Encourage the Critical Element

20 Jul

images

As I lead my team this year I must consider this idea more. As educators, we want our students to be critical thinkers—to question and show skepticism. We teach them to cite data to support their opinions and to test theories and hypotheses for evidence that supports a claim. But when it’s time to implement school change, we often don’t appreciate these same qualities in our colleagues. Wouldn’t it be better if all teachers just followed suit, never offered any criticism, and made the job of the leaders easier?

Actually, if our fellow teachers are questioning our ideas and making change efforts difficult, someone along the way has done an excellent job of promoting critical thinking and skepticism in those teachers. But how do we both value constructive critique and move an initiative forward at a pace that leads to implementation in less than a decade? The key may lie in what Intel calls “disagree and commit.”

Kids are Addicted to Technology

17 Jul

download

I found this recently and I believe it is about the best summary of teenagers and use of devices I have ever read. So I share.

The idea kids are addicted to technology. Yes, it is true that nearly a quarter of teens go online “almost constantly,” according to the latest research from the Pew Research Center. But it’s not the technology that teens are addicted to — it’s their friends. Their use of technology, especially mobile phones, allows them to easily connect with peers and receive validation for who they are and who they are trying to become, which is developmentally and socially normative behavior.

What are your thought?

Being Relational and Empathy

16 Jul

jHWhIPc

Empathy is so important and it something we all need to work on. Empathy is now considered one of the most important skills in the 21st Century. Teaching empathy. Learning empathy. It is something I reflect on often in my role. When interview students and staff I think about these things. I found at a recent workshop on the Law and Education that being good at these things solved so many problems.

When interviewing I practice the following:

  • Ask why. Even when you think you know the answer, ask people why they do or say things. The answers will sometimes surprise you. A conversation started from one question should go on as long as it needs.
  • Never say “usually” when asking a question. Instead, ask about a specific instance or occurrence, such as “tell me about the last time you ______.”
  • Encourage stories. Whether or not the stories people tell are true, they reveal how they think about the world. Ask questions that get people telling stories.
  • Look for inconsistencies. Sometimes what people say and what they do are different. These inconsistencies often hide interesting insights.
  • Pay attention to nonverbal cues. Be aware of body language and emotions. Have tissues handy.
  • Don’t be afraid of silence. Interviewers often feel the need to ask another question when there is a pause. If you allow for silence, a person can reflect on what they’ve just said and may reveal something deeper.
  • Don’t suggest answers to your questions. This can unintentionally get people to say things that agree with your expectations.
  • Ask questions neutrally. “What do you think about buying gifts for your spouse?” is a better question than “Don’t you think shopping is great?” because the first question doesn’t imply that there is a right answer.
  • Don’t ask binary questions. Binary questions can be answered in a word; you want to host a conversation built upon stories.

Getting on the Waka together

14 Jul

download

The winter term is a particularly busy time in schools and can often be when fractures in relationships are more obvious. It can be all too easy with the frenetic pace of school life to forget that relationships need to be kept well oiled to enable school life to function smoothly and with as little disruption and conflict as possible.
Being a restorative school and being on the related contracted has made me reflect on these. Recently at a course on education and the law I noted that so many issues can be solved by being restorative and relational. So when conflict and disruptions occur what are the 3 key steps that individuals can take to restore fractured relationships?
 
Korero.
 
If there is an unresolved issue between you and someone that you lead or manage, make time to talk with and not to or at them. Every person has their side of the story that needs to be told. In the right environment, telling our story enables us to make sense of our experiences and can bring a sense of clarity and perspective.
To ensure that this is successful, you will need to find an objective’ space in which to meet;  one that allows you both to  be and assume equal status for the discussion.
Listen
 
Listening can be one of the most powerful tools that an individual can have in seeking to restore a relationship. If you are in conflict with another person and truly want to bring resolution to the relationship. I often in my coaching sessions let people talk until they get off their chest what has been going on for them.
In our busy working lives, we have forgotten how to truly listen; most of the time our minds our pre-occupied with either how to respond to what we have just heard, or the next task that we have to complete on our ˜to do’ list or what to cook for supper.
With all the PLD out there we have become masters at given the impression that we are listening, but that’s just all it is, an impression. Sometimes its not for real. You must also reflect back. Ask questions. So have a think is there any relationship that you are in at the moment that could benefit from the simple process of: Finding a safe space and time for good robust korero, listening to one another and reflect back.

The SAMR Model

12 Jul

image

SAMR, most basically, is a technology integration model for educators developed by Dr. Ruben Puntedura.  It outlines four categories of technology integration as in the diagram above.

While I’m still striving to transform many aspects of my instruction with technology, I now recognize the enhancement levels are completely appropriate for a number of tasks and occasions.  In fact, I still appreciate the “no technology” level at various times as well. The key, I believe, is matching technology integration to pedagogy or purpose. This has been fundamental to our journey.

