Tag Archives: classroom

Inspiration

I spent some time in an inspirational state primary school on the outskirts of Melbourne last Friday. It got me thinking about the inspirational moments in my own schooling and who the teachers were who inspired me … and why.

Grade 3 Mr Ross: I remember him writing us a letter from New Zealand where he was spending his holiday. When he came back to school he taught us a Maori song.

Grade 6 Mr Quinn: he was kind.

Year 7 Mr Ok***e: I spent a year with a caliper on one leg and he would ‘keep an eye on me’. I remember him letting me have his chair rather than sit on the floor during a whole school assembly and telling me I didn’t need to pick up papers during a litter drive.

Year 9 Mrs Burs***i: She taught us French, brought French cakes into school one day and lent me a paperback novel ‘Dickon Among the Indians’ because she thought I would enjoy it. She was also reputed to wander about her garden topless so there was a frisson of scandal about her.

Year 11 Mr Gr**t: because he was handsome and I was young and impressionable.

Year 12 Mr Ma****e: who would become so engrossed in his English literature class that he would mutter “Damn their eyes” when the bell rang mid conversation.

Year 12 Mrs Eng**h: She gave up her Saturday mornings to take me painting and came in an hour early one day a week to teach me. I was the only student in her year 12 Art class and she didn’t want to have me miss out on the opportunity to study Art.I have always felt I let her down because she said I was destined to become the first female director of the National Gallery.

Year 1 University: my English professor, a frail elderly man, entered the lecture theatre, stood behind the lectern and sang one of the Border ballads. It brought tears to my eyes because it was so moving.

What stands out in this recollection?

The teachers who inspired me did so because of their passion, their ability to extend my view of the world, but most of all because they connected with me as a person, they cared and they demonstrated their caring. That’s why I remember them. They knew me.

It’s a very long time since I was at school but some teachers have never deserted me, they continue to reside in a corner of my mind and form part of the network of experiences that have formed me and my view of what education should be about.

I keep hearing that relationships are at the heart of successful teaching.

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Filed under Behavior management, Classroom practice

Library, factory or smart phone?

I have just had the privilege of participating in five days of learning about ‘Classroom Instruction That Works’ by McREL. One of the nine research based and proven strategies to enhance student learning is looking for similarities and differences and the vcreation of metaphors is a powerful way to do this.

So, let’s have a shot at it!

Is your brain: A library?

Library

Do you somehow seem to inhabit a huge store of information and do you hunt for the place where what you need is stored every time you think? Is thinking about pulling the right ‘books’ off the right ‘shelves’ and then putting the contents of the books together in an operable amalgamation of what you know?

Or is it more like a factory?

Factory

Is your brain an incredibly complex manufacturing process? Do you feed in the raw materials of experience and perception, process them with the innate capacities of your mind and then produce thoughts, feeling and actions?

I suspect the closest metaphor for the brain is actually the smart phone.

smartphoneInside my Iphone I have a huge library of information that grows and changes every time I do anything with it. It is an electronic factory that processes every interaction it has with the world outside, be it via my keystrokes or because of its connection to the world through the internet.

The Iphone I pick up this morning will be subtly different from the Iphone I put down last night. New connections will have been made between programs, new updates will have appeared for my apps, bits and pieces will have been coming and going through the night as the internet itself has changed and grown.

My Iphone is a plastic, dynamic accumulation of interconnections housed in some protective hardware – a case that protects it from the knocks and accidents the world can inflict.

It’s amazing, but its nowhere near as powerful as the human brain.

Imagine the possibilities when we combine the power of our brains with the power of the smart phone, the tablet and the internet.

As part of my work with McREL I had the thrilling experience of visiting a primary school on Friday where those possibilities are opening up.

Every classroom had an Apple TV. The kids had Ipads and Iphones on their tables. They used them to research, to check word meanings and spellings, to share their work with others and with the class. These devices were becoming as common place as paper, pencils, and books in these classrooms. But I was aware, as were the teachers, that they are only skimming the surface.

Imagine the opportunities these media will provide as they extend children’s brain power into the internet, as they provide tools for collaboration and demonstration, as they extend the possibilities for creative, innovative thought beyond the here and now.

It makes we wish I was forty years younger so I could be around in another forty years and look at the world these kids will have created.

I am an optimist!

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Filed under Classroom practice, Thinking

Pass, Fail, Practice

Oh the power of words.

“I’m sorry. You tried and you failed.”

How many times do our kids hear or read these damning, undermining words?

Every time they hand in a paper to be graded, every time they sit a test, every time they raise their hands to answer a question, they are leaving themselves open to either a direct or an implied pass or fail judgment.

Let’s change the culture in the class room.

Let’s make it absolutely clear that we are here to learn, that learning requires risk taking and risk takers are a lot more interested in practicing things, in getting better and better at them, and not so interested in passing or failing.

What would this look like in a classroom?

Teachers ask a lot of questions.

Scenario 1

Teacher asks a question, lots of hands go up.

Student A answers and the teacher says “Thanks John, that’s right.”

What happens here is that student A knows he has ‘passed’, as does everyone else. Everyone else can now stop thinking.

Scenario 2

Teacher asks a question, lots of hands go up.

