Tag: Wellbeing

“Belonging Over DEI? What Schools Want to Hear in Leadership Interviews”
A strong sense of belonging helps students feel safe, valued, and ready to learn. It also strengthens teacher-student relationships and improves school culture.

Belonging isn’t just about including different perspectives. It’s about making sure everyone feels recognized and respected every day. While diversity and inclusion remain essential, recent shifts in education suggest belonging may be a better focus.

A Harvard Business Review article, “What Comes After DEI?” argues that many DEI programs fall short because they don’t create meaningful, lasting change. Schools that build belonging go beyond policies and focus on everyday actions that help people connect.

How can you create belonging in your school or classroom?

Practical Ways to Build Belonging

1. Get Names Right

Names matter. When you say someone’s name correctly, you acknowledge their identity. Mispronouncing a name—especially repeatedly—can make a student feel invisible.
- Ask for the correct pronunciation early and practice until you get it right.
- Use tools like NameCoach or Forvo to check pronunciation.
- Model respect by correcting mispronunciations when you hear them.
2. Design an Identity-Safe Classroom

Students feel safer when they see themselves reflected in the curriculum and environment.
- Display books, posters, and resources representing different cultures, backgrounds, and perspectives.
- Invite students to share their stories through assignments, discussions, or projects.
- Use inclusive language that respects students’ identities.
3. Use Jigsaw Learning

Jigsaw learning ensures every student plays a vital role in group work.
- Break lessons into key parts and assign each student a section.
- Have students teach their section to their peers.
- Encourage collaboration by rotating groups regularly.
This method, developed by Elliot Aronson, improves engagement and helps students feel like valued contributors.

4. Craft Inclusive Situations

Every interaction in your school shapes belonging. Small shifts in how and where students interact can make a difference.
- Pair students purposefully to encourage new friendships.
- Rethink classroom discussions to ensure multiple perspectives are heard.
- Offer leadership roles to students who might not usually step forward.
5. Connect Learning to Students’ Lives

When students see themselves in the material, they engage more.
- Use case studies and examples that reflect diverse experiences.
- Ask students to bring stories, music, or traditions that matter to them.
- Create assignments with flexible formats so students can express themselves in natural ways.
Angeline Aow, in Becoming a Totally Inclusive School, emphasizes that identity-safe spaces improve student confidence.

How to Answer This in an Interview

If a school leader asks, “How do you create a sense of belonging in your classroom?” they want a clear, structured answer. Use the S.T.A.R. method to give a strong response:
1. Situation: Describe a challenge related to belonging.
2. Task: Explain what needs to change.
3. Action: Share specific steps you took.
4. Result: Highlight the impact on students or staff.
Example Response for an Academic Leader

Situation: Some students in my school felt disconnected because class discussions often centred on dominant cultural narratives.

Task: I wanted to create a more inclusive space where all students saw their perspectives reflected.

Action:
- I adjusted the curriculum to include stories from different backgrounds.
- I encouraged students to bring in personal experiences related to our covered topics.
- I used jigsaw learning, so every student contributed meaningfully.
Result: Students became more engaged, and classroom discussions reflected a wider range of experiences. I also saw a shift in peer relationships, with more cross-cultural friendships forming.

Example Response for a Pastoral Leader

Situation: A new student from another country was struggling to make friends.

Task: I needed to help them integrate into the school community.

Action:
- I paired them with a buddy who shared a similar interest.
- I introduced lunchtime social groups where students played games and discussed their cultures.
- I checked in regularly to see how they were adjusting.
Result: The student became more confident, participated more in class, and formed strong friendships.

What This Means for International Schools

Many international schools have strong diversity statements. But will they stay true to their values if external pressures push against DEI work?

Belonging offers a way forward. Instead of framing inclusion as a debate, schools can focus on creating environments where students feel connected. This approach moves past labels and into real, daily practices that benefit everyone.

