Life Long Learner or Life Long Trier?

 Practice what you preach: Mastery in Learning

We expect all learners to master what they are exploring or studying and to have the desire to ‘go deep’ with their learning. Frustrations are echoed in classrooms across the world with teachers gripes and groans about learners doing the bare minimum to pass the test, get the credits or avoid a rewrite. 

What do we as teachers do to encourage deeper learning?

Let’s be honest I am sure we have all been guilty of teaching to the test at one time or another in our careers as a way of getting ‘the system’ off our back. We are time poor and are always complaining that there is not enough time to explore or extend our learners due to the bell, end of term or pressure to move onto the next thing as we ram more average information into learners heads. We desire to have the time to sit, be curious and wonder ‘what if…’ or ‘what next…’ but when was the last time you did this yourself with your learning.


I give you a personal example I call myself a musician, my house is full of musical instruments that I can play and when asked ‘what do you play?’ my response ‘Jack of all trades, master of none’. This is my justification for why I have never ‘gone deep’ on any instrument…until the drums.

Can’t be that hard can it? You listen to a song and hit the drums in time. I was directed to lessons with a somewhat hidden treasure that is lurking in the Christchurch music scene as an internationally recognised musician and tutor of percussion. In my first lesson with Doug Brush about 4 years ago I told him that I wanted to learn to play a certain song, we still haven’t got to that song as he is still teaching me the alphabet of drumming. Once I have all the pieces of the puzzle, all the techniques, basic skills and can put them altogether I can play any song. We all know this when we start teaching toddlers the alphabet, we are dead keen to get them to write their name and master a handful of letters, but we make sure they go to school with some idea of the whole alphabet under their belt. I am now learning how to learn as a percussion player, this is something no other music tutor taught me. Not their fault as they were always ‘teaching to the test’ preparing me for an up and coming performance or exam. This is what we expect from our specialist music teachers then wonder why they aren’t able to go deep.

Mastery of learning in any area suggests that if the appropriate learning conditions are there it will happen. My learning conditions: For 15 years I have worked in music departments with drum kits & itinerant percussion specialists & worked with learners at varying levels. I would look at the kit, ask questions of the visiting tutors. I would buy the books with songs to learn, I would wonder why my senior music students would not “practice” but merely play through their songs and call it practice.

For many of the instruments I have learnt in recent years – guitar, voice, trumpet, drums – the reason for me taking an interest is to learn what techniques apply to this instrument so I can effectively and authentically grade the learners for NCEA. Another reason is so I can put myself in the shoes of my learners and to see just how hard it might be on their instrument. I soon learnt that power chords on a guitar were in fact an easy way out for the young learner playing Metallica’s ‘Enter Sandman’ (standard repertoire for any year 11 bass, guitar or drummer all 5min 32secs of it). I was expecting the learners to have the skills to master their instrument and learn the alphabet of their instrument, but we were time poor and the desire to master the instrument wasn’t always there. In the end overall it was about the credits.

Mastery also suggests that a learner has more than one try at something. Well I’ve had a few tries and this is what leads me to being ‘jack of all trades’ (The Ralph family motto, what does that tell you? that’s a whole other can of worms!). Also mastery suggests the end or completion of something, but we know learning is never finished. We should really look at mastery as building upon skills this is the way SOLO taxonomy supports learning and the drive to go deeper and explore more.


Daniel Goleman discusses the 10,000 hours myth in his book Focus: The Driver of Hidden Excellence. (which has taken me about 3 months to read, don’t get me wrong it’s a good book, I just lack what it is about!). Goleman discusses quality of time spent on something and not just quantity. In relation to music I see this as practise vs playing, so many of my learners over the years have claimed to have practised for hours in a week when in fact they have played. This is also good practice but if you want to get better it is quality over quantity. I once worked in a private school in the UK where a Cellist would practice for hours. It was a very quiet practice session for the most part as he spent hours lying on the floor stretching and getting his body ready before he even touched the cello. This was proper practice. This is playing drills, learning scales, considering your posture, listening to your instrument before you crunch and crash through the song.

