Term 3 Reflection - PML

PML (Planning My Learning) has changed a little bit - we have made changes to the structure of the board and moved it off the whiteboard.  It just was time for it to change.  I was finding the students were becoming more and more focussed on quantity rather than quality - it was about how many ticks were up on the board rather than the quality and time spent.  So, armed with information from a conversation with the students, we made 2 changes to the PML system (in my head I have 100 - but we have to start somewhere!)

1. Quality Reflective Buddies - when we spoke about the problem of 'quality vs quantity' the students agreed - they were focussed on 'getting through' the list rather than pushing the boundaries of their learning.  It was a great conversation and gave me insights in lots of ways.  The students came up with 2 main solutions:
- Go back to the old way of working in blocks and everyone doing the same thing at the same time
- Have a person to meet with to share if your work is quality or not

Interestingly, the first idea came from a student who I know finds the challenge of planning his day more difficult, but when this was put to the class it was overwhelmingly challenged out (26-2).  I'll be talking more with those 2 students to see how I can support them in developing their learning priorities.
The second idea is the one we have gone with - QLP  or Quality Learning Partners.  We had lots of discussion around how this could work. In the end I suggested stopping 15 minutes prior to the end of the day, so you could meet with your buddy and discuss your work, feed back, next steps etc.  This is where we have started.  The students then had the option to choose their own partner or to have some support from me to choose one.  We had to discuss being able to be supported and open and honest with the person you choose.  If you felt like you couldn't say 'hey, you need to go back and work on... to make this better' they probably weren't the person to be your QLP.

2. Leaving the Whiteboard - previously PML has been completed on the whiteboard.  The students know I personally disliked this system, I shared this with them and the why I disliked it.  But, I am not the one who has to work from it - so we carried on with it.  As the term has progressed I have heard snippets of conversations as students tick off their work schedule for the day and these conversations led me to setting up a new full wall with the system on it.  When introduced to the students I shared with them conversations and things that I had changed because of what I had heard.  That it was these things that made the decision to make the change - I then asked if they would like to use it and the kids were keen! (Phew - there were a lot of lines to stick up and staple!)  However, I knew many of my kids would need to see it before they would understand it.

One of my students then asked the question I had been waiting for - "how will we tick to say we have worked on it?"  "Great question" I replied... "How will we?"  This led to 6 students taking on the construction of a system that we could use on the PML wall to show a range of learning happening.  The last step was to share these with the rest of the class and then the students decided on voting for their favourite symbols that we will use.

It was great to see a range of ideas being put forward that showed students were really keen to push quality over quantity with the refined system.


Writing has continued to develop based on need and interested rather than a genre.  This week we were responding to a trip that we had to the Maritime Museum last week.  We chose Newspaper Reports, Letters or a Recount.  The students then signed up to the genre that they needed or wanted to write on.  3 different workshops then ran throughout the week and I continue to find the kids more engaged in their writing in this way.

There are a few challenges I need to work on...
1. Tracking the genres they choose.  I'm thinking I will create a genres checklist that they can tick when they have completed a finished piece of writing in that genre.  It will help them know more about the genres and what is out there also.
2. Creating/Finding/Sourcing/Using realistic, hands on and real life writing experiences that will foster the interest and passion of writing.  Also fitting these into the daily life of a classroom.  I have had a great conversation with the Year 2 teacher next door talking about how we may be able to both use this as a benefit to both our kids with their writing.  More to reflect and think about here.

There are so many ideas, challenges and thoughts currently roaming around in my head that 'where to start' is often a daily challenge for me at the moment.  My students have come a long way in concepts of knowing more about them as learners, having a voice within the classroom and making steps to be independent within their learning.  But there is so much more that I want to challenge them and myself on.

My office buddy and I have great conversations on a daily basis - reflecting on our day, our learners, our teaching and our classrooms and I feel like those conversations help to clarify decisions that are made.  I'm very lucky that we have younger students next door that provide a challenge and a platform for my students to be role models and teachers to them.  At the moment we are continuing to explore how we can develop our space for our students further.  This week we are beginning the younger students in planning and teaching workshops for the Year 2 and Year 5/6 students.  I am looking forward to seeing how these develop over the rest of the term.

