‘Fortunate few’ responsibilities

On Friday my youngest child began her first official steps into starting primary school. It had been a long time coming (for her!) as she’s been asking since Easter how long it would be until she could go to school. So, when her first day of ‘school transition’ finally rolled around, needless to say she was beyond excited.

Whilst she quickly and happily settled into what would be her new learning space along with a moshpit of other 4 and 5 year olds, I did pause to reflect on her good fortune. As a young girl, had she been born in any number of other countries, she would not have been entitled to an education. However, she, along with her two older sisters, have both had not just the right to attend school, but an expectation to attend, learn and then contribute back to their community.

When I studied my own family’s dynamic a little further, I also realised that my eldest child, a boy, who would have been more likely to receive an education wherever he was born may not have been as fortunate to have had the additional help he has needed. As a child with autism, what would his outlook have been if were a child in Zaatari?

So, while Friday was a milestone event for my little one and something that I am consciously aware she is lucky to be experiencing, it is also a timely reminder to remember that millions of others just like her don’t have this as their reality.

There are millions of children just like my own (and yours!) all around the world whom we don’t see. As a result, they are still growing up, but without the skills and knowledge they will need to contribute fully as adults. And, whether we like it or not, those future adults will be involved in making decisions and choices in our global community that we are all a part of.

What then?

#YesAllGirls

Food for thought.

Happy teaching.

 

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Limbo within the liminal space

The term ‘liminal space’ may be something that is unfamiliar to many, yet it is possibly one of the most common spaces learners (and people in general) find themselves in. The liminal space is reference to the process of transitioning through a period of change. It is a conscious awareness of knowing that you don’t know something. This is a direct contrast to being blissfully unaware of something altogether (hence, the phrase “ignorance is bliss”, one would assume!). The liminal space defines the transition that learners experience as they travel from the known into the unknown, which for our students (and hopefully ourselves) is something that we experience regularly.

However, many learners (and educators) are unaware that there is a definition of this crucial aspect of learning. Furthermore, many learners (and educators!) are uncomfortable inhabitants once within this space. Some will even resist entering it altogether through procrastination and work avoidance.

The liminal exists whether we like to admit it or not. I believe that our attitude as we approach this space heavily influences the process. Once it is embraced, it becomes our companion that will travel with us from “the ‘what was’ to the ‘next’ (Liminal Space, 2016, n.p.).

As we guide our young learners to embrace this space, we may need to help them to navigate the emotional ambiguity that can come with it. This can be done by reinforcing feelings of self efficacy – the belief that they are capable of learning and mastering new skills and knowledge. It can also be supported by encouraging reflection – making time for learners to consider their own learning, to make connections with prior experiences, to contemplate what they know, what they want to know, and possible strategies to employ to achieve this. We can also model our own transitions through liminal spaces and allowing our students to understand that this is a natural process that all learners experience.

The following quote from Richard Rohr shared by Liminal Space (2016, n.p.) beautifully describes this space:

“where we are betwixt and between the familiar and the completely unknown. There alone is our old world left behind, while we are not yet sure of the new existence. That’s a good space where genuine newness can begin. Get there often and stay as long as you can by whatever means possible…This is the sacred space where the old world is able to fall apart, and a bigger world is revealed.”

The liminal space is one that educators should aspire for their students to embrace one day. This may take time and guidance for this to occur, but having an awareness ourselves of this space allows us to both respect and support the transition. Most importantly, it allows our learners (and ourselves) to respect the experience of being within the liminal space. We want our learners to know not to resist it, nor to plough through it panic-stricken and searching for ‘sameness’, and instead understand the beauty and value that comes from the limbo experience of not knowing….yet.

Happy teaching!

References:

Liminal Space. (2016). Retrieved on 9th September, 2016 from https://inaliminalspace.org/about-us/what-is-a-liminal-space/

 

Putting the ‘personal’ into Personal Learning Spaces

After an absence from my blog, recent academic discussion that I have been involved in has prompted me to reflect upon my understanding and opinions about Personal Learning Spaces.

One’s personal learning space is something that can be highly individualised, but often one that is not consciously decided upon. It is only when we reflect on our own preferences for learning that we then begin to notice the key features that we required in order to be successful lifelong learners. The personal learning space is designed around what our students need in order to demonstrate self-direction in their learning, self-efficacy and self-reflection. For younger learners, these are skills which may only be in the earliest stages of development, but they are crucial skills which their teachers should encourage and support.

