This week I attended and presented at #ICE18. It was an incredible conference as usual, filled with lots of passionate educators sharing their ideas and building networks of support. One of the best things about being an adult at a conference (or at an EdCamp) is that if what you walk into isn’t what you thought it would be, you have the freedom to get up and find something that suits your interests, passions, or needs better. No one batted an eye when participants showed up late or left early. In fact, those actions are not only welcomed but are actually encouraged if it means growth is happening. I was thankful that as a student in those sessions, I had the ability to decide for myself.
Then last night as I listened to George Couros, Katie Martin, and AJ Juliani talk about innovation and compliance in schools during season 4, episode 1 of the #IMMOOC, I had an epiphany. How many of my students would walk out of my room if they weren’t worried about the repercussions of doing so? What would it tell me as a teacher, and how could it help me change my practice if that were an option for them?
So today, I shared that reflection with one of my classes, and I gave them the permission to leave my room if they needed me to change. Here are the parameters:
- They have to physically walk out of the room. For one, sometimes kids look disengaged when they aren’t, and other times they look interested when that couldn’t be further from the truth; the visual of their leaving the room leaves nothing to be assumed. On top of that, no one has to raise his/her hand and say, “This is boring, Mrs. K.” Yes, I want to teach my kids to ask politely and appropriately for what they need, but I also think it might be a better approach to allow them to challenge my practice silently at first so that when they return, I can be the one to start that dialogue and help them frame a response.
- They have to come right back. This is where the conversation between George and AJ comes in. Last night, George mentioned to AJ that there is certainly a place in education and the world for compliance. He said something to the effect of, “You can’t submit your taxes to the IRS on Google Slides if you feel like it.” Likewise, kids can’t just leave school. I want to help facilitate their learning, and at the end of the day, all kids want to learn. Both entities want the same thing, and walking away wouldn’t be the best way to accomplish that.
- They have to tell me what I’m doing wrong and contribute ideas to make the activity better because that conversation is the key to a solution. We’ll redesign in the moment together so that the kids have a say in their learning, and hopefully, that empowerment will be a motivating factor for them as well as a great opportunity for me to improve for them.
For me, this is an innovation. I’ve asked for feedback before, but this is new because I’ve gotten that previous feedback when I ask for it. Instead, this change allows the kids to give me feedback at any time, which is far better because I’ll actually get that feedback when they need the change; however, there are also parameters with which they have to comply because life is filled with situations where compliance is necessary. They’re not allowed to come and go from school as they please (yet), so I’m trying to innovate inside the box (and still push it out a little bit).