A couple of months ago I had a rough couple of weeks. A flight home to deal with some heavy emotional family matters that left me questioning a lot of things I thought were previously unquestionable, feedback letting me know of areas where I have not been performing as well as expected, meetings where the shortcomings of this that and the other have been highlighted, being questioned on decisions I have made and processes I have chosen to implement and follow. And I also realised (after watching one of their pre-season games) my favourite Aussie Rules football team is again hopeless this year! It has been one after the other after the other after the other.
Right now, as I read through this litany of self-pity, it strikes me that you too could read this as a litany of self-pity. One important conversation ago, it was. One important conversation ago, I was struggling to find the positive spin on all the negative. I was humming my favourite Monty Python song but couldn’t for the life of me find the bright side. And then I had the conversation.
It was one I was not looking forward to. It had a good chance of being a difficult one. It was about how I had communicated with someone and how they had perceived the message – what they had read “between the lines” through my choice of vocabulary, FULL CAPS, turn of phrase and overall content.
They were quite blunt. They were honest. I listened. I disagreed. I agreed. I questioned. They answered. I listened. I learned.
The learning, through the conversation, was that the perception of what I had written had become the message, and not the message itself. My message and the reader’s perception of the message were quite different – almost opposite, and the perception won!
This was the conversation that changed my litany of self-pity into something else. It’s not the first time I have learned this truth, but this time I think it will stick.
If we truly value thinking and creativity, then why would there be a need for students to copy something down. Whether it’s a definition, a list of attributes, or instructions for how to do something, doesn’t the act of expecting students to copy down whatever it is we are looking for steal their thinking? If learning is all about making meaning, aren’t we missing an opportunity to have students construct their own meaning if we are expecting them to copy down someone else’s meaning?
Out of the whole post, this short paragraph has been clunking around in my head more loudly than the other ideas shared within. I’ve been asking myself, “Should teachers be telling students to copy this down?”
When I taught for a year at TongJi Medical University in Wuhan, China (after having taught elementary for four and a half years in Australia) I was introduced to a “copying” culture in my students. Whatever I wrote on the blackboard (with chalk!) was diligently copied into all 45 journals in the room. I didn’t need to say, “Copy this down.” The presumption was that whatever I wrote on the board was important, without necessarily understanding what it was important for. That year made me rethink what I used the blackboard for!
Fast forward twenty years and now we have LCD projectors and interactive whiteboards (not a stick of chalk anywhere!) and the ability to bombard our students with a “blackboard” full of Google or Powerpoint slide after slide after slide after slide of “important” information. My Chinese university students would be most dismayed because they would not possibly be able to copy it all down. And maybe because of that they would begin to ask which information was important to copy, which makes me wonder about why students should take notes at all. Why anyone takes notes at all!
Well, from my personal perspective, I take notes every day. Notes of every meeting I attend. I write down who is there, the date on which it takes place, the time of day and the main things we speak about. If I need to complete a task as a follow-up to the meeting I note that down. But in all of that, the most important element is why. Why I note those things down!
I note those things because I know that in the future I will need those pieces of information for something else I will need to do. Those are the things that are important to remember in order for me to do a good job of being the Principal.
From a student perspective, the WHY should be similarly important. WHY a student is taking notes should drive what notes they are taking. This demands that students actually KNOW what they need their notes for, be it an exam at the end of the week or semester, for a project they are developing or for an essay they might be writing. They must KNOW the criteria around which that task will be assessed. Only then can they determine if what is being presented to them on the “blackboard” is worth copying down.
So when we say, “Copy this down” we are missing the most important part of the whole note-taking process – the CRITICAL THINKING that demands the worth of the information be COMPARED to the demands of the task, to result in a CONSCIOUS DECISION to copy or not to copy.
So when the inevitable student question “Do we need to copy this?” comes up (as we all know it will), try answering with a question instead… “Why might you need to remember this information?”
If the student can’t answer that question then you (or the student) might have bigger problems, but it WILL prompt critical thinking.
