If Teacher PD Looked Like Popular Pinterest Pins

In “An Open Letter: To Pinterest, From a Teacher,” I reflected upon why certain pins so heavily circulate around the education community despite their lack of learning value. Since then, I’ve continued to wonder on the matter, especially as debates have ensued over the subject of compliance. A recent post by PYP educator Taryn Bond Clegg further pushed my thinking, particularly when she writes:

“…there were some things that surprised me about adult learners – the very same things that used to frustrate me as a classroom teacher. I have started to wonder if these similarities might have more to do with being a human, than being a child.”

This perspective has placed a new lens on my reflections. Namely, what if those pins were applied to teachers themselves?

Drawing from some of the most popular pins I’ve seen time and again, I created 6 images to further drive the discussion.

1

As Taryn says in a comment on her post, “I wonder how I would react if the facilitator took my device away, shut my screen, flipped my device over, called me out publicly or “moved my clip” down the colour chart…”

2

Some of the items on this list might be legitimately appealing, but that’s not the point. The true pride in and intrinsic motivation for our work is degraded when it is turned into such a carrot-and-stick exercise. As Alfie Kohn recently wrote,

“When we deal with people who have less power than we do, we’re often tempted to offer them rewards for acting the way we want because we figure this will increase their level of motivation to do so.”

 

3

The playfully spirited teacher may think, what a low-key and silly way to get students’ attention when they are off-task! But when we truly consider the function of establishing true mutual respect with students, it becomes clear that such communication can only erode it. After all, no matter how playful the intent, it still reinforces your ultimate authority and their ultimate subordination.

 

4

Hand signals may seem benign, and indeed there may be specific instances where they are useful (ie, quick whole-class comprehension check, etc). However, when we outline an entire arsenal of codes for students to silently convey basic needs like going to the bathroom or grabbing a new pencil, we single-handedly undermine their ability to solve their own problems appropriately, along with our trust in their ability to do so.

 

5

At first glance, this one may not seem to be about classroom management. However, experience has taught me that these kinds of worksheets are more about control than learning; they are usually utilized in hopes to keep everyone else “busy” during guided reading or other small group times. But of course, such a sheet will no more make teachers tech-savvy than cylinder sheets will make students adept mathematicians. But if it were replaced with actually using Twitter itself…

 

6

It might not be so bad when all the other teachers start out on the low end of the spectrum, too. But as time passes, how would you feel to see the numbers moving further and further away from yours–because even without names attached, you know exactly where your scores stand? One might argue, “But it’s a great way to motivate,” but is it really? Is demoralizing someone by reminding them of everyone else’s superior performances the best way to elevate effort? As a study cited in this Washington Post article found, “many well-intentioned teachers…appeared to be using data with students in ways that theoretically may have diminished the motivation they initially sought to enhance.”

What about you? Have you seen Pins that could hinder more than help the teacher/student relationship? What are your views on the ones I’ve shared? I’d love to learn with you!

featured image: Highways England

In My Future Classroom…

Though I know stepping away from the classroom for the time being was the right decision for me, I can’t help but continually dream about my future classroom upon my return. Today, I realized I need to get it down in writing for several reasons:

  • To create a working blueprint as my PLN continues to teach and challenge my thinking.
  • To establish personal accountability One of my worst fears is that I’ll instinctively return to old habits and comfort zones despite all I’ve learned and will continue to learn in this interim!
  • To remind myself and others that meaningful change is possible no matter our location/circumstances. My last classroom was at a PYP school where student inquiry and concepts-over-content are thoroughly embraced, and I’m not sure I’ll have that same opportunity again. However, no matter my future environment, I want to plan for what will be within reach instead of worrying about what won’t.
  • To concretely reflect on and prepare for the day I interview for my next teaching job. Thanks, George Couros, for inspiring me to do so with your recent post on interview questions for innovative teachers.
  • To encourage other teachers to share their classroom visions for next year, whether they have been away from the classroom or not. Please share! I would love to collaborate and learn from your vision, too!

So here we go. In my future classroom

…my students will have choice. The default has always been teacher control unless there’s a good reason for student choice. Why not change that default to student choice unless there’s a good reason for teacher control? Daily 5 literacy centers. Student-led conferences. Conversations about metacognition to help students internalize their own learning process and needs.

