A long time ago, during a workshop – probably PYP – we were encouraged to develop a kind of filter as we planned for learning. This filter required us to ask… will our students remember or be able to use this in 40 minutes, 40 hours, 40 days, 40 weeks, 40 months, 40 years? It wasn’t an exact science, of course, but it was an interesting way to think about what we teach students and its long term impact on their lives.
I feel like we need to be using a similar filter at the moment as we – educators – endeavor to preserve our inner resources at a time when they are being threatened more so than ever before. Those inner resources are our time and our thoughts.
Right now, for educators, it seems like there is no boundary between working and not working. My wife, for example, teaches kindergarten all day – with students in the room, students online in real-time and students online and out of sync – and then works much of the night and weekend planning for that – because it’s [insert expletive] complex!. All the teachers are doing this. People in leadership positions have been scrambling 24/7 since February or March to keep schools operational, to solve perpetual problems, to manage parent expectations, to tread the fine line between supporting colleagues without overloading them, to plan for what’s coming next without knowing what’s coming next.
Our precious inner resource – time – which was already under threat in our profession, has become a serious issue. Individually, we must apply some filters to how we use our time, to what we allow to occupy our time and to help us ensure we preserve time and take care of it.
Then there’s our thoughts.
Teaching was already a profession that caused us to think about our work at almost every moment – both awake and asleep. Teaching nightmares are highly prevalent in our world. Waking up at 3am worrying about that student happens to us all. Even in those moments of solitude – a shower, a walk – our minds are still processing our work, generating ideas, solving problems, making plans. It doesn’t stop. How often do you hear educators say they wish they had a job they could do, be done, go home and not think about it? They mean it, but also don’t mean it because they know that’s not who they are.
So, that other precious inner resource – our thought – is like a tap that never turns off. It’s like continuing to water a plant even though its waterlogged. Try and turn that tap off, however you can, so you can preserve your thoughts for the things that will matter. That’s easier said than done, right? I mean, doesn’t everything matter in education? It would seem so. But when you really start trying to filter, some things will inevitably reveal themselves as not mattering so much, not now, not then… maybe never.
The image above works as an effective filter. But you could easily add more layers to it – like things that matter now, things that really matter, things that will still matter tomorrow!
I know many people who have worked in many schools. A recurring theme in conversation and behaviour is an unwillingness, or inability to trust. A kind of protective wall, probably erected because of previous bad experiences.
I too have found myself silently uttering the negative mantra of “trust nobody” at certain times in my life, nearly always as a result of being “burned” by someone professionally in some way. But, even as I do that, I know that is not a good way to live. If we are all, or if most of us, are living that way in our schools then it means trust is absent from our culture. If trust is absent from our culture then it will become apparent to our students too – they don’t miss much you know! If it becomes apparent to our students it means we are modeling it to them. If we are modeling it to them it is more likely to become a thing for them too.
I’m not writing this post because I have the answer. Bestowing, investing, earning, denying and betraying trust are all complex parts in the bigger complexity of what it means to be human.
What I will say, however, is that there are things that can be done to create the conditions for trust to thrive in our schools. A quick search online, or reading a couple of books will show us that. The most important thing is that leadership teams in schools understand how much trust matters, how much having ways of getting along matters, how intensifying relationships can transform the work… and then setting out to make that a priority for them, and for all the protagonists in the school community.
The only way to make it a priority is to give it thought and give it time.
There is something utterly compelling about a person who does one thing, and who does that one thing deeply.
Think about how transfixed we are by TV shows about bakers, tailors, photographers, make-up artists, chefs, glass-blowers, BBQ-ers, farmers, designers, surfers… its a very, very long list. But the common thread is that these are all people who do one thing, and who do that one thing deeply.
If you’re like me, when you’re learning about people like that, you experience a mixture of emotions that range from awe to envy.
But, mostly, it makes me ask questions:
- How did they find their thing?
- What is my thing?
- How do we help young people find their thing?
- Is it good to have “a thing“?
- Does “school” help people find their thing?
- How many disciplines can blend into one thing?
- Do we find our thing by accident… through serendipity?
- How do we create the conditions for serendipity in schools?
- What is the relationship between having a thing and being happy… or fulfilled?
- What is like to ‘be fulfilled’?
These are complex questions… each worthy of a long and detailed study. If doing so is our thing!
Personally, I’d love to work in a school that was designed to help students identify things they want to work on deeply, for extended periods of time. A school dedicated to the pursuit of the flow state. Sadly, I probably never will… it just doesn’t seem to be compatible with the school institution.
In the meantime, perhaps something I can take away is that multi-tasking is B.S. When we’re multi-tasking, we’re doing several things badly. Our concentration is fragmented and interrupted. People who have a thing are generally “mono-tasking”, their concentration is focused, their time is dedicated to doing that thing fully, deeply.
So, I suppose the actual thing is less important than the knowledge that we need to mono-task, to allow ourselves to focus fully on what we’re doing… knowing, without doubt, that we do things better that way because years and years of human history tells us that is the case – no matter how unfashionable that may be.
