Category: Life

Why teachers are Salmon swimming upstream

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!

Early Years – The “Frontline” of Education

Whenever something bad has happened in the early years section of any of the schools I have worked in, I have always thought about this clip. Those unfortunate soldiers at the frontline of war who sacrificed themselves to protect the others, further back, further from the danger.

This is a comparison I have been making, mentally, for many years… probably since my wife became an early years teacher in a fee-paying international school. You see, what we have to realise and remember about early years teachers is that:

  • they are the most at risk of scrutiny by parents, sometimes being peered at through windows and even, in some cases, filmed while they try and do their job
  • they are the most at risk of emotional, irrational and often inappropriate outbursts by parents
  • they are the ones who have to immediately justify their practices to parents who understand little or nothing about a contemporary education
  • they are the ones most underestimated by other teachers and people in leadership positions
  • they are the ones who do a thousand invisible things every day only to be questioned about one of them
  • they are the ones who deal with faeces, urine, vomit, snot, tears, physical violence and tantrums with unconditional love and patience
  • they are the ones who are treated like subservients because it’s often the first year or two that parents have paid for the “service” of education
  • they are the ones who have to counteract poor parenting decisions in their purest form

So, next time you see an early years teacher… give them a smile.

They’re at work again, making things just that little bit easier for teachers of every subsequent grade level. They’re at work again, because despite all of the harsh realities in my list above, they absolutely love their jobs and wholeheartedly believe in what they do.

 

 

Natural inquiry depends on a culture of permission

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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.

The PYP and the “genie in a bottle”

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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

 

Creating the need or desire to make

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.

 

Ideas more important than ego

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My wife came home today and talked about how great it had been working with one of our colleagues on something. The way she talked about it really synthesized many of the things I have been wondering about recently, particularly with regard to planning, collaboration and why (or why not) people are able to do it well.

She talked about how the generation of ideas had been centre-stage and that this person had been able, so quickly and naturally, to adjust her initial ideas based on new information that led to inevitable change. Rather than be upset about it, take it personally or complain about this new information and the reasons behind it… she just adapted.

This is a great example of the ideas being much more important than the ego. This is something that is inherent in good teachers. They love to discuss ideas, to share them, to develop them, to change them, to play with them and even to return to the original ones! They know that these processes are vital as teachers struggle with the complexities and challenges of making things as purposeful as possible. They know that their part in this process is important, valuable and worthy of their time.

Most importantly, they know that the process exercises their brain, expands their thinking, keeps them fresh, challenges their intellect and helps them make connections with other people.

They know they’re learning.

Critical in all of this, also, is the understanding that we shouldn’t fear our own ideas, we shouldn’t fear “being wrong”and we shouldn’t be annoyed by the refining of our ideas by other people – that’s the exciting part! As educators, we try to guide students towards being able to exchange ideas without an adversarial approach – “I’m right… you’re wrong” – but so often get caught in that petty, dichotomous behaviour ourselves.

Take a look around you when you’re next at school. Look out for the people who…

  • just come out with their ideas without second-guessing themselves or other people’s interpretation
  • love to listen to other people’s ideas just as much as they love to say their own
  • visibly learn and grow as ideas are shared
  • refer to other people’s ideas
  • have a sense of excitement, freedom and chattiness about ideas
  • discuss ideas socially as well as professionally
  • understand that ideas are not about knowing everything
  • know that the discussion of ideas is time well spent
  • understand that ideas are not responsible for the people who thought of them!

… and let them know you appreciate them.

By contrast, but equally important, keep your eye out for the “Idea Killers”! (see the fantastic list of 16 ways people kill ideas in this posting, from which I also got the header image for my posting)

Confusing confidence with a “big ego”

 

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The word “ego” often comes up in conversations about teachers, and not in a positive sense.

We hear teachers being described as having a “big ego”. However, this is usually in reference to teachers who are confident. This confidence comes through by:

  • consistently putting ideas on the table
  • coming up with an approach and going for it
  • refusing to allow oneself to be bullied
  • projecting an image of confidence to students
  • looking confident
  • taking on the challenge of leading people
  • stepping up to deal with situations
  • consistently contributing to discussions in large groups

Sure, these can sometimes spill over into arrogance or an inflated ego, but usually only when people feel cornered, subject to critical scrutiny by colleagues or – inevitably – malicious gossip.

I think a teacher ego – in it’s negative sense – is much less visible than the things in the list above. I think a negative teacher ego manifests itself as:

  • believing one is much better at one’s job than one is
  • claiming good practice is obvious, yet not actually doing it
  • being a know-it-all
  • always referring to one’s own ideas, thoughts and practices and not those of other people
  • making it clear that other people’s perspectives matter less than one’s own, either consciously or subconsciously
  • consistently talking while other people are talking
  • finishing other people’s sentences
  • shutting people down
  • consistently judging other people’s practice and behaviour
  • believing other people are interested in one’s negative or critical thoughts
  • struggling to see anything from other people’s perspectives
  • consistently making everything about oneself
  • making one’s problems someone else’s problems

These behaviours are subtle, divisive and destructive… and particularly so because they are not usually the behaviours of people who are often described as “having a big ego”. Instead, they are often the behaviours of people who come across as insecure and, as a result, are quite hidden.

I should clarify that I’m not writing this posting because of anything that has happened to me recently… some, but not all, of my postings are autobiographical! I guess I’m writing this posting because I would like to see an increasingly sophisticated understanding of:

  • what confidence is and why it is important for young people to be taught by confident adults
  • how to avoid writing off confident people as having a “big ego” and preventing that initial observation from manifesting itself as malicious gossip
  • how to deal with the more subtle, egotistical behaviours that do more harm in our schools than any confident, or even over-confident, behaviours could ever do

 

image from https://www.linkedin.com/pulse/positive-ego-nancy-steidl-1