I had the opportunity this week to share ideas on a panel with Learner Centered Collaborative: https://learnercentered.org/
I love the ideas on their website. Kelsey Payne from Learner Centered Collaborative moderated the discussion, and she had sent me the questions in advance. The conversation was fantastic. If you ever want some great PD, spend some time collaborating—really listening and accepting ideas from other teachers who are embracing innovative, learner-centered practices.
During the discussion I was unable to take notes, so I’m not going to share the ideas the other teachers shared and risk misrepresenting their ideas, but because I had the questions in advance, I had taken time to write some notes for myself, and I would like to share what learner centered means to me.
Learner centered means that any student can access what is happening in my classroom, regardless of ability level, background, English-language-learner status, struggles with anxiety or ADHD or other disabilities, etc. It is fully inclusive.
Why is it important to set that tone at the beginning of the school year?
Setting the tone of learner centered is like creating an unwritten pact with my students. It tells them that I see them individually and will honor their needs. It invites them to trust me and stay with me, even when learning is hard, because I offer them a safe space to explore, to challenge themselves, and to make mistakes.
What are some concrete examples that put learners at the center right from day one?
Small things in the classroom environment let students know they are at the center right from the start. These include flexible seating options and choice in where and with whom to sit. My classroom policies and procedures are inclusive and compassionate. That includes bathroom and break policies. I don’t require students to give up a “ticket” or points or lose citizenship for going to the bathroom during my class. I tell them, “You know what your physical body needs, and I don’t. However, if you need to go, please wait until I’ve finished talking, and please let me know you’re going. After all, I’m responsible for you when you’re in my classroom.” I also let them know that if they ask to go at the same time every day (just as we’re getting to work), then that’s a different need and a different discussion. I’ve had 7th and 8th graders act surprised that I allow them so much freedom. I think I am simply allowing them their dignity and humanity. Students should be free to take care of their physical needs.
I also find that it’s beneficial to use universal design for learning. In any class I might have 5-7 students with IEP’s, and another handful with 504’s. I know that I also have students with undiagnosed anxiety, ADHD, sensory integration issues, and other needs. I have a child of my own with an IEP, and although I know that accommodations can help, I know that my child will never ask for accommodations. I have had other students with IEP’s and 504’s tell me that they do not want special accommodations, which would make them look different from their peers. Instead of making accommodations awkward and targeted to specific students, I offer the same accommodations for everyone—extended time, breaks as needed, breaking large tasks into smaller tasks as needed, using visual representations or hands-on, kinesthetic activities, collaborating with team members, etc. Students who don’t need the accommodations don’t use them. However, by making the accommodations available to all my students, I am not hurting anyone, and those who can benefit from the accommodations will benefit from them. Providing accommodations allows me to have high expectations for students while letting them know that I am on their side.
What advice do I have for others who are shifting to more learner-centered practices?
It’s ok to start small and build slowly. There’s no shame in being at a starting place. But find a place and start. Examine your practices and ask yourself questions like, how can I be more inclusive? How can I offer more choice? How can I provide multiple entry points for students to access the curriculum? And how can I allow students unlimited ways, or their own best ways, to show what they know and can do? Most of all, how can I allow students the joy of showing creativity as they also show competency? I hope I continue to look at my practices every year and keep improving in ways that bless students and honor their needs.
The last question Kelsey asked was how can administrators help? I love this question! I think administrators can send a clear message that learner centered may not be what we’ve done in the past, but we’re celebrating it now. During my first year of teaching, I was a 2nd-grade teacher at a Title I school with some strict schoolwide policies on what things should look like in a classroom. We had rules and expectations about what it looked like for students to be engaged, and those expectations included what the teacher was saying and how the students responded. In fact, observers were trained to count student responses—how many per minute, whether those were call-backs, thumbs up for understanding, or just keeping their eyes on the teacher. It wasn’t effective, and it wasn’t engaging. But it was ingrained in us. One day my students were working on a math assignment after I had taught a lesson. An administrator came in to observe, and I knew what was expected, so I re-taught the lesson with the students bored and bewildered about why we were doing the same thing again. I knew it was a waste of precious time, but I had to meet that standard. Several months later, a coach was in my classroom and had finished her lesson and started the kids on some work when her supervisor came in to observe her. I watched as the coach did exactly what I had done, repeating the lesson she had already taught. And I was saddened again to see this happen.
Fast forward seven years. I had gained a lot of experience and confidence with my teaching skills and abilities as well as my own beliefs about what I value in teaching. We were at the end of a trimester, and my students were finishing their final sewing projects. As class started, I saw my administrator enter the back of the room. “This is going to be chaos,” I thought, “But I only have time to do what I know we have to do.” I told the kids this was the last day, and I knew they were all in different places with their projects and final work. I told them that I would go quickly down the roll and tell them exactly what I needed from each of them. They listened while I quickly told each of them my expectations for the day. Then I said, “Ready, Go!”
Students jumped out of their chairs. Some got supplies. Some lined up to ask questions and get guidance. Some started working on their computers, completing missing assignments.
After 20 minutes, my administrator left. The observation report from that day was one of my best and most complimentary ever!
I would tell administrators to verbally let teachers know that they want to see learners at the center in the classroom. That will build teacher confidence in this type of teaching.
At one of the State trainings I attended last week I heard a presenter say that the best compliment a teacher can receive is to have an administrator walk into a classroom and say, “Where is the teacher?” I’ve had that happen several times as I’ve been sitting and working with one small group of students while others were working independently or in collaborative groups.
Kelsey ended the panel discussion with encouragement to be willing to show up and be brave. I didn’t catch the exact quote, but the idea was that those who are willing to show up and be brave, not perfect, are paving the way forward for others. There are days when I am honestly terrified, but I believe I’m doing what is best for students. I’m happy there are other teachers who are willing to join me.