Saturday, March 6, 2010

Hope Without Action is Just Wishful Thinking...

flickr CC image via emilydickinsonridesabmx

I first heard about Geoffrey Canada by reading a book called "Hope: How Triumphant Leaders Create the Future," by Andrew Razeghi. 

Since 1990 Canada has been president and CEO of the Harlem Children’s Zone in Harlem, New York, an organization whose goal is to increase high school and college graduation rates among students in Harlem. His story is a remarkable example of the can-do attitude I believe is required to reform education, not as an end to a means, but rather a perpetual process that should never cease to evolve. I've been following Canada's speaking session at the ASCD 10 Conference in real-time via my Twitter friends (how amazing it is that real-time tweeting allows me this privilege!) and just as they did when I read Razeghi's book, his comments are resonating with me.

I designed a recent post I wrote (Why Is It Always About the Funding?) to ask the question of why reforming education seems to always come down to economics. The goal of the post is to solicit ideas from educators detailing how they believe we can improve education for free. At ASCD, Canada made this statement, "When it comes down to saving kids, we get tripped up by things like money, but we should have a plan for that." Indeed we should. I'm not so naive to believe that the education system can operate for free, but I am also of the opinion that much of the more meaningful actions we can take to reform education would cost nothing at all.

Canada also stated at the conference that, and I paraphrase, "the American education system is the equivalent of reaction to Hurricane Katrina; people waiting for a plan. We are the plan." Right on Geoffrey! I admire Canada's pragmatic approach to education reform, and I believe teachers make up a massive segment of the "we" he's referring to. I also believe he would define this plan as one connoting action. In Andrew Razeghi's book about hope, he contextualizes it as an action word. Did he ever get it right when he chose Geoffrey Canada as an example of this paradigm? It's time for teachers to adopt the same perspective and stop waiting for someone else's plan. We are the plan, and I assert that the best ideas to take action on within our plan cost nothing at all.

I'm getting some early feedback on this idea. Adam Burk, (@pushingupward) appears to agree. He responded to my blog post by saying "a positive school culture is created by positive attitudes. And last time I checked those were available for free." Amen to that! I've also received some great comments pertaining to the replacement of traditional forms in schools (i.e. paper textbooks to free online texts & paperless 1 to 1 teaching) as technology integration cost-saving measures. The ideas are out there, we simply need to share them. Teachers know how to reform education, and I think they also know that the education reform plan we personify is really a process as opposed to a plan, and one that can never stop.

Learning should be an organic, concentric process, not a linear one. The world surrounds us; it's not a point to point path, however, our education system is set up as a 'from here to there' journey- not a great reflection of what I will call natural learning. Teachers need to reflect on this concept, question their acceptance of the status quo inherent in some of the less-effective forms of traditional teaching and learning and stop waiting for someone else to tell them what to do.

Teachers- think, create, tweet, evolve, share, apply, synthesize... join a developing movement that doesn't even accept that there is an end to the means of education reform.

It's high time we adjust our attitudes toward how we do what we do, and begin taking our rightful place as perpetual pedagogical innovators.

Comments?

Sunday, February 28, 2010

There's always another way...


I've been speaking with loads of people about education reform lately.

The topic of reforming education in North America is a popular one. Everyone's talking about education reform... in politics, economics, the social sciences, fine arts, health and wellness, science/technology, and doubtless other areas as well. I'm left wondering, no matter where education reform ends up, who's going to lead the change?

I'm reading The Fourth Way: The Inspiring Future for Educational Change, by Andy Hargreaves and Dennis L. Shirley. The authors begin chapter one by stating,
We are entering an age of post-standardization in education. It may not look, smell or feel like it, but the augers of the new age have already arrived and are advancing with increasing speed.
I'm not finished with the book, but it appears to me that Hargreaves and Shirley have presented an excellent call-out to anyone concerned with the state of education, and who wants to be part of the process. Halfway through I'm thinking this is a book that every teacher should be reading, not just in North America, but throughout the world. Sustainable change results from bottom-up, grassroots tipping of ideas. Who better than teachers, hundreds of thousands of them, to lead the move into this post-standardization age in education? In order to do this well, teachers will need to get re-acquainted with the core beliefs and guiding principles that they've been suppressing for so long amidst the standardized system many have spent their entire careers working within.

