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?
Today, a lizard visited me. It was on my bag… for no reason, well seemingly.
It might have appeared to tell me that my universe is aligned, that the things I need are with me. Just the way it was that hot night in Bangladesh when the power had gone off for hours and my daughter, a month old, had cried and cried until a Gecko appeared on the wall. As I held her in my sweaty arms, my mind frazzled and her face red from screaming… the presence of the Gecko soothed us, reminded us of the presence of something else. Something both smaller and bigger than us.
Today, this lizard might be telling me that what I just read and the connections I have just made are profound and that I must stop and listen to them, just the way I stopped and acknowledged the presence of the lizard.
This is what I read:
“… geniuses of all kinds excel in their capacity for sustained voluntary attention. Just think of the greatest musicians, mathematicians, scientists, and philosophers throughout history – all of them, it seems, have had an extraordinary capacity to focus their attention with a high degree of clarity for long periods of time. A mind settled in such a state of alert equipoise is a fertile ground for the emergence of all kind of original associations and insights. Might “genius” be a potential we all share – each of us with our own capacity for creativity, requiring only the power of sustained attention to unlock it? A focused mind can help bring the creative spark to the surface of consciousness. The mind constantly caught up in one distraction after another, on the other hand, may be forever removed from its creative potential.”
The Attention Revolution by Alan Wallace
These are the connections I made:
- We need to evaluate whether or not the “busyness” and scheduling in schools is, actually, exactly what Wallace is referring to by “caught up in one distraction after another”.
- We need to take some time to be very honest about whether or not students (and teachers) are, in fact, just being “caught up in one distraction after another”.
- We need to explore ways in which we can create “long periods of time” in which students (and teachers) can reach that “state of alert equipoise” in which everyone can be at their best.
- We need to make the relationship between mindfulness practice in schools and the capacity of students (and teachers) to sustained voluntary attention more explicit.
- We need to develop a sophisticated understanding of what attention means and move beyond thinking it is just either (a) listening to a teacher or (b) doing what a teacher expects students to do.
image by sergey245x on Flickr, shared under creative commons license
The pursuit of “busyness” is all-encompassing, it is everywhere and we are all perpetuating and complaining about it at the same time.
I am sitting in a beautiful fisherman’s cottage in a sleepy village on the coast of Vietnam. The rain has started to pour, simultaneously cooling the air and scuppering our plans for the next couple of hours and so… we are forced to relax.
Instead of piling into a taxi and heading into Hoi An, the beautiful and bustling nearby town to do all the things we think we are supposed to do on holiday – sightseeing, shopping, having cultural experiences, dragging our children and ourselves around making the most of being on holiday – we do nothing.
Or do we? What, exactly is nothing?
This is what “nothing” looks like at this exact moment:
My wife finds the time to read.
My Mum enjoys the relaxing act of sweeping sand off the verandah.
My children play and make up stories.
But, why do we only allow ourselves to relax into doing these things when the rain prevents us from going somewhere else? Because we have become conditioned into “busyness” – the cult of activity and the sense of guilt or fear-of-missing-out that characterizes the modern existence.
This is true in education too. We have allowed learning to be described as “activity” and we strive to keep students busy all day and every day. We have also allowed a fear of missing out to dictate what must be learned, and when, in order to make sure everything gets “covered”. The concept of relaxation, and so – inevitably – the ability to choose to do things that only relaxation really allows, is almost entirely absent from schools.
I wonder what would happen if a school set out – with true intent – to create a sense of relaxation, to replace “busyness” and fragmentation with long periods of time during which teachers and students could relax into simple, deep and meaningful pursuits, to value what happens in those circumstances rather than panicking about what is not happening…
Header image from http://www.boundless.org/~/media/Images/article/rel-13-good-busyness.ashx
Ever since Chad and I came up with the time space education concept, I am hearing people refer to the need for time and space more and more when talking about education, school and life. Don’t get me wrong, I’m not trying to claim responsibility for this trend! I’m just concerned that the issue of having less time and less space is becoming bigger, and so the need for people to refer to it is becoming more widespread. As it says in this clip from “The Gods Must be Crazy”… we don’t know when to stop!
Students like Nikita and Kaithe, IB students at Saigon South International School, are referring to the need for people like them to have time and space, to understand their need for time and space and to be able to harness the power of having time and space to improve their learning and the balance of their lives.
Teachers – everywhere – are concerned about how fragmented, scheduled and full their daily lives and their students’ daily lives are. Everyone seems to understand that real, deep learning only happens when people are given the time and the space to engage with what they are doing fully. Yet, take a good look at any school’s schedule and you will find a grid that is dedicated to keeping everyone busy, built on the overriding concern that anyone and everyone must have their days cut into small, manageable “segments of time” that can be managed, planned and accounted for. Furthermore, they are built on the premise that learning can not and will not happen unless these grids, and other grids that dictate what must be learned and who will deliver that learning, exist.