Takeaways for Educators and Leaders
- Small actions, like learning names and rethinking classroom discussions, shape belonging.
- A welcoming classroom is intentional, not accidental.
- In interviews, use the S.T.A.R. method to show how you create belonging.
- Schools should focus on sustained efforts rather than temporary initiatives.
Creating belonging isn’t just about policies—it’s about what happens daily in classrooms and hallways. How will you contribute?
10 Feb 2025
School is Not a Place..

These are a few thoughts on our first weeks back after a summer away…

After a turbulent year of online learning and COVID-testing, the summer break was needed more than ever. A summer of rest, relaxation and minimal technology use. With COVID restrictions taking up so much of our thoughts, it was essential for me to at least take some time away from my laptop and focus on the little things that bring joy. For me, that is reading, walking, and my guitars. An opportunity to put some of the frustrations to one side.

The weeks have, however, flown by, and once again, we are back at school, recharged and fortunate to have had a fantastic first cycle. Face to face. We have enjoyed an engaging faculty orientation focusing on developing our curriculum and building a culture of belonging. More so than ever, our community has enjoyed getting to know one another. Despite the challenges, there is a lot to be optimistic about. Of course, we still have our daily COVID testing routine, but this has become just that, routine. The focus has been firmly on learning and supporting our students. Naturally, it is a two-way street, and our students have done an excellent job in supporting us.

The first two weeks were very smooth indeed. Grade 6 adapted to life in Secondary School relatively quickly, thanks to our Grade 9 mentors in The Bridge program. Grade 9 students did an excellent job of inducting them into the school and showing them the ropes. I know this because my office has been considerably quieter than in previous years. Instead, I have been able to roam the corridors and enter classrooms. It was very clear; we were all glad to be back.

What better way to end a successful first cycle than with a Secondary Assembly focusing on our School Value – Creativity? The students rose to the occasion putting on an excellent show for us all. Dance, classical music, even a rocking Foo Fighters cover. A great way to enter the weekend. It is agreed that this was an amazing start to the year.

Very quickly, we have had to utilise another of our values, perseverance. News spread of rising COVID cases and potential lockdowns. Plans for online learning were drafted and quickly operationalised. I write this now from my apartment after six days of lockdown. Once again, teachers have responded positively and professionally. After all, we are used to this now.

I have been dropping into classes and hosting meetings with teachers, advisors and parents, and I am struck by the resilience and understanding shown by everyone in what is clearly a trying time.

Students have responded and quickly adapted their plans for Service Opportunities to ensure they can continue should they complete a lot of the work from their homes. House competitions and IB CORE Day, again, are being developed so that we can continue to build school spirit whilst online.

We do not know how long we will teach and learn in this hybrid format, but one thing is clear, we will get through it together. Our community has become stronger due to the difficulties we have faced that are beyond our control. It is therefore fitting that this month’s theme in our community well-being calendar is “Building Community.” After all, as our DP1 student so wisely said, “Our school is not a place…. It’s about the people.”

Journeying:

Image: iStock

Building Community- The Onward Book

Belonging- Owen Eastwood

7 Sep 2022
The Show Must Go On!

This week we experienced what is known as Red Rain. A storm that was so hard that it cancelled school, and the city of Shenzhen fell to a standstill, resulting in a three day week on campus, a day off, and then a Friday of online learning. After weeks of lockdown and uncertainty surrounding government regulations, working from home was a much-needed break for some. For others, it was a distraction and another obstacle to learning.

Regardless of how we received the news of home learning, one thing is sure. Senior Leadership made the necessary pivot (and quickly too), contacting the IB to arrange the non-examination route for our students due to adverse circumstances, solidifying the plans for the next two days. Yet another challenge for our Grade 12 students as they navigate a turbulent final year in High School. The show went on, and teachers took the disruption in their stride and continued to deliver high-quality lessons to their students.

I put the finishing touches on our weekly newsletter during the Friday session. I was struck by how much content there was for only a three day week. Many highlights included ‘shout-outs’ to teachers who had recently completed our internal language coaching program, pictures of Grade 6 presentations, a hilarious Middle school production, and updates from our students who are busy filling their time capsules. All of this activity had occurred by Wednesday. A lot is going on, and there is no evidence that our program has become less rigorous due to the COVID restrictions we are now facing.

