Welcome to my Reflections Blog. This blog is a collection of events, resources, activities and reflections of my work as an Educator in Auckland, New Zealand. These posts are my own thoughts and opinions and are not a direct reflection of my employers.
Well, after YEARS of preparation and funding proposals, our 'Bikes in Schools' programme is finally here. We managed to fundraise $60,000 to pay for this programme to be in our school, and the facility to be open to our community. Bikes in schools offer our students an opportunity to learn about road safety on bikes and encourages a healthy, active lifestyle. Over the last 6 weeks we have had our tracks designed and built, a storage container modified and fitted for over 50 bikes, and we've purchased 50 bikes in a range of sizes to suit our students.
Having bikes in school has had a huge impact on our students playground activity.
Before we had our track, there would be an average of 5 students who would ride bikes to school in the morning. Since the track was finished on day one of this term, we average 15 students bringing their own bikes to school. We always thought our students were pretty active, always participating in games on the field or on the courts. But, having bikes in the playground has taken participation up another notch.
Students who have their own bikes are free to ride them at break times and students who don't are able to ride the school bikes when their class is rostered to ride on our bike timetable. Every week, each class is rostered a lesson time and a break time. There are blank blocks of time on our timetable also, so anyone who wishes to get in an extra session in during the week, is welcome to book one by writing their block time on the staff message board.
We are also very fortunate to have 2 satellite classes in our school with 10 beautiful students with special needs. Our school is next door to Sommerville special school. We have rostered our satellite classes and Sommerville to also use the tracks and bikes. Part of the programme implementation was bike training for teachers from Auckland Transport. All teachers, including Teacher Aides, have participated in the PLD, and this has also been extended to Sommerville. It's all very exciting!
Teachers on duty, and those whose class have the bikes at breaktimes also get out on the track with their students. We included 2 teacher bikes in our bike collection. These bikes are all white and are 'step in' bikes with comfortable seats and mud guards. Staff joke at how we all look like Mary Poppins on our retro bikes. Children love to ride with the adults and there is always laughter and fun coming from the tracks at lunchtime and session times.
So, if you were considering bringing bikes in schools to your school, I would highly recommend it. It doesn't matter what socio-economic background your community come from...there is funding out there if you look for it and have people committed to finding it. This initiative is one of the best things to happen in our little school and just makes our place that little bit more special!
Finland...the #1 country in Education in the world. Children don't start formal schooling until they're 7, they have breaks every 15minutes in their day, they don't have a lot of 'formal testing' in their curriculum. Reading about the Finnish system, I'm sure that every Kiwi teacher would
be nodding their heads and raising an eyebrow at the idea of having
shorter days, more non-contact time, children coming to school ready to
learn, less curriculum to teach (fewer topics-more depth), less testing
and analysis, fewer students, same students for 6 years (not sure how
that would pan out with student/teacher personality clashes), and
Masters qualified teachers.
I found that I was constantly wondering what difference their systems and structures would make in the context of our schools. New Zealand teachers consider themselves pretty good at what they do, and our system to be inclusive, cutting edge, indeed world class. I work in a decile 1a school, where all students are nurtured through their learning. We have a solid curriculum , that is current, engages students and achieves positive outcomes for our students..but, our achievement levels still aren't where we want them to be against National Standards. Teacher's work extremely hard, many going above and beyond in striving to build upon their own teaching practice and providing students the best opportunities to learn. After reading a blog post from FILLING MY MAP it got me thinking about the Finnish mantra "Less is More" and how this would work in our crammed curriculum. I began reflecting on our expectations of classroom teachers and the pedagogy and practice of what they teach.
It's not uncommon to hear of teacher stress levels being at breaking point due to the curriculum expectations and pressures put on them. I believe our curriculum is sound and that we need to work smarter not harder in its delivery. I related 'Less is More' mantra to Maths PD we are currently undertaking.
We've been encouraged to cut back on the number of problems we give
students in a math lesson and focus on one problem solving activity. The purpose for this is to have teachers and children drill into strategies through talk. Lessons go for up to 45mins and children finish with a more in-depth look at the 'how's of problem solving. Instead of solving 5 problems in one lesson, one problem is completely unpacked and each possible strategy explained, examined and shared with the children/by the children. These groups are often taught in whole class or half class settings - meaning children are specifically taught by the teacher daily. Teachers monitor learning, moving around the room looking for examples to be shared when the group comes back to share their problem solving strategies. When the group returns the teacher engages in 'talk moves' (specific questioning techniques). While sharing different strategies, the teacher then directs students in
making connections between strategies, giving an opening (if warranted)
for explicit teaching.
Before this approach, Teachers usually would have up to 4 or 5 maths groups in their classes, giving groups 20-30mins of rushed lessons to push through a guided strategy and then a number of similar examples for students to practice as a group, in pairs and finally independently...only really seeing each group twice a week (more often obviously with younger students - but shorter lessons to get through everyone). These lessons are heavily teachers directed.
