Empowering learners (that includes you, teachers)

First week of school is always a roller coaster of anticipation, planning, adapting, winging it. There a things about it I love: like meeting my new class, getting to know them, seeing the potential for the year; and bits that are harder to fully appreciate: last minute changes to classes, timetables, rosters; realising after 10 minutes that I’ve pitched a lesson at completely the wrong level and the constant thinking, planning, worrying. On the whole though, for me the good far outweighs the challenging. Fresh starts, shiny shoes and that buzz of excitement that fills the first week win every time.

This year one of the things that’s made the first week particularly exciting is that I’m trying out a more flexible learning space. I spent a lot of time over the summer reading, talking to people and thinking about how a space impacts on learning. This is one of my favourite parts of being an educator, the potential for change and improvement. I believe that teaching is at it’s core fundamentally innovative, every day, every lesson we are in a position to innovate, to respond to students flexibly, to adapt, to experiment. I just love it.

I’ve started small with changing the learning space, I wanted my students to have something familiar to begin with so they felt comfortable and could interact with the environment as they felt ready. It has been so inspiring to see how they chose to use the different spaces and furniture and the care they took with these decisions. This week I only had half my class, the Year Ones, as the Kindergartens start on Monday. This has made it easier for them to explore different options. The thing that stuck out for me was how much they thought about where and how they would work and how well they worked in these spaces. When they chose their space they all, without exception, focused on their task fully in a way that I hadn’t expected. It was also interesting to see who consistently chose to work alone, in spaces very much apart from other students, something that I had deliberately allowed space for after reading Susan Cain’s book, ‘Quiet’.

On Friday afternoon I asked them what they thought about the classroom and if we should change anything. They had amazing, practical ideas. We need to move the bean bag because it’s in the way at the moment, we should use the cushions better and the coffee tables should be together, for a start. They are so excited to take responsibility for this environment, one student has allocated himself ‘cushion organiser’ and will set up the cushions every morning. They pack away the furniture at the end of each day without being asked and they are the most settled I have ever seen a class by the end of week one. Why? I believe it’s because they feel empowered, they’ve been given the opportunity to make choices about their learning and they have risen to this challenge. I can’t wait to see what impact this has on their learning and their social and emotional development over the year.

As to me, I also have been empowered, I was able to choose the furniture for my classroom, I haven’t had to work with a set of standardised desks and chairs. I was empowered to research, to explore and to present my rationale for these changes. I was empowered to reflect on my practice and to seek to change it in order to improve the outcomes for my students. This is what excites me, this is what makes me love my job. As empowered learners there is no end to what my students and I can achieve.

How was your first week? What are you trying this year? How are you empowering your students and yourself?

This is how my classroom looked this week, it will look different on Monday and I can’t imagine what it will look like by the end of the year. Exciting times.