Failure costs a lot: an argument for changing the way we teach.

Toys

A magnificent story was unfolding in front of my eyes.

Imagine you are the first person ever to have circumnavigated the globe and your return home is met with disbelief, rather than excitement and curiosity. “That’s not possible”, they say. “The world is flat”. Unfortunately, that’s a fairly apt description of how it can feel to be working at the leading edge of innovation and best practice in the education sector. That’s not to say that pockets of interest and curiosity don’t exist. But those conversations tend to be conducted in hushed voices.

Even though there seems to be a growing awareness of a need for change in the way the education system works, inevitably it is incredibly difficult to shift systems and mindsets. The naysayers and the unfamiliar remain unconvinced, and at times, hostile to any requests to explore the issue. I have learned that there is little to be gained by offering a solution prior to developing any consensus that a problem actually exists. But the reality is that neither the research nor the evidence lies. The argument for change is a very compelling one. But the first hurdle to clear may in fact be the need to establish a consensus that change does indeed need to happen.

It is my desire to be curious and innovative that sustains me. It’s why I have dedicated myself to this challenge. There are of course, times when this challenge has the feeling of a curse. The good news is that I realise that I am no longer unsure about the way forward. Once again, the research supports my actions and the evidence I witness everyday in the classroom is all the validation I need. The genie is out of the bottle, so to speak. That’s why I feel optimistic that, over the long-term, change will happen. But I am less optimistic in the short term. It can be frustrating.

I believe the most compelling reason for changing the way we teach is very simple. Failure costs a lot. Every disengaged student and every student who leaves school under-educated bears a personal cost as well as a cost to society. This has to be a reason to take the issue seriously. And what’s even more troubling about this is the fact that teachers are reminded regularly of the existence of this long tail of under-achievement and are implored to improve the learning outcomes for these students.

Success at eliminating this tail of under-achievement is attainable to us. But only if we are prepared to implement a research based/evidence based teaching model. And all the best research and evidence directs us to a model that is premised on putting human relationships at the front and centre. Being knowledgable is no substitute for being nice. That’s because we now know that the most effective learning takes place when the children are leading it. A teacher’s primary function is therefore, to provide a learning environment that enables this.

An effective learning environment is one in which a high degree of trust exists between the teacher and the students, as well as among the students themselves. An environment that fosters collaboration. The teacher does this by listening to the students with an open heart, walking in their shoes, and by offering unconditional support. I teach 5-6 year olds so I keep asking myself, “how would a 5 year old be thinking and feeling at the moment?” It means that students need to be met where they are at, not where the teacher is at, or where the teacher thinks they should be at. It’s a ‘judgement free’ zone. It’s a flexible and organic environment that caters to every child’s individual needs and circumstances. It means that, to a large extent, a student’s difficult home life can be parked at the entrance to the classroom door every morning. It means that the teacher can offer an engaging and stimulating learning environment that encourages children to think, share, create and make cognitive connections.

The teacher needs to do everything and anything necessary to keep all students engaged and learning. The teacher is required to be a problem solver and do what works for the children. Inevitably, this means creating a learning environment that caters to the students that are most challenged academically and socially. “Get the learning environment right for them and you will get it right for everyone” is the saying. That may seem paradoxical. Some parents may need convincing. But remember, the most effective learning environment is one in which the students are leading it. It’s an environment in which all students can achieve at their best – academically, socially, creatively. And nor is there any need to sacrifice creativity for academic learning. There is no place for siloed thinking in teaching. Too often I see the current teaching model acting like a glass ceiling; students are being hampered from achieving their best by the barriers that teachers inadvertently place in front of them.

The positive impact of putting the most challenging children at the forefront of teaching practice is that it provides the teacher with the most immediate and effective feedback and therefore the best learning opportunities. It provides excellent feedback to the questions of “how am I doing as a teacher?” and “how effective am I being as a teacher?” And as it turns out, creating a learning environment for the most challenging children is a very low risk strategy. That’s because the research also tells us that there is very little that a teacher can do to inhibit a child’s learning. The sad reality for teachers is that children learn despite us. That’s why teachers need to focus on what deliberate teaching strategies they can implement in order to get ALL their students working as close as possible to their developmentally appropriate stage. The other benefit of taking this approach is that it can operate as a pilot project. Successes and failures can be learned and managed on a small scale before being shared and implemented at a wider level.

