Small World Play: The Benefits of Miniature Fantasy Lands

Six times a year, Boulder Journey School collaborates with Hawkins Centers of Learning to hold evening workshops, open to the community. The topic of each workshop varies; however each experience offers time and space to engage in the three phases of Messing About, as proposed by David Hawkins.

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“[Fantasy] is the mother of all possibilities where, like all psychological opposites, the inner and outer worlds are joined together in a living union.”

Carl Jung

As part of our Professional Development series, Messing About with Teaching, we invited educators to explore the history of small world play, as well as to spend time engaging with miniature fantasy lands.

As participants entered the room, they were greeted by hundreds of miniatures, ranging from medieval characters to marine creatures. Amidst these figures were a series of loose parts and trays that could act as landscapes. In some settings, the figurines and landscapes were a logical pairing; in others, they were incongruous.

The participants examined the tables and chose which sets to sit near.

“Each of us have such different spaces. You look at some of these different classes or visit and think, ‘Oh I wish I had that.’ But you work with what you have, and the children work with what they have. How you set things up highlights what you have already. And I think that was a really big learning experience for me.” – participant reflection

To begin the evening, we explored the history of Small World Play – a practice rooted in psychotherapy and inspired by science fiction writer, H.G. Wells.

The ‘World Technique’ in play therapy was developed by Dr. Margaret Lowenfeld in 1929. The goal of this methodology was to offer children an avenue to explore and communicate their thoughts and feeling through non-verbal strategies. (http://www.creativecounseling101.com/sandtray-therapy-class-history-of-sandtray-therapy-student-1.html)

Her outstanding contributions sprang from her recognition that play is an important activity in children’s development and that language is often an unsatisfactory medium for children to express their experiences. She consequently invented non-verbal techniques that enabled them to convey their thoughts and feelings without resort to words. – The Dr. Margaret Lowenfeld Trust

Lowenfeld herself was inspired by the book Floor Games by H.G. Wells (1911), in which the author of The Time Machine explored fantasy lands with his own children.

(http://www.creativecounseling101.com/sandtray-therapy-class-history-of-sandtray-therapy-student-1.html)

Lowenfeld’s work has extended into classrooms, where teachers and children create and use these settings and figures to explore intra- and interpersonal relationships, as well as to explore the world on a manageable scale. Careful observation of children, and as we discovered during the workshop, ourselves at play with these small worlds offer myriad insights into personalities and learning styles.

Participants “shop” for figurines to use in their play.


Consider this dialogue excerpt from the reflection session at the end of play*:

Kathy and Steve know each other, but in a very limited capacity. Andrea, Brian, and Emily all work closely together, Andrea and Brian as co-teachers, Emily as their Pedagogical Support. Nina and the rest of the participants in her group all teach at the same school.

Alex (facilitator): How did you react to the spaces that you had?

Kathy: I’m very introverted, so to avoid that, I stepped away. I really like ledges and small spaces, so I wanted to take my figures over to the small space.

Steve: I was worried that I had co-opted your space. But it turns out we are of a very similar mindset.

Andrea: It’s interesting that you thought about that. I didn’t even consider infringing on someone else’s space. I just built, and he started building this way, and I was like, well, that’s the edge.

And, I don’t like to work in small spaces. I would have preferred to work on the floor, but I didn’t feel there was adequate space for it.

Brian: It felt like it was a small space, but I embraced it. I mirrored [Andrea’s]. It’s kind of how we work in the classroom; we’ll mirror each other. I mirrored this, and I just worked with my space. Emily’s phone ended up in my way, so instead of just moving it, it became a wall to my space. I felt like the space was too small, so I shifted the scope of my idea. I used the phone and built around it.

Andrea: Whereas, if Emily’s phone had ended up in my space, I would move it to a different space and define, “Here’s your space.”

Emily: And Brian would just work around it.

Nina: The way our table was set up, with the mirrors on each side, it didn’t even occur to us to split up or to change the setting in any way. There was this big piece in the middle that anchored us and drew us to play together.