Student B answers and the teacher says “No, Lizzy, that’s wrong. Does anyone have a different idea?”

What happens here is that Lizzy knows she has failed and has to deal with this and everyone else knows that failure is an option so the risks involved in answering just got higher unless you are sure you are right.

Scenario 3

Teacher asks a question, lots of hands go up.

Student C answers and the teacher says “Thanks Alan. Who else has an idea?”

No judgment. No closing down of thinking because no doors have been closed. No fear of being wrong. Thinking continues.

If the teacher asks a question and withholds judgment, either positive or negative, the thinking will continue and risk taking will continue. Learning has a much better chance of continuing too.

Students do a lot of writing and teachers read what they write.

Grade two have been working hard on spelling patterns. They have been exploring the ‘ph’ digraph and looking for words that contain it. In a writing passage one child spells elephant like this ‘ellephant’.

Scenario 1

The teacher draws a red line through the word, indicating it is incorrectly spelled. The child has failed.

Scenario 2

The teacher places a series of small check marks above the e, the second e, the ph, the a, the n and the t. The teacher circles the ll. The child knows she got six things right but needs to work on one thing. She needs more practice. it’s not a matter of right or wrong, of pass or fail.

Share some of the practices in your classroom that change the culture from a pass/fail culture to a culture of practice.

As my daughter said to me this morning “I never fail, I just practice a lot. Sometimes I didn’t know I was practicing until later!”

 

 

 

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Filed under Classroom practice, Language and literacy, Testing

Let them move

I have just watched a very interesting News Hour report on a school district in the USA where project based learning is being introduced district wide. There has been a lot of learning for teachers as well as students, and some teachers have moved out or been moved out because it simply wasn’t for them.

One of the trickiest aspects has been finding a way to focus on this kind of learning where depth of understanding is what is valued, while at the same time managing to do well in the State’s ‘bubble tests’ which seem superficial by comparison. How to do both?

But what really intrigued me was the obvious engagement of the kids as they moved around the classrooms, handled materials and were generally physically active.

How much of their engagement was because they were free to move?

Obviously that’s not enough on its own, but just how critical might it be?

I remember a third grade boy I taught years ago. He would drive the class and me crazy by constantly kicking the legs of his table when sitting down to do work. I was inexperienced. I tried asking, rewarding, growling and grumbling but nothing worked until one day I told him he could stand up or work on the floor if he would prefer to. Eureka! Problem solved. He just needed to be able to move.

Young children in particular need to move and get their bodies involved in their learning. Lots of boys need to move a lot of the time. That doesn’t mean they need to swing from the classroom fan. They just need acceptable wriggle room, a way to get the bubbles out of their joints.

Take a look at your classroom. Here are a couple of easy, rule of thumb guides.

1. Don’t expect your kids to keep still for more than one minute per year of age. A seven year old needs a wriggle after seven minutes. A fifteen year old can keep it together for a quarter of an hour before a stretch or a stand up/sit down might be called for.

2. Watch for the classroom fidgets and find a way to help them fidget in ways that don’t distract or irritate the others.

Let the kids move. They’ll learn better.

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Filed under Behavior management, Teacher education, Thinking

Oh the drama, the drama!

Continue reading

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Filed under Behavior management, Teacher education

It’s Happening Australia!

I spotted this at the local shopping centre a couple of days ago.

IMG_0180

 

 

 

 

 

 

 

 

 

This is where we are heading Australia, if we continue to follow the GERM model of blanket standardized high stakes testing.

Mums and Dads will be buying these test preparation kits for their kids.

As we watch the  transformation of our kids from learners into data sources, the pressures of school will be extended to the home.

Is this really what we want our parents to buy to support their¬†children s’ learning?

Wouldn’t a BOOK be better?

 

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Filed under Language and literacy, Testing, Thinking

Bricklaying vs networking

How do we teach kids to read?

Many practices reflect the bricklaying model of reading. The act of reading is made up of several bricks – the phonemic awareness brick, the alphabet brick, the grapho-phonic brick, the sight words bricks, and all the other decoding bricks.
bricklayers-Southend
As long as each brick was laid straight and firm we were pretty confident that our kids would learn to read. We have all seen reading taught like this. “Today we are going to learn about long a”, and the teacher compiles lists of words with the long a sound, shows the children texts in which they identify the long a sound, and then they move on to short a. Another brick is being laid.

As our understanding of the brain develops and with it our understanding of learning, and more particularly our understanding of LANGUAGE learning we discover that learning to read isn’t like building a brick wall at all.

Its far more like growing a network.  social_networks2 (1)

Which brings me to my point – remember Whole Language?

Remember the people who advocated for teaching language – reading, writing, speaking, listening – in an integrated manner, relating each to the other?

Whole Language advocates never suggested we don’t need to understand phonics, they never suggested that grammar has no place in language. What they did say was language is a network and needs to be taught as one, each part integrated with every other part.

It’s not rocket science, and it’s certainly not brick laying.

Let’s look again at how kids learn best, by immersing them in the complexity and helping them make sense of it. We begin with the experience and then we help them discover the rules and procedures that enable them to make sense of the experience in a brain compatible manner.

Kids learn to read by reading just as they learn to ride bikes by getting on them and working it out.

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Filed under Thinking