How New Zealand education builds appreciation for cultural differences

donald trumpIf you look at current world events, such as #Brexit or #Trump, it’s not hard to conclude that ignorance of other cultures leads to prejudice and intolerance. Changing people’s prejudices is not impossible but ongoing conflicts around the globe show it’s difficult. The place to really tackle these unfortunate human habits and build a better future is to overtly address them in your nation’s education system. I wonder how your country’s education is tackling them? At what levels and in what form are these issues systematically addressed by your education system? IMAGE CREDIT

Not just tolErance but full appreciation

This is where I can proudly explain how New Zealand’s approach to educating appreciation for other cultures is both systematic and multifaceted. To be clear, New Zealand has not solved or completely eliminated issues around race, culture, and tolerance, but the initiatives it has implemented as integral parts of its education system have made a serious start at addressing these concerns. This small Pacific country has woven the development of cultural understanding into its education, from government level down to every classroom. It’s not just a topic in our curriculum but a requirement in how we approach everything at school. It also forms part of our professional development requirements to remain registered as a teacher, a process that expects growth every three years.

The two New Zealand schools in the video below are not typical as they are both exclusive schools teaching generally the children of the most affluent in the country. But because of this, this video acts as a good example of how prevalent cultural respect is in New Zealand schools. Even in the most conservative, traditionally “white” schools, the cultural respect is still successfully encouraged.

Why such a strong cultural focus?

nz curriculumsIt helps that New Zealand is bi-cultural with a founding treaty demanding the strong union between to strikingly different cultures. Our geographic situation also places us within easy reach of multiple asian countries making Auckland, in particular, a cultural melting-pot. Ive been to 3 schools that boast over 40 nationalities amongst their students. All government departments have an obligation to represent both Maori and Pakeha (European colonial cultures) equally in all processes and initiatives. This means we don’t just have one national curriculum translated in two languages but have two curriculums that share the same values and goals but outline very different culturally sensitive approaches to achieving them.

Developing culturally respectful learning

In New Zealand, teachers are expected to professionally develop to such an extent they are required to maintain a portfolio of growth and development in 12 professional practice criteria, Three of which directly relate to cultural respect and awareness. They are stated as:

  • demonstrate commitment to promoting the well-being of all ākonga(students). Take all reasonable steps to provide and maintain a teaching and learning environment that is physically, socially, culturally and emotionally safe. Acknowledge and respect the languages, heritages and cultures of all ākonga
  • Demonstrate commitment to bicultural partnership in Aotearoa New Zealand. Demonstrate respect for the heritages, languages and cultures of both partners to the Treaty of Waitangi.
  • work effectively within the bicultural context of Aotearoa New Zealand. Practise and develop the relevant use of te reo Māori me ngā tikanga-a-iwi(
    the language and culture) in context. Specifically and effectively address the educational aspirations of ākonga Māori, displaying high expectations for their learning

Teachers must provide evidence each three years that their practice has grown in respect to the criteria above. This leads to government and teacher driven supportive resources and networks that help teachers develop their practice in helping young people become respectful and appreciative of each other’s cultures and customs. I would go as far to say that there are few places on earth more peaceful and safe as New Zealand. Given its education system, this will only improve further in the future.

I have covered most aspects of New Zealand education in my book A Learner’s Paradise: How New Zealand is reimagining education. Here’s the Ad:

 

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Richard Wells Author pic SMLAuthor: Richard Wells
Teaches grade 6 to 12
Deputy Principal in a New Zealand High School
Top 40 in edublog awards 2013
Top 12 Blogger – The Global Search for Education
Known for Educational Infographics (see Posters)
and an International Speaker.
Twitter :  @EduWells

This post is written as part of The Huffington Post’s The Global Search for Education: Our Top 12 Global Teacher Blogs: A series of questions that Cathy Rubin is asking several education bloggers. I’ll be sharing the link to her post that collects all of the responses. I’m excited to be part of this group of edu-bloggers.

