I’m always looking for evidence to prove that I have created the optimal learning environment for every 5 and 6 year old in my classroom. I want the best learning outcomes – academic, social, cultural – for everyone. I make changes if I think they will help me achieve that goal. I can do that because the wealth of experience I have built up over many years has given me confidence to make changes in order to keep improving. It’s a creative process that I find immensely rewarding. I read somewhere that creativity can be defined as, “simplifying the complex”. That sounds about right.
So what about this picture then? Isn’t it incredible? But it’s not just the picture itself that I find impressive. There is a whole back story to this picture that needs to be told. It’s actually, as you will probably guess, a story of pedagogy. A key element to this story is that I had no direct input into the creation of this artwork. My contribution was through a range of deliberate but indirect pedagogical actions. Let me explain.
First of all, it wasn’t that long ago that the artist in question was neither a willing or able drawer of pictures. Quite the opposite was true. At the moment this picture was celebrated with the whole class, it was met with authentic wonderment and awe by myself and the students. This is important to note because there is enormous power to be mined in this acknowledgement/sharing process. ie. “My colleagues and teacher genuinely appreciate my work and effort”. During this moment of sharing, I also ensured that the significance of that student’s learning journey was acknowledged. The message for everyone is, “Look at the progress I have made with a bit of effort. I wasn’t always this good. Effort pays off.” Diligence, perseverance… There is a lot of ‘visible learning’ pedagogy driving this seemingly minor investment in time. It’s also about placing high value and expectations on the students’ creative achievements.
Secondly, I have never taught the skills of drawing or creativity directly. But I have provided plenty of time, space and resources for the students to explore their interests and talents. During these periods of uninterrupted time, the children can choose from a range of available tasks and equipment. (It is not unusual to see students choose to complete numeracy puzzles or read books during this time). I have observed, over time, an increasing level of interest in drawing. The talented students (ie. the ones who had already tapped into their curiosity and creativity) become magnets to the newly curious. A wonderful sharing of ideas and talents develops and evolves.
Story reading is play. And so is storytelling. Both feed curiosity and feed on curiosity. Listening to stories tunes the ear and trains attention. – Scott G. Eberle Ph.D.
Another aspect of my indirect input into the creation of this calibre of artistic creativity is how large parts of our day are given over to storytelling – narratives. This has a very positive impact. It means the children are being constantly surrounded by words and ideas. Discussions start and evolve. Curiosities are piqued. I respond by providing more pictures and texts for the students to explore. During reading time or any ‘free time’, students choose to immerse themselves in these images and texts. They pour over them, absorbing the content like sponges, and utilising their incredible powers of observation. Their curiosity and ideas are contagious. They spread like wild fire.
So hopefully by now you can see that, by placing a high value on nurturing a positive learning environment, it will allow for students to become their own teachers. In turn, the teacher’s role then becomes one of keen observer, navigator, conductor and learner. It’s all in the pedagogy.
Ease Education: Teaching at a human scale.