Everyone, including me as a teacher and parent, has an opinion regarding why education needs to be reformed, and how it should be done. Teachers are embroiled in the debate to be sure, and it's disconcerting for many who have become so used to being led in transactional ways. There's no shortage of groupthink occurring within the education reform debate, and once a little dichotomous or dualistic thinking is mixed in... voila, we have a full-fledged battle on our hands. Teachers everywhere are looking for a side to belong to. What is particularly troublesome for me though, is not what's included in these conversations, but what's missing. There are so many agendas being promoted as part of the massive education reform debate, that it appears to me teachers have lost their foundational voice; the personal belief system that should be guiding them is missing in action.

As society enters a new age in education, teachers should be playing a paramount leadership role in the process. In order to do this effectively, they will have to think hard about what it is that inspired them to become a teacher in the first place, and how their preferred future in education might align with these long-lost values and ideologies. To this end, I thought I'd do my small part as an educator and espouse some of my personal beliefs about teaching and learning. I'm going to choose some of my more passionate beliefs and post them here over the next few weeks. I'm going to do this because I believe in public education, and I believe that teachers, as the most critical cogs in the machine, have very important voices to express in moving what we do to the next level. Perhaps my effort will resonate with other teachers and encourage them to express their voices as well, but if not, at least I've made my contribution.
Here goes... 
"I believe that effective education is about people, always. We must reach people on personal levels to foster relevance in what they learn."
In the era of standardization in education, what Hargreaves and Shirley refer to as the Second Way, students, and teachers became resources in a game of high-stakes targeting of externally prescribed goals and benchmarks relative to the teaching and learning process. Somewhere in the fervor to meet these external standards, I think teachers lost some of their humanity. Curriculum standards, testing standards, professional development standards, accreditation standards... perhaps necessary elements to high-quality education, but when coordinating supports and resources aren't in place to help meet the standards, stress and anxiety result. Teachers have felt both stress and anxiety in massive doses for a long time, and this can't be good for the kids in their classes.

I have maintained my view that the most direct path to a well-adjusted student who has a passion for learning is to support the teacher working with that student professionally and personally. Well-adjusted, well-prepared, and hard-working teachers are built through systems support that ensure affordable access to professional development, curriculum development support, and sincere appreciation for the effort they make every day within challenging learning environments. We need to reach teachers on an emotional level in order that they can do the same for their students.

I'm fond of this quote...
“An understanding heart is everything in a teacher, and cannot be esteemed highly enough. One looks back with appreciation to the brilliant teachers, but with gratitude to those who touched our human feeling. The curriculum is so much necessary raw material, but warmth is the vital element for the growing plant and for the soul of the child.” - Carl Jung
Enough said. Stay tuned.

Wednesday, February 24, 2010

Oops, I Made a Mistake- Am I Still Learning?



A comment from Wendy Young (#Kidlutions) on a recent post I wrote, (Technology in Education- How to Support a Tip in the Right Direction), and an #edchat conversation about creating passion in students on Twitter this evening has my mind racing.

In reaction to my perspective that mistakes are an integral part of the learning process, and not to be feared, Wendy commented that,
as fear and mistakes go, "BRING IT". It is truly the best way to learn. My wish is that all teachers would learn to EMBRACE mistakes as part of the process of learning...and be able to transmit that to the next generation. Needless to say, some of the biggest mistakes have turned out to be things we might not want to live without: post-it notes, potato chips, chocolate chip cookies, velcro, etc! Some mistakes become discoveries in and of themselves!
What a truly insightful comment; one that I fully agree with. I was speaking to my class not so long ago, and it struck me as they were asking me what was going to be on the upcoming test, that they felt a compulsion to know  because they were literally afraid of getting  the answer to a question wrong. They were asking me for a study sheet to take home so they could memorize, and subsequently recall, the correct answers. I was saddened in that instant, and resolved immediately to have a conversation with the class about intelligence... what it means to me, and what I hope it will begin to mean for them.