…my students will have voice. In our local community, I hope to help our students search out ways to apply and extend their learning in our classroom, school, and neighborhoods. In our global community, I will be on the hunt for networking opportunities that best suit their needs and audience, from blogging to building PLNs.

…my students’ parents will have a window. Our classroom and student blogs met this purpose beautifully in the past. But I’m also open to new possibilities when I return based on what would be most accessible for parents–Facebook, email, even home visits. I’m also looking forward to watching new platforms unfold by the time I’m back in the classroom.

…process will be proudly displayed and celebrated. I used to love our publishing parties at the end of writing units, and while I don’t think I’ll necessarily abandon them, I hope to search out ways to better celebrate the process along the way. Visible Thinking Routines have particularly caught my eye in recent months as a great way to better bring that process out of obscurity.

…my students will be seen as individuals first. Blind demands for achievement and performance are not about students–they are about rigid notions of “accountability” and timetables.  And when we allow ourselves to be swept away by these demands, we risk losing sight of our students as individuals. The lyrics from Donnie Darko’s  “Mad World” recently reminded me of what this can feel like for our students:

“Went to school and I was very nervous

No one knew me, no one knew me

Hello, teacher tell me what’s my lesson

Look right through me, look right through me.”

I will make the effort to look beyond data sheets and behavior issues so that my students know that I see them. That I see their perspectives and preferences. That I see their strengths and interests. That I see their stresses and victories. After all, real learning is messier than a benchmark chart would have us believe.

…learning will be valued above “doing school.” I used to think compliance was a tool for helping students learn respect, discipline, and cooperation. Now I know that it often ends up diminishing learning–not to mention that it’s less effective at instilling the above values than I thought anyway. I’ve also learned that activities and tasks can have the appearance of learning while actually being bereft of deeper, concept-based understanding.

…assessments will be ongoing and meaningful. My heart recently sank as I read Bill Ferriter’s “Are Grades Destroying My Six Year-Old Kid?” But his final recommendation reinforced my resolve to be part of the change when I resume my teaching career:

“Students — especially those who struggle to master expected outcomes — should be gathering and recording evidence of the progress that they are making on a daily and weekly basis.  More importantly, they should be actively comparing their own progress against examples of mastery and setting individual goals for continued improvement.  Finally, they should have as strong an understanding of what they’ve mastered as they do of the skills that they are struggling with.  Evidence of learning has to mean something more than “here’s what you haven’t learned yet.”

I constantly see new tech for facilitating this kind of ongoing assessment (So far, I’ve found SeeSaw and Google Classroom particularly appealing). But I know that it will be about much more than the tech–it will be about my attitude in helping my students take authentic ownership over their learning process.

What did I miss? What’s on your list? Please share below in the comments!

Featured image: DeathToTheStockPhoto

10 Signs You’re Contributing to Your Own Classroom Behavior Issues

http://honorsgradu.com/10-signs-youre-contributing-to-your-own-classroom-behavior-issues/

Your students always have to wait on you to know “what’s next.” Picture this hypothetical: your class returns from PE before you get back from a quick bathroom break. What scene do you anticipate facing when you walk into the room? If your vision resembles Lord of the Flies, consider that there may not not as much trust in place as there could be. Let them in on the plan. Ask for their feedback. Consciously strategize to break down the all-too-common game of “student vs. teacher.”

You see choice only as a reward for positive behavior, rather than a means to promote improved behavior. What if, at the beginning of the year, you tell your students that you trust them to choose right now? What if you tell them you’re there to facilitate learning–not to command it? What if you spend more time coaching them to identify and reflect upon their personal learning needs, and less time on determining the daily learning? When you commit to searching out meaningful student choice in learning space, time, and process, classroom management better falls into place.

Your voice is on more often than your students’ voices. There’s a difference between teaching students polite listening skills–and expecting them to have all their attention on you nearly all the time. We can better strategize to give them more time to digest, experiment, and work one-on-one with teachers. One teacher even committed to actually time her blocks of instruction time, keeping them to 10 minutes or less with her 7th graders.

