What Do I Need to Work on in my Teaching and Learning? What actions am I going to take to improve?

Day 3 of the Reflect and Renew Blog Challenge from Reflective Teacher @TeachThought 

Learning is my passion and I am completely and unapolegetically geeky about it.  I know that it sometimes drives people crazy and yes, I do have trouble switching of but that's just me.  I try to tame it a little but it always escapes!  Even today, as I'm writing this, most of my friends are out at the beach as it's such a glorious summer's day.  Where am I?  Here, on my laptop, working and learning.  Do I resent this, no.
It's Day 3 of our blog challenge @TeachThought and I'm extremely excited that this time the prompts have not come just from Beth and me, but also from our community.  My final Masters research is around building a living online Community of Practice and I think we're getting somewhere with this.

The prompt today threw me into a bit of a spin really, which is my own fault as this is one of mine!!  What was I thinking??  There are literally hundreds of things I want to work on in my teaching and learning.  Where do I start?  What's the most important?  How do I prioritise?  Woah!! Slow down and focus.  I have such a bad habit of wanting to improve on everything or learn new things...yesterday.  This is not good for one's health.  At all.  It can also mean that deep learning doesn't happen and this is what I'm arguing about in my research on teacher professional learning.  We do too much in bits and pieces and move rapidly from one professional learning project to the next without really implementing concrete changes that can be sustained.  Too often the learners can get lost in this process and by the 'learners', I mean the students AND the teachers.

This year I want to continue to explore more of Carol Dweck's and James Nottingham's work around Growth Mindset which will underpin my teaching and learning.  Curriculum-wise, I want to really focus on developing the science curriculum in our school.  Primary schools tend to not be very strong on Science and it's long been a concern that needs to be addressed urgently.  I will work with the school, the community and, most importantly, the students, to develop a strong science learning focus that has all the cross-curricular links to make it relevant and linked to the world outside the classroom.  

Carol Dweck discusses her research...

James Nottingham on the dangers of labelling our students...

My other focus area will be in leadership as I'm returning to school as a Deputy Principal, a role I've held before but so much has changed in what makes an effective and valuable leader and I want to push myself as far as I can go with this.  I will learn from my previous role and the mistakes made and improve on the leader I was then to be the best I can be now.  This is not only important for me but it's incredibly important for the school - the staff, students and community.  I continue to have so much to learn.  That's the fantastic part.  I always return to Simon Sinek as one of my guides in this area.  He speaks about the 'Why' of what we do and how important it is for everyone to be clear about this, particularly our leaders.

My Beliefs About How Students Learn Best

Day 1 of the Reflect and Renew Blog Challenge from Reflective Teacher @TeachThought 

It's not often we sit down and have to articulate our beliefs about the way we teach and our students learn but I believe it's one of the most important, and often neglected, parts of what we do.  I wonder if we take it for granted that we know what we're doing and we do what we do, but it's not until we pull apart the why of what we're doing that we start to perhaps question and challenge those beliefs.
For me it helps me to be a reflective practitioner and to be very clear about what I'm doing and why.  Having said that, I think it's also incredibly important to be open to new ideas and ways of thinking and to challenge your beliefs - sometimes on a daily basis - so that you are constantly striving to be the best you can be and to meet the needs of every individual student you come in contact with.

I've started by creating a list and it's one I'll keep returning to, and adding to, this year.

1.  Involve the students in the learning process at ALL stages - from planning through to assessment.  They are the key part of the process, don't leave them out.  Students must be at the heart of everything we do.

2.  Listen to your students - Student Voice is one of the most powerful tools we have at our disposal.  Discussion in the learning environment is crucial. Silent classrooms where learning is not being created together are not powerful learning environments.  Teacher talk needs to be monitored too.

3.  Be prepared to be a learner alongside and with your students - "We are all teachers and we are all learners in our learning environment."

4.  Embrace and harness the power of technology but be very clear about the learning and teaching first BEFORE including it in your learning and teaching.

5.  Learning must be relevant and connected to the world outside the classroom - break down those classroom walls by creating real and relevant connctions.  As teachers, we need to be relevant and connected too.  Worksheets don't cut it for me.

6.  Feedback is key but it needs to be the right kind of feedback - check out a presentation from my Masters research from 2011.  They also need time to digest, process and act on the feedback.

7.  We need to teach the skills our students need - including the digital ones.  Don't assume that they are  'Digital Natives' and can handle all technology willingly and confidently.  Yes, they've grown up with it, surrounded by it, but often not with a specific learning focus as critical thinkers and users of
technology in their learning.  Help them learn these skills and become confident users of tech.

