Recently, Chad and I ran three days of professional development at United World College Maastricht.
Every session had a different focus: we wanted to provoke different types of thinking; we wanted people to collaborate (or not) differently; we wanted people to experience different emotions and sensations; we wanted people to move (or not) in different ways.
Over the course of three days, we must have changed the physical set-up of the space more than 10 times. We moved, changed, found, borrowed, adapted and replaced furniture, lighting, display boards, music, scents and resources over and over again to try and achieve the desired effect.
This is not something we just do for teachers. It has become a natural part of our pedagogy. If we want students to think, feel or act in a particular way – which we always do – then we take the time to set up for that. We don’t just assume it will happen and then get all disappointed (or, worse still, blame students) when it doesn’t happen.
- when we want students to focus on one thing, we set up a space in which all other distractions are removed
- when we want students to be calm, we set up a calm atmosphere with lighting and music
- when we want students to create, we set up a studio space that promotes creativity
- when we want students to collaborate, we set up furniture that encourages togetherness
- when we want students to be able to access materials easily, we set up so that everything is accessible quickly and easily
- when we want students to…
I could go on… but I think you’re getting the point! The only time we don’t set things up for students is when we want them to set things up for themselves, when that is the focus of the learning. But, come to think of it, that involves some setting up too!
The scary thing about setting up for learning is that there are many educators out there who don’t do it, who don’t see the purpose or the power of it, who don’t take the time to ensure that their students are thinking, feeling or acting in a way that maximises their potential in each learning situation. Then, when their students are fidgety, when their students misbehave, when their students don’t produce what they’re capable of, when their students’ thinking doesn’t go as deep as it could, when their students make thoughtless choices, when their students struggle to find the materials they need, when their students become irritable… they point the finger at their students, not the fact that they didn’t spend 30 minutes setting up.
Think of the classroom, or learning space, as a series of dinner parties. Take the time to create environments and atmospheres according to the purpose.
There is considerable hype around the Studio 5 model that is currently being piloted at the International School of Ho Chi Minh City… and rightly so. Studio 5 is a brave concept that doesn’t just pay lip-service to the philosophies upon which the IB Primary Years Programme and other student-centred, inquiry-based frameworks are built. It creates the conditions for all of that philosophy to become practice. Very rare.
Don’t be fooled though.
This stuff is not new.
Progressive and innovative educators have been doing some of these ideas for years. Schools have been designed around them. Movements have evolved around them. Books have been written about them.
But, these have either fizzled out, faded away, disappeared or survived as weird exceptions to the rule. Perhaps sustained by wealthy benefactors, enigmatic leaders or a powerful niche market.
Studio 5 is a wonderful example of what is possible. But it is critical that anyone hoping to move their school, or even just a part of it, towards a similar model must understand that Studio 5 didn’t just appear out of nowhere. It comes after four years of smaller, very significant, steps. Shifting mindsets, pedagogies, structures, systems, habits, priorities… incremental changes to these over a sustained period of time cleared pathways, opened doors and generated momentum.
Each change was a question that could only be answered by the next change.
Without this evolution, one in which the Studio 5 model was genuinely a natural progression, it would just be a novelty.
In a series of upcoming posts, I will reveal the milestones in the evolution of a school in which Studio 5 is possible. Perhaps these can provide tangible ways that other schools can begin to consider similar change, but change that is logical and natural in their context.
In today’s world of multi-tasking – managing work, your family, your home, social media, etc… Life has become ever so complicated!
There isn’t a single moment of “quiet time” that we can afford for ourselves during the day, week, or sometimes even in a month. Life just goes by, with us spinning in place, putting out fires and living everywhere but in the moment. In order to get focused and move forward, we need to quieten the noise!
How do you quieten the noise and get focused?
Step 1: Reflect on the following questions
- What are your top 3 priorities?
- What are your top 3 distractions?
Step 2: Note down & pay attention to the following
- Do you multi-task?
- If you answered ‘yes’ to the previous question, does that truly
make you more productive?
- Pay attention to where you can say ‘no’ more often. Saying ‘yes’ to too many people or things often means saying ‘no’ to something in your own life.
- Understand what boosts your focus and use it when needed.
- Pay attention to when and where you can do a little extra to finish off something important.
Step 3: Outline your plan in small, achievable and measurable
- Devise a plan to consciously block your distractions for chunks of time during the day.
