School Visit

It was my privilege to make a visit to Qatar Academy with our school librarian and our Study Skills teacher. Our mission was to visit and observe the libraries at the different levels to determine what the librarian taught students, the schedule which students followed and the equipment and materials which were available for students and teachers. We achieved our mission and more.

Our greatest discovery was the atmosphere and climate of the school…

When we entered the school, we were greeted by the guards and assisted in finding our hostess. We felt that we were welcome. Once we arrived at the vice-principal’s office, the room was filled with student projects. These were requirements of the seniors which could be shared with the community. The vice-principal’s team was responsible for critiquing each project with a team. They conveyed a real pride for the accomplishments of the students and of those who had the vision and guided the students through the final product.

As we walked through the school, it looked like a school and felt like a school. Much planning had gone into a celebration of reading. Doors were decorated for a favorite book, bulletin boards were full of student writing and promotions of children’s literature, and children were playing and working in many different settings. We passed kindergarten children having recess in an open area. In the libraries, students moved about selecting books, reading or listening to adults read to them, or working at computers. Adults worked at arranging different areas of the library, interacted quietly with students and attended to administrative tasks at the central desk.

In the secondary library, we spoke with the librarian who shared the areas of the library which included books, computers for locating books, periodicals, etc, multi-media rooms for class instruction and presentations, and a computer lab for teaching and using a variety of technology skills and strategies. During the time we were there, a teacher brought his class into the library to teach a research strategy and have students work on a project.

It reminded me so much of the reading and discussion on atmosphere and school culture. As the morning unfolded, it was obvious that over time, the staff had made conscious decisions on what they wanted the school culture to contain. Since we were in the school to observe the library curriculum and activities, I listened carefully to each librarian as they shared their program, how they assisted students and how they arrived at the level we were observing. It was definitely a process.

The librarians made efforts to learn when grade levels were meeting for planning curriculum / lessons. They attended as many planning meetings as they could. In the beginning, the teachers were not sure how to utilize the services of the librarian beyond taking students to the library each week. This began to change as the librarians set up areas of the library for the different grade levels. These areas contained materials which would support what teachers were covering in the classroom. Slowly, the meetings included more suggestions on how the librarians could support the classroom instruction. The librarians understood more the content of the curriculum at each grade level and materials needed to support the curriculum. The librarian selected materials which they knew would promote the teachers’ efforts.

Creating an atmosphere which supports learning does not happen magically. It takes time, effort and much communication between all members of the school staff. I really hope that the staff members who attended with me can assist their school in bringing about an atmosphere for collaborative teaching which supports learning for all students.

Atmosphere and School Culture

What kind of school do you want? What does your Ideal School look like?

Back in the 80s when School Improvement was gaining greater attention, I did an extended training on the steps for developing continuous school improvement. This training was focused on all school that did not have a systemic procedure for setting academic goals and determining to what degree students were reaching those goals. From this training, one of my favorite activities to do with large and small groups of school stakeholders (teachers, support staff, parents, and community members) is the Ideal School. The activity is a precursor to defining beliefs and crafting a mission statement.

The concept is simple. You give the participants some basic guidelines on what an Ideal School could contain - the physical plant, the equipment, tools and resources, the students (behavior and academic learning), the teachers (behavior and academic teaching), the administrators and administrative staff, the support staff (anyone doing anything in the building), the parents (behavior and support), and the community (behavior and support). The participants work in groups of 4 – 6 to design with pictures and few words their version of the Ideal School. After about 30 minutes, each group shares with the total group their Vision of the Ideal School.

During the sharing, members of the facilitating team take notes and construct “belief statements” related to reoccurring statements. Example: Most of the groups state that they what a curriculum which required students to solve real world problems. A possible belief statement might read: “We believe that all students will be given many opportunities to work on solving real world problems in all subjects.”

If time permits or in a follow-up session, the Belief Statements are displayed for all to see. As each is read, the groups clarifies the statement then gives a thumbs up or thumbs down to the belief. If significant numbers give a belief statement a thumbs down, it is restated or dropped. Not everyone has to give a statement a thumbs up. It is the consensus of the group. (Yes, this requires some guidelines at the beginning of the exercise.)

Through this procedure our schools create their first Belief and Mission Statements. It was a solid beginning with much work to follow.

We have now done this activity with the teachers at our school in Doha. The teachers and coordinators were absolutely enthusiastic to be asked to give their ideas. They came up with creative ideas which addressed current needs and went beyond individual experiences. They addressed the physical layout of the school, extensions of the curriculum, needs of the staff (Child Care Center), etc. It was wonderful.

