Week 5 Term 2 - Weight Gain

It is without question that this lock down has been an experience for everyone. Our daily lives, routines and priorities were completely and literally shut down. The term 'essential services' was and most likely still is associated with our supermarkets - a common space for the community which was marked by queues, trolleys full to the brim and a COVID 19 staple, toilet paper. 'Front-line workers' continue to be praised for their dedication and commitment in treating those affected by the virus. 'Online learning' is now an integral part in the reshaping and re purposing of education for teachers and students. The daily press conferences has become a place where everyone regardless of race, gender or political preference congregate to listen for the latest updates, what the death rate is and repetitive questions from the New Zealand media. I am only scratching the surface when it comes to the experience that is COVID 19.

Everyone has their own take on what the last 7-8 weeks has been like for them. In returning to school next week, I am reflecting on what I have gained in this season. To start off with, the weight gained is one of the noticeable changes I can acknowledge. I spent all of Term 1 committed to intermittent fasting. This was a huge but necessary step for me in ensuring that my physical well-being is kept and not taken for granted. Well, that went out of the window when the lock down kicked in. I went from one meal a day for 8 weeks straight (seriously) to a full breakfast, lunch and dinner (sometimes dessert) everyday for 7 weeks. It goes without saying that this weight gain is going to be hard to shake off. But as I sit here thinking about the additional 'leverage' I have gained, I am able to see all the other areas in my life that have profited from this experience. I may have gained physically but I know that professionally and personally, there are areas in my life that have gained some much needed weight. 

Ecclesiastes 9:10

Work hard at whatever you do, because there will be no action, no thought, no knowledge, no wisdom in the world of the dead.  

I know that I was running on empty before the lock down. I have mentioned in my earlier posts that working online from home has enabled me to gain some much needed momentum in my profession. The time I have had to focus on making learning spaces online relevant and accessible for my learners has been a highlight. I have used the time to reshape what my programs look like for all of my classes. I have been able to research different texts to offer my students. Trying to design resources that are meaningful for my students is a 'weight' that I have been more than happy to gain. All of my colleagues in the English Department have used this time to invest in our online learning services and making sure that this is a priority going forward. For many of us in the department, this time was needed and welcomed. We needed this time to add weight to our sites, to add weight to what we needed to offer to our students. Reviewing NCEA data and looking for solutions to help accelerate student achievement is the kind of 'weight' that I have enjoyed. Talking to my colleagues about different strategies, success stories and what they hope to do with their students is another pound that we have gained together. Reflecting with my sister and Co-HOD about all of this plus what was on the menu for dinner, is a great gain. 

I have a new appreciation for my job. For those who I work with and what they do in their learning areas. In order for the online learning, the actual learning and overall education to function there is a level of effort and time needed for it work ('word hard at whatever you do'). 'There will be no action, no thought, no knowledge, no wisdom in the world of the dead' - we have seen essential services, front-line workers and parents having to take on the role of a teacher take the lead to serve others. This part of the verse only reinforces the need for everyone to use their time, gift and effort to serve. This has been an underlying theme in everyone's efforts during COVID 19.  

Job 8:7

And though you started with little, you will end with much

Personally I have gained so much perspective during this lock down. For some time now I have centralized my emotional radar in my grief. Everything I speak to, about and for has in some way been linked to my grief in the passing of my daughter. Both my wife and I have come to a point in our grief where we know and feel that we need to let her rest in peace. We need to let the grief rest in order for us to move in faith. No one can fully prepare for grief and I had no idea that I would be in place where I would have to let go of the grief. I had been holding onto it, measuring my faith to my grief. We named our daughter Faith and I know that my faith in God is renewed because of her.