8.  Be careful of how you use praise and of what 'type' you are using. Carol Dweck and James Nottingham are my guides on this.

9.  Students - and teachers - must be absolutely clear about what is to be learned and why.  They need to be able to articulate this.  Clarity in the Classroom is written around this and has taught me so much over the years.

10.  Above all, students learn best when they know that you care about and respect them; that  you value them as individual human beings and not just as 'the class' or 'the student', etc.  

Here's a clip from Carol Dweck which focuses on the Growth Mindset and the role of Praise.  The more I read of her work, the more I know I have to keep learning in order to help my students learn best.

A Book That Inspired Me To Be A Better Teacher...

Day 21 of the Attitude of Gratitude Reflective Teacher @TeachThought Blog Challenge...

Today we have to choose one book that we're grateful for having read that has changed our practice.  Only one??!!  Who created these prompts...oh, that's right, we did.  (Note to us - make it easier next time).  Having said that, focusing on just one book has made me be more analytical and reflective about which book, among the many, I've read that has actually made a sustained impact and changed my practice.

A few years ago I moved to one of the best schools I've ever experienced.  Professional learning was the expectation as was sharing practice through the Critical Friends programme.  I learned so much while I was there and I think I've held onto almost all that new knowledge and developed it further to make a better impact on my students learning - and my own.

One of the key books that was being explored by the staff when I arrived was:

Clarity in the Classroom by Michael Absolum  (I reviewed this for the Reflective Teacher at TeachThought community a few weeks ago).  I love the subtitle - 'Using formative assessment, building learning-focused relationships.'  It puts the focus firmly on learning.

What we explored as a staff was implemented in our learning and teaching as part of the Critical Friends programme which included a strong focus on Action Research.  We shared our findings each week and reflected on the changes implemented.  It was obvious to hear a change in our shared language and shared focus and it was also clear to see a shift in student learning and achievement.

My favourite chapters are "Being clear about what is to be learnt"  and "Active reflection about learning."  Both chapters have helped me to be a more reflective practitioner and to be clear about what we're learning and why.  "Why" is a question I ask myself about everything I do and every tool I use.  

The whole book ask questions that help you reflect on your practice to ensure that you are providing the best learning environment for both you and your students.  It provides examples of effective and not so effective practice and has "Try This" prompts for you to explore as a staff and also in the classroom - fantastic for professional learning discussions.

There are so many books which have impacted my practice but this has continued to be one of the most powerful if not THE most powerful.

What's Stopping You? On taking risks, leaping in and not being afraid...

Day 30 of the +TeachThought 30D Reflective Teacher Blog Challenge.

Where has the time gone??  I can't believe it's the end of this challenge - there are more to come though!

I've just finished listening to a powerful hour which focused on Connected Professional Learning which was part of the first day of Connected Educator Month.  (I will post a link to the recording as soon as it is available - very worth listening to).

There was a great deal of discussion around Online Communities of Practice which was music to my ears as it's also my research area and something I've become quite hooked on over the past few years, not only in terms of what it can do for teachers' learning and connections but also how it can be adapted for our students.  The ultimate for me would be to develop my classroom into an online community of practice which was something I was beginning in 2013.

Pathways to collaboration from Justine Hughes / Education Consultant / Teacher

This lead me to suddenly have an 'aha' moment around my research and MTchg which I will finish this year. What is my next learning step??  I expect my students to be able to articulate what their next learning is, so why shouldn't I.

If I'm not afraid, I would begin my Doctoral studies and research all the amazing initiatives that are happening in New Zealand / Aotearoa to showcase our model of learning and teaching which is so powerful.  I expect my students and colleagues to take responsible risks and challenge themselves so what am I afraid of?  What an awesome (in the true meaning of the word) opportunity and privilege it would be to explore the practices of our current online communities and then showcase that to the world.

#reflectiveteacher

Students reflection on their learning - Powerful ways to engage and promote reflection

Day 19 of the +TeachThought Reflective Teacher Blog Challenge!

Reflection on learning is a powerful tool for all of us - students and teachers alike.  It's how we can make changes to improve what we do and what we know.

I've been teaching for around 15 years and have always used reflection as a tool to improve learning and teaching.  Choosing the 3 most powerful ways this can happen wasn't as easy as I thought it would be, but here are my favourites:

1. Blogging - combined with face-to-face discussion and questioning, feedback.
2. Journals - written - this was in the days before we used online tools.  
3. Indidual Learning Conferences combined with journals - usually between individual students and me.

The easiest part of this was choosing the most powerful one and it stands out a mile..

