Recently, Kelli and I were talking about why teaching can be so exhausting. She used the analogy of Salmon swimming upstream to illustrate how we are so often doing what we do in the face of so many other contradictory and conflicting forces.
These forces may sometimes be policies and expectations put in place by governments and education departments based on decisions which are often made by people with little or no educational background apart from the fact that they went to school. In many cases, these policies and expectations are in complete conflict with what educators know to be true about children and learning. And so, most teachers play the game while still trying to do what they believe is right even though their ability to do so (and their time, space and energy to do is) is dwindling.
In other cases (or if you’re unlucky, at the same time) the forces may be policies and expectations that are put in place by school boards or leadership teams. Many school boards are composed of people who have little or no educational background apart from the fact they went to school. And many leadership teams consist of educators so long out of the classroom and so distanced from the realities of day-to-day teaching that they are referring to how things were, or should have been, 20 or 30 years ago. And so, most teachers play the game while still trying to do what they believe is right even though their ability to do so (and their time, space and energy to do is) is dwindling.
In other cases (or if you’re really unlucky, at the same time) the forces may be the patterns of behaviour and trends that exist around you all in everyday life outside school. Students may be consistently exposed to things that go against everything you hope to be instilling in them while they are with you, such as vast differences between rich and poor, an abusive class system, the systematic destruction of the environment, institutionalised racism, corrupt officials and police, blatant consumerism and greed and disregard for human life. And so some teachers try to get their students involved in doing something about these problems, and this is great. But, all too often the overwhelming feeling that they’re only scratching the surface burns people out or the transient nature of many international schools means projects are not sustained. And so, teachers and students do what they do inside a sort of bubble of safety, security and sanitisation while still trying to open their students’ eyes to reality.
In other cases (or if you’re really, really unlucky) the forces may be the parents and what they believe about parenting. Teachers may be consistently trying to reverse the damaging effects of different parenting styles, such as children who have “learned helplessness”, children who are overprotected, children who are under too much pressure to be academically successful, children who are over-scheduled, children who are unable to relax without a screen in front of them, children who are not getting enough sleep, children who eat a damaging diet, children who are being medicated and children who are being brought up with worrying political and ethical beliefs. And so, teachers do what they do in the hope that their 8 hours or so each day with these children can, in some way counteract what is happening at home and give them a refuge, increase their confidence and self-esteem, reveal different perspectives to them and, perhaps most importantly, help them learn how to figure things out for themselves.
In other cases (or if you’re really, really, really unlucky) the forces may be the what the parents believe is, or should be, a good education. Many parents’ only point of reference about education is their own experience. Some of the more enlightened parents look back at aspects of their education and hope, more than anything else, that their children don’t have to “go through that”. Many, though, hark back to their education with rose-tinted glasses and put pressure on modern teachers to replicate those practices despite the fact that pedagogical research, as well as the world itself, has moved on since then. And so, teachers are charged with the responsibility of not only educating children but also educating parents about how they are educating their children!
The Salmon swimming upstream is a great analogy for what it’s like to be a teacher. At least, a teacher who is determined to stay up-to-date with pedagogical research and contemporary practice, who is determined to teach the child and not just the content, who is determined to be part of creating generations of young people who can give themselves and the next generation a better existence and who is determined to make the most of the privilege that it is to have such a direct impact on the lives of so many people. If not, I guess they’re just swimming along with the current… which is, of course, much easier, much less energy-sapping and involves a lot less thought!
A few years back Sam and I ran a 1 day workshop and 4 days of demonstration lessons at Mt. Scopus College in Melbourne, Australia. The format was very different to the usual ‘run of the mill’ workshops or conferences which most of us have become accustomed to.
Since then, Lana Fleiszig has developed a strong relationship with ISHCMC for a few years now and naturally, we thought it made perfect sense to bring her to VIS too.