Literacy Across the Curriculum offers more when focusing on one topic and bringing depth to it through all areas of the curriculum. Once again, we're looking at working smarter here. Making connections to a single topic across the curriculum gives students opportunity to delve into a theme from many different angles and gives teachers opportunity to be creative in their practice using a variety of tools, media and pedagogical approaches in teaching their students. With this variety, differentiation is more simply met. Ultimately student voice and student direction should be the goal for teachers to nurture and grow students in to their learning. I believe if we can simplify our teaching, we can grow the learning in a broader sense.
The less is more mantra...something to think about in our teaching!
Today we observed Sue Pine, our Maths facilitator, modelling talk move strategies during a maths lesson.
There are 5 talk moves that were well displayed by Sue, they are:
Revoicing- restating a previous speaker’s utterance.
Teacher initiated requests where a student repeats a previous contribution by another student.
Teacher elicitation of student reasoning e.g., “Do you agree with Amy’s suggestion?”
Teacher requests students to add on e.g., Does anyone have more to add to this.
Teacher wait time.
We are working at developing our dialogical practice and productive talk within our maths lessons. Students were encouraged to share their 'thinking' around problems solving and looked at ways they could explain their thinking, making it clear to others. What I observed today was student dominated lessons.
Sue was able to draw dialogue from students using each strategy. As we watched her teaching at different levels it was evident that were some talk moves the students were not used to. Initiated requests was a move I saw that could be used further at the junior level, at first the students were not used to repeating what other students had said. Using this technique drew students into discussion and set the scene for the lessons - making the children comfortable speaking to the group. The structure of each of the maths lessons observed were:
Knowledge Check
Introduction of a problem - asking general questions to gauge understanding of the question.
Sending students off to independently 'think' about the problem - use paper and pen to show the working of the problem. It is stressed that we want to see the working of the problem - more than the answers.
Buddy up and share the working of the problem. Emphasis is placed on listening and repeating others ideas and clarity of explanation.
Come together as a whole class group and share their ideas of working out the problem.
Discuss the different ideas and strategies, drawing out clarity through questioning, repeating, rephrasing and agreeing within the group.
Giving students their independent think time, asking them to use pen and paper to draw/write/show their strategy for finding the answer to the problem for some students, was new and many had nothing on their papers. But, when asked to share their ideas, show their buddy how they got their answer - the dialogue was more fluid. It was really interesting to see how quickly the students responded to the move of 'repeating', ensuring the group remained focused and prepared to repeat what another had shared.
So it was a day with loads of learning. It was great to see the students comfortable in their learning environment, even with a new teacher taking their lesson. Children were enthusiastic in their learning, wanting to share their ideas. There is much for teachers to take away and use in classrooms and I look forward to watching the teaching strategies develop further across the school.
On Friday I attended a 'cluster writing moderation' meeting. Each school sent teachers and management along with four samples each to be moderated within the cluster group. Attending these meetings shows how far our cluster has come with regard to collaboration between schools. In sharing our writing, and moderating it, the feeling of collegiality is strong. There is no animosity nor is there any person trying to push an agenda or trying to prove a point. A strong sense of opportunity to learn is on offer and a determination to get things right is at the forefront of all those with the responsibility of representing their school at these meetings...and to take new learning back to the classroom.
So, what did I take from today's meeting?
The depth of writing across the cluster is improving with each sample I read. The use of a device gives students an opportunity to put more on paper, add greater detail and description and develop their writing with more depth.
The writing rubric is a great tool that requires consideration of interpretation. Open discussion is required in order for those who use it to get the best out of it. Teachers can't be precious about their views around the rubric, they must open to interpretation from others and take ideas on board where agreed.
Our cluster is miles ahead in collaboration. We have so many opportunities to work together that the comfort of knowing each other and willingness to collaborate is comfortable and open. In cases where agreement wasn't reached, the 'agree to disagree' was collegial and had the minds ticking over to explain points for and against each case.
The formative information that comes from the rubric and in moderating with colleagues is immense. It's important that all teachers and management teams have an open, collegial environment to ensure the best conditions for collaboration are nurtured. Manaiakalani is very lucky that there is such collegiality between schools and it is wonderful to be part of such a forward thinking community.
We had another stand out day at the Manaiakalani PLG at Summerville Special school. I always come out of these meetings regenerated and excited about what we're doing in our Cluster. Today we were given photocopies of elephants and asked what 'elephants' were revealed through the data and feedback we were given from the researchers of the Manaiakalani programme from 2014. It was a great experience sharing our thoughts and ideas around what the data revealed and as a group this activity gave us an opportunity to reflect deeply on what our challenges were and what solutions we could produce to meet them. It was also wonderful to see that we all recognised the same 'elephants' and were very keen to listen to the ideas shared around these challenges.
The year 7-10 dip was an area I chose to initially focus on and the group I was in during this discussion was thoughtful, considerate and highly motivated. The ideas, questions and light bulb moments shared were brilliant and then when we shared our elephant with the whole group we could see common threads between all the elephants in the room - this was excellent.
