Is it Time?

This post is written retrospectively. When reading through my posts, I found this draft blog from October 2019 that was merely a title - "Is it time?". Now it is time to fill in the blanks.

At the end of 2019, I quit my job as Head of Middle School at Riverside Christian College and moved to the Gold Coast to return to the classroom as a member of the Year 6 teaching team in a brand new Middle School Learning Community. I just knew it was time for a change. Whilst I loved my 8 years at Riverside, my leadership role did not bring me the same joy that I felt as a classroom teacher, and I wanted that back.

I was excited but terrified at the same time, wondering whether I would remember how to 'teach', questioning whether I would still be able to make positive connections with the kids, and worrying if I still had the ability to make learning fun. I really wanted to get my mojo back.

My new school, Hillcrest Christian College, enabled me to put so much of my passion into practice by providing me with an agile learning space (where 10 classes of Years 5 & 6 occupied the top floor of a converted multi-level carpark), progressive pedagogical expectations, innovative curriculum and an amazing team of talented, collaborative, dedicated and supportive teachers.

I'm not going to lie - it was exhausting and challenging, but it was also exciting being in an environment where we were encouraged to try new things and make mistakes. We experimented with a variety of teacher combinations, timetable changes, student groupings, design-centred learning and teaching pedagogies. We made it work because we supported each other and, from the outset, accepted that some things wouldn't work but it was worth a try. 

2020 made me realise the importance of having the right people in your teaching team - if you have a good team, everything else falls into place. 2020 was also the year that COVID disrupted everything, but our team pivotted and learned how to engage our students online. We tag-teamed as online instructors,  moderators and trouble-shooters. We dressed in costumes, danced and made complete fools of ourselves - all in the name of education.

I have had three really special periods in my teaching career that I would classify as 'golden' - this was one of them. 

Space Walk - A look at flexible learning spaces

Last term, I had the opportunity to lead some of my colleagues on a 'Space Walk' throughout the Year 6, 7 and 8 flexible learning spaces in our Middle College. I consider our Middle School to be a place where students enjoy coming to school and love being in their classrooms. For our Middle School teachers, signifying Middle School principles and pedagogy drive their classroom layouts.

On entering the Year 6 learning spaces, an instant calm washes over you. Gone are the traditional desks and chairs and in their place are collaborative work spaces of various levels and in different configurations. It looks homely.

Tables with writable surfaces - round, square and rectangular; wooden cable spools; soft furnishings like floor cushions, beanbags and lounges; a conference table for teacher/student mini-lessons, master classes or checkpoint meetings; wobbly balance boards, stools, fit balls and padded milk crates as seating options - all in place to cater for student choice and comfort.



In our Year 6 classrooms, differentiated group rotations and activities drive instruction. Cooperative learning structures are used on a daily basis, and this classroom space enables student movement and flexible groupings to occur throughout the day in a variety of subjects. This year group also uses 1-1 iPad devices, and mobility is a priority when collaborating, creating and sharing their work. Comfort, choice, space and flexibility, along with structure, are priorities for the teachers of these classes when creating their learning spaces.

The Year 7 space has a similar feel. In a polished cement floor warehouse-style room, freedom of movement and collaborative group work are clear priorities.

There is a dedicated meeting place on the mat at the front of the room, where direct instruction or student-led teaching takes place. Other seating arrangements include, whiteboard-surfaced desks, kneeling tables, a stage area, picnic table, soft byte ottomans, conference table and byte desks. An outside patio area is also made available to the students. Wobbly balance boards, fit balls, chairs, stools and cushions are all seating choices.

The Year 8 learning space was designed for open-plan, team-teaching, project-based learning with 75 students and 3 teachers. Again, the furniture choices are guided by the teaching pedagogy - 4-member teams of students working collaboratively on their group projects, a whole-class instructional space, three Homeroom group areas for pastoral activities, small group seminar spaces, performance space, conference area for masterclass, mini-lessons or teacher/student checkpoint meetings, outdoor area, and quiet area for students who find noisy environments challenging.

