Teaching and Christmas Dinner- a metaphor

I’ve just been preparing kai (food) for our week ahead and whilst in the kitchen my mind wandered, as it does, and it got me thinking about how teaching is a bit like preparing a Christmas dinner for a big family. Here are my thoughts... 

 

Let’s imagine it is Christmas Day (or any special occasion where whānau or family may come together to share kai/food) and you are hosting the event. You have prepared well, considered the menu, done the shopping and have everything set up to go.

And then people start arriving.

Your brother pops in to introduce you to his new partner, and yes he’d said he was bringing a date so it’s all good. You have a good chat and in the midst of the conversation you learn that your brother’s partner has just become vegan. You immediately run through the menu in your mind to see what is vegan friendly and realise that you need to whip something up. So you trawl through some websites to find recipes that you have the ingredients for in your home. Crisis averted, you have found a couple of dishes that will work, phew! You also go and change the seating plan as perhaps it might not be best to sit your brother’s vegan partner and your strongly opinionated beef farming uncle together.

Now, you start cooking the meal you have prepared and your mum and aunty arrive in the kitchen. They start opening the oven, poking the roast and making tut tut noises at the vegies. It feels like they are doing an autopsy on the meal before you’ve even cooked it. They start talking about how they used to prepare the Christmas dinner and how they used the Woman’s Weekly recipes or the Edmond’s cookbook and don’t understand these young ones who have to do everything through computers. After giving you a bunch of advice you didn’t ask for, they tell you they are sure you will do fine and then toddle off to wander around your garden- probably to discuss what you could be doing better there. You proceed with doing the potatoes the way you read on Jamie Oliver’s site which makes them crunchy on the outside and fluffy inside.

At the same time your niece wanders through and asks what is going to be for lunch. You tell her. She screws up her nose and says ‘yuck!’ to it all. Oh well, can’t please them all.

Then your sister comes in and reminds you about your nephew’s peanut allergy, you assure her it’s all under control. After she leaves you dive into the bin to look at packets to make sure there are no peanuts in any of the packaged foods. All good, just make sure he doesn’t have cheesecake and everything should be fine.

Now you get on with the cooking and realise that one of the rings on your oven isn’t working… damn! This is definitely not what was planned. It will all work out OK of course, just a bit of juggling required. You take a big breath, check in with the cooking times, and rearrange the pots. The meal will be a few minutes late.

Just while you are doing this your partner pops his head around the door to see how you are getting on. You tell him that everything is fine and he smiles and says ‘that’s good, I knew you’d have it all under control’. He then tells you that he forgot to mention that one of his colleagues from work who was going to be alone for the holiday season is joining you all for the meal, he didn’t think that one more would be a problem. You smile nicely and say, ‘I’m sure we can work it out’ as you peel another potato and map out how you might rearrange the already full table. You ask him to grab another chair from the garage and quickly rearrange the table as well as you can- it’s not as perfectly laid out as you had envisaged but it works.

Your cousin pops in to let you know that the kids are getting a bit restless and to see if you need any help… you consider saying yes please but realise that explaining what needs to be done and where everything is will take longer than just doing it yourself so say you’ve got it sorted but suggest that they might take the kids outside for a game of cricket. Killing two birds with one stone, you continue with preparing the meal.

Finally it is time to eat.

You call out to everyone that the meal is ready. Some are still out in the garden, some are watching a holiday movie, a couple have already started on the wine and are well on their way. Slowly everyone drifts to the dining table.

There is a tremendous spread on the table and people pause for a moment then start digging in. There is a happy bubble of chat. Bowls and plates of food are being shared around. Happy sounds of people enjoying their food ensue; your brother’s partner enjoys your whipped up vegan delights, your uncle loves the roast, the kids are hungry after their game of cricket so tuck in (including your fussy niece who doesn’t utter yuck once to your surprise), and your mum and aunty notice how fluffy and crispy the roast potatoes are and they even ask you for the recipe.

You sit back and smile. It was really hard work but it was all worth it.

Everyone is enjoying the fruits of your labour, as are you. It is a moment of bliss and the mess you have left behind in the kitchen is forgotten for now.

