Creating a Classroom Culture For Learning: Being Human Part 1

Scene 1, Part 1 Mr Mark “Be warned, there is the potential threat of ridicule, embarrassment and resentment.  But the risk might just be worth it.”   Teacher (hesitantly) “What  do I need to do?” Mr Mark “Show that you’re human”.

As a matter of interest I recently asked my new grade 7 class of 20 students to brainstorm the word teacher.  The following comments were provided: Learning; Education; Class; Homework; Bossy; Fun; Difficult; Control; Help.  Just before I was about to launch my soap box tirade that we are much more than this, one student stated Human Being.  In response to this, I asked how many other students had thought of something similar; 19 students replied in the negative.  Whilst this is clearly not a statistically representative of the world’s student population or even the school population in which I now teach, it does add weight to my theory that perhaps in order to create a culture for learning the very concept of what it means to be a teacher (in the eyes of students) needs challenging, and in order to do this we need to show we are human.

It isn't difficult to deduce from some of our experiences that students sometimes perceive us as a walking textbook, or an extension of the bricks and mortar they call a school, or even as a weapon of mass destruction.  But how many of them see us as human beings. How many of our students feel they can relate to us? Someone they can form a relationship with who they recognise is intent on helping them acquire the knowledge and skills required to have the opportunity to do want they want in life.  And as such, trust us with their future. According to Didau (2015: 344) "Trust is a better predictor of teacher success than expertise. A teacher may know their subject inside out, but if their pupils don't trust them they won't feel very motivated"  It is therefore imperative that building strong relationships with students is at the core of creating a culture for learning in the classroom.  

David Didau offers some approaches that should be the basic expectation for all teachers as part of the process for building relationships:  know their names, tell them they are your favourite class, know the data, talk to parents, mark their books.  But this advice promotes a one way relationship. You know them, but do they know you.  

I am now embarking on my fourth school experience (over 15 years) as a teacher, my second as a senior leader, and my first overseas experience in an IB school. The recommendations that I advocate promote a two way relationship with students. Recommendations I have been employing over the past four months in my new school environment.  So that maybe, just maybe, my students will trust me with their future, and see me as a human being.

i) Don't Just Attend - Take Part

ASKER INTERNATIONAL SCHOOL HALLOWEEN PARTY 2015

ASKER INTERNATIONAL SCHOOL ANTI BULLYING DANCE 2015

Teachers along back row 

Whether it is the School Disco, Halloween Party, School Prom, World Book Day, Christmas Jumper Day get involved. Don’t slink off to a corner somewhere, make an effort.  Students will appreciate that you danced rather than comment on how bad your dancing is. When you wear fancy dress for World Book Day, students will laugh (at you maybe) but this is often followed by a sincere smile and ‘I like it sir’. Be a risk-taker and let the students see you in a different context.

ii) Organise and attend residential trips

Become an overnight success that has been months or even years in the making:

• You are the one who checks up on them in the evening.
• You are the one who smiles and says good morning.
• You are the one they turn to for help when attempting an activity but are scared.
• You are the one who checks they have eaten. 
• You are the one who they decided to talk to about things that bug them because they want their voice heard by an adult.
• You are the one to motivate them when they are struggling on the hike.
• You are the one they know stayed awake all night to keep them safe as they were sneaking around.
• You are the one who took a chance and took them on their first trip outside of the city.
• You are the one who organised their first sleep over.
• You are the one who allowed them to see the seaside for the first time.
• You are the one who organised their first sit down meal with friends outside of school.
• You are the one who made a great few days happen.

Be that someone.  Show them you are human.

iii) Accept that you are sometimes wrong

Making mistakes is important in creating a culture for learning.  Remember to model this.

Part 2 coming soon...

Creating a Classroom Culture for Learning: Avoid the Autumn Rut

"The more often we see the things around us - even the beautiful and wonderful things - the more they become invisible to us. That is why we often take for granted the beauty of this world: the flowers, the trees, the birds, the clouds - even those we love. Because we see things so often, we see them less and less."