Intelligence to me is not a thing, it's a process; one that never stops. I believe that those who are willing to submit to the fact that they don't really know much at all are the most intelligent because they have everything to learn... therein lies the process. At the core of intelligence as a process is the concept of thinking. When my class challenged me to provide a study sheet for them, I believe Benjamin Bloom was rolling over in his grave. During my conversation with the class, I explained Bloom's Taxonomy, and they were mystified... I was explaining that there are different categories of thought, and that my teaching and learning philosophy aligns more with the organizing, synthesizing, evaluating and characterizing side of Bloom's learning objectives classification. On that day in my class, my focus on the importance of teaching kids higher order thinking skills became a little sharper.

I believe a culture of learning is a culture of inquiry; one that supports discovery and values creativity. I need to create this culture in my classroom, and I think, as simple as it sounds, Bloom's Taxonomy is the place to start if I want to combat the fear my students feel toward getting stuff 'wrong.' To promote discovery and creativity I need to teach them how to advance their thinking so learning (intelligence) becomes a process for them; not a means to an end (the end being knowledge.)

How have we got to this place in education where recall of facts appears to be what kids think intelligence is? No single person, teacher, parent, school authority or even the students themselves are to blame. The problem is systemic. Schools bear the responsibility to react to perpetual changes in society. The complexities of our ever-evolving world pose an overwhelming challenge for schools to produce citizens who are prepared for them. Educators appear to have responded to this challenge by striving to create people who know. I believe what we should be doing is preparing people who know how to think.

I want my class to be filled with kids who passionately believe they have everything to learn, and that the path to becoming intelligent is paved with the ability to think without fear of mistakes. It's OK to be wrong, right?

Sunday, February 21, 2010

The More Things Change, the More They Should Stay the Same...

flickr CC image via robinrkc

We live in a strange and wonderful time. Our world is changing at a rate never before witnessed in virtually every aspect of society. Arguably, the advancement and integration of technology in society is at the forefront of this change. In the context regarding how technology is changing our lives, a curious irony is taking place.  As our technological capabilites expand, the distance and wonderment between previously unreachable networks of people shrink at the same time.

Technologically speaking, we appear to be rewriting the book on so many things: collaboration; cultural awareness; sharing of skills and knowledge; popular culture; real-time news... navigating this change is a fast-moving train. As a result, I am anxious that ethical and moral relativism is rearing its ugly head. Responsible utilization of digital fluency means different things to different people, and the rationalization of purpose and need regarding technology can take questionable forms. This is why I say, the more things change, the more they should stay the same.

In times of quantum change, there is a tendency to focus on rewriting the rules we think need to align with the change. We forget that, philosophically speaking, everything worth discovering has already been discovered, and that the challenge is to discover it again. In our quest for increasingly faster channels of technology evolution, I believe we can lose sight of deeply entrenched, historical values and essential truths that should be guiding our evolution; timeless bits of wisdom that never go out of style. Ethically and morally speaking, in order to guide the evolution of our new technology paradigm, I believe we should get back to ideological basics in the way we treat each other, the way we govern and the way we lead change.

I have stated before that there is no better arena to lead technology change than within the institution of learning. Can there be a better environment to synthesize timeless truths with the minute-by-minute advances occuring within the digital world? However, in order for this to happen, attitudes and perspectives need to be re-evaluated.

In virtually every collection of thoughtful insights since the beginning of intellectualism,  whether within Toltec wisdom, the Ten Commandments, the Book of Tao or countless others, sages have been extolling the virtues of ethical and moral well-being. Can we define a set of contemporary moral and ethical guidelines for the use of our expanding technology knowledge? Is anybody writing this book? Assuredly, everyone has an opinion related to how technology should be affecting and shaping our lives, and this needs to be respected, but also analyzed from a critical perspective... grounded in the timeless ethical and moral frameworks that already exist throughout the world. As a teacher and advocate for children, I believe school is the perfect place to begin filtering these frameworks alongside the technology integration challenges facing society.