As the rest of the world moves on and travel resumes, it is easy for those living outside of China to forget that life here is far from normal. Daily COVID tests, no parents on campus and last-minute changes to established protocols. We have now become adept at administering whole school COVID tests, testing the entire secondary school in around 30 minutes each day; this must be some record! Sometimes, the process seems to make little sense. Ours is not to question why; we respond in the best way for learning. It is what we must and should do.

During these times, laughter, kindness and caring have become the focal point for our community. Ensuring that we acknowledge that someone may be carrying a heavy burden or find a particular situation more challenging than others is necessary. We have done this well. Teacher Appreciation Week was a recent opportunity to reflect on the contributions of and daily interactions with every faculty member as we hand wrote notes to each community member. At times like these, you notice the time and dedication that teachers put into their every day at school. There is nothing left to say except thank you.

15 May 2022
School Life: 1200 Smiles

Last week we reopened our doors to our students and we were able to engage in face-to-face teaching once more. At 8am we had a crowd of teachers eager to greet students at the gate. The children were pumped, running into school and into the mandated COVID screening. There was excitement mixed with a degree of frustration and acceptance. Temperature checks, swab testing and face masks seem like a much lesser evil after the lockdown. The community has rallied around and complied with the necessary precautions with little complaint. It’s good to be back!

Each day we are required to complete a round of COVID testing. 1200 students organised by Advisors and directed to the CDC testing staff. It has been a slick operation. Most days the whole process is complete within an hour. At times, the incessant testing becomes tiresome. However, this hour has provided me with a unique opportunity. To connect with every student in the school during a single day.

At 1:30pm each day, the leadership team joined by a team of volunteers oversees the testing hour. During this time we register the students and acknowledge that they have indeed been subjected to a good swabbing. This brief daily interaction required some levity, after all, we are missing class time. As a team, we have joked with, rapped (badly) at, interviewed and checked in with our students. We have managed to speak with the introverted, the extroverted, and those who would prefer to avoid the administration. One thing is hard to ignore. The smiles (even from behind a mask). 1200 smiles. Despite the challenges and uncertainty, the kids are having fun, and I am coming to know more and more students. Not a bad trade-off. So, if ever there was a silver lining, this is it.

Journeying:

Image: Kali9 @ iStock

The Psychology of a Smile: Ted Talk

Smile Like It Matters…because it Does: Ted Talk

Interesting Forbes Article: Forget Resilience, Improve Your Uncertainty Tolerance

After the Pandemic, Can We Welcome Students back to Better Schools?: John Hopkins Article

Going Back To School During The COVID-19- Voices of Children: UNICEF Article

26 Apr 2022
School Life: Put the Policy in The Drawer, Set Expectations & Develop Relationships

We have all faced our own personal and professional challenges over the last two years. Whether it be maintaining a healthy routine, managing the nuances of online learning or coping with living and teaching in isolation- we have all needed to adapt and demonstrate some form of resilience and empathy.

Since the COVID-19 pandemic began, schools have been faced with a need to reassess how they promote, assess and maintain the well-being of their community. Each school’s individual contexts will have shaped how this has played out. There has been a renewed focus on mental health, student attendance, Social and Emotional Learning and nurturing parent-school connections.

Making connections from afar is harder- no doubt about it. Even our friends and family call less often the longer you are away from home. It gets increasingly harder to show up when things are not going well. It is not surprising then, that student attendance during periods of Distance Learning becomes sporadic. Teenagers are tasked with self-managing their sleep, diet and school work alongside the temptations that come with working from home. Teachers have become well-trained in spotting an online gamer or irrelevant group chat when looking at their screens.

These less productive behaviours are often reported to me as the Assistant Principal. Like most schools, we have clear policies on attendance, gaming and cyber-bullying. But like most schools, we created these policies long before the onset of the COVID pandemic. Needless to say, taking these policies at face value and upholding the previous standard in light of our current situation may not always be the way to go. Online learning is as difficult for our students as it is for our teachers. Whilst we have adapted schedules and assessment expectations to ease the burden on all stakeholders, it has become clear that we often expect the same level of engagement and behaviour as we do when teaching face-to-face. I have recently, been asking myself, whether this is a fair or reasonable expectation.

Last month I had a conversation with a Grade 11 student who had been flagged for a surge in non-attendance. Looking at the numbers it was clear, that she is running the risk of missing too much class time to cover the content needed to be successful. The student has been living alone for the last two months as her parents were quarantined in another city. Period 1 was often forfeited in favour of sleep and gradually more and more classes were missed. The absence and missed work snowballed, and knowing she was struggling, she gave up.

These conversations with her were invaluable in being able to support her, and understand her context. The policy was less useful. There is no empathy within the pages of an attendance policy. We discussed both her situation and the need for a written policy. But really, we just focussed on expectations and developing relationships. She was not meeting the expectations that she had placed on herself and this was causing her a lot of stress. Knowing the potential consequences of her actions but not knowing how to claw her way back to success was becoming too much. I placed the policy in the metaphorical drawer and tried to understand her situation. I now meet with her every week.

Sometimes the best action to take is just to be present and listen
Lee Parker

This type of conversation has become more commonplace and more important as the COVID restrictions continue. Yet, they are also one of my biggest challenges. Managing to successfully schedule meetings with an online schedule is difficult enough. Maintaining school expectations under crisis conditions is a challenge again. When working online we are often presented with the data before we gain clarity around the context. The data is often available to teachers who are like me, unaware, at the time of the weight that a student may be carrying. And yet, action is expected. Sometimes the best action to take is just to be present and listen. These continue to be challenging times, self-care and caring for others are more important than ever. I would argue that we are learning more about ourselves than ever right now and that these, are just maybe, the most important lessons of all.

Journeying

Image: Stock: Cyano66

Forbes Article: Policies vs. Guidelines: How to Set Expectations

PBIS Rewards: Rules vs. Expectations

YouTube: Simon Sinek: The Infinite Game

Education Week: Is the Assistant Principal the Most Overlooked, Undervalued Person at School?

9 Apr 2022
To Rediscover Your Purpose: Chop Wood, Carry Water

Learning is all about making connections. Connections with, and between students, between classroom learning and real-life, and between our passions and our experiences (jisedu.or.id). It is inevitable after two weeks of lockdown and 6 weeks into Distance Learning, that we may feel some of these connections are starting to break down. It can be difficult to remain positive when the only constant connection in your life is with your internet.

For educators, Distance Learning seems to attack our very purpose- to develop relationships with students and inspire them to take control of their learning. Without the physical presence of a teacher, or other students to collaborate with, many students find themselves floundering.

From our homes, we feel helpless in supporting them, and can only watch the product of months of work and effort seemingly dissipate. It is often the children most in need of strong connections that regress when faced with working online, without the much-needed love and support of their teacher to hand. It is the struggles of these students that we find most difficult to accept.

When working online, we often fail to experience the joys of seeing a student struggle through a problem to achieve the correct answer, to laugh at an impromptu joke, or to be amazed at an original idea. Quite often, no matter how innovative a teacher’s approach may be, teaching and learning can become rather passive and didactic online. Without experiencing these moments of joy and celebration, the job itself can seem rather pointless, and we begin to question our own direction.

It is important to remember at times like these that our purpose remains the same. It is only the path that leads us there that has changed. Our students still know that we care, and they share the very same frustrations that we do. They want to be back in the classroom as much as their teacher. After all, school is fun. So, when we are feeling lost or disconnected from our purpose it is important to throw ourselves into the process. The work. The rewards will come later. Ryan Holiday writes:

“Every time you sit down to work, remind yourself: I am delaying gratification by doing this. I am passing the marshmallow test.”
Ryan Holiday

This thinking reminds me of an old Zen proverb that my friend used to carry as his mantra. “Chop wood, carry water.” In other words, just do the work, no matter how tough it gets, how little reward or acknowledgement you feel, just do the work. If you stay in the present and focus on the process, you will learn a lot, and hopefully, emerge stronger for it.