Note-taking, as the original blog post mentioned, should be about students making their own meaning from information presented to them. Don’t ask students to “Copy this down”, ask students to be critical about what they think is important* and let them choose!
*But make sure you are VERY clear with course goals, expected learning outcomes, assessment criteria and assessment details!
Over the Thanksgiving break my family and I visited Jeju Island, South Korea and explored its coastline, its many museums and its other unexpected treats. And of the unexpected variety, there were many!
The tomato wine from the World Liquor Museum, while unexpected, couldn’t really be considered a treat (imagine watered down tomato paste), but finding ourselves in 30cm of snow atop Hallasan on our way across the island to the airport definately was! It was completely unexpected, and my absolute highlight (being the deepest snow I have EVER encountered!) of the long weekend. It changed my perception of Jeju completely!
Admittedly, I really didn’t do much research before we travelled. I had heard a lot about the island from others and thought I had a fairly good impression of what to expect. It was a smallish island, had a couple of international schools, apparently not much to do there, but would be warmer than Seoul so a good place to spend a couple of days. I was largely ignorant.
And it occurred to me my trip to Jeju was similar to how we treat our students.
We think we know who they are based on the conversations we have with other teachers, the lunchroom table chatter and the letters in their gradebook. We don’t take the time to learn about who our students are – what they love to do, what they dislike, what makes them smile, where they have lived, what their parents do, if they have a pet, how long they have lived in this country, what other countries they have lived in, how long they spend on a bus each day just to get to school, etc, etc, etc!
I discovered the snow on Jeju half an hour before I left. Spend some time today finding out about who your students really are – maybe there are some undiscovered highlights that will change your perception of who your students really are!
Today is Miley Cyrus’ birthday. She turns 23 today. Interestingly, her birth certificate reads Destiny Hope Cyrus, with “Miley” coming from her dad calling her “Smiley” because she smiled a lot as a little ‘un. Dolly Parton is her Godmother! As she grew up, she attended Heritage Elementary School, in Williamson County, Tennessee, USA. I took a moment to look up their website and find out a little more about the Heritage Elementary School.
As a third grader at Heritage Elementary School, Miley had a music teacher who had a variety of standards he/she was compelled to lead her through. They included the following two…
3.MU.1.1.3 Sing a melody with accurate rhythm, pitch (solfege and/or lyrics), dynamics and tempo.
3.MU.7.2.3 Demonstrate appropriate audience behaviour in a formal performance setting (live or recorded)
If you were up late for the 2013 MTV Video Music Awards (or awake for the following week or two), then you would appreciate that maybe there should have been a standard in the third grade curriculum relating to appropriate behaviour of performers! Regardless, like we all have/had, there is a “Miley Cyrus’ Dad” (that’s him in the photo above, playing guitar for Miley). He just happens to be another somewhat familiar name – Billy Ray Cyrus – famous for his 1992 hit “Achy Breaky Heart”, for his mullet hairstyle and for the worldwide uptake of line dancing. Yes even Australia noticed, and in 1994 I taught my class of third graders to line dance – an episode of my teaching career I would rather forget!
But as a dad, he probably received a report card for his daughter, from the teachers of 3rd grade at Heritage Elementary School, about his daughter. I wonder what the music teacher wrote? How was that PTC? I wonder what the music teacher shares about that time now? And, who will we be telling stories about in 15 years time? And for what? Will they be singers lighting up the stage, or doctors discovering a cure for something, or business men or women successfully businessing? Will they win a golfing major or conduct a philharmonic orchestra or write a Nobel prize for literature winning novel or take a Pulitzer prize winning photograph?
We don’t know, just like the third grade teacher of Heritage Elementary School didn’t know when he/she pondered the report card of MS Cyrus, wavering between a “Meeting” or “Exceeding” when grading singing with accurate pitch!
We do know however, that today we have an opportunity to inspire our students to become any of those things I have listed above. So take a moment to day to do that! The encouragement we give students, the compliments, the high expectations, our belief in them, our support of them, our smiles, our laughter, our trust in their efforts – it all adds up!
