Appreciating Teachers

A client walks in to a lawyer’s office, approaching the receptionist’s desk, “I’ve come to bring a gift for Ms X, my lawyer.”

It doesn’t happen. So, why do teachers think that they’re a different profession worthy of receiving gifts in gratitude? In my view there’s only one real significant benefit in giving a gift to a teacher – and that is as part of a family educating their children about giving, gifting and appreciation as part of development of values.

In other words, it’s really about the benefit to the giver rather than the recipient.

many years ago i worked in private banking. over a couple of years, we placed a big emphasis on raising our levels of customer service, sensitivity to the needs of our customers and empathy skills. The training included, among other things, Neuro Linguistic Programming (NLP). There were many bi-products. Attrition/ turnover of clients dropped significantly. Clients spent more money with us, placing a bigger proportion of their investable assets in our care. As a result, our profits went up appreciably and we were well rewarded in salary increases and bonuses. But, we started to run up against an interesting problem. More and more elderly clients were leaving legacies to their account officers in their wills. Mostly, they were token amounts, but i had one client who was adamant that she was going to leave me over 10,000 pounds (a lot of money back then!). maybe it was for the best that she passed away the day before she was due to meet the lawyer to revise her will. Because, the truth was I was uncomfortable with her leaving me money for what I had done. My belief was I’d done my job and been a decent human being in my relationships with her and other clients.

In all my years as an educator I also feel I would have felt genuinely uncomfortable if a parent had ever given me a gift of any value. I also often felt uncomfortable when students gave all the praise for their examination achievements to the teachers, parents and tutors – as though they had simply made themselves passive recipients of knowledge and allowed the gurus to put the learning in to them. To be a true lifelong learner, the individual must see their educators as mere facilitators who assist them to acquire the skills to learn, lead them to the sources of knowledge and support them on the initial stages of the journey.

I loved receiving cards, drawings or letters from students and have often kept these as special memories. They frequently represented very spontaneous and open heartfelt messages from children. If parents were appreciative or thankful for how the school ran, face to face or through emails and cards – that was more than enough thanks. In the same way that one doesn’t give to receive, I believe true educators don’t give of themselves, their professional skills and efforts in the expectation of receiving something back other than the knowledge and evidence that children have been given the opportunities to begin their journey enthusiastically and with solid foundations as lifelong learners.

The Guardian – Secret Teacher – We Don’t Need Gifts – A Thank You Will do

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Selling The Future

As educators, when we talk to parents about our schools, our approaches to education and what should matter most in the education of children, we need to talk a lot about the future – the future of the child, the future of the world we are preparing the child to live in and how that child can be helped to have the maximum chances of success in that future. So, for example, we talk about the vital importance of developing the skills of being a lifelong learner. This doesn’t just impact our communication with parents, but also with teachers.

That’s a massive problem for us because, as Seth Godin makes clear in this blog post – the future doesn’t sell, but the present does.

Seth Godin blog – It’s Almost Impossible to Sell the Future

So, while we’re earnestly selling parents on the idea of their child’s long lifespan, the likelihood of multiple careers, need for flexibility, resilience, lifelong learning and re-learning skills etc., the parent just wants to ask, “What did my child score on this week’s Maths test?” Further, teachers are very often sold on the idea that their work only has real meaning and motivation for them if they’re engaged in activities that show immediate response – can I see that this child is better at using adjectives this week than last week, is the class better at reciting their seven times tables this week than they were at the end of last term?

I firmly believe that this is one of the biggest hurdles that gets in the way of the kind of reforms that education needs. Whilst those of us who’ve studied hard, worked to understand the latest research, strived to understand where the leading experts tell us the world is going in the future and then put in the tough work to figure out what that should mean for reforming education are, to some extent, destined to find many of the most important messages falling on deaf ears with the key stakeholders we need to carry with us.

They all want to know what’s appealing, shiny, new and now. In these circumstances, we shouldn’t be surprised that when schools are marketing or even when educators are sitting around planning together, the talk is almost entirely about how we can do what we do today, just a little bit better. This incrementalism feels comfortable to all concerned, but in a world that is changing as fast as ours, it may be doing a massive disservice to our children and producing a generation of children for whom it will be a matter of luck and exposure as to who is able to take most advantage and succeed. There would be way too many students lead to believe that if they diligently apply themselves as the teachers and their parents tell them, produce good scores and grades, that the world will be theirs. When they discover this isn’t the case, they’re going to feel sorely cheated.

Teachers have their motivation tied to seeing short term gains in children’s learning. So, focusing on the children’s acquisition of ‘stuff’ is inevitable. Parents and school leaders are also happy to focus on these things because they provide easy, simple and immediate measures for accountability. “How else would we know if the teacher is doing their job effectively?” they might all ask.