Choice of furniture included standing, whiteboard and standard tables; booths; tiered seating/stage area; soft furnishings such as cushions, ottomans, splats and benches; a horseshoe seminar area where students' attention can be focused; glassed classroom within a classroom for quiet, Homeroom or withdrawal work; and outdoor furniture with sit-down or stand-up options.

With all options, students have the choice of movement and comfort, in a working space that will best support the activity goal.

Research has shown desks and chairs in traditional classrooms are not appropriate for 83% of students, and that remaining still actually involves the highest demand loading for the body and that moving is necessary for many children when they are learning and creating.

Children have widely different furniture needs and generally the choices they naturally make are the right choices for their bodies (Faith Lutheran Occupational Therapist report, Faith Matters; Article 21, March 2016).

In addition to the Middle School classrooms, the final learning space I visited was a Year 3 classroom. This space contained a corner lounge, floor meeting area, 'marshmallow' foot stools, group 'dining' tables, conference desk, ottoman and kneeling coffee tables.

Whilst the furniture:student size ratio for this year level was slightly disproportionate (adding cushions to the chairs would help raise the height of seated students), the calm and homely ambience of the classroom environment was overwhelming.

Lighting was reduced to fluoros at the back of the classroom only, supported by standing and table lamps, fairy lights and various strings of LED's around the room. This reduction in lighting game the classroom a much calmer feel.

The class teacher reported a much calmer classroom with no behaviour problems, due to flexibility of seating choice and movement within the classroom. Students were better focused and engaged longer in tasks. Seating options were more conducive to group work, collaboration and communication.

A video reflection from the students indicated they loved coming into their classroom because it felt like home, was comfortable and they could choose where they sat (and move if they weren't comfortable).


Here are some links to other blogs and research on flexible learning spaces:
https://www.edutopia.org/blog/flexible-seating-student-centered-classroom-kayla-delzer
https://www.edutopia.org/blog/visualizing-21st-century-classroom-design-mary-wade
https://www.edutopia.org/practice/flexible-classrooms-providing-learning-environment-kids-need
http://www.designshare.com/Research/Wolff/Project_Learning.htm
http://www.learningspaces.edu.au/docs/learningspaces-final-report.pdf
https://education.govt.nz/assets/Documents/Primary-Secondary/Property/School-property-design/Flexible-learning-spaces/FLS-How-the-design-of-spaces-can-help-student-achievement.pdf
https://blairsmithteaching.com/2017/02/10/how-to-get-rid-of-student-desks-in-a-flexible-seating-classroom/#more-1635

Recognising TweenTeachers as Specialists

I am a Tween Teacher - not a primary teacher or a secondary teacher. I am a specialist in my field -  'middle years' education, but I feel like I have to constantly fight for the recognition and acknowledgement that such a specialisation even exists.

Having taught in dedicated Middle Schools for 17 years of my career, I can confidently say that there is an obvious distinction between primary, middle and secondary teachers. Each has their specialisation and you can tell a 'real' Middle School teacher from those who aren't. I am not meaning to criticise or degrade those teachers who aren't 'real' Middle School teachers - it's just that you can tell the difference.

'Real' Tween Teachers WANT to teach adolescents. They understand the hormonal outbursts, risk-taking behaviours and struggle for identity, and embrace the challenge of helping their students through this turbulent developmental time in their lives. They WANT to develop positive relationships with their adolescent students, despite the way they can be spoken to, ignored or blamed for things that have nothing to do with them. They WANT to do everything they can to get on their students' wavelengths so they can better connect with and engage them in the classroom. They WANT to work with other Middle School teachers to collaboratively strategise and collectively work out how to best improve the learning outcomes of their adolescent students. They WANT their students to know that they 'get' them and are dedicated adolescent advocates.

I have no doubt that primary and secondary teachers have similar 'wants'. However, it is the Middle School teacher's skilful execution of them that makes the difference. 'Real' Tween Teachers are appropriately responsive to the specific developmental needs, interests and characteristics of young adolescents.