So I sat and listened to his whole speech, being aware of the “taken out of context” escape clause. He opened with a moment of silence for the victims of the Paris attacks, mentioned one of the terrorists was from Syria and then mentioned Obama is considering bringing 250,000 refugees from Syria. Something about we all want to help, but… And then the piece that has been sitting in my head for the past couple of days. “If the people in that concert hall had been allowed to carry… it would have been a much, much different situation.”
A number of things about that comment have been bothering me, and I’m not sure which is bothering me more. The fact that a man who is putting his hand up to lead the most powerful country on the planet is saying this, or the cheering from the crowd of people who are lapping it up! Is the ignorance of the leader greater than the mass ignorance of the followers? Or does one prompt the other?
And then after talking about the beautiful “Trump Wall” he plans to build along the Mexican border, he brought onto the stage a group of people whose loved ones lives’ had been taken by “illegals”. These people stood and shared, in graphic detail, the details of how their sons, daughters, brothers, sisters were killed by “illegals”, most of them… by GUN violence! They all left the podium to cheers from the crowd as they thanked Mr Trump for being the only one who cares.
What the heck!
Things would have been “different” in Paris if they “had been allowed to carry” and THEN a stage full of American citizens sharing how their families had been destroyed by gun violence.
In a Facebook post responding to this same Trump rally I wrote:
Dear Mr Trump, in our school we teach our students to think before they speak. We have some spare seats in our AP Stats classes where you can come and practice. Oh, and while you are at it, we could help you understand some statistics – here they are! (http://www.nationmaster.com/…/United-St…/Crime/Violent-crime). Whatever you do, don’t cut funding to education – because if you are any example, we need all the money we can get!
I missed the point!
Only by watching the whole speech did I see where the real horror lies. Trump is not ignorant. He is extremely astute!
What I see is a man extremely adept at manipulating the emotions of his listeners. At this Texas rally he spoke about guns, illegal immigrants, oil, refugees, winning wars, war veterans, friends of his in the area, beards, Eisenhower, border walls, immigration, let’s make America great again, courts, lawyers, sarcasm, everyone’s gonna be happy, jobs, beating Japan, terminating ObamaCare, not caring about insurance companies, winning… and the list goes on.
He doesn’t care if what he says makes sense, is based on fact, is practical, can be substantiated, is possible or is financially viable – and he doesn’t need to! He tells people what they want to hear. He uses sarcastic humor. He is at the same time self-depreciating and self-agrandising. He is self-funded. And he is supremely confident! He is all bluster and no substance – and that is what is supremely concerning.
“Bluster” has become the currency of credibility. How are the presidential candidate debates judged? On who presents best. On who exudes the most confidence. On who has the best “bluster”.
There was a very big room full of people listening to this speech, hootin’ and hollerin’ as Trump delivered this “Trump is what you need” speech.
Trump is the King of Bluster, and Kings have been built on less!
As a result of the sad events in Paris over the weekend, Facebook is on fire with people from all over the world responding in various ways. Many have begun posting images of themselves enjoying Paris in happier times. Many have decided to paint their profile picture the colors of the French flag. And many are writing. Writing their thoughts and responding to the thoughts of others. There is considerable emotion involved in this writing, and it is clear that some write with emotion much better than others.
Some posts get the emotion through very clearly with some very strong language, but struggle to hold their argument together under the weight of that emotion. One ends up with the sense that the writer is upset/angry/etc but is not really sure what about.
Occasionally there is a writer who gets the combination right. Strong language, strong ideas, well put together. When I read those posts, I find myself considering an opinion that might be different to my own, considering a change to my own opinion on the matter. These are the posts that I click “Like” for. I like being brought to that point where someone has forced me to consider a new perspective through the clarity of their emotion and ideas in their writing.
So how are we engaging our students today to this level? What would they choose to write passionately about? What is it that would cause a collision of strong language and strong ideas, and how would we teach them to get the balance right?
