This week, students and teachers are beginning to return to school here in Australia.
return: “an act of coming or going back to a place or activity”
It’s a word I have been trying to avoid as I speak with my partner schools. Instead of thinking about it as a return to…let’s think about it as a new chapter, a move forward. Viewing this experience as an opportunity to rethink the way we do things in schools is being widely discussed throughout the education world. On the one hand, there is relief at the thought of being able to reconnect with our kids and colleagues again and on the other, a fear that some of the things we have happily let go or indeed discovered during this time will be forgotten as we slip back into the comfort of what was before. I recall many years ago, listening to Allan Luke talk about how hard it can be to sustain change in schools. He described the ‘lure of home’ … the longing we have even unconsciously, to ‘go home’ to the safety and comfort of what we know. I can feel it in myself as I have ventured out into this new world of online workshops. There are days when I long for ‘home’ (which, ironically for me was NOT being at home!) and then other days when I am relishing the adventure, the discomfort and all I am learning.
In Australia at least, we really have not been ‘away’ for very long in the grand scheme of things. But what is so fascinating is just how abundant this time seems to have been for teacher learning! I have been in awe of the educators with whom I have been engaging. Despite the panic of this quick transition, the juggling of new family life or the stress of health concerns, educators have shown themselves to be such powerful learners. Last week, the junior teachers at Mother Theresa Primary School in Melbourne posted a video (as others have done) to share their excitement about seeing their kids again. As I watched them dancing in their loungerooms, kitchens and drive-ways - I found myself feeling intensely emotional, proud and so grateful to be in this profession.
We have learned a lot. Many of us would never have chosen to learn these lessons and yet they have been illuminating. In anticipation of moving forward, I have spent time over the last few days working with teachers to ‘mine for gold’ as they look back on their experience. None of us needed to articulate the challenges and losses - we have talked a lot about those. But we did need to capture the goodness: what gifts can we take from this time? I have now worked with three schools to engage in some deep reflection on the experience. We have asked ourselves not only where the ‘gold’ lies…but more importantly how we might sustain this learning? Here is a summary of some of the thinking I gathered. I wonder how these things will resonate with you?
In thinking about the implications for ‘in school’ teaching and learning, we are very aware that many schools ALREADY do some of the things we are contemplating as we move forward. That is what makes it so exciting. We know it is possible because we have had a taste of it. And we know it is possible because many are already there.
Discoveries and wonderings as we mine for gold…
We discovered… “They loved planning their own day. And so do I! ”
Many learners have responded incredibly well to being able to design the structure of their days. Having choice not only about what they are doing but WHEN has revealed their self-knowledge and capacity to take personal responsibility. Some have taken breaks at very different times to those we offer at school. Some have chosen to work on more challenging tasks after they have ‘warmed up’. Some have started their days later but have still been incredibly productive.
We wonder..
How might we provide learners more opportunities to design their days when they are at school?
Can we re-think schedules to allow bigger blocks of learning time that then allow for more flexibility and choice?
What would happen if we offered learners the opportunity to create their timetables?
2. We discovered…. “It’s all about what we can do and BE. - our dispositions as learners are ultimately what make the difference. “
The assets that are needed for effective learning (being able to self-manage, think deeply, collaborate, communicate and research effectively) have really come to the fore in this time. Teachers remarked they are using the language of learning more consciously and that the parent community understands the language better. it feels more authentically interwoven through learning tasks.
We wonder…
How do we talk about learning at school? Is it something we spend time on? Do we make it explicit? Do we share a common language?
How might we better monitor the language we use at school to reflect a focus on how we actually learn - not just what we are learning?
Could we bring the language of learning into a sharper focus in our wall documentation, our sharing with parents and our conferring with learners?
3. We discovered…“Classroom management issues have evaporated. When I am working with a group online, I am just teaching and I feel like I am really being intentional and focussed!
Small group meetings online have been focussed, productive and equitable and there has been amazing flow when teachers have been uninterrupted (as so often happens in the classroom). Not having to have one eye on the rest of the class while working with a small group has meant some really powerful teaching! The dominant groupings have been small group, 1-1 rather than whole class. Children have reported really relishing these opportunities!
We wonder..
How can we reduce the emphasis on whole class instruction?
Can we team up to allow children to engage in independent inquiry (with one or two educators supporting them in the space) while others work with target groups across the day?
Can we rethink the roles we play in teams to collaborate for small group teaching?
Can we offer more workshop-style sessions for learners so they can opt in to things that meet their needs?
4. We discovered… “I have a completely different image of that child now ”
Many teachers commented on knowing kids so much better than they did before. And knowing them differently. Having an insight into family lives, connecting with them in personal ways (their pets, hobbies, siblings, etc.) has changed the architecture of relationships. When learners have had 1-1 conversations with teachers on the phone or online – away from their peers, they have often connected with them (and them with us) in new ways. Perhaps this has allowed some students to bring more of their ‘authentic selves’ to the learning.