A friend of mine returned from Canada recently having been shocked by the proliferation of home-monitoring technology since his last visit and the number of his friends and family who now engage constantly in watching the goings-on in their houses while they’re out.
This really got me thinking about how the existence of new technology creates new habits and how this is true also of work. The developments in technology have led to different types of work and the fact that we can, and feel like we should, be working all the time. This isn’t a revolutionary thought, people talk about it all the time. However, I want to focus on one piece of technology, Seesaw.
The advent of Seesaw is exciting. It makes things possible that weren’t really possible before. In a nutshell, it is really the first way that teachers can do quick and easy documentation that is instantly shareable with parents who can see it using an app on their own devices.
Well, not if you’re not really careful about how you use it.
You see, things that seem cool and different at first can quickly transform themselves into an expectation and therefore into work. If you’re not really, really purposeful about how you use Seesaw, it’s going to rapidly become a pretty pointless instant scrapbooking activity that gives parents a steady stream of images from within the classroom that they are going to depend upon but not necessarily learn anything from.
So, now you’ve got to deal with all of the massively important complexities of being a good teacher while also contend with providing a steady stream of posts that show everyone what you’re doing – basically classroom social media. Some people deal with this by handing responsibility over to the kids and calling it “agency”. But this, more often than not, leads to a steady stream of low-quality images or videos that are captured with little thought or purpose and that provide parents with little or no substantial information about the nature of the learning that students are engaged in. It also engages students in screentime that has little or no value. What’s more, it kind of feels like a gateway to the behaviours we see around us in society of having to post things on social media in order to prove they happened!
In your schools, put the following questions at the centre of everything you do with Seesaw:
When we post something on Seesaw, what are we communicating about the type of learning we value?
When people see what we post, what will they learn about the type of learning we value?
If you have some pretty good answers to these questions… proceed. If, however, your answers are “nothing” or “we’re not sure” or “we haven’t thought about it” then stop using Seesaw immediately and resume only when you have made some proper plans that will make it purposeful.
Part of those plans should involve making some BIG decisions about who your intended audience is for Seesaw:
- Is the intended audience limited to colleagues? Some schools have taken this approach to great effect and used Seesaw purely for pedagogical documentation that is then used to inform responsive planning sessions. Of course, you’re going to have to wrap some intelligent ways of working around this – mainly involving time.
- Are parents the intended audience? If so, make sure you are providing them with quality content that shapes their understanding about what education is, what learning looks like and what you are trying to achieve in your school, grade level or class. This is your chance to really have an effect on them – which of course can go either way!
- Are students the intended audience? If so, you will need to make some plans for how they will make informed decisions about what content to post and why, reflect on their content, how they will receive feedback on their content and how their content will be used as evidence of learning that will inform next steps. This is going to involve a lot of thinking tools and just-in-time instruction to guide them towards those habits and practices.
I’m going to stop here… I think that’s plenty of food for thought for now. Please give it some thought! I hate to see so much time being wasted on something that may be pointless, or even harmful.
The second in a series of posts about what we all – regardless of location, curriculum and age level – can learn from the philosophy, practices and people of Reggio Emilia.
There is a powerful certainty that underlies everything the educators in Reggio Emilia do and say. There is an incredible clarity of purpose behind all actions, all words and all decisions. This clarity is unifying, and gives educators strength as they work together to teach in a way that is actually much more difficult than traditional, teach-from-the-box or from-the-planner approaches. This clarity makes it very easy to help new parents understand their approach, their methods, their beliefs about the capacities of children and the parenting styles that are compatible with these beliefs.
The source of this sense of purpose is easily identifiable when the history of the Reggio Emilia approach to education is explained and illustrated to you. It can be traced back to the emergence from the horrors of World War II and the determination of a group of villagers that schooling, for their children and future generations, must have the rights of children at its epicentre. Over the years, this conviction remains just as strong. But, it has also expanded into additional beliefs about the competence of children and the quality of education that they deserve.
There are no grey areas in this, no confusion and certainly no fluffiness.
The schools you and I work in, though, are often prone to such weaknesses – philosophical gaps, indecisiveness and differing practices. We believe we are unified by the fact that we work at, for example, an IB school. Yet, even then, we find ourselves at odds with our colleagues, we even work with colleagues who don’t really believe in what they’re doing, and therefore don’t really do it – whatever it is (something we also struggle to reach a genuine consensus about!). These inconsistencies are sources of weakness – they hold us back in terms of what we are able to do with and for children – but they also make it too easy for parents to pick holes in what we do. We are unable to give parents real explanations because we may not really be sure of what we’re doing, or what we do may differ so much from person to person, from grade level to grade level, from year to year that any explanation may simply be untrue.
