Category: Time

Set-up. It’s more important than you think.

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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.

So:

  • 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.

It works.

 

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Evolution Starts Here, Part 2: The Language of Learning

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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.

Studio 5: It took more than 7 days

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.

 

 

7 Habits of Highly Collaborative Educators

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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…

  1. 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.
  2. 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.*
  3. 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.
  4. 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”!
  5. 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.
  6. 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.
  7. 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

 

Quieten the noise, and get focused! Life Coaching by Kavita Satwalekar

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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
steps

  • 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 kavita@innersensecoaching.com, through my website at
www.innersensecoaching.com, or via LinkedIn or Facebook.

“Do you know your weak link(s)?” Life Coaching by Kavita Satwalekar

chain-2027199_1280Do you know your weak link/(s)?

All of us have weak links in our lives. For some of us it’s the things
we do to sabotage ourselves. Do you know what you do to
sabotage yourself?

How do you sabotage yourself?

Step 1: Reflect on your life

Think through all the times you have led your life as you desire. Now
think through all the times you haven’t.

Step 2: Note down any patterns in your behavior

  • Was there a similarity in the way events played out?
  • What was the difference between successful and unsuccessful
    events?
  • What patterns did you notice in the events that weren’t a
    success?
  • Did you knowingly or unknowingly sabotage yourself?

Step 3: Outline your plan in small, achievable and measurable
steps

  • How can you anticipate patterns in your life?
  • How can you intercept those patterns and use them to your
    advantage?

Step 4: Start working towards the new YOU

  • Create an achievable plan and start working towards it.
  • Now that you’re starting to be more aware of yourself, how can
    you continue to help yourself?

Knowing about your strengths & 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
kavita@innersensecoaching.com, through my website at
www.innersensecoaching.com, or via LinkedIn or Facebook.

 

Wake up! Slow down. Leave time for learning.

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I caught myself again.

The last time was in 2013 and I wrote about it then too.

What did I catch myself doing? Rushing my children… and, by doing so, denying them countless opportunities to learn.

We’ve just moved to Paris. Everything is new. At the moment, the newest things are christmas decorations in the streets and the increasingly intense cold. Every morning, my children just want to look, talk, feel, experience, ponder, notice, appreciate and wonder. But, I have caught myself rushing them. Hurrying them up towards some imaginary or completely unimportant deadline – the need to be early, on time or not late.

It doesn’t really matter if I’m early, on time or not late. My children matter. their experiences of the world matter.

It’s shocking for an educator to do this to his own children. But, we do it to our students every day. We hurry them from lesson to lesson. We dictate their agenda all day. We reduce break times. We don’t give them enough time to eat. We decide if they can go to the toilet or not. We treat “inquiry” as a stand-alone subject that we do in the last period, if they’re lucky. We make their lives busy, indeed we teach the art of “busyness”, as if we don’t trust them to do anything of value if we don’t.

And yet, we all know that the most powerful learning happens when we slow down, when we give them sustained periods of time, when we don’t interrupt and when they’re making choices about why, how and what to learn.

Old habits die hard. How much of modern schooling is still “old habits”?