Substitution: Technology is a direct substitute for what was done before; the core idea of the task remains the same

  • Students annotate an article with MS Word–they highlight, insert comments, and keep it for later use with a writing project→ Though done in a digital format, the annotation task and resulting product remain the same
  • Students complete and submit an exit task in Classroom; the teacher scrolls through the responses and makes mental notes of what to re-teach tomorrow→ Again, though completed digitally, the feedback loop remains the same as what was with scratch paper responses submitted as students walked out the door.
  • PowerPoint being used by staff instead of a blackboard.

It is important to reiterate to staff that LwDT is more than substitution.

 

Leadership Models

9 Jul

download

  • Think about your vision – WHY are you going to something, not just what you’re going to do
  • I should think about Apple’s Model: technology as a mental bicycle – technology enables us to create, innovate and explore
    • Vision (inspiration) – mental bicycle
    • Mission (measurable) – one computer, one person
    • Directions – strategic (consumer, education)
    • Steps – tactical (creative)
    • People – companions, not competitors
    • Guidelines – think differently

Super Coach

4 Jul

723819

There is no doubt that Graham Henry has a wonderful ability to bring out the best in others. Most School leaders recognize that performance management is an essential process that exists in schools for managing adult behavior. However, because the process is often seen as perfunctory, and in some cases is not seen as a significant driver to assist school improvement, a real opportunity is missed for developing potential and bringing out the best in others.   When school leaders are skilled in using the principles of coaching to assist their performance management meetings they help to create a clear path for creating a school culture where there is an organic sense of self-improvement fueled by the genuine and self-motivated desire of all individuals to make things better.

When a school’s culture is as described above, what is created is a set of common understanding and beliefs about performance management. That accepts it as a process for accelerating the achievement of school targets through:   – Creating alignment between organisational and personal objectives – Growing and developing others – Enabling others to step outside of their comfort zones – Supporting others to achieve their full potential – Inspiring confidence in other’s ability to succeed – Ensuring ownership and accountability.   When opposite beliefs and attitudes exist about the purpose and value of performance management, school cultures are created in which individuals: – Struggle to take responsibility for their own actions – Become dependent on others for solutions and place limitations on their own ability to problem solve – Lack the internal motivation and desire to succeed – Weaken their ability to take risks and learn from error. Graham Henry like many great coaches did this so well.

When coaching is placed firmly at the heart of the performance management process, teachers and other staff members experience a process in which belief in the development of human potential becomes central to the conversation.Individuals come to see more fully their unique role and the contributions they can make towards bringing about improvements in their school. Rather than seeing it as something that is done to them, they begin to understand what it means to be accountable to themselves and others and they start to own the process.

With self accountability, comes confidence and growth. With growth comes an increased sense of one’s own potential. When one has both confidence and a true sense of what could be, then a space is created for the individual to try and test out new behaviours.

Partnership between School and Parents

30 Jun

connector

This week I have been thinking about the role of the parents in schools. I’m a parent. It’s a partnership. Like all partnerships, a school parent partnership will be most effective when both parties commit to the partnership fully and when each party brings their strengths to it.

Communication is a key factor. When parents share news about major events or changes in the family that might affect their child, and relevant information about their child’s health or living situation, SLT and teachers can be better prepared to provide extra attention to the child as needed. Similarly, when a school staff member sees signs that something might be amiss, alerting parents and guardians in a timely manner may ensure extra support and help at home.

Shared goals and priorities can lead to opportunities for strong collaboration between the school and the family. Does the family think it’s important for the student to graduate high school in four years and go on to college? If so, they can be allies in making sure students are on task academically. Does the school see a budding Einstein in a student whose parents have minimal education? Teachers can give parents strategies and encouragement to support an academic potential in their child that may otherwise intimidate them.

Although we often overlook it, a shared concern of the children can create a powerful bond between parents and teachers. Every time I’m in a school I witness the passion so many teachers must help their student understand, achieve, and excel. Teachers need to let families know how hard they work for the children to succeed, how dedicated they are to helping kids thrive and grow into adults with meaningful and fulfilling lives. School staff and parents all want what is best for the child. Our students need to be at the centre.

Early Findings

30 Jun

download

Our HOF Inquiry this year has been the following:

What will an innovative learning environment look like at Sacred Heart Girls’ College New Plymouth?

Recently I added this particular clip by Charles Leadbeater.

I am now reading the findings of the inquiry along with the HoF group. We are discussing next steps. I believe the following are key conditions that can make a difference:

  1. A vision for learning is incessantly and clearly communicated

What is our vision? Make sure you know where you are going.

  1. Learning is future-focused

The world is changing, make sure the learning context recognises this. Observe the students, how they work and communicate. Email is becoming obsolete. Find different ways to assess e.g. make a website or tweet an answer.

  1. Culture takes time and perseverance

Once you have the vision – prioritise your steps. The reality is, change will take time. If you believe it, be resolute. Help those who are struggling to change, but stick to your guns.

