Teachers are Learners

Whenever anyone asks me what I do, the reply has always been, with alacrity, “I'm a teacher!” Am I 'Teaching?' Not in the classroom, school sense, no. Mostly, I'm learning. And I love it. When it was suggested I blog about change I reacted as any 20^th century learner – how do I do that? Can I do that? I enjoy reading other educators blogs – they are another powerful learning platform I’ve recently discovered. 

As I move forward I have to believe the universe is turning as it should, and I am doing all I can to make sure of the end goal. For me that is happiness, mine, my loved ones. When happiness is in question – change is afoot. Unless you’re prepared for perpetual unhappiness something must change. How big the change agent is, depends on the individual. My current ‘situational learning’ came about through change.

As a teacher Kath Murdoch’s teaching and reading underpinned my inquiry practice. FISH! A philosophy I embrace and share. Guy Claxton's 6 Pillars of Learning, Murray Gadd's writing research, the writing book, the habits of mind, modern/co-operative learning environments, Thinking tools, are all aspects of my teaching belief, what I value in teaching practice, how I still look atmyself as a teacher and a learner. Teaching and Learning, are synonymous with each other, I believe. I think if you are not open to ‘being the learner’ how can you engage in a learning environment of today? How can you possibly connect with the learners you’re charged with the care of? So, as an engaged learner, I am a better teacher for the learning I am privileged to be a part of.

So, who am I?

I'm Kate.

Right now I'm a learner!

Earlier this year I became 25% of Learning Network NZ (LNNZ), and my learning curve went viral. I have - learnt html, website design, graphic design (OK this is still early on in the peace - it's complicated!), become a Facebooker (no, I wasn't on FB before joining LNNZ), got a Twitter handle @learningnz (oh my gosh I love the learning to be had via this platform), jumped into POND, found that I'm not 10 feet tall and bullet proof, that everyone’s a critic and marketing might not be my forte, and I have been reminded how valuable a good team is and how much it can make a difference - astoundingly so.

Learning Network is the sum of 4! It is a working environment sometimes the antithesis of a school one. There are similarities: a culture exists, it’s perpetually constant and there is genuine passion for education and educators.

Teachers are self driven learners. Well I am, if I’m inspired. I always have a professional text on the bedside table (right now ‘Jab, Jab, Jab, Right Hook! – How to tell your story in a noisy social world’ by Gary Vaynerchuk. It’s a New York Times bestseller. I like the idea of telling a compelling story via social media) or a stack to get through on my desk. Now I'm surrounded by the best, most inspiring resources available. LNNZ provides education resources. For this to be great we have Dorne:

Dorne - wonder women of two roles: resources and accounts. If we don't have a resource you're looking for she'll tell you why or get it in for you. She'll give advice on what you're sourcing based on feedback and discourse. She's funny, imaginative and is my friend through the glass, referred to as the fishbowl due to our sustainably designed office space. Her experience and knowledge as the second longest LNNZ team member has meant an easy transition for me into the team. Always there to help work things out – from SAP to embedding youtube clips onto website. What to do, how to do it, go-to girl! I hope she thinks I am a quick enough learner.

Sometimes the energy, urgency, quantity gets away on teachers. I can get excitable. A friend sent me this once:

I could only assume it referred to me. And suppose it’s true. Some days it’s nice to know there’s always someone who can be relied upon. Someone who is ‘grounding’. I value people I know who can do this. Who are perfects. We have:

Diana - nestled at the front desk, answers the phone, takes all enrolments and invoices, checks all my work (omg she's good at that), organises our calendar, ensures needs are met, entertains and makes the best coffee shy of the cafe bought kind. 

There's me, of course, Kate - the learner. Responsible for events. I have refered to myself as "teacher by trade, marketer by accident", instigator, creator, deliverer, communicator, researcher, of all things eventsy. As a learner I am privileged to have been present for some of the greatest learning on offer. From New Zealand - Nathan Mikaere-Wallis, Mark Osborne, Andrew Cowie, Murray Gadd, Sheena Cameron and Louise Dempsey to name a few. And from across the planet - James Nottingham, Tony Ryan, Guy Claxton, Kath Murdoch, next year, Carol Dweck! I mean, for me, this is a teacher’s heaven? I have even had dinner with them J ...The conversations...  

