Posted in Teaching thoughts

Looking forward, looking back

I thought, “it is time to put my gratefulness for the opportunity to work at my current school in words”.

I have recently applied for another job at a “normal”/”traditional” school. It was not a difficult decision. There are a few reasons for making my way back into a traditional classroom, and there are other things that I have greatly appreciated working at my current school.

Reasons for moving on:

  1. I do dearly, dearly miss senior maths. I have been bored teaching the same topics that I am pretty confident with again and again. I miss waking up in the middle of the night and having brilliant thoughts on how to best teach a new concept. I miss the excitement and anticipation in bringing a new lesson idea to life. There are still so many senior maths topics that I want to explore. Yes, I am more or less familiar with the content, but not pedagogical approach (aka. how to best HELP STUDENTS TO LEARN the various concepts).
  2. I am not into integrating subjects. Right now, I find myself devoting most of my mental energy to force two subjects together when certain topics simply don’t fit. There are still so many maths teaching approaches I want to explore, such as a) identifying the best model for each concept (thanks to @brucemoody); b) Posing good and open questions that encourage discussion, conjectures and justifying (thanks to @marionsmall); c) mathematical modelling (thanks to @danmeyer); d) creating good assessments that assess what matters in maths education; e) forming and maintaining classroom culture that encourages risk-taking, making mistakes, sharing ideas/perspectives and thinking critically (thanks to @joboaler and @Robertahunter). And trying to force integration is not one of them. I would be better off not to waste more time and energy on something I don’t consider beneficial for learning. (note: I am not talking about doing a project using what students have learnt, but having integrated context driving the learning – how it is done, in what order, etc)
  3. I would like to explore the “mathematical modelling” approach to teaching maths tools which are so prevalent in senior maths – statistics, graphing, calculus. I realized that senior maths is more appropriate for developing this approach.
  4. I have enjoyed broadening my teaching practice and being involved in different aspects of school life. As the next step of my career is increasingly clear to me, it is time to focus solely on maths teaching. Perfecting my teaching approach in every maths topic is my next goal.
  5. I miss walls, my own classroom, my 30 students, doing things that make sense to me, and not having to shout or trying to come up with lesson structures that work for my learners.
  6. Not having to deal with the unfortunate “unfair” feelings that come from having too many options. Interestingly, not getting the desired options breeds more disappointment than not having options at all.

What I have enjoyed/appreciated/learnt at my current school:

  1. Having everything new, a lot of thinking and critical examination of traditional practice went on constantly. This environment pushed me to think critically about my own practice. Over time, what I value and deem as important in maths teaching became a lot clearer to me.
  2. My view of education has broadened greatly. I used to think my role as an educator was purely being a maths teacher. Now, I see the importance of teaching and mentoring students as whole persons, with needs to learn, not just maths, but life, values and character.  https://ww2.kqed.org/mindshift/2017/04/24/a-mindset-shift-to-continue-supporting-the-most-frustrating-kids/
  3. Good education not only involves gaining subject knowledge but also learning good habits, and being community-minded – for students to realize that education is not just for themselves but for the good of the community. Even now, students can start to contribute and make a difference. Schools really should make room and time for students to contribute to society in some ways. At my current school, my highlight was the “NICU knitting project” where students learnt a new skill (i.e. knitting) and use the skill to produce something that would bless others. Because of the hard work of the teachers, students also saw the impact of their work on others.
  4. Learning and practising making learning visible. I learnt to create rubrics to break down the steps of progress.
  5. I loved the freedom in my maths puzzle flight time, where I could focus on helping students to develop their ability to think like mathematicians, and not having to worry about content coverage. The students have developed more understanding into mathematician’s work and thinking process. This flight time grew me heaps in teaching effective communication in maths.
  6. I am greatly grateful to have met, known and closely work with amazing teachers whom I have learnt heaps from. They are such hard-working and amazing people. I have enjoyed watching their hearts for students, even for the most difficult and their quickness and proactivity in meeting others’ needs.
  7. This was an unexpected benefit – I have expanded my hobby as a result of teaching other subjects, specifically watercolour painting, calligraphy and graphic design.
  8. I have gained more appreciation for giving students experiences of applying their learning to show them its usefulness. I won’t forget watching a student go “wow, there are so much maths in business! If I don’t know the maths, I am destined to be a bad business person”.