We wonder…
How can we continue to connect more deeply with families and build the personal relationships we have fostered during this time?
What if we committed to regular phone calls /check ins with parents and kids rather than waiting until official parent teacher interviews?
What if we shared a little more about ourselves? What if learners could call us by our first names?
What if we all made stronger connections between the learning happening at school and the lives we know kids are leading outside of school?
5. We discovered…. “I think I really understand what collaboration really means now. it is more than just co-operating, it is developing things together from the ground up and interacting with each other while developing things.”
There has been a strong sense of camaraderie amongst many staff and amongst kids. Strangely – in being disconnected from each other physically, people have bonded so much more as a team. Many noted the way they have helped each other out, checked in with each other more and shared and designed loads of resources. Some teams have met at the end of each day online and have been more responsive as a result – constantly changing and tweaking their offerings from day to day.
We wonder…
How might we continue to regularly reflect and respond?
What if we met at the end of each day for a short, focussed reflection and thought about how we might adjust plans for tomorrow?
How could we continue to use our online platforms for more check ins and reflection?
6. We discovered… “I am not scared of the parents any more”
For many teachers, the relationship with parents has really shifted. Regular communication and opportunities for parents to get more of an insight into the work teachers do for their children has softened the divide between school and home. This connection has had some lovely flow on effects.
We wonder…
How might we maintain the communication we have established with parents?
Do we need to reconsider the way we report to parents?
How might we design learning experiences that recognise the power of family involvement and connection to the children’s lives beyond school?
What if we committed to calling parents to share positive learning stories about their child?
What if we had open classrooms sessions - where interested parents could continue to learn more about their child’s school experiences?
7. We discovered… “I’ve seen the incredible potential of digital tools for learning. I would never have chosen to learn to use these tools but I am so glad I was forced to!”
We’ve all got so much better at using digital technologies to connect with each other and the world, to create and share learning. The video clips created and shared by teachers have been a huge hit with kids. Kids have loved being able to watch and re-watch short instructional videos and have also created their own. There has been an uptake in the use of online resources - galleries, museums, experts sharing their skills.
We wonder…
What if we were to create a bank of videos that children could access for more independent learning?
How might we curate collections that would help children follow their passions and interests?
Can we open up the way children share their learning with us so it includes more digital forms?
Can we build on our online experiences to use more ‘flipped’ models for home learning
8. We discovered… “When the kids have been able to just run with their interests, the engagement has been massive”
Many teachers have used this opportunity to offer learners a chance to explore issues and challenges of significance to them. There have been some remarkable personal inquiry journeys taken during this period. Learners have had the time to take their interests deeper and wider.
We wonder…
How can we ensure that there is ample time and opportunity for every child to follow their interests as part of the school week?
What could we do to ensure we spend more time early in the year really getting to know who our learners are and what their interests are in the way we have done during remote learning?
Could personal inquiries become the backbone of more integrative, independent learning experiences across a day?
9. We discovered…“I’ve been reminded that I teach the whole child. When I have focussed first on how they are feeling and we have begun with this - it has made me a better teacher for the rest of the session”
Teachers report on being much more mindful of checking in with students and including a great deal more reflection and feedback on a daily basis. The teaching feels more ‘at the point of need’ with daily reflections and revisions taking place.
We wonder..
What new routines/systems or structures might we put in place that sustains the focus on wellbeing that has been so paramount these past 2 months?
How might we ensure we don’t stop ‘checking in’ with learners and with each other?
We have been urging learners to exercise every day, to get outside, stretch, do yoga…Can we continue to make these things a routine part of the school day?
How can we build in more 1-1 conferring time on a regular basis? What would happen if we scheduled 1-1 mentoring time for each learner on a regular basis?
10. We discovered… “Children had more time to complete learning and feel satisfied – they managed their own time due to the pace being slower so they could dig deep”
In many cases, teachers offered reduced content and this allowed kids to have much more time to complete tasks. It meant more time not just for kids but also for teachers to view/read/discuss and listen so they could give feedback that was timely, personal and constructive.
We wonder…
How can we really help ourselves slow down?
How do we maintain the pace that this time has given us? What can we truly let go of so we can open up opportunities for slower, deeper learning?
Can we review our school-based curriculum – what could our learners do without?
11. We discovered… “It has been good to be out of our comfort zone and to have to problem solve. We have had to LET GO - and trust that it will be OK. And it has been OK.”
Teachers have been consciously inquiring throughout this time. They have had to have the courage to be vulnerable. Families have seen this – and the ‘power gap’ between teachers and learners so often a feature of the classroom - has narrowed. Teachers have shown themselves to be learners – students have helped teachers manage the technologies.
We wonder…
How can we amplify the role we play as LEARNERS in our school community?
What else could we learn along with our students?
How could we better engage our learners as teachers – especially in the digital technology context?
For those of you moving (forward) from remote learning…what have you discovered, and what does it make you wonder?