*participants’ names have been changed


Through our work with these materials, and with each other, we gained understandings of the learning process. Following this workshop, we found ourselves watching children’s work with figures and playscapes through a new lens.

Do you offer spaces for small world play in your context? Share those experiences in the comments.

 

Personal and Professional Impact: Reflections from Reggio Emilia

Each Spring, the entire class of graduate students in the Boulder Journey School Teacher Education Program travels to Reggio Emilia, Italy to attend the US Students and Professors Study Group. Below is a reflection from Cassie Sorrells and Kacy Grady, 2016-2017 graduate students.

The week began on Sunday afternoon with a gathering at the International Centre Loris Malaguzzi to meet fellow conference participants. The nearly 200 conference participants represented teachers, administrators, researchers, artists, and even an actor. It was eye-opening to see how the Reggio philosophy drew professionals from a wide variety of backgrounds and regions of the world. We toured the city, hosted by several kind volunteers from the organization, Friends of Reggio Children. Reggio Emilia is a beautiful Italian city; modern-day avenues form a hexagon around the old city, in the footprint where the medieval city walls once stood. The colorful buildings have been rebuilt and re-appropriated many times within the centuries since their founding, so that what was once a nunnery, today may serve as a local police station.

Part of the conference was dedicated to offering us hands-on experiences in several “Atelier” settings within the International Centre. One of the ateliers focused on Living Organisms and Life Cycles. During this experience, the atelierista illustrated the beauty in living things throughout every stage of their lives and how everything can be repurposed. There were beautiful displays of living organisms for us to observe and reflect on: decomposing foods (fruits, vegetables, bread) and plants of all varieties. We were invited to create a piece of artwork based on our reflections on the Atelier.

Another Atelier, Border Crossings, focused on the learning that occurs at the intersection of nature and technology. We were instructed to explore the area outside of the Centre, and return with images and materials that reflected that natural space. We used infrared cameras, projectors, light, plastic, and metal objects to create an artistic interplay among the materials of these seemingly disparate realms. Our first attempts were quite goal-oriented, and we abruptly found ourselves at a creative standstill. The atelierista offered us some insight: “As adults,” he said, “we often approach a project with a goal in mind. But it is the process, the creation that is the goal.” As we shifted our mindset to one that more accurately mirrored that of children, we found that our creation blossomed.

That afternoon we began our visits to the schools, an experience that everyone had been very much looking forward to. Participants were given the opportunity to visit several different contexts, each of which offered a unique example of the Reggio Emilia Approach in action. We gathered in small groups at the bus station, located near the International Center, and took buses to our school sites.

Salvador Allende, an infant/toddler facility, located on the outskirts of Reggio Emilia, is characterized by its extensive outdoor park. Upon first glance, Allende’s classrooms seemed strikingly bare. The typical Reggio use of vertical space was noticeably absent, and the only materials found seemed to be those being used for an investigation. Upon reflection and through conversations with the teachers, it became clear that this intentional simplicity encouraged deeper investigation. The simplicity of the classrooms was mirrored in the outdoor space. We were immediately struck not only by the natural beauty of the rolling landscape, but also by the total lack of man-made materials. This lack of materials, while creating an ostensibly simple landscape, did not detract from the complexity of experiences possible in the environment. One member of our group actually began crying as she observed the stunning willow tree, the free-roaming rabbits and ducks, and the unassuming swings made out of rope. Allende was a powerful reminder that the natural world can be a phenomenal provocation for learning, without our assistance or intervention.

                          

Iqbal Masih Preschool is located on the same property as the recycled materials facility, REmida. REmida promotes the idea that waste materials can be resources, and feeds these materials into many of the preschools in Reggio. The Centre collects, exhibits, and offers alternative and reclaimed materials, obtained from unsold stock and rejects or discarded materials from industrial and handicraft production, with the aim of reinventing their use and meaning (REmida, 2012). It was inspiring to see the ways in which recycled materials can be offered as provocations. We reflected deeply on the idea that materials have multiple functions, and that every child can find a different use for the same material. This is a refreshing idea in a world that promotes the possession of single-use plastic toys.

