Here’s some evidence of the learning growth taking place in my classroom. Hopefully you are curious about how I achieved it.
First of all let me tell you that I didn’t achieve this by tinkering at the edges of the current teaching model. Nor am I able to give you a 5 bullet point summary of how I achieved this. While it is completely achievable for every teacher to get similar results, it will require the application of a different mindset to what is currently being modeled and a need to apply the science of effective teaching as described by Hattie’s “Visible Learning” model.
Until recently I felt destined to live with the label given to me of “Disobedient Teacher”. I always felt that it was a price worth paying in order to get the best learning outcomes for all the students in my class. But things have changed. I now understand that I am simply practicing evidence-based teaching. But the unfortunate reality is, engaging in evidence-based teaching flies in the face of the prevailing orthodoxy. It means having to accept the disobedient label. That’s wrong. But it’s the current reality. If we are serious about improving learning outcomes for all students that needs to change.
The biggest change in my teaching practice and consequently, the biggest impact I have been able to have on student learning achievement has come about as a result of ensuring that every student is successful – appreciating that the cost of failure is too high. My target became more than just success for 80% of the students. Or 90%. Or 95 or 99%. 100% was the target. It’s amazing what happens when you put the students who are at risk of failing at the forefront of your teaching practice. Those questions that teachers should always be asking themselves such as, “how am I doing?” or “what’s my impact?” really become meaningful and informative. It’s an amazing feeling when you realise that your teaching practice is having a positive impact on all students, including the at-risk ones. But once again, teaching in this evidence-based way puts you in conflict with the status-quo. That’s because it’s hard to change teacher beliefs about their teaching and their students. It shouldn’t be, but it is.
I have discovered that positive change will only come from breaking rules – rules that should be broken. Rule breaking can be constructive if it is supported by quality evidence. Some will say that breaking rules is too risky. To which I reply – the risk and consequences of not embracing change is far greater. Others will say that breaking rules creates discomfort. And to that I say – that’s why we need leaders who can understand and manage that discomfort. The reality is that most of us don’t want to be challenged. We just want to take the path of least resistance. Agreement and consensus is the easiest option. Cooperation is too easily interpreted as collaboration. Diversity of thinking should be encouraged – that is, as long as the thinking is evidence-based.
My success in the classroom has not only come about due to my willingness to take risks. It stems from a child-like curiosity and a willingness to ask lots of those unwelcome “why” questions. I also require the students in my class to engage in a similar level of curiosity. That explains a lot. These days when I’m stuck, I put myself in the shoes of the students in front of me. Or better still, I ask those 5-6 year olds to come up with the solution. It’s a culture of learning that allows the students to move beyond being passive receivers of learning to being active agents of their own learning.
What are you waiting for? It can be done but don’t expect a 5 bullet point presentation to be the way forward. Be curious. Break some rules if you need to.
Inspiration for this blog post can be found at the link below.
Ease Education: Teaching at a human scale.