Trying Things On
I have a confession.
I like to go shopping.
Yeah, it’s a bit weird but I like to wander around stores and look at what’s new. I use to enjoy going shopping with my girls when they were younger (and would let me go along!) Now, my boys and I sometimes just spend an afternoon wandering around and looking at different things.
Sometimes, I even try things on. Things don’t always fit like I think they will. My mind’s eye doesn’t always give me an accurate image of what things will look like once I actually try them on. Sometimes things that I did’t think would look that great look pretty good.
It’s like that with many things in life. We don’t know how things will really turn out until we overcome our fear and try them.
John Spencer’s latest post The Unintended Consequences of Doing Creative Work explores what happens when someone is working through the creative process.
More often than not, the unintended consequences are actually both negative and positive at the same time.
It’s neither all positive or all negative, unlike how we often imagine things working out – we tend to see things as either/or not a messy both.
It’s Scary – the Fear is Real
It’s is scary and difficult to try new things. We don’t know how they will turn out and we tend to imagine things that don’t happen – we convince ourselves that it’s not worth the risk. We talk ourselves out of trying something on because, well, we just know it won’t fit.
Average it out
Respect the status quo
Don’t even bother Seth Godin
This is spills over into the classroom. Instead of trying something different or giving students different options, we stick with what we know. It’s less scary. Our students learn that taking chances and trying things on is scary and, well, not really worth it. Yes, there are sometimes negatives that come along from trying things and being creative but, often, they aren’t what we think. The world does not end. In fact, if we are open to learning, we grow and develop from these experiences whether they are positive or negative.
Rejection Proof is one person’s experiment in learning to deal with rejection – in trying to things on that they were scared of doing. Jia Jing asks
What is this rejection? What is this monster that cripples us?
Try It On – It Just Might Fit
Trying things on is taking an opportunity to see how something might fit. It doesn’t always fit but sometimes things fit that we didn’t think would. And sometimes, things we thought would be great, well, just don’t turn out that way.
Often, we take someone along with us to get their opinion. We value the input of others. We get insights about how things look from a different perspective.
What if we did this in school? What if we asked someone else for their opinion as we try something new? What if we asked our students what they might think would fit?
Do we give them feedback after they try it or do we discourage them before they even try?
Your mindset and attitude influence your success. What’s yours?
I’d love to hear your comments and feedback so leave comment. Thanks for taking the time to read.
It’s hard. It requires taking that first step. Of following it with another. Of having to get back up if you fall down. Learning to walk is tough but small children soon learn all the complex steps in taking one step, then another, then another… then they’re running.
Getting started on making change or reframing the work you do is the same way. It’s hard to get started. You cling to the furniture around you, balancing yourself, looking longingly at the open space in front of you yet not wanting to fall. Maybe just a bit more studying that space….
In a world filled with so much information, when will it be enough learning before it transfers into motion forward. Maybe if I read more a few blogs or papers or books….. but there isn’t enough time to read it all but maybe just a few more…. the open space beckons you.
but it’s not just the information. It’s the fear. Fear of failure. Fear of going unnoticed. Fear that it won’t work out.
Fear… it holds us back, whispers all sorts of discouraging words,keeps us from even trying. We often don’t have to worry about failure because fear keeps us from trying.
When I first began teaching I wasn’t very good. I might have been awful but for the fact that there were other teachers around me whose classes were a lot less exciting than mine. Mind you, I taught Arts Ed, Phys Ed and some English and there were days when it was VERY exciting. In art – all kinds of things happen when you give 26+ grade 7’s some coloured ink, lino boards, paper and rollers and instructions that aren’t quite as clear as you thought they were!
But I started. Each day, I’d try again. Each evening I’d spend hours trying to figure out what I could do differently or what I might change or….. it was exhausting but exhilarating at the same time but I knew I was missing something. I’d walk past classrooms and … well my classroom wasn’t like that!
Somewhere along the way I began to study teaching: teaching strategies, methods, assessment, planning….. I began to think that if I could just read the right books or find the right method or strategies then I would become a “good teacher”.
Heck, I wasn’t even shooting for “great”! I wanted to be good. Solid. Not stellar. No way, because then you would stand out and people would up their expectations.
Good Enough…. but that wasn’t me.
I was always trying new strategies and methods in the classroom, experimenting with new configurations for learning, different assessment strategies and ways of students presenting their understanding. Somewhere along the way I stumbled across Wiggins and McTighe’s Understanding by Design, Tomlinson’s Differentiation and then both together! Rubrics, feedback, multiple assessment options for students. No two years were the same – with each class I learned that I would have to make changes to meet their learning needs – even though I didn’t really know that was what I was doing at the time.