You’ve done little to create parent buy-in. Do you contact parents about the positive more often than the negative? Do you keep a class blog to give them greater insight on the learning in your classroom (or better yet, do your students blog, giving parents, grandparents and other relatives to leave comments on their work?) Do you have a well-organized system for parents to volunteer? If the answer is no to one or more of these, you might be fighting an uphill battle on the home-front.

You rely heavily on treats, tokens, stickers, and other extrinsic rewards. As effective as these extrinsic motivators may seem, they actually tend to diminish students’ authentic motivation to learn and discover. Instead, seek out ways to cultivate more intrinsic motivation.

Many of your assignments are worksheets. Translation: little student-driven learning and inquiry is happening. If you’re feeling pressured to show “student progress” in benchmarks, open up communication channels with your administration to gain their support as you work to move away from drill and kill, and toward lasting and authentic student involvement in their learning.

Your routines are lacking. That’s not to say that you need to hammer down explicit routines for every minute thing (see my thoughts on bathroom permission), but if chaos ensues in the morning, end of day, and every transition in between, consider what you can do differently. A reliable signal and a united sense of purpose can go a long way–especially when you need to deviate from the norm.

You rely more heavily on formal, summative assessments than daily formative assessments. If you don’t have meaningful, daily practices in place that help you gauge student progress, you are missing precious opportunities to inform your teaching. Here are a few strategies that might help:

You do not greet students at the door. It’s less about the doorway, and more about reminding your students that they are your daily reason for being there (see more ideas for building student rapport). If that message ever falters, you can be sure that behavior issues are sure to follow.

You do not hold class meetings. Or an otherwise community-building time that helps build a sense of shared ownership over what happens in the classroom. You may ask yourself if you can afford to spend the time–but you might just find that you need to ask yourself if you can afford not to spend the time.

featured image: Alan Levine via flickr

5 Simple Ways to Improve Student Rapport Today

With the three-day weekends over and a long stretch until Spring Break, this time of year can be prone to being a slump. If the foot-dragging and daily-grind brooding are on the rise for you and your students, you’re certainly not alone! But instead of just accepting the drudgery until the next break, how about hitting the refresh button on your relationship with students? Here are 5 simple opportunities for teachers to build rapport and revitalize their why for teaching.

#1: Make eye contact with every student as she or he enters the classroom. Greeting students at the door is a tip that shows up in almost every classroom management list. However, by this time of year, it often gets set aside for competing reasons, or even just forgotten. But it can be the key between knowing that Johnny had a rough morning at home, or that Amanda is nervous about a project due today–or missing those kinds of cues altogether.

#2: Keep a clipboard of how many students you personally interacted with on the day. If you are feeling distant from certain students, perhaps a small but concrete investigation might be in order. For one day, try tallying your interactions with each individual. You might even try videotaping your your room for a day to gain a sense of who might be slipping through the cracks.

#3: Do one out-of-the-ordinary thing based on student interests. If you have a class of basketball fanatics, how about collecting March Madness picks and displaying brackets on a bulletin board? Or for a class obsessed with selfies, try inviting them in a fun, simple way during an upcoming lesson (really make it dynamic by asking the class for their suggestions)!

#4: Start a Whole Child Assessment Sheet and fill in as much as you can. Last year, MindShift shared a post on holistic child data. With columns like “Family” and “Skills,” their sample assessment sheet goes well beyond subject areas. Make this a simple exercise to sit down and fill out as much as you can. Then discover where you might be missing opportunities to really understand your students. Don’t feel like you necessarily have to revisit the data sheet after that–just use it as a springboard to inform your future interactions with your students.

#5: Start writing Morning Messages to your students. As I explained in my recent post, “I’d say that the morning messages became an instrumental way we built rapport, authenticity, and empathy in our classroom–because being real with our students is one of the most precious gifts we can give them.” Find out for yourself if this is an opportunity for you to enrich your relationship with students.