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How compliance hurts all learning

Like many deputy principals around the world, I didn’t do very well at school. I was cheeky (not naughty) and hyperactive … every teacher’s favourite nightmare!  If I did the work, I always used the popular “bare minimum, last minute” approach. With no real world experience, and parents who had understandably given up trying to help, I couldn’t see any reason to comply with the prescribed workload. I knew I was capable and the teachers frequently told me so, but what I saw as simple compliance just didn’t excite me.

compliance-EduwellsIn my 15 years of teaching I have always sympathised with non-compliant learners but only in the last 5 years have I realised that compliance is not the only option for a classroom. I am currently working with the teachers in my school on a transition of staff and student mindset (it might take 5 years) that will hopefully have classrooms involving each learner in discussing and developing awareness of their own learning processes. Having students consider how they personally would best achieve the goals makes them feel appreciated as an individual and ironically (strict conservatives probably think this is nonsense) demands more from them. The alternative is to continue prescribing it for either entire classes or subsets of these (I’ve never been comfortable with teacher devised “differentiation”) and hoping for compliance.

Why not comply?

Success in school, something I knowingly chose to throw away, is predominantly a measure of your willingness to comply. If you sit quietly, follow all the guidance and complete the work, you will undoubtedly succeed with at least a satisfactory grade. Compliance was very important when preparing populations for factories and hard labour, but why comply these days with someone else’s learning program? If learners have evidence in their life that ‘playing-the-game’ means success or they have been conditioned to comply then schools generally achieve their assessment goals. Under the existing worldwide school compliance schooling, rich kids outperform poor kids and girls outperform boys. This explains why rich kids see ‘the system’ worth complying with and this explains why girls comply and thus “succeed.” But is compliance genuine success?

It is not hard to find evidence from industry, universities, and parents that even school leavers with successful grades disappoint those in the real world, who expect them to show initiative and make decisions, something classrooms have hardly shown a interest in. All young people are capable of initiative and decision making, they just get very little practice. Students taught as a class, think as a class and not individuals.

“Students taught as a class, think as a class and not individuals.” – Richard Wells (@Eduwells)

Compliance classrooms promote further undervaluing of students who’s lives already feel undervalued and hold back those who feel confident to suggest better approaches and stretch possibilities. From top to bottom, compliance hurts all learning and it’s time to start involving the young people in their own development. School as a journey of self-development is often as invisible to learners today as it was to me when I scraped a pass for compliance in 1995.

Want to read more?

I written more on this subject in my new book A Learner’s Paradise: How New Zealand is reimagining Education (Paperback and eBook)

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Does your classroom make learning visible?

I had a fantastic planning day with the leaders in my school yesterday where we evaluated how conscious and engaged our students were in their own learning. The consensus was that our overall system was still very teacher driven and much work had to be done to encourage teachers to involve the students in, and make them more aware of the process of learning they were experiencing.

LEARNING PROGRESS-EDUWELLS

Why IS a Math test like a clay elephant?

I had a brief conversation with a 12 year old boy this month that went as follows:

Teacher: “What’s your favourite subject?”
Student: “Art”
Teacher: “What are you doing in Art?”
Student: “Making clay animals”
Teacher: “Why are you making clay animals?”
Student: “I don’t know, it’s like a math test. The teachers give you this stuff and you do it!”

Unless teachers make the reason for and the progress in learning something permanently visible to the learners, the tasks and activities just become “more work.” There are many tools teachers can use to do this:

  • Learning / goal matrix
  • Micro credits
  • Student reflection & planning time
  • Student designed assessment criteria
  • Peer-assessment
  • Peer critiques & discussion on progress

The more progress, however small, is visible to the individual, the more they will develop a growth mindset(My intelligence can grow and is not fixed). Once this mindset is present in a learner, many problems that schools have to deal with start to disappear. Motivation becomes intrinsic and extra effort is applied. This post by Peter DeWitt highlights the great work of Carol Dweck on proving that growth mindset does not come from simply applying more effort but is what generates more effort.