The perspective I have gained has really shaken my whole view on what my faith is. My faith is not my daughter. What I believe is my faith. For me the blessing in my faith is found in my 'Faith'. In letting this go, I was really worried that it would belittle my love for my daughter. That it would lessen me as a father. That it would take away the one thing that we have been praying for. That it would reduce us. I came across this bible verse (I have mentioned this in my other posts but reading my daily devotionals has been highlight during the lock down). The verse simply states that 'though you started with little, you will end with much'. Faith is about believing, trusting and to be 'sure of the things we hope for, to be certain of the things we cannot see' (Hebrews 11:1). The last part of Job 8:7 gets me every time I read it, 'you will end with much' - this here is how I see my faith. That there is a silver lining in all of this. There is a hope in all of this. It WILL be ok. 

Psalms 46:10

Be still and know that I am God

This what I have gained in terms of my understanding of what my faith means. It is knowing and trusting in the lock down and in the wait (or weight). It is about giving yourself time to refocus on what is important, investing time on what you are called to do, leaning in on those close to you, letting go and knowing that you will be OK. It is about knowing that things will be fine regardless of how much or little you have, your patience will help you get through it. The lock down has enabled many of us to shut off from our daily lives and to be at home and spend time with family. It was never going to be a vacation but there has been a degree of stillness that has made people I know, including myself, appreciate my now and think about my future. 

It is going to feel a little weird when I return to work next week. I am definitely going to feel a little heavier. But it is all good. The gains certainly outweigh (how ironic) everything else. I can say that I am really grateful for this time and for what was accomplished both in my work and personal life. I know that it has given me something new and strong to stand down going into this new season. 

God Bless! 

The power of perspective.

I am noticing a common trend in my senior student's writing. There is a lack of analysis, critical thinking and perspective. Perspective is an important part in writing especially for NCEA Level 2 and Level 3 English. The marking criteria requires that the writing must 'respond critically and perceptively' whether it is a response to a written text or in the close viewing of a visual text. 

I have started to add different 'writing tip' resources on my Google sites, that are easily available and accessible for the students. When marking my senior student's writing, I am finding that my feedback is centered around the same theme - lack of perspective and critical thinking. In response to this I always write a series of guiding questions in the hope that this will draw the student to use and believe in their own perspective and critical thinking. The guiding questions were used in my feedback for the student's close viewing assessment (Level 2 - 91107) and (Level 3 - 91480)

• How does this technique influence the way you see the character?
• How does this technique support the director's purpose?
• Why is this language technique effective in the way it describes the character/s emotional state?
• How does the director convince us of the realism of this character?
• How has this influenced your perception of the text/character?
• What is point of view with the decisions that this character has made? Why?
• What is your point of view of the values represented in the text? How did you come to this conclusion?

The current climate with my student's lack of perception - is that the 'lack of' is a result of them not only understanding that they have an opinion but that they trust in their opinion. They often second guess their own interpretation and perspective. So in response to this, I am going to spend some time with both my Level 2 and Level 3 students going through a perspective activity that I designed. It is nothing new or innovative but it is my direct response to the feedback (repetitive feedback!) that I have given the students. 

The purpose of this document is that I want them to understand that they have a voice, point of view and perspective that is valid. (from Level 3 English with Stevenson)

I created an activity that has excerpts of different perspectives from Oprah Winfrey, Winston Churchill to some of the texts studied in class. The students read through each excerpt and then answer the guiding questions (the questions mirror the questions I have used in my feedback). The purpose of this activity is to show students that often our perspective is shaped and influenced by what we read, watch - what we are exposed too. So this activity, hopefully will draw on this and help the students to understand and respect the point of view of others. In the hope that it will empower their own voice, idea and perspective. (from Level 3 English with Stevenson)

Week 4 Term 2 - Texts texts texts!

Working online during a lock down period has pushed me to think about how I can make my learning online interesting. It has also pushed me to think about how I can integrate online texts with assessments. I really wanted to design a novel study for my Level 2 English program that was meaningful and that was tailored to the written assessments (both internal and external).

Traditionally my novel studies have been heavily focused on chapter summaries and major themes. Whilst this is needed I wanted to dig a little deeper and get the students to look at who the major characters are in the text, unpack important quotes and analyse the symbols/motifs in the text. For this, I had to choose texts that were not only rich in story but also had all the elements that I wanted my students to analyse.