'Real' Tween Teachers know how to listen. Sometimes, adolescents just need their side of the story to be heard. When allowed to explain why they reacted in a certain way, potentially explosive situations can be easily diffused just by letting the student talk, rather than cutting them off and disciplining them for behaving inappropriately.

'Real' Tween Teachers know how to connect with their students. They talk with their students rather than to or at them. They find out what interests them. They use these interests to engage them in class. They show interest in their students' lives outside of school. They make time for them and make them feel like they matter.

'Real' Tween Teachers are patient. They understand that their students are searching for their identity and independence, yet rely heavily on modelling, scaffolding and boundaries in order to achieve this. And they wait for all of their adolescent students to go through this in their own time, as their developmental timelines are independent of each other.

'Real' Tween Teachers look for the good in their adolescent students, rather than the bad. They advocate for them when they are in trouble. They use negative experiences as learning opportunities. They discuss rather than discipline. They show disappointment rather than contempt.

Now, you may say that this is no different to primary or secondary teachers - this is true. But 'real' Tween Teachers just seem to do this so much better with adolescents than primary or secondary teachers do. That is purely my observation (and I've been around adolescents for a long time).

So, what has prompted me to write this blog? Over the last couple of weeks I have overheard some teacher conversations that involved frustration with teaching Middle School students, particularly those who have learning needs or behavioural challenges. The crux of their conversations always centre around them not understanding why their adolescent students don't 'get it' or why they reacted the way they did. My argument is always the same - if you take the time to get to know each student, look beneath the surface and don't get hooked up on "not getting through the content", the interactions you have with Tweens can be wonderful, positive experiences. Middle School recognition and specialisation is worth fighting for - it's an unavoidable period of education, and schools need dedicated 'experts' to help the Tweens get through.

Breakout!

I have found it quite difficult in my current role being 'out of the classroom'. I am still passionate about researching and trying out the latest educational tools, apps and strategies to get students excited about their learning, and miss the opportunities for practical application that comes when you have your own class.

Just recently, one of my colleagues purchased a BreakoutEDU box. I had read articles and tweets about this immersive learning game platform, and was dying to see it in action and try it out for myself.

One of the best ways of building capacity as a teacher is to engage in peer observation. So, I visited my colleague's classroom where he was about to trial the BreakoutEDU box with his Year 12 History class. He gave me a quick explanation of how it all worked before the students entered the room. I listened to him give his instructions, and then sat back and observed the students as they tried to think critically, problem solve, and work as a team to find the codes for five different locks from solving physical and digital clues placed around the room. I also observed my colleague, as he anxiously watched the team dynamics at play and tried to refrain himself from giving away hints and let his students make mistakes.

This type of 'game-based' learning excites me. The task frustrated some of the students, but others were driven to find the solutions to the presented problems. The task was also somewhat frustrating for the teacher, as what clues were obvious to him, were a mystery to his students. This learning platform highlighted the need for students to use 21st Century skills of critical thinking, collaboration, creativity and communication when it came to solving the clues.

The Year 12 class successfully broke open the box within the 45 minutes' time frame, with 14 seconds to spare. Would my Middle School staff be able to do it as well?

Not having a class of my own on which to trial this concept, I decided to base our next staff meeting on having to break open the box in order for the meeting to finish (a pre-written game scenario available from the BreakoutEDU website). Perhaps more thought should have been given to the timing of the game; it was not optimal - at the end of a full day of teaching, when brains are fried and enthusiasm is waning.

From the moment the staff received the instructions (via paper aeroplane), collegiality was fractured - some didn't know where to begin, some didn't want to begin, some just wanted it to be over and rushed straight in to trying to crack open the locks without any clues at all!

I observed staff members keeping clues to themselves and solving problems on their own. I heard a graduate staff member verbalising his ideas and making suggestions quietly, but too afraid to share them publicly with the rest of the team. I witnessed a staff member slowly examine every inch of the room, silently digesting clues and artefacts. I saw some staff members sit down, defeated, and not participate.