Elephant Maths-eduwells

Feeling involved as an active player in the learning process

The important consideration that came up in our discussion yesterday was the sense that the individual learner felt involved in the process. Offering every opportunity available for the students to make decisions and be responsible for the shape of the outcomes that achieve the goal, preferably a goal they set themselves. It was important for students to not be taught as a class because they would think as a class and not individuals. Understanding one’s existence as just a body in a class undervalues the individual and lessens genuine engagement beyond that of compliance.

Teachers need to ensure they are planning and developing environments where the individual expects to act as such, devising and tracking their own progress towards goals. Once the process of learning is made visible and the individual feels involved in that process,  answering the question “why are we doing this?” is much easier for everyone, including the teacher!

Note: Computer games are popular predominantly because they all make progress as visible as possible.

I written more on this subject in my new book A Learner’s Paradise: How New Zealand is reimagining Education (Paperback and eBook)

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Making your classroom an incubator for global citizens.

Be it a classroom, a chat room or a war room, when do people choose to contribute to a situation? When you think about it for a moment, it’s not hard to work this out from experience. My first thoughts are:

  • Trusting relationships with the other stakeholders
  • A sense that:
    • you have something to offer
    • your contribution might succeed
    • one learns from any failures
  • Confidence to:
    • present your ideas to others
    • communicate and relate to new people

student teams01Developing these attributes and skills takes time. If you want to empower your students to feel they can use their school time to develop as contributing global citizens, your class lessons and projects need to have the above list as a foundation. You must also allow time for this development and not expect to be able to ‘teach’ it in a week or so. The confidence to contribute is not some thing one learns but something one develops through experience and feedback. To achieve these attributes, your class activities need to regularly be student driven, where the learners work together under expectations that they, not the teacher, need to formulate the best approach. They also need to develop habits in seeking and making productive connections with the right people, wherever they are in the world. Here’s my previous post on “What is Student-centred learning?

A networked world

What Teacher am IAnother understanding (that can be taught) is how young individuals are currently connecting globally to instigate projects and create products that are making a real difference. The examples below will showcase how becoming an active global change-maker, or a member of a change-network, can become a real possibility for anyone willing to purposely connect with others. It’s your classroom’s job to develop that will in your learners.

YOUNG PEOPLE HAVE NEW EXPECTATIONS OF THEMSELVES:

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Highlight to students that being a global citizen is an awareness that one exists as a node on a network. How important one is as a node is up to the individual but every node has an important role to play.
I have found that showcasing how young people are connecting to online ‘tribes’, centred on a particular issue or topic, and how they learn from that tribe through feedback on their contributions, inspires my students. This is how much of today’s global citizens operate and how much of the significant positive change takes place.

lemon aid

What difference can I make?

The more you teach your class as one unit, the less your students feel like individual learners and more importantly, individuals who might impact on global issues and change. To truly become an incubator for global citizens, the teachers job in the 21st century is to cultivate an empowering learning environment where students expect to take charge of both prescribed content and global impact, through their own development of networks, projects and feedback loops. This, like anything, takes practice and from as early as possible, this is the primary role of a 21st century classroom.

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Richard Wells Author pic SMLAuthor: Richard Wells
Teaches grade 6 to 12
Deputy Principal in a New Zealand High School
Top 40 in edublog awards 2013
Top 12 Blogger – The Global Search for Education
Known for Educational Infographics (see Posters)
and an International Speaker.
Twitter :  @EduWells

This post is written as part of The Huffington Post’s The Global Search for Education: Our Top 12 Global Teacher Blogs: A series of questions that Cathy Rubin is asking several education bloggers. I’ll be sharing the link to her post that collects all of the responses. I’m excited to be part of this group of edu-bloggers.

