What's the #BigIdea, School? - Focus on Learning Instead of Teaching

This week I have been thinking a lot about the purpose of school and what things could really be like if there were no constraints.  That level of thought can be tough.  As a leader, I naturally lean toward thoughts of, "But what about the teacher that doesn't jump on board," or "What about parents that might fight the changes?"  It's hard to stop thinking about people pushing back when you are trying to imagine a best case scenario.  

As I rethink what school could be for learners, I begin thinking about students that will be served by the environment I help to foster.  For me, that environment needs to be driven by the learner, not the teacher.  Kids are amazingly capable of driving their own content.  Former student, MH, once spent time with me on a weekend to go to Maker Faire NYC and then another weekend at a library for a lesson on building a circuit (inspired by the time at Maker Faire).  Two days later, he is sharing pictures of a "Air Conditioner" that he made from a computer fan, wires, battery, coffee can, and ice.  I didn't give him the plans or teach him to make it.  He chose to find something he needed for his room, and used some of what we explored together to create this device.

Yesterday, I stopped for coffee and to meet another former student, Ami, for a catch up session.  This young woman was devoted to promoting and cheering on our after-school robotics team when I was their coach.  She had a tough time in high school, and she did not like it.  I asked her what was one thing she missed about high school, and, no surprise, she told me about a teacher that had a good relationship with her.  "Teachers should be there for kids, not a paycheck, Glover."  So true.

I asked her how she was doing in college, which she pursued with the help of an after school program, and she said she dropped out.  She never wanted to go to college, she wanted to go to culinary school.  But the after school program was insistent that she go to traditional college - they did not support her passion.  She ended in a little debt, but she got out within two years.

"You're not going to believe this, Glover, but I do homework.  I want to work on stuff at home.  Look at my grades - 86, 89, 100, 90.  I've only been in school for 6 months!"  Ami has begun a baking program in a culinary arts school, and she loves it.  She works full time (sometimes 50 hours) to make ends meet while she attends school and learns to bake.  "I'm proud of myself."

When students are given a chance to do things they are passionate about and interested in learning, they will learn.  We need to change schools so kids can explore their own interests with an adult to learn with them, to help guide and frame their learning, not insist upon what content is more important to their lives. 

How will I help improve schools so all students have a space to guide their own learning?  How will I help redefine the role of adults in the classroom so students have teachers that focus on them as people, as learners each with unique interests?  How will I create a culture  and community of Curiosity?  How will I create a space where all students can say, "I'm proud of myself?"

I'm proud of you, too, Ami.  Keep pushing yourself, and drop off a pear tart every now and then!

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