What did I learn from IB schools?

 

My reflection

I teach teachers. So I will use that as a platform. I have been trying to figure out for a long time just where I stand as a teacher trainer. I have pretty much figured out everything myself except the name, humanemaths, that was given by my student. She said, “more than maths you treat us like human beings”. 

Through the text I discovered the phrase “Adaptive Expertise”, (Bransford, 2000). I discovered that this is what I have learnt from my exposure to IB schools and this is what I am trying to take to Indian teachers. For I believe only when teachers in India rise they will be able to create individuals that think differently.

Where my approach to training teachers is concerned, I am definitely:

1.      Good at being learner centric

I give teachers space. I don’t force my views on them. I tell them, “You are the head chef in your classroom, I am only handing some more recipes”. This is the key aspect that gets me past any amount of resistance that teachers come to my training with. I also allow for individual differences in the group. Differences are welcomed as they give the teacher a way to expand his or her expertise. (Peterson, 2006  ) Here I am the teacher. So I expand my range using the differences in the group.

For example, in a workshop in Punjab, a teacher said at the end of a session on collaboration in class, “I really want to try something. But I am afraid.” While few others were already onto their lesson planning. I told her, “Start small, as small as you wish to. Baby steps. (Rogis, 2013). Take a class of your comfort so you don’t fear failure. And give it a try. But allow yourself to reject the strategy if it does not work”. Strategy is not important, learning is. She found her confidence, tried it in a class and then sent me videos of her students working in groups. She said, “I did not know that I would be able to do it. But the kids were amazing”.

I constantly adapt, accommodate and adjust. I suppose that makes me learner centric. For me the teacher empowerment is important. Not my theory.

 2.      Average at knowledge centric

Hmmm…I’d say I am average. For I have content but not woven into a clear curriculum. I am only beginning to do it now by creating a framework of think.feel.move and care. But I have a long way to go before I can have a clear knowledge goal.

I will be able to, with the help of the 3 circle (bransford, 2000) framework, create a base structure that should serve as a ‘take-aways’ by the teacher. I am also good at a workshop or a set of workshops. However, I am not even a beginner for a college program.

3.      Not that good at assessment centric

I think this follows from 2^nd. I am assessment shy. I don’t want to know if a program designed around my teaching philosophy would be successful beyond my own classroom walls. This is because all my teaching life I heard people say, “these methods are good for fun, but what about marks?” That feedback has daunted me to take myself big way. Although my students scored marks and the heads of schools backed me, I am not sure of my own work. Hence, I don’t even try beyond small projects. I am scared of “Imposter syndrome” (Camina, 2018). So even though I keep getting validated by others, I am afraid to try.

4.      Good at community centric

I have no issues taking strategies for the trainings from anywhere. I have a toolbox of best practices to be shared with teachers. I keep adding to it. They keep adding to it through the workshop discussions. I also bring their attention to the state of affairs in India. I tell them, “The very dearth of independent thinking in the Indian youth makes it mandatory for us to make students learn to think for themselves.” I am happy with this part of my work. I am very global minded, and teachers sense it and appreciate it. However, each time I introduce a strategy, I organize sessions as (1) Experience (2) Analyze (3) Implement. They experience the idea, analyze it in their groups for its efficacy and then plan an “adaptive model” (Jurgen Abel, 2002) for implementation for their classes.

 Take Away:

All in all, my takeaway post these readings are:

1.      I have a good idea for training, but I need to develop it and test it.

2.      My definition of learning needs to be more inclusive.

3.      I need to be open to be assessment as a tool for learning and growth.

References

1.      Bransford, JD; How People Learn: Brain, Mind, Experience, and School: Expanded Edition

2.      Camina, Megan; The reality of Imposter syndrome; Retrieved from: www.psychologytoday.com/us/blog/real-women/201809/the-reality-imposter-syndrome

3.      Jurgen Abel, Ing  ; Adaptive Model; Retrieved from:www.data-compression.info/Algorithms/AdaptiveModel/index.html

4.      Krishnamurti, Jiddu; Retrieved from: https://jkrishnamurti.org/

5.      Peterson, PL and Wilson, S; Theories of Learning and Teaching; What Do They Mean for Educators?; Northwestern University

6.      Rogis, Jaimal; Baby Steps; Retrieved from: www.lifehacker.com/baby-steps-the-best-way-to-overcome-your-greatest-fear-5973996  

7.      Sckunk, Dale H; Learning Theories: An Educational Perspective