“Seeking out people with different views, different perspectives, different ideas is often challenging, because it requires us to set aside judgment and open our minds. But we have to remind ourselves that to get beyond where we are, where I believe most of us are, we would all be be well served to choose our music carefully, to stop talking and listen to one another.”
― Susan Scott, Fierce Leadership: A Bold Alternative to the Worst "Best" Practices of Business Today
How often do you get to engage in research and conversations about what you have read in research with colleagues?
I have engaged ain and heard many conversations in staff rooms and classrooms across NSW. Many of them, most of them if am being honest, are about anything but pedagogy or education research. I peppered a colleague with questions about L3 when they were being trained in that, and learned a lot about it, and I have had sporadic conversations but there has never been a sustained focus.
Recently I was visiting schools in regional NSW as part of my role with ClickView and happened to be able to tee up a time to catch up with Pete van Whiting and John Catterson. I was expecting to catch up for dinner and a few drinks at a pub; but they had other ideas and roped me into joining them as they recorded an episode of their podcast, Teachers Talking Teaching.
I had only started listening to the podcast recently, but had managed to catch up and I thoroughly enjoy it. The banter is amusing, however, I enjoy listening to the conversations about educational research, or about articles that have been published about education. It is my experience that learningful conversations are not very common and so to be able to engage with the podcast is actually quite mentally stimulating. It also is interesting hearing two high school science teachers' thoughts on other sectors of education.
In this particularly episode, John was reviewing a book chapter which discussed the problems around having specific teaching standards and curriculum, while Pete was discussing an article about violence towards teachers.
It was a late night by the time I left, however, it was actually thoroughly enjoyable. The opportunity to engage in discussions around education theory, pedagogy, issues etc. is not one that comes up very often, and when it does, it has usually been with other primary teachers. So to be able to do so with two secondary teachers, who have a very different experience and perspective on teaching, was great.
If you have not listened to the podcast before, I do recommend it, as Pete and John are both quite articulate when they decide to be, and also hold some differing views in some areas which makes for great conversation. To be able to discuss education from a more theoretical-practical perspective based on the articles was thoroughly enjoyable from a professional level and a nice change from the typical conversations that I hear in staff rooms revolving around whether or not assessment tasks have been written, or around the activities of certain students, or what was on television the previous night.
Do you engage in pedagogy-based conversations at all? Occasionally? Sometimes but not as an instigator? I would be curious to understand why you do or do not. Leave a comment here or over on twitter.