The challenge is that we need to find the right ways to steer our children’s education in an effective direction that provides a meaningful preparation for the future and the longer term, by carrying teachers and parents with us. This is a hard message to sell, and we’re going to need new ways to do that. The easy way out would be to settle for incrementalism and work to introduce a few future focused elements in an education approach which remains short-termist. However, I believe this would be to fail our children and we have to figure out how to make the future more appealing, believable and

Great Teachers are Made, Not Born

It’s very popular in schools today to talk about ‘lifelong learning’ and its desirability in our pupils. We are meant to take approaches in teaching and learning that help students to develop the skills, the desire and the willingness to take responsibility for their own learning. We want them to see learning as a “pull” process, not a “push” process. We don’t want children to passively wait for us to put knowledge in to them – to do school TO them. Instead, we want their curiosity, their willingness to take knowledge from wherever they think is appropriate, based upon the skill of discernment towards sources.

Who need to be the ‘lead lifelong learners’? The teachers. As education leaders we need to be very clear – this is unlikely to just simply happen by chance, certainly on the levels and frequency we need to influence children directly or indirectly. So, ways to get teachers on a long term journey of learning and to get it outwardly visible to children should be critical parts of our focus. Commitment to invest time in learning is almost always an additional commitment over and above the standard work that a teacher does (teaching time load etc.), not something you’re going to pay people extra for and not something you can really chastise a teacher for not doing. So, it’s critical that these teachers be;
a) engaged with their work,
b) motivated and positive in their outlook,
c) believing that investing effort in their own learning will be acknowledged and recognised by the school/ organisation,
d) seeing commitment to learning as one of the factors applied when considering who gets promoted/ leadership opportunities, and
e) inspired by a positive mission and vision for what the school seeks to achieve that makes them feel confident that commitment to more learning is a reasonable expectation.

The Economist published an interesting article last year entitled – How to Make a Good Teacher: What Matters in Schools is Teachers. Fortunately, Teaching Can be Taught
(Click on the link above to read the article)

It concerned me that the article failed to give due importance to these leadership related factors or the link between teachers learning and striving to improve and the need for children to develop as lifelong learners.

Other concerns were that the article so easily accepts a starting assumption that ‘grades and scores’ achieved by children are the measure of effective teaching. In such circumstances, we shouldn’t be at all surprised that many teachers become motivated to teach to the tests. If others are going to judge them on the basis of children’s test results, then they will do what it takes to have the children produce the highest possible test results.

There was one issue that the article gets right. This is an acknowledgement that within any school, overall good or poor, there will be pockets of excellence and pockets of mediocrity. Thus, for a parent or a pupil there is a degree of chance in whether they are the recipients of great teaching or not depending on which teacher teaches them, however good the school overall. I continue to feel that other industries and especially service industries would not consider this to be an acceptable compromise – that the experience of different customers can be so very different in standards depending on the individual they interact with. I believe that education has to continue to shift to acceptance that schools and leadership have the right to determine standard expectations – to define what are the ‘givens’ and to expect that teachers will commit to strive to achieve that level of standardisation as a minimum.

Next, the commitment to support the teacher’s learning and skills development to achieve those standard minimums should belong to both the school and the teacher. I get concerned at the frequency in schools and teacher culture where there is a perception that the only party paying (financially or in time) for teachers’ attendance at training or learning events, or conferences, should always be at the cost of the school.

The article touches upon the issue that is often discussed – how are the ‘best’ candidates attracted in to the profession of teaching? This is ironic as it really goes against the title and key directions of the article. If we believe that teaching can be learned and teachers are developed rather than born, then where the candidates come from should be less of an issue. This reminds me of a personal experience. When I was at Shri Ram, we took the management contract to manage a school in the Maldives under a public-private partnership with the Maldives government, known as Ghyasuddin International School. When i went to visit, i met many teachers already working in the school whose own education may have not gone much beyond higher secondary. They were very nervous and apprehensive that the new management would simply replace them with imported teachers from India. I set out to strongly get across to them that if they were willing to put in the effort, commitment and flexibility to learn what we wanted them to learn to teach to the standards that we were looking for, they had no reason to fear.

I recently met the Principal of that school and was very happy to learn that so many of those teachers are still in the school, having been transformed in their teaching and standards through a shared and common commitment to invest time and effort in learning.

My final thought on the article – I agree wholeheartedly with the writer’s belief that openness to feedback is a key part of what enables a teacher to grow, to learn and raise their game continuously. Of course, it goes without saying that you can never be too good – every teacher must believe that there is always something in their skills toolkit that they can make better.