A culture of learning is a culture of inquiry that values discovery and supports creativity, but it's also a culture that acknowledges discoveries of the past that guide our inquiry. Relative to the intense inertia surrounding advancing technology, there is without a doubt, contemporary wisdom to be gained through modern thought processes that will help us continue to learn and develop insight into how to maximize the advance; but there also exists timeless wisdom yet to be fully acknowledged by contemporaries about how leaders of technology change can ground their work ethically and morally. It is the integrative nature of combining the two spheres of wisdom that will allow us the largest capacity to frame technology so its potential to affect society positively will be fully realized.

Calling all schools: this is our task... are you prepared for the challenge?

Saturday, February 20, 2010

Education Reform- Just Get On With It

flickr CC image via Lance Sheilds

I have had the opportunity a few times within the institutions I serve to contribute towards the conception of mission, vision and values statements. As much as I agree these statements are vital to the long-term sustainablity of any organization, I must admit, the process can be taxing to say the least. An excellent Twitter conversation I had recently with Jerrid Kruse (@jerridkruse) spurred me to reflect further on my thoughts regarding purpose, and where it should originate in education.

One of the most profoundly thought-provoking books I have read recently is Viktor Frankl's (1946) Man's Search for Meaning chronicling his experiences as a concentration camp inmate, and describing his psychotherapeutic method of finding a reason to live. According to Frankl, the book intends to answer the question "How was everyday life in a concentration camp reflected in the mind of the average prisoner?" I took away from this book the notion that without purpose, there is nothing. I think I already knew this on some level, but not to the point where I was considering the concept as part of my minute-by-minute navigation of daily challenges. I have come to realize implicitly that purpose needs to be at the core of everything I do. As an educator, I believe it is critical that a sense of personal and professional purpose is reflected in the mind of every teacher.

Back to the mission, vision and values (MVV) statements issue...
During my conversation with Jerrid, we reflected on the question of where the MVV should originate. There is a two-fold context to this question; the organizational context and the individual context. As I stated above, MVV statements are vital to the long-term sustainablity of organizations... this is undeniable. A successful organization is one that knows explicitly what it does, the preferred future it is aspiring toward and how its beliefs will help them get there. Running alongside this collective, organizational principle of MVV statements are individual people who make up the organization. I believe that successful organizations are a sum total of the successes of the people who belong to them. For this reason, it becomes crucial for the people within an organization to be highly attuned to the MVV of the organization they belong to, but even more importantly if the organization is to thrive, these individuals must be dialed in to their personal MVV philosophy and how it syncs with the collective MVV of the organization.

At the core of our conversation was the issue of education reform. There are few who don't believe our western education system can be improved in multi-faceted dimensions. Virtually every bastion of traditional education appears to be under scrutiny in reaction to quantum changes in society demanding a proactive response from schools. We agreed that authentic change comes from the grassroots element, and in education, that element is teachers. Teachers have a unique vantage point relative to those dimensions of education that need to be changed... they are the people within education who know what is done well, and more importantly, what isn't and needs to change. With respect to MVV statements, I believe strongly that it's time for teachers to step out and share their perspective toward change in education, and in order to do this convincingly, they must be capable of articulating not only their personal mission, vision and values, but also how these are synthesized with the organizational mandate, or more critically, how they aren't. Consider the evolutionary possibilities inherent in a process where teachers are given a forum to share this reflective dialog with other education stakeholders; an intellectual environment where teachers' perspectives are not only heard, but respected because they have been shared sensibly, intelligently and proactively... and most vitally, with purpose.

It's time to just get on with the business of education reform, and there is no better cohort than teachers to lead the focused dialog about how it should be done; teachers willing to confidently share their personal mission, vision and values, the ones that reflect what's good about education today, but more importantly, the ones in opposition to what isn't.