  1. Be student centred

Do students have voice or agency? Put current practices through the ‘learning’ filter – do they still belong?

  1. Equipped and supported staff are essential

Vision + ‘Learning’ Filter = Regular PD to support through change. (Fullan)

  1. Technology is an environment for learning, not the driver

Students live in a world of technology – the school-world needs be relevant.

  1. Relationships matter

In the midst of all the learning, technology and activity nothing matters more than quality relationships. Students need to belong, be known, valued and accepted. This is only achieved through relationship. Our GEMS programme is central to this.

  1. Learning is authentic

Set in a real-world context, skills will be learnt readily when there is purpose.

  1. Creativity and innovation have expression

There will always be barriers to innovation, find ways to break or go around them. Support those who are willing to make the first step and embrace failure. See an earlier blog on this.

The inquiry continues.

HOF Inquiry: Creativity

28 Jun

download

This week I have been thinking about context v capabilities courtesy of our work with the Royal Society. Education is about more than accumulating large repertoires of facts and routines. However the demand for coverage unfortunately often results in a pedagogy of ‘teaching by mentioning’ that rewards formulaic learners. The challenge is to create a culture of teaching and learning that develops creative capacity. While teachers have always taught routine habits needed to solve routine problems, they now need to focus on the creative capacity building needed to solve more intractable problems. Profound pedagogical implications flow from this sort of thinking.

I loved the way we were given the opportunity to “blow stuff up.” That is sit in the seats of students. Creativity has become the economic engine of the 21st century and it is no longer a luxury for a few, but a necessity for all. Ken Robinson (2007) states that creativity is as important as literacy, Richard Florida (2002) writes about the rise of the creative class, and Dan Pink explains that,

“We’ve progressed from a society of farmers to a society of factory workers to a society of knowledge workers. And now we’re progressing yet again – to a society of creators and empathizers, of pattern recognizers and meaning makers.” (2005: 50)

If education is to prepare young people for a very different global environment, we simply must invest in students’ creative capacities. New combinations of creative abilities are increasingly in demand in a complex post-millennial world and what we know today is not as important as what we need to learn for tomorrow. Habits held too tightly become burdensome. As Leadbeater states, “What holds people back…is their ability to unlearn” (2000: 9). Learning is usually an incremental process, but when the environment suddenly changes the key is to dispense with past learning because old practices and routines will no longer work. This means challenging ingrained assumptions and people’s sense of identity.

The extent of this change is described by Bauman (Gane, 2004) when he considers the behaviourist ‘rat-in-the-maze’ experiments that paralleled the social shape of the world fifty years ago with its, “firmly fixed division of labour, career tracks, class distinctions, power hierarchies, marriages…(and) social skills…” (p.21). But Bauman proceeds to ask what would happen in a script-less and fluid social world,

“…if the maze were made of partitions on castors, if the walls changed their position as fast, perhaps faster than the rats could scurry in search of food, and if the tasty rewards were moved as well, and quickly, and if the targets of the search tended to lose their attraction well before the rats could reach them, while other, similarly short-lived allurements diverted their attention and drew away their desire?” (p.21)

Florida, R. (2002) The Rise of the Creative Class, New York: Basic Books.

Gane, N. (2004) The Future of Social Theory, London: Continuum

Leadbeater, C. (2000) The Weightless Society: Living in the New Economic Bubble, New York: Texere.

Pink, D.H (2005) A Whole New Mind, New York: Penguin.

Robinson, K. (2007) “Do schools kill creativity?”, TED, YouTube, http://www.youtube.com/watch?v=iG9CE55wbtY (Accessed 23 June 2017)

IMG_4878

Mytwosentences

Thoughts and Observations from Edward Roads

TheoPop

Theology, Religion, Education and Other Big Questions in Today's World

Learn To Love Food

Food Fun For Feeding Therapy and Picky Eaters

Enseñar a pensar

Metodologías de innovación educativa

youreffectiveleadership

This WordPress.com site is the cat’s pajamas

NotesFromNina

Meaningful learning and effective teaching with a Finnish twist

where the mountain meets the surf, anything is possible

karen spencer

reimagine learning. make a dent.

Education in the Age of Globalization

where the mountain meets the surf, anything is possible

Teaching & E-Learning

Learning in Today's World

A View from the Middle

where the mountain meets the surf, anything is possible

Powerful Learning: It's a Digital Thing

where the mountain meets the surf, anything is possible

Search Msdn

where the mountain meets the surf, anything is possible

where the mountain meets the surf, anything is possible

Artichoke

where the mountain meets the surf, anything is possible

Mike's Blog

where the mountain meets the surf, anything is possible

Back2skool

Technology lessons from the classroom...

Welcome to the Frontpage

where the mountain meets the surf, anything is possible

Mark's Learning Log

Director of Learning Inquiries Pty Ltd (an experienced educator from Principal to Coach)

Mal Lee

where the mountain meets the surf, anything is possible