Dinosaurs in the Classroom

This isn’t the article i intended to write on the blog. That’s still half written, so i’ll save it for another day. Instead, I saw something that got me so hot under the collar that i felt the need to get some stuff off my chest.

First, a bit of background about what’s made me mad.

Over 30 years ago, I was a young man fresh out of college and early in my first career as a private banker. I was excited and thrilled to be out in the professional world at last, ready to build my career. However, I had already had a few months to realise that all was not necessarily well in the world of work and that there were many sharp rocks in the water that could harm a career or harm the idea that all the people working in an organisation are strongest when they all align and pool their best efforts in a common direction. A couple of short stories will illustrate.

Initially, I had to rotate through all the departments of our bank – to understand the work done by each department and begin to build my technical knowledge. I started in the wills, trusts and estates department, full of dusty ledgers and ruled by arcane sets of rules on double entry bookkeeping. Maybe work that entails whole days rifling through the personal possessions of people who’ve just died does something to the inhabitants after a while. After a few weeks I was given a task to collate the records of a large collection of share certificates. Some were for defunct and bankrupt companies, some had been taken over, in some cases the shares had been split many times. It was technical and time consuming work that required great accuracy. I was new, i wanted to learn and i threw myself in to it heart and soul. Extra hours, skipped lunch breaks – I was in the zone. When I’d finished I checked and double checked my work before taking it to the desk of the supervisor.

He opened up the ledger, looked it over for a while and then told me he’d get back to me. Three days later he called me to his desk. He didn’t invite me to sit, pushed his glasses down his nose and peered over the top at me. “Hmm. Interesting.”
My heart lurched. I’d been so careful in the work, had taken such care. Had I made a mistake?
“Wellllll, it’s all correct, as far as it goes ……………. but this isn’t the way we do it here.”
“But is the information accurate, correct and understandable?”
“Yes, Mark. But, you need to understand, this isn’t the way we do it around here.”

All my pride in that piece of work just washed away like someone had pulled out a big plug. I struggled to understand how a piece of work could be right, accurate, clear and yet ……… all wrong because it wasn’t laid out according to some hidden, secret, set of protocols. needless to say, I was made to lay the information out in exactly the way required. my enthusiasm and sense of ownership had gone and somewhere I was cautioned to limit my inclination to use initiative and innovate.

man-holding-his-head-with-hands_1154-47

In the following weeks I picked myself up, renewed my energy and decided to be positive and optimistic, putting this experience down more to the individual I was reporting to than the system as a whole. I threw myself back in to my work with new energy.

A few weeks went by. I will never forget a particular Friday when i took some time out to go to lunch with a couple of my colleagues. As i was coming back in to the building I suddenly felt a tug on my elbow. A much older colleague with whom I’d had little dealings asked/ told me to step in to a meeting room. As I entered, I recalled that someone had pointed him out to me as ‘the union rep.

“Mark, I needed to talk to you on a very important matter.” He looked stern. “It’s come to our attention that you’ve been working late, taking work home and doing extra projects for the management. It must stop immediately. You’re setting a bad example, management will start expecting it of everyone and we can’t have that.”

After I picked my jaw up off the floor I figured out how I wanted to respond. I won’t write exactly what i said here, but the gist was that I told him to mind his own business and that I would thank him not to infringe on my rights to choose how i approached my career.

There is a little side note to that story. About 5 years later I bumped into said Union Man at a company event. By that time I’d undergone a few promotions, moved jobs and offices, done a secondment in the Channel Islands and was generally moving forward in my career pretty rapidly. He, on the other hand, still sat in the same office, doing the same job at the same grade and was known to be full of bitterness towards the company that he considered had failed to recognise his talents! My only hope at the time was that he wasn’t getting to pour his poison in the ears of any other young, keen and ambitious employees.

I’ve always chosen to live (and work) according to the spirit of the famous poem ‘Invictus’, by William Ernest Henley;

“I am the master of my fate: I am the captain of my soul.”

We are none of us helpless and we hold our fate in our hands. I also find common cause with writers like Cal Newport, Seth Godin, Simon Sinek and Adam Grant;

Cal Newport – So Good They Can’t Ignore You

“Stop worrying about what you feel like doing (and what the world owes you) and instead, start creating something meaningful and then give it to the world. Cal really delivers with this one.”
–Seth Godin, author, Linchpin

Adam Grant – Give and Take 

Simon Sinek – Leaders Eat Last

These writers all have in common that they are considered to be Twenty First Century thinkers and writers, espousing the right ideas for those who want to succeed in a rapidly changing and demanding environment.

