Wise words I’ve heard the other day from a recent PhD graduate that resonates with me as a learner and as a teacher… “It’s not meant to be easy.”
This PhD graduate was referring to her dissertation process… but really, “it” refers to any learning process. If it was meant to be easy, are you really learning something new?
I sit here and struggle with the writing process, wondering if I am doing “it” right or not. My curiosity quickly turns into an obsession, then into fear.
Taking any risks, trying something new, or “learning” is next to impossible if I feel scared, apprehensive, or insecure. Does this sound familiar to you?
No progress means no growth and no intrinsic satisfaction… AKA: Failure.
What this PhD graduate exemplified to me was… find your passion, take risks, and go for it. She had a vision and went for it. The details seemed to fall into place.
So, if you are engaged in higher education… AWESOME… take a leap of faith and put yourself out there. If you are teaching… try something new and change your practice.
In the end, all of the your work, time, and effort will be worth it. Be the learner.
Written by Christine Ho Younghusband, July 28th, 2011 | Comments Off on It’s Not Meant to be Easy
A new blog… a new me. What is this all about? I am reinventing myself.
I welcome change but what am I changing to? As much as I would like to believe that I am all about the process, I think that I am all about the outcome. Strangely, by doing this, I would attempt to anticipate what will be versus accepting what is and what could be.
Reinventing myself means to take risks, to try something new, and to take a leap of faith. To accept change means to embrace these uncertainties and let go of all the fears and presumptions of what would be. Fear can be a driving force that adheres to the status quo.
If it ain’t broke, why fix it? Why not? Doing something for 20 years and not change because “it works” is a lie that we tell ourselves. I am not referring to brushing our teeth or sleeping for 8 hours. What I am questioning is how we practice in the classroom.
Teachers work in isolation. How do teachers really know if something is working in their classroom or not? The only feedback teachers get are from their students and parents. However, these stakeholders are not educators and their opinions can be easily disregarded.
Here’s a thought… try something new. Try a new instructional method… a new project… a new assessment method. How about trying ASSESSMENT FOR LEARNING… and possibly NOT counting everything for marks and focus on the learning?
Don’t make assumptions like “it doesn’t work.” Don’t belittle the concept by disguising ZEROS with semantics like “not handed in.” And, don’t assume that kids don’t like it and won’t get it… THEY WILL. You will even surprise yourself how good change is.
My suggestion… work with a colleague… banter out some ideas… try something new… reflect… adjust… adapt… and try again. Assessment for Learning has so much to offer for the teacher and students. I find it hard to believe that we’re not all doing it.
Written by Christine Ho Younghusband, July 26th, 2011 | Comments Off on Reinventing Myself – July 26, 2011
One of the biggest things I had struggled with as a public educator was being candid, being honest. On the one hand, I had felt confident to voice my thoughts in meetings, in my classroom, and in the hallways. I would have something to say… and say it. On the other hand, I feel the way I do right now… hesitant, scared, and uncertain.
I love teaching. I love teaching kids math. For kids to learn, sometimes you have to be honest with the kids, your colleagues, and parents to accomplish what needs to get done to succeed. In math, being honest and candid to all stakeholders can be a “touchy-subject.” Actually, it can be difficult to achieve regardless of what subject area you teach.
What I have learned is you can tell the truth and share your thoughts, but there must be a certain level of tact or restraint that needs to be taken to stay “safe.” I have mixed feelings about this because what is said is subject to interpretation. In the end, what was meant to be said may not be received in the same way as it was intended.
Taking the time to engage in what Habermas calls COMMUNICATIVE ACTION is a necessary good in schools to ensure that good things are happening for kids and their learning. Communicative action is the act of dialoguing with others, striving for shared understanding. This does not mean that everyone agrees or complies. What it does mean is that meaning is negotiated and opinions can be acknowledged.
We are all on the same team… working together to help kids learn… Go Educators!
Written by Christine Ho Younghusband, July 25th, 2011 | Comments Off on Being Candid, Being Honest – July 25, 2011
I am back from the 9-day canoe journey from Tofino to Port Alberni called PULLING TOGETHER 2011. Three canoes out of 20 came from the Sunshine Coast from June 30th to July 8th. About 300 people participated in this event as pullers or ground crew. En route, we traveled to Ahousaht and other villages along the west coast of Vancouver Island.
