Book preview 01: A Learner’s paradise by Richard Wells

3DBook-ALP-EduwellsWow! I wrote and published a book! I was asked to write the book by edTechTeam after an online chat where I outlined what I had presented about NZ education at an event in Miami. My aim in writing the book is to inspire educators around the world to implement significant change based on the amazing initiatives that are forging adaptive, future-focused education in New Zealand. In this series of book previews, I’ll choose and blog my favourite examples from the book of how NZ systematically grows it’s educators and schools collaboratively as a nation. Thanks to those who’ve already bought it. BUY IT HERE!

Preview1: Teaching as Inquiry

The topic of professional development can spark conversations that go on for hours (Trust me, I’ve sat through hundreds of planning meetings). You can spend one meeting after the next discussing how to approach professional development as a school: Who needs what? Should there be elements of compulsory training? And the most frightening and misguided question: Which tech should we be using? In all the schools I worked in during the first decade of my teaching career, these marathon meetings led to minimal success.

Even today, many teachers’ vision for how learning should look is based on their own school experiences. Some see professional development as a sporadic series of (often – disappointing) events that they choose to or are asked to attend. What is most sad to me is when I meet student-centred teachers who, when providing training to other staff, do not use their normal classroom techniques because they know the audience of teachers are expecting and comfortable with the stand-and-deliver format. It is certainly not a bad thing that the number of education conferences continues to grow. But the attendees at these events tend to be from the minority of teachers who have developed some type of growth mindset. The majority of teachers I’ve worked with in schools, both in the UK and here in New Zealand, have yet to attend such an event and many wouldn’t see much need to.

Remember, the New Zealand system is fantastic, but Kiwi teachers are still coming to terms with it. The question for any education system, then, is this: How do we make having a growth mindset the norm amongst educators? In truth, it takes time to develop a culture where growth is the expectation, but including a systematic approach to developing this mindset as part of your national curriculum document is a good first step.

A National Growth Mindset

It is with great pleasure I can tell you that New Zealand is systematically solving the issue of nationwide, authentic professional development. The solution comes from making every teacher accountable for designing and reporting a personal inquiry into their own classroom practice. This is done through an action research model we call Teaching as Inquiry (TAI). Asking teachers to challenge and reflect upon their teaching automatically makes it more relevant and personal than if they were following a mandated lesson plan—or even simply following their own lesson plans from the previous year.

Teaching-as-inquiry_reference

This call for continual personal reflection and professional development is the opposite of any form of one-size-fits-all approach. The trick is to make teachers accountable for sharing their reflections with, at a minimum, others in their school and, more preferably, the world. The style of learning and area of growth targeted are chosen by each individual teacher and are expected to produce a measurable challenge to some aspect of their teaching. The purpose of TAI is to instil in teachers the belief that professional development is, and should be, instigated by the individual. It also promotes the idea that development and learning is continuous and not isolated to planned events.

Learning is personal

teacher chatThe best professional development comes from reflecting on one’s own practice and applying measurable challenges to one’s own teaching. It is a practice that empowers teachers to keep and improve the good stuff whilst throwing out the things that don’t make a measurable difference to learning in their classroom or school. Teachers are then encouraged to share those measurable challenges or inquiries with other educators, be it in one-to-one meetings with a “critical” friend or on a blog, as a growing number of Kiwi teachers now do.

TAI is a practice that is successfully developing a culture amongst teachers in New Zealand for collaborative reflection and shared growth. This culture, in turn, helps to build trust within the system as teachers are more accountable and transparent in what they are doing and trying to achieve. The sharing of TAIs also provides a library of ideas and resources to any educator willing to tap into the blogs and wikis created by their fellow educators. I created this diagram of the SITTI model to show how the TAI process fits with schools’ professional development goals and creates a vision for learning that includes everyone.