I well remember after i left banking in the late 1990s that as I worked to change my career I started to evaluate where I wanted to work. Without ties, the world was open to me. In some ways, the decision was made for me when people started talking genuinely and seriously about legislation that would, by law, limit the working week. As though, somehow, in some sort of socialist Lala Land it was going to be mandated that nobody must have ambition, nobody must make effort to rise above anyone else, nobody should gain or benefit from the fruit of their own labour. This was all the motivation I needed to set out on an international venture that has now stretched for close to 19 years.

Young people today are growing up in a very different world to the one that I grew up in. It’s way more global, more connected, faster paced and requires a greater level of continuous learning (and unlearning) . This is exactly the kind of world that Newport, Godin, Sinek and Grant are pointing towards. This makes two things very clear to me;

a) When adults say of lifelong learning things like, “I make a particular point of learning from everyone around me,” you’re listening to someone who’s fudging it. Lifelong learning means real learning, not just the lazy practice of kidding yourself that because you spend time around others you’re absorbing their knowledge and wisdom by osmosis. If that was true, we should give every kid in school and A grade when they pass out – just because they showed up and spent time around others.

It also, though, doesn’t necessarily mean the frenzied pursuit of more and more bits of paper. Certificates that say you attended some programme of learning don’t necessarily represent a good fit with the knowledge you need at the time. The best learning to meet the needs of an ever evolving life is the learning that can be gathered through a self-generated and evolving curriculum based upon personal interest, opportunities and circumstances.

b) And this one is the real bee that got under my bonnet and inspired me to park the other article i was writing – people like Union Man shouldn’t be allowed anywhere near Twenty First Century children or their teachers. Their toxic line in mediocrity is so unhealthy that it has no place.

What do i mean – here’s an article published in TES that had me almost frothing at the mouth;

TES – Teachers Shouldn’t be Expected to Work For Free

This article seems to start off on the subject of school/ education funding. However, suddenly it veers off in to a rabid attack on school leaders in a style that would have been worthy of a protege of my Union Man from 30 years ago.

According to the writer, every time a teacher is offered an opportunity to learn, to grow, to expand their skills in to new areas their first response should be, “Not until you tell me what’s in it for me.”

This is how we prepare and motivate teachers to lead a new generation towards fulfilling their potential, grabbing opportunities in the global economy. Do the world’s great creators, artists, designers, idea generators ask, “Can I get away without doing this extra half an hour of effort?” or “Tell me what I’m getting paid before I put in this effort.”

This is the way educators in Britain will condemn another generation of young people to live stunted and denuded lives, wondering why they’re not better off than their parents’ generation, wondering why all the money and jobs seem to be flowing elsewhere, why Asian economies are so buoyant while theirs remains so anemic.

If the writer needs extra time to watch Great British Bake Off, rather than supporting a generation of children to get the best possible education that is his prerogative. But I wish he’d keep it to himself

 

Advertisements

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

Will You Choose to Matter?

Seth Godin, extending on one of his ideas in the ‘Stop Stealing Dreams’ manifesto for education.

Can we create schools in which both educators and children are motivated to do work that matters – not just simply to ‘play the game’, go through the motions and give us what the system expects? Can we develop cultures and environments where more people have the desire to go beyond mere success, who don’t feel the need to apologise away their passion and who truly yearn to stretch to their limits to understand what is really possible for them?

Tenby Educators – Academic Year End

Dear Tenby Educators
Following on from my end of term letter to you all, I promised you some more information here!
As educators who espouse the virtues of ‘lifelong learning’, it is vitally important that we too make lifelong learning a natural part of our day to day life. As educators, we are in a unique position to model the values of the school for our children.
I also happen to believe that this value of ‘lifelong learning’ is a win-win for all of us – growing feels positive, learning is enriching. I also believe that educators share knowledge, so for me that’s the biggest reason why this blog exists.
Vacation time is important for us to recharge our batteries, to reflect on our professional practice and to set goals for ourselves that motivate, inspire and excite. I believe humans are a bit like bicycles – we’re at our best when moving forward and standing still really does us no good at all.
I take this opportunity to share with you my personal selection of great reading, perfect for vacation.

1. Mindset, Carol Dweck
This is a book I’ve been very fond of recommending to both colleagues and parents, ever since I read it for the first time. I believe it deserves to be right up at the top of the reading list. Carol Dweck is a professor at Stanford University. Her book explores, through research findings the impact of the Fixed Mindset vs Growth Mindset. The starting premise is a simple one, but as the book highlights the implications are massive. Educators and parents who are not aware of the findings in this book can be inadvertently reinforcing fixed mindset that can blight the lives of children as it infects their beliefs about academic abilities, propensity and skill in learning, creativity, sports and physical skills and abilities.
If you choose to read only one of the books on this list, this is the one I recommend.