The next steps for my learning here is to consider how my current learners are learning rather than doing or being busy. If we want to grow life long learners who can master a skill and be willing to take a few side steps or pause we need to give them time. Make time, we have time.

Thanks to my car pool buddy Rob Ferguson for the conversation that lead to this post and got me thinking I need to pull finger and stop being jack. I’m off to practice now…or will I just play?

(practice or practise…who knows!)



Coming Out as a 21st Century Learner & Educator

So this is my coming out story. Not everyone will be pleased to hear this story but I imagine the ones who come across this blog will be able to relate and those that are scared of my story won’t come across this anyway as they may not have discovered ‘Web 2.0’.

I must admit I have been dabbling for a few years and truthfully this is who I am deep down. It’s not an easy life I have chosen and I have had come challenging conversations with friends and colleagues who do not agree 100% with the path I have chosen. I have tried things here and there to see what worked and I often wondered why others weren’t always on board with the way I wanted to be. Sometimes I have told people what I am trying and some say it’s OK, they don’t have a problem…but not in their classroom. It’s not a ‘traditional’ path or journey that I am on but I think this is the right thing for me at this time.

I have chosen the path towards becoming an innovative teaching practitioner and am lucky enough to be working in an innovative learning environment. I have the opportunity to teach collaboratively with integrated learning areas where between 2 & 4 subjects are taught as one seamless learning vehicle. We call one of our learning vehicles ‘Connected’, which is the traditional core subjects together to give learners a real world view of how subjects come together once you get outside of the school gates. In recent conversations I have had with secondary and tertiary educators regarding innovative ways of engaging young learners have often taken a turn for the worst. It always begins with listening to how my kura is challenging the status quo and they agree and accept that this is a good thing encouraging learners to embrace the key competencies, problem solve, analyse information and come to their own conclusion that this is a good way forward.

What am I teaching that is so offensive to some teachers?

Using the concept of ‘movement’ we are currently teaching learners the connections between performing arts, social sciences, maths, English and science.  I have explained this to many teachers in across all sectors of education from primary through to tertiary. In one situation the person listened, then thought, then freaked out and back-pedalled. The conversation finished with “But sometimes you just need to sit them down and give them content”. Well of course this might happen from time to time but surely we can move forward being the keepers of knowledge. Learners should get to decide their learning journey at some point.

Throughout my professional career I haven’t felt that I quite fit, I recall a discussion around differentiation in the classroom. I didn’t understand what it was and why people were struggling to implement this in their teaching. I queried this with a fellow Arts teacher and realised this is what we did all day everyday and I didn’t think there was any other way. Surely making sure each learner is treated as the individual they are and the learning programme should be able to engage them at any level and they should feel success. I call it the “Yes!” moment, the time when the learner does a fist pump in the air when they succeed in learning. Don’t all learners deserve this when learning? If not we may as well bring out the dunce hat.dunce


What do we want for our learners in 2017?

Bottom line we want them to develop critical thinking skills for the 21st Century. In many schools teachers complain about the lack of ownership by learners for accessing information. If learners don’t find it in the first 2-3 Google hits they give up.  Therefore don’t we want learners to be able to dig a bit deeper than surface learning? Through analysing, reasoning and evaluating learners can use these skills across many different content areas. If we content dump and teach to the test we cannot get high level reasoning skills or questioning that is needed to develop critical thinkers.

Reinventing the wheel in classrooms across the world is common place through collaboration across learning clusters, Communities of Learning, subject associations is commonplace. Collaboration is a critical skill that exists within learning areas so why not school wide? Applying higher levels of thinking to real world situations is a necessary skill. Teachers do it already, let’s allow learner the same privilege.