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Why Teachers should act like Rookies not Experts

RookieAs a teacher, I found Curious Minds episode 41 with Liz Wiseman on Why Learning Beats Knowing, sparked a number of ideas that connected with my recent posts emphasising the need for self-learning practice in schools over that of receiving teaching. Liz explains with numerous examples, why a ‘rookie’ approaches problems and projects from possibly a better starting point than an expert might. I thought I’d offer you my takeaways from this podcast (although I highly recommend listening to the whole thing). Liz’s book is available here.

Be Rookie smart not Expert smart

The most important role a teacher has theses days is to model learning and encourage curiosity. If we continue to base classroom practice around our expert status, we present ourselves as the endpoint of any expectation or debate. Teachers develop better learners when they model trial & error. Nurturing a classroom culture where everyone, including the teacher, is in a constant state of personal development means expectations and possibilities are left open-ended rather than fixed to the teacher’s ‘correct answers’.

Rookie Smart

 

Hide your inner expert to inspire your rookies

  • Learner plateRookies make for better learners than experts.
  • Ability to learn has more value than what you know in the 21st Century.
  • Rookies aren’t weighed down with prior assumptions and have a larger need to seek and build new knowledge. This leads to new ideas and approaches to problems.
  • A rookie has to make smaller but more regular development steps, constantly needing feedback and assurance. ‘Expert’ teachers often make giant leaps towards known answers. The rookie’s baby steps require a rapid feedback loop, which leads to a more agile learning process more suited to the 21st Century economy/society.
  • Acting as if no expert exists in the room, rookies need to connect with others, which encourages collaboration and participation.
  • Lacking knowledge resources leads to more adaptive and resourceful approaches to problem solving and knowledge acquisition.

It’s time for teachers to ask their students:

  • What makes a successful rookie?
  • What do we need and where might we get it?
  • Who can help us? etc.

It’s best teachers present the idea that no correct answers exist in the room and even if they secretly do, it’s the challenge for teachers to guide in such a way that students might arrive at their own answers but hopefully in new and inspiring ways that the teacher can learn from. This completes a rather neat circle of learning.

Here’s a great video (via @geomouldey, via @Dwenmoth) that outlines many of the reasons why we need rookie rather than expert approach to classroom practice.

Book banner.001Want more ideas and initiatives like this one? My book A Learner’s Paradise by Richard Wells is full of them. Available now on Amazon.com

Is your classroom filled with students or learners?

In a connected world with Wikipedia and Youtube, and technology that deletes more and more workplace roles every week, what should schools be focused on? Many teachers simply feel they do a better job that the internet at tailoring material to ensure students pass assessments. Teachers still prepare resources to read, watch and complete. Students are given or access these resources and work through them over a set period of time. They are then assessed and conclude that they have either acquired (temporarily) the skills and knowledge or not. What’s missing from this experience? – Learners! One analogy question I have for schools:

Is your school serving fish on a plate or issuing fishing rods?

Learning-to-Fish-EduWells

What’s the difference between a learner and a student? A student goes through the motions of learning for the sake of school structures and assessment, whereas a learner knows the context of the experience, can measure their own progress and makes decisions on next steps. The next steps might include consulting with an expert, such as the teacher, but it’s a learner who drives the experience. Well, that’s what I do when I’m learning something these days and it’s certainly not what I did at school.

Like the vast majority of current school leavers, It was after school that I spent years having to learn how to learn and look after myself. The school day had never given me any significant reason to look after myself beyond abstract grades and thus the teachers operated on the basis I never would show any genuine interest. They issued everything I needed in bite-sized chunks hoping I’d re-enact it in the assessment. Learning is exciting, being a student sucks, and as Chuck Berry said in 1957 – “Soon as 3 o’clock rolls around, I finally lay my burden down.” I remember thinking exactly the same thing and know that most students still feel the same.

