“Recruiting Season Stressing You Out?” by Kavita Satwalekar

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Make a conscious decision about your future. Think through your long-term plan (a.k.a. 5-yr plan for some, and 10-yr plan for others) and start working towards it.

Will staying in the school move you one step closer to your long-term plan, or will leaving do that?


Step 1: Think through your long-term plan:

Picture your IDEAL situation. What do you see yourself doing at work? Where are you living? How many children do you have? What are your children doing – is that even a consideration? Who is taking care of your parents?

Your Vision:

  • If you could dare to think out loud, where do you want to be in 10 years?
  • What are all the crazy and wacky things you could do to realize your long-term plan?
  • Suppose, just for a moment, you live in a world where fear and anxiety do not exist. What could you do now?

Focus on the Outcome:

  • What is it that you really, REALLY want? Dig deep…
  • What is the PAIN of NOT achieving your plan?

Align your vision with your Values:

  • Is this plan in line with your values? (Hint: Ask yourself what’s really important to you in life – will this plan help you achieve more of that?)
  • Is this plan something YOU truly want, or is it something you think you SHOULD have? (Hint: If it is a ‘should have’, it may be someone else’s dream)
  • When you think about your plan does it give you a sense of deep contentment or ‘rightness’, happiness and excitement?

Step 2: Work towards your long-term plan:

Now break this down into achievable steps by answering the following questions:

  • What’s good about your current situation? (e. what’s the benefit of staying where you are?)
  • Can you hold on to those good aspects if you decide to make a change? Or is that something you’re willing to sacrifice?
  • Suppose you had all the information you needed, what would your next step/s be?
  • If you did nothing else this school year, what 3 things would still make the year a success for you?
  • What can you start doing, stop doing or do more of, to move towards your long-term plan? (Make a list using this “Action Brainstorming” tool)

If you still find yourself in a dilemma, please do reach out to me and I can conduct an online “Dilemma Coaching” session with you. Please note that you should have thought through all the questions I’ve listed above for that session to be effective. I can be reached via email at kavita@innersensecoaching.com or through my website at www.innersensecoaching.com.

 

 

 

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Assessment. Tests. Exams. Assignments.

Simon Birmingham is the Education Minister for Australia. He has recently announced plans to introduce “light-touch assessments’ for Grade 1 students.

Click HERE for the article in the Sydney Morning Herald (18 September 2017) for more on this, to bring you into the picture.

What are we doing to our kids?

More assessments. More data. Something has to give. What about giving our kids a chance to come into their own, in their own time. Teachers already collect copious amounts of data every moment of every day.

When are we going to stand up and say enough is enough? Schools are feeling more like laboratories in the way of factory farming, mass producing 1 dimensional teaching  – what about learning?

Our students have just been through a week of testing. One of the external assessments used here is…. Measures of Academic Progress (MAP). We are constantly testing our kids. Analyzing the data and then trying to figure out a way to make sense of it. If a student is a good test-taker, they will make it just fine.

The truth is….. in my opinion at least, where is there room for meaningful planning, best practice and valuing real learning beyond a test or book. We have more data than we know what to do with. Teachers are already on the edge, just keeping up.

I believe there is a place for this….. a very small place. We need to slow down a little, back off, and allow our teachers to be creative so they are designing the most powerful learning experiences. Not churning through pages and pages of graphs and numbers and percentages.

I’m I the only one that is feeling this frustration? What is your stance on this matter?

Let’s not allow a raw number shape and define our kids’ self-esteem and confidence at such an influential age.

We need to be pulling good people into the profession. Teaching is such a thrilling and invigorating career path. We have a privileged role in society that is incredibly fulfilling. We need to let good teachers get on with it, and trust that good learning is happening. Invest in that, not more assessments. We are heading down a road of burnt-out and stressed-out teachers. This makes me want to remain in international schools – we are very fortunate to be in our unique situation, where we carefully think about what is important and have a voice in determining our path.

I don’t actually think people know when or how we will ever usher in an ‘educational revolution.’ I’ve just felt ripples of good educators, trying to challenge the status quo, in their own way, within their control. Where to from here?

 

Talking at students instead of with students

Having the privileged of being in a number of schools and classrooms provides a lot of insight into the teacher personality and how teachers teach. For whatever reason we assume that talking ‘at’ students means they are listening and learning. Research shows that this could not be further from the truth. We need to be mindful of how much we talk ‘at’ students. One person in the room should not be doing all the thinking and talking. It is our responsibility to set the scene for learning, provide a stimulating experience and allow students to lead the conversation and thinking. And if we’re doing our jobs properly, we are capturing and connecting the ideas and thinking swirling around.

We have put this to the test and have had teachers use a timer to measure the time spent talking. This has made teachers consider the talk time when coming together.

Let’s consider a few things first:

  • Not every adult in the room has to speak to validate why they are there (if you’re in a co-teaching situation);
  • Say what you need to and let students get on with it;
  • Use a visual so students can clearly see what you mean;
  • Be clear about the learning focus and purpose;
  • If there are clarifying questions, let the students go and address the questions in the mean time.

