Do you love to learn?
Try new things?
Explore new ideas?
Read books/ebooks about a variety of topics? Search Youtube for different topics? Search the net to learn about something you are doing? Tried a MOOC (Massive Online Open Class)? Participated in a Google Hangout? Done a Mystery Skype? Blogged about your day? Joined a Twitter chat?
Are you trying new things and seeking to learn something new? How about a new summer bbq recipe or some new salad dressing?
That’s What We Do
These are just a few things that I and many of the educators that I know would consider to be just what we do. Learning new things, trying new experiences and seeking out ideas that push our own thinking about the world and our own place in it. Yet, is that what the majority of the population is doing? Are people reaching out to new experiences, trying new things and learning? According to Philip Pape in This Habit Will Put You in the Top %1 of Experts and Money-Makers ,
- 25% of people have not read a book in the last year
- 46% of adults score in the lowest two levels of literacy
- Reading frequency declines after age eight
Yet, when you’re surrounded by people who read, support reading, encourage reading and like reading, it can seem that most people read and are into learning new things. But is that what is happening? It’s hard to tell. In doing some digging, it appears that Canadians are reading.
A 2005 readership study by the Department of Canadian Heritage (PCH), READING AND BUYING BOOKS FOR PLEASURE, found that nearly 9 in 10 (87%) Canadians said they read at least one book for pleasure in the 12 months preceding the study1 and that half (54%) read virtually every day. The average time spent reading is 4½ hours per week (unchanged since 1991); the average number of books read per year, 17 (down only slightly from 1991). Fully one-quarter (26%) reported that reading is the leisure activity they most commonly engage in, as many as cited TV-watching, putting reading and TV-watching in the #1 spot among leisure pursuits in Canada (and dwarfing “Internet activities,” which only 9% cited). These findings support thePCH report’s conclusion that “reading for pleasure remains a solidly established and widespread habit with little or no change over the last 15 years.”
Now, reading isn’t the only way people learn. In fact, through access to information on the internet, learning in some areas of the world is easier via video and audio. I used this video to repair a crack in the windshield.
Learning is available all around us. But as Steve Haragon discusses in his latest post there is a dissonance that he is seeing and sensing in the world around which is impacting people.
In the absence of coherent and engaging ways of viewing and improving our world, and of helping each other, the result may be that we shut down. We surrender our sense of agency. Cognitively and emotionally, our normal awareness and empathy bubbles shrink down to small, individual, spaces.
It may seem like this at times, especially when there is so many things that are happening and change is taking place at a rapid pace, so quickly that, for some, retreating is a way of coping. I know that there are times when the constant cacophony of educational voices imploring the need for change can feel overwhelming. In some cases, it would seem that throwing out the baby with the bath water is not only desirable but the only way for progress.
Teachers are Bombarded
This summer has seen an increase in the number of learning opportunities for teachers and it looks like this will continue well into the school year. For many teachers, summer is a time to recharge and refresh themselves. Learning is definitely a great way to replenish one’s batteries but in the past few years there has been a growing number of activities and conferences which now includes online conferences, edcamps and MOOCs plus weekly twitter chats and book clubs. These opportunities vary, each one vying to get the attention of teachers.
What does a teacher do?
Despite the rhetoric that fills some blogs, most teachers are life-long learners, trying to improve their classroom practice. With so many ideas and options available, trying to cope can seem daunting. The image of teacher-as-superhuman doesn’t seem to be far off!
Go to this conference!
Get this certification!
Get more certification!
Start a blog, write a book, present at a conference!
Embrace makerspace, genius hour, inquiry learning, flipped classroom, flipped staff meetings, flipped professional development, gamification of the classroom and school and professional development – make all things fun and engaging.
At a time when teachers and education seems to be lacking, improvement seems necessary.
Teachers who are learners and work to improve their teaching are being overwhelmed.
“Teachers retreat into themselves, not because they don’t care but because they care so much and so deeply they are being overwhelmed.”