2. Happier, Tal Ben-Shahar
A small slim book, but one of of my favourite books. The book is a bi-product of Tal’s course that he used to teach at Harvard – the most popular and most attended course there. Yes, indeed, the young under and post-grads of Harvard are smart enough to realise that they can have all the skills, intelligence and ability to get in to one of the world’s great academic institutes, they might be destined for great professional success – but, none of that guarantees them happiness in life. Tal is a part of the ‘Positive Psychology’ movement that is applying the rigour of academic research and thinking to what might previously have been strictly the domain of the self-help movement.
Very thought provoking and well worth exploring.

3. Flow or Finding Flow, both by Mihaly Csikszentmihalyi
I’ve read both of these books twice, and took something new away each time. Both are fascinating and well written books about how to ‘get in the groove’ so that tasks don’t feel like tasks and we get more done of what we need to do to achieve our goals and aspirations.
These have occasionally provoked some really interesting conversations with students about how to create meaning and purpose in mundane tasks. I talked about how when I had menial manual jobs as a youngster I would set myself targets related to how quickly I might complete a task, how accurately, estimating various aspects and then seeing how close I could get to those estimates. As I did this I found time on task flew by, I avoided boredom, got the job done and felt satisfaction afterwards.

4. Linchpin by Seth Godin
In a changing world, everyone needs to pay careful attention to how they ‘make meaning’ in the world, carve out a niche for themselves and do work that is engaging to them.
On my first reading of this book I found so much that was significant both for us as adults and for children in school, being prepared for life.
In short – it’s about how people make themselves indispensable (and that includes reading and learning!)

5. Disrupting Class by Clayton Christensen
A Harvard Business School professor who has built his reputation on work about how technology does so much more than just lead to incremental changes in any industry, turned his attention to how technology can radically disrupt the field of education.

6. Schools That Learn by Peter Senge
This certainly wins the prize on this list for the biggest and heaviest of the books – maybe a bit too heavy for your hand luggage if travelling. Peter Senge is one of the world’s leading authorities on Systems Thinking. In this book he turned his attention to schools, education and parents. There is an accompanying website that provides more information:
http://www.schoolsthatlearn.com

7. Good to Great by Jim Collins
One of a series of books that looks at companies and organisations from various fields, exploring how they get beyond just merely being good companies or organisations, but become outstanding – and, maybe more important, sustain it.

8. The Leader Within by Stephen Covey
Most people know Covey for the Seven Habits of Highly Effective People (and subsequently, the Eighth Habit). In this book he translates the habits in to a set of principles that can be used to create a school culture, following through in some detail some of the first schools in the USA that did so.

9. The Element: How Finding Your Passion Changes Everything by Sir Ken Robinson
The man best known for his groundbreaking TED talk that challenged some of what he perceived as wrong in education today. It’s the most watched TED talk ever and has been the inspiration for many educators to bring meaningful change to schools and their teaching.

10. Punished by Rewards by Alfie Kohn, or
Unconditional Parenting by Alfie Kohn
A somewhat controversial and provocative, New York based educator who has published many books setting out well-reasoned arguments that challenge some fashionable and accepted orthodoxies when it comes to teaching, schools and parenting. Reading Alfie Kohn’s work leads us to start to question things we may have taken for granted in many ways about children.

Bonuses:

11. Drive, Daniel Pink
As a long time reader of Pink’s books and his blog this book had been on my ‘to be read’ list for quite some time. It’s a fascinating exploration of human motivation. It’s relevant for us to understand our motivation as adults, but also to understand children’s motivation to learn.

12. Giving Voice to Values, Mary C Gentile
I originally received this book as a gift from a professional colleague. Ms Gentile is a professor of Babson College, USA and the book explores the issues of finding courage to lead through values and inspire others. It explores how values can be the driving force for an organisation and for leadership.

Teaching Science

To think about how we teach science in our schools, we first have to think about what science is (and isn’t), think about the motivation and confidence of the learners and think about what we want them to be able to do after learning.

Seth Godin, through his recent blog post has given some interesting thoughts about how we should be teaching science and also hints at where, too often, it goes wrong;

Seth Godin – How to Teach Science

The list of things we don’t want to hear at the end is partcularly interesting – haven’t we all heard science teachers say these things?

Seth Godin: Linchpin – Making Work Matter

Yesterday, I added a post to the blog which, by coincidence cross-referenced three of my all time top 30 books. Today, I saw a link to a video that was about Seth Godin’s great book, Linchpin which also makes my Top 30 list, for sure.

To see the video follow this link. Then, go about half the way down the page where you are required to put in a password (which is areyouagenius taken from further up on the same page). Well worth a watch.

Seth Godin – Video Talking About Linchpin

Seth starts just after 4 minutes. The gist of what he talks about is making work matter, making it purposeful.

Great Teachers Teach Commitment

Seth Godin – spot on !!

Seth Godin – Blog Post
(Click on the link to read)

A short blog post from Seth Godin, but with big implications and a lot to think about for all thinking, caring educators.

%d bloggers like this: