“May I give you some feedback?”
I heard this question recently during a middle school visit. This classroom had a markedly different feel than others I’d visited that day–and it was during the last period of the day. (During the last period of a busy middle school day, when you might expect 13 and 14 year olds to be antsy for the day’s end…) This teacher was using lots of great instructional strategies–greeting kids at the door with a handshake, bringing everyone’s attention to the posted agenda, clear objectives and outcomes, (written as “How I Know I’ve Learned It” and the expectation of a self assessment exit ticket).
What really struck me, however, was the tone of the room–respectful and warm throughout the class and exemplified by that one question.
A student had just taken a turn leading the group–literally conducting a performance–and the end result was not as sharp as it could have been. The student first acknowledged that with a shy smile and the teacher asked the group if anyone could give him pointers. A few did, respectfully, but none of them quite gave him enough for meaningful improvement.
That’s when the teacher asked, “May I give you some feedback?”
Clearly, it was time for the teacher to step in to make sure the student had a full understanding of how to perform this activity. And, of course, she had to give him that feedback–so one might wonder why she phrased it that way. But she communicated was, “You own your learning. I’d like to help you deepen it. Would you like to hear my feedback so that you can do that?”
Of course the student nodded yes, tried again, and got it right. Similar versions of the same ensued as other students made attempts, mistakes and more attempts. Students get feedback it all the time–via assessments, via comments, non-verbal communication, etc. But getting isn’t receiving—it doesn’t always stick or help them grow.
Perhaps the simple trick is asking them if they are ready and willing to receive it. When they do, they can own their own learning and truly take off as learners.
Read MoreA few years ago, I had the pleasure of listening and learning as four teams of teachers, including one from my own charter network, shared their stories of collaborative design thinking at the Business Innovation Factory. This “storytelling” event was the culmination of a six week project called TD4ED, in which teachers were given the space and time to consider a problem of practice and design their own solution.
While the four teams’ projects differed, a common thread appeared. Each team had clearly been energized by the autonomy given them and came out of the experience not only with a sense of empowerment and enthusiasm, but also with a tangible product to improve their schools.
Their enthusiasm was catching; I can honestly say that I teared up more than once, overwhelmed by this reminder of the collective power of teachers. But I was also left wondering whether I was doing enough in my role as a district leader to create the necessary space for such sparks to catch fire. After all, when I explored the concept of “change-mindedness” many years ago for my dissertation, I found partnership with colleagues as a key factor in contributing to that mindset. And the empowerment of teachers as a key lever for change guided my work in building professional learning communities when I worked as a consultant.
Yet, I know that I did not empower this team as much as this experience did. I wonder, have my core values changed? Or is there simply an incompatibility between the structure of school and the nature of innovation? What can we collectively do to give teachers the space, time and freedom to not only solve the problems in front of them but also to devise solutions before they even arise and to allow for the free-flow of ideas as Steven Johnson artfully discusses in his phenomenal book, Where Good Ideas Come From: The Natural History of Innovation?
In describing the impact his team’s work can have on his school, one teacher used the term “evolutionize.” Indeed, thinking differently about teachers’ work and supporting their sense of purpose, power and partnership can both revolutionize and evolutionize both the profession and the field.
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