With one more term to go, I want to make the most out of the remaining time. I will try to hold onto the blessings, enjoy the people – students and colleagues. Oh, how I will so miss the dear students and colleagues I love and enjoy being with so much!!

 

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Posted in Uncategorized

“Most Likely to Succeed” Documentary

Two weeks ago, my school screened the documentary “Most Likely to Succeed” again. It was for new staff. I have heard the hype this documentary generated many times – after all, our school’s setup was inspired by this documentary.

I prayed for an alert mind that would critically analyse the content of the film, and God graciously answered my prayer.

A pen and post-it notes were my best friends as I watched the film unroll.

Disclaimer: I was busy writing notes throughout the whole film, thus I might have missed some parts of the arguments. As a result, I don’t claim complete accuracy in my understanding of the film (I would like to watch the documentary again but only one-off screening sessions are available). Also, some of the thoughts I have are more around my school rather than the documentary itself.

First off – an upset little girl, with her mum, in a teacher-parent interview. Mum had concerns her daughter had “switched off” in her schooling. Mum talked about the recent maths test where her daughter got pretty much everything wrong (always seems to be maths!) – and her daughter had no idea why they were wrong. The teacher then went on to say how these experiences of failure would develop perseverance and resilience. The commentator goes “Do you see what the face (referring to the little girl) says – ‘bullsh*t'”. 

Pretty effective hook – who can’t think of someone that feels disheartened by their schooling? We all know at least one person like this – though this certainly is not the majority. Are our current school failing our students? Maybe some, but definitely not most.

The next argument – our current school set-up is failing because technology has changed the world. The film had anecdotes showing that Technology has surpassed human ability in many areas. Then came the main point – many areas of our life have moved on as a result of technical development, yet schooling looks exactly the same since 120 years ago. In the film, Sal Kahn (from Kahn Academy) called it “factory model of education” (Kahn talked about school set up in an interview here ). The model of students being put in class based on their age and ability, and are taught subjects separately was determined by one man after seeing the Prussian’s model. 

The argument that came across was – teaching subjects separately was an ancient idea, therefore, we should abandon it? This is bad reasoning. Old ideas =/= bad ideas. Teaching SOME subjects (such as maths and languages) isolated have its merits – different subjects teach different ways of thinking and looking at the world – teaching them separately is less overwhelming for students; it might just be most efficient and effective. Just to clarify, I am not saying that integration is not effective or efficient or inferior in any way, but there is a place for both.

Another thought, the film briefly mentioned the Socrates model of education – the main merits of this model of education, I believe, is it centres around teaching its students to THINK. And this, is what I believe the most important goal in education.

Abandoning the “factory model” of schooling completely seemed to be “throwing the baby out with the bathwater” to me. It invalidates existing good teaching practice and the importance of it. I have no doubt that many teachers still do an excellent job in teaching students to think critically in this setup. I have observed lessons in Physics, English, Social Studies where students are invited to critically think through an issue, or make sense of ideas. After all, I don’t believe how a school is set up is the problem, but individual teacher’s practice. If teachers from this new school set up do not teach students to think, it will be shown just as equally ineffective as the “factory model”. However, saying this, I do see great benefits in breaking out of a cycle that limits teachers’ ability to teach students to think. A new system pushes educators to examine their practice; it enables new freedom – such as the freedom for teachers to pull away from the much-too-prevalent assessment-driven teaching and learning. I have quickly reached the conclusion that the assessment-driven approach in teaching is often counter-productive to teach thinking. Teaching focuses around preparing students to be familiar with a set of procedures and rules that would pass a test with particular types of questions.

New scene – first lesson of the school year. A class of seemly pretty compliant and behaved students. Students’ first task was to set up the classroom in a “Socrates” style. The teacher then left the room and went to his office. Students had trouble getting started – well, they might not be used to this types of tasks (inferring a thinking and group task) and they were all strangers to one another. The main point – students were pushed to think and problem solve.

I loved the activity because it made students think. However, we should note that the activity is not one that require specific skills or knowledge. So no new teaching is required in order to complete this task. This approach worked for this particular activity but wouldn’t in general, if students were to progress in their knowledge and skills in the different subject areas.