Beyond this, though, is the sense that many of our schools lack any kind of genuine ethical stance or purpose beyond teaching some kids of some people who can pay us to teach their kids. This is something that has bothered me for some time as I look around at the world and question the impact of education on society. I think its high time our schools traced back their origins to seek some kind of moral purpose and, if there isn’t one, engage with the whole community to develop one. A real one. Not a collection of fluffy throw-away sentiments in a mission statement.
Perhaps these questions might help:
- In what ways are we, and the surrounding community, better because of the existence of our school?
- What are our shared beliefs about life and what we hope for the future?
- How much of what happens inside the walls of our school is affected by what happens outside the walls of our school?
- What do we hope the impact of our school will be in 50 years time?
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.
Nothing irritates me more than teachers saying that educational terminology is “just jargon”. I work in PYP schools, and I hear so-called PYP teachers referring to the language of the PYP as jargon very often. I’ve noticed a pattern – its always the ones who don’t actually know the language, the ones who don’t know what it says in the documents… the ones who are not fluent in the language of learning in their school. Its a type of defense-mechanism, I guess. A front to cover for laziness, or perhaps the fact that they don’t really believe in what they’re doing.
In order to bring about sustainable change, to create the conditions for innovation and to develop a culture in which teachers play with possibilities… everyone in a school needs to be speaking the same language of learning. Once they have that shared language, and they all understand what each other is talking about, there is more room for manoeuvre. Once they are all noticing learning, naming it using the same terminology, they start to see it everywhere… they become liberated from their previously limited views of what learning is, or could be.
This breeds change.
A school needs to actually have a shared language of learning. Then, steps must be taken so that all teachers are fluent in that language. In PYP schools, that language is contained in Making the PYP Happen. Use it! (I’ve written more about this here). In other schools, there are equivalent documents, frameworks, written curriculum, scope and sequences etc… Use them!
Become fluent in the language.
Use the language.
Question the language.
Only then can you really say you know, understand and recognise learning.
Only then can you go deeper into what it all means.
With the fluency comes creativity.
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.
Although meetings are a context for collaboration, they are not collaboration itself. It is totally possible for collaboration to exist without meetings, and it is also totally possible for meetings to exist without collaboration.
True collaboration becomes part of a school culture when educators are inclined to be collaborative. Not because they have been told to collaborate, but because they can see the value in it for learning.
This inclination to be collaborative involves a number of habits. Here’s my take on what 7 of them might be…
- Friendliness – Highly collaborative educators are basically friendly. They enjoy chatting with people, and this opens up a myriad of possibilities to enrich learning. Because they are friendly, other teachers like hanging out with them and this makes it much easier to work together. Pretty simple really.
- Being curious – Highly collaborative educators are naturally curious, always asking questions and always interested in what is going around them. This curiosity is infectious and invites other teachers and students to get involved. Curious people are more likely to stick their head into other classrooms, more likely to probe in order to find out what people really mean and more likely to take an interest in what other people think. They are learners and are highly aware of how much there is to learn from their colleagues, students and community.*
- Looking and listening for connections – Highly collaborative educators want to be collaborative and are, consciously or subconsciously, alert and actively seeking out connections and relationships with ideas, knowledge, talents, skills, thoughts, places and people. Because of this natural connectivity inclination, highly collaborative people become more receptive to coincidence, serendipity and good fortune that can make learning rich, complex and real.
- Continuing the thinking – Highly collaborative educators don’t switch their brains off when they leave the school campus and back on again when they arrive the next day. They’re still thinking late into the night, jotting down notes, sharing ideas on social media, reading blogs, contacting other educators and collaborating with a wide variety of networks. In addition, they generally like to share what they’ve learned with their colleagues over coffee the next day and don’t feel ashamed about “talking shop”!
- Putting learning first – Highly collaborative educators automatically generate more work for themselves by putting learning first, they can’t help themselves! When you put learning first, you remain open to all possibilities and are always keen to explore them further to see if they will have an impact on learning, and these possibilities frequently involve collaborating with other people.
- Making time – Highly collaborative educators do not allow themselves to use time as an excuse not to collaborate. If there’s an idea they want to share with a colleague, they make the time to talk to them. If someone needs or wants to talk with them, they make time to listen generously. If an idea demands more time to become fully developed, they make the time to work on it. Most importantly, they don’t wait to be told what time they can collaborate, they just do it instinctively.
- Making thinking visible – Highly collaborative people invite others to join them by putting their thinking “out there”. They are honest about what they think, they make crazy suggestions, they verbalise possibilities, they expose their vulnerabilities, they take public notes and draw visuals in meetings, they offer to help, they leave their doors open (or remove them), they stick post-its on the wall, they display quotes, they write, they share. Far from being about attention-seeking or self-promotion, these tendencies are all about looking for like minds, allies and the desire to be better educators.
Would you add more to this list?
Thanks to Chye de Ryckel for asking the question that prompted me to write this blog post!
*Thanks to Alison Francis for adding more to the Being curious habit.
Artwork: Totem Pole by Ken Vieth
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 email@example.com, through my website at
www.innersensecoaching.com, or via LinkedIn or Facebook.