Inquiry Into Learner Profiles: Balanced

When we’re asked what makes us feel successful as parents, I’ve noticed that our answers often involve our kids’ choices. But as I reflect, I can’t help but wonder if that is a perilous decision. After all, what if we do everything “right” and our kids still don’t “turn out” as we expected? Or worse still, what if our kids ultimately define success differently than we do? Might we then condemn ourselves to a life of stress and perceived failure?

Because we only truly have control over ourselves, hinging our sense of success within may prove more beneficial. And teaching our children to do so will in turn help them to take more ownership over the course of their lives.

To me, this is all tightly woven with being balanced. My days feel most scattered when I have neglected important roles, and they feel most successful when I have managed to give each the attention necessary. This week’s provocation is intended to help students consider what it means to find balance in their own lives, and to recognize what a lack of balance looks like.

Resource #1: Labeled food plate (story here)

Resource #2: Mobile by Verena Fels

A humorous and more direct connection to “balance.” I like how it addresses how we sometimes take ourselves too seriously in seeking balance.

Resource #3: Nuggets by Filmbilder

This video gets into the heavier topic of how drugs cause dependence. However, its representation can be expanded to anything that causes us to have extreme dependence, causing a lack of balance and self-control in our lives.

Resource #4: Yelp: With Apologies to Allen Ginsberg’s “Howl” by Tiffany Slain & Let it Ripple Studio

The “looking for an info fix” here might add an interesting element to this discussion. I am a huge proponent for teaching kids the potential for good within tech use (rather than just teaching them not to do bad things); however, even with the most positive perspectives, might the result still be negative if balance is not part of the conversation?

Resource #5: Cinder Edna by Ellen Jackson & Kevin O’Malley

If you’ve missed this spunky twist on an old tale, it’s worth checking out! Adds a great element of what it means to be well-rounded.

Provocation Questions: 

  • What does it mean to live a balanced life for you?
  • What does it mean to have balance in your family?
  • How does balance impact our quality of life?
  • How does balance impact our societies?
  • What are the consequences of a lack of balance?
  • What role do humor and flexibility play in seeking balance?
  • What changes might I make to achieve greater balance in my life?

featured image: DeathToTheStockPhoto

When School Is a To-Do List…

…do kids see anything but the list?

…do they put themselves into the learning?

“Seeing a student completely zone out in front of a screen and letting the computer lead the learning is not where I hope education is moving…Let’s just remember that in “personalization” is the word “person.”” ~George Couros

…are they bringing their own energy and passion into those tasks?

…how is their ability for a self-driven life impacted? Are they more or less equipped?

“I start with the assumption that kids have a brain in their head and they want their lives to work. They want to do well. That’s why we want to change the energy, so the energy is coming from the kid seeking help from us rather than us trying to boss the kid, sending the message, “You can’t do this on your own.”” ~William Stixrud

…do they get the chance to discover the power of their own voices?

…is there any room left for curiosity, when so much energy is spent on compliance?

“How do you view the learners in your class? Do you believe children are inherently intelligent, curious and creative? Do you recognise their rights and their capabilities? Do you trust them?” ~Edna Sackson

…is there time for reflection and metacognition?

…do students feel they are making personal discoveries worth discussing?

“I want the students to sit on their own shoulders – watch themselves, notice their responses and listen to their self-talk.  I want them to slow down, press the pause button and review their actions. I want them to ask: “what am I noticing about myself in this?”  “What did I just do/say?” “What is this telling me about myself?” “What could I do differently?” I want them to bring an inquiry stance to learning about themselves as people  and I want them to carry that disposition into the rest of their lives.” ~Kath Murdoch

What small changes can we make to better help students learn to own and drive their learning?

featured image: DeathToTheStockPhoto

What Happens When We “Let Kids In On the Secret” of Development #TeacherMom

It started with a conversation over birding. Having been raised to share love of bird-watching with her dad, my daughter was casually checking out a few species when she mentioned she wished she had her binoculars with her. That’s when I told her, “Did you know that some people can identify birds with other senses besides sight? If you were blind, what would you use to learn about birds instead?” This led to watching the video entitled, “Blind Birdwatcher Sees With Sound,” followed by all the other videos I recently included in an inquiry into the senses.

All this led to a fascinating conversation about the senses, absolutely packed with “aha moments” for my daughter. The baby video in the above-mentioned post particularly made us think together — we ended up talking about how important sensory experiences are for kids. That’s when she made the connection to why we call our bin filled with dry grain a “sensory box,” as well as other items in our home that she suddenly realized were deliberate choices based on her parents’ understanding of child development.

All at once, and to her delight, she was “in on the secret” on her own development as well as that of her brothers. She started to not only recognize but make suggestions to her environment when it comes to providing sensory experiences (particularly keen to share her pearls of wisdom on bettering her little brothers’ experiences). And quite apart from the learning element from it all, it has simply been a wonderful relationship-builder as well.

What does “letting kids in on the secret” look like at school? 

This phrase is regularly shared by inquiry educator Kath Murdoch. She writes,

“inquiry teachers have a transparent style. It’s not just about putting learning intentions up on the wall – they constantly ensure their kids know why they are doing what they are doing.”

In another post, she adds,

“We know that for many students, school is like a jigsaw puzzle…only no one has given them the picture on the lid of the box. We know now of course that when we hold on tightly to those secret intentions, when we fail to tell kids why they are learning what they are learning…when we take purpose away from the equation – we reduce motivation, engagement and understanding.”

Letting kids in on the secret might mean…

…letting a committee of kids design the next seating chart (after discussing the how and why behind it)

…regularly discussing learning standards/objectives and what they mean and how we get there (and how kids might help in the planning to get there!)