Finally, for this education model to be successful, the same ingredients that make learning successful for students, need to be carried over into the teacher realm as well. This means that it’s essential that schools operate in a way that encourages genuine collaboration. Teachers need to feel safe and trusted. All teachers need to be invited to share their knowledge and understandings and be prepared to participate in critical reflection in light of evidence about their teaching. In the words of Hattie,

This requires teachers to gather defensible and dependable evidence from many sources, and hold collaborative discussions with colleagues and students about this evidence, thus making the effect of their teaching visible to themselves and to others.

I think it is safe to say that schools are still, by and large, ‘evidence free zones’. For too many, the world is still flat. And it is hard to convince otherwise. Where to from here, I wonder? Trying to establish a consensus for change may be the best approach. In the meanwhile I will continue to place high expectations on myself and all the students in my care. Especially the ones who are at risk of failing. I will also remain an impatient optimist and continue to be a practitioner of evidence based teaching. Care to join me? Anyone?

Ease Education: Teaching at a human scale.

You can also find Ease Education on Facebook and Twitter.

Let’s talk about how teachers teach, not where teachers teach.

MLE

Image via Stuff.co.nz

In this post I want to revisit the topic of open plan classrooms. I have written about this topic before, but since then, I have learned that a comprehensive research project is being undertaken to try and determine the impact of open plan classrooms on learning outcomes for students. According to the lead researcher, Dr Imms, the focus of the research is to study the practices teachers could use to make the most of flexible learning environments*. Dr Imms says the research can “help us to learn how we can optimise these spaces and how can we make sure teachers are getting the support they need to be able to utilise the spaces they’ve been given as best they possibly can.”

My first response to this was “Say What?” The implication seems to be that these new learning environments are being built first and then an effort is being made to 1). find out how good they actually are and 2). try to work out how these spaces could be used most effectively. And you can be assured that open plan classrooms are going to have an impact on a growing number of people. That’s because as new schools are being built or refurbished, some element of an open plan environment is going to be incorporated into the design. It is inevitable that over time, the traditional single cell classroom will be making way to an open and bigger teaching space. It sounds like a case of when, not if. It seems to me that the intent behind these kinds of teaching spaces is honourable but the reality is far more complex and uncertain than we are led to believe.

So with an eye on this new and ongoing research project, I want to look further into the implications of this move towards open plan classrooms. In my original post on the topic, I reiterated what Hattie’s research says (and which I have come to support through my personal experience in the classroom) that, unless teacher pedagogy is adapted to innovations such as open plan classrooms, there are no benefits to be gained. Dr Imms’ research project contradicts that position to a certain degree. While he concludes that high quality teaching can also occur in traditional classrooms, there is a greater incidence of poor-quality teaching in those rooms. I think this is an important point. That is, effective learning can take place in single cell classrooms. But nonetheless, he believes there is evidence to suggest a strong correlation between open plan teaching environments and high-quality teaching and learning.

I think there may be a simple explanation for the correlation that he describes. Imagine you have a single cell classroom operating with a really ineffective teacher and put that teacher into a shared space with a more effective teacher, then it is quite possible that the learning outcomes for children of the ineffective teacher will rise. That’s going to be a likely outcome because outlier teachers at the extreme end of the bell curve will be pulled towards the middle of the curve. That’s got to be a good thing. The problem I see though, is that the converse could quite easily happen as well. I think it’s possible that in such a scenario, a very effective teacher could lose their effectiveness. It’s a case of those teachers being pulled back towards the middle of the curve. Ideally, the entire shape of the curve needs to move. So while some correlation between open plan classrooms and improvements in learning may have been identified, it has a “by luck rather by design” feel to it.

Which once again, brings us to the key point. Hattie’s research asks us to consider the question; “what is the best pedagogy that teachers can use to get the best learning outcomes for all their students, regardless of the style of their classrooms?” Which leads us to conclude that, in terms of creating the most desirable learning outcomes for all students, it is not the type of space that matters. But unfortunately, that question is still not being asked with any real conviction. The focus needs to be on identifying the teachers who know what makes leaning effective and empowering them to up-skill their colleagues. It’s as though open plan spaces are being offered as the next best thing. It is likely that these spaces will improve the outcomes for the students most seriously effected by poor quality teaching. But for the rest, it’s business as usual.