All pretty obvious things, right?!

Talking for 30-40, hey even 20 minutes while students are on the carpet/desks is a real time waster. There is no better way to turn their enthusiasm for learning off. A lot of those behaviour problems will disappear if we engaged our students more and let them drive their learning. We need to give them the time to do that though.

This is where the speaking ‘with’ students comes in. A wise teacher will set the learning, work the room and have conversations with their students. What an opportunity to learn more about what they are thinking while creating excitement and energy for active learning.

While I understand how simple this reminder is, we need to be mindful of the time we use when setting the learning up for our students.

Have a solid structure in place that allows learning to be more fluid so it can flow. Develop clear systems and expectations that in turn create a culture of empowered learners. This will build more independence with our students. Invite students to take authentic action by giving them time so that they have an opportunity to lead their own learning. This requires a lot of trust. Let them go!

Aim for 10 minutes, say what needs to be said and then hand it over to them. Simple!

 

 

Energy that Excites

Most of us in the Northern Hemisphere are returning to a new school year. The energy in our school is swirling all around us and it feels very very very positive! Very positive!

This is happening for us for obvious reasons:

  • We have just returned from a rejuvenating break;
  • Our new teaches are enthusiastic and are bringing their excitement with them;
  • We are consolidating and aligning what we do (plus cooking some new things up) which allows us to strengthen our values and focus on continuity;
  • Our relationships with one another are stronger;
  • We have redefined our Leaders of Learning with a focus on our Host-county connection;
  • We’ve put our values on the table and have been abundantly clear on the vision and direction of the school;
  • We are encouraging challenging and honest conversations as a way to create a trusting and professional culture;
  • And on and on.

Now comes the challenge…..

“How can we keep this positive energy alive?”

Any ideas out there?

Tapping into Talents

Traditionally our school had Grade-level Leaders with varying degrees of success. Basically, it wasn’t working. The role was more clerical and ticking boxes as opposed to empowering teachers and challenging them to work within to inspire others. Last year we moved away from this model and introduced a Primary Leadership Team with 4 key areas that were seen as timely priorities in the school. This model liberated our teachers and gave them permission to collaborate together….. yet there was still something quite tangible missing from both models.

Enter the HelixLeaders of Learning. The words ‘innovative,’ culture,’ and leadership kept emerging in our professional conversations. How are we going to align ourselves so what we say, do and value has meaning? It was time to think creatively of an approach that transcended all roles, positions and personalities. A new beginning was needed to build true unity and a positive and professional learning community that inspired us to offer our students something unique with a focus on ‘experiencing learning.’ People are people through other people – African ideology.

Helix Model – Leaders of Learning

The Helix is represented by 3 strands to help us determine the essence of what we wanted to emphasize and value in our school.

Strand 1: Leadership – Moving the school forward and impacting Teaching and Learning.

Strand 2: Innovation – Valuing creativity, inquiry and ideas that lead to meaningful action.

Strand 3: Who we are shared inquiry – Developing a positive and professional culture that provides opportunities to empower.

Everyone in the Primary school was invited to ‘pitch’ their ideas, showcasing their talents and building a strong connection within and beyond our community. What was the outcome? A deep sense of excitement, innovative thinking and a sense of identity where Teachers and Instructional Assistants felt like they all had a voice. Together we had an opportunity to take authentic action in ways that spoke to our interests and strengths….. as teachers and as people. Our diverse and dynamic  skills, talents and knowledge led us to rethinking some old habits.

Our VIS Leaders of Learning – Helix Model

Makerspace – Allan is a boat builder and carpenter by trade. This allowed him to bring in his talents and create a makerspace culture beyond the classroom. Allan is working with our Lao sister-school in building a treehouse. He is also offering boys and dads workshops on the weekend.

Lao Home-School Partnerships and Learning – Linda has shown real interest in trying to understand why our Lao students underperform. She is conducting an inquiry into this through action research as a way to collect data and plan strategically on how we can better support our Lao students.

Peer to Peer Professional Learning and Collaboration – David has been plagued working in dysfunctional teams. His pitch was centered around on bringing people together and exploring ways to offer people time to observe others, plan goals and inquire into their own collaborative practice. This has been widely accepted and everyone is respecting the process of working and learning together. The Primary Team has embraced the importance of working beyond our immediate teams.

Challenge and Extend – Virginia is passionate about all learners. As a learning support specialist she wanted to explore the other end of the learning spectrum – the high flyers. She is inquiring into how to best challenge and extend students who demand to be taught differently. Virginia will be running workshops for our school community and is looking to connect with other teachers and experts worldwide.

Digital Citizenship – Missy and Graham are always on their devices. Made perfect sense to them to lead and inquire into Common Sense Media and how best to integrate this with daily use for our students and educating parents on how to find a healthy balance and be responsible users as ranging from digital natives to novice users.