I can’t remember the source for this quote. As an administrator, I would use this as a way to remind myself that part of the role of being an educational leader was to help teachers to manage the constant bombardment. If teachers with whom I was working were becoming overwhelmed by all the demands, it would show in there day-to-day interactions. That meant being with them in their classrooms and working with them on projects. Hiding in the office under the desk only to appear when there were good things happening isn’t a successful leadership style. Were the initiatives and requirements draining the care right out of the teachers? If it seemed that teachers were withdrawing, it was time to realign so that people didn’t disengage.
Are we killing the love of learning in teachers?
Are we becoming over zealous and driving people away? Are we using the excuses of like technology integration and student performance to push our own narrative of good teaching?
“I have seen the light and now you need to or your are a bad teacher!”
In fact, it’s creating a gap. People who just a few years ago weren’t engaged or were just beginning to engage with technology and using social media seem to have made themselves gatekeepers and gurus who proclaim what is and what is not good for teaching and what constitutes good teaching. Teachers are bombarded with someone’s version of what it means to be a good teacher and a lot of it has to do with using some kind of technology or program or …. or… or….!
Todd Henry, author of The Accidental Creative and Die Empty and creator of the podcast The Accidental Creative discusses in his interview with Ron Friedman, a tendency to only post the positive-self online, the trips, conferences, publishing, accolades and not the more human parts that get people to these destinations so that it seems everyone we view is living these immaculate lives and doing all the great stuff which can lead to some serious anxiety as people think they need to keep up. Todd Henry describes this very well in Comparison and Competition.
Have you ever looked around at the work of others and felt like yours isn’t measuring up? Has this ever caused your passion for your work to wane? Don’t allow the slow ratcheting-up of expectations to paralyze you.
Too often, teachers are being shown a constant stream of what “experts” are doing without being given the time to improve themselves in a meaningful way. Yes, it can fuel people to improve but, just as easily, it can deflate people to give up. Rockstars were once garage bands.
Start with Relationships
Over and over again I’m reminded that whatever needs to change, building great relationships with students, teachers, parents and other community members is the foundation. Whether it’s Seth Godin in Linchpin, Stephen Covey in 7 Habits of Highly Effective People, Michael Fullan in The Six Secrets of Change or Carol Dueck in Mindset: The New Psychology of Success, relationships again and again are the foundational piece to what people do. In his recent piece in The Guardian, Paul Mason explores the end of capitalism in a postcapitalist society. Mason pieces outlines how technology allows information to be freely accessed by anyone. This in turns allows people to work together in new ways that until now were unattainable due to costs and distance.
we’re seeing the spontaneous rise of collaborative production: goods, services and organisations are appearing that no longer respond to the dictates of the market and the managerial hierarchy.
As highlighted by Godin in Linchpin, relationships and giving to others are changing how people and companies interact. We may only be at the beginning of this shift, but for schools and teachers, building relationships with students, other teachers and their community is so important. Teachers and schools no longer control the knowledge and content that students can access. Although many teachers and schools continue to try, some educators are making the shift to helping students to become inquirers, supporting the student as they learn, focusing more on the learning and relationships and less on controlling content and assessment.
Highly Organized and Controlled
As schools, school systems and, to some degree, teachers struggle with trying to control information and content, there is a rise in various methods being used to control what students do, when they do it and how they do it. Highly structured uses of technology and implementation of various systems used to monitor and provide feedback to students continue to dominate classrooms as teachers continue to be required to provide traditional grades and students are required to take traditional tests. Despite these requirements, there are teachers who are pushing for greater openness – Genius Hour, Makerspaces, Gamification, Inquiry Learning, and versions of Blended Learning and Flipped Classrooms all are stretching the traditional classroom to become more learner focused with greater autonomy on the part of the learner.
