We usually make better decisions as school leaders and teachers when we get our mindset right.
When we approach problems with a well-intentioned, but unhelpful, mindset, we often make repeated decisions that frustrate and disempower each other.
Here are some examples of mindsets that betray us:
- Comprehension: Trying to learn every single detail about a student conflict or teach every single aspect of the curriculum.
- Perfection: Convincing ourselves that we have to solve every single problem or prevent every tiny blemish on our day.
- Individualism: Overpromising parents or clinicians that every detail of every students’ learning/wellbeing plan can be achieved or that every ‘need’ they have will be met.
The context of a classroom matters.
Classrooms are highly dynamic, unpredictable and complex places. Coordinating them requires accepting imperfections and leaning into approaches that increase the chances of collective success.
As such, teachers who adopt the mindset of being helpful or useful within the four walls of our classrooms is better than being comprehensive, perfect or even student-centred.
If the classroom management strategy doesn’t help the teacher do their job, then it can bugger off.
If the instructional model for the whole class doesn’t enhance the observable daily effectiveness of the teacher, then it can go as well.
It’s possible to be so student-centred that it comes at the cost of teachers… and we need to be wary of that.
Keep fighting that good fight,
P.S. I often talk about the flow on benefits to embedding a restorative way of working in schools – and I have to say, I’m pretty proud of this one. One of our partner schools, Clarence High School, in Tassie, has reported a 54% reduction in suspensions across the school, an 3% increase in attendance and to top it off, the best NAPLAN results the school has ever had this year! Just had to share.
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