Teachers... find your purpose, find your voice.
  • Special thanks to Jerrid Kruse for cranking up my thoughts on this topic.
Shelfari: Book reviews on your book blog

Labels

learning (55) teaching (49) education reform (29) authentic learning (24) students (24) EduKare (20) school (20) effective teaching (19) resiliency (19) educational leadership (13) creative teaching (12) education (12) hope (12) change (11) collaboration (11) creativity (11) educational change (11) perspective (11) #edchat (10) 21st Century Learning (10) Glendale School (10) caring (10) leadership (10) school climate (10) school culture (10) support (10) assessment (9) #EduKare (8) culture (8) empathy (8) professional development (8) teachers (8) at-risk kids (7) inquiry-based learning (7) learning circles (7) learning stories (7) student success (7) technology (7) technology integration (7) Sean Grainger (6) at-risk (6) collaborative teaching (6) pre-service teachers (6) purpose (6) resilience (6) responsive teaching (6) teacher training (6) Alberta Education (5) Bell Curve (5) Twitter (5) action (5) empathy reboot (5) engaging (5) integrative thinking (5) kids (5) mentor teachers (5) public schools (5) relationships (5) student (5) teach (5) teacher (5) beliefs (4) belonging (4) bullying (4) children (4) debate (4) diversity (4) high-stakes testing (4) hope wheel (4) inclusion (4) learn (4) pedagogy (4) possibility (4) school leadership (4) #ACE #school #edchat (3) #cpchat (3) ConnectED (3) LCU (3) action research (3) child development (3) choice (3) classroom (3) commitment (3) communication (3) community (3) counseling (3) creative (3) dreams (3) duty to care (3) ed reform (3) educators (3) failure (3) fun (3) growboys (3) hope alliance (3) inquiry (3) interculturalism (3) karegivers (3) life-long learning (3) mentorship (3) mindfulness (3) nemetics (3) professionalism (3) reflection (3) thinking differently (3) transformational leadership (3) understanding (3) #KARE #students (2) #ecosys (2) #nemetics (2) #redcamp13 (2) #teaching (2) Bloom's Taxonomy (2) Control (2) Google (2) Innovative Voices in Education- Engaging Diverse Communities (2) Moore's Law (2) PD (2) Tao Teh Ching (2) adversity (2) alternative teaching (2) audience (2) balance (2) behavior (2) behaviorism (2) best educational practice (2) blogging (2) boys (2) bully (2) bully prevention (2) care (2) challenge (2) change agent (2) character (2) circles (2) classroom management (2) competition (2) connect (2) connecting with kids (2) covid19 (2) development (2) dialog (2) digital technology (2) disagreement (2) edcamp (2) edkare (2) education change (2) effective classrooms (2) etmooc (2) evaluation (2) facts (2) fear (2) feelings (2) formative assessment (2) future (2) goals (2) groupthink (2) growth (2) heuristic (2) ideas (2) independent thinking (2) innovation (2) interdependence (2) journey (2) learning story (2) listening (2) love (2) management (2) mastery (2) mindful (2) morphic resonance (2) multiculturalism (2) new teachers (2) opinions (2) opportunity (2) passion (2) personal learning network (2) phenomenological (2) philosophy (2) project-based learning (2) question (2) resilient (2) resolution (2) responsibility (2) self-esteem (2) self-organized learning environments (2) servant leadership (2) share (2) social-media (2) special education (2) standardized tests (2) struggling schools (2) student support (2) success (2) sympathy (2) teacher growth (2) teacher welfare (2) trauma (2) trust (2) unconditional love (2) unconference (2) university (2) values (2) vision (2) voice (2) words (2) "Art of Possibility" (1) #LCU (1) #bellletstalk (1) #ccunesco2014 (1) #covid19 (1) #humanKIND (1) #learning (1) #positive childhood experiences (1) #printernet (1) #rip (1) #schoolleaders (1) #speakchat (1) #teacher (1) #tg2chat (1) #toughloveforx #michaeljosefowicz (1) 40 Developmental Assets (1) ATLE 2010 (1) Africa (1) Black Swan (1) Brokenleg (1) Calgary Science School (1) Circle of Courage (1) Curate (1) Daniel Durant (1) Dry Island Buffalo Jump (1) FBA (1) Fouth Way (1) Geoffrey Canada (1) Grow Boys (1) Howard Gardner (1) Impact (1) Instructional leadership (1) John Dewey (1) Kathryn Schultz (1) Lao Tzu (1) MIT (1) Michael Josefowicz (1) Nunavut (1) Occam;s |Razor (1) PBL (1) PLN (1) Phoebe Prince (1) Piaget (1) Red Deer (1) SBL (1) SOLE (1) Search Institute (1) Second Way (1) Shankardass (1) TED (1) Vygotsky (1) Wangler (1) ableism (1) aboriginal (1) accountability (1) achievement (1) actions (1) anger (1) answer (1) applied behavior (1) applied research (1) apprenticeship (1) aptitude (1) aquaintances (1) at risk (1) athletics (1) authentic (1) autonomy (1) badges (1) being wrong (1) believing (1) benchmark (1) blended learning (1) blog (1) borders (1) brain research (1) budget (1) business (1) cdnedchat (1) chaos (1) character education (1) charity (1) child (1) child-development (1) clarity (1) collaborate (1) communciation (1) communicate (1) conference (1) confidence (1) conflict (1) consciousness (1) conversation (1) cooperation (1) coordinated children's services (1) counselling (1) critical thinking (1) curiosity (1) curriculum (1) democracy (1) destiny (1) developmental (1) differentiated learning (1) differentiation (1) digital citizen (1) digital immigrant (1) diigo (1) dissonance (1) dyslexia (1) early learning (1) education innovation (1) effort (1) emotions (1) enabling (1) endogenous (1) engaged (1) engagement (1) equity (1) ethics (1) excellence (1) existentialism (1) fail (1) faith (1) family (1) fate (1) fatherhood (1) feedback (1) feminine (1) finding voice (1) focus (1) forgiveness (1) friends (1) gender differences (1) gender identity (1) global education (1) goal setting (1) governing body (1) grandfather (1) happiness (1) happy (1) hard work (1) hardware (1) healing (1) healthy (1) high school (1) higher education (1) homework (1) honesty (1) hop (1) humankind (1) humility (1) iconoclastic (1) ideology (1) imagery (1) imagination (1) improbable (1) inclusive (1) inclusive education (1) indigenous knowledge (1) inspiration (1) instinctual (1) interdependent (1) internalize (1) internship (1) interpersonal (1) intuitive (1) judgement (1) knowledge (1) lacrosse (1) leading (1) leaps of faith (1) learning circle (1) learning disabilities (1) learning disorders (1) learning from place (1) learning goals (1) learning spaces (1) learning styles (1) learning tools (1) lecture (1) library (1) lifelong-learning (1) limits (1) literacy (1) lobby (1) manhood (1) masculine (1) masculinity (1) math (1) medicine wheel (1) men (1) micro-blogging (1) mindfullness (1) mission (1) mistakes (1) morals (1) motivation (1) navigate (1) negative reinforcement (1) network (1) networking (1) new year resolution (1) objectify (1) objective (1) open education (1) open-source (1) operant conditioning (1) outcomes (1) overcome (1) pandemic (1) partisan (1) pass (1) patience (1) peace (1) polarity (1) positive (1) positive reinforcement (1) positivity (1) positve dissonance (1) postmodern (1) poverty (1) power point (1) practice (1) pride (1) private logic (1) productivity (1) professional organization (1) progression (1) questioning. Socrates (1) rally (1) rationalization (1) rdcrd (1) rdpsd (1) re-frame (1) re-tool (1) reality (1) receive (1) reclaim (1) redcamp15 (1) relative (1) relativism (1) relevance (1) research (1) resourcefulness (1) rest (1) revolution (1) ritual (1) routine (1) scholar (1) scholarship (1) sciences (1) scrutiny (1) self-deception (1) self-determination (1) self-help (1) significance (1) silence (1) simple (1) sincerity (1) skate park (1) skateboard (1) smile (1) socialize (1) society (1) software (1) solution-focused (1) speaking (1) sport (1) standards-based learning (1) stories (1) story (1) strangers (1) strengths (1) stress (1) student engagement (1) student evaluation (1) sustainability (1) synergy (1) taking risk (1) talking (1) tangibility (1) targets (1) teacher evaluation (1) teaching. learning (1) textbooks (1) therapy (1) thinking skills (1) thought (1) thoughts (1) trans-species (1) transference (1) tribes (1) unconditioned response (1) unconditioned stimulus (1) universal (1) urban gardening (1) urban schools (1) victim (1) visceral (1) wellness (1) wisdom (1) work (1) work week (1) worksheets (1) writing (1)