I wonder if there are any teachers out there who have used a Facebook post as a summative assessment piece? If we are serious about asking our students to compose real writing for a real audience, then we SHOULD be using Facebook!
This is what I do as a teacher. WHICH LEADS TO. Student learning as defined by grades. THEREFORE. I am a good teacher.
I am committed to students:
I aim to be a good teacher. WHICH LEADS TO. This is what I do for my students. THEREFORE. Student grades as defined by learning.
I composed this dichotomy some time last year, left it in my drafts and found myself thinking about it again this week. The catalyst for bringing it back into my consciousness was two days of training with Dr Virginia Rojas, a leader in inclusive teaching and English language acquisition strategies for English language learners.
Over the course of those two days I thoroughly enjoyed listening to and observing a significant amount of teacher discussion around those topics and could see that significant growth was occurring in the room! And yet… there were pockets where these seeds of new ideas fell on rocky ground and did not take root. In fact, there was resistance and in some cases, outright disbelief that the strategies presented by Dr Rojas, and the need for those strategies, actually existed.
As I pondered this wide spectrum of readiness to accept these practices (shown through research to be effective) I wondered what was going on. And then this little piece I had penned popped back into my thoughts. Maybe it goes some distance towards explaining what is going on.
Those resistors I could loosely categorise as teachers “committed to teaching”. It is teaching that shapes their identity. Observing them at work you would see a classroom where order rules, the teacher talks and the students follow. The systems are running, the routines are set and observed and the teacher has a good sense they are doing a good job. When ideas are presented that will upset the system or routines, those ideas are explained away or minimised in their usefulness. Subtle (or not so subtle) challenges, often wrapped in the “in my experience” bludgeon, place the value and observations of personal experience over the educational research spanning thousands and thousands of different sample sets, and experts are gently asked to sit on the bench and watch the “real” game go on. No need to let any “new” ideas upset the systems or routines that are producing good results with my students! “My students already get good grades in my class, why should I change what I do?”
And then there are the teachers who are “committed to students” – the fertile ground! When an expert walks into the room they lean in, listening. And when those ideas start flying you hear these teachers say things like, “that might work with some boys in my class”, “Kelly would really respond to that sort of approach”, “I wonder if that would work with Suzy?”. There is no thought of routines, or systems or interruptions to “what I’ve already planned!”, there is just a mind clicking through all the students, working out what will help who. This teacher is thinking about what he or she can do for his or her students – to enhance the learning. Grades are a byproduct of the enhanced learning!
I’m not sure I’m at the point where I am ready to begin talking about how to make stony ground fertile, or even the best approach to trying to plant in the rocky places, but I acknowledge that these challenges present themselves. Maybe the starting point is for each and every teacher to recognise the readiness of their own soil. Maybe I can help with that! So…
I am committed to teaching, or I am committed to students… which one are you?
Have you ever had that moment where you suddenly realised that a significant chunk of time has passed, leaving you with the feeling that you missed it all, that the months decided to click by without letting you join in?
A few days ago a stray comment from a colleague left me in the midst of that moment, fumbling with the fact that week two of November was upon us, leaving less than eight of 2015 to be enjoyed.
Like many of us, I have a vivid memory of counting down the last seconds of 1999, surrounded by good friends and empty bottles, hoping the lights would stay on and wondering what a new century would bring. That was fifteen years ago! Fifteen!!! The new century brought with it more than I personally could have imagined. So many changes. So many advances I would now be lost (quite literally) without – the GPS, the camera phone, text messaging, smartphones, Kindle, YouTube, Facebook, iTunes – all things I now DEPEND on for learning, listening, reading, communicating, connecting, and not getting lost. So many ways to do old things in new ways.
For my daughter, born in 2007, YouTube and Siri and GPS are the way she has always done things – they are not “the new way” of doing things, they are “the way”. In fact, for every student in my school, those things are “the way” they have done things as they have grown up.