As teachers, we are responsible for leading and guiding our students. This goes without saying. Many of us do this without thinking, at the expense of leading ourselves. During times of upheaval, leading ourselves can sometimes take a back seat, whilst we aim to stay in the race and get the job done. It is important that as we navigate the challenging circumstances brought to us by the pandemic, we do not lose sight of our ‘True North’. Reminding ourselves of our purpose can help the trying times seem less trying and look towards the rewards of the future.

“The hardest person you will ever have to lead is yourself.”
Bill George

These last two weeks in China have been amongst the most challenging of my career. Emotionally, physically and spiritually. I have had days of sheer frustration and days when I have felt helpless. On Thursday morning, I left a meeting so frustrated I called a friend and vented. I felt better, albeit briefly. Venting, however, solved nothing. Instead, I felt guilty for placing my frustrations on someone else’s shoulders. When a situation is out of your control venting does not help. Focussing on doing good work, however, does. When I look over the events of the last week there a definitely a few bright spots in the work, that reminded me of why we have chosen to do the work we do.

On Monday, the Senior Leadership Team informed teachers of some amendments in assessment policy that would be implemented in light of our online situation. A reduction in Assessment of Learning and a renewed focus on Assessment as Learning. With the pressures of formal assessment removed, we can be free to take risks as teachers and encourage students to channel their energies into their curiosities and passions. A small step, adding an element of fun to the online experience and a focus on teaching skills and character.

On Thursday, a Grade 6 student sent an email to the leadership team. Her parent had tasked her with finding herself a new school in Australia and she was seeking some support. An 11-year old girl faced the challenge of doing this alone. My heart went out to her. She was asking for advice, and at that moment, I was reminded again, that these kids need us. We may not be physically present and yet, they turn to us. The same day, I saw “A Letter from That Kid”. This is an open letter from a student to their teacher posted on social media. The letter reminds us that we do not know the challenges our students may be facing at home, and whilst we may be experiencing frustration, remember that they are too.

On Friday, we worked in Teacher Evaluation groups as part of our CIS accreditation process. My group was focused on Domain A: The Purpose and Direction of the school. I had prepared the Zoom session as best I could, and of course, things did not go as planned. Links would not work and many of us were called for COVID testing mid-session. The session, however, generated some rich discussion around the school’s guiding statements and it was clear that as a community we are indeed moving in the right direction despite the chaos that we find ourselves in. Much work to do, much to be proud of.

“Resilience and humility go together. If you are grounded in your organization’s purpose, it gives you the energy to navigate the storms. Humility also helps you to recognize that you don’t know everything, so in moments of crisis you reach out for help; you learn.”
Carolyn Dewar

Friday afternoon did also present itself to be one of the most emotionally taxing moments of the week. The school held a town hall meeting to discuss the current difficulties facing those who wish to fly home for the summer. Many have not seen their family since before all this began, and wish to return home for the first time in three years. Flights, however, are currently only one-way and are extremely expensive, re-entering China is also problematic. The dilemma is real. Fly home and see family, potentially being trapped outside the country and forfeiting your job, or remain here for one more year and continue to work in whatever form it happens to be when August rolls around. The conversations were honest and heartfelt, with everyone present understanding and respecting the challenges we are facing at this time. Whilst not everyone will have left the meeting happy, I was reminded of the strength of our community, and that our core value, empathy, may just be the most important value that we possess at this time.

Journeying:

Image: Stockninja at iStock.com

A Letter to Teachers From That Kid

Empathy Is The Most Important Leadership Skill According To Research: Forbes.com

Empathy Rules: Harvard Business Review

Leadership Lessons From The World’s Best CEOs: Mckinsey.com

20 Mar 2022
Leading Yourself: The Importance of Staring Out of the Window

As we enter week 5 of Distance Learning I can feel my energy wane and my momentum slow. It is now, at this time, that I revisit my routine. Searching for more efficient or effective ways to maintain my productivity. Emails, meetings and to-do lists have spiralled out of control whilst we pivot and learn how to respond to ever-changing government prevention regulations. The increased workload is felt by all, teachers, students and parents. Add the stresses of social isolation, forced online collaboration and dodgy internet and you have a recipe for burnout.

