A different type of thinking ...

A different type of thinking

Schools are interconnected networks that can be either purposefully woven and crafted into a grand tapestry or carelessly neglected and snagged until only a knotted, tangled mess is left.

    Educators need to develop a whole new approach to teaching and learning.  The education students receive must prepare them for the dynamic, ambiguous future ahead of them. This means tailoring curriculum and instruction to meet the needs of the students, using technology as an effective tool, and creating a culture of inquiry and collaboration in the classroom focused on the future. It must also include a systematic approach to education to amplify learning and instruction.   Through continuous efforts to increase their capacity, schools can truly become places of learning where students can thrive and reach their goals.

                We cannot simply rely on the same types of thinking that have brought us to our current state. We must recognize that to affect the level of school improvement necessary to provide students with the level of education they will need in their future we must strive to implement better ideas designed to create better results. A strong and progressive education system is essential for developing the talent and skill base necessary to compete in the world market and defend the sovereignty of the US. It is up to us to ensure that our students have what they need to succeed.

    Part of this “new type of thinking” involves shifting our focus from what is wrong to looking for what is good and improving it. To be clear, this is not to say that we should ignore the problems in schools, nor am I stating that they are unimportant. What I am proposing is that rather than focus on learning about problems and focusing on what we already know is broken, we agree to focus on solutions and recognize that a good deal of what occurs in schools is the result of caring, skilled teachers interacting with students with a desire to learn and be successful.

If we spend all our efforts focusing on what is broken, how it got broken, or who to blame, when will we have time to make things better?

    The title of this article is, in part, it is a reference to a quote often attributed to Albert Einstein “We cannot solve the problems of today with the same type of thinking that we used to create them.” There is debate as to whether that is what Einstein said; however, Einstein did recognize that the development of atomic weapons changed how diplomacy would be carried out in the future.  I would argue that the same level of understanding must be adopted to create the change in the educational system necessary to prepare students to meet the challenges they will face.

    This different type of thinking will be guided by ten fundamental principles.  The first of these principles comes from positive psychology scholars who have developed the concept of appreciative inquiry (AI), a powerful change process based on the principle that organizations can decide to change. 

1.       Stop Trying

2.       Simple thinking won’t solve wicked problems.

3.       Schools must be places of learning.

4.       The right thing is not optional.

5.       Positive organizational leadership is not just being happy.

6.       If everyone is responsible, then no one is accountable.

7.       Schools require students and families.

8.       Great schools are great because they build staff capacity.

9.       Everyone must row in the same direction.

10.   Culture is king. 

 

The importance of trust

The 2021 Edelman Trust Barometer indicates that during the pandemic, global levels of trust have decreased significantly.  The decrease in trust creates an issue that urgently needs to be addressed by school leaders.  The Edelman survey shows that across the board, trust has declined in virtually every sector and country.  

How does trust function in schools?

     Trust plays an essential role in our relationships with each other.  We make decisions based on the level of trust that we extend to others in the relationship. Student-teacher trust is essential for creating an environment where students feel safe to learn through trying and correcting their errors (Lemov, 2021).  When thinking about trust it is important to consider the family as a whole. Trust between students and their families and their teachers has a large effect size on student achievement (Hoy, Hoy, & Kurz, 2008).

When students and their parents trust their teachers the student will work harder for that teacher.Also when a problem arises the parents will reach out to that teacher to help solve the problem and a more positive outcome will be reached for the student.  All year I have been communicating with a mother about her child, we spent several hours in Zoom meetings. Honestly, it really seemed like the mother was experiencing a lot of stress and needed to feel heard. As the end of the term approached her student had started to stop turning in work and even showing up for class. I put a call into her mom, it was refreshing to hear her mom's response which ultimately ended in the student passing my class.  When a trusting relationship exists between teachers and the student's family, everyone is working together to support student achievement.  

So how do teachers build trust with students and their families? 

Piats and Ehmer (2020), discuss the importance of building the social capital of students' families through interacting with the schools' staff.  They provide some ideas:

• Provide several different ways for families to increase their social ties to teachers and the school in general.  
• Utilize social media to engage parents and students.  Obviously, this needs to be done wisely.
• Work on providing ways for parents and students to participate in teacher networks.  (Piats & Ehmer, 2020).

Perhaps the thing that educators need to be most aware of is the importance of working to overcome the barriers to trust associated with social distancing.  At one time building social capital with families may have been a natural part of teaching.  With the restrictions associated with Covid 19, educators need to be more purposefully, interactive with the families they serve. 

References

Hoy, A. W., Hoy, W. K., & Kurz, N. M. (2008). Teacher's academic optimism: The development and test of a new construct. Teaching and teacher education, 24(4), 821-835.

Lemov, D. (2021). Teach Like a Champion 3.0: 63 Techniques that Put Students on the Path to College. John Wiley & Sons

Pitas, N., & Ehmer, C. (2020). Social Capital in the Response to COVID-19. American Journal of Health Promotion, 34(8), 942–944. https://doi.org/10.1177/0890117120924531

Quick & Easy Strategy

morphology: the study of  the patterns of word-formation within and across languages.

Morph Latin meaning “form” or ”shape”

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Ology = study of

Here is a good idea: teach students the Latin or Greek root words when a difficult word comes up in your curriculum.  Several studies indicate that this benefit both English language learners and native English speaking students when reading English (Crosson & Moore, 2017; Ramirez, Chen, Geva, & Kiefer, 2010).  It also helps students to learn Spanish.   If you need assistance with the meaning of roots, I like membean.com. 

References

Crosson, A. C., & Moore, D. (2017). When to take up roots: The effects of morphology instruction for middle school and high school English learners. Reading Psychology, 38(3), 262-288.

Ramirez, G., Chen, X., Geva, E., & Kiefer, H. (2010). Morphological awareness in Spanish-speaking English language learners: Within and cross-language effects on word reading. Reading and Writing, 23(3-4), 337-358.