So caught up in these grids are teachers that – even when there is no expectation from anybody to treat time and learning this way – they continue to do so. The mindset of busyness is so palpable that we can’t help ourselves as we usher kids around, interrupt them, split them up, put them back together, tell them to hurry up, tell them to slow down… We believe we are preparing them for real life, for work. But, strangely, there are almost no workplaces – except perhaps for those we believe we are not preparing our students for – that treat time in this way, that abuse time so routinely!
I guess I’m writing this because I believe that schools won’t really change for the better until they explore how time is used. Sure, we can all do funky things with funky new technology in the segments of time that we have and there’s lots of amazing teachers out there doing amazing things with their students in those segments of time. But, until we really face up to it, we will continue to ask ourselves the following questions:
- where has the time gone?
- why aren’t students able to go into great depth with their learning?
- why are so many students unsure what to do when they do have free time?
- why do we always feel like we’re behind?
- why are our students, and ourselves, so distracted?
- why are schools such busy places?
- why does it feel as though nothing was really achieved some days?
- why do we often feel dissatisfied with our teaching?
- why are we so exhausted?
I would like to see every school faculty be given the chance to inquire into how time is used in their school – a full, professional inquiry into “busyness” during which they can pull apart the traditional moulds they put time into and think again.
The question is… how do we find or create or find the time to do give this issue the attention it deserves?
It’s that time of year in primary schools again – the time for mixing up the classes and making new ones for next year. I have some thoughts about this.
My first thought is that mixing the classes up every year should not be the default. This is particularly true in international schools where students have very little continuity in their lives anyway. Friends are constantly coming and going, being made and lost. These children, generally, have little bond with their extended families – cousins and so on. Their little lives are in a constant state of flux. In a way, our schools owe it to them to provide a little bit of continuity. Instead, we pull the rug from under their feet and force them to go through the painstaking process of making friends all over again. Even as we speak, my daughter is being separated from her closest friends – for the third year in a row. Just doesn’t seem right, really, does it?
My second thought is an indicator of a bigger problem – friendship within and across classes. Whether we say it is a major factor in the creation of classes or not, to our students the issue of which class their friends are in is HUGE. Each year, we see close friendships break down when students are placed in separate classes. After a while, new friendships are formed with students in the same class. The fact of the matter is – being in the same class seems to be the key factor in the sustainability of friendships in schools. This is an indicator of some very serious problems:
- Classes become silos in which students have few opportunities to interact with and learn with students from other classes.
- Play opportunities may be too rare, infrequent and brief to allow for those times to create the conditions for rich friendships beyond just the ones that exist in the classroom.
- Our students’ lives outside of school clearly become equally scheduled and compartmentalized as “play-dates” (God, I hate that term) are based more and more on students who are in the same class and who parents deem to be acceptable friends.
If schools are going to grow beyond their current state – the need for which so many of us are in agreement about – we need to take a long, hard look at this class-creating habit we have developed. It may be way more damaging and counter-productive than we think.
We also need to look at what our timetables say about how much we value play and the social connections and relationships that could be evolving in so many rich ways if we allow more time.
Perhaps we also need to work with parents in order to attempt to break down this “play-date” culture which converts what should be healthy, spontaneous play with whoever happens to be around to adult-manipulated, scheduled “dates” with carefully selected children.
What does your school do?
Is there an approach that you feel is right?
Next time one of your students or children is using Minecraft, stop and take a good look at what they are doing. I can guarantee you that they will be…
- in a virtual version of “outside”
- learning about topography, flora, fauna and materials
- solving problems
- getting lost and found
Many of us obviously think this is pretty cool, myself included. After all, the skills that the students are using “in there” are the type of skills that we are trying to help them develop as we educate them.
But then, its actually also really uncool that modern kids can only possess “virtual freedom” and that they can only develop “virtual skills” and that, rather than using their whole bodies and all of their senses, they are using only their thumbs and their increasingly failing eyes.
You see, Minecraft is basically the childhoods of older generations wrapped up, written in code and presented in a device. Yeah… lots of things are possible in Minecraft that are not possible in the real world. But also… many, many, many more things are possible in the real world than are possible in Minecraft.
So, is it a good thing that students are using Minecraft and developing the skills that they are developing? Yes.
Is it a good thing that the “virtual outdoors” is replacing the real outdoors for our young people? No.
Can we allow the existence of Minecraft to allow ourselves to be apathetic about fighting for children’s right to play, explore, experiment, create and learn in the real outdoors? Absolutely not.
Mindfulness practice creates a mood, and skillful educators use that mood to help students be at their best.
Often, the mood that is necessary is one of independence, self-management and self-direction. I find it effective to give students a decent 10 minutes of mindfulness practice. Then, in the final stages of that practice, I ask them to consider what their intentions are for the time that follows. What will they try and achieve? What do they need or want to do?
We work towards being very detailed in the description, so rather than say “I will work on my project” they give specific details like “I will research how to split video files so I can edit my movie”. As you can see in this video, some of the students are quite specific and yet others are very vague. With regular practice, they would all be outlining their intentions with more detail.
This sort of strategy not only creates a mood and helps students be self-directed, it also gives the teacher a big picture of what stage each student is up to with the things they’re working on and how organized they are. In this sense, it is also a formative assessment. After the session in this video, I knew exactly which students I needed to give some time to and follow up with.