Stephen Wilmarth, in his chapter Five Socio-Technology Trends That Change Everything in Learning and Teaching from the book Curriculum 21 Edited by Heidi Hayes Jacobs, explores how technology can lead to greater social interaction and learning. As Wilmarth explains
Be assured, I am not advocating that children do not need to learn to read. They do. Or that writing will not be necessary. It is. Or that the process of arriving at sums no longer matters. It does. But all of these things are the outcomes of social adaptation to prior technological change and invention. It is the nature and relevance of reading, writing, and sums that change as we enter the postliterate era. Significantly, it is and relevance of reading, writing, and sums that change as we enter the postliterate era. Significantly, it is the way in which we make meaning out of information to create new knowledge that is changing.
The relationships that are created within classrooms are beginning relationships of learning. Through social networks, we now have the ability to expand these learning networks beyond the classroom.
Joining communities of interest and shared values (personal, family, cultural, political, economic) has always been essential to a learner’s identity. In this case, identity equates to where an individual is on the learning curve. And where traditional community relationships once defined a learner’s identity, emerging social networking technologies allow wholly new community associations to spring up organically and globally. These community ties, both strong and weak, exert a powerful influence on learning.
First, keep in mind that social networking technologies are changing rapidly. Second, remember that the technologies are not the point. In social networking, it’s important to concentrate on relationships, not technologies.
Teachers are coping with changes on multiple levels both as learners and, in turn, as teachers. To think that teachers will all be able to move at the same pace is akin to saying all students in the classroom will learn along a linear timeline, at the same pace, with the same tools, doing the same things and arrive at the same time. I don’t know anyone who still believes this takes place in a modern classroom.
Do You Love Learning?
As classrooms and schools move through transformational phases, there will continue to be different degrees of adoption and change. Unlike many who seem to be frustrated by a seeming lack of change, I am optimistic because I have seen so much change in so many areas in the past 4 or 5 years. Twitter, which was once a fairly lonely place for me, is now a fully vibrant learning network with connections of all types of learners and leaders. Interestingly, some of the earlier adopters who were avid sharers are now less involved in the networks, working more in a different avenues such as presenting and blogging or become teacherpreneurs on their own.
What drives all these people? I believe it is a love of learning that is at the heart of what they do which leads them to share and connect with others to share that passion, building relationships with others through learning. I believe their passion for learning fuels their passion for teaching. For others, that spark needs to be kindled and fanned not crushed and blown out by a constant bombardment.
…. what if teachers were supported as learners, trying to move through a myriad of changes along with everyone else? What if their learning was supported and valued, incorporated in the their work and part of a systemic view of learning as work?
….. how educational leaders can support teachers as they transition to a learning system where discovery and asking questions is of primary importance instead of content and knowledge distribution?
…. what if learning and relationships were the primary areas of focus? How might schools change to meet the needs of students and teachers through these two lenses?
…. where wondering and innovation will fit as educational institutions transition from being content and knowledge distribution centres?
The power of one.
How can one person have influence and bring about change?
I often referred to this Margaret Meade quote when I was an administrator – as a small group of educators there was the opportunity to do great things if we just allowed ourselves the latitude to be more and do more.
A small group, yes!
But one person? Can it really happen?
They Walk Among Us
This past Sunday, #txeduchat was discussing ways that teachers could connect students with the world. One thing that I have learned is there are many students who are already doing amazing things – changing the world some who popularized through video or on the internet. But there are many more who are doing amazing things because they are driven to do so. I have had the privilege of having a number of students show me how they, as youth, can change the world.
It is one example of how we are surrounded by people who are taking risks and making changes because they see a need and try to address it. They don’t wait for someone to tell them to do something or to get permission to make a difference. They are risk-takers and innovators.
These people wander at the edge of possibility, creating wonder with others, not afraid to see what might be, undeterred by failure or mistakes; lifelong learners and co-creators, they are passionate and embrace the complexity of life not seeking reward but wishing only to make the world a better place than they found it.
We don’t all have to be raising money or campaigning although some people find that it fits. But, as I indicated in my last post, continuing to ignore the things taking place around us or hoping someone else will take the risk is not helping students address the issues they face today.