As the minutes ticked by, collaboration and communication improved. 'Overthinking' was the biggest obstacle. Needless to say, the 'team' ended up opening all of the locks with minutes to spare (after finally deciding that it did not make them 'losers' for asking to use their HINT cards). They broke out of the meeting and enjoyed their treat of snake lollies that was hidden inside the box.

What was, perhaps, the most valuable part of this game for the staff was the reflection afterwards. Comments such as, "Now I know what it's like to feel like the dumbest one in the class!" and "I didn't know where to start or what I was looking for" or "I got so frustrated when [name] wouldn't share what [she] was doing", drove our discussion and put the teachers in the students' shoes.

This game highlighted the importance of learning how to 'Breakout' of your comfort zone, problem-solve, communicate and collaborate. While the staff meeting activity did not play out as successfully as I had hoped it would, there were definitely some lessons learned.

The Power of a #PLN

Although joining Twitter in 2009 (according to my Twitter profile), I didn't really begin to actively use it until 2 years ago. And it wasn't until this year that I really recognised the power of Twitter in helping me create an amazing Professional Learning Network (PLN). This blog, from Teacher Challenges, explains exactly what a PLN is, and why having one is so important for a teacher.

Since finishing my university study, I have discovered I have 'spare' time, so I read books - professional, teaching books. So far, my favourite has been "Teach Like A Pirate", by Dave Burgess. You can read my #tlap book review blog here. Currently, I am reading "The Innovator's Mindset", by George Couros. I discovered both of these authors, and their books, on Twitter.

"The Innovator's Mindset" has got me thinking and questioning why we do the things we do, and why do we do them the way we do? The first example that popped into my mind was our Middle School's Student-Led Conferences. I know exactly why we do them - you can't argue with the research.

Although we have completed 3 rounds of successful and well-received SLC's, I am not convinced that the way our students present their work folios to their families adequately reflects their creative capabilities. Currently, our students create a slideshow (boring) or use Adobe Voice to share their semester's achievements. Surely, there are some more innovative ways of wowing their parents!

So, I put it out there. In the Twittersphere. One simple question:

The responses I received were fast and fabulous. And if some of my Twitter followers didn't have any ideas themselves, they knew someone that did and asked them. Within hours, I had some amazing ideas which I am going to share with the staff. Better still, they need to ask their students to come up with their own ideas about how they want to lead their next conferences. As George Couros says in his book:

 I'll share some of the links I received with you here:

http://mrsevonsthirdgrade.blogspot.com.au/2015/03/student-led-iconferences.html
(This woman is amazing!)

https://sites.google.com/a/hightechhigh.org/pbl-resources/presenting-beautiful-work/pols-and-slcs

Authentic Learning

Providing more authentic learning experiences for our tweens has been a focus at Riverside Middle College this past year. Posted below are examples of how our tween teachers have incorporated these experiences into their curriculum.

Year 9's Night at the Museum

The Year 9 History students concluded their study of World War I with a task that required them to be a museum curator, tasked with the job of creating an exhibit about any aspect of WWI. Their exhibit, combined with the remaining Year 9 students' exhibits, would educate and inform other Middle College students about the war. 

Students chose an aspect of WWI, generated an inquiry question and 8 sub-questions, researched their topics using primary & secondary sources, and chose a method of presentation.

The presentations included the creation and explanation of artefacts (diary entries, weapons, posters, replicas, dioramas, models), performances (dances, poems, song, drama), and digital pieces (blogs, screencast, stop animation, interactive poster, video games)

               

The students opened their museum to an authentic audience of Middle College students from Years 6-8, then again at night to their parents and families.

Middle College Fair

All our Homeroom classes from Years 6-9 organise and run stalls at our annual Middle College Fair. Linking this activity to the Australian Curriculum for Humanities and Social Sciences - Economics and Business, our students discussed and set business goals, developed a concept, advertised their product and sold to their Junior and Senior student consumers and staff.