Compared to trying to change the way teachers teach, building new learning spaces is a doddle. Implementing desperately needed changes to a system that is so resistant to change is always going to be hard. It would require teachers working collaboratively and sharing their expertise. However, genuine collaboration is incredibly difficult to achieve. But that’s not a teaching problem. It’s a people problem. We need to be having a conversation about how teachers teach, not where they teach. After all, children completing photocopied worksheets is the exact same activity whether it’s taking place in a traditional classroom or in an open plan classroom.

*The terms flexible learning environment (FLE), modern learning environment (MLE) and innovative learning environment (ILE) are all synonymous with the term open plan classroom (OPC). These terms are interchangeable. To keep things simple, I will simply refer to these learning spaces as open plan classrooms.

Ease Education: Teaching at a human scale.

You can also find Ease Education on Facebook and Twitter.

You can find links to media articles relating to Dr Imms’ research below.

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Why the education system is stuck and what can be done to unstick it.

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Operating from a growth mindset. Building positive relationships.

It feels like all those years I have spent teaching up until now, have been like an apprenticeship. And it feels now like I have finally arrived at a point of mastery. It has all been worthwhile. By deliberately applying the best research to my teaching practice it has enabled some amazing results to be achieved. The students are leading their own learning as well as helping me with my learning. These are exciting times for me. But there is one problem. I thought my colleagues would be as equally excited. That there would be some level of curiosity. That I would start to hear comments like, “Wow, how come all the children are achieving so well academically and socially?” Or, “How come the children are all so engaged with their learning?” But the silence has been deafening. I have been wondering whether this is an example of the wilful blindness, that I have previously made reference to.

So I have gone back to the drawing board. I’ve decided to see if I could discover the reasons for how this could be. Why is it that the children can be doing so well but I am still be unable to convince my colleagues of this? And as I started to search I began to realise that there is a bigger story to be told. That there is a key element that links my personal experience to how the world functions. I started to see the links between my personal experience and the existence of all the major and minor problems in the world and our inability to acknowledge them or address them successfully. Economic issues come to mind – how to address poverty. Or environmental issues – how to address climate change. There is a universality to these problems. Education is no different.

It seems as though the qualities that set humans apart from other animals; those qualities that have allowed us to achieve such remarkable achievements, are also the qualities that act as the barriers to progress and resolving problems. In respect to education, the research tells us that the biggest impact on learning is the human element – our social qualities, our ability to build relationships. Sure, you need to know the curriculum – some stuff about maths and the mechanics of reading is always going to be useful. But as I am discovering, that is not enough. Because “children don’t care how much you know until they know how much you care.” And that’s why I want to explore how it is that humans have the potential to have the biggest positive impact on learning, but at the same time, also be the biggest barrier. My hope is that once we can acknowledge and understand this dissonance, we may have a better chance of creating the necessary changes and improvements.

A system that is entrenched and resistant to change

The education system we have may not exactly be the best one, but it kind of works – for most people. Or at least, that’s what we tell ourselves. Instead of trying to change the system, we become well practiced at ignoring its inadequacies and blaming the people it doesn’t work for. We label these people as flawed and unresponsive to an adequate system, rather than as an inadequate system being flawed and unresponsive to decent people. A system that has evolved over many centuries is hard to change, even if any rational person can see it is overdue for change. And it is within this narrow framework that teachers are invited to help those who are failing. So inevitably, the actions that result, amount to the equivalent of tinkering at the edges.

This inability to make the required wholesale changes is due to the existence of a condition called ‘path dependence‘. It’s really hard to deviate from a well worn path. The features that exist in the current education system were put in place to serve a function at the time it was created. These features persist even though everything around them has changed. This locked in way of thinking/doing things means that we simply end up hoping that the system we have inherited will evolve sufficiently to be able to deal with modern problems – such as the impact of technological disruption on employment that we are now starting to witness.

Try adopting a proven model?

But maybe there is some hope. If our education system is so deeply flawed maybe we could turn to one of those successful education models that exist already in northern European countries, like Denmark. What’s stopping us from adopting those models as a template of successful alternative pathways and importing them directly? Unfortunately, the reality is that templates don’t work well. A solution imposed from above is less likely to be effective. Change will be successful and sustainable only when it comes about organically and has ‘buy in’ from the users of the system. The end users need to have had a chance to contribute to the creation of the new system.