I have found two texts that I am going to offer in my Level 2 English program. In selecting these texts I really thought about who my learners are and what I think would appeal to them. I have selected John Greene's 'The Fault in Our Stars' and Doris Lessing's 'The Grass is Singing'. Both texts have a great story line - whether it is focusing on trying to come terms with a terminal illness whilst in a relationship or racial politics in South Africa - I knew that these texts would be the perfect space for my students to analyse critically. I have designed a novel study for both texts that will enable my students to study the main elements I want them to focus on (character, theme, quotes, symbols/motif) - all of which is geared towards their written internal and external assessments.

I have made a page for each text and have attached an online pdf of the text for the students to access. 

I have created activities that are specific to the learning outcome - with a huge focus on Character, Theme, Symbols/Motif and Quotes. These activities are structured so that the student has to look at these elements critically, which is a huge requirement for Level 2 and Level 3 English students. 

(See more on my google site - Level 2 English with Stevenson) 

My Level 2 students have been working on the Close Viewing Assessment (91107) since the end of Term 1 and I have started to introduce the new assessment which is Connections (91104). For this assessment the students will need to write a report on four texts and how they are all connected to one central theme or idea. I am asking my Level 2 students to choose one of the texts I have offered and then centralize their theme and independently selected texts around this text. 

My next step is talk to the students about perspective and purpose. With all extended text study, especially for our Level 2 and Level 3 English students, it is important that the student understands that there is power in not only knowing what your perspective is but also understanding the perspective and purpose of others (authors in particular). 

Ultimately I think that my overriding learning outcome is that I want the students to genuinely love reading. I want the students to see that there is power in reading, a power where you can learn so much about yourself through others. 

A collective approach.

Working from home, online, has it's own set of pros and cons. Not having to spend any time on the North Western motorway in peak hour traffic everyday is a definite pro for me. I am able to focus on my core subject, mark student work without any distractions from other role as Year 11 Dean. However it is not all roses, I am finding that the challenge of implementing any intervention in response to student achievement (or lack thereof ) is beginning to surface. There is only so much one can do. The problem is, there is so much to do.

As Term 2 continues, student achievement data for students sitting NCEA Level 1, 2 and 3 is shared regularly within departments and school wide. As mentioned in a previous post, disengagement is a concern for our senior students who are working online from home. For some it is a priority, for others - they are balancing home, work, school and for the rest, the choice to work online from home has remained a choice. 

For many of our learners accessing online learning is not easily available. Associate Dean of Pasifika at the Faculty of Education and Social Work at the University of Auckland, Jacoba Matapo, highlights her in most recent article "Not everyone has food on the table, a steady and stable income or a physical space within the home to study uninterrupted, let alone full access to reliable devices and broadband. Therefore, we can't assume it will equitable and accessible for all." This assumption that one size fits all simply does not apply. How you approach student achievement will determine the overall experience for the teacher and their learners. 

How do we approach the student achievement at senior school? How can we make an impact online? How can we get our students to engage online? 

A timeline of teacher collaboration was discussed at a curriculum meeting earlier this year. A few takeaways I have highlighted below, have helped me in how I want to collaborate with my colleagues with student achievement (senior school). 

1) Informing

Inform the people who are involved in the process. Students who are not achieving must be informed - through all online platforms (email, individual online meetings). Teachers need to be informed. The who/what/when/where/how/why is an important part of the discussion with staff so that they can understand their place and responsibility in this process. The informing process is focused solely on the FACTS. 

2) Parallel Planning

All staff, all departments - everyone - should be encouraged to contribute to the desired outcome for the student. Everyone is involved and it is a shared journey with a shared goal, vision, outcome and action plan. This is where you organize a SEQUENCE OF ACTIONS. 