“learning is exciting, being a student sucks”

So what should schools be doing? Developing learners. If from an early age the expectation is that one will learn how to look after one’s own learning and this expectation remains consistent, teachers wont find they have to do all the ‘learning‘ preparation on behalf of the students as is happening today, even with university students. No matter how much teachers would like it, the standard factory model school (still the vast majority) is not designed to and thus should never expect to develop true independence. Any school’s successful students who seem more independently driven, will be so due to expectations  for decision making and showing initiative during experiences outside the classroom somewhere – think scout leader, sports captain or orchestra member.

Scaffolding how to go about learning and be productive is what teachers should be working on.

Making decisions about what, how and who to work with so as to produce and evaluate outcomes, should be the norm in any classroom at any age. Scaffolding how to go about learning and be productive is what teachers should be working on. We need faith that by placing “how to learn and be productive” at the heart of classroom thinking, the average student will gain experience in driving situations just like our best students receive outside the classroom. 2 Posters I use to continue the learning conversation are below.

How to Learn.001

Design Thinking - EduWells

How New Zealand builds the best and the brightest teachers

The conversation around diminishing teacher numbers and the quality of new applicants has been going on for some time. Here’s one from 1999! You only have to look at the stock exchange to realise that the brightest flock towards the money and teaching in most OECD countries, doesn’t pay enough. Until the shortage of teachers becomes the largest of political hot potatoes,  It might be decades before the public in general support significant rise to wages. In the meantime, rather than wait for the golden ticket, New Zealand has taken a systematic and pragmatic approach to ensuring quality teaching and learning.

PTCs

Teacher certification-Growth NOT compliance

Question: Will a teacher’s current practice and content be appropriate in ten years? Given the rapid developments in culture (transgender), communication (Social Media) and technology (Uber), values, skills and their subsequent requirements are also changing rapidly. To ensure relevant and quality teaching, one does not just require people to be clever and talented. An education system in the 21st century needs teachers who adapt and challenge their practice against such changes.  This is where New Zealand has hit the ground running. For over a decade now, teachers in New Zealand have been asked to provide a portfolio of evidence that confirms their quality practice every three years.

To many teachers around the world this would seem like an affront to their professionalism, but in New Zealand we are developing a new kind of growth-mindset culture amongst educators. Teachers are not asked to prove their compliance with a set of rules but show growth in twelve teaching practice criteria determined by teachers and the NZ education council. This turns conversations onto development and experimentation with new ideas and research trends. As long as a teacher is showing they are applying effort to grow their practice, that’s fine. Collected over three years, evidence of growth in these Twelve areas of practice is required.

How to encourage a growth culture

To complement this demand for professional growth, New Zealand has devised a development model called “Teaching as Inquiry“. As part of their professional development, all New Zealand teachers are expected to document small action research projects that target either weaker areas of their own practice or new initiatives. Teaching-as-inquiry_referenceThey are expected to use data to evaluate the success of these new ideas and can often be found running several each year, as part of their teaching. This makes the planning and implementation of teaching a much richer experience that generates critical thinking discussions between teachers.

I believe it makes for a more positive debate when people discuss the potential growth of current teachers, than that of asking how do we attract better people? New Zealand has developed a model based on growth-mindset and there’s very much a national sense of collaboration and support between government agencies and schools. I am proud and excited to work with all New Zealand teachers.

Want to know more? My book is out next month! A Learner’s Paradise by Richard Wells

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Richard Wells Author pic SMLAuthor: Richard Wells
Teaches grade 6 to 12
Leader in a New Zealand High School
Top 40 in edublog awards 2013
Top 12 Blogger – The Global Search for Education
Known for Educational Infographics (see Posters)
and an International Speaker.
Twitter :  @EduWells

This post is written as part of The Global Search for Education: Our Top 12 Global Teacher Blogs: A series of questions that Cathy Rubin is asking several education bloggers. I’ll be sharing the link to her post that collects all of the responses. I’m excited to be part of this group of edu-bloggers.