(Photos provided by Sam Prince, who visited the Centre, and by Google Images)

Our four days at the International Centre were followed by two full days to explore Italy in any way we chose. Most of our cohort chose to branch off into small groups, exploring Venice, Cinque Terre, Florence, and Milan. These days of travel were an incredible way to end an already life-changing experience. They provided an opportunity to further cement the strong bonds we had formed with our classmates during the course of the trip. Our group of six chose to explore Milan. We ate, drank wine, and explored this huge metropolis that is such a contrast to the sleepy town of Reggio Emilia. Although we were technically finished with the school related component of our trip, our conversations (typically held at dinner over incredible spreads of pasta) tended to spiral back to the themes and experiences we had gleaned from the study tour.

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The personal and professional impact of this experience is evident in the way our classroom practices have changed since we returned. Not only have we been able to draw upon the many examples of quality work seen in Reggio as inspiration for our daily provocations, we have also been reoriented towards the philosophy underlying our work. We have started circulating conversations around the idea of clearing out our playgrounds of all toys and “unnatural” materials, offering a space with only natural material provocations. In addition to its impact on our immediate practices in the classroom, spending a week in the company of such innovative and inspirational early childhood educators reminded us that the work we are doing is part of a larger movement towards a future in which children are seen and valued as true citizens of our world. We could not be more grateful for this experience.

 

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Blog authors, Kacy and Cassie

REmida Retrieved April 16, 2017 from http://zerosei.comune.re.it/inter/remida.htm

Camden and Olivia Use a Tool

As a school, we use video documentation to guide our work with children. One crucial piece of working with video is revisiting the video, analyzing it to pull out questions for further research or to reach new understandings of children’s and teachers’ motivations. We practice analyzing videos with interns and mentors.

Below is a video and write-up that we have shared with Videatives, an organization with whom we partner.

Camden and Olivia Use a Tool

Camden and Olivia, both 3, are on their third day of school. Both are brand new to an already established class of children. While using the outdoor classroom, they have discovered a tool is needed to move the handle of the zip-line to the rider’s position.

 

Olivia, who is next for a turn to ride, is actively cheering Camden’s efforts.

 

Camden is using a tool that is appropriate for the job, however tripped up, literally, by an extra material on the ground.

 

At 0:44, Camden realizes the white tube lying on the ground is playing some part in his setbacks. At 0:54, the white tube does not act as he is expecting, and he throws it to the ground, his face conveying that he is on the verge of frustration and giving up. He makes a brief moment of eye contact with the teacher (behind the video camera).

 

Consider: According to the Zone of Proximal Development, this would be an ideal moment for scaffolding from the teacher. In this instance, the teacher chose to remain silent – ultimately a decision that paid off for Camden. Did the eye contact act as the teacher’s scaffolding (did it communicate, ‘I’m here, I’m present, you can do this’)? How could the teacher’s interaction here have altered Camden’s next steps? As a first experience at this school, how will this interaction shape Camden’s sense of self-efficacy within the school community?

 

At 1:00, Camden revisits his initial strategy with the longer black tube. He is successful, now that the white tube is gone. At this point, the teacher joins in with a cheer.

 

Consider: How did Olivia’s encouragements act as scaffolding? Did the teacher’s voice become stronger because she added it as a collaborative celebration rather than a top-down instruction?
Also consider: When Camden switched to using the white tube, was his motivation that he recognized the white tube was a key ingredient in some way and did not recognize that its role was merely to be moved?

Talking About Race

In the 2016-2017 school year, educators, families and graduate students participated in a research group examining the goals of Anti-Bias Education. Click here to read more about this group.

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Marissa Tafura, photo from https://www.rmpjc.org/about-us?lightbox=dataItem-iyuwsnvz1

As part of their continuing conversation, Marissa Tafura from Empowering Kids met with educators from the Boulder Journey School Teacher Education Program (BJSTEP) to discuss the importance of engaging in conversations about race. Marissa focuses on equipping teachers and families with the tools they require to enter into dialogue with young children.

