D.E.A.R. (Drop Everything and Reflect)
Have you ever read the book, Tools of the Titans by Tim Ferris? In the foreword, Arnold Schwarzenegger reminds us that “The worst thing you can ever do is think that you know enough. Never stop learning. Ever.” And I think that this idea is the basis of so much of the book that I am currently reading now: Innovator’s Mindset by George Curous.
Drop Everything and Read (DEAR), a concept that encourages students to read and consume information. But few schools focus on encouraging students or educators to “Drop Everything and Reflect. How might we all be impacted if we took time out of each day to think about what we have learned and how it impacts our next steps?
George Curous, Innovator’s Mindset
I’m in the midst of Week 2 of #IMMOOC (Innovator’s Mindset MOOC) and when I read that idea, I took pause. I teach
and lead an IB program in which reflection is a concept and skill that is developed in our curriculum. But when I read that sentence, I wondered, how often am I REALLY getting the kids to reflect on a daily basis? And, furthermore, how often am I really taking stock of the learning? I think I may take this for granted and I want to assess how and in what ways is reflection happening at our school.
I totally agree with George Curous: “As leaders, we cannot tell others they should be innovative while we continue to do the same thing. The characteristics we look for in our teachers and our students-empathizing, problem finding and solving, risk-taking, networking, observing, creating bouncing back and reflecting-should be embodied in our work as well.” One has to walk the talk to talk the walk. So I’ll focus on being more observant and reflective, which I know will lead me to problem-finding/problem-solving, another key characteristic of the innovator’s mindset.
In particular, this week I am seriously looking at how frequently we reflect on learning and the quality of that reflection. Things that I am going to be reviewing this week include:
- The language I use–my teacher talk. What types of questions and responses am I giving students? How are they responding to me?
- The dialogue between students. What types of conversations are they having? Do they talk about their learning outside of the classroom?
- The discussions amongst teachers? What do those conversations reveal?
I have a little notebook that I keep to write down planning ideas and I will use this notebook to make these observations. In particular, I’ve set a timer on my phone for my DEAR time, in which I will Drop Everything and Reflect in this notebook regarding the learning for the day. Although I do find myself to be a reflective person, I do not have a daily habit like this so I’m curious to how this might change my practice. As I look over at my notebook now, I’m thinking that I might need a new one after this week–not a lot of pages left. lol
Perhaps you might want to explore this idea as well. What if you had a set time in which you reflected? What impact do you think this might make for your teaching, let alone your life?
ur staff PD session, we spoke candidly and asked questions about the concept of “YET”; how we can embrace those parts of us that professionally are “fixed” and encourage the growth mindset in our practice and most importantly in our students. What was funny is that inadvertently every aspect of the Ron Richart’s cultural forces came up in our discussions and reflections today. When we got into our collaborative groups to share and rework our professional goals, there was a greater sense of synergy, purpose, and creativity.
I was startled by Dylan William’s research which suggested that teachers’ pedagogical growth and openness to professional development begins to wane after 3 years of classroom practice. I found that incredibly interesting; however as I recall my own journey, it took me about 3 years to develop my classroom management style and get a handle of the paperwork and other demands of the profession. Perhaps these educational housekeeping items get confused for “good practice” and teachers can stagnant professionally once their comfort zone becomes established. Of course, the current boom in project-based learning, inquiry-based learning, STEM, flipped classrooms, design thinking and educational technology have disrupted a lot of teachers’ around the world. It may seem overwhelming at times to keep evolving.
this mindset into classrooms could not only empower students, but also teachers. Moving out of our instructional comfort-zones then becomes an act of faith, because we have to be trust that students can learn on their own. As soon as I write that sentence, it seems self-evident–of course students can learn on their own–that is their natural inclination!! But how can we nudge them to taking their discoveries from thoughts into doings? How can we translate the ideas of the minds into real learning.
one of the most important aspects of shifting from goodness to GREATNESS.