Making league tables look good does not equal analyse and evaluate. I recently developed a new course for year 9 learners where they had to go through the design thinking process to create and carry out a social action. The end result, they researched and found out where the need was, however when it came to carrying out the social action things did not go to plan. Epic fail some would say…or did they learn how to plan, collaborate, speak with members of local social service providers. I wrestled with myself as I wanted to ‘save’ them and make sure the social actions they planned happened, but I held off so that they could see the personal learning that took place and not what I had orchestrated. On completion of the course they problem solvedreflected, made real world applications and realised that you can still learn from your mistakes.

Critical thinking is essential to empowering learners to be the master of their destiny.

We are masters of our universe, kings and queens of our classrooms and it is challenging what we know and how we have always been. We have all been students in the classroom from Year 1 -13, some of us even continued into tertiary education. My family are OK with my life choice at this stage, they don’t get it, they have their own experiences of how life was for them at school and how it has always been. They listen but we don’t talk about it too much. It almost seems too painful for them, like I am dismissing all of their educational experiences. Were their experiences wrong? I had the same schooling and still turned out this way. Am I wrong now? Do I have the spirit to live this life. I read online and in books about how it can be, I’ve seen lots in real life and I think united we stand. But as we challenge everything that people ever thought about education we must expect that as somewhat pioneers there will be some resistance.

So coming out as a 21st century educator and learner within my circle of life has been tough. I keep things I am doing in my kura to myself alot, not a secret but a knowing that I am on the right path for me. I cannot change anyone to my way of being unless they want to. Just because they hang out with me they won’t catch it…some might but it was always in them, it’s not down to me. But if I can demonstrate how it can be then I am sure more people would be open to talking about it with me.

The year is 2017, you have a smartphone, cars are electric and you can be assessed on sustainability as part of NCEA. These kids need our help so let’s open the real world to them and empower them to keep this ball of fire alive.

I’m out as a 21st learner and I’m proud!

Stranger, Acquaintance, Friend? Where’s your learning at?

How can we ensure our learning is more than an acquaintance, certainly more than a stranger. At least a friend, if not best friend. How have we come to a point where I have spoken to a 6 year old who told me “I don’t like learning”. How does a 6 year old know this? At this age a 6 year old’s world consists of their family, including extended family. This means they are getting the message from a place pretty close to home. The message is that you only learn at school, and yes it might be hard at school, but that is what the teachers are for. The caregivers in this case may have, through negative learning experiences, made learning at best…an acquaintance. What can we do to change this thinking?

Design Thinking & UDL

Last year I delved into the world of design thinking and Universal Design for Learning (UDL) and to see how they fit or can compliment and support deeper learning. Upon reflection I had merely been given terms to define what I had always been doing, as a teacher in ‘The Arts’ this is the only way to allow for creativity and learner ownership. Design thinking is a problem solving process where you build upon initial ideas through following five steps. The steps are: emphasize, define, ideate, prototype, and test. This process allows depth and breath in a project that cannot be achieved through research alone. Through the latter half of 2016 I was able to explore and understand how design thinking and UDL could be used in many learning contexts beyond the Arts and I had terms defining the creative process. Using design thinking and UDL means we need to move away from the content driven ‘chalk n talk’ teaching that we are accustomed to and allow learners to make mistakes and try things for themselves. However, the idea of the unknown can be a challenge for all learners old and young.

imgresIn the business world Design Thinking puts the customer in the frame seeing what they want this something we must consider with our learners.In a “Are We There Yet? Insights on how to lead by design” Sam Bucolo discusses the slow cooker of change and the idea of creating the specific customer for a business. A customer whose needs to could be met through the design process. In business the customer is always right and we want to keep the customer happy. In education the idea is similar, but no profit to be made.

In 2016 our kura developed ‘Seedman’ who became the vision of what we wanted our learners to be. Great DT on the part of the initial SLT (Principal & two senior leaders) team as those of us that followed completely understood the direction & thinking that had gone into all the processes that were being developed. Having Seedman meant we could constantly go back to it to see if we were meeting the needs. Moving forward our ‘Seedman’ has come to life in the form of our learners and we can now make them make them part of the design process as we develop systems, strategies and initiatives in our future focused kura. We need to understand the slow cooker idea and respect the process for our learners, however it is not easy when content is important to stakeholders.

