Rules We Follow – Michael

Doing and Being: How Mike Rolls               Michael Griffin

As an enthusiastic rule finder, bender, breaker and scoffer it was interesting and hopefully useful for me to think about which rules I always try to follow. For other teachers reading this who are allergic to rules being imposed on them (like me), I must mention that these are not rules I am suggesting you follow but just sharing rules that I choose to follow for myself.

Be on time

I like to start class on time, every time. I think it is more efficient to make sure we all know when class is going to start and to do so. Starting on time one of the easiest things for teachers to control but is something that can be overlooked or forgotten. I feel the teacher starting on time is a good model for students and I don’t think we can expect students to be on time if we are not.

Be prepared

In this case, I don’t mean that I need to have mountains of handouts, all my teacher talk clearly written out, or a minute-by-minute breakdown of what I am hoping will be done in each moment of the class (though I have surely had all of these things at various times in the past). I simply mean I must have a few different ideas about different activities we might do in class while always keeping the overall goals and objectives of the course in mind. As much as I sometimes enjoy and feel comfortable “winging-it” I can’t imagine going to class without at least a few options and ideas.

Be flexible
Sometimes, regardless of how well-prepared we believe ourselves to be, we need to stray from the plan. At various times in my teaching career, I have pushed the plan or materials that I toiled over the night before too hard and have realized being stubborn about using the plan or materials is not productive for me or my students. It’s always important to keep in mind that my job is to teach the students not the plan or the material.

Be aware of students
It can sometimes be easy to forget about students as we focus on “covering” material. My personal rule is to always try to think about the students as I plan and teach especially in terms of abilities, personalities, needs, interests, and current mood and situation.

Be yourself

It is becoming more and more apparent to me how important being myself in class is to me. Part of this is because I have realized I am not so good at being anyone else and the other part is that students seem to respond to the “real me” better than any fake version of myself I might create. Being myself in this sense includes but is not limited to giving my real opinion (especially when asked), joking around, showing care for students’ lives outside of class, telling the truth, disclosing personal information when comfortable, and at times choosing not to disclose personal information.

Be positive
This is easier said than done sometimes but I think it is important for me to remember (especially on down days) how much I love my job and why I choose to do this kind of work. Thinking of this usually cheers me up, or at least helps me focus on the job at hand.

As I wrote this list I realized that a lot of my rules are things to be rather than things to do. Perhaps this shows that for me a lot of teaching is more about being than doing.

Rules We Follow – Malu

Malu’s One Rule – Malu Sciamarelli                    

I was reading a magazine last week, and an ad caught my eye: To break the rules, you must first master them. It got me thinking how true that was, but being busy, I simply forgot that as I moved into reading something related to work. Coincidentally, the following day when I was asked about rules in the classroom, that line came back to me and a myriad of new questions buzzed in my mind: Do I follow rules in my classroom or do I break them? Do I really need to master rules to break them? Lots of questions — but still no answers.

Then, curious about that ad and wanting to know about its underlying principles, I searched on the Internet and I found out it’s a way of thinking about how you learn a technique. It comes from Aikido. Alistair Cockburn

< http://alistair.cockburn.us/Shu+Ha+Ri

introduced it as a way of thinking about learning techniques and methodologies for software development. The main idea is that a person passes through three stages of gaining knowledge: Shu-Ha-Ri. I reflected this could be extended to stages in teaching development. So, how do I see this concept in my classroom?

Shu: In this beginning stage you follow the teachings of one master precisely. You remain faithful to rules without deviation. You learn how to make groups in a communicative classroom, for example, and stick to the method you were taught.

Ha: At this point you begin to branch out. You can make innovations, which means rules can be broken and/or discarded. As an example, you use different ways to correct students, mainly adaptations as your confidence grows.

Ri: Now you aren’t learning from other people, but from your own practice. You create your own approaches and adapt what you’ve learned to your own particular circumstances. In this phase, there are no rules, only creativity leading to where you act in accordance with what you judge to be the best.

Here you create completely new ways to practice a negotiation skill that you came up with yourself, not following a tried or tested formula, for instance.

I do believe that in order to get to this point, we need to learn skills and practices that develop us first. Only then can we break rules and explore.

I remember two cases in which I followed different routes. In the first, a group of teenagers had an oral test, and as it was a beautiful day they didn’t want to stay inside, but begged for the school garden. We are allowed to do some activities outside, but not tests. I decided to follow the school rules, making sure they all knew about my decision and all the reasons. They complained a lot at first, but at the end of the test, they all agreed it was one the best things we ever did. They were not only assessed, but also learned a lot from each other and we all had a great time together. That test developed into projects for several other classes – this time in the school garden.