3) Co-operating 

Taking ownership of your part of the journey. What have you done to help the student? What worked? What needs improvement? What needs to be done? This is where teachers and learners WORK TOWARDS THE SAME GOAL. 

4) Co-designing 

Everyone's contribution supports and drives the desired outcome for the student. Everyone's contribution is valued. The focus is DESIGNING BY WORKING WITH OTHERS. 

5) Composing

My interpretation of this was action component of the intervention. See what is working and capitalize on that, trial and error. This is focusing on CONTRIBUTION. 

6) Collaborating

What is the outcome and what can we improve on based on what the student has done? This is focusing on WORKING WITH. 

How you approach a situation will determine how you experience it. This timeline gives light to the fact that the collective approach, the collaborative approach - can be powerful if it is lead right and everyone is on board. 

Week 3 Term 2 - My choices.

I started this week off by talking to my colleagues about our highlight and low-light with online learning. A common challenge that we all experienced and commented on is the disengagement from our senior students.  For me personally I have noticed that my Level 2 students have become increasingly disconnected with my online learning program - for some, they are literally disconnected from online learning while others are choosing to remain in isolation from anything related to learning. I had to really think about why this is happening and reflect on what I can do better, who I need to speak to, make sure that my feedback is valuable and understandable for the student. Ultimately what I had to do was to choose courage over complaining (something that I enjoy to do - daily).

Now do not get me wrong, I am fully aware of my shortcomings and acknowledge that these emotional choices are bold and often hard to commit to. Especially as a teacher, the patience required to fulfill my choose courage over complaining can be tested when my students choose sleeping-in over learning. However I do know that I need to make this kind of commitment, I need to phrase it in a way that will stick and hopefully help me get through.

I went through the usual order of contacting home, talking to parents, talking to students, emailing students - the whole nine yards. What I noticed from the conversations was that for a lot of my senior students, they have not been accessing online learning because they do not know how to. My initial response to this was frustration. But I soon figured out that for many of my learners, online learning is a new world for them. My junior classes seem to have fallen right into it. My seniors on the other hand, Level 2 students in particular, needed some '101 how to access my google hangout' lessons. Instead of complaining, I have had to make time to show them how to get connected. In a strange way, the lesson for me in all of this was that they had to find the 'courage' to admit why they were absent. It can be difficult to admit your shortcomings, your failures, your mistakes in fear of being judged or ridiculed.

I assumed that my senior students would engage online, that they would thrive online, that they would know how to connect without any assistance. Working on your own, at home, online during a nation wide lock down, in the midst of a global pandemic is a completely new space, it could throw anyone off. So as I have taken courage over complaining, I have also had to practice compassion over frustration. To literally 'be kind' (as our Prime Minister has encouraged all New Zealanders to practice) and to be patient with this new normal.

As I reflect on courage, compassion, and patience - I think about this time two years ago when all of that was put to the test. On this day two years ago (May 1st 2018) my first born, my daughter was born. On this day two years ago my daughter, too young to survive, was called to Heaven. Today she turns two. Today, I celebrate her life with complete pride, joy and deep love. My wife shared a Bible verse that speaks of the courage that I aspire to have. Psalms 31:24 "Be strong, and let your heart take courage, all who wait for the Lord". LET YOUR HEART TAKE COURAGE - it is a choice, a decision, a new approach that we CAN make. Here is to living life where we can make better choices. Choosing courage over complaining.

I dedicate this reflection to my daughter, Faith.

Week 2 Term 2 - My reflection.

Everyday I try to read through my daily devotionals. Whether it is the first thing I do when I get to work (or in this case, the first thing I do when I go to my make-shift office in my changing room) or throughout the day. I try to set time to read through my word of encouragement. If you are anything like me, my motivation and will is influenced by what I read (my devotions, Bible), the people who I love and ultimately in my 'faith' in God.