- Focus on your priorities and ensure everything you do, every single day, is moving you a step closer towards achieving them.
- Start with a one-week plan, follow through on it and assess your success on the weekend.
Step 4: Start working towards the new YOU
Are you ready to take action and make changes in your environment, habits and life? If yes, make a note of 3 actions to create more focus in your life.
Knowing about your strengths and weak links – and consciously working with them – can put you way ahead of yourself. If you find yourself wanting to learn more about the cluster of emotions and experiences you’ve become, please do reach out to me and I can conduct online life-coaching sessions with you. I can be reached via email at firstname.lastname@example.org, through my website at
www.innersensecoaching.com, or via LinkedIn or Facebook.
We’ve always stated that meaningful learning is flammable. It starts with a spark and then ignites! You know when learning has caught fire….. agency ensues and the student drives their learning and not too much can get in their way. The difference between a flame and incendiary learning can be categorized quite easily in terms of duration, desire and determination.
A flame burns during a specific period of time (unit of inquiry) and usually reduces to embers, just like a typical fire. The student was empowered and energized, yet there was a point that they moved on to the next thing.
Incendiary learning catches fire and stays burning bright, long after a unit of inquiry. The student is empowered and energized, and they are still in the fire taking their learning even further, long after the next thing.
A stark contrast. One is perishable and one is enduring.
The subtle difference between ‘was‘ and ‘is‘ has a remarkable difference at the same time. This changes the whole complexion of learning as the ‘energy of learning’ has been sustained and has the learner enthralled.
Last week, I visited a previous School I was at and a number of the students I taught literally, hunted me down. One of those students was Nicole.
This is Nicole as a Grade 5 student chatting with the Head of School (Adrian Watts) and explaining the message she is trying to communicate through her art piece. Her art work is incredibly personal and powerful as she is expressing the importance of finding her voice and expressing who she is. The mouths in the background are all those who have told her that she can’t do anything. With Nicole at the center of her art work, her positivity is radiating out and drowning out the negative and judgmental voices. This was a real turning point for Nicole in developing her self belief. She had a teacher who saw something special, and it was all about allowing her to see that too. This was Step 1 in Nicole’s journey of finding herself.
The next learning experience pushed her even further. Enter the PYP Exhibition. Nicole’s artwork was the first step she needed to take and this naturally led her to explore and better understand her next self-discovery…. putting her new transformative experience of who she is becoming into action and finding direction in the process!
This is Nicole during the Exhibition selling her ‘FABTAB’ (comes in different sizes and colours) at a market at a funky local cafe and skater hangout. This is the moment that shaped her to be a confident and articulate communicator as she interacted with dozens and dozens of people interested in her entrepreneurial idea. Incendiary Learning! Students, parents, teachers and customers were truly astonished!
As I mentioned above, I saw Nicole last week. We got talking and she said that she just made her first nternational order to Ireland of 100 FabTabs….. Nicole is still producing, refining and taking orders, now international orders, for her FabTab. What a journey she has been on and is still very much on. It all started from her artwork, that was the first step she took in believing in herself, because she had someone who believed in her. We must believe in all of our students. Personalize learning, individualize learning, whatever form it takes or looks like, choose the right approach at the right time to connect, develop and strengthen their identity of who they are. Work from that point, work from within! Let students determine their own identity and not the other way around! It is our role to play a hand in nurturing and nudging them in positive ways to see their own potential.
This is exactly what I mean by Incendiary Learning! The fire is still burning bright and Nicole has stretched in ways where she can confidently talk about the learning experience….. long after ‘the unit.’ Nicole has led her learning and is proud of what she has achieved. Agency…… yeah, true Agency at its very core! This is Nicole now in Grade 7 doing a photo shot for this very piece. The relationship and connection seems just like yesterday, still very much alive too!
Again and again…. keep our eye on the ball!
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.
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.
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)
Playing different types of music in order to create certain moods has always been a large part of my practice. Of course, sometimes no music is required. However, at other times, the right piece of music can create the atmosphere that is needed in order to stimulate student thinking, creativity, calm or energy.
The piece of music above is one of many that I have used when I want my students to feel calm, at ease and able to express themselves, either verbally or visually. If you just hit play on this video, it is followed by lots of other cool music too (I just found that out!).
I will try and remember to share more thoughts about the use of music in classrooms, and to share some of the pieces of music that I have found particularly effective for different purposes.
How do you use music in your practice?
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 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