Sometime ago, I was privileged to participate in a Study Tour to Reggio Emilia with a group of amazing, dedicated and inspiring educators.
We knew then what we know now: it doesn’t work to teach the same thing at the same time in the same way to a group of children/people regardless of capability, competency, capacity and confidence.
Individually and collectively we had been exploring ‘the Reggio approach’, inquiry-led learning, collaborative learning, multi-age grouping, play-based learning, learning through play, parent involvement, early childhood pedagogy, thinking frameworks, facilitation and generative dialogue. We wanted to ‘improve student learning outcomes’. We wanted to strengthen children’s love of learning, teachers’ practices, resource management and leadership.
I had been delivering professional learning to teachers and educators in schools and centres for ten years. No matter what we were exploring, I was met with the same challenges:
- My principal won’t like this
- The parents won’t like this
- What about my gifted and talented student
- What about my child who has learning difficulties
- We are an excellent school (as determined by grades), why would we change what is working?
- This is too much for one teacher to manage. A teacher can’t teach 30 lessons.
- Children will try to do too much
- Children need explicit, direct instruction
- How will teachers, children and parents know what to do
- So, teachers don’t teach?
- It’s just a fad!
I was seeing the same stresses:
- This isn’t a problem really. I/ we/ they just need to ….
- I don’t need help. I’m dealing with it.
- The children will miss out on so much
- If I didn’t have (this child/ to do this) my job would be so easy
- If only I knew more
- I don’t know how to relate to…
- I don’t understand…
- What if I do something wrong?
- What if I offend someone?
- What if they/ I can’t keep up?
- I’m doing all I can and you want me to do more
- I’ve always done it this way
- Someone else always gets the credit for what I do
- Why don’t I get recognition
- Nothing I do seems to work
- I’m really stressed
- I’m exhausted
- I can’t face another….
- I’m wasting my time.
I asked the educators at Reggio how they responded to these questions and concerns. Amelia G responded:
- Breathe!
- Questions help us to analyse the style of answers we might offer and to formulate our thinking so we can think together. We will build answers together.
- Questions relaunch my thinking!
- Questions are a search for meaning, rather than a need for answers.
- Sometimes we have very high expectations.
- Find a way to think and look for solutions.
For many years after our return from Reggio, our group met together to relaunch our thinking and search for meaning together.
Today, as an avid and lifelong learner, I am excited to be exploring scheme development through SchemaPlay.
I have revisited inquiry-led learning and play.
I love hearing the passion and learning the influences behind innovations in practice through the Australian Council for Educational Leaders (ACEL) and I thoroughly enjoy the new perspectives of the ACEL book club books and conversations.
I again find myself hearing teachers’ and educators’ questions and concerns. They haven’t changed!
I am reminded to breathe, relaunch my thinking and build meaning.
How could you and I think together?
Facilitating Conversations 