The value and impact was immediate and she instantly drew in our teachers. Lana said it best when she referred to herself as ‘the provocation.’ And that is what she did, she stirred up our thinking, added to our evolving inquiry culture and inspired us to continue the amazing work she did for the week she was with us.
The power and value in hosting in-house professional learning is obvious. We all could learned together, we all got on the same page and we are all finding ways to strengthen our practice through her ideas and knowledge.
We are sending 4 teachers to Shanghai to complete Making the PYP Happen. They will fly to Shanghai, be part of the workshops and then, snap – it’s done. A huge amount of investment and resources funneled into 4 people. A week with Lana (in-house) meant that 28 teachers and 19 Instructional Assistants were all touched. I know which basket to put all (or most) our eggs in.
So how did we take the learning to the next level after Lana left?
Using Inquiry Moves (see below), each teacher selected 1 that they wanted to develop. They now have three weeks to collaborate with those people (outside of their teams) and then share back to the group. This is just one step of many we plan to develop and strengthen.
This is how we are developing an inquiry culture at VIS. This is just the beginning. We have big plans to bring Lana back and take us through the next cycle of inquiry learning t-o-g-e-t-h-e-r!
The ebbs and flows of exciting new job prospects and recruitment is slowing down to rest dormant for another cycle in international schools. More on this later in the post. Let’s pause for a moment and wind back to August before going any further.
You’re in August, just returned after a relaxing break, time to ponder and consider if you are staying on or moving on, as your contract is a perishable item, just like long-life milk in aisle 4. Before you know it, you find yourself in October (some schools drop the ‘letter of intent’ much earlier than this). You have to resign before squaring away that next job.
What to do? Am I fulfilled? Have I outgrown this place? Am I happy? Do I offer something unique? The questions, the introspection, the game of romanticizing and flirting with the dozens of possibilities of potential schools begins to become real. Then the practicalities and gravity of moving sets in…. shipping, housing, Visas, notarization, friends, the comfortable life you’ve created, police checks….. here we go again.
So you’re now leaving and have a good 6 months left at the school which saw something special in you when they first took you on. They hired you on all the skills, knowledge and passion for learning that you were bringing with you. Life was good. The cycle turns and rolls effortlessly.
And this is where ‘the game’ becomes interesting….
Who are you once you have a foot out the door? You’ve signed and secured a new contract somewhere else. Good for you!
How are you going to spend your remaining 6 months? What is your legacy? How do you want to be remembered? I believe that the true colors of who one really is, shine through in the last 6 months of their contract. This is when you see someone in their full light. Their morals, their values, their ethics, their desire, their essence, their personality, their qualities, their core…..
Are you someone who begins to:
- arrive late to work?
- use all your sick days?
- say less? do less?
- leave at 4 on the dot?
- gossip and be more negative
- and on and on…..
Or are you someone who:
- gives their best and remains consistent?
- contributes at meetings?
- turns up to organized events and supports them?
- is positive and works hard?
- still cares about learning and growing?
- has the desire to ‘finish’ well, right up to the middle of June?
- and on and on…..
I believe that school leadership and administration needs to connect with the schools that teachers are going to and share some ‘home truths’ with how things have turned sour (or not) in the remaining 6 weeks of the year. More like a follow-up conversation, a hand over. Sharing an appraisal or goals. We do that with our students, why not educators….. Maybe this would work…. maybe not. There has to be a way to circle things back.
Sure, leaders can have conversations with those who flag and meander. I think there is a missing link from the beginning of August. The ‘sun setting stage’ of one’s time in a school says a lot about someone. The approach we need to take should go beyond the signing of a new contract and hoping they stay true and consistent to what they have shown and been like.
Let’s finish well, let’s finish how we started!
Why do we have to manage grown adults ‘out of’ and ‘in to’ schools?
Inquiry is basically about permission.
When students know that they are able or allowed to pursue the questions that come into their head, take the directions that become appealing to them and make their own decisions, they do those things more. It sounds obvious to say it, but it’s true.
