We Wanted To Be a Thinking School

I went to a great elementary school in Richmond BC, it’s called Westwind Elementary.

The teachers there were really progressive, and I remember everything we did involved community building, cooperative learning and project based learning. This is back in the mid-eighties, when I was in grade 5 and rockin’ a hockey hair mullet and dressing up like Crocket and Tubbs was cool. The staff there were ahead of their time, and I look back at those formative years as a real cornerstone of my desire to always be a learner.

Recently I was lucky to run into one of the teachers from the Westwind staff at Edcamp leadership BC, in Delta. Mr. Ayres was a young teacher back then, and I remember he taught grade 4-5 and I remember him being really tall. When I ran into him this past weekend, he was more mature, and he didn’t seem as tall and he asked me to call him Garnet. He is now a Deputy Superintendent and in pursuit of his own life long learning, was attending Edcamp on a Saturday.

We spoke briefly after the intro session, and although our conversation was short, many things that he shared about the Westwind days deeply inspired me as a educational leader. He said:

The teachers were lead by an inspirational Principal, Mrs. Chiba, who was a different kind of Principal.

The teachers used to sit around in the staff room after school and share their graphic organizers, “look at this one, look what this kid did with this one, how could I use that one?”

The teachers at our school were passionate about learning.

You know how some school are “reading schools,” we wanted to be a “thinking school.”

Thanks Garnet, for being part of a progressive staff, lead by an innovative leader, in pursuit of teaching kids how to think.

ps. Thanks to Mrs. Oldfield , my grade 5 and grade 6 teacher, for teaching me to learn about things I am passionate about, I was lucky to be one of your students, RIP.

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Aboriginal Learners and Motivation

Recently I was a part of an introductory meeting for my district’s Aboriginal Enhancement Agreement Committee, and the theme: “how do we motivate our Aboriginal students?” came up again and again.

This theme assumes that this group of students are skills yes, motivation no. That is: they can do it, they just don’t want to.  This puts us in the “motivation business.” Now we need to come up with a suite of motivational strategies to get them to be successful. We will create and apply incentives and punishments to motivate them to do what they need to do.

What if we are wrong? What if these learners are skills no, motivation yes? That is: they lack the skills to do it, so they can’t do it.  Now our role just changed, we are now in the “problem solving business.”   We can work with each individual to find out what the missing skill or unsolved problem is and get to work on fixing it. Once the student has the skills they will do well because they are already motivated to do well.  This is collaborative problem solving, where we do things with students instead of doing things to them.

I’m a kids do well if they can guy. I believe that all people are motivated to do well. Nobody gets up in the morning and thinks to themselves “I want to do poorly today.”  There is usually a lacking skill or unsolved problem that is getting in the way of people doing well.  Our job is to work with the learner to dig down and find the unsolved problem and then get to work on fixing it, together.

If these ideas pique your interest, go to Ross Greene’s Lives in the Balance website for more information about kids do well if they can.