Design Thinking in the Classroom

Learners from age 9-11 begin to understand the world around them they begin to develop a sense of something bigger than them. So hooking them into design thinking at the start of their secondary school journey is a no-brainer. They are  ready to discover! UX design or ‘user experience’ design is about enhancing user satisfaction. Some of the first steps in this area came from the redesign of dashboards on planes and then cars. It was important to make the design simple but effective so that the people operating these machines were able to navigate around the dashboard with ease and success. Allowing little room for operator error (thank God because I still don’t understand how planes stay up there so long so I am glad that the dashboard is easy to navigate!). Apple has done the same in refining their design of the iPod towards the iPhone and iPad used UX design principles.  What can we do in the classroom and in schools with UX design and DT to enhance the user experience? What have you tried? Previously I allowed access to all areas for all learners at all times. This gave them access to the tools they needed to design what they wanted. This was a stand alone block where music, sound tech and performing arts tech was taught. Learners had access to a wide range of musical instruments (traditional through to contemporary), recording equipment (mics, computers, MIDI interface, controllers etc), sound tech equipment including PA systems. Despite all the equipment access to the space was key. Allowing learners to use rooms when needed for extended periods of time allowed them to create and go through the design process and I was constantly reevaluating and making changes to the space in consultation with the users in a somewhat UX design way. What were the results and outcomes for the learners? Ownership and the ability to connect with others in a meaningful way on a real life project not just “for credits”. For many learners it opened doors for their next learning steps, for many it confirmed they had come as far as they wanted to but at least they hadn’t paid fees for a tertiary course before they found out.

imgresDavid Perkins “Future Wise: Educating our children for a changing world” discusses that we are used to educating for the known and now need to move into educating for the unknown. Nimble learners who learn for understanding, the question is how do you know you understand. Problem solving is a big part of this. The bigger picture is that understanding is more than knowing and important soft skills are needed to apply the skills we have learnt. Content needs to become meaningful. big understanding help with insight, ethics, actions and opportunities.

New information is accumulated daily but students needs to know more, quicker, how can we process this information in the knowledge era. Perkins often discusses quadratic equations that we never use and we need to be able to access skills related to analysing statistics to which are more relevant in our daily lives. Making content meaningful and relevant is key. This means showing that learning is relevant to the wider world and not just that moment in the classroom.

Relevance is currently unsupported by the ‘subject’ rich system of secondary teaching. Get rid of separate subjects to create meaning, relevance and context. This requires 21st century thinking skills and application. We need to think beyond content, topic, subjects and disciplines to get an understanding of the big picture. Therefore, creating multidisciplinary courses that require learners to think outside the traditional square of the single-cell classroom.

Its been said before but…we need to prepare students not just with content knowledge we cannot predict what is needed in the future, but we do know that global issues of sustainability, energy sources, and conflict will remain global issues. Let’s ensure our learners are able to decode decipher and have the foundation skills to learn and contribute to the communities that they live in. 21st century learning is not just ‘googling it’. The social contact and collaboration that schools offer as well as creativity are needed for learners to develop the skills needs to live in the future and not just with “The Jetsons”. There is no one answer but we need to make the possibilities available it is our moral purpose as educators.

imgresBy the way here’s the future of learning from The Jetsons. We don’t have flying cars, but we do still have classes that look like this!

So going back to the title of this post…I would love to ask this question of caregivers of our learners – Is learning a stranger, acquaintance, or friend? Remember, it’s never too late to reconnect with an old friend!

Shiney Happy People

Day two in our growing kura was full of shines happen people who wear pumped from the previous day’s activities. They were open and ready to learn they have out their trust in the leadership team and by the end of the day most  were leading their own learning.

