Bill and Ochan Powell (rest in peace, Bill) always say, above all else, “know your students”.
The written curriculum in your school is the students’ curriculum.
Your curriculum is the students.
They are learning about all the things expressed in their curriculum (and hopefully much more!).
You are learning about them.
Understanding this will help you make the shift from “deliverer of content” to a facilitator of learning, a designer of learning experiences and a partner for each of your students as they learn and as they navigate their curriculum. Each day, you will arrive at work full of curiosity, poised and ready to:
- get to know your students better
- inquire about them
- research into them
- get a sense of who each of them is in the context of learning taking place at the time
- discover what motivates them
- find out what interests and inspires them
- help them develop their own plans for learning
- get a sense of what they can do and what skills they may develop next
- learn about how they think
- try a wide variety of strategies to do all of the above
- never give up…
It is a very exciting moment when PYP Teachers realise they are inquirers who are constantly seeking, gathering and using data (in it’s most sophisticated and powerful forms) about their students.
It is this realisation that sets apart genuine PYP Teachers from those who simply work in a PYP school, for the two are vastly different.
Recently, Kelli and I were talking about why teaching can be so exhausting. She used the analogy of Salmon swimming upstream to illustrate how we are so often doing what we do in the face of so many other contradictory and conflicting forces.
These forces may sometimes be policies and expectations put in place by governments and education departments based on decisions which are often made by people with little or no educational background apart from the fact that they went to school. In many cases, these policies and expectations are in complete conflict with what educators know to be true about children and learning. And so, most teachers play the game while still trying to do what they believe is right even though their ability to do so (and their time, space and energy to do is) is dwindling.
In other cases (or if you’re unlucky, at the same time) the forces may be policies and expectations that are put in place by school boards or leadership teams. Many school boards are composed of people who have little or no educational background apart from the fact they went to school. And many leadership teams consist of educators so long out of the classroom and so distanced from the realities of day-to-day teaching that they are referring to how things were, or should have been, 20 or 30 years ago. And so, most teachers play the game while still trying to do what they believe is right even though their ability to do so (and their time, space and energy to do is) is dwindling.
In other cases (or if you’re really unlucky, at the same time) the forces may be the patterns of behaviour and trends that exist around you all in everyday life outside school. Students may be consistently exposed to things that go against everything you hope to be instilling in them while they are with you, such as vast differences between rich and poor, an abusive class system, the systematic destruction of the environment, institutionalised racism, corrupt officials and police, blatant consumerism and greed and disregard for human life. And so some teachers try to get their students involved in doing something about these problems, and this is great. But, all too often the overwhelming feeling that they’re only scratching the surface burns people out or the transient nature of many international schools means projects are not sustained. And so, teachers and students do what they do inside a sort of bubble of safety, security and sanitisation while still trying to open their students’ eyes to reality.
In other cases (or if you’re really, really unlucky) the forces may be the parents and what they believe about parenting. Teachers may be consistently trying to reverse the damaging effects of different parenting styles, such as children who have “learned helplessness”, children who are overprotected, children who are under too much pressure to be academically successful, children who are over-scheduled, children who are unable to relax without a screen in front of them, children who are not getting enough sleep, children who eat a damaging diet, children who are being medicated and children who are being brought up with worrying political and ethical beliefs. And so, teachers do what they do in the hope that their 8 hours or so each day with these children can, in some way counteract what is happening at home and give them a refuge, increase their confidence and self-esteem, reveal different perspectives to them and, perhaps most importantly, help them learn how to figure things out for themselves.
In other cases (or if you’re really, really, really unlucky) the forces may be the what the parents believe is, or should be, a good education. Many parents’ only point of reference about education is their own experience. Some of the more enlightened parents look back at aspects of their education and hope, more than anything else, that their children don’t have to “go through that”. Many, though, hark back to their education with rose-tinted glasses and put pressure on modern teachers to replicate those practices despite the fact that pedagogical research, as well as the world itself, has moved on since then. And so, teachers are charged with the responsibility of not only educating children but also educating parents about how they are educating their children!
