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
By using very simple mindfulness practices and routines, you can start to develop genuine independence and positive habits with students. Giving them the skill to walk into a room, find a space, relax, slow down and begin to focus on what they will be doing – and why – puts them in control of themselves and their learning.
Taking this bit of time at the start makes everything that comes after it more effective, more student-centred and more indicative of who they really are as learners.
In this video, Chad’s class are in the middle of a creative – and messy project. He is hoping to see his students take complete control of everything they do and has seen the power of helping them find and create the right mood before each session.
A couple of years ago, I made a posting and video about the power of setting up classrooms to suit the nature of the learning going on at the time. The context, at that time, was visual art and each student was involved in their own visual art project. They were artists. Turning the classrooms into art studios was a natural step towards making them really feel like artists.
You can do this for any context.
In this clip, the Grade 5 classrooms at my school are becoming art studios and the students are creating their own workspaces and innovation boards. One student said “its organized… but its organized in our own way”.