recentpopularlog in

robertogreco : anthonycody   4

The wisdom of pedagogy and the perpetual newness of teaching - Long View on Education
"The wisdom of pedagogy and the perpetual newness of teaching
longviewoneducation.org · by Benjamin Doxtdator · September 13, 2017
I am now well past those initial first few years of teaching, comfortable in my own skin and still learning. Into my tenth year in a classroom, and my 6th year at the International School of Brussels, I have seen colleagues make it through their first five years in the profession. And we all know that myth about teacher improvement: after the first three to five years, there’s not much left.

There is a whole teacher management literature based around the premise that teachers need to be pushed to change. Since I’m well past being a new teacher, this passage about mid-career teachers by Andy Hargreaves and Michael Fullan leapt out at me:

“We focus on the first three years to get teachers going. And then we focus on the people who may sometimes prove difficult at the end. We think we can leave the people in the middle alone. If we leave them alone, though, there’s the danger that things become too easy, that they won’t stretch themselves. And then we’re headed for a worrying end, and instead of quiet ones or disenchanted ones or especially renewed ones, we find ourselves dealing with reprobates — and we created them. We need to focus more on the teachers in the middle and to keep challenging and stretching them.”
While I’d rather not become a reprobate in my later career, I also don’t feel in need of someone to challenge or stretch me. Besides my students, that is. I’m eager to learn from others, and appreciate when my colleagues enter my room in the middle of class to see what’s going on. I want to hear advice, to collaborate on designing better assessments, to re-think my decisions in the classroom.

Let me explain my essential disagreement with Hargreaves and Fullan: drawing on business management models translates into constructing unhelpful teacher management models. As one of the caring professions, teaching involves coming to know and care about the people we serve, and there is a perpetual newness there. We constantly need to adjust to the particular individuals in our care, and as we form relationships, we have a strong internal motivation to improve our practice. We don’t want to ‘do better’ in the abstract, but to do better by those that we care about and educate. In other words, there’s no need to get us to identify with a company brand and mantra so that we internalize targets for growth.

And all too often we are presented with the wrong targets for growth: test scores and evaluations. It’s quite possible that the quantitative culture, combined with a general tendency to blame schools for many social and economic issues, leads to those ‘reprobates’. I wonder if instead of mid-career stretching, many people need continuous career care."



"The wisdom of pedagogy is something lived, like the appreciation of a song or insight into another person, not something we can capture in statement, check off in an evaluation, or find on google. The wisdom of pedagogy is about starting from a place of trust and opportunity, something easier said than lived, and it’s what teachers deserve, too."
benjamindoxtdator  2017  socialmedia  education  learning  pedagogy  care  caring  trust  opportunity  anthonycody  andyhargreaves  michaelfullan  teaching  schools  professionaldevelopment 
september 2017 by robertogreco
Defies Measurement on Vimeo
"DEFIES MEASUREMENT strengthens the discussion about public education by exploring why it is so important to address the social and emotional needs of every student, and what happens when the wrong people make decisions for schools.

For information on how to screen this film for others and for resources to learn more and take action, visit defiesmeasurement.com

By downloading this film, you are agreeing to the 3 terms listed below:

1) I will only use portions of Defies Measurement or the whole film for educational purposes and I will NOT edit or change the film in any way. (Educational purposes = viewing a portion or complete version of the film for an individual, private or public event, free of charge or as a fundraiser)

2) I will post a photo or comment about the film and/or screening on the Defies Measurement Facebook page

3) I will spread the word about the film to others via social media and word of mouth. Follow us @defymeasurement #defiesmeasurement"

[See also:
https://www.shineonpro.com/
https://robertogreco.tumblr.com/post/115791029088/defies-measurement-via-will-richardsondefies ]
testing  standardizedtesting  nclb  rttt  schools  education  middleschool  chipmanmiddleschool  lindadarling-hammond  alfiekohn  martinmalström  socialemotionallearning  poverty  iq  assessment  policy  howweteach  howelearn  learning  competition  politics  arneduncan  jebbush  measurement  quantification  inequality  finland  us  edreform  tcsnmy  community  experientiallearning  communitycircles  morningmeetings  documentary  film  terrielkin  engagement  meaningmaking  howwelearn  teaching  sylviakahn  regret  sellingout  georgewbush  susankovalik  lauriemclachlan-fry  joanduvall-flynn  government  howardgardner  economics  anthonycody  privatization  lobbying  gatesfoundation  marknaison  billgates  davidkirp  broadfoundation  charitableindustrialcomplex  commoncore  waltonfamily  teachforamerica  tfa  mercedesschneider  dianeravitch  davidberliner  publischools  anationatrisk  joelklein  condoleezzarice  tonywagner  business  markets  freemarket  neworleans  jasonfrance  naomiklein  shockdoctrine  karranharper-royal  julianvasquezheilig  sarahstickle  ronjohnson  alanskoskopf  soci 
april 2015 by robertogreco
An Education Spring in Our Step: Reflections on the #NPEconference | Chris Thinnes (@CurtisCFEE)
"2. ACTIVE LISTENING AND SELF-AWARENESS

… I have, for some time, been deliberately studying the ways that white men – particularly those vested with authoritative roles and rights that extend even beyond their white privilege, and their male privilege — understand their presence and their impact in conversational dynamics and in space. I do this purposefully in an effort to explore – sometimes helpfully, and sometimes ham-handedly – my own identity, responsibility, and opportunity as a white man, as a school leader, as a parent, as a partner, as a friend, and as a citizen. Sometimes this presents itself in relatively banal and mundane examples worth noting – the dude last night in the movie theater, for example, who splayed his arms across the armrests on both sides of his seat, stared over at my phone before the movie started to take a peek at my twitter stream, and offered his audible commentary to his friend throughout the coming attractions. And sometimes this presents itself in profound examples of people who understand the significance and symbolism of the space they occupy, the meaning of the boundaries they presume to cross, and the impact of the things they say on others.

