A Philosophy Of Education: Energy, Inspiration, And Understanding

Source: ASIDE 2015

This week we were asked to share our philosophies of education. It was a worthy question and a worthwhile endeavor. Even though like most teachers we’ve gone through many versions of these philosophies over the years, it was thought-provoking to reframe our tenets as both learning and we have evolved. We thought we might publish our current thoughts, to see what other educators think and to invite feedback about other philosophies of teaching in today’s learning climate:

~

If students were given a choice about which classes to attend each day, would they choose our classes? Is there something about the tone, the environment, the practice, or the design of information that makes our time seem worthwhile to learners?

One of our mantras with learners has been to “Look at more stuff; think about it harder.” We seek to inspire learners to use creative thinking to come up with innovative ideas; likewise, we hope to do the same with our approach to teaching. In their schooling, students hope to experience moments of wonder. An instance of surprise or curiosity, even if brief, can make all the different in motivating learners to explore and delve deeply. Insight leads to ownership, which makes meaningful the internalization of skills or concepts. One "ah ha" moment is worth one hundred perfect test scores.

To inspire others is, after all, why we teach. We rely on inspiration as the fuel for engagement. We want to encourage an environment that fosters creativity, inquiry, ownership, and independence. Learners need a stimulating environment that fuels inspiration and a hunger for knowledge. This atmosphere refers to both the physical space and the personality of the teacher. Is the room stimulating and engaging? Is the layout flexible and complementary to the learning? Furthermore, is the temperament of the teacher encouraging, with an authentic sense of optimism about the journey the learner and the educator are about to take together?

It is not about efficiency and compliance; instead, it is about things like mindset, mood, mechanisms, measurement, and momentum that push the critical thinking process in order to extract new ideas. What is the tone of the instructor's language? What is the tenor of the student-teacher relationship? A bit of humor, for example, can be key to keeping the mood light and productive. A sincere repartee can make the minutes tick by with less tedium and maybe even some anticipation.

Source: ASIDE 2015

The more interdisciplinary, collaborative, and challenging approaches we use, the greater the chance to develop individuals that are confident to take risks. In this vein, teaching and learning is a partnership. A conversational style or technological savvy can help validate students’ daily experiences and show an effort to connect to their worlds – to what is important to them. This connection stems from mutual trust. Students want to trust that their teachers are laying out clear expectations, that their grades are based on fair assessments, that their learning is in the hands of an expert. If students don't trust that we as teachers are going to keep our word, treat them with decency, and give them the benefit of the doubt, then they will tune out everything else we try to communicate.

Today, learning is no longer limited to the teacher as keeper of the knowledge, nor to the moment with little connection to the future. It has to be deeper; it is about understanding. We want students to be more like hunter-gatherers, who constantly search for anything that interests them and who share it with the world. Life-long learning is far more like the migrating hunter-gatherer, and technology has opened that door. 

We hope to harness that energy, that inspiration, and that understanding of the power of connections to explore ideas. Our hope is to tap a learner’s inspiration and creativity so that they develop as innovative thinkers and knowledge seekers.

As teachers, we want to engage students:

• To think like designers to transform the way they learn and look at the world
• To develop flexibility in their thinking about ways to learn, and to tap their curiosity
• To grow to be open-minded individuals who are knowledgeable about historical events
• To gain confidence about what they know to share their understanding and enthusiasm for history and geography with others
• To help them develop a curiosity for learning through the creation of their own work
• To provide a range of choices for them to visually map their ideas to realize there is more than one way of seeing
• To design curriculum to meet the information, technology and new media literacies needs of today's learners through current best practices that incorporate digital learning, technology integration, and social media
• To develop flexibility in their thinking about ways to learn, and to help them feel comfortable with being uncomfortable
• To promote honest discussions about disparities in society such as race and class to promote empathy for our differences
• To recognize, value, and assess the many diverse ways children learn and how to meet them there

The #Unclass Movement – Why Structure Is The Enemy Of Anytime, Anywhere Learning

Source: ASIDE, 2014

Many current initiatives, such as blended learning, genius hour, and flipped instruction, are all embracing the same potential of disrupted education. They all recognize the multi-latticed, pan-directional nature of contemporary learning. In essence, they are trying to make class time less like class time. We call this the "unclass."

Learning no longer begins and ends at the school bell. Students don’t switch off their devices and their senses of wonder just because the final period clocks out. Even though children have always pursued hobbies and outside interests, today they can network their school inquiries with their personal passions and continue their threads of discovery any time, any where. Learning becomes more like free time and free time more like learning.

