Reflection: Designing a learning plan

I have been participating in a special program for educators focused on critical thinking and evidence-based application of the most up-to-date theories and models to help students learn. Students are three dimensional human beings who spend most of their waking time with educators. To do our work in good faith, we should guide and teach students what they need in all aspects of their life so they can succeed; for the cynical, helping students learn the tools they need for the non-academic facets of their lives helps the student do better academically and reflects highly on the teacher.

One of the activities we have been working on in the program is designing a learning plan. Now that the learning plan is complete, here are my thoughts on it.

Norms & procedures

Classroom Culture and Norms have generally been used interchangeably at the schools I've worked at, so it was a little surprising to see clear definitions for the two. It was also interesting sitting down and thinking critically about them for my classrooms. The culture and norms I foster have been built up piecemeal from my work and studies in education, communication, and intercultural relations. I must say, after writing things down for an ideal classroom, it was a relief to see most of what I do present. It's been a terrific exercise creating concrete goals so there is a clear path I can follow to promote an ideal environment for my students to learn.

Transitions

I never knew there were so many transitions during the day; they're normal parts of the routine so they never get thought about. There are the ones that are always talked about like to or from recess, start and end of day, or anything else where students enter or leave the classroom itself. Thought isn't usually given to invisible transitions like setting up for an activity or changing workstations. Many of these I've identified as what I call Dead time where active teaching isn't happening. I've generally used this time to overlap actions like when students are rearranging the chairs for a group activity, I'll write instructions on the board or set up the tech so the students don't spend any time waiting on the teacher. I'm giving renewed thought on how to optimize the flow of class time now that I'm consciously aware of invisible transitions.

Using Technology Tools

Even though we looked at many Education Technology (edTech) tools, I am still cautious when it comes to introducing or relying upon technology for the classroom. Too often, I see edTech forced upon educators because it's the next fad without a careful evaluation of whether or not it will improve teaching for both the teacher and the students. The number of edTech demo videos I come across that don't actually say anything, and the number of times any useful information (if it exists) is inaccessible until you make a purchase, just reinforces my caution.

There is also a concern about accessibility. Many places don't have reliable high-speed internet to handle the always-on demands of technology for education. I've had many students who don't have their own smart phones or tablets and I, for one, would not give my five-year-old a smart phone unless I plan for it to be destroyed within a month. Many students I've had were on tight budgets and they had to scrimp and save just to afford a bare minimum smartphone so they could participate in modern life and have a chance at improving their situation. They didn't have the space to install all these apps that are required or have the money for data plans so they could access edTech at any and all times of the day as students are so often expected to.

That being said, one of the few good things to come out of Covid-19 is a focus on edTech development that includes key stakeholders like teachers and students. I've seen more apps recently that address actual needs in the classroom rather than what a board director or businessman decide teachers and students need. Used judiciously, and after a thorough vetting process and good faith pilot program, they can improve learning in well-defined situations.

Communicating with parents

This is something that most educators, teachers and admin alike, dread. Non-general communication with parents usually occurs when something has gone wrong and there's always a sense of dread like when your manager calls you into their office. Besides the normal "no news is good news" that people generally operate under, there's another good reason that communication is generally limited to when something goes wrong: teachers just don't have the time to be in constant communication with parents.

Good communication contributes a lot to good outcomes in the classroom. I also constantly see communication touted as a cure-all for all classroom woes and it "only takes a little extra time". This "little extra time" often adds up to several extra hours per week after school when the teacher has to plan their lessons, correct homework, try to see their children and spouse, and have no work-life balance. Then, there is the response side of communication. Parents need to respond for real communication to take place which takes away more time from the teacher. And so often in colleagues who practice this, parents start demanding the teacher be available 24/7; when a teacher does not respond at 1am, parents complain to the admin that the teacher is being rude and insulting.

I have found that when a teacher has a good work-life balance, they are in a better state to handle all types of communication with parents. I've often seen such teachers turn what would normally be a negative communication experience into something positive and relationship building for everyone involved.

When teachers have a good work-life balance, they are better able to evaluate edTech for communication and learning management. Well-designed technology can reduce an educator's workload thus giving them more time to spend in positive communication with parents and students. Good integration into the classroom can even generate near instant updates on what students are doing and build positive relationships.

Traumatic stress

Educators aren't generally trained in handling students suffering from traumatic stress and, given how long and harmful the effects can be, students should receive help from trained professionals. I've also lived in areas where the mental health resources were so overburdened that only people who were an immediate danger to themselves or others could get help. This leaves educators as the primary source of help for many students. Doing a deep dive on the topic recently, I've learned that between 33-95% of children, depending upon where they grow up, have suffered traumatic stress, traumatic events so intense and/or so sustained that the child suffers psychological and/or physical harm long into adulthood. Colleagues and I recently worked on a mind map teachers can use as a reference to help them identify signs of traumatic stress in their students and ways they can help even if they do not have professional training.

Final thoughts

Working on this learning plan has led to many fruitful discussions with colleagues and reflections about both my classrooms over the years and how I want future classrooms to be. Some views have changed, some have words to express them now, but putting things down on paper has given me a better understanding of how I teach and how I can improve for my students. This has been a very valuable exercise that I recommend for every teacher.