Each day I struggle more and more with the constraints of what traditional education.  We can voice that we want ownership, student voice, self management, self-direction - but how does that actually work in the everyday education world with tests, assessments and standards?  It's a big question.  I'm ridiculously lucky in where I teach - I am trusted as a professional to make professional choices that best work because of my teaching knowledge, knowledge of my students and their learning.

There is so much that works about PML and the structure of my class but I know that it is not the end point of what I want the concept of school and learning to look and be like for my students.  This week the first of my students for the year got underway with DRIVE Time projects - which are personal learning tasks driven by their passions/needs.  There are lots of readings and thinking behind the way this is structured and was developed with a group of kids last year, based on these thoughts.  DRIVE is about students owning their learning and making those decisions.  At the heart is what learning actually is, our school values and school negotiated learning values as a teacher point hinge.  This is the big point of where I would like to get to with my students across a more full time range.  We (my students and I) are getting there... slowly... with careful thought and reflection... in time.

Numbers Game

League Tables... boiling students and schools down to 'comparable' numbers.  Really? Is this what our world class New Zealand education is going to do to our kids? For our parents?

It boils our schooling down to a system that worries too much about numbers and not enough about the kids those numbers represent.

Just over a month prior to todays release you were saying National Standards data wouldn't be shared this year as it was "ropey" (NZ Herald, 3rd July). Then why, oh why would you share data today that you, yourself as the Minister of Education, still deems as "variable" (NZ Herald Article, 8th August).  That's a pretty short attention span, dear Minister.

I get frustrated every time I hear Hekia Parata talk about 1 in 5 kids that are failing.  But yet a student in my class who still needs support and has 'exhausted his timing' with a Resource Teacher, so he is no longer eligible for the support he needs.   I could count on numerous hands the number of kids I've taught over 10 years where they are not 'low enough' to receive the additional support that they need or they have 'exhausted their hours of support' or are on waiting lists months long, that's if they are actually 'low enough' for me to submit the pages of paperwork to get them on the waiting list.  

I have been lucky to work with one of the most amazing RT Lits I have encountered.  Who has a heart of gold for the kids she works with and a talent at supporting kids to get them back on track.  I know it frustrates her having to drop kids off and look at the long line of students waiting for her golden support.  But none of this is being addressed. Why?

This opinion piece from the Manawatu Times entitled 'When Schoolings Not So Simple' caught my eye today.  The author talks about some of the ownership coming not just solely on the schools but also onto the parents.  Also about "politicians scoring points by messing with our schools".  To me, this sums it up.  I don't see a huge want from the government to make a difference to this famed 1 out of 5 children who are failing.  If they did, they would be coming into our classrooms and asking us what we really need to help these kids succeed.  But I see a group of people who have no real understanding of what is happening in our schools and what needs to be done.  It's easy to blame teachers and schools for what is happening as a government can manage that.  When will we see a government turn around to their voters and ask them to 'adult up' and become the parents we want for our New Zealand kids?

The fact is... schooling isn't that simple.  It can't be boiled down to a set of numbers and nor should it.  There are so many human factors that also influence our students achieving. Disabilities, families, relationships, prior school experience are just some factors that need to be considered.  But they aren't being discussed.  Paul Callister (Callister & Associates) dug deeper into the 'White Flight' debate that mainstream media took up a few months ago.  They dug into the trends and analysed the actual data to come up with an entirely different view of what was happening with low decile schools.  They talk about that fact that "there are significant inequalities in New Zealand society, including schooling.  There are also major demographic, economic and social changes taking place in schools and wider society.  The inequalities and changes need analysis and debate."  There is no debate into these issues.  The mainstream media picks it up when it's a slow news day and then we are lulled back into a false sense that's everything is ok.  Because it's not on the nightly news.  But teachers are just one of the groups who face this reality everyday while trying to make educational shifts for students.

The Government wants National Standards numbers so badly from all the schools yet brand spanking new charter schools won't have to comply to them.  Start something 'new and exciting' that is going to "target those pupils who leave school without any qualifications..." (Hekia Parata, NZ Herald, 3rd August).  You want public schools to focus on breaking this statistic through National Standards but yet charter schools don't need to be part of the National Standards comparisons.  Interesting...

I am surrounded by the most amazing teachers in my school.  Who support, encourage and deliver an amazing curriculum.  We collaborate, co-operate and share resources and ideas without even thinking.  In our school we have teachers who teach amazing drama and dance... we have an artist who fosters a passion for the Visual Arts in her students... we have gymnastic coaches who are patient and supportive in developing gymnasts and that's just to name a few.  There are teachers who look for all the talents that a student brings to the classroom, not just as another number in their class.