If you are truly looking to discover what kind of school your staff, students and parents want, may I suggest such an activity? Just be prepared to hear some pretty excited people sharing some ideas which with will work to bring to fruition.

Gender Specificity in Pedagogy

The belief that our teaching pedagogy is not very supportive of many of our boys is not a new idea. What amazes me is that we do not have more schools who have addressed the need. We have charter schools which began for the arts and sciences or technology or environmental education… But, how many charter schools promote themselves as striving to meet the needs of a population which brings “impulsivity, single-task focus, spatial-kinesthetic learning and physical aggression?”

Now, let me add that this school would not only meet the needs of our boys. There are some girls who need more experiential and kinesthetic learning opportunities. They need to have nonverbal planning tools to improve their reading and writing. They need to roll up their sleeves, put on their hiking boots, take a sampling bag, and head for the woods or the hills or the stream.

What if we would have a school which is run more like summer camp? Everyone would have blocks of activities throughout the day which are truly active. Math and science would be learned through experimentation, data collection and manipulation of the data and things collected. Reading and writing would be tied to researching and sharing information which supports the current experiment. Social Studies would be learned as students seek to locate similar projects and environments around the world.

What if the school allowed students to let off pent up energy by learning and playing games and sports from all around the world? Coaches and trainers would assist the students in learning about body systems and collecting data related how body systems are impacted by the game or sport being played.

I smile, because I can remember having some of these conversations in the late sixties and early seventies. Even with the research which points to the increase in students who learn in ways other than verbal-linguistic and mathematical-logical, we have not really changed our teaching practices to engage our students who are spatial and kinesthetic learners or naturalists or musical.

I ramble, but I also wonder if some of our non-traditional teachers could create such a learning environment. If there are, I hope I learn about them for I would like to support their efforts!

Using Observation to Build Relationships

When you observe, slow down, listen, pause and reflect…

What simple words with power which may never be realized…

During this year, I have stood in different locations around the school and watched the students and staff. I have tried to move about making eye contact with students and staff, giving a smile and sharing a cheery hello to all I meet. It has brought some interesting reactions from students. From most, I receive a smile and a “Good morning, teacher.” From a number, especially if they are in groups, I have received giggles and side-wards glances. On several occasions, from the middle of a group comes a comment which is meant to be funny but to some has been perceived to be disrespectful.

Because of this observation, I decided to observe one young lady because she would reply to my “Good morning” with giggles and comments. She always had a bit of a mischievous look in her eye, but was quick to smile. I tried to make some type of contact with her as often as possible. After several weeks, as she passed my office, she often took a moment to look in and say a few words then go giggling off with her friends. I began to try to catch her alone in other parts of the school. Again, I would make eye contact and say hello. It amazed me to watch her eyes brighten, a smile come to her face and a hello from her lips. When alone, she would often ask, “How are you, teacher?” Still, when with others, she would giggle and go off with her friends.

Last week, as I was opening our office and was getting settled, the same young lady appeared at the door with a large bag in her hand. She had a great big smile as she reached into her bag and pulled out her hat for Hat Day. It was decorated with dark colored chicken feathers, ribbons and flowers. It was truly delightful! I asked her about the hat. In her broken English, she shared that her mom had helped her decorate it; the chicken feathers were from their chickens; and she brought it for Hat Day. The following Sunday, she received a certificate for having a special hat. I took time to seek her out and congratulate her.

A couple days later, she stopped me on the stairs. She was with friends, but instead of saying. “Hello, teacher.” and giggling as she walked away, she carefully showed me the pictures in her hand. They were pictures of her dressed in a formal dress and posing for the camera. I am sure it was for a family album. I was honored and told her how much I appreciated that she shared her pictures and how beautiful she looked in them.

Because of an observation, I made a decision to open communication. Through limited and non-verbal communication, a student began to communicate on a new level. I do not know how much more this student will open up and share with me. I do know that she has changed her attitude of “teasing” to an attitude of trusting enough to share.

I truly believe that observation is a very powerful tool, and that even with language barriers, communication can be built and attitudes changed.

Life Signature Stories

The story of a baby being given his/her own song which goes with him/her throughout life provided an extremely powerful image for me. It may have been so very powerful because I have worked with so many children and families who are concentrating so much of their effort to gain the basic needs of life that they forget they are more than just food, water and clothing. In other words, they have been too tired to recognize that they even have a song. They have forgotten about singing each other’s praises. They have forgotten their worth.