SITTI Model-EduWells

Want more great ideas and initiatives from New Zealand? 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

Book banner

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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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DIY – Breakout #Education

There are crazy people in Auckland who pay to be locked in a room and forced to escape. Why? Because it’s fun! The people at EscapeMasters provide problem solving escape challenges for parties and corporate team-building. There’s also an app version where clues around the room combine to be your key to escape. So, how are educators using the popularity and opportunity these game ideas present? How could schools possibly get away with locking children into a room? Well, the people at BreakoutEdu have solved the problem.

breakoutEdu2

Breakout Education

Breakout Education is a gamification of teaching and assessing knowledge and skills. You can purchase or build your own to whatever complexity you require. Instead of breaking out from a room, participants attempt to solve and combine the clues around the room to break into a padlocked box. The box, obviously, is filled with treats. BreakoutEdu.com offer products that include multiple types of padlocks. This allows you to invent numeric, alphanumeric or directional solutions that the clues might lead to. When I was introduced to it by EdTechTeam, we had to solve 4 different types of padlocks!

Limited time = simpler problem

I decided to give this a go but with 1 hour lessons periods, I thought one padlock would do. I bought a metal box and a 4-digit numeric padlock. I then created a simple enough set of clues that would lead to the 4-digit solution that might be introduced and solved in one hour. My problem worked like this:

  1. Four picture clues that point to four numbers used in my sum
  2. Each number is coloured in the clue
  3. 2 more clues point to how the colours are paired-up in the sum
  4. One clue reminded the children about the order of operations (The order of the sum)
  5. 3 clues combined to draw out the position of numbers in the sum

I divided a class of 24 kids into 3 teams of eight. I think teams of 5 or 6 would be best. I found with 12-year-olds, I had to remind them to write down in one place, everything they had discovered so far. This included “You have found numbers, colours, pairs of something and order.” It took one team of eight 12-year-olds 40 minutes to piece together my clues and break into my padlocked box. For mine, they needed phones or iPads as I’d used URLs and QR codes as clues. I also ‘hid’ a clue in ultraviolet ink and quietly left a UV light in a jar on a table. I’ve attached the slides of clues below that you could use as a template or just print off and use as it is.

More complexity and topics

Clues can be made really tricky. Such as, making a QR code from a plane journey that stops at a number of airports, whose airport codes are an anagram of a required number in the sum! Using URLs, QR codes or AR to get to Google streetview points where clues can be found at street level in other places around the world. Science can use material clues to point to atomic numbers in the periodic table. The potential exists to involve any type of content, so get creative!

ALP book banner

 

Google Classroom in one minute

Here’s a one minute post with a one minute tutorial. I’m busy at the moment encouraging colleagues to start using Google Classroom. The reason I’m pushing it is that for the majority of teachers and especially the less technically inclined, it removes so many of the regular problems with choosing and setting up various apps and platforms for communicating and sharing files in a BYOD school. So here’s my summary poster that explains the key elements of each of a classroom page.

Make BYOD easy with Google Classroom:

  • A class is up and running in 5 minutes – no technician / admin required
  • Classroom automatically organised Drive folders for you
  • No more emailing required
  • Students can submit any file type for an assignment
  • Messaging can happen as a class or privately to one student
  • Multiple teachers can run a class
  • Mainly use assignments as they have the most options
  • Try to get most student work created from within an assignment

Alice Keeler has load more advice on Google Classroom

Here’s my poster:

Google Classroom Pages-eduwells

Cultivating boys that read

I’ll start with my own story to highlight a huge issue with reading that many boys struggle with. I find when people discuss whether they read or not, they tend to assume the discussion is based around fiction. In this sense I never read as a child. This will amaze many but due to a 1980s focus on self-discovery learning in UK elementary schools, I was permitted to not read if it suited me. I managed to avoid reading a whole book for my entire education. I read so little, I can tell you exactly what I managed before the age of eighteen:

  • at 6, I finished my last full ‘reader’ called “Roger red hat”
  • at 13, I fought through a third of The Wind in the Willows by Kenneth Grahame, before putting it down.
  • at 14 I confused myself on holiday with about 30 pages of an apocalyptic fantasy novel
  • at 16 I was forced to read scene from Macbeth to my English class

boysreading-eduwells

An unread college boy

At university (strange that I actually got there in the first place), I specifically chose an american literature elective to force myself to read a whole book. That’s right folks, I was 19 when I completed Catcher in the Rye, my first full book. The key reason for my trouble with reading was that, like many boys, I was always active, showing-off and inclined towards creative and/or physical activity. Books just required too much sitting down. I was never given a justification for dedicating serious time to someone else’s story. I may be nature or nurture, but boys struggle with empathy more than girls and I think it makes it harder for young boys to empathise with characters and really immerse themselves in the story. So what follows are the thoughts of a “non-reader.”

3 Ideas for encouraging boy readers

1. stick to the facts

Someone recently suggested to me that all men are somewhere on the autism spectrum, which from my experience, might be true. This is a more clever way of saying: all boys will obsess or get geeky about something. It might be sports, music, or Star Wars facts but details are everything to boys. A boy who lives near me discusses the facts of Star Wars far more than any narrative it might have. Parents and teachers can encourage this and arrange social groups around non-fiction interests to encourage boys to seek out more information, and thus read. Remember too, that websites and magazines also count as reading. Build a boys reading club around a magazine subscription in their topic of interest.

2. little and often works best

As a boy, I can tell you we like things simple. We’re not complicated animals. We like things to be quickly resolved and so books of short stories, that can be picked up knowing resolution with be arrived at quickly, seem more approachable than the thought of investing deeply in long complicated . Ensure boys have short story collections available so they can complete the narrative quickly but more often.

3. laugher satisfies

Comedy links to my previous idea. Funny situations and jokes are more immediately satisfying that other emotions, that can take longer to cultivate in a story. Comedy has the ability to entertain on each page and so keep a boy with shorter attention span hooked. Again, comedy also requires less deep empathy than love or pain. Find the funniest books you can.

My future? I now read more than ever, but sill not much in the way of fiction. My blogging keeps me reading, my Time magazine subscription keeps me reading, and the Curious Minds podcasts keep me reading.

boy reading

Image credit

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eduwells-profile-drawnAuthor: 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 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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Helping boys learn

As a high school student in the early 90s, I was already aware that teacher expectations for my school success were less because I was a boy. Ever since the developed world in general made the compulsory schooling opportunities the same for both sexes, the girls have increasingly extended their dominance over boys in most areas of educational achievement.

Fortunately for a post that’s trying to stay under 500 words, my scope here does not include why this is the case. I could talk about maturity, social awareness, societal pressures on girls, the changing role of men, and even computer gaming, but I won’t. Let’s look at what some teachers are doing to better cater for boys and thus level results.

Helping boys learn-eduwells

HEY TEACHER, STOP TALKING

IMG_0024A number of variables impact on boys’ relative ability to cope socially, or be productive in groups. This includes the classroom. They are often more productive and positive when they are able to study independently, i.e. the learning resources are available on demand and students can expected to go at their own pace. The average boy also responds better to one-to-one support from teachers, rather than having to publicly interact in whole class discussion. Numerous colleagues and educators I’ve worked with around the world have all shared positive correlations between them stepping away from the front of class delivery and boys results. This is achieved through systems such as flipped teaching or project-based learning. This is connected to boys needing to be doing rather receiving. Most boys need to be active learners.

Keep learning active

Boys also respond well to learning environments that allow for movement. Teachers I have worked with on modern learning environments have often expressed how boys have responded positively to having choice regarding where and how they learn in a classroom. I have had conversations with boys about them enjoying the variety and allowance to change how they physically place themselves to work. This can include standing desks, couches, beanbags or the floor. One’s not necessarily better than another, it’s the freedom the choose and change during a lesson that’s key. For similar environmental reasons, headphones can also help boys who are clear on objectives to shield themselves from other distractions to ensure they get something done.