Professor Thrupp from Waikato University spent 6 years investigating education markets and accountability in schools in Britain.  He talks about how in schools "There becomes a national standards economy - a way of thinking where they narrow their teaching focus to just reaching those targets." (NZ Herald, League Tables for 'Sport', not schools).  What's to stop this from happening? Nothing at the moment.  Schools are scared of what National Standards mean for them.  Not scared of sharing the data, but scared about what people's perception of this data means for their schools and their students.

What happens next? The data is collected and you have your below, at and above standards.  What are you going to do next to help me support my students who are deemed below this standard line?

The Government has followed the National Standards path with determination
bullying and threats to close schools amongst some of them.  How can you trust a Government who uses this as the way to get their education system to comply to something they so honestly see as disruptive and useless.
For example, the 208+ principals who signed the 'Open Letter to the Minister' this month declaring their mistrust in National Standards. How can you argue against such a strong group of educational leaders? I'm proud to say that my principal is represented amongst that list.  I don't believe there are any benefits to our students from what is happening with the Government's tactics.

I choose to teach.  I love teaching and I wouldn't be doing anything else. My day does not consist solely of Writing, Reading and Maths.  I know these areas are important but what about innovation, creativity and problem solving?  What about the other subjects I teach each week... term... year? Maori, Art, Written Language, Oral Language, Art, Drama, Dance, Spelling, Grammar, PE, Health, Life Skills... I could continue.  Where is the acknowledgement in the array of skills that our teachers and schools are offering and fostering in our kiwi kids?

But all you want to know about... are the numbers.

Image used under Creative Commons from: e y e / s e e

Independent Planner Reflection

We have a range of learning spaces in our class which provide the students with a chance to decide where they learn. Tall tables to keep an eye on the class, bean bags to slouch in, individual tables/spaces to work solo through to group tables that allow small to larger groups to work and learn together.  It's been great to have the opportunity to watch students learn about what best works for them. Some subjects students prefer the hustle and bustle of group learning spaces and then other subjects they prefer to work on their own.  If students know they have a lot of work to complete they often move themselves to the right space for them.  It's been a great learning curve for myself and students.

Over the last term and a bit I have been working with my class of Year 5/6 students to plan their learning at the beginning of the day.  Thus giving them a chance to decide when in the day their best learning happens.

A natural progression for the learners was to move into independent timetables.  Though these are still a transition point.  Everyday we discover a new way of doing these or small changes that help make this work.  At the moment we plan on paper - day by day for the week to allow for changes each day.  We have learnt to be increasingly flexible and work with what each day throws at us!

A few students plan on their iPod touch using the calendar feature and this works well for them.  The planning at the start of the day allows the students to locate other students they would like to work with and to decide when their best learning happens and how.  For some, this means getting the task they like the most completed first while for others it allows them to plan in more time for a task they know takes them a bit longer than what I would be able to allow them in a more structured setting.

Students work on a 'Must Do' and 'Can Do' system - where Must Do tasks are listed for their group - Maths, Reading and sometimes Writing.  The 'Must Do' tasks MUST be completed by the end of the day and the 'Can Do' tasks allow for early finishers, other learning focuses or tasks that need to be completed.  This means that at one time in the class students could be working on Xtramath, Brain Box sheets, reading to self, writing, completing reading tasks, filming, working with the teacher or any other variety of learning tasks.

At the start of the day the workshops are listed on the class planner.  At the moment workshops are offered by groups moving soon in to needs as well.  Each morning the student looks at the class planner to see what is on and when during the day will be independent planning time.  They also need to check here to see when their teaching workshop is.  They then check their group 'Must Do's' and 'Can Do's' and plan in their activities from here.

For some the planning of their learning came easily - it worked well for them.  For other students they have required lots of checking in, reflection and conversations to help guide them on their way.  It has required a lot of time and discussion as a class about what behaviours and attitudes we need to show and have to make it work in a respectful way for each other.  It's a huge ask - but they are doing it and on asking my students what they would prefer.... hands down, independent planners are their choice.