When there is a culture of permission – when the teacher in the room is more likely to say “yes… let’s do it, let’s give a go, let’s get that, let’s go there, let’s see if we can find that”… well, then the students are more likely to end up with that attitude and more interesting learning happens as a result.
You know when you’ve entered a classroom like this as it has a very particular feeling to it. Students are usually engaged in doing very different things and working in different ways, and the teacher is not the centre of attention. In fact, there is usually a sense of things not being completely under the teacher’s control, a wonderful feeling of teetering on the brink of chaos. Not only is this type of teacher comfortable with not being completely in control, she is also confident in her students’ ability to make decisions and that “bad decisions” are not bad decisions but opportunities for real learning.
Children have their natural tendencies to inquire eroded progressively as they get older. Sometimes, this is because the adults around them fear for their safety! Other times, though, it is because the adults around them want to be in control… or feel they have to be in control because that’s what teaching is.
So, I guess the culture of permission starts at the top. If school leaders make sure teachers know that being in complete control of students no longer represents good teaching, perhaps teachers will – in turn – be more inclined to release control to their students.
A parent recently asked me if I felt her children would struggle when returning to a more conservative model of education after several years in a PYP school… and an innovative PYP school at that.
She was mainly thinking about whether or not they would have fallen behind academically in the traditional subject areas as the system in her country, like in most of them, is very content-specific. I said that they may find there are things that they haven’t learned… of course! However, I told her, after several years in the PYP they will have the ability to access that information as they will be skilled in the “art of learning”. I reassured her that what they have learned, or haven’t learned, should not present them with insurmountable problems.
What they might struggle with, I said, is being expected to go backwards in terms of how they learn. Being put back into a traditional classroom set-up in which all students sit at tables all day, sometimes in rows. Being put back into a traditional teacher-student authority relationship. Being put back into situations where all students are doing the same thing, the same way at the same time. Being put back into didactic, predetermined contexts for learning. Being put back into a place where only a few forms of expression are valued. These are all things they might struggle with. These are all things that many children who leave PYP schools and go back to state systems struggle with.
The metaphor of a genie in a bottle sprung to mind as I was talking. We laughed about how the PYP has released the inner genie in her children, and children like them, and how it might be very difficult or even impossible to put the genie back into the bottle!
But, do we really want to?
Header image from here
There’s a lot of hype around “makerspaces” at the moment – I definitely wish I’d bought shares in Lego a couple of years ago! It’s great though, our schools are responding to the need for students to work with their hands, to think differently and to learn to become content or product creators.
One thing we have to be very careful of, however, is that theses places – and what happens inside them – don’t become another separate entity, another “subject” or another thing that happens outside of “regular learning” or “the real stuff”. Know what I mean?
These spaces – and what happens inside them – need to become natural extensions of all the other types of learning that happen in our schools. All of that learning needs to create opportunities for students to make. Students need to become more and more aware of what is possible and then they need to be connected with the people, places and materials that can make those possibilities become reality.
True change happens when making becomes a mindset in the school, not a subject. If the mindset doesn’t evolve, makerspaces may end up being another fad.
Forget the learner profile for a second…. what about the Teacher Profile!
The other day I was sitting in a meeting with the MYP and DP coordinator and we asked ourselves what type of teacher do we want here?
THE TEACHER PROFILE
This could be different and unique for every school depending on their culture and what is needed at that point of time to move the school forward; therefore, it could evolve and change.
After discussing, debating and really thinking about it… we all agreed on one – OPTIMISM.
If one exhibits continual optimism then so many other things shine through. Looking at everything as an ‘opportunity’ can only mean that true growth and movement for change will follow.
Adaptable was second on our list….. we didn’t get any further than that in deciding from the 12 we had on our list.
What would make your list? (Let’s say top 3)
What type of person do you want to be around and how would that bring about achieving a desirable and measurable impact to develop a school’s identity?