This project was a term in the planning, but culminated in a colourful and exciting afternoon when lots of money was made. As a Middle College student body, they then had input (through their Class Leaders) as to how they would like to see their profit spent - donation to a charity or community project. 

Student-Led Conferences

This year, our Middle School initiated Student-Led Conferences.

The introduction of this method of reporting to parents followed on from my reflective report on inquiry into Student-Led Conferences, for my GradCert. in Educational Studies. Lack of student engagement in the learning process, and diminished responsibility for their academic progress was becoming an increasing issue in the Middle School, and the staff were keen to try anything that would turn around this common student attitude.

Our Student-Led Conferences took on the form of students selecting, reflecting on and presenting a folio of work samples (ones of which they were both proud and disappointed) to their families, and setting SMART goals as a group (student, family & teacher) to work towards achieving by the end of the next semester.

Promotion:

• Parents were informed of the change to the traditional P/T interviews via explanatory letter, College newsletter, Homeroom newsletters and social media quite a time prior to the SLC taking place.

Preparation:

• Some staff visited Meridan State College (a pilot school for Junior Secondary on the Sunshine Coast) to gain better understanding of what was involved in SLC.
• Students reviewed their previous school report (which many of them had not even seen) and listed their grades for academic achievement and effort.
• They reflected on their results and conferenced with their Homeroom teacher, discussing their identified strengths and areas needing attention.
• Students collected work samples which reflected work in which they did well, and not so well. Some classes chose to create a folio of work using Evernote which enabled students to link and share digital files.
• Students completed and practised their 'script' with the assistance of their Homeroom teachers and Learning Support Assistants. This was particularly important for some our students with learning difficulties, in order to gain confidence and become familiar with the process.

This preparation was the most time-consuming part of the process. Teachers did become stressed at the amount of time it took to conference and practise with each student (but it was worth it!)

Presentation:

• The school library was chosen as a 'neutral' and inviting venue in which to hold the conferences. Furniture was arranged in comfortable, relaxed configurations and included comfortable lounge chairs, footstools and booth seating, as well as byte tables and chairs.
• Some classes chose to create displays showcasing what they had been doing in class to enhance their Homeroom conference space.
• SLC's were held over three afternoons to offer families some flexibility. Those parents who were unable to attend, received a recorded/videoed conference of their child with their Homeroom teacher and another adult/teacher of the student's choosing. Teachers also made alternate times for parents to attend the SLC (which extended up to two weeks later).
• Together, students and their parents set SMART Goals for the next semester. These were recorded, printed, laminated and displayed at both home and in the classroom. (Teachers reported that this was the most difficult part of the SLC).

Reflection:

• Parent attendance increased substantially - not only did more 'both' parents attend, but we also had grandparents and siblings come to share in the students' learning.
• Most SLCs were positively received, although a couple of Year 9 students refused to take them seriously and the SLC ended in embarrassment, argument and/or refusal to set SMART Goals.
• Despite the promotion of the change of format, some parents still wanted the one-on-one time with the Homeroom Teacher to discuss 'delicate' issues. As a Middle College staff, we have decided to allocate 5 minutes at the end of a conference to speak to the parents alone, or offer the parents the opportunity to make another appointment.
• The students felt more accountable for their effort and achievement and, despite being very nervous about having to 'talk school' with their families, did an amazing job!

From as far back as 1897, Dewey (in My Pedagogic Creed) talks about the necessity of children to take responsibility for their education. The use of SLCs, as a means of enabling students to take greater charge of their learning, has many positive implications and reflects many of the elements od Middle Schooling. SLCs provide the opportunity for Middle School students to take the lead, 'own' their work and be part of an authentic, reflective assessment. They improve the quality of communication between home and school, and encourage parental involvement in student learning. They help develop strong relationships between student and teacher, and encourage schools to work towards becoming learning communities where learning can be shared. Student-Led Conferences empower students to be active participants in the learning process.