Inquiry Topic Blog Post 1: Ethos and System – embodied in educators, leading to entrenched oppositional positions – how to turn conflicted relationships into collaborative relationships – how are other educators addressing these ideas and problems.
Ethos in Educators: I am a big believer in the International Baccalaureate Organization (IBO). I really do believe in their strides to make a more non-violent, well rounded, open-minded curious student body, and future adult citizens. It appeals to my inner sense of self and moral code.
“IBO Mission Statement The International Baccalaureate aims to develop inquiring, knowledgeable and caring young people who help to create a better and more peaceful world through intercultural understanding and respect. To this end the organization works with schools, governments and international organizations to develop challenging programmes of international education and rigorous assessment. These programmes encourage students across the world to become active, compassionate and lifelong learners who understand that other people, with their differences, can also be right.”
I spent my formative years in a private secular school, and when I moved into the local public junior high, I was amazed at all of the different people in my class. Instead o f being afraid and “sticking to my own” I decided to learn all about the other peers in my grade. My mother was concerned, but knew that I was determined to do my own thing and go my own way and explore what others had to say and do. In the end she just had to trust that after thirteen years, I knew my own self and culture well enough “to come back into the fold.” I don’t know if I can blame Indiana Jones for this one or just my inherited from somewhere in the gene pool – free spirited self. I always wanted to learn about other religions and cultures. Moving overseas and seeing both China & India were dreams come true. I could finally get my questions answered. Who is the blue guy on the wall? Why don’t Hindu’s eat beef? How can I learn Chinese? What happened to the last emperor of China? How big is the Great Wall of China? I got to see all the sites first hand, as Nat Geo truly intended! Due to my “always swimming the wrong way in the stream” self, and love for “creative education strategies” or “controlled chaos” I have been welcomed into the IBO, and now I get to encourage my students to follow their passions and express themselves as individuals. It has been a great journey as I can now work on my craft of teaching and explore strange and exotic new worlds, like in Star Trek!
“IB Learner Profile The aim of all IB programmes is to develop internationally minded people who, recognizing our common humanity and shared guardianship of the planet, help to create a better and more peaceful world. IB learners strive to be:
1) Inquirers: They develop their natural curiosity. They acquire the skills necessary to conduct inquiry and research and show independence in learning. They actively enjoy learning and this love of learning will be sustained throughout their lives.
2) Knowledgeable: They explore concepts, ideas, and issues that have local and global significance. I so doing, they acquire in-depth knowledge and develop understanding across abroad and balanced range of disciplines.
3) Thinkers: They exercise initiative in applying thinking skills critically and creatively to recognize and approach complex problems, and make reasoned, ethical decisions.
4) Communicators: They understand and express ideas and information confidently and creatively in more than one language and in a variety of modes of communication. They work effectively and willingly in collaboration with others.
5) Principled: They act with integrity and honesty, with a strong sense of fairness, justice, and respect for the dignity of the individual, groups, and communities. They take responsibility for their own actions and the consequences that accompany them.
6) Open-minded: They understand and appreciate their own cultures and personal histories, and are open to the perspectives, values, and traditions of other individuals and communities. They are accustomed to seeking and evaluating a range of points of view, and are willing to grow from the experience.
7) Caring: They show empathy, compassion and respect towards the needs and feelings of others. They have a personal commitment to service, and act to make a positive difference to the lives of others and to the environment.
8) Risk-takers: They approach unfamiliar situations and uncertainty with courage and forethought, and have the independence of spirit to explore new roles, ideas and strategies. They are brave and articulate in defending their beliefs.
9) Balanced: They understand the importance of intellectual, physical, and emotional balance to achieve personal well-being for themselves and others.
10) Reflective: They give thoughtful consideration to their own learning and experience. They are able to assess and understand their strengths and limitations in order to support their learning and personal development.”
I try my best to role model these behaviors with my students by trying new things, working hard, playing to my strengths, and admitting when I am either unable or unwilling to do so. I feel that all of my positive energy and hope for them comes out in my classes. I prefer to have a loud and chatty class, or “controlled chaos” as I like to call it. I want the students to talk and enjoy my lessons; I want to enjoy my lessons! I am confident that learning will happen along the way, and indeed it does as my students are as successful as they want to be, my scores are good, their parents are happy, and my admin are happy, all but one. I know I am not perfect and I know that I can always do things differently or better, but my ONE and I do not agree on much. At the root of all things I believe that we are just two completely different people, with very different training and ideas of the implications of the IBO. This shows in our methods and often lends itself into a personality clash.