…having meaningful conversations about metacognition, and what specific strategies we seek to better understand our own thinking patterns and self-regulation

…teaching kids to recognize their own time-use and purposes, and then gradually providing them with opportunities to exercise agency in how they spend their time (such as in this Daily 5 example).

…frequently talking about the why behind everything we do!

What about you? What are some ways you have “let students in on the secret?” What has been the impact when you see students with a greater understanding of the big picture of school?

featured image: DeathToTheStockPhoto

What About When They Don’t Choose What’s Best For Them? #DCSDBlogs Challenge

This is in response to the #DCSDblogs challenge prompt on sharing mistakes. (Note: While I’m not associated with the Davenport School District, I’m grateful for the warm invitation to participate in their blogging challenge, which is a wonderful initiative to encourage teacher blogging)!

We talk and share and write about giving students a voice and choice. To encourage them to own their learning process and make thoughtful, personal decisions along the way.

But after all the choices we give them, what happens when they don’t choose what’s best for them?

Like when you allow them to choose the classroom layout — and they choose rows, the most collaboration-unfriendly arrangement?

Or when you ask them for input on classroom management and rules — and they clamor to institute a stickers/candy/otherwise extrinsic-reward system?

Or when you turn time over to them to decide what kind of literacy word work task they will pursue — and they choose the option you know is least valuable to them right now?

In the past, when I encountered each of these, my response was to withdraw, clamp down control, or persuade.

But as I’ve learned from amazing teachers in my PLN (like Taryn BondClegg’s example when she encountered the exact experience of kids picking rows!), these, too, are precious learning opportunities. If we could just set aside our fears of falling behind or causing inconvenience, we might find a veritable goldmine of growth mindset/#FailForward/metacognition learning moments.

In the face of possible failure, if our response is to always snatch away the reins, our students will never have to opportunity to investigate and discover for themselves why and how these processes work. That means stepping aside and honoring their choices, no matter how painful it might be. 

Of course, sometimes their failures have more to do with our own failure — for instance, in the literacy example, we might not have done enough scaffolding to teach stamina, metacognition, or other tools to empower students to take informed action (see, “That Time I Failed at Inquiry“). In these instances, we can and should be constantly making adjustments in our approach as the teacher. But even when we’ve made mistakes, we should seize the opportunities to model our learning process!

In this way, the only real failure is when we try to mask it, hide it, or preempt it with control. Instead, let’s bring it into the light. Bring it into the learning.

featured image: DeathToTheStockPhoto

Recovering from Perfectionism for Our Students, for Ourselves

Can you picture the first time you tried to write bubble letters? I don’t know about you, but for me, it did NOT go well. The letters bunched at the end of the page. Some parts of each letter were too fat. Others were too skinny. I knew my attempt looked nothing like my older sisters’ bubble letters, and even less like the cool typography I saw on posters.

I didn’t want anyone to see the ridiculous letters I had drawn. I wanted to hurry and throw the paper away and quickly revert to normal writing — quick! — before anyone could see that I had tried to deviate.

And that is pretty much how I felt about failure throughout my childhood.

AJ Juliani recently wrote about the difference between fail-ing and fail-ure, emphasizing the fact that when we focus on failing, we focus on the process and on how we pick ourselves back up. On the other hand, failure doesn’t have anything to do with getting back up, or with that resilience and determination.

And this is key for that wily perfectionism.

As Brene Brown wrote in The Gifts of Imperfection,

“Perfectionism is not the same thing has striving to be your best. Perfectionism is the belief that if we live perfect, look perfect, and act perfect, we can minimize or avoid the pain of blame, judgement, and shame. It’s a shield. It’s a twenty-ton shield that we lug around thinking it will protect us when, in fact, it’s the thing that’s really preventing us from flight.”

For our students, who are particularly susceptible to making efforts based on peers’ perceptions, we owe it to them to model what shaking off perfectionism looks like. To show the fails and, more importantly, the subsequent attempts.

These days, I try to be honest about what my “getting back up” looks like on a regular basis (When DIYpd Goes Terribly Wrong…Or Does It; That Time I Failed At Inquiry; What Driving Stick Shift Taught Me About Teaching). Where our students are concerned, I think that’s the least we can do if we expect them to take risks and to be courageous as they stretch, fail, and grow each day. And let’s be honest — it’s the least we can do for ourselves.

Here are a couple of videos (by New Age CreatorsDiana Laufenberg) that have inspired me in my continued journey to let go of perfectionism, and to truly learn from failure. May they do they same for you!

featured image: DeathToTheStockPhoto

Resource Round-Up (aka early spring cleaning?)

My online bookmarks are a mess. The only thing that irritates me more than the fact that they aren’t doing me any good in their jumbled mess of folders is that they aren’t doing anyone else any good there either.

Fixing that today with this little graphic of resources, strategies, and ideas that I couldn’t help but bookmark over the years (even though I knew it meant adding to the mess). It also links to a few of my posts that included many of those bookmarks to further help me organize my favorite resources/strategies.

As you browse, please remember that innovative ideas will only make an impact when wielded by innovative teachers–individuals committed to thinking outside the box, encouraging student empowerment, and cultivating a personal growth-mindset. Also know that they aren’t intended as a silver bullet for classrooms everywhere; some might be more/less useful than others to you and your circumstances.

But I hope that you will be able to find something new, useful, and/or inspiring from this graphic!

I decided to frame the entire thing around the 4 C’s of 21st century education (I wanted to use the ISTE standards for students, but it proved too much for the visual I intended, but if you check those out, you’ll see a lot of parallels anyway). Please let me know what you found most useful, or if you have additional ideas to share! Enjoy!