Each learner, whether they be a child, teen, or adult, will have reasons which motivate them to learn and offer them a sense of self-direction. Sometimes the motivation will be a desire to avoid failure. Other times, it will be a desire to achieve the end result (e.g. mastery of new learning, a new skill, etc). It may be linked to a learner’s belief of the value the new learning gives them once it’s achieved – is it personally relevant? Whatever it is, it allows a learner to take responsibility for their own learning experience (Smith, 1996, n.p.).

Learners will also have a level of belief in their own ability to succeed which may vary from task to task, subject to subject, and even day-to-day. A learner’s ability to begin a task with the necessary amount of self-belief that they will succeed may be linked to prior success in that area, comments or feedback they have received in that area, or their own perception of the cognitive challenge that lies ahead. I have also found that this area can fluctuate greatly when influenced by seemingly unrelated factors such as life-pressures, social struggles and/or times of stress or duress.

The final area that I am concerned that doesn’t get factored in enough is to teach our students (and ourselves!) to become reflective learners. Students need time to consider what they have learned, to make connections to prior knowledge, and to express their understanding of their new learning to themselves and to others. However, often teachers find themselves finishing up lessons without having included any time for reflection (for their students or themselves) and soldiering on to the next timetabled activity in order to keep up with time constraints.

Given that these factors are all highly personal for each learner (hence the name ‘Personal Learning Spaces’), how does one teacher ensure that they are encouraging and fostering these skills in all of their students? My personal belief is that it comes down to keeping it personal and knowing your students.

A teacher will find it difficult to foster a sense of self-direction if the tasks that they assign for younger students unless they are engaging, relevant to their real lives and have value. In some cases, some learners may need more explicit scaffolding in order to develop self-direction skills, whereas others will need minimal assistance. However, teachers will know when they’ve hit the ‘sweet spot’ in lesson design because their learners will be positively engaged in their own learning and require minimal assistance or external motivation in order to keep going.

I believe this is even more true for self-efficacy. The relationship that you develop with your students will allow you to gauge their self-belief as it changes day-to-day, task-to-task, subject-to-subject. Having a genuine relationship, rapport and understanding of what your students believe about themselves as learners who can succeed is crucial. This knowledge allows teachers to ensure that their students will be faced with tasks and activities that will be challenging, but will still allow for success on some level. We don’t want to be bombarding students with unrealistic tasks which will chip away at their self-belief. We can only avoid doing this when we have genuine relationships with our learners.

As for reflection, this is something that our young learners will need to be explicitly taught. As teachers, how are we factoring reflection into each of our lessons? What questions are we teaching our students to ask themselves about their learning? What do we know about their lives in order to make their learning relevant? What connections are we encouraging them to make with prior learning? When are we ensuring that we revisit the learning pathways we have guided our students along?

So, although ‘Personal Learning Spaces’ asks us to consider something that may vary for each of our learners, it is important that each teacher considers their influence on each component. Just as adult learners would be reluctant to invest time and effort into an activity that serves no purpose, that is not relevant to their needs, and appears unrealistically impossible, so too will our students. As teachers, we have to ensure that we keep things personal with our students in order to create harmony between the lessons we design and the development of the skills they will need to become successful life-long learners – self-direction, self-efficacy and reflection.

Happy Teaching!

Lifelong Learners

ghandi-quote-lent-2015

As an educator, we need to be armed with a hefty toolbox of resources, including our own skills, knowledge, strategies, experiences, behaviours, and opinions. We also need to be able to breed motivation when children seemingly have no desire to learn. We are sometimes challenged to inspire boys and girls with engaging learning opportunities that are relevant to their everyday lives, and we must be able to create welcoming and encouraging learning spaces that are tailored to suit their needs in order for them to take risks with their learning.

Most importantly, I believe we need to instil the belief that learning doesn’t end. To become lifelong learners is something that we all must preach and practise. I feel this is particularly important as an educator as we are the ones fortunate to be involved in the learning experiences of so many children year after year. We lead by example, and for those of my colleagues who have reached the ‘end’ of their most recent learning journey, I implore you to keep the momentum going throughout your professional practise.

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(Longworth & Davies, 1996, p. 22)

Immerse yourself within an inspiring community of professionals and continue to widen your network (virtual and otherwise) as the years progress. Give back to your community and share what you can with others, whether that be encouragement and support right through to your professional advice. Most of all, remember that we are a part of the largest group of professionals on the planet, so you are not alone! You just need to keep moving forward, as both a teacher and a learner.

