High Challenge, Low Stress

The aim of this article is to consider the benefits of learning that brings high levels of challenge alongside low levels of stress for both staff and students. Many of the specific tasks described here I have used myself or seen at first hand but it is by no means exhaustive. The examples I provide below are designed to reveal the principles of high challenge, low stress learning rather than to offer 'off the peg' activities that can be seen as a means by themselves to bring about good quality learning.

Before and after. 

The activity is a very simple one. Start with an image and simply ask pupils to discuss what came in advance of that moment and what they know or think might have followed. For example, an image of a banana could lead pupils to consider plants and their reproduction, globalisation or even the digestive system of mammals. Teacher questioning and guidance can reshape answers towards those that are most relevant but from the very first moment all pupils are able to make suggestions. At the same time the task encourages pupils to think deeply about the content and explore the possibilities for learning.

Hexagons.

It is very common for teachers to ask pupils to 'make notes', 'record the most important issues, 'think about links', 'brainstorm ideas' or 'work together on this one'. Using hexagons is a simple but effective way to do all of these things at the same time without extensive instructions or complicated rules to follow.

There is a need to make a resource for this which is a little time consuming but once created it will last a very long time so it is time well spent. Teachers will need to provide a set of laminated hexagons for each group. Each shape should be roughly the size of one quarter of A4 paper and laminated. Then, with a stimulus such as a video, image, audio clip or text, ask students to record their ideas on hexagons; one idea or point on each shape, so you will need to have many hexagon shapes prepared. Finally, through discussion, pupils move their hexagon to reveal links, create groups or organise the information/ideas in another way. The hexagons help to provide a structure for he conversation about links and connections. Any point a student has recorded has six possible links through each of the sides of the shape, so there are many possible good answers, none of which are in the teachers' head or online meaning that students find their own meaning and understanding. This helps to limit stress and anxiety as there is almost no wrong answer, yet at the same time the task can challenge students to create their own 'big picture' and justify its structure. 

Planning for talk

Providing students with ways of finding their own way to understand an idea is an important step between dependence on instruction and independent learning. Both are important elements in high quality teaching of course but here I will just describe some methods of structuring discussions for learning that do not rely on the will and  personality of the teacher. 

Think-pair-share is a very common strategy but works well by ensuring students have time to process information and consider their own thoughts (think), opportunities to explore them safely with a partner (pair) before takin these to a wider audience such as a small group or whole class (share). The teacher has time to listen in to many pupils, identifying misconceptions and using questions to extend thinking.  Studnets also have opportunities to explore ideas, make and correct mistakes and practice language before bringing their answers to an audience or committing them to a page. 

When walking around the class in discussion or to check on work, let students know that you will pick on them when it comes to q and a/feedback because they have such good understanding. Anxiety levels tend to be minimised by giving prior warning, especially when it is simply to repeat a point that has already been made in front of two or three others.

Another simple structure for effective talk is for students to work in pairs taking it in turns to talk about their work/the topic/a stimulus for two minutes with no interruptions. This is followed by one minute of questions. Partners then swap over. End with an open conversation relating to a big question or issue. 

These are just a handful of examples of ways in which to create an atmosphere that is challenging but does not raise anxiety levels. I will write in future about the learning zone which is found between the comfort zone and the panic zone, but this article provides some simple tools that colleagues can use or adapt to bring about a high challenge, low stress environment. 

On leaving the classroom

After nearly ten years in one school I have recently left the classroom and moved on to a new role as an Advisory Teacher in a local authority. In the time I worked at the school, it moved from being in danger of closure due to underperformance and financial mismanagement to being judged as Outstanding by Ofsted and becoming the heart of a pyramid of schools in the community. The school's journey has been a remarkable one and I am sad to leave so in thinking hard about why I am making this decision I have attempted to find common themes that link to the issues of teacher recruitment and retention.

Quite rightly, much is expected of teachers and school leaders. The skills that are needed to succeed as a classroom teacher are extremely varied and complex. The colleagues with whom I worked are extremely dedicated, professional and genuine yet a feeling has begun to spread that it is becoming increasingly difficult to maintain the highest standards. For example, more students are being referred to child and adolescent mental health services yet there is significantly less capacity available. This means that schools are forced to tackle hugely challenging and complex cases and therefore have fewer resources to continue with the imprtant and valuable work they are already undertaking. Similarly, support for students with SEN is becoming more stretched and where budgets are pressurised the services and structures dedicated to the emotional well-being of pupils can be first in line for reduction. In all of these cases staff do everything in their power to support students. Yet put simply there is less capacity available currently to deal with increasing demand for services.

Also in my experience teachers do not have sufficient opportunities to pursue dedicated and sustained professional development. With a teaching load of 80% or more,  occasions to observe good practice or perhaps team teach are few and far between. In addition, too often meeting time in schools is spent delivering information rather than engaging in learning that will support teachers'  needs or the interests of pupils. These factors mean that many teachers in schools do not have enough capacity to step back from the daily events and review their own work or that of others. As a result the progress made by teachers in adapting and improving their practice is slowed which becomes demotivating and a downward spiral.

Finally, although there is clearly a need to evaluate the work of teachers and schools, the expectation of showing progress through data can be damaging. In the search for a target, students become percentage points and lose their individuality. Whilst identifying gaps, students become part of a sub-group and lead staff away from seeing the 'whole' child. Also, in order to achieve positive outcomes from inspection, schools tend to prioritise exam results above and beyond everything else, except perhaps safeguarding. Good Ofsted reports, the use of targets and tackling inequalities in attainment are all valuable priorities but schools in some cases lose focus on individual children. My frustration lies in the fact that if schools prioritise the needs of individual children first then all the other concerns (progress, attendance, inspections, destiantions on leaving etc.) will follow, If schools value the 'whole' child then learning is likely to be more effective, pupils are more likely to want to be in school and teachers maintain positive, motivating relationships. When schools prioritise 'secondary' issues (Ofsted, A*-C, Pupil Premium etc.) then teachers tend to lose motivation as they can feel like hamsters in a wheel rather than autonomous, caring professionals who are trusted to make good decisions in the interests of children and their families.

 

I have sought here to identify some of the key elements that I found common to staff in schools. There are many other complex and inter-related factors that meant I left the classroom which are personal, specific and as such do not really inform the debate on teacher shortages. In my experience, colleagues are finding that they take more on yet have less opportunity to develop skills and are working in an environment that tends to forego the idea of students as 'whole' and unique. I believe this balance should be addressed at all levels from middle leaders to senior management to trustee/governor level and of course in government.