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Schools & the Death of the UBER career

Everyone is talking about UBER. There are now sites dedicated to “The UBER for X“. It is a popular analogy for presenters and bloggers because it epitomised modern technological disruption. UBER is a great example of how questioning the status quo and connecting dots between existing ideas can have such significant global impact in just a year or two. A similar thing is happening with telephone operators v.s SIRI type technology.  But for me, it’s the next chapter that most interests me: The death of the UBER career.

UBER timeline-Eduwells

I thought presenters, bloggers, and teachers might find a simple timeline useful. Please feel free to use this but please give me a mention:-)

People? What people?

This article discusses how many of the major car companies, alongside Google and UBER (that’s quite a team!) are lobbying the U.S, government to ensure their driverless cars (it’s not just Google who are making them) can cross state borders and be recognised as ‘legal drivers’. Given the safety, cost-saving and productivity gains offered by driverless cars, I think most people will be surprised at how quickly they embed into society in the developed world.

The UBER story is more about entire new industries being born and dying in the same decade, than it is about the death of old industries. The speed of change is getting faster and this is a new norm that schools must be aware of when discussing their purpose for existing. How quickly people can learn new knowledge and skills is far more important now than any particular knowledge or skill. This needs to have a huge impact on what gets practiced and emphasised in classrooms around the world.

best-apps-of-the-year-uber

The most expensive thing in any industry is it’s people. Most companies are working hard to remove the requirement for employing people. Amazon already have robot organised factories passing products automatically to drones for delivery! Losing your job because it’s cancelled all together is now so common, the U.S has introduce new employment insurance products to help people out.

What does this mean for the classroom?

The classroom is now a place to practice collaborating to learn. The questions that students should be allowed to ask and run with might be:

  • What should I be working on?
  • Who with?
  • What will we need?
  • Who can we call? (Ghostbusters?)

Practicing these questions and improving one’s collaborative productivity is going to be key to surviving the 21st century job market. This will help people continue to remain employable as well as up-skilling them for developing their own careers and businesses in a market where that itself might become a necessity. This does mean that if students in a classroom are currently reliant on a teacher for what to do and how to do it, they’re in big trouble!

Are teachers stealing problems from learners?

My school’s team of counsellors invited a speaker to provide professional development on the introduction of our student mediation program. Some students were going to receive training on how to become mediators of their peers’ problems. The training focused on the types of questions you ask as a mediator and the difficulties people found in not automatically trying to solve the problems they were listening to.

Owning Problems

The speaker asked the teachers to roleplay a mediation situation and discuss a problem that a teacher was having at the time. The aim was to become better listeners and through the example mediation questions, empower the problem-owner by letting them realise their own solution. In discussion afterwards, there seemed general agreement that it was:

  • Important to let the person work it through themselves as otherwise we might not truly solve the problem
  • Interrupting with suggested solutions would switch ownership of the problem from the victim to the mediator, disenfranchising the victim from the solution.

A parallel with teaching

My simple conclusion at the end of the session was that the relationship between teacher and learner should be exactly the same. Teachers should pullback from providing solutions in classrooms as this means that learners never own the challenge. This itself is a challenging proposition as I am suggesting that once students see a teacher trying to provide solutions, they understandably struggle to truly engage in the experience.

This does question:

  • Worksheets
  • Lecturing
  • Flipped Teaching
  • Lesson plans around content
  • Textbooks (The answers at the back!)
  • etc.

It’s time for teachers to build their practice around prompting questions and not guiding solutions. This makes for a better and more meaningful journey for the learners.

A matter of context?

The strange thing from me is that some teachers have their practice of teaching content and solutions so ingrained that the struggle or refuse to see this parallel. Where they have some faith that young people might be able to solve their own personal and social problems, they still maintain a notion that without a teacher, few learning solutions would ever eventuate. This of course is the common issue of relinquishing one’s power base and stepping down from one’s stage. It is as human to want a sense of power and especially an ego boosting ‘stage’ in the classroom, as it is for anyone to interrupt mediation with solutions to people’s personal problems.