And you are correct if you are seeing a link between effective and sustainable teaching practice in the classroom and the implementation of effective and sustainable change to the education system at large. At both a macro and a micro level, creating user agency via problem solving, is the name of the game. We all need to be invited to put our thinking hats on and work together as problem solvers. Working together to solve problems is what humans do very well. That is the culture of collaboration that I have generated and get to witness the results of, everyday in my classroom. It is when children are invited to present their best ideas in an authentic and genuine way, that the magic starts to happen. But this kind of collaboration will only be achieved successfully if the environment is conducive. There needs to be a genuine free flowing of ideas. It is a high trust/growth mindset model of teaching. Therefore, it takes confidence and a high level of ability in relationship skills to attain this. These are the very human qualities that are most needed. Teachers need to be encouraged to think and care at the most human level. Because, once again, “children don’t care how much you know until they know how much you care.”

Up scaling this reality from the micro level to the broader, societal level needs to be seen as an achievable goal. To do so, we need a shared vision and shared goals that will promote a self sustaining education system. And via an effective education system we can help create a society that is economically and socially prosperous. The goals need to be able to address these moral and ethical questions at the broadest level. And of course, we need education leaders to inspire us to seek out solutions that will enable us to achieve these goals. Politicians, policy makers and educators need to be held accountable for setting and achieving these goals. Those goals need to be in line with appropriate academic achievement and social well-being targets. National Standards need to be seen as part of the solution, not a cause of the problem. And most importantly, we need to be encouraged to participate in genuine and robust conversations about what needs to take place. Only then will there be a chance for any significant progress to be made.

The art of self delusion and conflict avoidance

But wait, there’s more. Beyond the problem of inheriting an inflexible system and needing to employ very human qualities to create a more desirable system, lies a greater challenge. Humans have many great qualities but unfortunately, honesty is not one of them. Honesty, when it counts, that is. Humans have a propensity for lying. Everybody does it. People are in the habit of lying in their daily lives. I’m not describing the lying of a sociopath, but rather, the self delusional type. Humans are social creatures. The constructive need and desire to fit in, can also be destructive when it takes the shape of saying and doing what you think is desirable rather than, what is correct. It is called a social desirability bias. It means that we tend to rationalise our decisions to suit our own internal narratives and intuition. It means we avoid telling the truth in order to fit in socially and to avoid conflict. You can test this theory by observing your responses when completing a survey. Note how your responses will change depending on whether your response is anonymous or not. That’s because, when we are revealing information about ourselves, we tend to lie.

An effective education system should not be measured by the level of compliance and self congratulation but in its ability to embrace a conflict of ideas and willingness to strive for long lasting improvement for everyone. Dealing with conflict in a constructive way is a very human skill that can be learned and practiced. If used appropriately, it is a skill that will enhance personal relationships and the benefits will flow on into the learning environment in the classroom.

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Postscript: Still not convinced about the benefits of positive social relationships? According to this research, an emphasis on close personal relationships and face to face interactions is the primary cause of the positive life outcomes and longevity of the people of Sardinia.

Ease Education: Teaching at a human scale.

You can also find Ease Education on Facebook and Twitter.

Inspiration and scientific analysis for this blog post come from the clever people at Freakonomics. See below for the links.

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It’s possible to create a learning environment in which all students learn exponentially.

Can you read this?

“I don’t care that you have trouble spelling. But I do care that you are mindful, curious, thoughtful, empathetic and articulate.”

I am currently witnessing some amazing growth in the reading abilities of all the students in my classroom. And we are only a term and a half through the year. Normally, I don’t see this kind of growth until further into the year. Yes, I do say “amazing growth” and I do say “all”. Let me explain what’s happening. And before I do, let me also say that this is not the first time I have witnessed this. But it is the first time that I have set out to document it. The difference is that this year I have fully embraced the “Visible Learning” pedagogy. There is no more tentativeness. The training wheels are off completely. It is also worth noting that this amazing growth is not only evidenced in reading. I am seeing it replicated throughout all learning areas.

So what exactly am I seeing?

