Randomisation of responses

How do you single out students who are to answer to your intriguing questions? Professor Dylan William proposes six novelties in the class room to boost teaching, one of which is to abolish the hands-up habit. Instead we are to choose students at random to reach out to the lazy ones in the back of the classroom.

Some sort of randomisation process is required, Wiliam long ago decided, and his unorthodox solution, as demonstrated in a new BBC2 series, The Classroom Experiment (part of the channel's very welcome School Season of programmes), is to write the pupils' names down on lollipop sticks, the teacher then pulling them at random from a pot. No one can hide – everyone is potentially in the firing line.

Such an idea doesn't seem ground-breaking to me. I am sure that any seasoned teacher has his own nice tricks to circumvent the active clever kids who are so eager to spout the right answer, some highly idiosyncratic pranks to attract the attention of any one and to get every one involved in thinking.
These are my favourite ones:

• The nursery rhyme.
  Any form of poetry will do, but I prefer silly rhymes like
  Eeny, meeny, miny, moe, / catch a tinker by the toe / if he squeals so let him go / eeny, meeny, miny, moe. Of course you are to point at a student at each syllable, actually you can feel the attention of the class mount nearing the end of the lines. The student who is put on the stage never refuses to co-operate as it is completely clear that he has been chosen at random. I have lots of rhymes stored in my memory over the years, to prevent boredom by repetition, Dutch poetry for most classes, and English nursery rhymes for my immersion classes. A spin-off is that it convincingly demonstrates that learning stuff by heart pays off. Also you can use the jape to inculcate your students with wisdom using quotes like Shakespeare's "We are such stuff as dreams are made on, and our little life is rounded with a sleep."
• The Roulette
  I put my pen or pencil or whatever pointed object at hand on the ground and give it a twist. While it swivels students often raise their buttocks to see what's happening and when the object rests, I extend its direction to the student. Dodging kids are severely punished of course. The teacher has to accept all ramifications and in case he is singled out he has to produce the correct answer himself.
• The Countdown
  Just ask some student to give a number lower than the amount of students in the class and perform a countdown. Frequently this is used by clever kids to place the onus on some friend, but as a teacher you observe the rapid eye movements, and you have the right to go left or right, at any moment, only to end at the culprit's desk. This takes high-speed calculation and if you make a mistake, you end with the perpetrator's neighbour, which is fine, as the complete class is aware what you were trying to do, and nothing is more suited to attract the students' attention than a teacher fooled by his own histrionics.
• The Lottery Price
  If you have established the procedures listed before then you could try this one: Just single out a student whose voice hasn't been heard too much lately, ask him/her " Give me a number lower than [number of students in the group]", and react being surprised: "That's right!!!" to any number the student comes up with. This one never fails to raise laughter, and, what is more important, it makes clear that you are never subject to any procedure what so ever, not even to the ones you invented yourself. You are the alpha person in the room, aren't you?

I' am curious about your ruses. By all means, please, publish them in a comment to this blog

Source image: http://www.arghhh.net/roulette.html

Why educational formats are bound to falter

The school has adapted a new approach to learning. A young expert enthuses the colleagues invoking a Can Do message. The classrooms are refurbished to meet the demands of the new system

Recently ground-breaking research has shed light on the way the brain processes information while learning. I recommend reading Daniel T. Willingham on this topic. I wonder what would happen if the same attention would go to teaching.

The working memory of the teacher

My homespun philosophy tells me that teaching entails a continuous overload of the working memory. A teacher in a classroom perceives student behaviour, and has to to react to it. He offers subject matter, in which he has to be infallible and flaunt his mastery. He transfers his knowledge in an attractive way so as to keep the students' attention. Next to that he keeps track of progress of the group of students as a whole, and of all the individuals in the group if any possible and adjusts his teaching accordingly. On top of that he notices absentees, notes down grades and merits and complies with all other data processing school organisation demands.
During a lesson the teacher retrieves loads of data, names, faces, subject matter, appointments, procedures, agreements, from his long term memory, processes these in his working memory and stores such data into long term memory in an ongoing process. One eye always is on the clock.

The Zen of Teaching

Being a coach of newcomers I have observed a lot of lessons of fellow teachers. To me it is clear that the solution to the problem of the teacher's overloaded work memory is to offload it. It is impossible to rev up the brain to a preternatural speed for meeting all the demands of the job. How a teacher reduces the data stream that besets his working memory draws on his personal aptitude and experience. In a sense teaching is a study of zen: the master is an expert in not-doing. Which is not meant to say that he is doing nothing.

Not-doing

The expert teacher is a master in Wu Wei. He knows when to act and when not to act.