Happy teaching!

einstein

This post is dedicated to a cohort of educators who are preparing to cross a virtual threshold this evening as they submit their ideas, suggestions, and hopes for future learning spaces. If their experience in discovering the possibilities of learning spaces in education was anything like mine, then the past several months would have been eye-opening, challenging, inspiring, and worthwhile. Good luck to everyone with your future endeavours, and thank you for allowing me to be a part of your experience.  

LONGWORTH, NORMAN, and DAVIES, W. KEITH. 1996. Lifelong Learning: New Vision, New Implications, New Roles for People, Organizations, Nations and Communities in the 21st Century. London: Kogan Page.

Where does change begin?

In the past few weeks I have had the privileged opportunity of participating in a community of teachers and discussing the role of educators today. Part of these conversations revolved around learning spaces, what they are, who they are for, and why teachers need to have a sound understanding of them in order to maximise the student experience. This alone makes for stimulating conversation.

However, one final comment from my mentor has once again left me pondering (as so often they do). He was commenting on the understanding that we are all aware that education has the power and ability to change lives. Yet, he encouraged us to remember this:

you are an arbiter of that change – do not leave it to others when it can be you who makes the change!” (Staples, 2016)

So often we feel that there are other people more qualified to make significant change. They are more capable, more skilled, more available, more experienced, more dedicated, than us. However, the reality is that as educators, we all have that power every single day that we are in contact with our students. What we choose to study with them, the conversations we choose to have, the experiences we choose to provide them with, and the global awareness we choose to bring into our classrooms will all contribute to make change.

We are the ones who are qualified to do this because we are educators. We are part of a global network of educators who have the ability to have a powerful and positive impact on the students we come in contact with. It is from this global network that some incredible professionals make a decision to make an enormous change to their daily lives in order to bring about change for others.

image-refugee

https://www.theguardian.com/world/2016/jan/22/isle-of-wight-superhead-running-makeshift-school-for-refugees

However, as an everyday teacher (and I mean this with no disrespect whatsoever) it may seem that we are not able to solve the educational crises we see around the world, but that doesn’t mean that we can’t (and don’t!) have an impact. The knowledge, skills, understanding, and behaviours that we assist our students to develop will add to how they choose to interact as members of a global society in years to come.

We will touch the lives of countless students during our time as educators, and it is important that we realise that even though it may seem that we are not the ones teaching the children from the most dire of circumstances, we still have the privilege to be the arbiter of change through the choices we make for ourselves, our students, and our professional networks, and our school community.

So, take a moment to enjoy being a member of one of the world’s largest professional groups and make the decision that change will start with you.

Happy teaching!

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References:

Staples, A. (2016, October 30, 13:18). Online forum: Final week.

“Generation Standstill”

I have had the opportunity to revisit the Syrian refugee crisis over the past few weeks for study purposes. After looking into it intently almost a year ago, and then revisiting it in May of this year, it is somewhat disheartening to see that although some progress is being made, there is still an awfully long way to go.

Throughout my latest research, I came across a documentary about Syrian refugees titled “Generation Standstill”. The title immediately resonated with me as it perfectly and succinctly captures the precise dilemma faced by millions of Syrian refugee children. Not only have they lost the tangible and familiar objects of their past, but they are being robbed of their futures as well. Globally, the UNHCR reported just last month that over half of the world’s refugee children (3.7 million) have no school to go to.  Adding to the problem is the rapid rise in worldwide refugee numbers, including children. In 2014 alone, the refugee school-age population grew by 30%, meaning that an additional 12,000 classrooms and 20,000 teachers would be needed annually to meet the demand (UNHCR, 2016). 

The conflict in Syria has reversed the positive educational trends that the country once enjoyed, with school enrolments dropping from 90% in 2009 to only 60% in June this year (UNHCR, 2016). That 30% drop means that 2.1 million children in Syria are without education. Every. Single. Day…..Indefinitely.

For those who have fled Syria, only 39% of Syrian school-aged and adolescent refugee are enrolled in schools in Turkey, 40% in Lebanon, and 70% in Jordan. These numbers equate to a further 900,000 children accessing education. Every. Single. Day….Indefinitely (UNHCR, 2016).