It is easy to track reading. There is a wide range of graded texts for the children to read. When a child shows competence at level 1 texts, they move on to slightly harder level 2 texts, and so on. It translates well into a box ticking and graph making exercise. The level of progress each child is making, relative to where they were at the start of the year, is easy for all to see. And from my vantage point, I can see that all children are improving, ‘more or less equally’. (Keep reading for a more detailed analysis of what I mean by ‘more or less equally’).

As well as seeing improved reading data, I am seeing major shifts amongst all the students in their attitude, effort, curiosity and confidence with reading. I see children reading a book with a friend when they could be playing with blocks instead. I see children offering to help a colleague to read a tricky part of a text and then advising me that their colleague had tried really hard and had done “their best”. I see a child examining a text closely and sounding out words and sounds; employing the reading knowledge and strategies that I have already shared with them. I see the child’s eyes light up with a strong sense of accomplishment. The same child, who up to a week before, was a reluctant reader and finding reading difficult.

So how exactly is this happening? (hint: student ‘agency’).

After many years at the chalk face I am now able to identify the deliberate acts that I am engaged in and the impact these actions are having on the students’ learning. The cause and effect relationship has become clear. (Unfortunately, this correlation is not naturally occurring within the education profession. That is, there is no automatic correlation between a teacher’s level of experience in the classroom and the level of a teacher’s expertise). Increasingly, more of my time these days is spent listening, observing and responding to the children. I take great interest in what they are doing. I show them that I care about what they are doing – emotionally and academically. I am nudging them gently in the direction that they need to go. I’m the expert. I know what they need to know in terms of knowledge and strategy. And most importantly, I connect with them at a human level.

I am focused on more than just passing on the knowledge and skills of reading. It’s about developing a learning culture that becomes self sustaining in the long term. It’s about demonstrating to the students that I genuinely care about them and their learning, and conveying high but realistic expectations. I know how to manage and organise the children effectively and more importantly, how to get the children to manage and organise themselves. I also know what motivates them. I know what they will work for. It’s about human psychology. That’s the foundation for all the great learning that is happening in the classroom. It is this human/cultural aspect of learning that I am most interested in these days. It is this aspect of learning (and in this case reading) that I spend so much time and effort cultivating.

In this kind of learning environment, the children are well versed in giving each other feedback. It’s a learning environment in which I have time and space to be able to give the children feedback, and advise them of what they need to do next. It’s instantaneous and it’s done verbally. The feedback could be about their reading skill, and/or, it could be about their attitude towards their reading/learning. Praise is always forthcoming. But only when it is deserved. We only celebrate excellence – in achievement and effort. That’s important. I am yet to meet a child who (at least eventually) does not respond positively to being challenged and encouraged to do better. Think back to the last time you completed a task that challenged you and required you to strive. That “I did it” feeling.

I also need to know what to expect of a child at their developmental age. The learning needs to be fun and engaging. The learning environment is prefaced on a growth mindset rather than a deficit mindset. Follow Maslow’s advice for strategies on how to get the best out of yourself as a teacher as well as your students. Or adopt my manifesto for creating a positive learning environment. The focus needs to be on finding the potential in the students rather than highlighting their limiting factors and deficiencies. Road blocks need to be removed. Stop finding excuses. Start being creative and curious. Become a problem solver instead. Some children will need more scaffolding and support than others. That’s because not all children enter your class at the beginning of the year from an equal starting point. Not all children come from the same social and economic background. Remember, we are looking at improving everyone’s outcomes equally.

‘More or less equally’?

As the year progresses two things start to happen. First of all, I find my role in the learning process changing. My input is required less and less. Or at least, I start to focus on providing support to those in greatest need. But overall, my role shifts to one that is more about guiding the students. I have been surprised this year with how quickly I have been able to make that happen. Secondly, I notice that student academic achievement starts to improve exponentially. The source of that growth is all due to that highly prized commodity called ‘student agency’. I assume that this what Hattie is trying to convey when he says,

The biggest effects on student learning occur when teachers become learners of their own teaching, and when students become their own teachers.

Student agency is an essential ingredient of effective learning. And it is an ingredient that is easily overlooked and by and large, absent from your typical learning environment. I have my theories for why this is the case. I think it comes back to the idea that effective teaching and learning is inherently, a human endeavour. We are naturally inclined to look for tangibles; the focus is on the knowledge and skills of teaching reading, maths, everything. Everything but human relationships. That’s what I remember of my time training to be a teacher. And just because human relationships/connections are not easy to see or measure, it doesn’t mean that they don’t exist or shouldn’t be valued.