The experience was phenomenal. Although the experience differed from last year’s Pulling Together – The Salish Sea, I am grateful to be a part of the Journey and I believe that “it was meant to be.” The 2011 Pulling Together Journey was an opportunity to reflect, contemplate, and share with others. There was much teaching and learning.
The primary objective of Pulling Together is to build relationships between the RCMP and First Nations People. This annual event also includes aboriginal youth and other service workers. This unique opportunity is about building relationships, in general.
I feel so fortunate to be invited for a second year to be a part of the SD46 Canoe as a teacher and community member. The canoe is a metaphor for leadership, learning communities, and cooperation. I have met many wonderful people, I love the Sunshine Coast Pulling Together Family, and I learned the big life lesson, “What is, is.”
One the of the coolest things that happens to me since leaving teaching is talking to people in my community about schooling, education, and math education. Sometimes it’s about their child and his or her learning… sometimes it’s about the state of education locally or provincially… or sometimes it’s about getting advice about math.
The other day at the ball field, I chatted with a mom about the crummy weather… small talk. My daughter was playing on the swings and her daughter was a participant of the tournament. This woman’s daughter dropped by to see her mom and said “Hi Ms. Younghusband.” Another student I did not recognize, but recognized me.
That is one of the best or worst things about being a teacher in a small community. You become a local celebrity. Personally, I like being known.
Anyway, the mom and I started talking about school. She asked about what my future plans, if I intend to return to teaching, and reasons why I left. I was honest and diplomatic. What is… is. This was an excellent sign of acceptance.
The dad joined our conversation and started talking about an incident he had been dealing with at the school. In essence, he spoke about his concerns about how his daughter was being evaluated in one class. I encouraged him to inquire. He said he did, but stepped back because he started to “feel bad” about expressing his concerns.
I questioned him. You should not feel bad or feel like you are the “bad guy.” YOU ARE THE PARENT ADVOCATE. That is not a bad thing. You are only inquiring. If you are given a rationale or reasonable explanation of what is, then you’d feel satisfied or see action. Worst case scenario, you would create an opportunity for professional reflection.
Teaching and learning is not about creating “bad feelings”… it’s about working together to establish the best possible outcome. It’s about communicating. It’s about negotiating. It’s about dialogue. The best part about education is that there are no absolute rights or wrongs… it’s about finding out what works for kids. Best practices are always evolving.
Another classic edu-rant to a community member and parent. What I realized is that I am 100% completely passionate about education, teaching, and learning. What the dad realized is… I should run for municipal government. He asked, “Are you running for mayor?” Mayor? Was I sounding like a politician? School Board, maybe…
We parted ways and shook hands. These parents were grateful for our honest and candid conversation about education… and so was I. His last words were “You have my vote if you run for office this November.” Now that is a compliment.
Written by Christine Ho Younghusband, July 13th, 2011 | Comments Off on Running for Mayor – June 21, 2011
I was a secondary math teacher for 15 years in the public schools system. My job evolved over time with the intent of improving my practice to improve student learning.
One of my ah-ha moments occurred at a provincial workshop regarding Understanding by Design. The best part of professional development is talking with other colleagues about your practice. Sometimes the topic has nothing to do with the session.
At this workshop, I started chatting with a teacher from the Coquitlam School District. He was a middle school teacher. We were talking about our assessment practices and he asked me, “Why does everything count?” Hmmm… Why does everything count?
For years, I counted everything… assignments, quizzes, tests, participation, lab reports, projects, peer/self-assessment… you name it… it was worth marks. Everything counted.
After talking to the man from Coquitlam, he sent me a few articles about assessment and AFL (Assessment for Learning). It seemed like a radical idea, but worth a try.
In the last few years of my practice I stopped counting homework assignments, participation, self/peer assessments, projects, and quizzes. The only thing that counted for marks was the tests and final exam. Everything else is a work habit.
The framework is… if it helps them learn… it is formative assessment and does NOT count for marks. If it is an opportunity to demonstrate understanding… it is summative assessment and does count for marks. In math, summative assessments are tests.
OK. That was a bold remark… there are other ways to summatively assess in secondary mathematics, but most times it is in the form of a test or exam.