What are strategies you have used to strengthen rapport with students?

featured image: Howard County Library System

10 Signs Your Child Might Be at a 20th Century School…and What to Do About It

Your child might be attending a 20th century school if:

  1. Silent seat work is more common than collaboration with peers
  2. The teacher asks all the questions (and most speaking in general…)
  3. Students wait on the teacher for most everything
  4. Basal reading programs and other delivery/content-based programs are heavily depended upon
  5. Technology is only used to consume–never to create, connect, and explore
  6. Seats are in rows facing the teacher
  7. Worksheets are the go-to in almost every lesson.
  8. Signs of extrinsic motivation through charts, cards, tokens, etc. for behavior control are more prominent than cultivation of intrinsic motivation through student voice, choice, and ownership
  9. The day is portioned into individual activities without interconnection between subjects or overarching concepts
  10. Questions like “Can I go to the bathroom” are frequently asked

***Bonus flipped sign: Play is a rarity. (***We call this flipped because just a couple of decades ago, practices tended to favor more play, especially for younger grades; today, even kindergartners are often laden with paperwork).

So what happens if you are devoted to exploring the edges of 21st century best practices, but your child’s school seems to match the above description?

  1. Send positive and supportive communication to the teacher. Odds are, she is drowning in all the meetings and paperwork that are often mandated at such schools, and can use all the support she can get.
  2. Frequently discuss with your child his/her motivations and passions. When she comes home with a sticker for cooperation, discuss whether stickers are the bottom-line for her choices. Would she cooperate without stickers? Why or why not?  
  3. Share those kinds of above conversations with your child’s teacher. During conferences and other opportunities, share your child’s thoughts on personal motivation (or better yet, encourage the child to do so). Get the conversations going that may help broaden perspectives and initiate reflection.
  4. Implement 21st century practices at home. MakerSpaces, coding, SOLE’s, blogging–the list goes on. Whatever you do, the point is to allow your child to drive the learning.
  5. Make play a high priority at home. As tempting as it may be to push your 6 year-old to prepare for next year…and the year after that…and the year after that, we must remember that “in play, children develop a lasting disposition to learn.”

Mr Rogers Play Quote

As parents and teachers, we can take action to cultivate our children’s pursuit of genuine learning, despite conflicting policies or practices. Please share some strategies that you have found effective below in the comments!

featured image: DeathToTheStockPhoto

 

10 Mixed Messages: Are You Confusing Your Students?

#1: “I want you to voice meaningful opinions and learn to articulately participate in group discussions, but you need to listen to me speak 90% of the time.”

Speaking and listening skills do not spontaneously happen; they take years of purposeful cultivation. When the teacher voice is the predominant one in the classroom, it takes away from opportunities for students’ voices to be heard, challenged, and refined.

#2: “You are competent, but you need to ask me before you use the restroom.”

We recently wrote about the need to abolish “Can I go to the bathroom?” There will always be specific exceptions for unique situations, but if we want our students to believe that we consider them to be competent and trustworthy, we should make trust the rule, not the exception.

#3: “It’s ok to fail and make mistakes, but remember you’re going to be graded on this!”

Nothing quite like holding a weighty grade over someone’s head to keep them from wanting to take risks with their learning!

#4: “I want you to learn to be a critical thinker and problem solver, but I will give you all instructions for completing tasks!”

How often do we let them struggle? How often do purposefully teach the fixed vs. growth mindset to help them learn to persevere and problem-solve? (check out this wonderful example of supporting students as they learned to examine their own fixed vs. growth mindsets).

#5: “We are part of a shared learning environment, but every lesson, transition, and conversation starts and ends with me.”

We may tell our students that this is a shared learning environment, but are you really sharing it? Giving up control over every aspect of the learning can be a struggle, but it’s an important step toward creating a truly student-centered classroom.

#6: “I want you to discover and act upon your passions, but covering this curriculum is our biggest priority.”

Of course the curriculum is generally set, but does that mean it must be the be-all-and-end-all in your learning environment? What if we let students take the lead with inquiry and project-based learning, while we pull overarching concepts (as opposed to content) and help them connect the dots?

#7: “I believe you can have a true voice in the world, but you’ll need to wait until you’re an adult before you can safely interact with individuals online.”

We want our students to be positive, contributing citizens of their communities; why do we hold back from teaching them to be positive, contributing digital citizens of the global community?

#8: “I want you to make authentic connections to this learning, but you need to memorize this because it will be on the test.”

If your answer to “why do we have to learn this” doesn’t reach beyond the test, it’s unlikely students are going to be making any personal connections any time soon. We can and should evaluate our students’ progress and learning, but it should be in the form of more natural feedback to their learning pursuits, rather than grading memorized content.