It is this type of learning environment that will have the greatest impact on lifting that long tail of underachievement in New Zealand schools. It is the magic bullet to avoiding children failing in our education system. It is also the antidote to those ideologues who promote charter schools or those who think more and better discipline/homework/computers/sport… is the solution. But not only does this approach to teaching and learning have a positive impact on those underachieving students, it does so with no harm to other students. All children benefit. So says Russell Bishop. I would go a step further and suggest that it is a learning environment that allows all students to flourish. It is an approach that works for all students equally.

Having said all this, my interest lies now in figuring out how to upscale this teaching pedagogy. The evidence I am witnessing and describing is compelling. Dare I say, a deficit mindset and a lack of curiosity is not only holding back the ability of students to grow exponentially.

Ease Education: Teaching at a human scale.

You can also find Ease Education on Facebook and Twitter.

This blog post relies heavily on the work of Professor Russell Bishop. Refer to the link below…

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The Collaboration Curse

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Number Puzzle: a deep learning environment needs to be created and nurtured.

I originally started this site as a way of sharing some of the expertise that I believe I had gained over many years of being at the chalkface. It’s a hard earned expertise. Expertise gained from being open to new ideas and thinking – from within education and beyond, from being empathetic to the learners in my classroom, from encouraging myself to respond authentically to my own creative thinking and from being prepared to trial ideas in the face of opposition and resistance.

It recently occurred to me that I may be witnessing a case of “wilful blindness” within the education system. Strong words? Let me clarify.

I believe that this expertise has allowed me to create a supercharged learning environment that benefits all the children in my class. The other reason I started this site was born out of frustration of not being able to get my professional colleagues to see the results that I was seeing or to respond positively to my efforts; that my expertise was not being valued. It recently occurred to me that I may be witnessing a case of “wilful blindness” within the education system. Strong words? Let me clarify.

As a whole, for most children, our education system appears to work pretty well. Unsurprisingly, it seems to work better for those children on the higher end of the social equity ladder. For the rest, it has more of a lottery feel to it. But even for the students doing well enough, there is a deeper story to tell. Appearances can be deceptive. That’s because, in reality, any child with a pulse is going to achieve some level of learning throughout a school year.

It’s an issue relevant to all organisations and all aspects of society, not just education. It’s a human problem.

For many of my first years as a teacher, I felt that the children in my class were learning despite or, in spite of my efforts. My biggest hope was that I wasn’t doing them any harm. As it turns out, Hattie’s research shows that it’s pretty hard for a teacher to stop a child from learning. Whew! But teachers and schools taking credit for learning that would be taking place anyway? – that’s a biggie. That’s the belief system I am keen to challenge; that needs to be challenged. It’s an honest and earnest endeavour.

This should not be read as a criticism of teachers, but as a critique of a system. It’s an issue relevant to all organisations and all aspects of society, not just education. It’s a human problem. I wonder how many people chose to not know what was happening to children under the care of the Catholic Church. I wonder how many people chose not to know that children were being kept in seclusion rooms. I wonder how many people still believe that putting children in seclusion rooms is an appropriate practice. And this is in the face of evidence that tells us that controlling children in this way is unethical and ineffective.

…the reality of collaboration is much more complex. Collaboration is a process, not a place.

Defence against my claim of “willful blindness” within our education system will probably focus on the fact that it operates as an open, democratic, fair and equitable system. On the surface, everything is as you would want it. As well as that, schools are run by professionals. They are required to keep up to date with the latest research and technologies and be open to and willing to share new ideas and thinking. Collaboration is encouraged. Which is a good thing. The research tells us that collaboration is where it’s at. That’s because people in organisations can achieve things collectively that they cannot achieve individually. Collaboration can provide that spark that will light the fire of progress. It makes sense.

Well, that’s the theory. Because the reality of collaboration is much more complex. First of all, the openness that collaboration is supposed to foster is not going to be enough to drive change if all parties can’t agree that there is a need for change or improvement. I see the problems and the need for change. I speak to other teachers who recognise it. But that’s where it ends. They won’t say anything. They remind ‘blind’ out of fear, or in the belief that some things can not be changed. There may also be a genuine inability to see the need for change. This could be due to ignorance. Imagine if the entry standard for teachers entering the profession was raised to that required for law or medicine.