BLOGGING

I've been blogging now for around 7 years - both for my own self-reflections and for student-reflection.  It really is one of the most powerful tools I've ever used for changing practice, being clear about the what, why and how of my practice and when applied to student learning it helps them to become reflective as well.  The impact on student achievement and parent engagement is incredibly powerful.  It is crucial that the skills of giving feedback, knowing what makes an effective blog and blog post, etc are carefully taught to the students in the beginning.  The importance of digital citizenship can't be underestimated when blogging.  Respect for others' ideas and opinions must be valued and emphasised at all times as must knowing your audience.

Blogging continues to be one of my most powerful tools - not just for self-reflection but also for writing.  It provides a real and relevant audience for the writers with the chance of receiving feedback to improve learning and achievement.

For reasons why we blog which some of my younger students wrote please read Room 14 Learning Journeys - this is my old classroom blog but it still has many great resources on it.  

Blogging gives everyone a voice - no matter what their ability - and it's particularly good for quieter students who may be reluctant to speak up in class or who may take longer to consider their thoughts and ideas.

Blogging teaches students - and teachers - how to give constructive feedback but we need to teach the skills first.  Students and teachers need to know and understand how to coach and what effective feedback is.

#reflectiveteacher

Professional Learning - Whose Responsibility Is It?

The eLearning Buzz: Through the Looking Glass - Teacher Self-S...: Over the past few months I've been reading about, and investigating issues around, teacher self-study.  (Another form is Action Research ...

This post was written almost two years ago now.  I'm about to start my final Masters paper and have started to think again about all the learning that has happened over the past few years.  I'm also looking forward to finishing this paper and beginning more study.

My reason for revisiting and reflecting on this post is because I've just finished reading a post by Edna Sackson - Teachers' Action Research.  The full post can be found at http://whatedsaid.wordpress.com/2013/02/11/teachers-action-research/ and is well worth the reading and reflection.  What are your views on teacher responsibility for professional development and learning?

What percentage is our responsibility and what is that of the schools in which we teach and learn?  How far along the continuum are you as a learner alongside your students?  Do we 'walk the talk'?

Edna asks an important question:  "How can we create new models of professional learning in our school that help build our learning community, while embedding our learning principles in our practice?"

I've taught in schools where teacher responsibility for professional learning is expected and valued and it really does lead to rich conversations and exciting learning - both for the teachers and for the students.

What happens in your schools in terms of Action Research / Professional Learning?  Do you value different forms of Social Media as part of your daily professional learning? e.g. Facebook, Twitter, Scoop.It, LinkedIn.  How do you receive professional development - when and from what sources?  Does it happen because you're part of a contract and it's expected or do you take responsibility for your own learning?  Afterall, it's what we expect of our students...

I really like this quote and have had many discussions over the years around this.  I believe that you can have 'expertise' in an area but, the moment you think you are an expert is the moment you stop learning.  

Through the Looking Glass - Teacher Self-Study

Over the past few months I've been reading about, and investigating issues around, teacher self-study.  (Another form is Action Research - Dr Roger Peckover, MEd., explains this well).

Why should teachers examine their practice?  This has been the central focus question for the research / investigation.  I believe it comes down to knowing the 'why' of what we do - I seem to focus on this quite a bit, but I make no apologies for this as I think it's so important to be able to articulate why we teach and learn with our students in a particular way.  If we can't do this then what impact does what we do on a minute-by-minute, day-by-day basis have on what our students can achieve?

The research supports the importance of being able to study aspects of our practice in depth but there are also many questions around this.  How do we fit this into an already packed day?  Can we afford not to?  How do we make sure that teacher self-study is valued by all members of the school community?  How do we support teachers in being able to complete this form of inquiry into their practice?  The information gained from this form of reflection is incredibly valuable but how do we then disseminate it?  How do we get it 'out there' so that we are informing not only ourselves but the wider community in general and the education community specifically.

It is also suggested that teacher self-study is one way of making sure that change happens in teaching and learning, particularly for our 21st Century Learners.  Could this be the answer to making sure that the education system we have now, begins to become the education system that we need - not just a variation of the one that has always been?

What's the answer?  How valuable do you believe teacher self-study to be?  How much experience have you had?  How is teacher self-study supported in your school?  Have you utilised Critical Friends in your school?  What were your experiences?

The title of the following is a really interesting one which appealed to my sense of humour straight away - is it too cynical?  It is worth a read!

Smyth, J. (2001). Critical reflection: The antidote of being done to!. (Chapter 14, pp.183-196). In Critical politics of teachers’ work: An Australian perspective. New York: Peter Laing.

So how do we make sure this works for all concerned?


Professor Jack Whitehead talks about how to give the teachers a voice within Action Research.