 

 

 

We reflected on the following questions:

 

 

How often do teachers and parents talk with children about race?

  • Marissa recommends using very descriptive colors to name race and to make it personal by referencing someone you know who identifies with that race. Be sure to model that it is okay to notice and talk about race, while recognizing that those conversations may look different in public and private spaces.

 

How can we challenge the normalization of whiteness and diversify materials offered in classrooms and homes?

  • Marissa recommends sharing why some images or narratives make you uncomfortable. For example, “I don’t like that the only brown skinned person in the book is the one opening the gate to the zoo.”

 

How do we name race as an important part of one’s identity?

  • Marissa made the comparison to how we talk about gender and accept that gender identity is important to our self concept. She encouraged us to do the same with race and not shy away from it.

 

How can we raise children who are able to identify injustices and take action?

  • Marissa recommends empowering children. She suggests that adults should include narratives that challenge the idea that people of color are always victims.

 

 

Marissa recommended the following website on teaching tolerance: http://www.tolerance.org/  She also recommended this article: http://www.wdsnyc.org/file/documents/CHILDREN-ARE-NOT-COLORBLIND.pdf

We look forward to continuing our work with Marissa and plan to schedule a meeting for Boulder Journey School parents as a next step. You can learn more about the importance of talking with children about race by visiting this blog: http://family-garden.org/talk-kids-race/

 

Here are some additional resources:

Book Lists

30 Asian & Asian-American Children’s Books

Spreadsheet of Books

10 Books That Empower Kids to Stand Up and Speak Out

Best Multicultural Books for Children

50 Indian Books Every Parent Must Read to Their Child

28 Books That Affirm Black Boys

Building a Diverse Anti-Bias Library for Young Children (multiple resources)

Children’s Books That Tackle Race & Ethnicity

Multicultural Book Lists for Children: 60+ Book Lists, including 10 Amazing Multicultural Picture Books About Helping Others, Multicultural Adoption Books for Kids,

Best World Religion Books for Kids

40 LGBTQ-Friendly Picture Books for Ages 0-5

Books Featuring Children of Color Where Race is Not the Point of the Story

Children’s Books Featuring Kids of Color Being Themselves. Because that’s enough.

Indigenous and First Nations Kids Books

Guide for Selecting Anti-Bias Children’s Books

5 Things to Keep in Mind When Gifting Books to Children of Color

A Book Subscription Box Created for Black Children

Talking to Kids About Police Brutality: A Community Resource List

 

The Mosaic of Marks: Reflections from Reggio Emilia

Each Spring, the entire class of graduate students in the Boulder Journey School Teacher Education Program travel to Reggio Emilia, Italy to attend the US Students and Professors Study Group. Below is a reflection from Sam Prince, a 2016-2017 graduate student.

Each Spring, the entire class of graduate students in the Boulder Journey School Teacher Education Program travel to Reggio Emilia, Italy to attend the US Students and Professors Study Group. Below is a reflection from Sam Prince, a 2016-2017 graduate student.

My trip to Reggio Emilia was overwhelming in the best way possible. An abundance of important and thought-provoking experiences were packed into a very short period of time. In the days after leaving the conference one moment is sticking with me as being particularly remarkable.

On the second day of our conference, I attended a learning experience in one of the ateliers in the Malaguzzi Center. The setting: twenty educators situated around two small tables to spend open-ended time with a set of drawing materials. My tendency when confronted with a large group of unfamiliar people is to slip into the background as much as possible. I go out of my way to go unnoticed.

Early in my time at Boulder Journey School, Alison, Boulder Journey School Education Director, told us to run towards areas of dissonance. Messing about with open ended materials is an area of dissonance for me. Working in a large group is an area of dissonance for me. I fought my tendency.

To attain the right frame of mind, I had to ignore the atelierista, her assistant, and a translator who perused the room, scribbling furiously on clipboards and talking to one another.

I focused on the materials.

What were they meant for? How could I tweak their meaning? What could I create? What did I want to create? What had I never seen before? What seemed appealing to play with?

I let myself go.