EAL – Olivia is an advocate for EAL students. As our demographics change and with an ever increasing enrollment of Japanese, Korean, Chinese and Lao students as a school we need to prepare ourselves to adapt. Olivia is leading the way for our ‘Sheltered Instruction’ model to support our learners.

Mathematics – Jill and Olwen are numbers people. They are invested in the inquiry process of running a year-long maths inquiry throughout the school. Our shared central idea: “Exploring patterns and solving problems empower us to think mathematically” is bringing everyone together. Our conversations a centered and teachers are engaged by this initiative.

Language – Ian and Angie wanted to reveal their talents by developing and strengthening our approach to Language. They lead workshops for teachers and parents and have been pivotal in leading planning sessions with teachers. They have developed the ‘trident model’ of language.

Lao Culture Connection and Professional Learning – Mai, Noi and Lae are from our host-country, Lao. Having Instructional Assistants rise to this challenge proved to us as a school that we value our Lao host-country connection. Mai, Noi and Lae will be leading professional learning and goal setting sessions, connecting with a local teaching college where training teachers can experience practical training and they are planning Lao cultural experiences with teachers as part of our Who we are unit of inquiry. All Who we are units have a 4th line of inquiry which is connected to our host-country. This is an opportunity for us to take actions and service in our community which is lead by and through our Instructional Assistants. We are so proud of our Primary community. We have amplified ‘teacher voice’ and they are leading our school forward.

We believe we’ve have found the right ingredients when it comes to developing trust and deepening relationships because we have revealed and embraced talents (both unknown and known) to us. The power is giving people time and space to lead others. This has revolutionized and unlocked the power in ‘saying what we mean, and meaning what we say.’

This is just the beginning for us as a school. This is our inquiry to learn from. The mood is positive and people feel valued. It is an exciting time for us to develop a culture that cares, energizes and recognizes talents that goes beyond our school walls.

Designing powerful learning experiences

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Once teachers have a good sense of the “big picture” of units, they turn their attention to designing the initial learning experience, or provocation, for their students. Not much more than this should be planned as everything else really depends on how students respond to this initial experience.

When designing powerful learning experiences, it is important to consider these points:

Check teacher attitudes – all teachers involved need to be genuinely curious about their students and how they will react or respond to learning experiences and see themselves as inquirers who are researching their students.

Return to learning – continuously remind yourselves of the desired learning in the unit and also be aware of any other learning that may unexpectedly become part of it.

Know your curriculum – familiarity with the curriculum – basically “knowing it like the back of your hand” – means you can plan for learning and also include unexpected learning as it arises.

Understand difficulty and create struggle – students will only really reveal useful information about themselves to you if there is an element of challenge  or struggle involved. This is what separates a provocative learning experience from an “activity”.

Consider group dynamics – be very purposeful about how you intend your students to work… are you looking for them to think independently or to collaborate? Are their choices about how to work part of the information you’re looking for?

Collaborate for effectiveness – work well with your colleagues to make sure each of you has an active role during the experience, such as observing and documenting in different ways.

Test on yourselves – it’s always a good idea, as well as fascinating, for teachers to try out a learning experience on themselves to see how it feels, what is revealed and whether or not it is really worth doing.

Use pace, place and space – these three elements are often overlooked, yet can totally make or break learning experiences. Think carefully about how time will be used and how you can read the situation to add or take away time accordingly. Think carefully about the best location for learning experiences to take place and how that location could be adapted for the purpose. Explore the space and discuss how you can use space intentionally, including the movement of students and the placement of materials, to create the right feeling and atmosphere.

Understand the power of mood – explore ideas and strategies for the creation of particular moods to enhance learning, such as relaxation, mindfulness and music (I’ll write a posting about this soon). Most importantly of all, have high expectations for student attitude and let them know you care about it and take it seriously.

 

How to plan thoughtfully

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As a PYP Coordinator, I look for teachers who are naturally thoughtful when they are planning units. But, what exactly does that mean? I have identified seven key ingredients:

Students before convenience – putting student needs and student learning before adult needs and the prospect of additional work or effort.

Understanding the why of learning – being clear about why a unit exists and why it matters to a particular group of students at a particular time.

Being willing to look at things differently – open to conversations and decisions going in new, different and surprising directions.

Removing barriers and blockages – identifying factors that may prevent or diminish powerful learning experiences and seeking solutions.

Enjoying difficult thinking – relishing intellectual stimulation and seeing how difficult thinking always leads – eventually – to better ideas.

Making the most of different perspectives – knowing that having a variety of personalities involved provides richness and diversity to conversations and that disagreement is healthy and professional.

Being prepared not to be finished – being aware that it is unnatural, possibly even ridiculous, to put a time constraint on genuine thinking, creativity and decision-making.

You know, I have experienced planning sessions in which the resulting plans were actually not that different to the original plans, where conversations have gone full circle. But, the fact that the thinking happened, that it was done by the people who will guide students through those plans, means that there was no better use of their time.