Conflict into Collaboration: There is a giant difference between teaching the system you are told to do, and truly believing in the core values of said system. Over the last eight years I have observed many teachers from many different home countries (UK, USA, Canada, and Australia) and their educational systems, and have come to the following conclusions based on my observations and conversations.
Over that last eight years I have been in IBO schools overseas. I do not believe in absolutes, but I do believe in “most’s.” From my observations, most Canadian and Australian teachers that I have come across are having a great time within the IBO family. I have been incredibly impressed with the caliber of teachers that have worked with out of Australia and their training program sounds amazing! Canada and Australia also have a similar history with their Aboriginal peoples and immigration issues as well. From conversations and observations I believe that we have a more flexible education system with more goals or learning outcomes and are not so prescribed or regimented in our daily teaching lives. I feel that this has enabled the majority of us to blend into the IBO world with great ease. Our multicultural backgrounds and work ethics are very similar to that of the IBO programs.
On the other hand, I have observed that many American (USA) and UK (Britain & Ireland) based teachers have had a harder time with the IBO system. Some, not all mind you. For many of those teachers they were raised and schooled in a very traditional, wrote learning, standardized test taking culture. Their training, treatment once teachers were quite harsh, exam results, and documentation took precedence over real life skills education. For those who were either used to or prefer a more scripted or prescribed form of teaching, the Inquiry Based model of education is quite daunting. Yet for some who are not impressed by what is happening at home, the IBO is a relief and oasis. Like all people it varies, as some blossom (my amazing MYP coordinator in Cambodia) while others look like an extra in a Pink Floyd “The Wall” Video.
Currently I believe that I am constantly in conflict with a more rigid, insecure teacher, who prefers a quiet class with gadgets as opposed to my “late night with Conan O’Brian” classroom (and yes that was how I was described in an observation). I can actually live with that as it is quite true, I talk too much, I talk too loudly, and I am very entertaining. However since I have very happy students who do amazing work for me, I am hesitant to change my ways (let’s also add a dash of spite in there too, for honest measure ;D). Of course with the conflict between happy and successful students versus an ultra-conservative Head, there is forever a clash of wills and I am often extremely angry or upset. There is also a second battle over ICT usage, as I prefer to know where the analytical thinking and writing skills come in, when using ICT for summative assessments. Just using ICT because admin wants it, is not a valid reason for me. However if the documentation can provide a more legitimate reason and authentic writing experience, I am happy to use the ICT. I also continue to work on more authentic ways to use my “2,000$ pencil.”
Addressing these ideas and problems: At the end of the day I have to compromise and use politics to find a solution that will make both of us happy, until my Head envelopes the IBO spirit more whole heartedly, and I stop being a rebellious angry thirteen year old girl. I need to work on being more conservative or formal in order to calm the nerves of those around me. Again we are reminded of the digital literacies and “tones” when we appear either on paper or online. Double dot the i’s and double cross the t’s. Secondly all ideas will be aired in department meetings, so that others may join in the professional discussion and decision-making process as part of having a cohesive team. I am extremely fortunate to have three others on my team (also male) who all have over tens years of experience a piece, both teaching and in IBO (Australians & South African). As an example of success, when reflecting on the year it was decided that I would be in charge of the documentation for a new Year 8 (Canadian Grade 7) “Autobiography” unit. I am to replace one “Tales with a Twist” that was too similar to the Year 7 (Canadian Grade 6) “Horror Stories.” Plus another colleague is going to be in charge of finding new texts for the Year 9 (Canadian Grade 8)“Travel Writing” unit, as the current novella was unpopular by all.
By applying my thinking skills critically I was able to recognize and approach my complex problem, and make a reasoned decision (and not punching my Head in the face). I then communicated and expressed my ideas and information confidently in order to achieve an agreeable compromise. I worked effectively and willingly in collaboration with others on my team. I acted with principles, integrity, and honesty, with a strong sense of respect for my team and students learning. I took responsibility for my actions and the consequences that accompanied them. I was open-minded as I tried to understand and appreciate my Heads’ perspectives. I am willing to grow from this experience.
I decided to be the bigger person; and by using my inner IBO Learner Profile I was able to achieve some success, a positive end of year, and God willing (Enshalla) a good fresh start to the New Year this August. I love my school and would like to be renewed for another two years. Not to mention the fact that my Head has a serious significant other now, and I don’t think that I will be getting rid of him anytime soon. Nod to God, with a big Buddha – Zen breath, my mother on speed dial, and a bacon cheeseburger from Dean & Deluca’s on stand by, all will work out well.