In the end, with AFL… EVERYTHING DOES COUNT… just not for marks. Kids get it… and thrive on it. I call it… “Fear Free Learning”… Learn for the sake of learning…
Written by Christine Ho Younghusband, July 13th, 2011 | Comments Off on What Counts in AFL? – June 17, 2011
I stand here waiting for the bus in downtown Vancouver. The city noise, the presence of lots of people, and the industrial smell of the cool breeze brings me some comfort and feelings of familiarity. I love it here. The nicest surprise was a young man calls me from behind the line and says, “Hi Ms. Younghusband.” I said hello back, with a big smile. I did not recognize him but assume that he was a student from the school I had previously taught at. My deepest joy is derived from knowing that I had an influence on public education with the students I taught and didn’t teach. The best compliment of all is when parents approach me to say only good things they heard about me and regret that their kids won’t have me in the near future. Those kinds of acknowledgements are what teachers thrive on. I am only saddened that I can only hear these kind words being outside of the system. Nonetheless, I am grateful to hear them and glad to know that the school community perceived me to be a good math teacher. It is truly an honour.
Written by Christine Ho Younghusband, July 13th, 2011 | Comments Off on Hi Ms. Younghusband – June 9, 2011
What is the best professional development? COLLEGIAL DIALOGUE. Professional development does not occur alone, in a workshop, or in the dark. Let me clarify…
According to the The Free Dictionary Online: COLLEGIAL is “characterized by or having power and authority vested equally among colleagues;” and, DIALOGUE is “conversation between two or more people.”
This professional conversation is going beyond complaining, griping, and feeling unsatisfied. Collegial dialogue is about having mutual respect, honest responses, and deep understanding. It is not about lying or coercing… it’s about sharing and negotiating.
I love professional development. I am so lucky that I am still engaged with public education and fellow colleagues to talk about math education, leadership, and Assessment for Learning. That’s what I’m going to do today… out for lunch with a good friend to yap about math. Lucky me.
Written by Christine Ho Younghusband, July 13th, 2011 | Comments Off on Collegial Dialogue – June 3, 2011
Thank You Enver Creek Secondary in Surrey, BC. What an amazing AFL workshop! I regret that we did not cover the entire powerpoint, but I believe we had exceptional conversations regarding Assessment for Learning and Grading Practices.
That was my biggest workshop. I was uncertain how to navigate a professional development workshop with an audience of 80 people situated in a theater. I had cooperative activities in mind. I spent most of the night before brainstorming ways to make adaptations to achieve the same goals in a different way. I loved it.
I do enjoy professional dialogue during professional development. That’s what it’s all about. To dialogue is to learn. Habermas calls this COMMUNICATIVE ACTION, where conversation is used to establish mutual understanding. I felt that we had achieved this at Enver Creek Secondary. Well, we were certainly on our way.
Every workshop I have given so far regarding Assessment for Learning has a theme or vibe. Much like the classroom… every class is different. This workshop’s theme was to be “professionally provoked.” I think my mission was accomplished. Teachers are talking about their practice and may take a bit of a pedagogical shift. That’s great!
Honestly, my dream has come true. I am talking to a bunch of people (practicing secondary teachers, in this case) about something (that is, assessment for learning and grading practices) in front of a HUGE screen (it was really big) and loving it (I truly did).
Thank you Enver Creek Secondary. I had a blast.
Written by Christine Ho Younghusband, July 13th, 2011 | Comments Off on AFL at Enver Creek Secondary – May 31, 2011
I am about to embark on a unique experience… the BCAMT THINK TANK. I never heard about it until recently. I have been recruited to be a part of the BC Association of Mathematics Teachers (BCAMT) executive committee. I’ve always wanted to be a part of this group, but never knew how. Here I am. Yay me.
I am one of the “secondary representatives.” I found that out online. I’m pretty happy about that. I was inspired and recently applied to be an “Associate Member” of the BCTF (BC Teachers’ Federation) so that I can continue my participation in professional development in public education. I’m pretty stoked about that. Yay me.
I am really looking forward to spending time with like minded individuals who are passionate about math education and wanting to make a difference. Think Tank is a 3-day, 2-night affair at a resort in Bowen Island. I never been to Bowen Island. This will be a double BC Ferry adventure. Yay me.
Notice, this weekend event was not part of my “editing” process. I love connecting up with teachers and other math educators who are passionate about math and what they are doing. They are driven and motivated to influence others to improve math education in BC. I can only learn something new. Who can ‘edit’ that? Not me.
Written by Christine Ho Younghusband, July 13th, 2011 | Comments Off on Think Tank – May 27, 2011