Next scene – We see how “high tech high” functions – no bells, no industrial method of structuring the school day (I wonder what this looks like exactly – students go wherever they want whenever they want?). The subjects are combined and integrated (I am also unclear how it is implemented exactly. Is the project involve integration or do they teach subjects together on a daily basis?). Only teachers who are passionate and talented, who prefers intellectual freedom are hired by the school, and they can teach whatever they like. They are not required to meet any national standards. Then was an example of student activity. Students were busy working on a project in small groups. Some very passionate, intelligent and committed students featured in this scene (my question, how representative were these students?)

I appreciate the opportunities for students to apply and deepen their understanding through projects and the emphasis on developing soft skills through the projects. What type of people students are, are far more important than how well they can achieve academically.

Another question – I wonder whether students are still required to be exposed to all subject areas. If not, would they be lacking in certain subjects?

A parent brought up a valid question – if a school is not preparing the students for standardised tests, which are currently the only pathway to gain university entrance, how can students even go to university?

This question was never answered in the film. It made me wonder whether not preparing students to gain qualifications (as noble as the reason might be) is actually doing the students a disservice. What good is it if a high school is so forward thinking when the rest of the world stand behind its time? After all, reality sets limitations to ideologies.

The film also presented a false dichotomy between learning to pass test or learning to be educated for life. As challenging as it may be, it is still possible for students to do both. Two more false dichotomies: one between achieving high test scores vs producing high-quality work; the other between project based learning vs memorising facts and getting a high score. The two things that are set as opposites are not mutually exclusive.

On a side note, I find it concerning when only tangible work is valued and celebrated. Take a subject such as Mathematics, the benefits of learning is often in the intangible, the intellectual. Before students have learnt more advanced concepts and skills, they simply cannot produce anything of great complexity, but this should not undermine the value in learning the subject. 

The film did show many excellent practices that can be easily implemented in high schools – such as interviewing students on their work (universities have been implementing this technique) and valuing each individual student for who they are.

One remaining question – the documentary mentioned that 98% of their students did gain university entrance. What qualifications did the students get to enable this?

I appreciated that the filmmaker was up-front saying that this model of schooling might not suit every student, and the successfulness of this model needs to be tested by time and larger sample size.

A bold and un-backed-up claim the film made – content retention from “traditional schools” is low. The problem is not in the claim itself – we know that our brains do not retain unused facts and knowledge very well. But I doubt whether this new school set up would produce much better results if what they are comparing is also facts and knowledge retention. No matter what the school set up is, how individual teachers took the students through a new piece of learning plays a bigger role in determining retention.

To summarise my main thoughts:

  1. I believe that the main goal of education is to teach students how to think, through the contexts of different subject content. School set up alone does not determine the successfulness of this.
  2. However, a new set-up encourages people to think critically about education and it creates freedom for teachers to do what’s truly the best for the students.
  3. There is a place for integration and project-based learning. However, a preoccupation with them can be dangerous and counter-productive in achieving the goal of training students to think. Plus, a good project does wonders in many ways; but a bad one is a waste of everyone’s time.
  4. I don’t believe that a completely new set up of schooling is the only vessel to ensure that the next generation is well educated. There are things that teachers can do to allow this in their classrooms right now – with support from policy makers and school leadership. I understand this might not be easy. So maybe introducing something new is the way to go.

 

 

 

 

 

 

 

 

 

 

 

Posted in Being a Christian, Christian faith at school

The journey of starting a Christian Group at our school

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This is the third term into our Christian Group. I am not sure how we have got to this point but what’s happening completely excites me. I haven’t been excited about God’s work for a long time. For this group, we didn’t have a great vision, we did not know where this group would lead. All I knew was that God is guiding us, so we just had to take one step at a time. The path we are on is unknown to me, but to God, He sees it all.

2016 Term 3

The beginning…

The idea of starting a Christian group came out of a brief conversation I had with another Christian teacher from school. A seed was planted.

At home group, I brought the idea up, not taking it seriously myself, but a friend from church did.

He continued to ask me how the group was going. I felt accountable to ACTUALLY start it. Couldn’t escape now.