The Salmon swimming upstream is a great analogy for what it’s like to be a teacher. At least, a teacher who is determined to stay up-to-date with pedagogical research and contemporary practice, who is determined to teach the child and not just the content, who is determined to be part of creating generations of young people who can give themselves and the next generation a better existence and who is determined to make the most of the privilege that it is to have such a direct impact on the lives of so many people. If not, I guess they’re just swimming along with the current… which is, of course, much easier, much less energy-sapping and involves a lot less thought!
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
The best teachers are always on the lookout for their students.
I don’t mean in a pastoral way, or a supervisory way.
I mean, in a way that shows an innate curiosity about what their students are doing, what their students are saying, how their students are reacting or responding to particular situations, the kind of questions their students are asking, the kind of prejudices their students have, the kind of misgivings their students have, the kind of biases their students have, the kind of misunderstandings their students have, the misconceptions, the relationships, their interests, their tendencies.
To be aware of, and fascinated and motivated by these things is… the work of the Teacher.
We all know that modeling is perhaps the most powerful aspect of teaching – that we might tell students to do something 1000 times with no effect, but do it ourselves for them to see and the effect is palpable.
Yet, how often do we genuinely model the things we are constantly expecting our students to do, become competent at and comfortable with?
Speaking in public is a classic example. We expect it of our students every day… we expect them to respond to questions or contribute ideas in whole class discussions – yet how often does silence fall in staff meetings or workshops when teachers are expected to do the same? “Oh… I’m not comfortable speaking in large groups…” Hypocrisy. And what of assemblies? Putting our students in front of 100s of other students and expecting them to cope yet hiding away in fear if the same is asked of us? “I’m terrified of public speaking!” Hypocrisy.
Its the same with openly sharing our mathematical thinking… “Oh, I’m not comfortable with that, I’m terrible at maths” or drawing “Oh, I’m not doing that in front of anybody… I am so bad at Art” or publishing their writing “I’m scared about putting myself out there.”
It is an endless stream of hypocrisy that culminates in the ultimate hypocrisy – teachers who talk constantly in meetings, presentations or workshops yet lambaste their students when they do exactly the same thing in their lessons.
So, to redefine schools, we should get teachers well out of their comfort zones, or fill schools with teachers who are ready and willing to step out of their comfort zones or just remove the whole idea of comfort zones completely. Unless, of course, we’re going to respect the comfort zones of our students and allow them to be limited by them (after all, how do we know that isn’t the right thing to do?) And, maybe we should be up front and call people out on hypocrisy and remove the “do as I say not as I do” mentality permanently.
Our schools could be full of teachers who are sharing their talents, who are putting themselves out there, who are giving it a go despite not “being comfortable with it”, who are willing to recognize their shortcomings and addressing them, who are leading by example.
There is a misconception in life, and particularly in schools, that “speaking my mind” – or honesty – is a euphemism for being a bit of an arse. Either I don’t “speak my mind”, which must mean that I bottle everything up, conceal my true thoughts and never share what I genuinely think or believe, or, I feel like I can just go around being rude to people and make “speaking my mind” a kind of license to make all interactions highly personal and confrontational.
Both of these dichotomous positions are damaging to a school culture, and people who adopt them can be equally toxic in different ways.
Person A, the type who never “speaks their mind”, usually makes it clear to everyone that they have made a conscious decision never to “speak their mind”. With this constant declaration of self-censorship comes an implicit declaration of disapproval, judgment and criticism. It translates, basically, as “if I could speak my my mind it would be negative and I would tell you how useless this, that and they are”. The dangers of people like this are:
- They do actually “speak their minds” in small circles of people, sharing their bottled up negativity with those people they have decided they can confide in, and forming little clots of people in the organisational flow. These clots, like real clots, cause all kinds of awful things to happen – others become wary or paranoid of them, good ideas or initiatives get blocked or people who excel at their jobs have their confidence chipped away at until they leave but the clot remains.