Student Engagement

Student engagement can be considered the opposite of ‘bored students’, though I believe our aims should go higher than simply trying to prevent children from being bored. As educators, we should aspire that every student in our care develops the habits and inclinations of a lifelong learner.

This is a phrase so glibly batted around in the education environment today with little regard to what it truly means or why it matters. To me, to be a lifelong learner means;

a) A person has the inclination to continually learn throughout life, in both formal and informal ways. Too many adults let themselves off the hook by saying – ” I learn from the people around me and my experiences. That’s lifelong learning.” In the meantime, those people never pick up a book or a journal related to their professional field while slowly they and their peers slide slowly in to irrelevance. That’s no different to what all but the worst have done in workplaces since the industrial revolution (and even before that). This is something way more than that – it’s about being what I call a ‘learnivore’, hungry to acquire new knowledge directly and indirectly related to one’s professional field.
b) The person’s open and flexible to ‘unlearn’ and doesn’t cling on to old dogmas,
c) The person sees learning as a ‘pull process. They’re not waiting for someone to ‘do learning to them.’ There are telling examples here when you see the reactions of some teachers to new information technology. When you put new hardware or software in to the hands of a youngster, they experiment in order to figure out how they can use it and what it can do for them. When you put it in the hands of a teacher, all too often you hear, “when am I going to get a training programme on this?” Of course, part of the reason for this is an unconscious need to be the ‘sage on the stage’ and to always know more than the students.
d) Related to that, lifelong learners are prepared to be vulnerable, to admit what they don’t know enough about and to seek out new knowledge from wherever they can find it. They don’t just try to bluff their way out or avoid.
e) Lifelong learners leave clues – they read, they consume high quality media (e.g. TED lectures, online educator debate forums etc.)
f) Lifelong learners actually relish and enjoy the learning process, in fact, so much so that sometimes they may need to place restrictions and some restraint on themselves regarding how much time they devote to furthering their learning.
g) They have developed the skills and the wherewithal to learn, to reflect on their own learning and to plan a course of learning for themselves that never ends, but always moves them forward.

Returning to the issues of children in school – if that’s the ideal of the adult lifelong learner, then what do we need to be doing in school to provide the right climate and environment to create lifelong learners. This is not just a side issue. Vast numbers of schools today proudly declare lifelong learning as a core value and principle of their school.

First – we must start off remembering that every child starts out innately in love with learning, fascinated in the world around them, ever curious and inquisitive. Too often, the poorest educators destroy that love so totally that the student will never get it back. Moving beyond ‘do no harm,’ educators need to work to keep each child connected with that part of themselves and to give them all the reasons to apply that love to the syllabus learning and beyond.

Secondly, I believe, in age appropriate ways they invest significant time in helping children to develop the habits and skills of learning, to understand their own learning, to reflect on it and to plan for future learning towards desired knowledge goals. In other words, there’s attention to the process of learning as well as the content and the end goals.

Thirdly, the educators exhibit being lifelong learners themselves, including showing vulnerability when things come up where the students may know more than them.

Next, teachers are courageous and bold in planning lessons. This does mean that some of them won’t come off – and that’s OK. They will also build genuine differentiation in to their lesson planning, supporting each student in the appropriate way. This means avoiding the traps of simplistic categorisation and pigeon-holing of their pupils. They will also invest considerable effort in knowing the pupils (not just those who actively speak up and volunteer information during classroom discussions. Perhaps more teachers would be sitting down to lunch more often with their pupils.

Student motivation is a critical factor. Attention to it should be built in to the agenda of the whole school and every member of staff from the Principal down. This also touches upon issues of student voice, agency and continually monitoring real engagement. On the latter topic, I recently came across an interesting article that highlighted the need to go below the surface to explore genuine engagement – not to get lulled or fooled by pseudo-engagement;

KQED – Mindshift – Are Your Students Engaged? Don’t Be So Sure

The article makes very clear why, and the extent to which, engagement matters. Engagement levels carry direct clues to future potential and achievements. It goes on to dissect some of the dangerous myths regarding engagement and especially the false evidence that can lead a teacher to believe a student is engaged. Pupils know their teacher wants to see engagement. As a result, many have learned strategies to ‘fake it’ within wider school cultures that motivate them to give as little as they can get away with – the path of least effort.

Quite rightly, it also points out that a classroom where everyone’s having carefree fun and a good laugh isn’t a substitute for engaged learning. As it says – there’s real effort involved – rigor, relevance and stretch – what Angela Duckworth termed called ‘grit’. Children aren’t afraid to sweat in athletics or other sports training – if they’re not ready to ‘sweat’ a bit in their classroom learning, we’re still doing things wrong.

