Don't use the 'w' word!

WORK!

That's right, I said it!
W-O-R-K. Wearisome, Ordinary, Repetitive, Killjoys.

It's a word we use in our everyday life as part of common vocabulary - to describe our occupation, our studies, our chores and the mundane things we fill our lives with.

But when 'work' comes into the classroom, it becomes a naughty no-no word.

Hands up all those who have said one of these phrases this week?

"Hurry up and get on with your work!"

"Have you started your work yet?"

"YOU'VE HAD TWENTY MINUTES. WHY HAVEN'T YOU FINISHED ALL YOUR WORK?!?!"

Don't worry, this is a safe place, no judgements - happens to the best of us.

This year, I've tried to eliminate the 'w' word from my classroom. Doesn't mean I don't say it every now and then - I'm not perfect, and it sometimes slips out - but I've made a conscious effort not to use the big bad W in my room. 
(Note: in my defence, our spelling program is called 'Word Work', so it does occasionally have its place!)

"Why?" I hear you mumble discontentedly, "Students have content to learn and outcomes to achieve, and to do that they need to wo..."

SHHH! Don't use the 'w' word!

Don't make him fire the giant 'laser' at you.

'Work' is a word that has a strong negative connotation associated with it - it's a chore, a job or a task that needs to get done - not something to be enjoyed and cherished.

'Work' is an activity that is completed at a desk, has a time limit, and has one answer. 

'Work' is the completion of a task, a finite process that has an end in sight, something that is started with the intention of being finished, and won't be built upon or extended further.

"So," I hear you sigh in resignation "What do you propose I should say if I can't use the 'w' word?"

It's quite simple really: Learning.

Hands up all those who have said one of these phrases this week?

"Hurry up and get on with your learning!"
"Have you started your learning yet?"
"YOU'VE HAD TWENTY MINUTES. WHY HAVEN'T YOU FINISHED ALL YOUR LEARNING?!?!"

Boxes are great, but it's also interesting how a simple change of verb renders the sentence nonsensical.

'Learning' is a natural human impulse; a process of discovery, curiosity and innovation that results in self gratification and a thirst for knowledge.

'Learning' is a process that is achievable in any setting or context. It is not contained in any one activity -  it is multidisciplinary, breaking down borders and barriers and allowing students to make meaningful connections between content, skills and knowledge.

'Learning' is not something that ever finishes - it is an ongoing, infinite process that is not contained within the four walls of the classroom; that is continued in every facet of our lives and is constantly enriching our understanding our selves and the world around us.

In fact, it could be said that Learning Never Stops! (Pfft - how clever am I?!)

So why change? Why eliminate the woeful 'w' word?
This simple switch in language can make a massive difference in a child's perspective of schooling. 

The late Rita Pierson states "Children don't learn from people they don't like" - whether we want to believe it or not, this statement has an element of truth within it.  Maslow's 1943 Hierarchy of Human Needs is the proof in the pudding, so to speak -  he theorises that students thrive in educational environments in which they feel safe, confident, respected and enjoy.

No one enjoys 'work' - it's a process designed to get stuff done, not for developing a sense of fulfilment!

So - are your students 'workers' or 'learners'?

"Alright Miss Swain, I'm convinced!" I hear you trill excitedly. "But how do we make the switch? How do we facilitate this shift in thinking?"

Use the 3 M's!

©BSwain 2014

In a nutshell: 

• Model - Use the language
• Monitor - look/listen for the language in discussion
• Maintain - encourage it/keep it up!

Yes, it's not a cure all, and seems simple - but sometimes the simplest things are the most effective.

We're always talking about how we can 'get' these kids, our 21st Century Learners who are 'disengaged in the classroom' and 'don't care about their learning'. Could the answer be simply that we're using 19th Century metalanguage (i.e. workers) with 21st Century kids?

You said it, Boromir.

Well, I know that's not the answer to the entire issue of engagement, but its a start!

Give it a go - eliminate the 'w' word from your pedagogical vocabulary and start your students 'learning'. I promise it won't be too much 'work'.

Teachers as cheerleaders

Today was my day for playground duty - 15 minutes of "MISSSSSSSSSSSSS HE PUSHED MEEEEEEE" and "Can you open this for me?". As a result, I always finish duty slightly stickier than when I started (thank god for hand san!).

Looking around our playground today, as well as talking to my own munchkins, I realised how important the continuity and predictability of school is for these kids. We forget these kids are between 5 and 12 years old, lack the world experience and understanding of the nuances of social mores to help them function - which is why a pen can start a punch up. These kids, often dealing with situations that require maturity beyond their years, need us to be their stable point, the voice of reason, the one thing that doesn't change. These kids need teachers that support them unequivocally, and care for them as if they are their own. 

We forget these kids not only need us to guide them, but actually want to learn.

These kids need a cheerleader.

If you haven't already seen Rita Pierson's TED Talk, here it is. If you have, watch it again and revel in her charisma and ability to capture an audience.

Unfortunately, Pierson is no longer with us, she passed away late last year. But her message is one that is something we should be considering when staring down at the 30 munchkins that are annoying the crap out of you. Those kids, no matter how hyperactive, defiant, rude, immature or just chatty, need us to build their self esteem and help mould and shape the amazing potential that exists inside them.

As Pierson says, the tough ones are the ones that are there EVERY DAMN DAY. But they're also the ones that need us the most.

I have Pierson's saying that she gave to her kids on my classroom door so that my kids see it every time they enter or exit the classroom. 

"I am somebody. I was somebody when I came. I'll be a better somebody when I leave. I am powerful, and I am strong. I deserve the education that I get here. I have things to do, people to impress, and places to go."

It's also a reminder for me - in those moments where I feel I'm struggling or ready to give up, I remember that for these kids, I'm making a difference. Everyday, these munchkins take a step closer to being a part of the big, bad world - and they need to know that they do have places to go, that they are important and every time they leave my classroom, they are a better person for it.