Along the way I was fortunate to work with some great teachers. I mean, really great. What made them great? Their planning? The strategies? The assessment? I spent time trying to figure it out and it was right in front of me all along. See, great teachers begin with the end in mind – they begin with student. Relationships are the foundation. They don’t give up on students. Student growth and development are their focus. They ground their work in the relationships they build with their students.
It took me a long time to figure that out because I was looking in the wrong place to start. I was looking for the method or plan or organization or strategy when, all along, great teachers begin with relationships. All they do is linked to the relationships they develop with students, parents, colleagues, administrators, and community members.
They aren’t afraid to try new or different things for fear of making mistakes because they know that those mistakes are great opportunities for learning with their students.
I think we need to do serious hard work in producing alternative models without being tied down to what can be implemented in the short run. I think if we take industries like aircraft, or any big industry, they are spending large resources on planning for the day when they know that what’s cutting-edge today is going to be obsolete. The education world has to learn to put a fraction of its resources into what cannot be done today, but can be, but which can stand there as experimenting, as working with visions of a possible future. Seymour Papert
They don’t shy away from incorporating technology because they understand that when pedagogically driven, technology can enhance the learning experience. They are always reading and questioning what they do in the classroom because they are a true life-long learner, curious about the world around them.
They aren’t afraid to start even though they don’t know all the steps. See, these teachers have a secret that they share with everyone and that secret, which took me so long to figure out was …….
Reframe the Story
It begins with the relationships in the classroom. You can be innovative and creative, I sure was, but I didn’t pay attention to that relationship piece. Somehow I missed that part. See, lost in the search, lost in the reading and reflection, missed in the implementation was just how key relationships are to the classroom.
For me, it took my own struggle with “what am I missing?” and the frustration of not “getting it” to finally cast aside my preconceived ideas about what it meant to be a “good teacher” and reframe – what made me a good student? What drove me along? Why was I motivated to learn?
Yes, part of it was a desire to learn but part, the part I wasn’t always aware of, was the relationship I formed with others as I learned and the key the instructor/teacher played in the learning. When learning begins with relationships, teachers begin to put that little bit of energy into developing for the future. They aren’t content with what they are doing today but are looking forward to see what might be tomorrow.
So, what does your today and tomorrow look like?
In a recent Switch and Shift article How Technology is Challenging the Human Side of Business, Pam Ross discusses her role in helping leaders bridge the technology/human relationship gap.
The thing is, technology impacts our workplaces and our culture like never before. To the same degree, it also provides ways to better connect, communicate and engage with your employees. I am excited to join Switch & Shift to write about how leaders can understand and use technology to create awesome culture and more human workplaces.
One of my main focuses has been the intersection of relationships and technology at the school level and in education in general so I was intrigued. Pam covers three topics in the post, We are always connected to work, We have the ability to work from anywhere, and We share our experiences fritionlessly. The same goes for students and teachers, which should come as no surprise. I recently read of two highschools that are experimenting with no substitute teachers when teachers are absent. In these schools, teachers have the option of not having a substitute teacher come in and, instead, having students work on their assignments in a common area.
Both districts said skipping substitutes is a natural extension of increased technology use. They’ve already been using online lessons in the classroom, and, in Farmington’s case, asking students to work on them from home on snow days. Why not try it when the teacher’s absent?
Both schools say a teacher is available to help students who need assistance.
The Human Side of Learning
In the examples above, what is important to note is that the human factor is still an important part of the equation. As someone who has been a proponent of relationships in schools, I believe that these are so important and cannot be replaced with technology. Instead of viewing technology in a binary This or That conflict with relationships, it needs to become part of an integrated system of learning where students can access information from anywhere but where other people – teachers/peers/experts – have a relationship that supports the student in their learning.
As Pam Ross states in her article:
The good news is that technology not only creates engagement challenges, it also creates huge opportunities to alleviate these challenges and to create more engaged and human workplaces.
There is a new form of literacy in the world of work. It’s what I call “Digital Fluency”, and is critical in today’s fast-paced, social and digital world. Digital Fluency is the ability to use technology to communicate, collaborate and connect with customers and coworkers, and the proclivity to learn and adopt new technologies to get work done.
A Focus on Digital Fluency
As Pam points out, there is a need to assist people in developing digital fluency. A recent article Digital Natives, Yet Strangers to the Web in The Atlantic by Alia Wong explored a similar issue. Students might be growing up with digital devices but they need guidance.