I always thought of myself as a risk taker. I know I can, I’m not sure how good I am at it. So far, successful. I enjoy being challenged and engaging in meaningful discourse. I enjoy the creativity of ideas morphing into something tangible and exciting.

In a very insufficient nut shell that is the Learning Network mindset: bringing inspiration to NZ educators. With that in mind the final team member is of course:

Faye - the face, the driver, the champion, the force. Almost here from inception Faye is the most inspiring, excitable, fun, fast-paced, loyal, and generous, determined to provide quality for NZ leaders and educators with the biggest heart I’ve ever come across. The depth of knowledge and experiences leaves me in awe.

In the 6 months I’ve been here, this is what I find:

We provide NZ teachers with the most inspiring professional learning we, as the sum of 4, can put together. That’s inspiring. What does success look like? That’s an incredible journey.

We Love connecting with educators, with presenters, me with my PLN (although I admit I am different than those immersed at the chalk-face), providers, sponsors, leaders and inspirers.

Our ethos: the wow factor - fun, inspirational professional learning that is enduring. If we don't have it – we’ll want it - call. Talk.

And so, working alongside a small team I hear messages such as;

·         ‘teaching from the front is stupid’

·         ‘technology is NOT an add-on’

·         ‘everyone needs loads of opportunities to fail. Teach how to fail with grace’

·         ‘education is ideology’

·         ‘Everyday we sacrifice, we must give ourselves time for renewal. What is your regular source of calm?’ Right now mine is space, where no-one wants anything J

·         ‘become someone who is an “unstucker!”’

Change is scary and easy to put off. But alternatives need looking at too. And not being happy doesn't seem much of an alternative to me.

I'm happy being here. I love our ethos and what we strive for. It's tough and it's busy, but it's inspirational and it’s rewarding.

I’m learning, I’ve rediscovered FISH!, 

the team supporting me provides commitment and resilience and that makes me better at what I am – and what I am is – “a teacher”.

An 'aha' moment

Listening to Perry Rush giving a keynote at our conference last Thursday, something struck me. It was his comment about the fact that our kids are sent to school. They have no choice but to go. From the age of 6 to 16, they have to attend, and it's against the law for them not to. He equated this to a term in prison (not saying that schools are like prison, just saying that there is no choice for the individual, they have to be at a certain place for a certain amount of time). This was a powerful statement and it truly brought home the fact there is a HUGE responsibility - for teachers, principals, administrators and anyone else involved in the education industry - to ensure that those 10 years of enforced schooling for our kids are 10 years well spent. How do we do this? It's a question the team here at Learning Network NZ is constantly asking. We're lucky enough to be in touch with some of the world's foremost thinkers, leaders and educationalists - and we are always working on ways to better connect you with the knowledge, expertise and inspiration you need to do a great job in supporting and challenging our nation's learners, every day.

Wise words to start the year

From ‘can’t do’ to ‘can do’
Advice for parents, by Andrew Fuller

Research has proven Henry Ford correct when he said, “whether you think you can or that you can’t, you are usually right”. Helping young people develop a positive growth oriented mindset where they can improve over time and overcome setbacks powerfully predicts success. This shifts them from “can’t do” to “can do”. Here are some ways that parents develop this attitude in children.

Have a policy of “we fall down 7 times but we get up 8”. We all have set backs. There are times when we all have to pick ourselves up, dust ourselves off and start again. Most of us are experts in this even if we’ve forgotten it because this is the way we learned to walk. Sucking at something the first few times you do it is the first step to getting good at it.

Use “I noticed” feedback. Parents can use “I noticed” feedback for positive and negative behaviours. The number of comments made to kids that begin with the phrase “I noticed”, shape behaviour powerfully. For example, “I noticed you like to draw”, “I noticed you are really trying hard to”, “I noticed you’re reading a good book”. Believe me, they will notice that you have noticed! Parents can use this to calmly draw attention to negative behaviours. For example, “I notice you are up when you are supposed to be asleep” or “I notice that you are feeling upset right now”. This gives kids a chance to explain their actions or comply with parents’ wishes.

