Lost at School -HPS Book Study 2024 Chapter 3

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 I have the task of reflecting on Chapter 3 Lesson Plans.

A quick review of the plans:

Plan A -Adults solve the problem typically by imposing a solution
Plan B -Adults and kids solve a problem collaboratively 
Plan C -Setting aside a particular unsolved problem temporarily until a more suitable time available to enact Plan B.

There is also Emergency Plan B when the timing may not be best to work collaboratively with the clearest thinking for all parties - but you try and do it anyway. This may not bring forth the best solutions, and it is better to Use Plan C and wait until you can enact Proactive Plan B which is the best plan.

My reflections:

I think all kaiako at this school collaboratively construct expectations for the classroom at the start of the year. Many ākonga are happy to remind each other of these expectations for the smooth running of their class, and are aware that by meeting them, the environment will be fair, and a great one to learn and have fun.
Page 55/56 talks about not needing a 'plan' if the expectations are being met. We only need them when expectations are not being met. I sometimes find myself trying Plan B and thinly disguising some Plan A in there too. I guess because I am unsure of what to do when classroom/school expectations are being more regularly not met, and suggesting consequences is off the table as it is Plan A. This will be discussed in future chapters of the book however.
I have tried proactive Plan B with success with a student in my class, and agree it can be a great way to more closely examine a problem and find a better plan for solving it. Some other ākonga in the class have also showed whanaungatanga by helping to support the plan, understanding the need for the student. 

Identifying unsolved problems:

The chapter has a long dialogue pg 59-70 where all adults involved with Joey are encouraged to give very specific examples when identifying 'unsolved problems ' that make him unable to meet expectations. There will often be a long list- but that is fine. These are matched to the 'Lagging Skill's on the ALSUP form (see photo).

My reflections:

I think these plans are very clear - and give a range of options for a kaiako to respond to an ākonga's unsolved problem. I love the detailed ALSUP where all those involved are consulted. This will help us to dive deep into the 'why' for the behaviour, better than we already do.

I do have two concerns/wonderings.

1. Are more students demonstrating unsolved problems now because they now feel they have the chance to have more of a voice, watching other ākonga going through this process? This has felt a bit like 'copy-cat' behaviour. I am a little sad if ākonga don't feel appreciated and respected within our 'business as usual' routines, and now are more inclined to demonstrate they have a problem. I have a huge focus on developing strong and respectful relationships with my students. I feel we have a classroom with strong collegiality, whanaungatanga, and with an understanding of the rights and responsibilities we all share to create a classroom/school where we are 'ready to learn and have fun doing it'. It might be a good discussion and reflection to think 'are we giving student's enough voice and sense of value in our business as usual classroom routines and in our teaching?'
2. When reflecting on this chapter, I can't help drawing on some dialogue in later chapters when teachers had to leave the classroom with students demonstrating 'unsolved problems'. I wonder how the rest of the ākonga feel when they are doing the right thing, showing values such as manawaroa, and whanaungatanga and are more frequently left unattended at best- and spoken to gruffly at worst. Maybe this will be addressed in other chapters - however it did leave me feeling in need of a chapter where we are guided on supporting the others at our school that are part of this process- namely all the other ākonga in the class/school.











Comments

  1. Maire Bowler6 June 2024 at 00:17

    Great post Jane. You clearly are thinking deeply about the ideas in this book and how the concepts relate to our children, especially in an environment where we have so many children with 'lagging skills'. Your concerns expressed about the 'other' children and the copy cat behaviour is something that I think you have already answered yourself - it is about building those strong relationships with your children. You do this so well in your class. Your children know how much you care about them and this is reflected in the way they are backing you as you try and teach the lagging skills to certain members of the class. Keep up the amazing work that you do.

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