Indeed, although many of today’s teens are immersed in social media, that doesn’t mean “that they inherently have the knowledge or skills to make the most of their online experiences,” writes Danah Boyd in her 2014 book It’s Complicated: The Secret Lives of Networked Teens. Boyd, who works as a principal researcher at Microsoft Research, argues that “the rhetoric of ‘digital natives'” is dangerous because it distorts the realities of kids’ virtual lives, the result being that they don’t learn what they need to know about online living. In other words, it falsely assumes that today’s students intrinsically understand the nuanced ways in which technologies shape the human experience—how they influence an individual’s identity, for example, or how they advance and stymie social progress—as well as the means by which information spreads thanks to phenomena such as algorithms and advertising.
Part of issue is that many teachers continue to struggle with technology and the incorporation of technology. Although some schools and districts/division are incorporating a blended learning approach, the subject of digital fluency and the human side of technology is not usually discussed.
Portfolios and Body of Work
As an educator, I’ve been using portfolios for about 18 years. These began as simple folders where students would gather their best work to be used during Student Led Conferences. Since then I’ve been using a variation of portfolios with students as a way to help document their learning and growth. One of the most exciting turns was when I was able to shift to a digital format – first with wikis and then with various other platforms – that allowed students to included a variety of different formats – pictures, videos, drafts of writing, podcasts – allowing students to not just show a final product but to show their learning through stages.
Over time, I have begun to view portfolios as the next stage in the shift in learning. Students, working on a variety of topics, can build a portfolio of the work, from in school or out of school – A Body of Work – that grows as they progress in their learning. Teachers guide, support and challenge students to explore, helping student formulate significantly deeper and more complex questions to explore. It would also help students develop digital fluency – communicating, collaborate, connect, create, critique and collate – all as interactions with other people. As the article by Pam Ross shows, these are important skills.
Technology and relationships are not incompatible but until we shift how we view them working together to build stronger relationships, there will continue to be a deficit attributed so someone depending on which side of the argument you happen to stand.
Over on twitter tonight, there has been a few discussions about professional development, what and when and how and ……
Why? Why do we continue to discuss the best type or the best way or the best method or …..
Professional development is a frame of mind. As a professional, I don’t decide when I’m going to “DO” PD because it happens in many different ways and different times. I don’t look online or f2f or in groups or at school or at a convention because, well, it happens at all of these but can happen in a conversation with a parent or child, reading a book or watching a video. I don’t separate out when I do PD and when I don’t. Because I don’t separate out when I’m learning and when I’m not and PD is about learning.
Why are we debating the value of this or that pd?
Is there a prize if you win? Do you get something? Just like I no longer argue with teachers about the use/merits of technology, I don’t argue about the PD. I do put expectations on what they will do – like if they go to an “event”, they will come back to share with us and we will then add it to our repository of what we know. I will ask them later in the year how they plan on using their learning. And you know what? Not one of them has withered away. In fact, it has expanded the learning that is going on in our building and expanded the expertise we have. We don’t look at the “cool resources” or the “incentives – get a new ipad2”. Instead, we examine the PD from a learning perspective and what it will add for the person and, then, the whole because we’ve come to understand that to share what we know is a requirement of learning and growing as a school, a staff; as individuals who will be learning well after we leave the “school”, just like our students.
No longer on that path
I’ve quit arguing about education at a philosophical level – whether we need to use technology or not, whether we need to go to PD or provide more PD, whether we need to change the way our school functions and responds to students. I no longer care about winning the argument. It’s a new path. Doing what we need to do to help our students in whatever capacity we can – without using guilt or brow beating or shaming or intimidating or bragging or whatever. We all have strengths and when we share those strengths as a group of learners to help each other so that we can become better at providing for our students, then our students win – and that is the bottom line!
Some day soon I will describe the journey our staff has taken in the past year but, safe to say, we have now emerged from some very dark and troubling waters as a strong group of educators committed to doing what is best for our students. We aren’t carbon-copies but individuals who, through some difficult struggles, have identified at the core that we need to do what is best for students – not for the adults, not for the teachers but for the students. We don’t always agree on best practice at times but we are becoming better at moving past the debating and looking at solutions and options that will allow us to best help our students. Humbly we walk, so as to lift our students higher, believing they are capable of more than they first think. To allow them to shine is our goal, to help them succeed is our mission. The future we cannot see so we work hard to help our students, the best we can, to boldly go where no one has gone before knowing that we have a great deal of learning and work to do as educators/learners/people.
We really don’t have time to argue/debate what, really, is an insignificant issue.