When I tell some people I’m a teacher, I know what they are thinking–cue the chalkboard, long skirt, and the “oh that’s nice.” Matched with the misconception that I’m a saint, is the notion that I am a queen in a classroom where children follow me around like little birds; perhaps daring to ask me something along the lines of,“Where’s your crown at?” Similar to the 2001 classic, research has led me push the anxiety aside that comes from questioning why I choose not to wear a crown and consider where in fact is my head  about it all?! Across my teaching career, I have worked within schools where teacher collaboration is deemed critical, but I beg to argue that in fact a school’s ecology is intertwined with a teacher’s ability to think and teach fluidly. 

What’s the environment got to do with it?

Take a minute to imagine twins. Now, place those twins in the same grade with two different teachers. Hattie describes such a set of twins being positively influenced by factors beyond teachers themselves alongside different forms of support, such as their interactions with other adults in the classroom (Hattie, 2013). While having additional support in the classroom isn’t news, what stands out is the significance in that “some of the most powerful effects on achievement could stem from the continuity of quality instruction within teaching teams and across years (Hattie, 2013).” Meaning that a queen or king’s reign does influence students, but the key here is opening up the possibility for more quality individualized instruction within each year. Significantly, his findings indicate that student learning is largely impacted by the way in which teachers purposefully seek colleagues to consistently integrate themselves in the learning environment. 

Openings and Opportunities- make it easy.

Create openings. Physical openings in the form of an open classroom create opportunities where connections can be built in the everyday flow between students and teachers. An open classroom not only takes the teacher out of isolation but increases informal communication amongst teachers (Alterator & Deed, 2013). Sounds like an easy enough way to help us all put egos aside; but we all know those teachers–the ones who seem to have the super glue around their crowns.  While change management will need to be another blog post, let this highlight from Alterator’s 2013 case study on an open learning space serves as a third point. 

Now there’s the constant questioning and how can we change what we’re doing to meet the needs of the kids. This has fostered the teamwork. It’s not just about photocopy costs. Now it is about learning. That in itself fosters teamwork. If the focus is on the learning and on the kids then everyone is coming from the same viewpoint, (Teacher D)

(Alterator p.324,2013)

A veteran teacher, Teacher D points to a learning environment which naturally lends itself to student learning being at the center of a clinical practice model. Upon reflection, my best teaching has been through moments where I was challenged to consider best practice for different learners. With open space learning environments, opportunities for connections amongst teachers and students have possibilities to flourish. If we’re wanting to personalize and give students autonomy then we need to support them with how teachers interact with them and the space students are in (Prakash, 2006). This calls for us as teachers to reevaluate the learning environments, to open up possibilities for student/teacher connections. And there we have it. The research has been laid now and so now we’re all living happily ever after in our evidence-based practice teaching amongst our colleagues in an open space. 

Except we’re not. How can this be?

For me, the response is vulnerability. Theory is not enough. Consider this: 

Brown explains this further in her TEDTalk The Power of Vulnerability. Teaching with adults in an open space exposes your imperfect teaching qualities. With that, we have a choice to lean into the discomfort –sparking courageous conversations for ultimate benefit to create lifelong learners. Knowing about the impact and power of multiple teachers within an open learning space means nothing if we are not having courage to be vulnerable. That’s tough. How can we hold each other accountable? What will this look like for you? 

Obligations-make it stick.

Ok, so let’s just all put our egos aside and get on with it. While this seems simple enough, the false dichotomy is in fact teachers being egotistical or collaborative. If we want a classroom environment that is grounded in consciously providing for the students’ needs and promoting lifelong learning (Graham, 2015), I argue we need support. Further blog posts will explore Harry’s Shier’s (1999) work on the need for openings, opportunities, and obligations as a pathway for participation.

Take Time to Wonder -Are you doing what’s best for supporting student needs on an individualized level? -So what? How will you create openings and opportunities on your team? -Why is it easy or challenging for you to lean into the space “imperfect teaching?”

References

Alterator, S., & Deed, C. (2013). Teacher adaptation to open learning spaces. Issues in Educational Research, 23(3), 315–330.

Brown, B. (2010). The power of vulnerability. 

Graham, L., Berman, J. & Bellert, A. (2015). Sustainable learning: Inclusive practices for 21st century classrooms. Melbourne, Victoria: Cambridge University Press. 

Hattie, J. & Anderman,E. (2012). International Guide to Student Achievement, Routledge, 

Prakash, N. [Victoria State Government, Education and Training]. (2006, February 20). Interview with Prakash Nair [Transcript]. Retrieved from: http://www.education.vic.gov.au/Documents/school/principals/infrastructure/inttranscnair06.pdfWilliams, M. (2013). Open plan classrooms. The Contemporary Teacher: A blog providing reflections and resources to support Contemporary Learning, 13 April. http://thecontemporaryteacher.global2.vic.edu.au/2013/04/13/open-plan-classrooms/comment-page-1/