I was facilitating a group of teachers this past week (coincidentally enough, at the same school which inspired The Golden Rule and Fair vs. Equal) and as we proceeded through the sequence, I noticed a shifting trend in their conversation.
We had just completed an activity in which the 13 participants were provided a string, all of which were tied to a metal ring, through which was fastened a marker. Their challenge was to collectively draw their school's mascot holding only their end of a string. The group did an excellent job of planning their work: they first discussed the orientation of the drawing (which way is up, which way it's facing, etc.), agreed on a common visualization (so they were all drawing the same representation of the mascot, as opposed to variations that existed), and asked the cap be left on for a draw run - i.e. they practiced moving the marker together to first get a feel for the task. Shortly thereafter, we removed the cap, and away they went!
After the completion of the activity (and each teacher signing their work :)...), we began processing the experience. The group brought up great reactions regarding their progression through the activity - how they planned, listening to each others ideas, working toward a shared vision, practicing their work before beginning, and collectively understanding each person's role and responsibilities. All in all, I think it was a great experience...to a point.
After conversing about ways to transfer these ideas they'd come up with after the activity back to the classroom and work with colleagues, one teacher commented that it was a great experience largely because I didn't level any additional specifications. They appreciated the opportunity to take full ownership of the entire process, from planning through action. This lead (rather organically) to a conversation about the difficulties of holding students to this same expectations - as they rise through the ranks (this was a group of teachers from across grade levels), students seem to lose this ability to think independently and engage in the same process with their school work. Somewhere along the line, students grow more and more dependent on teachers spoon-feeding them directions, which is an incredible sentiment and one that I would love to explore further...
However, the ball began rolling back down hill soon enough as the group began to reach another consensus: the restrictions and expectations they're held to limit their ability to experiment and try new, creative approaches with their classes. Now, I'm in no position to assume this sentiment is primarily due to their school's culture or (though this is my leaning) that it's a systemic problem levied against 90% of Amerca's public school teachers. And while I certainly see the value of airing these frustrations, at some point the conversation took a turn from "what can we do differently" to "what is being to us".
My take away from this experience is to be more aware of the tone of the conversation - how can we keep a proactive attitude? Transferring this experience to myself, I think of occasions where I suffered from the same affliction - recognizing primarily external forces limiting my abilities and aspirations - rather than realizing my abilities to control my reactions to these forces. As the adage goes: "When life gives you lemons, make lemonade." I think this is a good reminder that even if it's not lemonade the way mom used to make, it's better than resenting a big ol' pile of lemons.
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