It wasn’t perfect, to be honest if it was going to be perfect you wouldn’t have invited anyone to come along but then that would’ve missed the point wouldn’t it?   

 

So much of this scenario is like teaching. Constant change, everyone has an opinion, you work your butt off trying to keep everyone happy, you can feel quite lonely and unappreciated at times, people think you can cope with anything (and you often do even in trying circumstances), you have to make do with the resources you have rather than the ones you want or need, your plans rarely go exactly to plan… but in the end you get the job done and when it all flows it really is a thing of beauty. Sure, there is always more to do, but your efforts are worth it.

And it’s never going to be perfect, that’s the point! Let’s embrace what it is instead of what we imagine it should be and enjoy the imperfection of it all, just like a crazy family Christmas dinner.

 

(Please note: this story not an actual representation of any real Christmas I have attended or hosted... yet!)

 

Celebrating our brilliant brains

"We can no longer ignore the neuroscience"

Dr Judith Howard

In education, we can no longer afford to ignore the neuroscience. This was a statement shared with us at a course I attended last year. As a neuro-nerd I couldn't agree more with this sentiment, we need to embrace the learning that science can share with us and let it inform what we do in our classrooms. It is also important that we share this knowledge with our learners. 

 

With this in mind we have started our teaching year with a focus on our brilliant brains and how we learn. And so far it's been fun. There is a wealth of great material online and we have used video, movement, art, discussion and writing to support our learning. 

One of the clips we started with was Ned the Neuron. We actually watched it three days in a row and it is on our class website for further revisits if individuals want to. The first time we watched it I paused at various spots. The class loved being able to say neuroplasticity! We talked about what sorts of things help our brains get stronger, we talked about challenges. In subsequent viewings we focused on different aspects to explore further. 

When we discussed the brain growing and challenges we used the example of learning how to walk to help us understand better. I asked one of our classmates to demonstrate what happens when a baby first tries to walk... our actor did a brilliant job of showing the baby falling over and then trying again and again. We talked about what happened when the baby first fell over and I asked the following rhetorical questions... Did the baby just stop there and go "oh well I tried walking but it didn't work for me so I guess I won't be a walker"? Did the baby go "walking is dumb, crawling is better and I like it better"? Did the baby just stop there and scream out "it just not fair, I can't walk, I can't do this"? and so on. The class laughed as we went through these scenarios and each time we were able to say that no-one would ever learn to walk if we did this. We related this to our own challenges. 

After this we talked about how when we learn something we make new connections and the more we try things the stronger the connections get. We talked about how learning something new or different can feel really hard at first but that is OK, that is what challenge can feel like, just like the baby learning to walk. We stood up and started off being like a neuron sitting there and trying something new and slowly, with a bit of effort, stretched one arm out and then kept going stretching our fingers out too. Then we stretched our other arm and fingers. After that we stretched out one leg and then another. Slowly and with effort until we were standing like strong stars. 

We talked about things that we find challenging and that different people find different things more challenging than others... again that is OK, we are all unique! 

After this we noticed when we were challenged and our mantra in class became 'we try and try again', sometimes adding... 'just like the baby learning to walk'. We notice when we make mistakes and now we know that making mistakes is part of learning, it helps our neurons stretch and grow. 

We have also been watching the Class Dojo Growth Mindset series. There are 5 clips in total and here is the first: 

These clips further expand on the notion that through accepting challenges and persisting when we find something tricky we can improve our learning. We can strengthen our brain. 

To support our learning about the brain we have made images and written short descriptions about one of our amazing neurons. Just like us our brains, which are made up of billions of neurons, all our images are unique and interesting. 

As are our descriptions. Here are a few examples: 

My neuron’s name is Excellent Swimmer. My neuron gets stronger when I sleep. My neuron likes water. My neuron needs challenges. My neuron loves ice cream. My neuron is as nice as chocolate.

My neuron’s name is Bob. He gets stronger when I learn. Bob likes to run. Bob needs food and water.  Bob loves hugs. Bob is awesome.

My neuron is Geoff. My neuron gets stronger by making mistakes. My neuron likes apples. My neuron needs lots of love. My neuron loves sleep. My neuron is strong.