2016 Term 4

A bumpy start…

5 people were interested. They came to one or two meetings. Nobody was sure what we should do, what the group could look like. Then sickness followed, we had to cancel a couple of meetings, the term finished and it seemed like the group was not going anywhere.

Understandably, the students were discouraged by the size of the group (there were 3-4 committed people and this was the size of the group most weeks). They wanted to see more people and excitement. I was not concerned by the size of the group though. I had always firmly believed that building into a small group of actual Christians was way more meaningful and important than a big group of people who were more interested in having fun than knowing Christ. But I saw the students’ disappointment and I was tempted to feel the same at times.

I continued to pray for God’s guidance.

2016 – 2017 Summer break

Talking to trusted older friends helped me to decide that the most helpful thing was to do bible studies for the Christian group. This way, we would be focused on growing the Christians, and if non-Christians visited, they would be in the Word too.

2017 Term 1

4 or 5 new people came to the Christian Group – all new students to the school. We lost 3 out of 4 core members from last year. I was encouraged by the new people yet saddened by the fact that those I thought we could rely on left. 12 people were at the first meeting in.

In the following weeks, we did weekly bible study on Mark. I prepared for the lessons. Lunch time has shortened from last year to 40 mins. The study felt rushed, and we only managed to do 1 study every two weeks. It was ok though, the students said it was still helpful. Around 6 people consistently came. I was curious about particularly 1 girl and 1 boy – both were very quiet, never smiled, and never wanted to say anything. Yet they kept coming every week. Then there were a group of 5 people who came fairly consistently – though not every week. 

By Week 7, the quiet boy and girl stopped coming.

 

The good thing was, the group has now reduced down to 5 people who faithfully come every week. We were getting to know one another, and we were more relaxed and open to talk. 

2017 Term 2

Z (one of the core group members) emailed me during the holidays, she was very excited to tell me that she, along with some other students that go to her church talked to their youth pastor. They came up with some exciting ideas of where we could take this group. The focus was to make the group more non-Christian friendly (advertising it as doing bible study every week did not help with this….) so that more people would come. I felt quite conflicted about the e-mail. On one hand, I was super thankful and glad that the students felt a sense of ownership for the group, at the same time, I was afraid that this group would turn into a group entertains but not saves. A group that is more interested in growth in numbers rather than growth spiritually. I didn’t want the group to be “mine” but to be the students’ and more importantly, God’s. How should I guide the group to be spiritually fruitful but not dictate everything? I really prayed for wisdom. During this time, my husband has been tremendously helpful giving me advice and helping me process how I should move forward. I asked more people to pray for the group.

A highlight around this time was when one of the students emailed, asking me to pray for her grandmother who was hospitalised. I overjoyed over the work God has done in this 1 term that this little sister in Christ would ask me to pray for her =)

For three weeks our meeting revolved around hearing Z’s ideas, discussing our vision, purpose, and ideas how we could “re-innovate” the meetings. Ideas flowed. 

We came down to the decision to alternate between the more fun, non-Christian friendly meetings and more direct, in-depth discussion weeks. I was so glad that this format seems to work for everyone. 

Right now, we are in preparation for our launch week for the new approach. One of our faithful and talented members designed this poster to go into the school noticeboard. I am impressed by the excellence of the work everyone is putting in.

 

 

Now looking back, I see how God has used everything to work together for good. Little did I know, the Bible study I decided on, simply because I thought it was the most meaningful thing to do, God has used it to filter out people who probably would have not been on the same page. The remaining students are the ones that I know I can count on – they have proved their faithfulness, trustworthiness, and commitment to God’s word. 

The journey continues on. I am so excited to see what God has in store for this group. Though I have no idea where He will lead us, I know He is trustworthy and all wise. I can simply trust then just do whatever we know we can do, confidently.

Prayer points:

  • Pray for unity, that God would filter out who doesn’t share the central purpose of sharing Christ with unbelievers;
  • Pray for protection from Satan.
  • Pray for God’s work in students’ hearts. 
  • Pray for this door (Christian group at school) to stay open. 
  • Pray for wisdom for me and the other leaders.
  • Pray that the student leaders would grow in their understanding, faith and commitment.
  • Pray for guidance how we can keep progressing.