In the second case, I was replacing a teacher and I had to follow her lesson plan. They had a very long listening that would take almost the whole class and leave no time for other activities. I then decided to change her whole lesson plan, shortening the listening and doing activities in which the students would benefit more. I deliberately broke the school rules. When I told the teacher what I had done and showed her the results, it led to a good peer collaboration.

In both cases all I had in mind was to do what I judged would benefit students best at that given moment. And the results showed I made the right decision. Following the rules in the first example didn’t make me feel restrictive and limiting, just as breaking the rules in the second one didn’t make me feel powerful or freer. In both cases, I just felt I made the right decision.

So, what rules do I follow in my classroom?

Only one: choosing what is the best for my students.

Rules We Follow – Barb

Barbara Hoskins SakamotoI’m not a terribly consistent rule follower, I’ve discovered. There are, however, two rules about teaching that I have been pretty good about keeping. They are:

1. Learn as much as possible about as many things as possible so that I have a large pool of resources to draw from in teaching.

2. Don’t let what I learn interfere with what I know is right for my students.

The first rule has helped me rationalize learning about any number of things — from trivia about the animal kingdom as a way of providing a context for learning English to technology tools as a way of teaching.

The second rule keeps me grounded. I try to stay current with research about teaching and learning, and I appreciate educators who conduct studies to evaluate how and why things work (and don’t work) in the classroom. There’s value in research. However, there’s also a risk in adopting or dropping something I do in class simply because it is or is not validated by research.

For example, the idea that teachers should incorporate techniques to reach different learning styles or multiple intelligences has been largely discredited in research studies. Not only is there no proof that teaching to different modalities is useful, there is evidence that it can be counter-productive. However, thinking in terms of learning styles is still a useful rubric for lesson planning, and getting teachers to see that they tend to teach in the way that they like to learn is a valuable step in encouraging them to experiment with different ways of presenting material. For many teachers, the idea that the same material can be taught in a variety of ways is new, and liberating. The idea that students process information in different ways resonates with teachers.

So, even though learning styles are “so last year” in research circles, I still use them as a way to make sure my lesson plan is multisensory, and  include them in teacher training because they are a useful way of looking at what happens in our classrooms.

Interestingly, cognitive scientists now suggest that rather than teaching in a way that suits our students, we should teach in the way that best matches our lesson content (e.g., learning to play soccer is probably best done by kicking a ball on a soccer field rather than by listening to someone talk about playing soccer). Learning a language involves multiple senses, so essentially we follow a different path to the same destination. We should teach in a multi-sensory way not because our students have learning style preferences but because it’s the approach that best suits teaching language.

Rewards are another example of me choosing to ignore what I’ve learned in favor of what is right for my students. A quick Google search shows many reasons why rewards are a bad idea — students get addicted, they won’t develop intrinsic motivation, and eventually the rewards stop working. However the majority of articles refer to teaching contexts very different from my own. I see students once a week, and English is simply one of many after school classes children participate in. The chance to choose a sticker means that homework is usually done (and shown and checked within minutes of entering the classroom door). Younger siblings get a sticker at the end of class if they’ve been able to follow class rules for the entire hour. There’s no penalty if homework doesn’t get done or younger siblings have an off day, but there is a small reward for compliance. Typically, students start forgetting about taking a sticker in about third grade, and are pretty autonomous homework-doers by the time they hit 4th grade.

Do I think all teachers should use learning styles as a rubric for planning lessons? Do I think all teachers should use rewards? No, of course not. What works with one of my classes may not even work with another of my classes, let alone another teacher’s class. Each group of students has its own dynamic, and requires a slightly different teaching style.

I think that teachers need to learn as much as possible about as many things as possible so that we can make informed choices about how to teach the students in our classrooms. The longer we teach, and the more we learn, the more confident we can become about making the choices we do, regardless of what research says is “right.” Ultimately, no one knows as much about our own students and their needs as we do.

If you’d like to do a bit of reading about learning styles and rewards, here are a few articles to get you started:

Don’t teach to learning styles and multiple intelligences [http://penningtonpublishing.com/blog/tag/vak/]

Do Visual, Auditory, and Kinesthetic Learners Need Visual, Auditory, and Kinesthetic Instruction? [http://www.aft.org/newspubs/periodicals/ae/summer2005/willingham.cfm]

The Risks of Rewards

[http://www.alfiekohn.org/teaching/ror.htm]

 

Six Reasons Rewards Don’t Work

[http://www.edutopia.org/blog/reward-fraud-richard-curwin]

Rules We Follow – Vladka

Rules, Principles, and Change  – Vladimira Chalyova

A rule, law, or regulation is a prescribed guide for action. That could be the definition you can get from any dictionary. For me, a rule is something that you try to keep in mind as a line that shouldn’t be crossed  — unless it is unavoidable.

