Love this post and love these questions (and, of course, love this chapter).
One of the things I'm really excited about in my own context this year is how they have created an opportunity for a group of teachers to take more leadership: facilitating connections and learnings across classrooms; participating in and leading learning walks across the building; surveying teachers and then creating the type of professional development they say they want with much more choice + flexibility than we typically get.
It has taken a lot of work and forced me to operate a bit more outside my own "comfort zone" of the classroom, but I've had way more conversations with way more colleagues this year than ever before around our work, and this chapter makes me appreciate the conversations themselves rather than seeing them as means to an end.
I'm currently a middle school principal. In lieu of a structure like this (scheduling, ugh), we start meetings with a range of Connection Questions quietly projected as people file in. They range from "One small win today" to "What's going on in your class?" They are also emailed ahead of time, when I'm really on it. I intentionally start a bit later so that people can talk about them. It's not profound, but it builds on the same idea as those walks. Teachers share. They learn. They connect. And it's much more interesting than simply projecting the agenda.
I'm envious of those teacher walks! I think talking with colleagues about our craft, seeing teaching happen in real time, and then reflecting together is a powerful form of professional learning. Those collegial connections are slowly building a culture of trust, vulnerability, and shared teaching and learning experiences. Awesome!
Relationships are key in schools. In England, I think (hope) there's a shift towards this realisation, moving us away from punitive behaviour systems. I can't remember where I read it but I've seen somewhere that teachers should aim to have 7 positive interactions for every negative interaction. For example, those small acts of kindness you mentioned. Saying thank you to a child for opening the door. Ringing home to tell their parent/carers how well they've done today etc. Building up that deposit of positive emotional currency is crucial. I think this is something you seem to do really well, Adrian.
It is the small acts that really do create a more meaningful experience! I always cringe when I her teachers say, "my job is to teach, not form relationships." The problem with that mindset is that teaching and learning requires being relational. You cannot teach (or learn from) someone without having some sort of positive connection with them. Helping build my students' positive emotional currency is so important, especially before they head off to middle school (junior high).
Leadership and change are not separate from the interconnectedness of schools. They are part of the fabric. As I lead change in my own school and am consulting to help others do the same, everything in this article is a central tenet. The adults need a sense of connection and understanding simply because they do. It is also integral to managing any change. Getting there requires understanding of who is in the room and what they need. Strategically, that gives you an idea of what needs tending to and/or if the proposed initiative has any legs to it. More importantly, it builds community. That's what it's all about, both in and out of schools.
Love this post and love these questions (and, of course, love this chapter).
One of the things I'm really excited about in my own context this year is how they have created an opportunity for a group of teachers to take more leadership: facilitating connections and learnings across classrooms; participating in and leading learning walks across the building; surveying teachers and then creating the type of professional development they say they want with much more choice + flexibility than we typically get.
It has taken a lot of work and forced me to operate a bit more outside my own "comfort zone" of the classroom, but I've had way more conversations with way more colleagues this year than ever before around our work, and this chapter makes me appreciate the conversations themselves rather than seeing them as means to an end.
I'm currently a middle school principal. In lieu of a structure like this (scheduling, ugh), we start meetings with a range of Connection Questions quietly projected as people file in. They range from "One small win today" to "What's going on in your class?" They are also emailed ahead of time, when I'm really on it. I intentionally start a bit later so that people can talk about them. It's not profound, but it builds on the same idea as those walks. Teachers share. They learn. They connect. And it's much more interesting than simply projecting the agenda.
I'm envious of those teacher walks! I think talking with colleagues about our craft, seeing teaching happen in real time, and then reflecting together is a powerful form of professional learning. Those collegial connections are slowly building a culture of trust, vulnerability, and shared teaching and learning experiences. Awesome!
Relationships are key in schools. In England, I think (hope) there's a shift towards this realisation, moving us away from punitive behaviour systems. I can't remember where I read it but I've seen somewhere that teachers should aim to have 7 positive interactions for every negative interaction. For example, those small acts of kindness you mentioned. Saying thank you to a child for opening the door. Ringing home to tell their parent/carers how well they've done today etc. Building up that deposit of positive emotional currency is crucial. I think this is something you seem to do really well, Adrian.
Thank you for the post, as always!
It is the small acts that really do create a more meaningful experience! I always cringe when I her teachers say, "my job is to teach, not form relationships." The problem with that mindset is that teaching and learning requires being relational. You cannot teach (or learn from) someone without having some sort of positive connection with them. Helping build my students' positive emotional currency is so important, especially before they head off to middle school (junior high).
Leadership and change are not separate from the interconnectedness of schools. They are part of the fabric. As I lead change in my own school and am consulting to help others do the same, everything in this article is a central tenet. The adults need a sense of connection and understanding simply because they do. It is also integral to managing any change. Getting there requires understanding of who is in the room and what they need. Strategically, that gives you an idea of what needs tending to and/or if the proposed initiative has any legs to it. More importantly, it builds community. That's what it's all about, both in and out of schools.