Over the past two weeks I have had the good fortune of sitting through days of instruction with some world experts on assessment and English language aquisition, whose underlying message is that in 2015 we know an awful lot about how learners learn because there has been a lot of research going on all over the world. The research has shown us better, more effective ways to help learners learn, and as such we should be changing what we do in our classrooms to ensure we are using those new approaches. Why? As Justin Trudeau, the new Canadian Prime Minister recently responded when asked a similarly important “Why?” question, the answer is because it is 2015!
When there is so much information available to guide best practice in your classroom, don’t be the one where others wonder if they have missed 15 years when they step in to visit.
I love the use of analogy. It causes the reader/listener to think and put the two pieces together, comparing and contrasting at the same time. So, at the risk of asking you to put a couple of things together, here we go.
A good principal is like (or should be like) the co-driver in a rally car.
Rally Driving is my favourite motor sport to watch. Not that I’m a big motor sports fan at all, but if I’m flicking through the TV and land on some rally driving, I’ll stop for a bit and watch. It’s fast, its dangerous, it’s exciting and there are two people in the car. The on-board-camera is the most interesting for me. You get to see the driver and the co-driver interacting. The driver has feet and hands going everywhere – brake pedals, accelerator, hand brake, gears, clutch, steering wheel. He’s flicking that car around like a rag doll, sliding in and out or corners, taking off over crests, hitting blind corners at amazing speeds. And the co-driver? He’s reading. Out loud!
If you have never watched a rally, then at this point you might be a little intrigued. Is he sitting there reciting Dan Brown, trying to untangle the DaVinci Code? Is it a map? Is he making sure they stay on the right track? Take a few minutes to watch this video.
He is reading race-notes. Race notes that he and the driver have written themselves a couple of days earlier. These notes are extremely precise. Distances. Turns. Speeds of turns. Road conditions. Inclines. Declines. Etc. These race-notes describe to the driver exactly what he will be facing next as he races along the track. The driver’s job is to listen to the co-driver and adjust accordingly. If “100 L2” is the call, the driver has to slow down to 2nd gear for the left turn coming in 100 metres. Very precise, timely, informative information.
And now the Principal…
Schools are full of very smart people. Students, teachers, administrators. As the Principal, it is your job to presume this, to expect this, to create this. Of course there are some who are not. Presume anyway. And to this end, be precise with your race-notes.
Your race-notes are how you talk to people. Be precise with the language you use. Give your teachers, students, colleagues the information they need to be the best they can be. The precision of the language you use is extremely important, as it can influence the way things get done, now and in the future. Your choice of words can have a direct impact on how a teacher continues to grow and develop their teaching practices, and your choice of where you give those words can have just as much impact.
Consider this scenario…
The Principal is sitting in her office talking to the HS Social Studies teacher about a lesson she observed. The summative assessment was not good! She hands him an article to read saying, “Here’s some information on summative assessments I think would be helpful for you to read.” The teacher, listening, hears her say, “I think your summative assessments are poor and I need you to read this.”
Now, with a rally driving co-driver twist.
The Principal has entered the HS Social Studies teacher’s classroom and has asked where they should sit. They sit. The Principal passes over the article on summative assessment and says, “I saw the effort you had put into your summative assessment and it reminded me of one of the articles I have on summative assessment best practice. I thought you might like to add it to your assessment resources. It’s great to get new ideas to add to your own practice.” The teacher, listening, hears her say, “I saw your effort. I read a lot of articles. I presume you do to. Here’s how this one will be helpful.”
With this twist, the teacher is in the drivers seat (his classroom), the principal has shared that she does a lot of reading, the principal has shared she expects him to be building similar resources, and the principal has told the teacher how she expects him to use the information from the reading.
So, the analogy…
The principal should be the co-driver when working with teachers, just as teachers should be co-drivers when working with students. Both the principal and the teacher should be strapped in for the ride, committed to reaching the end and working together to get there. The principal should be very precise with his/her race-notes, which should give the teacher everything they need, and more, to make their own decisions about how to turn the corner. And if they crash, the co-driver should be there to help the driver get out of the car.
Perhaps, being a principal should be like being a rally co-driver.