08.05.14Change One Thing: Advice from a Veteran on Learning New Skills
Got a note recently from Yvonne Arpino, who’s an Art teacher in Australia. Her note was incredibly gracious and motivating for me and my team, both because it made us happy to know our work was useful, but also because of her humility and passion for learning. She’s an 18-year veteran trying to get better every day.
Yvonne wrote: I am an Art Specialist working in a Public Primary School in Western Australia and am so thankful to receive and learn from the information that is sent through. Even though I am in my 18th year as an Arts Educator, I have been pleased to have this fresh injection of quality teaching technique to improve my practice and broaden my skill set as a teacher.
Then she added a piece of incredible wisdom: Yvonne noted: My approach with these skills is COT – “Change One Thing”. So each week or two, I focus on one skill to add to my repertoire. It has been amazing to see the flow-on effect in the Studio with the kids. I love my job – and now I am becoming even better at it!
I loved the simple, manageable elegance of the COT idea and wrote Yvonne back to ask a bit more about it: She replied: Teachers ought to do COT at their own pace – for some, one skill/week would work, others may use a different time frame – perhaps one a month. Even that would add 12 new aspects to your teaching skills a year! And of course the acquisition should be solid, so if I start a new technique and aim for a week to embed it, but it’s “not quite there yet”, then I would extend my introduce-to-mastery period.
Then the very best part. Yvonne noted: I also put a bright post-it note on my Daily Work Pad to keep the current COT in my line of vision every day.
Yvonne’s planner with a reminder to herself to Cold Call. You could also post a reminder like this on your wall!
She shared the attached picture. Yvonne continued: I also should say that I adapted this idea from a healthy eating plan called Change One that I used over 3 years to do a Food Renovation in my life. I was reflecting on my success in this area and wondered if this terrific principle would work in my Art Teaching – it was a worthwhile piece of knowledge to transfer!!
Love this easy to implement guidance on making the process of getting better manageable and sustainable. Thanks, Yvonne!
A great idea and one that made me think about how we have used TLAC on the other side of the world!
Teach like a Champion – The first year!
Having spent the previous 6 months reading and watching clips about TLAC, discussing as a leadership team and reflecting on whether we felt our school would develop further with the approach, training for the whole school started in September
2014. Having trialled the initial techniques we were to share during the
previous summer term, I already knew the impact that they could have but getting
the rest of the staff to ‘buy in’ to something is always the real challenge!
We started with our own combination of ‘Threshold’ and ‘Entry Routine’ which we call ‘Welcome Routine’. One year on, every teacher welcomes the children with a handshake and has the vital experience of one-to-one time with every child. Strengthening the teacher-pupil bond, identifying the emotional state of the child and teaching the life-long skill of a solid handshake, making eye-contact and being polite
were just three of the instant benefits that would be seen.
I feel the
introduction of 100% was the technique though that made everyone instantly see
the power from within the book. Due to a suggestion put forward by the staff,
it was decided that we would all use the same term in every class: “3,2,1 eyes”.
It was this decision that made the techniques come alive from Reception to Year
6. Consistency in schools is essential and this led the way in seeing the
strength of universal language across the whole school. The use of positive
non-verbal gestures has increased significantly and lessons have an improved
flow to them and the children’s response times to the teacher’s command are
exceptional.
We followed this with ‘No Opt Out’, ‘Circulate’. ‘Strong Voice’ and ‘Ratio’. All three techniques have encouraged higher levels of ownership and accountability in the children.
In the Spring term, we introduced the theory of practice, using Practice Perfect and Bounce (Matthew Syed). This was an excellent way of promoting growth mindsets within
the staff and helped them view their own practice from a different perspective.
Keeping the focus on the techniques has been vital. We have ensured this happens using various methods:
· Regular staff meetings planned in to introduce and evaluate techniques.
· A TLAC display in the staffroom (the staff’s classroom!) helps remind teachers of the content covered and areas to develop. In some classes, indicators for children linked to the techniques are also displayed on the classroom walls.
· The school’s supportive coaching program enabled teachers to practise specific techniques that were personal to them.
· Reviews of techniques, following lesson observations.
· Coding planning (e.g. SV for Strong Voice)
This year, we have ‘Precise Praise’, ‘Format Matters’ and ‘Stretch it’ planned in for the Autumn Term but as important as introducing the new techniques, we will begin the yearrecapping on the techniques covered last year and working on how we can develop them further. It has been a great first year with the impact clear to see
across the school. I could have gone into far greater detail of how we managed
the techniques and the impact but basically wanted to share a personal account
of how successful TLAC has been in our primary school.
Andy Stevenson
Duston Eldean Primary School
Northampton UK