This morning, I read Nicki Morden-Cormier’s post about applying the ‘C4L’, a.k.a. conditions for learning. She reflected on our school board’s Learning Leadership Team meeting last week, and I was glad to re-live the experience through a different lens; one that focuses on our collective understanding and progress. This is so valuable, because educators are working very hard to understand how their roles are changing. If we can take the time to see ourselves as part of a group of learners, perhaps we won’t feel so much pressure to make changes in isolation.
We were spending significant time teaching and evaluating, rather than learning and assessing. (Nicki)
Nicki’s observation is helpful for two reasons: 1) “we” indicates that I am not the only one struggling with the shift from teacher to learner, and 2) there is a goal to work toward. Up until this point, I had assumed that we were focusing on improving conditions for learning to improve student success, but teachers are learners too…
“The artificial system we call school”(Linda Darling-Hammond).
How can we make our classrooms relevant? How is the role of teacher evolving?