Joseph B. Wirthlin

The academic year begins with the best intentions: lessons are creative, engaging and purposeful.  The summer vacation has rested the brain, and teachers return to school with renewed vigor.  The energy and enthusiasm generated is infectious, and a culture for learning is being formed.  But looming on the horizon is the Autumn Rut. The Autumn Rut has many causes but the major culprit is complacency. When we begin to take our students for granted.  

It is easy to become complacent after months of effective pedagogy.  Students will, for a short while, be supportive of lessons that are below par.  Working their cotton socks off despite the lessons becoming stale and repetitive. But for how long?  And at what expense?  

It is therefore important to remind and prepare oneself of the potential threat that looms ahead, and self-regulate. Self-regulation is a term we often ascribe to the development of our students. It is often a key part of the Learning to Learn curriculum developed in many schools and the International Baccalaureate's Approaches to Learning framework. However, we must not forget to engage in this process ourselves, and manage our own motivation towards teaching.

With this in mind, below are some approaches I recommend you consider to avoid the Autumn Rut.

1. Write a warning note in your diary at the start of the academic year, and at the same time follow this up by actively looking to attend inspirational CPD  around mid-October.   Hopefully the training will leave you inspired and eager to try out new ideas in the classroom, and share with colleagues.  
2. Alternatively engage in self induced CPD, such as reading some blogs: coolcatteacher, learningspy, huntingenglish, headguruteacher, Bruce Ferrington.  
3. Engage in some quick reads: The Creative Classroom (Sue Cowley), Teach now! English: Becoming a Great English teacher (Alex Quigley).  Amazon regularly reduce the price of books for a day only.  I managed to buy seven educational books for less than 30 NOK or 3 pounds each in September with the intention of reading them before January.  Two down, five to go.
4. Watch some Ted Talks:

• Finding the story inside the painting
• What fear can teach us
• Do schools kill creativity
• Your body language shapes who you are
• How great leaders inspire action

1. Recommend to your subject leader to have a focus on sharing new ideas/taking a risk ideas at the next departmental meeting.
2. Track the diet you are giving your students.  It is easy to overlook the diet being offered to individual classes when we reflect on the learning opportunities over the course of a day, week or even month, especially as a secondary/MYP practitioner.  Therefore, take some time to reflect on which classes are receiving the best of you and how do you know? You may wish to complete a self audit of the learning opportunities you are offering.

* I will share my audit once completed.  Draft audit at bottom of the blog.

Many teachers (myself included) do not wish to be faced with evidence that our teaching has become drab, uncreative and boring.  As such, updating this document may act as an incentive to maintain the standards set at the start of the term. The audit also acts as a refresher for teaching ideas that have been collecting cobwebs at the bottom of the teacher's toolkit.   

       7. What teacher reflection process would be complete without student voice? Use this to check the present satisfaction of your students with the learning opportunities.  Whilst, the feedback can sometimes be tough to handle, their opinion matters.               

To summarise,  “learn to appreciate what you have, before time makes you appreciate what you had.”  Don’t rest on your laurels, don’t take your initial success for granted.  Find a way to heed the Autumn Rut, and continue to develop the effective habits that ensure a culture for learning continues to grow in your classroom.

Grade 7 English (Language and Literature)
Activity	How many times week 1?	How many times week 2?	How many times week 3?
Snowballing
See think wonder	/
Brainstorming	/
Emotions graph  - Character from a book	/
North, South, East, West
Youtube/media clip	/
Question and answer
Redraft Work
Cocktail party	/
Self assessment
Peer assessment
De Bono’s thinking hats
Comprehension exercise	/
Picture - what questions?
True or false
Do something with this….
Think pair share	/
Hot seating	/
Flipped Classroom
School library - Quiet Reading	/
One to one reading	/
Student voice - feedback	/
Comparison Alley	/
Padlet
Visible learning group task - no verbal language
Thunks
Drama
Social Media
Apps
Extended Writing/Creative Writing
Music Inspiration
Ted Talk	/