#9: “I want you to dream of possibilities, but the moment I give the quiet signal, you must immediately stop and pay attention to me.”

That isn’t to say you shouldn’t have a quiet signal. However, there are ways we can respect students’ thinking time, ie. giving them plenty of time to begin with, setting a timer, giving them notice before the transition, etc.

#10: What are other mixed messages you’ve seen? What can we do to change it? Please share in the comments!

featured image: Jon Wiley

6 Thoughts on What’s Wrong With Compliance

In “An Open Letter to Pinterest from a Teacher,” I wrote about worrisome pins, including those that circulate around compliance. One commenter responded with her perspective:
Compliance Comment

 

There seems to be differing views on what compliance really entails. When we are concerned about students’ disregard of rules and respect, where do we look for answers? I would assert that turning to compliance is treating the symptom and not the cause. This thoughtful comment has inspired me to further expound on my thoughts. Below are six issues with compliance that come to mind. 

Lack of compliance does not mean lack of rules

Creating rules is always an important strategy for forming positive learning environments. But if we approach the rule-making process from a teacher-centered “here-are-my-rules;-now-follow-them” mindset, we are unnecessarily centering that environment on a top-down compliance system. We can achieve a more positive–and accountable–environment when we share this process, asking students what they need to be able to learn.

Compliance does not equal respect

The very definition of compliance conflicts with building respectful relationships. Synonyms on Thesaurus.com include:

  • don’t make waves
  • fit in
  • satisfy
  • submit
  • give in
  • give up

If our primary interest is to build mutually respectful relationships with our students, plastering our walls with things like “blurt out” charts detracts from that message.

bbbfd9ad4c4b14cba518ffc0c92d3710

Compliance is often counterproductive for cooperation

Principal David Geurin discusses the problems that arise when we value compliance over commitment from our teachers. This principle equally applies to our students. As Geurin says, “[Compliance] may result in some change in behavior, but it may only get the appearance of a change in behavior.” If we instead shift our focus on truly connecting with our students, I believe we would cultivate deeper understanding of and commitment to a shared vision for a positive learning environment.

Compliance diminishes learning

I shared this example in a response to the comment and I’ll share it here, too. During the first few of weeks of kindergarten, my daughter came home chatting and singing all about nothing but following instructions and sitting at the carpet. And that seemed natural, because most teachers focus on classroom procedures and rules during the first part of school. But the unfortunate result was that she was trained from the get-go what school is about–and it wasn’t learning. It was compliance. Not anticipation for the wonderings they’d explore. Not hope that their curiosity and abilities would be cultivated. Not even simple joy for discovering the world around them. Compliance. And when compliance is the tone of a classroom environment, when it is valued above all else, at best, learning is diminished. After all, how can we expect students to branch out, take risks, and explore the possibilities when they are continually waiting to be told where to be, what to say, and how to sit?

Compliance sacrifices creativity for control

Educator Michael Niehoff distinguishes between two “camps:” compliance/control vs. creativity/innovation. He finds that when it comes down to a challenge, we often have a choice to make between the two sides, and that those who stubbornly stick with compliance can miss out on unexpected learning opportunities. If we want our students to think outside the box, we need to actively model that as well by sometimes letting go of our preconceived biases and attitudes toward how school “should” be done.

Compliance can silence student voice

One of the ugliest consequences of compliance is when our students leave their contributions at the door because they know that their voices won’t really be heard anyway. But it’s difficult to spot because teachers, administrators, and a parents alike sometimes confuse it with good discipline. This issue was recently documented by Inquiry Partners when a perceived top-rate classroom was observed and filmed. Most everyone came away with glowing reviews, but as the author states, “what none of them knew…was that what we were actually filming was a prime (and common) example of student disengagement.” They found that 86 of the 90 minutes, the students were sitting and listening. These are clearly students who have been groomed for years for compliance. And it happens in even the best teachers’ classrooms.


 

None of this is to discount the need for individual behavior contracts or similar measures on occasion. But even in those circumstances, we should be careful to ask ourselves if we care more about the students simply complying with the rules, or working to help them take steps toward meaningful change for themselves. What about you? What does compliance mean to you? And what has happened in your classroom when you begin to let go of control?

featured image: Jesse Moore