- At times, opportunities arise for Person A to express themselves with anonymity, and this is like a dream-come-true for them. They feel liberated to “speak their mind” and unleash their thoughts onto people with no fear of having to take responsibility for their words or actually talk about or think it through with another human being.
- Person A may often also just go about their business, interacting only rarely with other people, but still walking around with their dark cloud hanging over them. People avoid them for fear of being caught in the storm – dragged into a negative conversation that has the potential to ruin their day or forced to listen to toxic gossip. This sort of isolation does nobody any good… particularly as Person A is responsible for the education of young people.
Then, there’s Person Z, the one who has taken it upon themselves to educate everyone else by just being an a$#@%$#e. They shoot people down, they belittle people, they interrupt, they opt out of conversations that need to be had, they refuse to take part in any positive initiatives, they make the discussion of ideas personal, they see things only from their perspective, they struggle to focus on student needs rather than their own, they talk when people are trying to address a group, they criticize meetings or workshops that don’t quite live up to their high standards (which are rarely reflected in the way they teach!), they have stopped learning, they get angry about things that don’t really matter, they write people off and give them no chance of redemption… the list goes on.
Fortunately, schools are also full of People C, D, E, F, G, H… the people who occupy the grey areas. These people:
- understand the value of exchanging thoughts, opinions and ideas
- are able to discuss things without making it personal
- are able to remain free of judgment
- value open and positive relationships
- are conscious of the effect of their attitude on others
- can see the big picture by “zooming out” of situations
- feel uncomfortable in gossipy situations
- try to get along with everyone in a way that is not artificial, because they know it matters
- give people the benefit of the doubt
- are respectful listeners
- are open-minded and ready to learn from any source
- don’t sulk
I know these are all generalisations, so please don’t comment and tell me that! Instead, please think about whether Person A and Person Z exist where you work, how they affect your school culture and how we can move beyond such polarised behaviours. Until that happens, the potential for the evolution of schools may well remain in their hands.
I once worked for a school principal who, when about to give me a telling off for my latest perceived crimes, would start the conversation with “I’ve heard through the grapevine that you…”
Which basically means… “I listen to gossip, I’ve heard some about you and I am allowing it to shape my behaviour towards you.”
Gossip is rife in schools as, I suppose, it is in many workplaces. But does that mean we have to accept it? Schools are the places in which the future is shaped. The people who work in schools should – technically – be modelling the type of behaviours that will guide young people to a better future.
A better future is not created in a culture of gossip. Cliques of people who spend their time annihilating, judging and stabbing people in the back are not really going to pave the way for humankind, are they? The funny thing is… it’s really hard to talk about those gossipy people – and we all know who they are – without becoming a gossip yourself!
Furthermore, by refusing to take part in gossip, you can end up isolating yourself from your colleagues. In the same school as the one I mentioned before, my wife refused to enter into a conversation in which one particularly gossipy person was verbally assassinating a mutual acquaintance. Within weeks, she was a social pariah… the forked tongues wagging away until their work was done. Meanwhile, the gossipy person came out smelling of roses – much like the little prisoner in the comic strip above who becomes Caesar’s secret gossipy weapon and whose effect can be seen as people’s words become more and more green!
A school without gossip would be a school with a better chance of avoiding misunderstandings, petty conflicts, resentments, misconceptions, jealousy, loneliness, paranoia, judgment, assumptions, depression, toxicity, cliques, divisiveness and so on… all of which are extremely destructive human behaviours.
Its not like we’d be trying to pretend gossip didn’t exist in the real world, but instead acknowledging that it does exist, that it is poisonous and that we won’t stand for it.
So, teachers, some advice for you:
- don’t allow yourself to get sucked into talking badly about other people
- make it clear to gossipy people that you have no interest in it
- discuss gossipy habits with students and work with them to grow above it
And, people in leadership positions, some advice for you:
- make it clear you have a zero-tolerance policy on gossip
- don’t allow the evolution of a culture of people coming to see you to complain about other people
- make it very clear that you shape your own perspectives about people
- when you become aware that you have some toxic gossip happening, knock it on the head straight away
- when you have observed patterns of toxic gossip amongst certain people, deal with them directly
I have started a new series of podcasts – you can listen to them and download them on Soundcloud. These podcasts will feature teachers talking about learning, inquiry and pedagogy and are designed to provoke thinking and stimulate ideas.
Use them however you wish.
Here is the first episode – featuring Grade 4 teachers, Claire Simms. Its a great one to start with as Claire is basically going through the inquiries her students were involved in at the time. To walk into a classroom and ask a teacher to explain their students’ inquiries is a real test of a school’s inquiry culture.
Whether we like it or not, teachers need to be interesting. If we are not interesting then there is little or no chance that our students will find us or the material we teach of any interest at all.
But, how do you “become interesting”. Paul Arden, in his brilliant little book called “Whatever you think think the opposite” makes the case that it simply requires you to be interested.
Many of us in this profession trudge the well-trodden path from school to home and home to school. For many, life revolves around school and an unhealthy obsession with how much work there is to do. Sometimes there is even a twisted pride and rivalry around how late people stay at work, who gets in to school earliest and who comes in at the weekend or doesn’t. There is a dangerous assumption that the hardest working teachers are the best teachers.
I have bad news for these people. All those countless hours spent at work may mean they get more done, but may make it much less likely that their students want to learn from or with them. It may make them very dull people who are unlikely to interest, inspire or motivate young people in the slightest.
So, instead of staying behind at work… ask yourself if that task really needs doing or if it will really transform learning. If not, get out of there… go and explore your city, go and take some photos, go and read a good book, go and see a movie, go and meet a friend (who doesn’t work at school!) and talk about life, go to a museum, go and people-watch somewhere, go down that alleyway you’ve always wondered about, enroll in an evening class, eat somewhere you’ve never tried before, go to a market, develop that talent that lies dormant… be interested in the world outside of school.
What you bring back to your classroom – knowledge, curiosity, connections, awareness, compassion, perspectives – will inevitably make you a better teacher.
Life is short.
Childhood is even shorter.
Children deserve to come to school and be excited, challenged and motivated. We have our students, in our space, for one year. During this time, we are creating narratives – stories – with them. What are those stories? What stories do our students tell about their days at school?
On Sunday night, my daughter said “I can’t wait to get back to school to work on my project, Daddy. I love what I am doing.”
Wouldn’t it be great if each student said those words to their parents on the night before school? Wouldn’t it be great if every student was totally engrossed in their inquiries. “It feels like playing” she said later.
The first half of the year, in many schools, can be very business-like. Some things that have always been on the agenda may now be expected to be done with consistency and quality. Some familiar things may be done in unfamiliar and better ways. Some new things may be added to the equation in order to take teaching and learning to the next level. This all takes time and effort. It is hard work.
In the second half of the year, however, there may be no surprises. So, focus on those narratives I mentioned above. Focus on working with students so that each day, each week and each month of their lives at school unfold as interesting, exciting, surprising stories of personal growth and learning. If some old habits need to be discarded to make that happen… discard them. If a few risks need to be taken to make that happen… lets take them. If a few people need to be challenged to make that happen… challenge them.
Teachers put a lot of work into figuring out what our students should or could be doing. But, we also need to take a good long look at why. How do we get our students to want to read, question, write, draw, build, listen, design, argue, solve, play, win, collaborate, research, experiment, notice, think…?
Each day, ask yourself these crucial questions:
Would I want to be a student in my class?
Would I be interested in what we are doing?
Would I be inspired by me?
Would this unit excite and motivate me?
Would this experience stimulate my curiosity?
Would I be at my best here?
You want the answers to those questions to be “ÿes”. You are teachers. It is your purpose in life for each of your students to feel that way. It is your source of pride and satisfaction when they do feel that way. It is what gives you a thrill and makes you feel as though all of your effort has real meaning.
Life may be short. But it is shorter when waiting for each day to end, when waiting for the weekend, when waiting for a meeting to be over, when waiting for the next holiday to come. This time is your time, and it is the most important time for your students.
It is their childhood. Help make it an amazing one.