I felt the teaching team gathered behind me. My concentration slipped in an out, fighting with slight anxiety and a whole new set of questions.

Was I using the materials right?  Was I not being loose enough?  Was I acting like I thought I should be acting instead of letting the moment simply exist?

Eventually a tap on my shoulder pulled me out of my own head. The atelierista in training and I talked. She asked me what I was doing and how it was going. It was inquiry disguised as idle chit-chat. She pointed out the colors I was using, the way the shadows were interacting with the page. I hadn’t noticed. We took turns exploring, using our hands to make shadows on the page.

Then a mysterious light appeared on the page, a reflection. We tried to see if it was her watch; not the culprit. A metal pen; nope. The atelierista joined in. She tried more objects that could possibly be responsible. Eventually, through some more experimentation, we realized my name tag had made the light. No language was needed. We shared ear to ear smiles, pointing at what we had figured out. No translator was needed.

At the end of the session we debriefed as a group. Someone asked about what had happened between me and the team. The atelierista included the following ideas in her response:

Documentation and observation are forms of caring. They are a way that we show people they are valued, that their process is valued. When we co-construct with someone we open ourselves up to great joy—the joy of discovering, of exploring, and of empowering. What happened there clearly was of great benefit to the person being observed. It was also of great value to the observer. It incites in both a feeling that reminds us why we are teachers. 

It is okay to not be good at something. Even teachers who have been in the profession for two and three decades aren’t good at everything. Running towards the dissonance is the only way to get better. If I had faded into the background, embracing my most base level instinct, the profound moment I had the fortune of sharing wouldn’t have been possible.  I would not have felt the overwhelming joy of discovery, neither would the teacher who co-constructed with me.

The trip to Reggio has been a time of great reflection for me. Over the course of this year I have been given multiple opportunities to evolve as an educator, from optional workshops to mandatory classes to insightful conversations with colleagues in passing. This year has been designed for me to grow. I’ve embraced it as much as I can. The trip to Reggio Emilia felt like a culmination in a sense, a time of realization that I am not the educator that I was nine months ago.

Below is a panel Sam created from photographs of the experience.

Mosaicofmarks 2

The Professional Quality Series: Reflective Observation

This post was contributed by current Mentor Teacher Meagan Arango. It is part of a series on the Boulder Journey School Professional Qualities.

Reflective Observation: This quality speaks to your capacity for close and careful observation and how to use your observations in ways that raise the quality of work and life for those with whom you are in contact. Through reflective observation of yourself, of children, and of other adults you will develop a keen level of self-awareness, awareness of your work environment, and awareness of the world around you that can be used to make informed decisions regarding your professional work. You will engage in a mindful attitude of work with children and adults. Through reflective observation of children, you will be capable of giving words to the children’s gestures and actions, as well as capable of silence and listening to the children. You will be capable of a micro gaze even when you are in a macro environment, and you will understand what is going on enough to notice, capture moments, value these moments, and use these moments to re-launch ideas.

Why Observation?

qUbY57UHxNO6I4E96RNejFQMU2UqdPuMiz8hxKxinZkOxpLiX5Tp5Nz3a1s7KRfb0i_7MivRdU7cEIAVobg0QUJhOXWcjbq7RG7bDYG-AFOcH0IVEM49aPWkraqHSFbTWTkEHDI_3NJlYVU9V8KnrYYDUMABD-3EjAeNukEACcUj68gLR89DvyykG5Observation is integral to the work we do at Boulder Journey School. It is one of the most powerful tools we can use to keep pace with the children as they rapidly learn and grow. Regular observation allows us to design dynamic, high-quality experiences and environments. It allows us to cater our approach to suit the developmental level, cultural background, and personality of each child. Most of all, it invites the voices of the children into these processes–even those who are not yet speaking–because we work in response to what we observe. Most educators, I would bet, can get behind that. Traditional and non-traditional settings have long required teachers to perform formative assessments, inviting educators to tailor their instruction to each child’s observable signs of learning. We think observation can be taken even further.