Maintaining focus on the game

IMG_0025This is a much discussed topic but possibly due to typical social habits, many teachers feel boys do get distracted more easily in a classroom of 30 people. This is where gamification does have a role to play in keeping boys productive. Any parent will tell you that distracting a child away from a game is difficult. This is because there are multiple elements added to games to maintain focus. The two most common gaming tools to employ in a classroom for the benefit of boys are timers and progress charts. Once boys know where they are at in the learning and how long they have to complete a step, they respond accordingly. Boys enjoy challenges that are visually clear. They do not respond well to ambiguous learning targets as they are less likely to use their social skills to fill in the gaps, such as asking the teacher or friends.

No such thing as “a boy”

I am not assuming that all boys are the same and will respond to these ideas but in my experience working with educators, they will help many boys achieve better in your classroom.

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EduWells2015Author: Richard Wells
Teaches grade 6 to 12 – Head of Technology at NZ 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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Here’s an extra resource on the impact and use for Game-based learning and Gamification of classroom activity.

The Gamification of Education
Source: Online-Education-Degrees.net

What is Student-Centred Learning?

A recent job vacancy for a leading position in a New Zealand school asked for a focus on genuine student-centred learning. What fascinated me was their use of the word ‘genuine’. My experience shows me that confusion, misinterpretation, and a lack of exposure to relevant examples, means that too many educators do not understand true student-centric learning. Many schools feel under pressure to be implementing such models but often only change surface level elements whilst proclaiming they have achieved it.

What is student centred learning-eduwells

Why being student-centric matters

Let’s cut to the chase. This matters because we all know that young people (including ourselves many moons ago) would rather stay at home than go to school. If students tell people that they like school, what they’re often picturing as they say it are things such as hangin’ with friends, music productions or the sports events. When students are asked what their favourite part of school is, they rarely mention anything that takes place in a classroom. I recently asked 3 boys, who had moved from elementary to junior high, what was positive about the change. They actually agreed on “moving between rooms” as the first improvement that sprung to mind. That’s right folks, their best part of the daily school experience is the brief time spent in the corridors! All you have to do is endure an hour with one teacher and then you get a break for 5 minutes before the next.

The New Zealand education review office that runs quality assurance checks on schools’ practice recently reported on 68 schools that :

“Students in all schools were experiencing an assessment- driven curriculum and assessment anxiety. In many schools the only people who understood the overall curriculum and the competing demands on them were the students.” – ERO “Success in secondary school

The constant amongst most schools that drives this pessimistic view held by students is that they rarely control any significant part of their day. As an example of how common this view is, I can even use teachers to prove my point. I’ve worked in four schools that have all held teacher training days. During a number of those days, sessions have been prearranged to showcase tools or pedagogies and staff have moved from one session to another. Many of these days have received feedback that they were not very useful. A recent example I experienced broke the trend and offered longer sessions of self-directed time for colleagues from the same department to work on their own material. The feedback included:

“Best staff training days so far, we got to work on our own stuff and had time to get things done. It was great to work with other departments” – Teachers

Many teachers agree that student-directed learning makes sense when it comes to their own learning but this rarely translates to their approach to teaching.  Releasing control is always difficult, so I thought I’d do my best to outline some practical questions and advice from my own experience that will hopefully make some teachers reconsider their need for absolute control of when, what and how learning takes place.

1. TIME(TABLE) TO LEARN

Timetabling the day has more impact than you think. As the teachers highlighted above, how the day is divided often shapes it’s potential to engage people in learning. A comment by a New Zealand principal has confused many educators I’ve shown it to:

“The timetabling I’ve grown to love is that which subjugates the timetable to its role of representing the vision and values of the school and bringing life to the curriculum design principles that emerge from the vision and values – a timetable that is flexible and responsive with the needs of the learner firmly at the centre.” – Mauri Abraham (NZ Principal)

The idea of a timetable representing the vision for the school confuses many. The way you allocate time indicates your school’s priorities and thus your values. This is because teachers who are used to a day centred on the their needs don’t view the timetable as an enabler for students to learn but as another mechanism for managing them.

