When you turn on the shower and the water takes a minute to warm up before you can get in, that is a total waste of energy and resources.
When you a walk into a classroom and take a few minutes to warm up your students by greeting them enthusiastically or checking how they are feeling or sharing a short story or laugh, that is not at all a waste of energy and resources. In fact, this type of direct investment in relationships and connection at the start of a lesson is common amongst almost all of the great teachers we see.
Great teachers choose to spend this precious time engaging in this way with their students because they realise that the return on investment, in terms or relational and learning outcomes, far outweighs the few minutes initially spent. The best educators literally care first and teach second.
You can have a cold shower, but you can’t teach cold kids.
The purpose of closed-circuit television systems (CCTV) is for cameras to record information and send it to one specific location. CCTV is a secure, private system that is the opposite of broadcasting – in which the signal is openly transmitted and anyone can tune in.
You know those rare days, where everything goes right and you are at the top of your game. I had one of those days in 2010. My mother had come to visit the school I was teaching in and, on that day, I was teaching my favourite Year 12 Psychology class. I had done extra preparation for the lesson – I wanted it to go well – and the students were absolutely engaged throughout the lesson and swept-up in the content on ‘evolutionary theories of relationships’. At the end of the lesson, my students left the classroom buzzing and, although I was glad it went well and so happy that my mum had seen me at my best, I kind of wished that I had recorded the lesson. It really was one of my best ever lessons. But no one will ever know. And no other teacher will ever be able to learn from it. (They also won’t be able to learn from all the lessons that didn’t work so well.)
That’s because traditional classroom teaching is closed-circuit.
We are starting to get better, as a profession, at designing more open-circuits. Regular lesson observations, peer-mentoring and ‘walk-throughs’, for example, are commonplace in good schools these days. And some of the most innovative schools are creating safe, transparent, active forums and ‘open-source’ databases; not only encouraging the sharing of best practice, but building it into the heart of the teaching infrastructure.
If we can get it right, this broadcasting of ‘what works’ is a way for us to galvanise our collective resources. It may just be the spark that we need to help ignite an evolution in pedagogy.