One of the hardest things with the planners were students perception of time and time it would take to complete a task.  Many would plan in unrealistic time frames - either too small or too big to complete tasks.  This has been one of the hardest elements to develop in planning.  We are moving towards more of a 'To Do List' type planning.  Where the students list what they need to do and then add it to their planner when they have completed it.  Knowing what they need to do and their timeframe could be a better way to plan the day for them.  As adults this is generally the way we would go around planning our own learning - so it could be a more natural way of working through this.  Especially for those students that find the time management harder to keep?

This has required a lot of big picture thinking combined with a lot of finer detail thinking and planning. The students enjoy it and it's great seeing learning conversations happen in the morning where students plan to meet up and complete tasks together - knowing that they work well in pairs or groups. There is still a long way to go but the changes and ideas that have formed from this have been great. I've been exceptionally lucky to share an office and a learning space with a very passionate teacher who is on a similar journey of independent learning with her students.  We have had some amazing conversations about the challenges and the successes of this style of classroom.  Without these conversations and a great thinker to learn alongside the process would have been more challenging. So, I'm very thankful for that opportunity.

Below I have attached links to free downloads for our planners that the students use.  These have been refined and developed as we have gone along.  They refinement and changes have come from the students.  Some like the space to plan while other find knowing 20 minute blocks more manageable to plan within.

20 Minute Planner

Open Spaces Planner

Ten minutes before lunch we get together and reflect on our learning - plan in for the next day any learning that we haven't completed.  The students can also plan with other students if they know they need some help or to work on something together.

We have a long way to go - but I'm proud of how far the students have come.  I'm really happy with the journey we've made

Teaching Mojo

Mojo
Noun.
1. A person's style
2. power; charisma. : She seemed to radiate a penetrating mojo that made her easy to deal with
3. Self-confidence, Self-assuredness. As in basis for belief in ones self in a situation. Esp. I context of contest or display of skill such as going into battle.


Teaching Mojo - the stuff that makes you radiate in the classroom. Makes you settle into a new day and say 'bring it on' - where does it come from and where does it go?

Once it's gone... how do you get it back?

The last term I felt somewhat flat - things weren't happening like I wanted them too. They weren't bad, but it really didn't have that magical feeling of being an amazing teacher. This term, 1 week in, and our class and I feel somewhat magical. The kids are enthusiastic, keen and taking their learning outside the classroom doors. They are researching, questioning and bringing their parents into their learning. But I'm also enthused, excited and at the end of the day thinking forward to what next?, what about? and how about? It's amazing how much your teaching mojo influences the whole atmosphere of the class. The teaching mojo is back.

We know that our attitude and enthusiasm affects the classroom.
It's not rocket science really. But crucial to remember.

Think back to a bad day that you had in the classroom.
Think about what your class was like and what it felt like.
Now think about a great day.
Think about the atmosphere that radiates through your class - what made it such a great day?

I remember having Tony Ryan work with us at the beginning of the year and talking about keeping a check on our work/life balance as a teacher. If that is out of kilter it's easy to loose yourself. Funnily enough at the time - I thought, 'yes, that's me and I'm going to change that this year' - kick in term time and how easily we forget the goals we set ourselves! It reminds me of a post from Tony's blog I really loved reading. 'The First 5 Minutes' - the idea that the perception of everything is formed in the first 5 minutes - your day, your attitude, students attitude to the day, the lesson, the learning.

For the first holidays ever I did a minimal amount of work - thanks to being sick. This was somewhat a blessing in disguise. 2 weeks away from work but still having time to reflect/think meant some great changes were made. I could recharge, re-form and re-assess what was happening in my classroom, but most importantly what was happening for me. I guess I needed to time to get the balance back.

Sometime we need to reassess that all to important work-life balance that we easily forget about.

So, I guess the question is - what do you do when you've lost you're teaching mojo?

Balance used under Creative Commons from Darkr on Flickr

Movement

Somedays I realise just how far I have gotten from where I originally was.

I know that I have gotten there because of how hard I have worked. Because I want to make things happen and because of the conversations with people along the way.

But some days, I do wonder...
Was it worth the effort to get to the place I am now?

What would have happened if I spent more time on my graphics drawings to make them like my teacher said they should be. Would I be living the life I am now? What conversation did my teacher have with other teachers to make sure that what was being said to me would benefit me and my life?

The conversations are important.
They are powerful.

So why can't it be about conversations, rather than rights and wrongs?
Communication with you is a way of sorting out if what I am doing is what is right for my students.

Nothing to do with failure.

It's about movement.

Image under cc: mischiru