I just finished reading Will Richardson’s book — Why School? — Available here: http://www.amazon.com/Why-School-Information-Everywhere-ebook/dp/B00998J5YQ/ref=sr_1_9?s=digital-text&ie=UTF8&qid=1347567052&sr=1-9&keywords=will+richardson
Very easy read – in fact, if you follow Will at all (via blogs or conferences) some will be very familiar — yet always thought-provoking! For me, the only thing missing was the ability to look up to Will across the table and say “lets chat more about …….”
I enjoyed it — very much — with one lingering thought though that is promoting this blog post. No — really two as I think this through.
One major “nudge” is are all kids Tuckers?? Meaning self-learners, self-motivators, able to self-guide —
and I have to stop and think — perhaps not.
But then that takes me back to Will and Wendy — who are a major factor in who Tucker is. Not even having met Wendy — but knowing Will (a bit) — I know that curiosity and self-assurance are encouraged in their household. And I also know that with both of those traits also comes the knowledge that with failure would come support, encouragement, and council.
And in thinking this — it brought me to my 2nd thought….A much BIGGER nudge……
AM I cultivating that — DID I cultivate this — in my classroom? Or was I — am I — a teacher of “do it THIS WAY”.
And I think I am — I was. I find it the easy path. Though I allowed a lot of “creativity” and “freedom” — there always was a foundation of conformity. My students were allowed to wander — but wander with purpose. 
WHICH then leads me to write this blog post.
And in this post, I am offering you a challenge to 7 days of creation (or new ideas) in your classroom.
To
1) perhaps find out what kind of teacher you might be — do you allow flexibility and options?
2) to find out what kind of kids your students are. (They might not all be Tuckers who are self-learners — or they might be — but what you will notice is how they learn!)
And this is my challenge – ideas for 7 days — or longer if you wish
and then take a notice at what happens…and perhaps what does not.
DAY ONE:
Before your students come into class one day — put 1 sheet of BLANK paper on everyone’s desk. But don’t say a word. Wait to see who asks about it — someone will. Take note of that person. This child is inquisitive, curious, or if nothing else — willing to ask.
Ask your students “what do you think this paper is for?” Listen to their answers and Respond.
Then let them know this is their CREATION paper — and over the next few days, they will need to use that paper in anyway they wish — to create something. BE VAGUE! It is very important that you are vague — because you need to find out if your students are ONLY comfortable when you give them complete and exact instructions. Let them know there are a few rules…..Paper cannot do any harm, and they can work alone or in groups. DON’T let them start brainstorming with YOU on what they are going to do — because this starts putting boundaries on others ideas….but DO encourage them to chat together.
Then let them know that when they are ready to SHARE their creations, to just let you know. (IE: This means NO DUE DATE!)
What you will learn:
Can your students work without exacts?
Where do your students go when there are no limits?
Can you give an “assignment” that may never be finished — or finished in a variety of ways?
The varying ways of how your students do (and perhaps don’t) work together.
DAY TWO:
Set up an area in your classroom where there are NO rules, No Expectations, No Guidelines.
And each day swap out the manipulatives on this table. Perhaps one day it is marshmallows and pretzel sticks, or another day it is crayons and wax paper, or another day it is different textures of paper, tape, and glue and silly scissors. Maybe one day it is just books — lots and lots of picture books. Maybe magnets or puzzles or — you choose.
Don’t say a word — just watch to see who visits, and how.
What you will learn:
Which of your students enjoy casual and open learning?
Which of your students perhaps don’t?
How much time is spent in this area — or not?
DAY THREE:
Cancel a test — but don’t tell them in advance.
Then, when they think it is time to take the class……have a discussion instead. Where everyone is invited in to chat. And don’t ask — YES or NO questions — and frequently ask “WHY? or AND? or WHAT ELSE?”
What you will learn:
Are you dependent on test time — both in comfort, in quiet time, in convenience?
Are your kids able to talk more than just filling in the blanks?
The knowledge that your students know (or think) a lot more than just what the test asked.
DAY FOUR:
Stop and Question WHY and HOW and WHAT?
WHY are you sending worksheets home each night? HOW are you giving instructions — are you so thorough that there is no availability to wander? WHAT is your final expectation? WHAT could you do differently? WHY have you crawled into a comfort rut? HOW can you change one thing?
Ask the questions and change the rules on things that don’t matter.
Is there a reason they have to answer in pencil? There might be — I don’t know. But perhaps there is not….and so when a student asks can I use pen — you could say “sure.” Decide what things are just “tradition” because of your “comfortableness” and which things might be flexible.
What you will learn:
Are you in a rut?
Have you streamlined learning to your convenience and time frame?
Are you meeting the expectations of your administration – and if you don’t agree — have you become quietly compliant?
What is working — and what is not? — and why?
DAY FIVE:
Let your kids lead…..
just step back — and watch. Jump in ONLY if necessary.
What you will learn:
Who is the alpha dog (very important to know for class dynamics) — or WHO ARE trying to be. (smiles)
What things have become rote and routine — without purpose but just “oh de oh do”
What things have you missed (have your kids missed) because of same old thing?
DAY SIX:
Allow silence and allow noise.
A lot — A LOT — of teachers (me included) think (thought) that silence meant learning……you need it quiet to think. Hmmm — not sure any more. So go ahead and not only allow a bit more noise — but then also allow some silence — where kids LEARN that it is necessary at times to think more before they speak. That the quick answer is not always the right answer……
Don’t have a monitor for noise control — and keep your eyes open for how your kids learn…..how you learn.
What you will learn:
Is quiet always necessary — and what is your class TOP comfort level. (don’t expect a norm)
Allowing a bit of noise does not mean losing control.
Allowing a bit of silence does not mean “i don’t know the answer.”
DAY SEVEN:
Go paperless one day! Totally!!
It might take you an entire YEAR to plan this one day. So start planning now…..but start thinking NOW how you can turn that pencil/paper work into something manipulative and moveable — and different.
What you will learn:
Paper can be a crutch.
And no worries — I am pushing back on myself on these things as well.
Trying to think new ways — new ideas — and not be soooo sooo comfortable that I settle comfortably into a robot teacher.
Feel free to push back — share ideas — and expand this blog post.
and thanks Will, I really enjoyed this book.
Jen