Just like adults who juggle smartphones and information streams, kids today reach for a variety of sources to satisfy their natural curiosities. Schools that try to stifle this octopus impulse can run the risk of becoming irrelevant to contemporary learners.

Source: ASIDE, 2014

Recently, we have initiated the “unclass” philosophy to change our prevailing stencil of in-school activity. Rather than falling back on the typical model of teacher instruction and student compliance, the unclass approach imagines a classroom as neighborhoods of self-directed learning. It encourages imagination and skills through social media, backchannels, and self-publishing. Just as companies embrace flexible workspaces and educators flock to “unconferences,” teachers, too, can cultivate student dialogue and self-direction that can be continued at home at the end of the day.

The unclass approach is both a structure and a practice. It offers a strategy for running an organic environment in which children have ownership over their own time. It also still achieves the desired goals of learning and skill acquisition – such as linking the controversies of the Reconstruction Era to America’s racial climate today, or making the scientific method actionable in a digital, non-tinkering world.

The unclass philosophy also emphasizes a mindset. This outlook recognizes that students and teachers can engage in meaningful collaboration well after a 40-minute period has ended. In fact, only a few key questions can be addressed during a day's limited course time. The ramifications of these inquiries, though, can echo later into living rooms, ballparks, and backseats via social media and digital devices. Creative apps and self-directed technology mean that learning occurs via an unclass, with enlightenment an exuberant affirmation of student passion and teacher inspiration.

Source: Yong Zhao, Zhao Learning

In his terrific book, World Class Learners: Educating Creative and Entrepreneurial Students (Corwin, 2012), Yong Zhao talks about the "grammar of schooling," which refers to the organization of class time and rosters into periods, sections, grades, and subjects (180). He points out the "inherent logical contradiction" in trying to instill student innovation and initiative within this type of structured, one-size-fits-all curriculum (94).

In fact, Zhao quotes Professor Kyung Hee Kim in the observation that while "teachers claim to value creativity in children," they often squelch "creative behaviors," because they are non-conformist and hard to wrangle (14). Zhao argues that transferring the responsibility to the learner emphasizes engagement, accountability, and relevance for all students (171).

Extrapolating from Zhao's thought-provoking work, teachers in an unclass find that their "primary responsibilities have shifted from instilling the prescribed content in students following well-established procedures in a structured fashion to developing an educational environment that affords children the opportunity to live a meaningful and engaging educational life" (176).

For more ideas about the unclass movement, we recommend "The EdCamp Mindset - How An 'Unconference' Can Yield An 'Unclass.'"

5 Things Learners Expect From Their Educators

(This is Part Two in a two-part series about the expectations of learning relationships. Please check our previous post in Part One: "5 Things Students Expect From Their Teachers.")

More and more in recent years, we've started referring to the kids in our classes as "learners" rather than "students." It began unintentionally but became more and more frequent. We gradually realized that the relationship between learner and educator is not always the same as between student and teacher. As we explored earlier in the "5 Things Students Expect From Their Teachers," we are shaping our goals for new school year, and we're trying to consider an even more nuanced connection between any learner and his or her guide.

A learner is someone who seeks knowledge, who solicits professional development, who values links from a Twitter PLN, or who watches YouTube videos to hone a skill. Employees and entrepreneurs, welders and poets all further themselves by seeking insights from a trusted specialist. Any interaction that results in greater understanding or proficiency forges a learner/educator bond.

The word "learner" suggests an open-mindedness and a self-initiation. The word "student," however, implies a hierarchy. It defines a status, where one is the instructor and the other is the pupil. This difference is akin to actively enrolling in a class versus being at the mercy of a class. It is the difference between training and tutelage, between aficionado and authority.

We’ve all experienced the letdown of learning, whether at disappointing conferences or half-hearted meetings. As both educators and life-long learners, therefore, we want to make every effort to cultivate scholarship by aligning realistic expectations.

What do learners expect from their educators?

Expertise

Any learner who willingly admits that they do not know something is relying on the expertise of the person at the podium or the webcam. A genuine educator needs a reflexive, virtuoso mastery of the content, so they can then focus on the complicated business of information delivery. Their prowess should be evident and even taken for granted, so the learners can feel safe. Novices can know they won't be led astray or put to the mercy of someone bluffing through sessions in exchange for a paycheck.

