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?
Anyone who knows me would say I’m not exactly the most positive person in the world! But, I’ve been thinking about positivity and negativity a lot recently, and particularly this quote:
It has become increasingly obvious that there is a negative default for many people who work in schools. And, that this negative default builds up to a disproportionate sense of entitlement and readiness just to be critical of everything.
So, for example, an improvement is made to an aspect of the school – say, the playground – and then, as soon as that improvement is complete people forget what it was like before and then complain about the improvement. They pick faults in it or moan about “not being consulted”. In short, they will find something to complain about. Indeed, it is impost impossible to interact with some people without some complaining happening!
Now, of course, this negative energy is really debilitating. But, more worryingly, it reveals a lack of memory… or a lack of willingness to remember. This immediately reduces our ability to have perspective. Perspective doesn’t just come from going somewhere else and seeing things differently because of a change of location, or meeting a different person and seeing things differently through them. Perspective also comes through time, and schools’ relationship with time is often so abusive that we may well have lost our ability to achieve this.
How often do we ignore all of our success and focus purely on our failures? How often do we ignore our “Done List” because we’re so obsessed with our “To Do List”? How often do we forget to congratulate ourselves for our achievements because we’re blinded by our goals? How often do we allow someone’s negativity to infect everybody else’s positivity? How often do we focus our emotional energy on responding to negativity and leave ourselves too depleted for the positive energy?
I’d like to see a movement towards living by the quote above and away from the gravitational pull of negativity and negative people. Schools should be positive places full of positive people – I don’t mean that in a trite, naive or ignorant way – but positive in a way that still has substance. You can sense the overriding air of positivity very strongly when positive people dominate, and great things happen as a result. You can equally sense the air of negativity very strongly when negative people dominate, and the potential for great things to happen slips down the nearest drain.
Leadership involves – or at least should involve – a certain amount of inspiration. People who grow into leadership positions are usually inspirational in one sense or another. Some might be recognized for their inspiring practice, others for their ability to generate creative ideas, their ability to bond with students, their depth of knowledge, their talents or their aptitude for getting the best out of people.
But, this capacity for inspiration does not come from an infinite source – it could, at any time, dry up. It may disappear temporarily for different periods of time or, worse, it may dry up completely.
You see, inspiration cannot exist in isolation. It may do so for a while, but eventually its going to need something – or someone – else to feed off. Inspirational people need to surround themselves with other people who are capable of inspiring them, they need to be constantly challenged and to have their thinking re-arranged. This does not mean being surrounded by people who see things the same way, although that – to a certain extent – is not a bad thing. Instead, it means having people around who surprise you, shock you, challenge you, excite you, influence you, motivate you, impress you and invigorate you.
In the context of schools, this is particularly true. Pedagogical leaders end up being promoted away from kids and out of the classroom – the sources of inspiration. For a while, referring back to their own practices may serve a purpose, but they will eventually fade into memories. A good leader knows that and seeks to redress the balance by finding and hiring talented individuals who can serve as their inspiration and then set out to create an atmosphere – a “culture of permission” that allows them the scope to express themselves.
A problem with this, though, is that many teachers struggle with the concept of self-actualization and taking control of their own growth. It is amazing how often you will hear people saying they wish they had more freedom in one breath, but then complain about not being told what to do in the next! Leaders genuinely appreciate those people who seek them out with ideas, with alternative approaches, with innovative suggestions or even just to talk through something they’re thinking about. People like that are energizing and – whether they know it or not – are inevitably a source of inspiration for people in leadership positions.
All of this should leave us asking several questions:
Leaders should be asking themselves what type of people inspire them, whether they are surrounded by that type of people and how they can make sure they are!
Teachers should be asking themselves what kind of energy they give off – are they the type that is capable of exciting, of invigorating and inspiring? If not, how can they be more like that?
Myself and Chad are on our way to Phuket to spend a week at the wonderful, small, new school called The Gecko School. This is a cool story in itself, and one I will tell in subsequent postings this week.
However, I am going to look backwards first, to my time working in the city I sit in now – Bangkok – en route to Phuket.
I was here last week too, and bumped into a couple of ex-colleagues as I wandered around the city I both love and hate. We sat for a few minutes and analyzed the strange culture of one of my former schools – a place where innovative and “different” teachers tend to struggle. One of them casually came out with a statement about teachers who don’t share their ideas and try and glorify themselves by keeping hold of them and being secretive about how they teach. I nodded without really considering what was said. I only really thought about it afterwards, and it annoyed me because I was pretty sure it was a thinly veiled dig at me!
It is in the nature of ideas that sometimes they work and sometimes they don’t. It is also in the nature of ideas that they are spontaneous and organic. Very often, one is not aware of how good an idea actually is until its happening! A strong teaching team is aware of what each other is doing in their classrooms. Student learning is public. Doors are open. Chats about learning are frequent, formal and informal. When you see something working in another classroom, your curiosity is piqued… you ask the students and teacher what they are doing, why they are doing it and how. You may ask the teacher to come and run a session in your class – or, even better, some students. Or you may just pop back, take a few photos and consider how, or even if, to adapt it to the way your own students and classroom culture operates.
It is not a problem caused by “Ideas People” not sharing their ideas. It is a problem of the people who have the ideas sharing them and sharing them and sharing them and sharing them and ending up being stigmatized because of their ideas. Having other people not think their ideas were valid, worthwhile, important, meaningful, realistic… but then when they see those ideas come to fruition, when they see those ideas become powerful, when they see a transformation in those students because of those ideas – that is when they announce that ideas were not shared. That is when the envy kicks in, that’s when it all turns around… because there’s no proof. There’s no proof that they didn’t hear that idea, see that idea, chat about that idea… but just didn’t think it was a good idea.
But there is proof that they didn’t do it. And there is proof that the teacher who did do it, did do it! And there is proof that their students’ learning was transformed because of it.
Sadly, in some schools, that is proof enough to damage a great teacher, to render one guilty of not being a “team player”. I am not sure that many people in schools have a very sophisticated understanding of what a team really is.
- So, if you are one of those “Ideas People”, be strong. Let your practice do the talking. People who are genuinely interested will show their interest in positive ways – make them welcome. They will be important allies when times get tough.
- And, if you are one of those people who keeps pointing your finger at “Ideas People” and copping out by saying they are not a team player, look to yourself first… that may well be the root of the problem.
I recorded this bit of audio to try and remember my thoughts as I reflected on watching my kids play this weekend. I did start typing it up, but the more I listened to the recording, the more I realized it would just be better to upload it to Soundcloud and share it that way!!!
How do you create space for, and in, the learning?
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”.