67Rp-_dbsoXmSTYX5AO5WQygpH8yhZQ1c3LUmKH-lG-BAbdQ5FRbruVMKp_lViBI1f6vSBMpqVHc6SoozP89NcaYCc_n0KKUjgZ_ww9dM9igQBua7GlkUl7FxeOoDfBu5YsI9MKvfFhbve26uXJN_FCjASP0A6pTR2X2JQHrjoQr54yNltAX3P_2b9In the context of our school, observation is not just an occasional tool of assessment. It is a frame of mind, a cultivated skill that becomes second nature. We use it to know the children, to know ourselves, and to know our surroundings. We strive to be in a constant state of observation because we believe that people are–by nature–in constant pursuit of their own learning. Using observation, we join the children on that path, learning alongside them and negotiating an emergent curriculum together.

What does it look like?

To give a sense of what observation looks like at Boulder Journey School, I posed a few simple questions to my colleagues:

When is the best time to observe?

What are your favorite tools of observation?

What do you do with your observations?

Their responses were anything but simple. Let’s start, for instance, with tools of observation.

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There are certain tools that are popular by consensus: still and video cameras, audio recording, and good old-fashioned note taking were commonly listed. But the difference is in the details. As each educator described their tools of choice, they often elaborated–insisting that different tools were best-suited to different tasks: video gives us insight into gesture, context, relationships. Audio recordings help us focus on the expressive potentials of voice, breath, language, and silence. Note-taking invites us to jot down quotes, noticings, interpretations, sketches, questions, and ideas for the future. Most teachers, for this reason, described using a combination of tools to work toward a diversity of data.

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But how do you know where to look, what to listen to, and when to start recording? The answers, again, varied widely, running the gamut from: “All the time!” to “When I have a specific goal in mind”. Everyone agreed, though, that whether you meticulously prepare or discover a meaningful moment off the cuff, observation is a process that carries the promise of surprise. You just never know what the children are going to do! Our Studio Teacher, Jen Selbitschka, described the balance between intention and happenstance this way:

“Sometimes I go in planning to observe something specific, but experiences with children take so many paths that I cannot predict ahead of time, and I find myself constantly making moment-to-moment decisions about what is important to capture at the time. I often uncover stories I was not aware existed when I look at my photographs after an experience.”

This brings me to my next question: what do you do with your observations after the fact? Here, the responses were pretty consistent: we share them, we use them, and we reflect on them. Our educators described sharing observations with co-teachers, with directors, with parents and–especially–with the children. They discussed using their observations: to inform decisions, to theorize, to spark conversations, to develop curriculum. And everyone described a process of reflection. So what does that mean?

What is Reflective Observation?

IcGmjxur4OPpKi1gJBtseE0tRRxsTmRQiQtKNgRLv3WqLSGH5wkphNiC-XbSvUQ8V-gMHPHysTeZQh5AgXNfgtHlImUV45bscOSfjcQgpwzoSyLlTnmwQB3IRNYVRQ33CRl2DeLqMi_YNeIveMncmlpzlFSA1pUTMkB6nP_viwUmPNAMkODSsZVxkaReflect is one of those great words that carries two oppositional meanings. The first refers to the way a mirror reflects. This definition describes the interplay between waves and particles of energy and the surface of an object: instead of absorbing light, the mirror bounces it back, creating a reflection. It is a moment of active contact: energy collides with an object and is ricocheted back, sometimes seeming to be multiplied. Imagine echoes in a tiled room; bright sunlight on a fresh snowbank; trees mirrored on a still pond. These are all forms of reflection. The second meaning of reflect is an internal, mental process. To reflect is to think deeply, carefully, intentionally. Unlike the first, this type of reflection requires absorption. Where the first is a product of energetic movement, the second implies a stillness that is necessary to process information.

 

So when we describe observation as reflective, you might expect that we mean the word one way or the other. But here, we mean it both ways. That’s because our job as educators is not only to process and interpret what we observe internally, but also to bounce it back to the children and adults we work with. When we reflect inwardly, we deepen our work; when we reflect outwardly, we amplify it. It’s the dual action that offers access to the metacognitive processes that so enrich learning.