The day started with ‘Check & Connect’ (C&C), this is an idea my team and I are developing as a way of ensuring we take time each day to have focused meaningful conversations where akonga discuss ‘What’s on top for you?’ as part of a reflection from the day before. There is also another stimulus to get robust conversation going. One I like to start with early on in the groups development is ‘the meaning of your name’. This could be as the country of origin of your surname, story telling about your whakapapa or who named you and why did they choose this name. Let’s take Sophie Mary Ralph for example. Mary is my mothers middle name so I guess as part of a family tradition I got this name ( I also like to tell my younger sister it’s because I am the favourite!). My surname, Ralph, is of French origin and I should really find out more about this as it should be pronounced in the French way ( like Ralph Fiennes the actor). My first name, Sophie, means wisdom….well that’s obvious. Through the story telling around the group connections are made and the time is taken to reflect on where we came from and what brought us all here to where we are. It’s nice to see people stop and think about their name. We must remember at much time was taken to come up with your name and I know from speaking to new parents everyone has an opinion on baby names and when you announce a new born name we all want to know why the name was chosen and we almost insist in our asking at there must be a deep profound reason.

Today I learnt  a little more about my new colleagues and made more connections. The same exercise can be harder for younger learners and pre warning should be given as some feel shy or embarrassed when they don’t know anythin about their name.

Check & connect will play an important role in getting to know all learners and developing a group identity. I look forward to learning more about all akonga in our kura.

When  was the  last time you thought about the origins of your name and what don’t you know about it? I’ off to find out more about Ralph.

Student Leadership in Schools: How can teacher do better for learners?


Student leadership, why? Why do we need to foster leadership and develop leadership skills in ākonga?

Primary and secondary schools can provide opportunities for young people who have limited social capital to build networks, connections, understand worlds of work and tertiary study. If, as one study suggests, “the greater the total amount of leadership exercised, the better off is the organisation” (Leithwood & Jantzi, 1998), then the exercising of student leadership within the school must contribute to its efficacy and effectiveness.

We all have our own experience and versions of student leadership in schools. Some elements and ideas work well and some…not so much. As with educational models overall student leadership is in need of an overhaul in schools. A big call from me but after seeing student leadership in action and undertaking some initial research I am developing with a the help of a colleague (Thanks Hayden Shaw!) a new ideal of learner leadership that meets the needs of the learners now and in the future. Not a model that meets the need of the schools who sometimes want “leaders” to do the jobs we don’t want to.

Current Model Vs Student Ideal

Many existing models of student leadership are hierarchical, based on popularity in sport, academia, culture etc, and teachers are the gatekeepers of the roles. We’ve all seen it, student vote, teachers vote, teachers votes are more heavily weighted and then those who we knew were going to get picked do. They do an OK job with some help from a teacher as a mentor and various examples of short and long term leadership courses.

The student ideal would be non-hierarchical, practical, informal and situational. With this in mind here are some ideas that we are working on in our kura. Our initial discussion was that we wanted to foster leadership in all areas, acknowledge that not everyone wants to lead, we needed to define what leadership is for learners, and  what will they actually do?

The idea of a revolving leadership model was floated and we knew that we needed to ensure we guided the learners rather than give them a badge/title and leave them to it….then wonder why they fail. To us revolving leadership meant a chance for many students to have the opportunity to “lead” where and when they felt comfortable.

Another element we felt was important was having an allocated time for all learners to develop leadership skills. This means offering a course where they can learn leadership skills and learn about different styles of leadership. It is important for them to harness the skills they have and to know that being a leader in a school is about being responsible for something and following through. It does not just mean speaking in assemblies and rallying the troops for inter-school competitions. The course on offer would be open to all at different stages of the academic year for all to explore and grow.

Potential leadership opportunities

  • Students as data source  where students might provide information via a student opinion survey for adults to utilise as part of their decision making.
  • Students as active respondents who respond to invitations to join in discussion with adults.
  • Students as co-inquirers who support staff to take a lead research role.
  • Students as knowledge creators supported by staff.
  • Students as joint authors participating in decision-making alongside staff and learning to live in a democracy where there is shared responsibility, (Fielding, 2012).