Jade Balleck, an educator who is now taking on the responsibility of being an administrator, takes the step of acknowledging that she needs to do more. Her post Principal’s Short Course Part II is a great example of someone not waiting to take a step forward but bolding stepping forward as she seeks to develop a deeper awareness of the need to be culturally aware as an administrator/educator.
Allowing Ourselves to Be Artists
In Linchpin, Seth Godin describes how it is possible to become a person that is necessary, a linchpin, not by doing what everyone else is doing but by being creative at what you are doing, to seeing a problem and beginning to solve that problem. Become the linchpin that holds things together. In doing this, Godin explains that there are choices we have to make about how we approach work and what we decide to do at work. At one point, in discussing the topic of labour, specifically emotional labour, Godin explains
The essence of any gift, including the gift of emotional labor, is that you don’t do it for a tangible, guaranteed reward. If you do, it’s no longer a gift; it’s a job.
Labour as a gift? Working to make a change in the world without worrying about whether you get rewarded? As children, helping others without expecting a reward is something that we often learn from parents or people around us. Somewhere along the way the intrinsic nature of doing something without expecting a reward is often replaced as we seek to get something for our efforts, recognized for what we are doing.
In Invisibles- The Power of Anonymous Work David Zweig looks at how those people who, although anonymous to most of the world, are indeed necessary and highly respected by the people who know them within their industry. These people are linchpins in their industry
…highly skilled, and people whose roles are critical to whatever enterprise they are a part of. … often highly successful and recognized by, indeed deeply respected among their co-workers for their expertise and performance… [they] have chosen, or fallen into and then decided to stay in, careers that accord them no outward recognition from the end user. This is defiantly in opposition to the accolades, or even just pats on the back, most of us desire. And yet – Invisible are an exceptionally satisfied lot.
What drives them?
A passion for the work they do, a desire to make things better, and a meticulousness that fuels their passion. In the interviews and discussions Zweig has with these people throughout the book, it becomes apparent that these people are drawn to make a difference without a need to be recognized. According to Zweig, these people exhibit three common traits:
1) Ambivalence toward recognition
3) Savoring of responsibility
As an educator and administrator, these traits are similar to those I have seen in educators with whom I have worked. Unfortunately, they rarely are afforded the last – responsibility. In classrooms and schools, there are people who are doing meticulous work trying to do what’s best for the students in their rooms/schools but lack the opportunity to demonstrate their responsibility. They have an incredible passion for what they are doing – without it they wouldn’t be able to continue. Yet, too often, they are frustrated and constrained by those around them.
Many people choose to remain doing what they are doing, even if they are unhappy and don’t like it, because fear of the unknown and what might happen, the possibility of failure and the pain associated with that failure are much greater than their desire to change what is happening. Making a change is difficult, in some cases it requires us to learn new things or to maybe admit we weren’t as good as we thought we were at what we were doing.
Just this week I had a great conversation about change, fear and innovation. During the conversation I mentioned that at one point I had switched to tables in the classroom and removed my teacher desk. A common response from teachers is that they rarely use their desk or sit at it, it’s just a place to keep their stuff. So I challenge them to remove it and see how it frees them to envision their classroom space differently, to envision their role in the classroom differently, to begin to revise the flow, the interactions and the space. It brings a change to the classroom that other educators can sense when they walk in. Something is just different.
….. what keeps each of us from being able to bring about change? What if each teacher wrote their fears down and began to address them? What if we shared and worked together, helping each other?
….. recognition isn’t necessarily a motivator but being given responsibility is. According to Liz Wiseman, author of The Multiplier Effect, leaders who expect people around them to do great things and then give them the responsibility to do so multiply the effects of the people with whom they lead. What would happen if teachers were given responsibility, not for grades and assessment, but learning and growth, for supporting their students to make the world a better place?
…. why many school leaders are so enthralled with data that dehumanizes the learning relationship?
…. what data can tell us that a great teacher with strong relationships can’t?
…. why schools are so afraid of risk-taking and innovations if learning takes place in the space of discomfort between what we know and what we want to know, which may, in fact, include failure?