During my mornings, I make it a point to read. If only for 20 minutes. This is essential for my growth as a leader, but also for maintaining my own well-being. This week I am reading Alain De Botton’s ‘The School of Life: An Emotional Education.’ Within the pages of this book, De Botton discusses the importance of art, nature and kindness in contributing to a well-rounded and healthy life. He also discussed the importance and necessity of taking a time-out. During a busy day, we can often feel guilty for staring out of the window or randomly vacuuming the floor. We should not, however, feel guilty at all. It can serve as an essential part of the thinking process by offering a pressure-free moment to let our thoughts run wild and maybe, subside.

“I had a great day. The high point was staring out of the window.”
Alain De Botton

De Botton claims that the point of staring out of the window is not to find out what is going on outside. It is more of an exercise in discovering and making sense of what is already going on in our own minds. Starting out of the window offers us an opportunity to experience a sense of ‘purpose-free calm’. To be able to observe the scene and yet not be part of the scene. No need to respond. A form of strategic procrastination.

“Procrastination may be the enemy of productivity, but it can be a resource for creativity.”
Adam M. Grant

Adam Grant discussed the power of procrastination in his book ‘Originals: How Non-Conformists Move The World.’ The best ideas can often be developed and improved upon if left a while to sit after being formed. During this period of Distance Learning, I am finding that staring out of the window and removing myself from the online environment, if only for a few minutes is of the utmost importance when cultivating ideas, and essential for maintaining my overall sense of well-being.

After furiously replying to emails and back-to-back meetings with parents. I close the laptop and look into the distance. I am lucky that I have a view of Shenzhen Bay outside my window. The water is calming and I can ignore the frantic goings-on in the foreground. Twenty minutes later I often return to my project calmer than before with a newfound creative approach or solution. It is working for me. I encourage you to give it a try. Find a window near you, stare into the distance and take notice of your emotions afterwards. Encourage your students to do the same. I am sure they will feel and perform better for it.

Journeying

Image: Tumisu on Pixaby

Originals: How Non-Conformists Move The World by Adam Grant

The School of Life: An Emotional Education by Alain De Botton

TedTalk: Adam Grant- The Surprising Habits of Original Thinkers

Alain De Botton- It’s OK to feel Not OK right now

12 Mar 2022
Leading Yourself: The Importance of School Well-being and Taking Care of Yourself

As we enter into another round of COVID Testing and new government prevention measures I have been struck by the impact of uncertainty on my own wellbeing. The COVID landscape is constantly changing and the school response must adapt accordingly. The last-minute updates in protocol and policy inevitably take their toll as we aim to best serve the needs of the community whilst meeting the expectations placed upon us.

I have learned not to take these sometimes strange requests to heart and often enjoy a laugh about them with my colleagues. My sleep quality and energy levels however have told a different story. On some level, I had been responding or at worst reacting. My sleep had often been disturbed and my energy levels have been far lower than normal.

In a period of reflection I had realised that the routines that I held dear, that had fueled my performance, had been slipping. Journaling, reading, exercise and music were all taking a back seat whilst I had been focused on work. Needless to say, I felt that work was less enjoyable as a result.

In a conscious move to regain control over my own well-being. I began to prioritise my diet and sleep. I also started to re-build my routine and have thrown myself back into guitar drills and writing. The early nights and steamed salmon are paying off as my concentration at work improved.

I began to direct my attention to the secondary school well-being plan as this has been a focus for this academic year. In particular, “how will we ensure optimal well-being for our students?” and “how will we know our efforts are working?”

We have already introduced the Positive Education Enhanced Curriculum into our Advisory program and our next steps are to refine the delivery and assess the impact on our student’s well-being and character. In my research, I discovered the Flourishing at School platform. This SEL assessment software builds on the work of Martin Seligman and Geelong Grammar School and consists of the VIA Character Strengths Survey, a Student Flourishing Survey and a Daily Well-being Check-in. It perfectly meets our needs and allows us to monitor the development of individual students with regard to their character strengths and overall well-being. We are excited to enter the next stage of our well-being initiative and continue to improve our well-being curriculum.

