said, “Of course not, where is the fun in that?”

As we undergo this shift from information providers to supporters of learning, teachers have to first make the decision to be okay with not being sure.

“Where is this going?” “I hope it is going towards this final product, but I’m not sure.” This underlines the need to move our teaching (whatever that means) and our assessment towards process and away from product.

——-

This is partly what scares me about standardized testing and those who use the “data” that it provides.

Firstly, it is a product. At the end of the day, it is the end of learning, because no feedback that comes from a standardized test will perpetuate more learning. When a student finds out on a sheet of paper mailed to them, they passed. The learning opportunity has passed them by. So, we have to acknowledge, it has nothing to do with learning.

Secondly, it is a synthetic product. It doesn’t come out of authentic practice. It is, by its nature, phony.

Thirdly, the only process that will ensure “success” is to modify learning to underline the needs of the product. Teach to the test. Too many schools are making strides on the OSSLT because of focused work with students on how to “jump through hoops”.

Finally, and most critically, the data imbues a sense of absolute. We, the public, the politicians, the administrators and teachers have allowed us to believe that there is a way to be sure. We’ve allowed the business interests of testing to convince us enough (I realize many people recognize the uselessness of them, though we are still giving into them) that they have “the” answer.

——-

A key component to critical thinking that I emphasize over and over with my students is the ability for a critical thinker to accept ambiguity. Accept the fact that there may not be an answer.

So, am I sure of anything?

No.

But, that doesn’t stop me from trying to move forward.

Feb 28, 2012

But I Don’t Have the Time

In this profession it is so easy to run out of time.

In class, after school, at night. In a semester, a unit, whatever.

We are constantly battling with students telling them, “You need to know this for later.” “Get on task, you only have 20 minutes left.” “You need to find the time.”

It is the one non-negotiable. And there never seems to be enough of it.

That’s my excuse, when things get busy, something has to fall by the wayside.

As an English teacher, I think it is paramount that students read and that they are given time to read. For pleasure. It is too easy to let them read on their own, attach a project on to it, and call it school work. But time where students can engage in a book will not be found, save for a few students, unless we give it.

As a civics teacher, I think it is paramount that students be given time to know what’s going on. Sometimes it is an informal discussion of the news of the day and sometimes it is directed reading of an article. But that takes time. If I engage in these informalities and don’t attach specific learning goals, is it “wasted” time?

As a social justice advocate, I think it is paramount for students to witness the harsh realities of the world through media, conversation or connection. Again, it takes time. I often don’t want to attach these “learning” events to a specific project, because I want them to be authentic. Not something a student connects with for the unit, but instead a gateway for connection for a lifetime. But it takes time.

All these things that chip away at that precious resource. Time.

———-

What’s the answer? If it is not in the curriculum, it should be extracurricular?

If it doesn’t have a learning goal attached to it, it isn’t relevant for that 75 minutes?

How do we fit the authentic learning in with the job of schooling? My initial reaction is to forgo the schooling, but that can’t be the right answer. Can it?

How do we create a more efficient delivery model to enable us to have more time?

How do we rethink the use of time in schools? No bells? Flexible classes? Longer days? Year-round schooling?

——–

We all have the same 24 hours but I don’t have the time for everything I want to do, why doesn’t that work out?

 

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