Clearly Delineated Goals

To march hand-in-hand with a coach means that there should be targeted, mutually agreed upon goals. Physical therapists and personal trainers know this, but sometimes traditional classrooms or webinars avoid this crisp delineation in favor of generalized discussion. Jointly designed benchmarks and precise assessments can ensure that every moment matters. For both adult learners and middle schoolers, a specific end is critical to seeing a process through with motivation.

Mentorship

Hesitation and insecurity are natural byproducts of learning. Coming to grips with a difficult skill often requires asking for help. In this confession, the apprentice hopes for a mentor's empathy. Mentorship means partnership. A mentor's role is one part confidante and another part older sibling. It involves the sharing of wisdom and the patience of listening. Even in a crowded classroom, a teacher can try to remember this counseling, advising mindset that lets every learner feel heard.

Feedback

Feedback is perhaps the most difficult thing to give and, therefore, the rarest dynamic in learning. Authentic feedback takes time. It requires a bias-free, assumption-free language to offer constructive advice. Knee-jerk criticism and empty praise are not feedback. In fact, they do more harm than good. Feedback is one-to-one, honest, actionable input about what went well, what didn't, and what steps can be taken to go forward.

Deftness With Necessary Tools

A valued educator needs a fluency with the most apt resources for his or her field. Even a talented professional will draw skepticism if he can't nimbly negotiate the tools of his trade. A chef with a sophisticated palate will still be circumspect if she can't effectively wield her knives. An architect with a revolutionary design will still invite worry if he couldn't safely construct his home. This agility refers both to the latest instruments and the time-honored implements. We can't force children to use typewriters just because we did when we were their age.

5 Things Students Expect From Their Teachers

(This is Part One in a two-part series about the expectations of learning relationships. Please check out Part Two: "5 Things Learners Expect From Their Educators.")

As the summer is winding down, we’ve begun mapping out the first few weeks of classes in September and also sketching out our goals for the new school year. This planning has inspired us to reflect on our personal aspirations as professionals and life-long learners. It occurs to us to ask if there’s a difference between a “student” and a “learner,” between a “teacher” and an “educator.”

Teachers want their students to be responsible and curious. They expect their students to follow class rules and do their homework. But what about the reverse? What do students want from their teachers?

If we gave students a choice about which classes to attend each day, would they choose our subject? Would they view our pedagogical approach as worthwhile and interesting? A teacher’s job is not to be an entertainer, obviously. Gail Godwin’s quote, that “Teaching is one-fourth preparation and three-fourths theater,” holds true only on a certain level. But the role of the teacher is undoubtedly to engage each child and inspire interest.

The partnership between student and teacher relies on expectations. When these needs are met, they create decades of learning and admiration. When unmet, however, they foment years of delay and resentment.

What do students expect from their teachers?

1. Moments Of Wonder

Students yearn to feel inspired by what they are learning. They want to know that their time in our classroom is worthwhile. Instances of surprise and enlightenment, even if brief, can make all the different in motivating children to explore and delve deeply. One "ah ha" moment is worth one hundred perfect test scores. Arousing astonishment and eliciting revelation are the hallmarks of a talented teacher. We want to give our students an intriguing tidbit to fill the conversation void when parents ask at the dinner table, "So, what did you learn at school today....?"

2. An Understanding Of Their World

Students, especially middle schoolers, will always look at their teachers with a charitable disdain for their patently uncool status. Adults, in their minds, have no idea what it's like to be a child today, and they couldn't possibly listen to the right music or wear the right clothes. Still, a teacher has a duty to figure out how to convey an understanding and an appreciation for children's worlds. This means being able to navigate pop culture and especially being deft with technology. Essentially, it means not alienating young eyes by being deliberately out of touch with what is important to them.

3. Mutual Trust

The most common complaint from students of any age is, "That's not fair!" The students are right. Too much homework and too difficult tests are not fair. Double standards with class rules and draconian punishments for misdemeanors are not fair. Fairness equates to trust. Trust means clear expectations. And sticking to these expectations is the best way to let students know that, no matter how hard the test is, they are well prepared and validated along the way. If students don't trust that we as teachers are going to keep our word, treat them with decency, and give them the benefit of the doubt, then they will tune out everything else we try to communicate.

4. A Bit Of Humor

The most critical element in creating a successful learning community is the mood of the class. What is the tone of the instructor's language? What is the tenor of the student-teacher relationship? Laughter is a key to keeping this mood light and productive. Even the toughest of teachers wins points from her students if she can crack an unexpected joke. Witty banter and a dose of silliness go a long way toward keeping children engaged. They make the minutes tick by with less tedium, and hopefully maybe even some anticipation.