One major requirement for learning is reflection. Hardly any schools timetable for it.

“We do not learn from experience… we learn from reflecting on experience.”
― John Dewey

Students are normally given no time to reflect on recent learning before they are thrown into another unrelated lesson (High school) or topic (elementary).

2. RELEASE CONTROL

If your timetable is focused on the needs of the learners rather than teachers then you’ll be free to let the students shape a great deal of your teachers’ day. One issue that both restricts student experience and makes it less engaging  is that the whole day is often prearanged by the teachers for the teachers. Where to be, what to look at and what to aim for has been predicted and so actually demands less challenge. Learning happens when best when the learner is immersed in the experience. To truly immerse, a learner must have input into that experience.

Compliance is not learning, even if it results in good grades. Teachers should arrive at work wondering how they will be needed, not how students will conform to their pre-arrangements. I’ve always thought that the prescribed experience of school that teachers experienced in the 20th century is to blame for so many not taking ownership of their own professional development. Many are still waiting for the imaginary PD timetable and activities to be written for them. I wouldn’t want to think we were breeding another generation of people who wait for learning to be arranged.

3. allow technology to reach its potential

Technology is not essential, but it helps. A large number of schools are now using technology but teachers’ prearranged learning and goals restrict the experience for students in what potential there is to explore and discover with technology and the internet. Rather than learn, they are asked to use technology to achieve prearranged targets. This does not allow them to experience the same real learning process that people do outside classrooms.

Most young people are used to exploring and contributing to online discussion and events in their personal life. Many schools don’t make the most of this and create an abstract environment where study material has already been sorted and the path a discussion will follow is already well trodden by previous classes. Access to technology should be an empowering opportunity and I hope teachers ask students to surprise them with what the can achieve rather restrict expectations with rigidly structured tasks.

4. Students owning their assessment

Involving students in the design of assessment is both crucial to engagement and exactly what any learning involves when people outside schools undertake a challenge. If adults attempt to learn anything they start by setting criteria for how they will know they’ve reached their goal, be it piano or a google chrome extension. This is also something we generally deny students in schools. They are normally adhering to someone else’s idea of success. In doing this, teachers and schools remove an important personal connection to the learning experience.

I have experimented much in the last 3 years by challenging students to consider what marks success within each task they undertake. I have been surprised by how engaging this activity is for my students. It might be because it’s a novelty in relation to other learning they do but one group, for example, extended the assessment design to a full week of lessons without any encouragement from me!

Even if you are working in a high school and assessments set by high authorities. Ensure your students have time to review the course demands and construct their own list of requirements. To some teachers, this will seems like a waste of time, when they have already done it for them. But again, I stress that it is part of true learning and to remove this step only creates an environment of compliance and the skill of learning is not developed by the students.

Like reflection, considering one’s own success criteria is an important part of the learning process and schools should reintroduce this if learning is ever to be considered as authentic and meaningful.

Don’t just state your vision but be it

Many schools will state that they want students to be independent, responsible and confident. But if your students are walking into a school environment where every aspect is prearranged, you remove the need to be independent, responsible and confident about anything significant. We say practice makes progress, well let’s start allowing students to practice what we want them to become.

10 tips for administrators to help new teachers avoid burnout

I remember what it was like to be a new teacher. Not knowing what to focus on, not being sure how to balance being formal and friendly, wondering if you’d ever get through the curriculum, mastering the school’s computer systems, and on top of all this, you can’t even find your way around the school!

admin helps new teachers-eduwells

Here’s 10 things I would suggest all administrators do to make it easy for new teachers. After all, we need to keep everyone teacher we get, the attrition rate is frightening.