So, where does education fit in within a liminal space for those who are now part of “Generation Standstill”? UN High Commissioner for Refugees, Filippo Grandi, states “As the international community considers how best to deal with the refugee crisis, it is essential that we think beyond basic survival. Education enables refugees to positively shape the future of both their countries of asylum and their home countries when they one day return.” (UNHCR, 2016).

One thing that has remained constant over the course of my 15 months of reflecting on the Syrian refugee crisis is the reluctance of many countries to actively work to address it. It is evident that the task at hand is too great for Syria’s neighbouring countries, and some countries have gone above and beyond in terms of welcoming refugees and assisting them to settle, recover, assimilate and start new lives. However, the silence of others is deafening.

There are challenges for Syrian children to attend education. Some are turned away from schools for not having the necessary paperwork even though legislations states they are able to attend. Others are concerned for their safety when commuting through parts of large refugee camps or foreign countries, or suffer bullying whilst struggling through language barriers. Ohers spend their days, seven days a week, being the sole breadwinner for their families, cutting their education short in order for their family to survive. It is time that the future of learning spaces for refugees adequately addresses these challenges. My mentor suggested mobile education – education that comes to the children. Another suggestion I considered was education via television, as many have access to a very basic television, even in some of the most appalling living conditions. Many others before me have discussed the benefits of education via online channels. All of these are worthy of being considered if there is the chance that children can begin preparing for their future again.

So, what can we do when we are not there to help firsthand? What can I do, here in Melbourne? What can you do? Take an interest. As an educator, educate your students to the realities of what life is like for children around the world, refugees and otherwise. With awareness often comes action. We want to ensure that the children whom we are educating today will make informed and empathetic decisions when interacting within their global society. Furthermore, we want the students in our classrooms to understand that refugee education “is one of the few opportunities we have to transform and build the next generation so they can change the fortunes of the tens of millions of forcibly displaced people globally” (Grandi, UNHCR, 2016).

And in the meantime, we want to do all that is within our own power not allow “Generation Standstill” to lose both their pasts and their futures. We wouldn’t allow it for our own children, so why should we allow it for any child, any where?

Happy teaching!

Teaching our students to become informed global citizens

I have enjoyed being privy to some of the online conversations of colleagues over the past few weeks as they discuss the importance of Learning Spaces for our 21st century students. More recently, their discussion has revolved around future learning spaces, specifically in relation to refugee crises around the world.

As you may be aware, I spent considerable time investigating this very issue last year in relation to the Syrian refugee crisis, with a central focus on Za’atari. This learning experience is something that has stayed with me since that time and one that changed me profoundly. However, I have had the luxury to go on with my every day life and forget that my reality is vastly different from millions of others. I have been distracted with my first world problems without ever feeling fear over my physical safety or long-term wellbeing.

So, what was the point of spending all of that time, energy, and emotional investment on a topic which I cannot potentially impact directly? Well, here is where I’ve changed my thinking – as a teacher. I bring my knowledge of global issues into the discussions with my students. I enlighten my students with another perspective of what day-after-day life is like for millions of children their own age. I do this in order to help them to develop an understanding of broader values such as respect, civility, equity, justice and responsibility. As the Victorian Curriculum states, Civics and Citizenship curriculum plays a crucial role in helping our students to become active and informed citizens and to gain the knowledge and skills necessary to question, understand, and positively contribute to the world in which they live.

earth-from-space
This is home for all of us, no matter what your beliefs. We really are all in this together.

I have limited control over the injustices which are in place throughout Syria and beyond. That is certainly not to say that I have given up on working towards them changing. Not at all. However, I realise that some of my greatest power is to have the next generation be more adequately informed on a local, national, and international level. As the Victorian Curriculum states, I know that by ‘investigating contemporary issues and events, students learn to value their belonging in a diverse and dynamic society, develop points of view and positively contribute locally, nationally, regionally and globally’.

I have incorporated my understanding of the importance of global issues and future learning spaces (here and around the world) and applied that in a setting where I can have the greatest impact – with my classrooms full of students. Our students may never physically set foot outside of a 100km radius of their current address. However, the children we teach will soon (if not already) be participating as members of our interconnected global society through avenues such as Instagram, Twitter, Facebook, Musical.ly, Snapchat, etc. My aim is to instil the importance for my students to become reflective, active, and informed decision-makers, both now, and in the future.

Ultimately, I am aiming for my students to realise the position of privilege they are in due to their own global location, and to use that privilege with a sense of respect, purpose, and to become tolerant, thoughtful, and informed global citizens.

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Happy teaching!