Moving Towards Independence and the Hiccups Along the Way

"Learning is a vulnerable process; it’s not about knowing, but growing. Creating that environment is crucial at all levels."  Simon Sinek

Sometimes the work of teachers and parents fits like a glove - and other times it seems like the work we do with the children we have in common is simply eons apart in thinking! As parents and teachers, we both agree we want our children to be independent, capable thinkers and doers. It's just that sometimes we see the journey a bit differently, depending on our perspectives :)  The bottom line, however, is that children need room to grow into independence - and that means room to make mistakes, understand the mistakes and have another 'go' at building independence again. 

This year, we have organized our school to make sure there is room for growing as learners. 

Each morning, our students have the opportunity to engage in "Ignite" time - that could mean the opportunity to engage in a school-based learning opportunity such as SPARK or CALM, HeartMath or Zones of Regulation - or some other identified learning opportunity.  It could mean students are working individually or in small groups with a teacher to practice a newly learned skill (such as patterning, writing a poem, designing or building a project, etc) or engaging in a skills-based activity or game with peers to practice and reinforce literacy or math skills. It might also mean students are posting personal learning goals or artifacts on Iris to share with parents at home, or they are reading a favourite book independently or with a friend. They might even be working in the Studio or in the Learning Commons - as the year evolves, 'Ignite Time' will change to meet the needs and demands of students as well. 

One of the things 'Ignite Time' does is build student independence and thinking. They are not waiting to be told what to do all the time - even though they may be working with a teacher for a designated learning time, there will still be plenty of time for independent decision making related to choosing how to start one's day as a learner. 'Be ready for learning' by investing in learning activities as a warm-up to the day - reinforcing new skills and understandings at the same time - that is what 'Ignite Time' is intended to offer.

So what happens when a child makes a choice and then, for whatever reason, messes up - doesn't follow directions, gets in an argument with a peer, refuses to participate, doesn't follow through on what they planned to do, spends the time finding a pencil and never gets to work at all - all things that happen everyday - in every learning space in the world, I'm sure!  Well, that's when we know whether or not our school is a growing - rather than a knowing place - to learn.  

A growing place of learning demonstrates the grace to say 'well, that wasn't what we thought was going to happen, was it? What do you think we can do to help you try that again and see if you can get a different result?'  When a child knows there is room to grow, they accept the hiccup of messing up as part of the process. They understand it's okay to not be perfect and they can try again and do one or two things differently to get a more expected result.

Being part of a growing place of learning helps children achieve independence - they learn to ask for help when they need it and to persevere if they can see a solution ahead. Children learn to be more accepting of each other's mistakes, to blame less and accept accountability for an ineffective choice more quickly - because they know they have the space and time to try again. And keep trying, if that is what it takes to achieve success at what they are trying to achieve.

Children become independent thinkers, not only independent doers. It is not always a quick process.  Years ago, when I went to school, I perceived there was no room for second chances - children either did what was expected of them and were declared successful, or they didn't and faced the consequences. What that system failed to honour was the individuality of the learners - the possibility that it might take more than one try at something to be successful. 

We know our learners are curious, excited and willing to try new things without much hesitation.  And we know they will experience hiccups and trip-ups along their learning journeys. The key thing to know is that recovering from those hiccups helps us all become independent thinkers and doers.

And that is the way we move towards independence each and every day.

Lorraine Kinsman, Principal