Praise effort more than ability. Tell your kids that they are geniuses but they don’t know it yet. It’s good to know that your parents think you are wonderful. Then focus most of your comments on effort. For example, “You really worked hard at that well done!” “I noticed you really tried your best at that, I’m impressed” or “Wow, your practice seems to be really paying off”.

Mistakes are opportunities to learn. If a child thinks they didn’t do well at something because they lack intelligence, they give up. When they can see they are on a pathway of improvement they persist. Mistakes are an essential part of learning. The physicist Niels Bohr defines an expert as “a person who has made all the mistakes that can be made in a very narrow field.” Creating something new involves make a lot of mistakes. One example is the bestselling Dyson vacuum cleaner. The inventor made 5,127 prototypes of the vacuum before getting it right. “There were 5,126 failures. But I learned from each one. That's how I came up with a solution. So I don't mind failure”. Parents can help children to learn that when you make a mistake all it means is that you haven’t learned how to get it right yet.

Dealing with set backs. No one really enjoys making mistakes. If we don’t learn from our mistakes we are destined to repeat them. It is hard to keep your enthusiasm up when you’ve not been selected for a dance team or a drama part or a sports team or failed a test at school. Parents can help kids by helping them to analyse mistakes. Some questions used to review a setback are: Ok so you didn’t do as well as you would have liked. Let’s see if we can learn from this? What parts of it did you do well? What parts of it didn’t go as well as you hoped? How much work would be involved in getting better at those parts? Would you change the way you prepared for it next time? In what ways? I know you can do better at this if you want to. Do you want to try again? How can I help you with this? If they decide not to have another go say, “Ok but don’t let your decision trick you into believing you couldn’t get better if you tried.”

Turn losses into tournaments. You may have already done this as a kid. After losing at a game, you may have said, “Ok, best out of three is the champion”. If you didn’t win that tournament perhaps you may have said, “Ok, best out of five is ruler of the universe”. Teach your kids that there is no loss; there is always a chance to have another go.

There is no try! As the Jedi master puts it, do or do not, there is no try. Parents shouldn’t accept “try” either. When kids say they are going to try ask them, ”does that mean you are going to do it or not?”

Focus on the way we do things rather than the result. Successful sports teams play the game the same way regardless of the score in the game. Focusing on the result causes people to panic or freeze up. Parents’ comments can cause a shift in their child’s awareness. Instead of commenting on the result, find something you like and notice it. For example, “you sang the first few bars of that song beautifully, it’s coming together”. Avoid the temptation to then add suggestions of ways to improve.

Talk about your role models. Young people today seem to lack positive role models. The media seems determined to serve kids up role models of testosterone fueled bozos or ditzy socialite women. The idea that you can partly shape your life on someone who you admire is alien to them. Talk about the people you admired as a kid. Explain why they have been important. Talk about the everyday heroes who have inspired you.

How to avoid a boring life. If you get scared of getting things wrong, you won’t try new things. If you don’t try new things you become bored and boring. Life becomes mundane, dull and routine. Parents can arrange to do things with their kids that they have never done before. Quirky adventures don’t have to take a lot of time or money but they do take some thought and planning. Plan to have your child (and yourself) go somewhere they’ve never been before or do something they have never done before. Don’t settle for anything less than an interesting life.

Think of a time when it was hard. We’ve all done things that at first seemed impossible. We’ve all struggled at times in our lives. Share some of those stories with your kids so they know that you have shared the same doubts as they have. Talk about times when you could have given up but you didn’t.