This work has forced us to re-explore our graduate profile and our overall goals as a school. Our work with the Mastery Transcript Consortium also drives our efforts to build the competencies needed for employment in 2030 and informs much of our thinking. Whilst still very much in the planning stages, I know we are headed in the right direction and doing what is best for learning, and for our students. I will aim to keep writing updates relating to our well-being journey and sharing the resources that we have most beneficial along the way.

If you are engaged in a similar process, please take a look at the resources below. Enjoy.

Journeying

OECD 2030 Learning Compass

NSW Well-being Framework for Schools

Characterlab- playbook for character strengths

International School of Chennai- Wellbeing Page

The Shipley School- Educating to Flourish

19 Feb 2022
Flourish: The Road To Developing Student Character

In his thought-provoking book “Creating Cultures of Thinking”, Ron Ritchhart asks the question “What would you like the children you teach to be like as adults?” This simple question has a very deliberate purpose, to cause educators to reflect upon what they are teaching and in their role in shaping a student’s future. Typical answers to this question include creative, happy, resourceful, resilient, critical thinker and innovative. Teachers rarely say I’d like my students to be an A student or a 7. We forget the grades and focus on skill and character.

In the wake of COVID-19, skill and character development have become buzz terms, more so than before. The need to explicitly teach children the so-called ‘soft’ skills is crystal clear. Schools are responding in part, by realigning or developing their Social and Emotional curriculum. Programs such as SEE learning and the Positive Education Enhanced Curriculum (PEEC) are being discussed regularly in school meetings, at interviews and online. Such programs aim to support our children in their ability to thrive, flourish and be better versions of themselves. A lofty goal indeed.

“One of the most common responses from groups is that in a culture of thinking, there is a sense of purpose to the learning.”
Ron Ritchhart, Creating Cultures of Thinking: The 8 Forces We Must Master to Truly Transform Our Schools

Encouraging students and teachers to see past the grades, however, is no easy task. Especially, when university placements are dependent on them. It is a mindset shift and taps into the individuals own educational philosophies. It also forces schools to examine their own cultures and priorities. This will undoubtedly involve revisiting their own mission, vision and values. Take a walk around your school, look at the walls, listen to what is being said. Are you prioritising grades or are you focusing on developing thinking and wellbeing? Are the students being challenged? Are they excited to learn? Are they developing new passions?

“We don’t become better because we acquire new information. We become better because we acquire better loves. We don’t become what we know. Education is a process of love formation. When you go to a school, it should offer you new things to love.”
David Brooks: The Road to Character

A pet peeve of mine is the overuse of the word ‘summative’. During my career, I have heard students referring to their summative assessment with fear and reverence. Teachers often plan units with the end in mind, prioritising success on the final assignment over skill and character development. Does success on the assignment reflect skill development? More often than not, the answer is yes. Is this growth in skill and character explicitly communicated to the student? Often the answer is no. This is an understandable omission, but how do we make the shift from a culture centred upon exam success to one committed to developing well-rounded and happy individuals?

This year we have attempted to start the culture shift. We have introduced the Positive Education Enhanced Curriculum (PEEC) and incorporated their lessons into our advisory framework. Moving the focus of our energies to value and character development. It is a long road, but one we are willing to travel. We know it is the right thing to do for our students and so we persevere.

As we tap into the world of Social and Emotional Learning and consider how best to implement the program; it stands to reason that we re-examine our values, our priorities and our way of doing things. This helps to form new goals and a new way of seeing things. How we measure the success of our advisory program is now being considered and we have had recent conversations with The Mastery Transcript Consortium, a non-profit organisation committed to providing an alternative method of measuring student success. One that focuses on skill and character development over passing the test. We are new to the conversation and I look forward to seeing where it will take us. Being able to clearly see the impact of our efforts will be rewarding and powerful and provide a great deal of motivation to both teacher and student.