So, when the educators at Boulder Journey School described the process of reflecting, it naturally took on many different forms. Journaling, thinking, watching and re-watching video, looking back at photos, transcribing conversations, analyzing, researching, synthesizing, wondering, questioning. Reflection, in short, is the action we educators take to learn alongside the children, using our observations as our guide.

How can you get started?

Reflective observation is a complex and individualized process. It looks different for every person. No matter what form it takes, quality observation requires flexibility, openness, focus, and rigor. So pick a tool. Pick a time. And remember that it doesn’t end with watching, listening and recording. Reflective observation is ongoing. It has a quality of reverberation, creating waves that affect change both inwardly and outwardly. And as we cultivate these skills and habits, it is a process by which we can become ever-better versions of ourselves.

An Antidote to Isolation: Personal Reflections from a current Mentor Teacher

rfsXyxzGOTyB8LqZtZH296errEa-02A6RCQtxFAF1RfT1fPEwwbF3kuw4mlGQg8ZYvYfpnTwqBWOt0wnHWf3oHj4PgaphYnL2c2k4LtQ1IMdgnT-Ohmx1Sybqq4T8tpxJwd3Nmo4lgxoOU_AGT9LBv_v7SyRWI7-IC6O-Uc2D6EcLoYDNPug1f67h1This post was contributed by current Mentor Teacher, Meagan Arango. It is part of a series on the Boulder Journey School Professional Qualities

There was a time early in my teaching career when I felt deeply isolated. Each day I set up, cleaned up, and closed down my classroom by myself. I spent lonely nights and weekends hunched over my computer, planning lessons. Left alone with my thoughts, I suspect that sometimes I went too far. I began coming into school on Saturdays to prep. I used my free time to watch videos of myself, scrutinizing my teaching for errors. I spent hundreds of dollars purchasing books and toys and supplies. And during those lonely times, I felt a strong and mysterious aversion to seeking help from others. I felt that my success was up to me. My colleagues were friendly and supportive, of course, but our brief conversations were most often just exchanges of complaints. And the fact was that I cherished the few moments of solitude I had in my room–it was the only time during the long work day that I didn’t feel like a performer on stage.

This was my reality before I joined the staff of Boulder Journey School. My classroom was an island. I was the lone intrepid explorer, taming the wildernesses of early learning. I wonder now how many others have felt like I did–so all alone in a field that is, at its core, about relationships.

That is why, when given the opportunity to reflect on our school’s Professional Values, I felt compelled to begin with the quality that challenged me the most when I began the Teacher Education Program: Communication and Collaboration.

Communication & Collaboration – These qualities speak to your capacity for articulate and effective communication that will ultimately support your ability to work effectively with children and adults. You will know how to engage others, as well as who to engage. You will see value in the process of gaining the perspective of others and develop social and cross cultural skills that will enable you to better take on the perspective of the other. You will be able to clearly articulate and defend a vision for the future and how your work supports that vision. You will view teaching as a collaborative process among children and adults and understand that relationships are a cornerstone of education. You will take ownership for being responsive and proactive when difficult conversations are needed. Your approach to communicating and working with others will be inclusive and empathetic, and you will have a sense of intimacy that is translated to the children. You will also be effective in written communication.

For me, the key challenge here was understanding the value of engaging others. And this is where I have to make a confession: the isolation I felt in the past was partially the result of the system I was working in, and partially the result of my own habits.

I’m one of those people who likes to feel in control. Maybe you know someone like me. We like predictability. We like getting things “done right”. And we often prefer working by ourselves–I, after all, I am the most reliable person I know! The fact is, I like doing things my way because I know I can usually succeed! Trying things somebody else’s way carries a lot more risk of failure.