Society or Education – Which to Change First?

I’ve shared a number of articles in the past about the ways in which modern education is failing to rid itself of the ‘industrial model’ mindset, with the result that it is poorly serving today’s young people who need to be equipped with very different skills and competencies if they are to excel in the fast changing, technological age of the Twenty First Century.

Here’s a very thought-provoking article from Mindshift, that quotes extensively from the work of John Abbott, Director of the 21st Century Learning Initiative. So many of the opinions he expresses in the article strike a chord with me and reflect issues and concerns that have been very much in my mind. Particularly, Abbott stresses that conventional schooling is not enabling young people to develop the transferable, higher-order thinking skills that they need to become true lifelong learners.

On one point I disagree with the conclusions in the article. It’s right to point out that the problems in schools cannot be looked at in isolation from the challenges in the rest of society. As technology changes the world in fundamental ways, we have options and choices about what kind of society we want to have (and therefore what education will prepare us for it). However, to suggest that the changes in society must happen forst, and then educators will adjust later is to risk leaving a generation of young people to flounder without the skills and equipment to operate effectively in the changing world. I believe those of us in education have to have the courage to look in to the future and reshape the education that will prepare young people. We cannot necessarily know what choices the world is going to make in terms of the shaping of society. However, if we help young people NOW to develop greater independence, interdependence, resilience and flexibility then they will be more empowered to deal with whatever the future holds. Sometimes I fear that too many of my peers use lack of certainty as their primary excuse for not bringing real meaningful changes in the education arena.

There was a particular sentence in the article that really stood out to me – “Adults who feel hard-pressed to predict or control their own destinies, and who feel confused about the “big issues of life,” Abbott notes, are less willing to give children the time and space they need to shape their own futures.” I read this in the context of both educators and parents. There’s no doubt that we see such sentiments from some parents at times. The more uncertain they become about their own lives and feel like so much flotsam tossed on a tumultuous sea, so they seek to control more and more aspects of their children’s lives. In plain terms – it doesn’t work! Our children need courageous parents working in collaboration with courageous educators.

Tutors – Saints or Sinners?

In a healthy education climate, should students need to supplement the time they spend learning in school with additional time (and cost) of tutors and tuitions?

This report from the New York Times gives a variety of American perspectives on the issue, the majority of which indicate weaknesses in the existing system that are causing the felt need to supplement with tuitions.

New York Times – Room for Debate

The articles suggest that the biggest culprits are high stakes testing causing pupils and parents to believe that they must do whatever it takes to get an advantage over others. Maths is one subject where students are seen as particularly vulnerable and needing further inputs.

My biggest fears are that the thirst for tuitions is driven from an out-of-date paradigm in which teachers are the deliverers of knowledge, where learning is seen as an accumulation of knowledge which is ‘put in’ to the pupil by the teacher and where outcome is completely linked to volume of input.

I am also concerned that, later down the line, we’re going to conclude that all these tuitions did long term damage to the person’s potential to be a self-driven lifelong learner. This is because, unconsciously, the learner begins to believe that learning is something done TO them, rather than BY them, that it only takes place when in the presence of a teacher who is the centre of focus.

I believe that a part of the trouble is that we tend to employ two different groups of people in primary and secondary education (three different groups if we also include the tertiary sector as well) and nobody ever really looks at the totality of the learner over the long term. Each group sets itself goals that relate to students’ levels of knowledge (and sometimes skills) at the time when they leave that sector, rather than seeing the bigger, long term picture. Somewhere, some advanced thinking is needed that focuses on the entire learner throughout their life. I believe one aspect of such an approach would see a greater emphasis on acquisition of independent learning skills and habits at an earlier age – primary education that worries more about whether children are inquisitive, curious and creative than whether they’ve completed the syllabus and scored a certain percentage by the end of each class.

Education is not a Taylor-ian production line, with a set of processes to be completed at each work station along the route. A child’s ability to score 95% in an exam in Class IV is not proof of progress along the journey to being an effective lifelong learner, citizen and person capable of fulfilling his/ her potential. It just says they ‘got’ whatever we said they should get in that particular year of their life.

To make such changes we’re going to need to do some new things; train teachers to work with the whole child and see there work in a long term context, trust them to deliver professionally without lots of cookie cutter tests to check if they put the right ‘stuff’ in to class III-B etc.

The answers don’t lie in just doing more of the same and hoping for some magically different outcomes. There’s a long and potentially exciting journey ahead.

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