The expert teacher focuses his perception. He only perceives student behaviour which thwarts the lesson, or gives a clue about progress, other data are skimmed only to be thrown away immediately. He neglects havoc that will peter out without any fuss but he responds fiercely to seemingly minor nuisance which he knows can grow into something bad.
The experienced teacher is fully aware of his personal flaws and qualities. Some of his tools are based on innate qualities. If he is a good story teller he will exploit his skill in wonderfully presented lectures to a rapt audience, for example. He likes storytelling so his work will be effortless in such a lesson: sheer joy. Other didactic forms may be more difficult to realise, only to be achieved by hard work at the edge of what the working memory can do, but he has learned how to implement these formats when needed for his aim: having students think deeply to store information in their long term memory for future use. He is an old cunning fox with a plethora of tricks at hand. Some class room situations however he will circumvent, having learnt that those settings take too much of his mind and cause him to lose track of content or students' behaviour or progress, no matter how enthused fellow teachers may be about such a didactic approach, or the administration, for that matter.

The Headmaster's Fancy

There is a rash of theories on students' learning, Constructivism, Structured Co-operative Learning, Thinking Skills, Learning Styles etc. To me it seems awkward trying to find a common denominator in twenty-odd young participants while neglecting the key figure in the classroom. The onus is on the teacher to implement these theoretical suppositions in everyday graft, isn't it?
Of course it is equally difficult to find a common denominator between all those different teacher personalities as it is between students.
Politicians, ideologists and administrators trying to solve the conundrum of a perceived deterioration of education buffet teachers with theoretically based formats to implement in the classroom, even to the outrageous foolishness of prescribing the setting of furniture in the classroom.

Gung-ho versus Wu Wei

The new format your headmaster fancies, which supposedly will give new impetus to learning at your school is not going to work at all, for the simple reason that teaching has nothing to do with implementing a certain format. Effective teaching involves changing formats all the time, taking into account the subject, the current topic, the special needs of this group of students, group dynamics, the stage in the learning process, availability of materials and all the other intricate patterns underlying learning at school. It is infinitely more complex than just implementing one format for all. Which format is chosen for a particular lesson must be decided by the teacher, based on his expertise, his evaluation of his group of students, within the capacity of his monitoring. What students need in the first place is an equably balanced leader in the classroom. It is on the teacher to decide how to keep up an impeccable peace of mind while at work, not as an act of selfishness but on behalf of his students.

The royal route

I believe there is one route only to excellent education: furthering excellency in teachers. This can be done by raising the entrance level to the profession, no teacher, whether in kindergarten, primary or secondary education, should be allowed to teach without a university degree. Ample time must be allocated within the teacher's annual task to further and ongoing development of knowledge and skills. The teacher should epitomise the life long learner as an example for all. Theories on education should be developed in the classroom where they can be falsified immediately.
This is an extremely expensive route, and that is why politicians will never wade into it. Only one country has really taken steps into this direction: Finland, and that's why Finnish education stands out in international comparisons.

Classroom settings

The Coach

The Circle

The Islands

In Dutch secondary education teachers and students are bundled through the building by the timetable, changing rooms frequently.
At my school three classroom settings are to be found: the “Coach”, the “Circle” and the “Islands” setting, to be seen in the pictures on the left. Some rooms are a mixture of these settings, the art rooms, in which I work mostly, combine the Islands setting with the Circle. I can change by moving the students without moving the desks. Most rooms are smaller and do not allow so easy a transformation.
The “Coach” is the quintessential lecture hall. It encourages working in pairs though. The “Circle” suggests a meeting of all and is suitable for lecturing and working in pairs. The “Islands” setting is meant for group work, in foursomes. Working in pairs is possible, lecturing is virtually impossible.
Tests require the rigid Grid, a Coach with separated desks.
Most classrooms have a Coach setting. In fact the Coach has always been the norm. Students have informed me that my lectures are boring and I have often infuriated a colleague by refurbishing a Coach into the Circle or Islands, without restoring the situation in which I found the room before leaving.
It has often struck me as highly idiosyncratic that teachers, when having a meeting in a classroom, wish to communicate with all face to face, so they immediately shove the furniture into the Circle. After the meeting they always rebuild the Coach co-operatively. Apparently they prefer lecturing but hate being lectured.
Now the administration has issued a diktat that in our new wing for younger students the Islands setting is the norm. Structured Co-operative Learning (SCL) is all the rage now.
Our administration is not too bad. A couple of years ago colleagues of a school nearby found the tables welded together in an Islands setting when returning after vacation.
This is going to be a hilarious show. I'll keep you informed.