When I began the Teacher Education Program at Boulder Journey School, I suddenly found myself up to my neck in exactly that kind of risk: I knew how to teach my way, and relinquishing that control was deeply uncomfortable. I was used to delivering lessons; now I was expected to offer provocations. I had been trained to identify measurable learning objectives; now I was observing the children and seeking to understand the many possible interpretations of their behaviors. I was comfortable with my rigid and consistent schedule; now I was asked to maintain a constant state of flexibility, open to the opportunities that each child, each teacher, and each chance encounter might offer us. These differences fundamentally undermine the traditional image of the teacher as the “sage on the stage”–re-positioning them, instead, as a participant whose contributions are one part of an educational project. As my notion of the role of the teacher began to evolve, I began, slowly, to give up the idea that I was in charge of things.

This was how I came to understand what collaboration could be. And it scared me. Sometimes I felt adrift. Sometimes I craved structure. And yet–never once did I sense the desperate pressure, the sink-or-swim feeling that I have had working in other settings. On the contrary, I felt supported by the network within our school. YVJlBrkoB2tiGxa4KBfnZbpPFaUef1nXqawObRVtlV9qxvjBqAoXnYn29T9KtRdKtEGKEk4mDCBQn-cIpg-0Pq4409QPjd-W7zn-xYfCRPGw9rRKmbSTqDPgMC0vkzxrD3E3QtSzfT5kpxkBJdPSajHRptKPsuocKsguPTuGY2w1VEeNenn-YjMG2cI understood, intuitively, that my mistakes, my questions, my uncertainties were good, because, for the first time, I was positioned as a learner alongside the children. The research tells us that learning is a socially mediated process–that our brains are wired to connect and we learn best with and from one another. This is the belief that motivates every person in our school to be generous with our time, our thoughts, and our resources.

And so, as I stepped beyond my comfort zone and began looking to others more, I found myself asking for help in new ways. Can I observe your classroom? Any time! Can I borrow this material? Of course! Can I pick your brain? Let’s meet! I marveled as people at every level–children, peers, families, directors, professors, and mentors–generously shared their time and ideas with me.

But even as I benefited from these generous acts of collaboration, deep down, I still believed that I could work better and more efficiently on my own. My coursework as a graduate student finally forced me to set down that final, isolating belief.

During my second semester of the Teacher Education Program, I was working with a group of peers to advocate for the creation of a “Boulder Children’s Day” to be recognized officially by the local government. Wanting to engage our school community in the project, our group proposed creating an interactive hallway display at Boulder Journey School. We needed permission. We got it. We needed approval for our content. We got it. We needed to execute a professional-grade, aesthetically-pleasing, succinct and on-message display. Here, things got tricky.

The controlling side of me was not optimistic. I knew that, alone, I could put together something that would meet expectations. And so, when we met one evening after school, I arrived prepared to lead my group in creating my vision. But as we worked together, discussing ideas, experimenting, and sharing solutions to unforeseen problems, I made a startling discovery: my idea wasn’t that good. In fact, when we tried it out, it didn’t work at all. But because we were working together, what would have been a huge setback to me alone was a minor hiccough in our shared process. As a group, we moved seamlessly past that idea, creating in its place a product that we were all proud of. The work we did together was, without a doubt, much stronger than anything I could have created alone. What’s more, at the end of the process, instead of feeling exhausted, uncertain and lonely, I felt energized. I felt proud. I felt confident in our work. I wondered: did I ever truly feel confident when I was working alone? Or did I always question–how will this really be perceived?

That, ultimately, is the strength of collaboration. Working alone, you can only see with your eyes, hear with your ears and think with your mind. Even as I write this post, I find myself wondering– am I communicating my message clearly? Will my tone hit the mark? Can I really convey my experience to this imagined reader? So here’s the truth: by the time you read this, many, many eyes will have passed over this post. My collaborators will have cut words, asked for clarification and suggested changes. And this post will be better for it. I am beyond believing that isolation leads to success. If my goal–as an educator, as a communicator, as an advocate–is to reach as many people as possible, then I must collaborate. I must ask for help. I must share and give and receive.

In a setting where collaboration is the rule, we stand to gain immense benefits when we share our work. Whether it’s planning, writing a difficult email, tweaking an area of the classroom environment or researching a complex topic, collaboration enriches both the process and the result.

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Armed with what I have learned at Boulder Journey School, I hope to never find myself on an island again.