It’s time for teachers to shift their practice to one of mediating learning. Plan and structure the learning environment and questioning, not the paths that learners must follow to arrive at predetermined solutions as this reduces the depth of the learning experience.

Factory education fails everyone

Reminding teachers of what it’s really like to be a student in school is one of my favourite professional pass times. I was presenting at a conference recently and at 3pm, many teachers were talking about being overloaded with information and how tired they were. I highlighted that this was exactly what it’s like to be at school except they had not even been asked for any outcomes or work and would not have to do this for the following 200 days! They all agreed this was good news for them. But what about our students?

Thanks to my friend Danielle Myburgh for telling me to get on with producing a Factory Education poster!

Factory Education-EduWells

 

IS School is still a burden?

My presentation (Slides below) was on Learner agency: the purpose, control and ownership students do or don’t feel they have over their learning. I started with a 1957 Chuck Berry line: ““Soon as three o’clock rolls around, you finally lay your burden down” I highlighted how 40 years of almost zero development had led Bart Simpson in the 1990s to share the common joy of : “woo hoo! Snow Day!” I asked the audience of about 50 teachers to fill out 2 Google form questions to confirm if they thought the school day was still a “burden.” Even with a massive majority of elementary school teachers, there was still a 50% agreement that it was. I’m sure this figure would have been higher with high school teachers.

Top students hide their grievances

3 examples I gave of academically successful students not rating the school expericene as positive, regardless of being able to comply with it, were:

  1. A top grade 7 student regularly achieving a top 3 in class tests and projects, excelling at two sports and working as a library assistant, expressing most mornings how she did not want to go to school due to it being “really boring!” This was the last student her teachers would expect to have this attitude towards school. What must the less engaged be saying?
  2. The head girl and head boy in a high school both starting the respective ‘high achievers’ speeches with implications that their success was in spite of school not because of it. The top female student highlighted that she had been a well supported high achiever from day one and school had been a great opportunity to show how her already positive approach to challenges could yield great results. The male top student semi-joked that making his bed every morning had started his day with a sense of pride and achievement meaning his self-worth would approach the required compliance in school more positively.

Employers and Universities share their GRIEVANCES

  1. “teenagers are leaving school lacking basic skills” – UK (Source)
  2. “School leavers are not meeting the needs of the New Zealand workplace, according to an employer survey.” – NZ (Source)
  3. “… despite being fully eligible to attend college, they are not ready for postsecondary studies” – US (Source)

My presentation also included 3 examples of the 100s of articles and reports you can find to show employers, universities and even parents are commonly under impressed or disappointed by the motivation and skill set held by school leavers. I highlighted that Malcolm Gladwell’s Ten thousand hour rule, would expect that after 12 or 13 years of 5 hours a day experience, students would be extremely motivated and skilled to make significant impact on the world. The fact that they are commonly unmotivated and lacking confident to tackle situations without significant guidance and scaffolding, means we have them practicing the wrong things.

Tackle Deja Vu with “VuJa de!”

I came across “Vuja De” when a friend of mine, Steve Mouldey introduced me to the Curious Minds Podcast interview with Adam grant.

‘Vuja De’ definition: “The vuja de mentality is the ability to keep shifting opinion and perception. It can mean reversing assumptions about cause and effect, or what matters most versus least. It means not traveling through life on automatic pilot.” – Bob Sutton – ‘Scaling Up for Excellence’

It is time for all school leaders to question every aspect of deja vu within their professional life. This is best explained in the way that comedians take a seemingly fresh look at everyday occurrences and by highlighting them, make us laugh out loud. This type of perspective is required if school leaders are to ever see that what they think is being successful within their factory school model is not serving either the children or their future.

Here are my slides: