These days I see myself as a problem solver. I now understand that my job is about trying to make sense of what is taking place in my classroom and trying to figure out what levers to pull and which buttons to push in order to help the students be effective learners. Instead of explaining away failure with excuses and deficit thinking, I approach teaching with a view to discovering how I can be most effective. This insight has really encouraged me to be creative. And I read somewhere recently that creativity is about making the complex, simple. I like that. The classroom is a dynamic and complex place. Full of humans with competing demands and interests. I need to remove that complexity, remove the unnecessary, remove the barriers to effective learning.
But most importantly, I need to find the humanness. And liberate that spirit. It always exists but sometimes it is hidden and you have to dig around for it. I am now more aware than ever, that I can make a difference. I can make a difference through my deliberate acts of teaching. And that is achieved by building strong relationships with the students. From trusting relationships come good learning conversations. That’s the hierarchy. The foundations must exist for effective learning to take place; to unleash the real learning.
When National Standards were implemented into New Zealand schools I reacted negatively. My original position, like many with a vested interest in education, was to criticise and resist the introduction of this kind of regime. It seemed as though the introduction of National Standards was part of a shift towards an international trend towards standardised testing in primary schools. The arguments against standardised testing are compelling. Yong Zhao describes the standards as “too narrow, too impersonal, too linear and too focussed on the short term. It’s a model that stifles creativity and discriminates against many students.” Ken Robinson describes the need for an education system that is responsive to the needs of a modern world. He argues that the education being offered and delivered by schools currently, is only good at “killing creativity”. How could I support a regime that was going to be a barrier to that?
You can imagine my shock then, when I discovered, that it was John Hattie who was responsible for the introduction of the standardised testing regime into New Zealand primary schools. I had been a big fan of the Visible Learning approach to education for some time. I had been endeavouring to apply the findings of his research into my classroom on a daily basis. How had this situation arisen? Is it a ‘situation’ at all, I wondered? Were these academics actually contradicting one another?
I now realise that standards and creativity can co-exist in the classroom. I believe my experiences and observations in the classroom over the past few years can validate this. I am becoming increasingly aware that it is not the standards that are the problem. The real problem is in the way that teachers approach learning (in general) and how they approach the achieving of those standards (specifically). It’s about pedagogy. It’s not the standards that are acting as a ceiling to effective learning and creativity. That ceiling is being imposed by the prevalent teaching practices. The teaching practices that you will see in the majority of classrooms throughout the world. They are pretty much the same teaching practices that you and your parents and grandparents were subjected to during your time at school.
I no longer fear those “evil” standards. I embrace them. Teachers need to see themselves as problem solvers. There are many variables that teachers, as individuals, can have no impact on. But too often those factors are used to explain away the inability to lift student achievement. John Hattie asks teachers to keep asking this one critical question – “What impact am I having on my students’ learning?” By implementing John Hattie’s “Visible Learning” pedagogy in the classroom over the past few years, I have discovered that high levels of academic achievement and creativity can co-exist in the classroom. Instead of being mutually exclusive, they can in fact, create a learning environment that grows exponentially.
The good news is that a template for achieving exceptional learning outcomes for all students has been provided for us. It’s all about the pedagogy.
Ease Education: Teaching at a human scale.