  1. Time. No matter what administrators do or offer, they must invest in time for new teachers to prepare for the workload and also reflect on the experiences of each week. If there’s no formal time offered for reflection, teachers will not grow from the initial experiences and/or difficulties.
  2. Support. Administrators should encourage a supportive work culture. This should include themselves team-teaching with new teachers. This relieves pressure, whilst also allowing for example to be shown, in-turn providing great professional development.
  3. ‘Chill’. Administrators as mentors should remind new teachers that they are not a one-stop delivery machine. Ensure they have high expectations of young people to work together in learning. Being a sage on the stage is far more tiring as a teaching approach.
  4. Simplify. Don’t add to the burden by giving new teachers a wide scope of courses or topics to get to grips with. keep the initial focus on a narrower curriculum demand. Let them build confidence in a small amount before taking on the full job.
  5. Flip it! This does not apply to all teaching but particularly does in high school courses. In 2011, I literally halved my stress level in one month by starting a process of videoing my key content delivery into 5 minute edited videos, throughout the year, organised by topic playlist on Youtube. More info here and here.
  6. Timely. Make sure that school administrative information is issued to new teachers in a timely fashion and not all at once in the first week. It is still common for induction books to amount to 50 packed pages of information that is often never read or certainly not needed in the coming months. Focusing on what’s needed now will reduce stress levels in new staff.
  7. Connect. Make sure you have a programme in the school to get new teachers connected to the relevant online networks. There’s a Twitter #hashtag for every conceivable teaching specialism and age group. Ensure new teachers are making friends for both support and resources.
  8. Team-time. A weekly morning meeting for all new teachers to discuss matters arising also builds relationships. The sharing of ideas and experiences will help grow confidence, which in-turn relieves stress. Do not organise such meetings at the end of a tiring day.
  9. Record Dialogue. Organise a shared space online for new teachers to express their concerns to experienced teachers or administrators. This means they don’t feel like they are interrupting a busy schedule but offers an extra place for help and guidance. It also becomes a record of issues to help administrators improve future inductions.
  10. Be thankful. Administrators must recognise the hard work and extra pressure new teachers are experiencing. A weekly visit and a email to express positive observations can make the difference between keeping and losing another educator.

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EduWells2015Author: Richard Wells
Teaches grade 6 to 12 – Head of Technology at NZ 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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3 ‘must-haves’ for classroom software designers

This is a great topic for the me and the other Global Search for Education: Top 12 Global Teacher Bloggers to discuss as it offers us an opportunity to highlight to technical people that success for technology in education is about placing learners before technology.

app design

Let’s first look at what the most successful apps education have in common. As examples from a long list of possibilities, I would consider:

All five seem to offer very different outcomes and opportunities but to me they have 3 key elements that all software designers thinking of targeting education need to be aware of.

1. A Blank Canvas

All the successful apps offer a space to create and personalise the learning outcome. This makes the app adaptable to the learner’s need. As education moves away, or at least tries to, from a standardised delivery model, successful apps need to reflect a world where everyone expects to be able to personalise their own experience.

2. A Social space

All the apps that I like to use and recommend teachers try have a social element. Again, this is something that the world and its children have become accustomed to. Making connections and the building of relationships are simultaneously where the strongest learning takes place and are themselves key skills for young people to develop. My experience in using technology for decades, including hundreds of apps shows that students are happiest when their learning is connected and shared.

3. Student Driven

It is still the case that most people, including software designers, outside education are not fully aware of the quite monumental shifts in conversation about how education will operate over the next twenty years. The primary element in this shift is the move to student driven environments. Successful software in schools will always be that which allows the students to shape what takes place and allows the teacher to guide from the side.

Final Thought

Something I’ve mentioned many times on this blog is how New Zealand leads the world in the shift away from prescribed content delivery. As a teacher in this country, this has meant I have never had the need to download a ‘closed’ content delivery app and developers need to be aware that this should be the last of their design considerations if they want a lasting success.

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EduWells2015Author: Richard Wells
Teaches grade 6 to 12 – Head of Technology at NZ 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.

_____________________________________________________________