A very different flavour of professional learning

As a School we are committed to bringing specialists in to drive professional learning forward. Our philosophy is clear. We value the importances of learning and growing together. The only way to impact culture and engage in meaningful dialogue is when we are all affected by a learning force bigger than ourselves.

This year has been a challenging year in terms of teaming, collaborating and connecting with one another. We needed an outside force to bring ‘play’ and ‘imagination’ and the power of ‘story telling’ back to the centre of Who we are.

Enter Neil Farrelly. An experienced performing arts teacher who has predominately worked in International Schools. He is also an author and moves around the International School circuit to lead all sorts of workshops.

Our teachers were exposed to situations where they were thrown into expressing themselves, being spontaneous and creative and most of all laughing with each other. And didn’t we do just that! Laugh. We also needed to leave our egos, inhibitions and grudges at the door as Neil pushed, nudged and encouraged us to put our selves out there and be vulnerable again.

Learning how to deepen trust and collaborate has been a focal point for us as a Primary School. Everyone had a voice during the week and there were so many lessons to dissect for different reasons.

How we ‘set up’ the conditions for learning creates the tone and climate for Who we want to become as a caring and connected community. Neil was constantly setting it up for us and together we responded in ways that energized us and illuminated the importance of people, pedagogy and place.

Conversations were elevated and the scope for being part of an audience was just as important as the presenter on the black box. This challenged our thinking in the way we value our audience and how we listen and respect one another. Knowing our audience improves interactions and promotes positive intensions. Listening with our ears does not mean we’re effective listeners. We learnt to listen with our mind, eyes and heart.

One of the things we shared with teachers is that the ‘loudest’ person in the room or the one to be ‘on’ the black box does not always equate to leadership. We stated the opposite is true. We are all leaders and this can take many forms. As long as you are part of the learning and contributing in positive ways to impact ourselves and one another, then that is leadership too.

We often hear teachers talk about ‘looking through different lenses.’ Our professional learning week was all about Who we are when it comes to collaboration and Who we want to become using performing arts as the ultimate lens to look through.

This experience put our teachers in the shoes of our students. The ideas and connections went into overdrive from there. We were constantly ‘connecting up’ and the learning felt real and raw as we shared together.

We could have easily run a workshop on collaboration and why it is important… yada yada yada. This time we were listening to our audience and decided to go a very different direction to shake it up – and it worked brilliantly!

Neil is already coming back in May.

Advertisements

7 Habits of Highly Collaborative Educators

totempollproject

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

 

Assessment – The Elephant in the Room

4179063482_e8184e27a1_b

I have found that, in general, educators don’t like talking about assessment. This could be for any of a variety of reasons:

  • It may be because of standardised testing.
  • It may be because it is confused with archaic habits like marking.
  • It may be because of its relationship with reporting.
  • It may be because it often has little or no effect on learning.
  • It may be because it often remains hidden from students.
  • It may be because methods are unsophisticated and/or don’t represent the types of learning valued by modern educators.
  • It may be because it is subjective, biased or even prejudiced.
  • It may be because it can be time-consuming.
  • It may be because it gets used against teachers, and even students.

The problem is that, as we reject all of the forms of assessment that seem devoid of purpose, value and ethics, we risk not replacing them with forms of assessment that do have a purpose, that do have value and that are ethical. It is very easy to reject things, but it is hard work to design better alternatives. Often, the void that is left behind by the rejection of something can be just as harmful as the thing itself.

Sadly, the origin of the word is not helpful. Originally associated with calculating how much tax people had to pay, assessment has come to signify “the act of making a judgment”. Neither of these have any place in education.

No wonder it doesn’t feel right!

So, why are we still using the word?

I’m not going to pretend to suggest a better word. Lots of people have already done that. But, assessment lives on and may – either present or absent – be damaging learning.

Instead, I’d like to put forward some suggestions, and here they are:

  • I suggest that educators take the time, put in the thought and make the effort to define why students are learning what they are learning, how they may be learning and what they may be doing when they are learning.
  • I suggest that educators design effective tools and strategies that will illustrate learning to their students, guide students as they seek to make progress, help them become aware of their achievements and identify next steps.
  • I suggest that educators make these tools and strategies highly visible to students, co-create them with their students when possible, and make reference to them and reflection through them a regular routine.
  • I suggest that educators seeks ways to involve parents in these processes, helping them understand how their children learn and how they can be part of it.
  • I suggest that schools seek ways to communicate, share and celebrate what is revealed by these approaches as they are likely to be much more accurate representations of learning, and of growth, than other forms of assessment have been for years.
  • I suggest that we commit to doing these things with a genuine sense of urgency as traditional forms of assessment, or nothing in their place, are continuing to hold us all back.

It all sounds quite obvious, really, but this is how we represent, value and promote growth. We don’t do those things through judgment, but neither do we do them by saying “its all in my head”. For a start, thats not true. But also, if its in your head then your students can’t see it, and they deserve to see it.

It is, after all, their learning.

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

woman-1733881_1920
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.

IMG_2363.jpg

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”?

Incendiary Learning

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!