Transformation is possible in the correct conditions
The realisation to the question “why don’t students get it right?” is more complex and nuanced then first meets the eye. As I continue to tackle this conundrum, I have stumbled upon some answers for myself. Understanding that students have their own external & internal forces to cope with, cannot be ignored, as is explained in the book “learning without limits”. These external forces can include the type of task or activity administered, the language used in class to identify individuals into a fixed or growth mindset, and the social pressures of conformity. Internal forces include emotional and cognitive states of mind or social aspects i.e. participation and personal feelings about a subject that transpires into inhibited engagement. The book explains beautifully an individual is free from the label of ‘ability’ or predetermined outcomes (Hart et al., 2004). Instead, the potential of an individual can be changed through a mindset and set of circumstances built through a conducive environment, influenced and nourished through a relationship with the teacher and their powerful pedagogy (more on these in future blogs) that not only stimulates but empowers the learner to take control of their path. The role of an educator in tapping into this psyche is crucial. To create the environment and intervene with the correct conditions. This power sharing enterprise builds on co-agency that can positively transform the learning capacity of the student. It adds another dimension and weight to the statement “knowing you student”. We hear and internalise this through whole-school CPD but we need to constantly remind ourself of its significance. It is dynamic and beautiful when you get it right, and it can be equally destructive if you get it wrong. The emphasis is on the everybody, no one should be left behind and the choices a teacher makes to uphold the best classroom conditions should benefit everyone. Similarly, the choices of the learner to make a concerted decision to act positively around learning. Once we understand these conditions, students will start to work better and enrich themselves. If we can get it right more often then we have tipped the scales in our favour. Doug lemov in his book “teach like a champion 3.0” supported this work when mentioning the importance of the classroom being a safe place. Incorrect responses should not induce negative feelings but an opportunity to learn. The qualities of a teacher include being trustworthy, caring and consistent in actions. Students feel a sense of accomplishment when they recognise the journey of progress over time (Teach like a Champion 3.0 : 63 Techniques That Put Students on the Path to College / Doug Lemov.). Telling a student “You answered that question perfectly, that is the 3rd brilliant response I’ve heard from you this lesson, look how well you’ve answered this question compared to last time”. It is human nature to feel a sense of belonging, the classroom is no different.
Accountability and Behaviour
Having said that I am also realistic and aware of the instances when teachers are met with disrespect, even when conditions have been met and worked to support a student above and beyond their expected role. Like any professional adult, students have a responsibility to be accountable for their behaviour and actions. It should not be tolerated to continue, and opportunities should be made to explain the errors in their way within a restorative capacity. Metacognitive feedback, getting them to think about their actions and how it impedes learning. It is for this reason we establish rules in our classroom. These rules just like established laws ensure we take ourselves away from chaos and entropic disorder! It is my belief that an organisation should be built on a system of respect, kindness, justice and equity where one’s efforts are rewarded, and the system recognises it. The classroom is built on the same basis. Students respect these rules and understand that they are imposed to benefit everyone, breaking them has consequences. It is unjust for the majority who participate and engage respectfully to suffer at the expense of a minority who are in effect taking away their education. The “behaviour manual” from Sam Strickland is an excellent read on all things behaviour and one I recommend to new early career teachers but equally worthwhile for senior staff/leaders. It provides real-life scenarios of behavioural incidents and how to deal with them. Alongside a summary take home message that you can implement in your own classroom, it reads like a manual too, so you can choose what topic you are interested in (Samuel Strickland, 2022). One idea I try to relay is having the go to rules written in their books. I have 3 rules that I implement, “1 – no talking when the teacher is talking and/or when a student has a Q/A. 2 – work in silence or quiet when given a task so you have time to think and understand it better without any distractions! 3 – Think and be active in your learning”. These ideas are quite simple, and Dan Willingham mentioned it in his book “why don’t students like school?” you pay attention to what you are thinking about (Willingham, 2009). This holds true, and it is why you have teachers practice pens down when they are talking. To reduce any split attention effects, all eyes should be on the instruction delivered. You might have a brilliant lesson planned, with an exceptional explanation, prepared a wonderful set of props, worked on a role-play idea but if they are not paying attention to your instruction’s, it is all in vain. You end up with a mesh between organized chaos and excited students that had a great lesson not taking away any of the key ideas! It was certainly memorable for the wrong reasons. I have been there!
Conscious Thought
To underplay the importance in the study of cognitive science and metacognition would be a disservice to the great work in the field. Understanding the cognitive architecture of our beautiful minds in describing how memories are stored, organised, and our ability to process, sort and integrate information within working and long-term memory is extremely important (Paul A Kirschner author, 2020). It brought us to very popular and powerful teaching tools like retrieval and distributive (spaced) practice. Using our faculties and sensory perception to reason. Develop language and naming things to acquire concepts. All done in a non-linear hard to explain fascinating way! We learn and understand through the act of seeking knowledge. We are doing it all the time as learners and educators. As the evolution of our mind continues its path of exploration, we will keep finding answers and unveiling new ideas. My compulsion to share these thoughts is a manifestation of what I learn, read and experience. I carry the torch forward to anyone who might benefit from this and make it better.
References:
Hart, S., Dixon, A., Drummond, M. J., & McIntyre, D. (2004). Learning Without Limits. McGraw-Hill Education. http://ebookcentral.proquest.com/lib/cam/detail.action?docID=290385
Paul A Kirschner author. (2020). How Learning Happens: Seminal Works in Educational Psychology and What They Mean in Practice / Paul A. Kirschner, Carl Hendrick. (1st.). Routledge.
Samuel Strickland author. (2022). The behaviour manual: An educator’s guidebook / Sam Strickland. John Catt.
Lemov, D., McCleary, S., Solomon, H., & Woolway, E. (2023).
Teach like a champion field guide 3.0 : a practical resource to make the 63 techniques your own / Doug Lemov, Sadie McCleary, Hannah Solomon, Erica Woolway. ([Third edition].).
Willingham, D. T. (2009). Why don’t students like school?: A cognitive scientist answers questions about how the mind works and what it means for your classroom. Wiley-Blackwell.
Lemov, D., McCleary, S., Solomon, H., & Woolway, E. (2023). Teach like a champion field guide 3.0 : a practical resource to make the 63 techniques your own / Doug Lemov, Sadie McCleary, Hannah Solomon, Erica Woolway. ([Third edition].).