5. A Lively Environment

The environment of the class is a close cousin to the mood. This atmosphere refers to both the physical space and the personality of the teacher. Is the room decorated in a visually stimulating style, with enriching posters and relevant student work? Is the layout lively and pleasing, and the design kid-friendly and complementary? Furthermore, is the temperament of the teacher upbeat and joyful, with a stimulating sense of optimism about the journey the child and the adult are about to take together?

Technology & Specialization - How To Cultivate Master Teachers?

Source: Washington Post, ASIDE

As more and more states opt out of the Common Core requirements, the question mark looming over U.S. education grows more and more daunting. Each evening our Twitter PLN lights up with creative ideas about project-based learning, flipped engagement, and BYOD flexibility. But these are not the national norms. The morning news, in fact, registers exactly the opposite, with more and more stories about regrettable school closures, bungled teacher ratings, and bubble-sheet scandals.

The coast-to-coast consensus on a direction for student learning seems as unattainable as ever. Public, parochial, independent, charter, and home school options are all good-faith models of teaching and learning. But it's like the debate over school vouchers -- with so many options, who is being left behind?

The Common Core initiatives at their best are attempts to elevate skill expectations and to implement desired outcomes across the country. At their worst, however, these new standards simply replace old standards. One size still fits all, and rote testing becomes both the symptom and the prescription for the lingering malaise.


We recently came across a motion graphic from Public Impact, made in conjunction with Column Five Media, which offers several novel proposals for upending America's schools. These suggestions differ by focusing on the teacher. They imagine how the best educators could apply their training and their time to best effect. We don't yet know much about Public Impact as an organization, and we're trying to read up more about the group's point of view. The Advisory Team does feature some respected names, and as a stand-alone video, the clip presents notions worth considering.

Source: Public Impact

A few of the stated aims include:

• Specialization - where the single-teacher, contained elementary classroom is broken apart
• Multi-Classroom Leadership - where teacher-leaders are encouraged to guide bottom-up teams
• Time-Technology Swaps - where the flipped or MOOC model is brought back into the classroom to maximize teacher time allocation

According to Public Impact, these changes could instill an "Opportunity Culture," which would subsequently lead to higher salaries. We like this scheme more than, say, the "Teachers Pay Teachers" construct, which turns educators into corporations. Some of the Opportunity Culture details do seem still in the conceptual phase. It's also unclear how exactly a small handful of teachers would be labeled "expert" among the larger pool of "other" teachers. But as fuel for the continued educational discussion, these propositions seem worth adding to the fire.

For other resources, please check out the following:

• GPA, SAT, ACT ... RIP
• The End of the Test?

Poetry, Persuasion, and Perseverance

What Teachers Make - Taylor Mali

In solidarity or perhaps empathy, we thought it worth mentioning Taylor Mali's book What Teachers Make: In Praise Of the Greatest Job In the World, published in April 2012. The title for the book was taken from his well-known poem "What Teachers Make," originally published in 1998. This passionate poem in defense of teachers was written in response to an arrogant lawyer who insulted Mali and the entire teaching profession at a dinner party. Equally as popular is the poet reading it in front of a live audience. We've posted the video below.

In his book, Mali continues the conversation in support of teachers. He celebrates the teaching profession, and his words are a poignant reminder of why we do what we do. Of particular note are his chapters on "The Value of What You Cannot Test," "The Importance of Mentoring," and "There Can Never Be a 'Lost' Generation." Since Mali was an educator himself, he offers valuable insights into ideas from his own lessons over his years of teaching. This book should be in every school library, but perhaps more importantly in every teacher's book collection, too. Kirkus Reviews described it as "big, bright life lessons in a pocket-sized package" that "delivers a powerfully positive message, but it's also a valentine to teachers everywhere."

The book, What Teachers Make, values the profession and recognizes the care and dedication of teachers in what Mali describes as a "hobbled American education system." Likewise, it is also a reality check for parents who view "their child's teachers as little more than educational stepping stones." If we had to add to this, What Teachers Make should be put on the mandatory reading list for legislators and government officials who make educational policy decisions and base teacher evaluations on standardized test results.

Each time we watch Mali read his poem, we get inspired and feel a sense of pride. We've posted it here.



For additional techniques on teaching poetry, click here for lesson plans by Taylor Mali.