Recently at the Project Zero conference in Memphis, I was struck by the example of Rod Rock, Superintendent of Clarkston Community Schools, who was only too content to support the leadership of a principal who co-facilitated their workshop, and the learning of participants who’d gathered to exchange their ideas, by listening. “Listening” sounds simple, and innocuous enough, but what I’m talking about is a kind of active listening that intentionally elevates the contributions of others above the inclination to influence, to alter, or to question those contributions. The kind of listening that doesn’t respond to the notes that people play as good chords, or as bad chords, but simply as unexpected chords. We do not often see that in our leaders.

And yet I saw this regularly in the dispositions, behaviors, and actions of leaders at the NPE conference – men and women, white folks and people of color, ‘management’ and ‘labor,’ young and old. And the personal preoccupation I described with white male identity drew me emphatically to the examples of white men in leadership roles who the defy prevailing examples of white men in leadership roles. In the same spirit as my example above, I offer this image of Principal Peter DeWitt and Superintendent John Kuhn, alongside co-panelist and Superintendent H.T. Sánchez:

[photo]

I was taken by the purposeful efforts they made – at this instant, and in many others like it over the course of our time in Austin — to really hear and to honor the contributions of others; the authenticity of their responses to questions, even and especially when they presented them with a challenge; their willingness to take steps back in order that others might take steps forward; and their seeming preference to defer to the insight and experience of others, in order that they might learn themselves. Imagine what could happen – in and among our schools, and in the public discourse about them – if our extended conversations and collective decision-making were framed by such an ethos.

3. FACILITATION AS ACTIVE INCLUSION

Naturally our capacity – in the immediate relationships of our personal and professional lives, and the collective dynamics of a shared effort to support all our nation’s children – depends on more than our resistance or repudiation of dynamics that limit teacher, students, and parent voice. We need urgently to challenge the dynamics of hierarchy, prestige, and privilege that have seemingly determined who should have the most influential voices in a national conversation, and we need actively to recognize and to challenge our own dispositions to marginalizing the input of others who may not share, or who may not have a space to share, their views.

But we also need to make active, purposeful, intentional, conspicuous, and fierce efforts to create a space for other people and ideas. We need to develop active facilitation and inclusion skills alongside those interruption and resistance skills with which we may be more practiced.

To that end, words cannot describe the influence on me of Jose Vilson’s example. There’s a lot that has inspired me in Jose’s work, and a lot that has made me dig deeper in the healthiest kinds of ways, over the time I’ve been familiar with him. But at the NPE conference I got to see him do his thing in a real-life situation for the first time. In the first case, I watched him quietly, respectfully, and clearly create and protect a safe and productive space for the contributions of exceptional student leaders:

[photo]

He did so not just by lauding the efforts of these brave young activists, but by creating a structure of adult participation that limited our inclination — no matter how noble or well-meaning our intentions might be — to steer or shape the conversation. He did so by noticing the impact of our responses (applause, silence, commentary) on the dynamics of the conversation, and by providing subtle cues to adults that helped us co-create an inclusive space. He did so by gently and respectfully pushing two student participants’ thinking further – not at all to question or to critique that thinking, but to lure these students’ wisdom past the threshold of their nerves, and to give their insights the wings of words that might carry us all further forward in our recognition, support, and deference to authentic student voice in the months and years to come.

He did it again during a Common Core panel with several other extraordinary participants, but in a different way. In that context, he managed to create a space for voices and dynamics who are rarely present in such conversations — either about the ‘standards,’ or the high-stakes testing and evaluation schemes with which they are inextricably intertwined. Jose insisted, through his words and through his example, that we examine the implications and impact of education policy and politics through the lens of race and ethnicity; that we deconstruct and challenge the facile assertions of some policymakers and pundits that they are fighting for “the civil rights issue of our time;” and that we recognize and honor the many, many thousands who won’t have a seat at a table until and unless we demand and create a shared, inclusive, respectful, and honest Common Conversation."
christhinnes  npeconference  20145  listening  activelistening  race  self-awareness  power  leadership  servantleadership  inclusion  facilitation  diversity  activism  inclusivity  relationallearning  learning  conversation  hierarchy  hierarchies  relationaldynamics  peterdewitt  deborahmeier  anthonycody  leoniehaimson  dianeravitch  petergow  commoncore  karenlewis  relationships  community  johnkuhn  education  policy  josévilson  inlcusivity 
march 2014 by robertogreco

Copy this bookmark:





to read