Effective collaboration requires seeking out people who are different to ourselves, who have a different way of thinking.

Secondly, collaboration will only be as effective as the working environment allows. I recognise that sharing my ideas and experience can be a source of cognitive dissonance. But isn’t that the point of it all? A conflict of ideas is a key component to creating change and progressing ideas. Having my ideas dismissed because they don’t fit with the thinking of the group is not collaboration. Collaboration does not take place in an echo chamber. Effective collaboration requires seeking out people who are different to ourselves, who have a different way of thinking. A level of professional conflict needs to be tolerated.

Thirdly, collaboration needs to viewed as a set of skills that needs to be learned and taught. Creating opportunities to work together in an ‘open’ way has wonderful potential but it is just the first step in the journey. Truth and knowledge on their own are insufficient to bring about change. That won’t happen until the skills and moral courage to use it are developed fully. To get to this point, organisations will need to make huge cultural shifts. School leaders need to step up.

Finally, the real role and value of collaboration needs to be fully understood and agreed to. The current interpretation of collaboration in an education setting is focused on open-plan classrooms. Needless to say, requiring teachers to work in open-plan spaces with more children is not a guarantee of effective collaboration. To expect so has to be seen as incredibly naive, if the first three points already raised have not been addressed satisfactorily. Until then, it is a case of the proverbial cart being put before the horse. It should be also be noted that according to Hattie’s research, it is collaboration, not the teaching space that has the highest positive impact on learning. And as far as I can see, an open plan space is not a definition of collaboration. Collaboration is a process, not a place.

Persistence, patience and a determination not to be blind or silent will be my guiding light.

Furthermore, I utilize the process of collaboration in my classroom on a regular basis and can identify the impact it has on the children’s learning readily. The children in my class will collaborate as a result of my guidance and sometimes as a matter of choice. I value the control I have on my teaching space. Everything in my room and every activity I undertake is as a result of deliberate decisions and actions developed from years of experience. That deliberateness has another purpose too. It provides me with opportunities to develop high quality relationships with each student. That in turn, allows me to have meaningful learning conversations with the students. Those moments are precious and are responsible for creating that supercharged learning that I refer to.

A deep learning environment needs to be created and nurtured. That precious commodity could be undermined so easily. Working with a teacher who does not appreciate that, or who is unwilling to see the merit of that approach will only dilute and frustrate the learning experience. Bigger is not always better. And in the case of a better learning environment, I believe that creating an intimate learning environment should be the goal.

So, “where to from here?” I ask myself. “Is there a place for someone like me within the education system?” It feels as though I am at a crossroad. The issue for me is no longer just about developing expertise as a teacher. For me to feel any satisfaction as a teacher, it feels as though I need to move beyond that and start developing expertise as a change agent. I will need to develop skills around convincing colleagues and parents and bureaucrats to look more critically at what effective learning is, and how it can be best delivered. That’s an entirely different proposition to simply delivering the curriculum. But I think I always knew that.

One of the things that I am giving consideration to is to try and enhance my academic credibility. I could do that by quantifying the learning that I am seeing. That would take time and effort and it could be worthwhile. But I’m not entirely convinced that it will be enough. There is a stereotype around people who act as ‘whistleblowers’. The perception of people who challenge the status quo is that they should not be trusted; that eventually they will be punished/crushed for their radical ideas. But actually, I take heart from the research. It reveals that whistleblowers tend to be very loyal to the organisation/institution and care a lot about it.

I don’t like conflict but if I am going to continue to be a teacher and do what I think is the right thing, I will have to accept that tension and conflict will be a part of that process. Rather than trying to avoid it, I will need to focus on making a stronger case and being better at arguing it. By taking on the critics and collecting evidence, I can develop my argument and make it stronger.

Persistence, patience and a determination not to be blind or silent will be my guiding light. As Margaret Heffernan says, “we enjoy so many freedoms today – but freedom doesn’t exist if you don’t use it.” If you agree with this sentiment, I encourage you to act on it by sharing this blog post far and wide.

Ease Education: Teaching at a human scale.

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Inspiration for this blog post come Margaret Heffernan’s work which can be found at the following links.

Heffernan – Dare to Disagree – Is conflict good for progress?

Heffernan – Dangers of willful blindness