What will I be taking back to my school after today?
Looking ahead - further develop our relationship with the college to ensure our teachers know what our students need, what the expectations are the next level up, what their next teachers want them to be able to do when they get there.
Raise our own expectations - don't just teach what they need at their own levels but look beyond and teach up (don't limit students with boundaries set by levels - give them a go!).
Teachers MUST be "Life Long Learners" - Pedagogical content knowledge and curriculum knowlege is never ending. Keep learning, keep developing, keep implementing....
LEARN, CREATE, SHARE - for teachers in their own learning...the ethos works for EVERYONE!!!
Consistency across the school - taxonomies, curriculum language, PLD - keeps everyone on the same page, on the same track, striving for 'school wide' goals.
So we looked at the elephants identified across the cluster. You may think this approach would be like opening 'a can of worms'...but with collegiality and collaboration, what we ended up doing was changing those elephants into mice!
How does a manager inspire those at the chalk face when they haven't been at the chalk face for years? In this ever changing educational evolution, it's important that school managers keep up with what is happening at the chalk face. The digital age has sped up change so much that more often than not students know more about some things than their teachers. With the introduction of the digital environment comes the inevitable paradigm shift in pedagogical practice - now this is where I think many managers become scared.
It's a bit like the introduction of BETA videos in the 80s - I was 12 when my father bought a new 32 inch TV and a video player. He brought it home, and it sat in the lounge for 3 hours before I got home from netball practice - waiting for me to show Mum and Dad how to turn it on...and connect the video...and show them how the remote worked. It took them a good month or two to become comfortable with playing videos, and didn't usually put anything on without me being in the house to get them started. My parents were afraid that they'd break the machine, push the wrong buttons and blow a fuse. Needless to say, each time a new piece of technology has been added to my parents now impressive collection of necessities - this includes a laptop, ipad mini, smart phones, digital TV and GPSs - I get the job of coaching them through the new gadget (...and believe me this is a daily job!).
I sometimes wonder...why bother? They get new gadgets all the time and I do recall some being shoved into the back of a cupboard never to be seen again - the kitchen whizz and the ipod (mum still doesn't know how to upload new music onto it).
Bare with me while I connect this story with school management...
With the implementation of digital tools in the classroom, management have it tough because they aren't at the 'chalk face' (so to speak). It is very easy to feel uneasy about not having the knowledge, but wanting the technology because you know it will enhance the learning and it's what the future is all about. But, how do managers do this without feeling afraid they are being left behind...because surely some do - a bit like my parents and their gadgets. Management aren't in the classroom, they don't develop the planning, they aren't practicing what they preach. For many managers, the classroom is a very different place to when they were last in one (...as a full time classroom teacher). So how do Managers overcome the fear?
I believe it has everything to do with leading from the back. It's important when following as a manager to do so with an open mind and a willingness to hand over control to those with more knowledge - learning from them as you go. Managers have to understand the process, weigh up the benefits, identify the barriers, assess the big picture affects and decide on the best approach. I think on reflection, managers also need to recognise if they themselves are barriers to learning and if so, what do they need to do to change that. Professional development is the key to the implementation of new pedagogies and ALL managers need to participate in what ever PLD their staff participate - it also helps if PLD is school wide and not just carried out by individuals.
So what about managing mentoring or coaching in the classroom, when teachers clearly have more practice around the technologies and pedagogies? Once again, it's the leading from the back that comes into play. Good managers don't pretend to be the fountain of knowledge, they identify the strengths of their staff and work with their expert teachers in developing the technologies and pedagogies of staff. That's not to say that leaders shouldn't have any input here, but they should acknowledge the strengths of their colleagues and utilize their abilities - without feeling intimidated. I think its a matter of letting go - being a school manager is not the same as a classroom practitioner. It can be scary and it's easy to let self doubt sneak in...but the best managers are the ones who share the responsibility, distribute the leadership and more often....lead from the back.
So going back to my parents and their gadget collection - they are scared every time they bring something new home. But, they're excited by what the new gadget can bring to their lives. They may stumble sometimes in gaining knowledge around it, but are happy to pass the buck onto me to set things up for them and take them through the motions of how to use it. The benefits always outweigh their fear of the unknown...and they keep buying them. God help me when they invent flying cars!!!!!
It's the beginning of a new year and after a long and well rested break, I'm now getting back into school mode. It will be an exciting year, with a lot of new learning to be had by all. So, as we like to encourage students to set goals in their learning, I'm going to set goals in my learning in the role as a school administrator.
I guess my biggest goal this year is 'Clarity'. Clarity in my communication with colleagues, clarity in my organisation, clarity in my decision making and clarity in my application. Being in the role I am, I find that I am often more 'mind full' than 'mindful' of what I am doing. I get so tied up in the business of the day, that I forget to take time to stop, reflect and see clearly what it is I am achieving and why. I need to be more 'mindful' as apposed to 'mind full' - be clear about what I hope to achieve in a day, a week, a month, a term...a year.