Each person has talents and potential which need to be identified then nurtured and developed. Their “song,” which is truly our song to each person, is the beginning of his/her identity. It is important that we continually assist each person in hearing about his/her basic talents. It is difficult for us as teachers, coordinators and administrators to keep each student’s song in the foreground when they are bringing problems – troubles at home, learning disabilities, chemical imbalances, defiant behaviors, etc. - to the classroom. But, we must continue to work on a school climate and classroom management systems which keeps him/her focused on his/her song and manifests the very best of his/her being.

I have observed teachers who seem effortlessly keep each student in tune with his/her song. They move them forward toward their potential. This requires a wider variety of classroom management and instructional strategies. It required compassion and taking time to really know each student.

Our CSS team has worked hard this year with a number of teachers on classroom management. They have modeled and coached instructional strategies which addressed a variety of learning styles. It has all been great, but I wonder if the key is even more basic than a wealth of “classroom management” or “instructional strategies.”

Are the teachers who struggle with classroom management singing the songs of the students? Can the success of a teacher come down to just two questions - “Do you know the name of each of your students? Do you greet each student at the door each day by calling her by name and acknowledging something special about her?” If we are truly going to reduce negative behaviors and increase student engagement, do we need to learn each student’s song?

Transforming the Pedagogical Dreamfield

Laura Rendon’s essay, “Realizing a Transformed Pedagogical Dreamfield: Recasting Agreements for Teaching and Learning,” opened some avenues of thoughts for me. The six agreements to which Ms. Rendon refers do come into play in the American education to one degree or another. I have even tried assisting teachers and school systems in making some of the transformations suggested by Ms. Rendon. The question then becomes whether these six almost unspoken agreements come into play in the school in which I currently work. If they do, to what extent, and do they need to be transformed before the school can reach its vision for student achievement?

The first agreement to Privilege Mental Knowing is definitely alive and well in the school in which I work. The SSO team works daily to move teachers away from teaching to only two of the identified intelligences. It is time that we also teach to the emotional intelligence. The expansion of teaching strategies needs to address assessments, and how teachers integrate all forms of intelligence for problems solving and/or application to real world situations.

The second agreement of Separation is also alive and well even though we promote learning environments which are student-centered. That is, we encourage the students to take some ownership of their learning as the teachers examine the teaching strategies and activities which involve students through a variety of intelligences and emotions. This would be a second area to examine in light of the culture of the community.

The third agreement is that of Competition. We truly want to move the school closer to the techniques of developing teaming and relationship building which promote productive teams. This would not remove completely competition, but would put the focus on friendly competition which keeps students excited about finding unique ways of applying skills and understanding. Competition seems to be an innate human characteristic which keeps people striving. The type of competition and the reasons for promoting competition need to be examined in our school.

The fourth agreement is that of Perfection which is also alive and well in the minds of the teachers. This unwritten expectation seems to be in how teachers view students, how supervisors view teachers, how administration views all others, and even in how administrators view administrators. This one worries me because it impacts the total school environment. I have been told that our school environment is better than at other schools, but we must address it in terms of what we are trying to promote in our school, and not whether or not we are better or worse than other schools. This is an area upon which the administrations and teacher need to reflect to see how perfection can enhance or deter the total learning environment.

The fifth agreement is Monoculturalism looks at culture through the eyes of the American Dream. Truly, monoculturalism is alive in many parts of our school. It is the Qatari dream to raise educational levels which promote academic standards and in turn will prepare students to become the future leaders of Qatar and the Arab world. There needs to be a balance here which will achieve the goal and promote an understanding of how all cultures found in this area have in the past and can in the future assist Qatar in achieving its vision.

The final agreement is Workaholism. I do not find workaholism to be an agreement in our school or in the basic Qatar culture. It does seem to be an expectation of those who come to the school/country to work, but not viewed in the same degree of those who are citizens. It seems that there needs to be some discussion on the elements of workaholism which can be utilized to reach the school’s vision. In addition, I feel that there needs to be more time spent on the development of Mark Nepo’s elements of love, truth and compassion. Again, the key here is balance which will promote the educational vision and embrace the elements of the culture.

I do not know that I will address each of these agreements in the exact way the author suggests, but they will be addressed in a number of ways as we continue delivering professional development to administrators, coordinators and teachers. Several of the agreements will be addressed during the school self-review and when examining data for determining strategic planning goals.