How to talk with them about successes. Kids want their parents’ approval. The way you provide praise will shape their future efforts. Let them know you are proud of them. Try to include in your delight at their success a comment on the effort that went into their success. For example, “I am so proud of you for getting that A, I know how much work you put into that project.” “You were great today. All that practice has really paid off. I’m proud of you”. “Wow when you put your mind towards something you really work hard and get it. That’s great”

Be exuberant. If you become the proud parent, kids will tell you that you are embarrassing them. Don’t believe them. Maybe don’t do it in front of other people but when you get them in private, let them know that you love them and think they are fantastic. They may pretend to you that they hate it but they all secretly lap it up.

Be the antidote to the drip feed of despair. Your kids will become upset at setbacks, will label themselves as “no good” or stupid if they don’t get a good mark and compare themselves negatively to others. It is so tempting for parents to try to soothe kids out of this or even provide a salutary lesson, “well if you’d tried harder you would have done better”. Don’t do this! Be determined to stay focused on effort and improvement. “I’m sorry you didn’t do as well as you hoped and if you want to have another go, let’s work out a way of getting better at it”. At first changing your parenting language might feel a bit weird. Focusing on noticing, commenting on effort and emphasising the power of having a go are the most powerful ways parents can set kids up for success.


This came through to us (with a directive to share!) from clinical psychologist, Andrew Fuller. Andrew works with many schools and communities in Australia and internationally, specialising in the wellbeing of young people and their families. He is a Fellow of the Department of Psychiatry and the Department of Learning and Educational Development at the University of Melbourne, and the the author of many best-selling books, including Tricky Kids, Life: a guide and Beating bullies. More info at www.andrewfuller.com.au

Copyright Andrew Fuller

Back to school (5)

Get 'back to school' ready with our guest blogger Anne Davies (Step Five of Five)

Step Five: Plan to have your students working harder than you are

Much of a successful new school year is dependent on the relationships you build with your students and the ways you engage them in the learning process. Assessment in the service of learning is one of the best vehicles for building relationships and engaging learners. What does this look like in the first days of school? Here are my TOP THREE suggestions:

1. Involve students in shaping the learning community of the classroom. For example, “What is important so this is a class where we can all learn and grow together?” List their ideas. Accept all ideas. It shows respect and that student’s opinions, no matter how different they are from yours, are valued. This is the first step to co-constructing criteria. I suggest you leave this as a list for the first week or two. Periodically ask students what else is important so this is a class where we can all learn and grow together. As Stephen Covey suggests, this is a powerful way to “Seek to understand before seeking to be understood.” It is so much more powerful than a teacher posting ‘Class Rules’ that some students translate as, ‘It’s my way or you’re out.’ Now students can be involved as they self-monitor their contributions to the classroom community.

2. Invite students to show you HOW they are smart. Building on Howard Gardner’s work, have students identify their expertise – in or out of school. This is a unique kind of baseline data that helps students help you to better understand how they might show proof of learning in your class. Some teachers have students post mini “Expert Sheets”. Students brainstorm different kinds of expertise like: Mathematics, long boarders, video gaming, running, and so on… it can be about in or out of school. Each kind of expertise becomes a title on a letter-sized piece of paper. Once all the ‘expert sheets’ are completed have students post them around the room. Then, ask students to sign up for all the kind of expertise they currently have. Then, these sheets can act as a “go to” place when people need help. Now students can be involved as they find ways to prove to you that they are learning.

3. Ask students to describe the best class and the best teacher they have ever had (no names please). This can be done individually in a journal or email to you. Or, it can be a brainstormed list that will be posted in the classroom. This helps you understand what students’ value and appreciate. It will also help when you model self-assessment. You can go to the lists and explain to the students what you think two of your strengths are and what evidence you have. Then you can talk about one thing you are working on to become a better teacher. Do this periodically so students understand that you also do what you are asking them to do. Now you have begun to set students up to communicate to you their ongoing learning strengths and challenges. This can save you time while having students more engaged and learning.

Canadian-based author, consultant, and researcher, Anne Davies, Ph.D., applies her expert knowledge of developing quality classroom assessment practices toward her mission to 'increase the possibility of learning for all our students'. If you like what she has to say she's in NZ in May 2013 with Sandra Herbst for a series of assessment workshops. For more info and online bookings click here.