The message from my devotional on Monday morning was 'giants fade'. 'Giants' that we face in life can be constant fear, anxiety, depression, doubt, questioning your worth - just to name a few. The thing is that the more we feed this 'Giant', the longer it will stay. The more we allow this 'giant' to control how we think, how we relate, how we love, how we speak, how we live - the more we loose our grounding, our strength. The message concludes with "when we ask for God's help, even if these giants aren't destroyed, completely or immediately, their power will fade as our relationship with Him grows deeper". Hence the message 'giants fade' - they do not stay, they do not have to hold power over you. 

Woah! I was not prepared or ready for that but that was exactly what I needed to hear heading into week 2 of Term 2. One of the many 'giants' I had experienced in week 1 was wondering if I could make an impact with my learners online. I became really worried at the end of week 1, stressing about the achievement outcome for my senior students and for my Y11 cohort. Can they access their online learning? Are they asking for help? Am I doing enough? Do I need call home and talk to the parents? Have I added everything that I need to on my Google site? I tell you , the questioning went on and they began to form into this 'giant' that I did not know how to face. The devotional I read though really made me reflect and understand that these questions, this 'giant', is something that I do have an element of authority over. I can make an impact, I just need to change my approach. Instead of question and doubt, just prepare everything, be intentional about what I want each lesson to look like for my students and have a clear finish line in mind. Communicate this with my students, then hope for the best! 

So, I sit here at 10:22pm, still on my laptop and thinking about my highlights and low lights for week 2. 

Highlights: 

• One of my Level 3 students has completed their first Level 3 English internal assessment! 1 down, 26 to go. 
• English Department - I am working alongside a great team of educators. I am enjoying seeing how we are building this department together. We have some great meetings and have started to work with each member individually on how they will work with their students who are not achieving. It has been enlightening and a definite highlight! 

Low lights: 

• Concern over students who are absent, not accessing their online learning and in turn not achieving. My low light is exactly that. It is not the end. It is not final. Only if I allow it to be.

I am going into this weekend with the same attitude and approach. An approach that will focus on finding a solution to the problem, an approach that will try its best to stop meddling with the problem and instead try and see the end result as oppose to feeling that I have stopped at a dead end. An approach that will look forward to and enjoy the process of online learning. An approach that will remind me that 'giants' fade. 

Trying to 'walk' the 'talk' - my random thoughts.

One of my responsibilities as Co-HOD of English is the managing of teacher appraisal. Something that I have grown to really appreciate and something that I am genuinely interested in. I am interested in understanding who my colleagues are, their inquiry topics and what their goals are. I think I enjoy it because if anything I learn so much from them. 

When speaking to my colleagues we often talk about what their inquiry is and what is the action that they should take in pursuing their inquiry. Earlier in Term 1 the Curriculum Committee discussed teacher's theories of action when focusing on student achievement. I wrote a few notes which I have tried to apply in my own practice and in particular, in the discourse with my colleagues when we are talking about finding a solution to the problem - what is the action required? What do we need to do? Who is responsible to drive this?  

Here are some of the ideas I had when inquiring into teacher's theories of action: 

1) Deep level engagement: Define problem

Often our scope of the big picture can be marred by our perspective, how we see it. Look at the trends, patterns and data when focusing on student achievement, keep it factual then you can find an accurate gap that needs attention.  

2) From here one needs to define what the problem is. 

Avoid trying to address every single issue. What is the major concern? What needs immediate intervention? 

3) Create dialogue.

When working with a team, it is crucial that the team feel safe and comfortable to participate in healthy discussions. It is imperative that the team also agrees on the problem and that together, the team needs to work as a cohesive unit. Some key questions to consider when one wants to create healthy and professional dialogue with the team are: 

• What is the problem?
• How do you feel?
• Why?
• What do we need to do?
• What evidence do you have?

4) What are my theories, values and beliefs around collaborative inquiry? 

Collaboration is only effective if you are confident in your area, respectful of others and what they bring to the area, you can agree to disagree and you embrace working "WITH" others. 

I hope to carry this level of enlightenment in all conversations with my colleagues when we collaborate.