The importance of tapping into student passion and interest whilst providing them with ‘essential’ worldly knowledge has again made itself known. If a student is not interested or engaged they will not learn. Whether a school focuses on succeeding on a test or on skill development is irrelevant. The learning process must inspire and generate ideas and curiosity. The path to mastery requires that students want to learn, that they enter a flow state and lose themselves in the process. And so whilst, I lose myself in the research process, I hope that our teachers lose themselves in the process of planning and delivering life-worthy learning.

Journeying

Image:

JOHN TOWNER on Unsplash

Links:

The Mastery Transcript Consortium

The Global Citizen Diploma

Ron Ritchhart.com

16 Jan 2022
School Life: Bench Yourself and Listen

This week I decided to wake and go to school earlier than normal. An attempt to re-focus, recharge and find my usual routine. The demands of the job can creep up on you. The semester progresses quickly. The days increase in pace. Before you know it, you are on autopilot and responding rather than adapting. It is important to take stock and mix things up. Stay fresh and sharpen the saw.

Each morning I bought my usual coffee from the school cafe and sat myself down in an area that I rarely have time to go. The benches beside the sports field. Now the hot season is over, the temperature is perfect and I could hear the birds singing in the trees. I noticed that the benches had bronze placks on them and quotes about friendship. They had been donated by Grade 2 students. The first bench said:

The only way to have a friend is to be one.
Ralph Waldo Emerson

I began to think of my friends back home, and also of the friendships around our school community. Teachers friendships, student friendships and parent relationships. As my mind wandered a group of students began their running practice. I watched them as they were drilled by their teacher. Each student was supported by the others and enjoyed the early morning dopamine hit. I noticed how their feet shuffled as they gained pace, and how this was not one student but all of them. I then realised I had not noticed that about runners before. Do they all do it, or is it a product of learning? Will the shuffle disappear as their technique improves? Let the Youtube journey begin.

As Leonardo Da Vinci used to write lists of questions he pondered, I have begun to do the same. An attempt to create the curiosity I see in our students. Just questions, I do not know the answers. I have found this has a calming effect and is also making me a better leader. Listen first to understand and then to be understood.

This has shaped the way I have been approaching all of my conversations. Yesterday, I had many interesting conversations. For the most part, I just listened. I had an enlightening conversation around Diversity Equity and Inclusion with one of our teachers. His perspective surprised me. I listened and said little. I knew instantly I have a lot of learning to do around this topic and that I would learn a lot from listening to his perspective and the importance of being able to draw on his insight as we move forward in becoming a more inclusive school.

Fairness. I then had a conversation around fairness with Grade 6 student who is triggered when he perceives his teachers actions as unfair. Having recently completed the VIA Character Strengths survey I know this is one of my strengths. A sense of fairness and equity. I wondered if his teachers would also view this boys trait in a positive way. How could they use this very strong sense of right and wrong to help him learn? A topic for an upcoming Professional Learning Session.

When I reflect on the last day of the week, and the interactions I have had, I notice how many of them were directly related to our school values of empathy, integrity and wellbeing. Evidence that we are in fact living our school values. We do not need big initiatives to demonstrate that we are living our mission, we just need to take note of the small things that make up our day-to-day.

Benching myself every morning and taking twenty minutes to consider the learning that has been taking place in our school has given me a greater appreciation of what we do as educators on a daily basis. It has helped me to appreciate that whilst we may have a long way to go, we are indeed already well on the way to our goal of inspiring global minds.

Challenge yourself to take twenty minutes each day to reflect and consider the good work that we do. As human’s we can be drawn to the negatives, however, focusing on the positives helps us to succeed and improves our overall sense of wellbeing (Seligman). As our advisory program takes shape, I hope to see more and more of our community adopting a strengths-based approach in their lives and learning. After all, we all have something to share and this will only be enhanced when we are working to our strengths.

Journeying

Image: by Pepper Mint from Pixabay

Videos:

Know Your Character Strengths

Re-building A Life Through Character Strengths

The 5 Levels of Character- David Brooks

100m Replays

Links:

Take the VIA Character Strengths Test

Flourish by Martin Seligman

20 Nov 2021