There are two types of rules: rules people create consciously and set for others to follow and rules we form as we grow, learn and become aware of the world we live in. These are the rules we follow subconsciously. Or can I say we follow such rules at all? Isn’t it more what we call the way of life? And are not such rules in fact the principles we form our own lives around?

As a teacher, often seen as a leader, a decision maker and the ruler,I feel I have a responsibility and maybe even an authority over the space that is there in the learning environment and that can help learners create their own rules and principles —  not to control the situation and people. In this light, I want to share a rule that even though it was formed by someone else and was just passed on to me several years ago, I did internalize immediately. It hung on the wall of my office throughout all the years I spent at my first school and when I was leaving I intentionally left it on the wall to pass on the wisdom to a newcomer.

” Thou shall not steal the time of them that follow thee.”

There was, has been, and always will be something appealing about it. Now, let me share how that single rule changed for me over time, yet still suits me now as a teacher.

At first, I saw in it the time I am with my students and during which I should give them as much information, knowledge and advice as possible – to fill the lesson full!

Later on, when my own role in the class had changed, it started to resonate with something a bit different. The more I see students, the people who found the time to come, share and learn together, the less is that time about me in there. It has transformed to the time that’s their and for them to express themselves, to find their own ways and to form their own rules, principles and beliefs they feel content about and happy to apply outside the classroom as well.

I do not want to steal that time anymore.

Whether we’re talking about rules from the first or the second group of rules, over time we may find ourselves questioning them and may find them unsuitable for the present situation. That is the moment we can be called rule-breakers, inconsiderate or even insane.  That is the moment we look for change and a way to overcome a present situation that no longer allows us to grow. That’s when we change.

Some may have more of such moments in their lives, and some just a few. And the courage to deal with such moments may vary from person to person and time to time. Whatever the case may be for you, fear not.  Such moments help us form the new principles that we later go on to live through and abide by. They help us find our true path.

Rules We Follow – James

Unbreakable Rules of @TheTeacherJamesJames Taylor

There’s been a lot of talk about breaking rules here on the iTDi blog recently, and while I completely agree that rebellious behaviour is necessary, I would argue that there have to be some rules that we must stick to. It’s the process of rule breaking and rule making that makes us better teachers.

As John Fanselow states in his excellent blog post here on the iTDi blog:

< https://itdi.pro/blog/2012/10/01/breaking-rules-john/ >

I do not advocate breaking rules to be different or distinctive but rather to explore

and I agree with him, but in this post, I’d like to say that:

I do not advocate following rules to be obedient or to fit in but rather to be principled.

Like John, I’m a bit of a rebel too, and I don’t like to have too many restrictions and impositions placed on my teaching from the outside. As far as I’m concerned, what happens in the classroom is an agreement between me and the learners.

However, there has to be some sort of structure to a lesson, which has to come from a source, whether that’s the teacher’s own principles, the rules as laid down by their institution or the structure as imposed by a coursebook. Simply put, there always have to be some rules for us to do our jobs effectively.

The problems arise when those rules become fixed and the teacher refuses to doubt them in order to improve themselves and their lessons. That’s where the rule breaking is required because it prevents atrophy and gives the teacher momentum to grow as a professional in their field.

The final stage, which completes the circle, is when this new found knowledge feeds back into the structure which the teacher believes will work for their students. And as this process continues, the teacher will acquire greater knowledge about themselves, their students, their materials, their institution and their profession, and some of these things will stick. They will become principles that the teacher believes they and their lessons embody. These should be an integral part of any teachers professional identity.

So while I am always questioning my classroom practices and evaluating what I’ve done in order to make the lessons better for my students, I also have my principles which remain. They aren’t fixed and I can’t promise I won’t change my mind about them in the future, but for now, these are my unbreakable rules:

1) It’s the students lesson, not mine.

2) The classroom is a place of work, communication and respect.

3) The learner knows why they are with me, and my job is to help them reach that goal. It’s not my job to tell them what their goal is.

4) Support the student as much as is possible. If they are not happy at the end of a course, it will not be due to a lack of commitment from me.

5) Never ask a student to do something I wouldn’t do myself.

6) The student must never be underestimated. Always dare them to achieve.

7) Never, ever, ever give a boring lesson.

8) Never stop breaking rules.