My neuron’s name is Joe. My neuron gets stronger when I give myself a challenge. My neuron likes it when I give it food. My neuron needs water to live. My neuron loves it when I take it to cool places. My neuron is clever and friendly.

My neuron’s name is Disgust. My neuron gets stronger when I work really hard at working out problems. My neuron likes trying out words. My neuron loves the best hugs ever. My neuron is brainy.

My neuron’s name is Bob. Bob is very cool. My neuron likes to do rugby. MY neuron gets stronger when I make mistakes. Bob needs food and water. Bob loves to do maths. My neuron is wonderful.

Our classroom is known as Room 5 the Place to Stretch and Grow. We have developed a learning chant (an idea I have taken from the latest Teachers Matter Conference which I will write about in due course) and are practicing it regularly... we are developing actions to support this

.

 It is exciting to hear the language the children are using which is empowering. They are encouraging each other to persist. They are celebrating attempts. They are noticing when they have learned something new and they are sharing this knowledge with each other. 

This has been a great start to celebrating our brilliant brains. We are also practicing strategies to help us learn better. Our next steps will be exploring our magic brain and learning the Stop, Breathe, Think, Do technique to help us get back in balance and think more clearly when we get out of synch.

To read more about this you can check out some other posts in this blog: 

Learning with the brain in mind

Managing difficult behaviour with the brain in mind

Teachers Matter Conference 2015

I know it has been quite a few weeks since I last wrote- I haven't been idle but focused on enjoying our summer in New Zealand and preparing for our new teaching year. A highlight of January was preparing for and attending the 10th Annual Teachers Matter Conference in Rotorua.

Karen Boyes in action in one of the workshop sessions

The conference was two full days of learning, connection and challenge. 

Silvia Rosenthal-Tolisano, of Langwitches fame, opened the conference. Her call to action wasn't the least bit subtle, through sharing stories of her own life and family she challenged us to change what we do in schools so our children will learn how to learn in meaningful ways that they need to as 21st century citizens who are likely to live into the 22nd century. We need to see modern learning as so much more than just knowing more stuff. Her call to action was built on by subsequent speakers and so the conference developed a thread that went something like this:

We need to change:

Hey there super cool teacher,
I need you to help give me the
opportunity to learn what
I need to in a meaningful way so I
can thrive in the world
I will live in! 

• because the world has changed and it isn't going to change back 
• our kids have changed and they need something different from us now! 

We need to take risks:

• our kids need to be allowed to and supported to take risks 
• risk adversity is something we are faced with more and more with our young people and how can you learn and solve problems if you are afraid to try something new? 

We need to make connections:

• with our students, with their lives and what is important to them 
• through sharing our stories and the stories of others 

We need to change:

• there are so many challenges, where do you start?  
• just take one step on the path to change... just one step at a time... but do it NOW! 

Steve Gurney shared some of his stories to support the notion that risk taking is healthy for our young people and we are doing them a disservice by protecting them from failure. Steve is an adventurer, inventor, engineer, risk taker and in sharing his story conveyed that by embracing our failures as part of our learning journey we can grow and achieve so much more than if we sit in the warmth of our comfort zone. We need to find ways to let our children learn to get comfortable with the uncertain and uncomfortable. As Steve spoke I realised this is not only such an important message for all of our children but for us as educators and parents as well. We need to take risks too, especially if we are committed to changing what we do for our children, we have to get out of our comfort zone and into the growth zone by embracing risk and failure as part of the adventure.

My Gen Alpha... ready to
take on some new challenges! 

The next keynote speaker was Michael McQueen who discussed generational differences and highlighted some challenges and opportunities presented for modern teachers with the young people that now sit in our classrooms. There were many moments where I smiled as I related to what was being shared, my son is apparently a Gen Alpha kid and when Michael was talking about them I recognised so much. Our children now are able to access so much information so they have a width of knowledge but not so much a depth, as Silvia had spoken about the day before it is not about knowledge itself but what you do with it that is important (I loved the term AMPLIFY that she used when taking information/knowledge and doing something with it then sharing it, which I guess I am trying to do here) Michael spoke about our kids being connected, and that when they ask 'why do we need to know this' it isn't just to be annoying, it is a genuine question and "because I told you so" isn't a sufficient answer any more as the notion of truth has changed. Our kids can check facts online before you can even start to defend your position. He reinforced the need to share stories as a way to bridge the gap between their truth and yours, sharing a perspective of the truth rather than declaring it as an absolute.