Using the ideas above and other research mentioned this is the model of learner leadership that we are going to explore for the remainder of the year with more research and much discussion to come.

  • Te Rōpū Hauora – a student council model with representatives from all groups that meets regularly. Membership can change but is reasonable static as we move forward.
  • Ambassadors – who represent the college in all areas for a period of time when representation is needed for events on-site and off-site
  • Specialist Kaitiaki – to meet the needs that arise across the school eg: Tech angels, Librarians etc
  • Learner Action Group – groups formed as and when needed eg: Environmental Action Group who see a need for more sun protection & put ideas into action etc.


This is the first of version of learner leadership that has been developed in recent weeks. I look forward to meeting the leadership needs of the learners in an authentic way and wonder what this model will look like in 12 months after much robust discussion and research. I believe student leadership must fit the context in which it exists and for this to happen student voice is imperative.

Watch this space…

Reflections on Reading ‘Futurewise’


I recently chugged through “Futurewise: Educating our children for a changing world” by David N. Perkins. Chugged because it was not the easiest of reads as I have been reading lots of educational change books recently and initially this book seemed to be singing the same tune as the others. That is it’s time to drag the existing school system into the 21st Century and create 21C learners who have the skills and abilities to be adaptable, creative, curious, resilient, innovative…. I could go on but your get the picture. To a degree this book is telling us this however there is more to it. I see it as a bit of a ‘how to’ guide with many examples relating to other areas of innovation and creativity where people are making wiser decisions with the tools that surround them. I guess that’s it for the traditional school, we are not making the most of the tools that are around us. We have the Internet and many believe that this equals the new way of teaching and in many places this IS what is happening. Traditional ‘chalk n’ talk’ lessons are have been replaced with “Google this…” in the hope that students will see what is out there for them and just go with it. However if they do not have the skills and abilities  to do more that just Google it then they may as well be in a content dumping classroom where the teacher just hits unload for an hour. This account of the traditional school model may seem simplistic but you get the picture.

So what did I learn from reading David N. Perkins “Futurewise”? Firstly, lifeworthy learning which basically means what is worth learning? He returns to the idea of the quadratic equation and what is the point of learning it, he discusses how this could be justified as the pandoras box of things you need to know by teachers. Throughout the book the quadratic equation idea comes up and there are 6 trends that can be applied to lifeworthy learning: beyond 21C skills & dispositions; beyond traditional subject disciplines; beyond traditional interdisciplinary topics & problems; beyond regional perspectives; beyond mastering content; and beyond prescribed content.

When combined these trends can shape the way education could be for learners.This means developing learners who are inquisitive and know how to use the tools at their disposal. This means teachers getting on-board and finding out for themselves what IS lifeworthy learning for them.

Secondly, the concept of big this includes big questions and big understandings Perkins explains that this forms part of the inquiry process. Big includes the trends in society and ensuring that learners can hack the pace of what they are presented with. Big know-how, knowledge and ideas. Insight into the content we are receiving to help us move forward and unpack what we are hearing. An understanding of the actions that we can take to make a difference in a wider context that just our own, think local/act global actions. This include an understanding of ethics and leads to opportunities to varying degrees. Growing and allowing for learner agency is what comes out of big.

We have heard this before but as secondary teachers we must remember that we are teachers of students first not teachers of subjects. Why are tertiary teaching institutions in this country not getting this? Some are having a go but it seems in a very rigid tick box fashion.

Hey, I’m not telling anyone anything new that hasn’t been heard before, just my thought from reading ‘Furturewise’. Have a go get through it I think I will go back for a second look to gain even more insight in a few months or a year and then she how my own teaching practice reflects the 6 trends that are discussed in the introductory chapter.

After writing this blog entry I think I would re-phrase my opening sentence about ‘chugging’ through the book to read ‘I have just finished my first digestion of Futurewise and I will be going back for more’

Kia pai to rā!


Take your time & be a sponge.



The title for this blog post originally came to me in the first week in my new role and was originally ‘Induction & Transitions’. The reason for that title was because it was the process I was going though at the time and procedure I needed to develop for new akonga coming into a new kura in 2017. A key task in my role includes transitioning new students into school and by being inducted into a new job I figured I was well placed to reflect & consider what needs to be in place for new learners, which of course we all are like it or not!

This blog is my reflections from my first few weeks in a new role including how to settle in after leaving a long term position. There are also some initial thoughts on what is important for akonga when transitioning to high school and how to begin to develop a sense of belonging.

1.The gift of time

I began this new role with two other team members and as part of the induction process, as well as usual procedural information & team building , we were given the gift of time. This something that teachers are always wanting more of, whether it is more time to teach something, more time for planning and marking or more time to take part in professional learning, there is never enough. One of the first obstacles to teaching that Grant Lichtman discusses in ‘#Edjourney: A Roadmap to the Future of Education’, from his research he claims that this is the number one thing that teachers want more of and one of the most precious resources. Interestingly with the gift of time at my disposal it was hard to adjust from the typical busy school day of interruptions to having the time and space to read and reflect

Who new I would have to come to grips with planning my day without the constraints of the bell ringing. I now have longer sessions to complete work with time to read, discuss, wonder and wander which has enabled me to go deeper with my thoughts and research widely in many different areas. With this major adjustment I am considering how this change of managing my own time could be difficult for learners coming from a highly structured primary setting where the timetabled classes are punctuated by bells and interruptions to learning due to the pressure on resources, spaces and people. For example going to the school library for 40mins as that is the allocated time for the week for your class. Researching using the pod of available computers for the allocated time that it was booked before the laptops are whisked off  to another class who is in need of this valuable resource. Creating and building a project that you have designed in manual technology for that two hour session a week where  you get to go to the local ‘technology centre’. “Students put your creativity and building on hold the bus is here, come back to it next week”. So if we give students the gift of time in the form of longer periods to complete their work how will they cope? 100min periods will be the structure of the school day and I wonder how students will manage their time initially when working on creative projects and self directed learning when they are used to getting stuck in before the bell goes.

Teaching persistence and how to overcome learning slumps and resilience will be an important part of the learning dispositions that students will need.

2. Be a sponge

Sit back listen, watch, learn and soak it all up. Having a growth mindset means being open to new areas of learning that may have never crossed your mind. Having the opportunity to see others lead the direction of the professional learning and to begin to understand a new philosophy of how to unwrap learning dispositions and principles of learning for a new context.

Yes we all know ‘one size does not fit all’ but what does the ‘fit’ look like in this learning context? Learning about the community I am in is imperative from my colleagues through to the wider community & also being aware of wider communities views within the region. This means what is do my colleagues (and soon students) expect of me? What does the community expect of the college? Where does this kura fit into the landscape of comparatively conservative education in Christchurch?  (Disclaimer! yes massive generalisation here but my thoughts and views only zero research to back up this claim other than what I have observed in the pockets I have been in over the past 10 years).

So to be a sponge your mindset needs to be open to all the possibilities that present themselves.  Part of being a sponge also means taking a break to let it all sink in, which is where the gift of time is coming in handy!

What needs to be in place for akonga to be able to be a sponge? A safe place where they belong and can take the time to explore what it means to be part of this new school community. A place where listening and watching is acknowledged and celebrated as much as coming up with creative challenging thoughts and ideas that you share with all immediately. How we set up this to ensure  it is safe to share is key to the transition of all new students.

So to wrap up

Day 1: It’s ok not to know the answer

Day 100: It’s still ok not to know the answer but hopefully you feel safe enough try to find the answer under your own steam.

Take your time, be a sponge and help future sponges by welcoming them with a research based, well thought out plan of attack.