Our last keynote speaker was Chic Foote, a passionate clever educationalist who is driven by the need for relevance, meaning and authenticity to create real learning opportunities for our children. She helped pull the threads together with the advice to start somewhere, just one thing, and then build from there. Just one thing.

In amongst these thought proding and provoking presentations were a marvellous mixture of workshop presenters who gave us some opportunities to explore different topics in more depth... all things that worked in with what the keynote presenters were offering us. Ideas and learning that we could take back into our classrooms and schools (and homes) to start shifting and changing. I am only sad that I could not attend more of these myself.

I was impressed by the energy in the room, watching teachers actively sharing their learning and ideas with others, participating in the various forums provided and reflecting on their own practice. I felt proud to be a teacher in amongst this group and wished so much that reporters and politicians would see and feel what I did about the teachers in this room over these two days.

Karen Boyes, founder and director of Spectrum Education and the Teachers Matter conferences, ensured that this conference was about honouring teachers as well. As Karen said 'teaching is the profession that makes all other professions possible' and so the TM Conference is about creating a place to energise for the new year, make connections, learn and be given the opportunity to be inspired by some fantastic presenters. She has done this for ten years with determination, energy and enthusiasm and I am extremely grateful to have attended and been a part of this adventure particularly in recent years. For me it was a wonderful two days that I had prepared for in advance and am still processing three weeks later... thank you Karen.

Karen in action 

Below are some poems I wrote during the conference to summarise the keynote speakers and thank them, as Silvia pointed out it was another way of creating and then sharing learning/knowledge which I hadn't considered at all but it makes sense... there are so many ways we can respond to what we have learned and share our insights to create new understandings.

Silvia Rosenthal Tolisano

Global citizen, global teacher

Digital diva, connected leader

Sharing with us, some of the new rules

That we need to consider for the kids in our schools

Embracing the MOST IMPORTANT skill

Learning how to learn, so we will…

Teach for the NOW

Learning anytime, anywhere, anyhow

Steve Gurney

Inspirational goal setter who breaks *some/most* of the rules

Steve has asked us to take risks so we don’t become fools

Learning through your stories will stay with us heaps

And we’ll pass on what we have learned with our peeps

Success comes from belief and determination in pursuit

Of your dreams and desires with the attitude you choose

Check in on your beliefs and the changes you have made

Be curious and keep trying. You could just amaze.

Failure, Risk and Mistakes are part of the trip

So get out there, have a go, try again and let rip!

Michael McQueen

You started us with a trip down memory lane

And illustrated some key shifts with generational change

Truth, Resilience, Affirmation and Risk have moved

So this sets post modern challenges for us in classrooms

Story telling to offer guidance and share lessons for living

Build confidence, allow risk and let go of esteem giving

Our kids are different, they’re switched on and know heaps

But keep in mind that it’s wide and not deep

They’re also plugged in, grown up and empowered young peeps

Changing climate of classrooms and parenting too

Teachers are changing so embrace colleagues older and new

For helping us build empathy across generations we thank you

Chic Foote

Thank you Chic for helping us to see

That we need to look ahead and at our own history

Overwhelmed is a word many of us are likely to feel

Thanks for acknowledging this and keeping it real

Thank you for sharing your stories with us

Reinforcing that relationships and empathy build trust

We’ve celebrated where we have got to and reflected on where we’ve come

Then we will take action so we grow and have more fun

ONE THING you said, take action we will

With ONE THING for a start up this challenging hill

Embracing the future one step at a time

One step is a start so we will all shine

End of conference

Simply the best is what we’re about

But it isn’t perfection we looking out……………… for.

The best are the learners, dreamers and risk takers

Those that connect and become mistake makers

We are excited, overwhelmed and challenged it’s true

And that’d just the presenters, so how about you???

Let’s take what we’ve learned, share our stories and grow

You are simply the best so go out there and GLOW…….. like the stars you are!!!