First posted in the Winter OnCUE Journal 2011
“Many of our schools are good schools, if only this were 1965.”-Louise Stoll & Dean Fink
The world is changing. Today everyone is connected to each other with information instantly at your fingertips. Everything is changing, that is, except schools. Teachers and administrators are integrating technology by adding interactive whiteboards, instant response clickers, and even 1:1 laptop programs. However, one glance into most classrooms, you would find very little has changed over the past 30 or more years. Education still mainly involves teachers feeding information to students to cover the curriculum in preparation for a standardized test. 21st Century teachers involve everyone in the community in their children’s learning.
Changing the learning environment takes more than adding technology to the mix. It means bringing in the real world, involving the school community, and changing the learning environment so our children have the skills they need to compete in the global economy. Some of the resources we had in our homes 30-40 years ago include:
- Television without remotes
- Landline phones
- Records and maybe 8 track cassettes
- First personal computers with less than 128K owned by very few
- No Internet or maybe a select few had email
Today, most children, even those who may be at-risk, have cell phones. Many of these cell phones are Smartphones with the ability to connect to the Internet, text messages, listen to music, and even watch TV and movies. The power of these Smartphones is thousands of times more powerful than what we had with multiple devices 30 years ago.
Culture influences student learning more than even formal learning with easy access to cable television, music, video games, cell phones, movies, and other technology. Before and after school students connect to each other and virtual places that transform them into worlds we have no control over. The classroom can no longer be separated from the real world. Educators need to find ways to make learning relevant and applicable to students’ real world so that they are influenced by intellectual information rather than simply the pop culture of today, which has changed drastically over the past 30 years. [Johnson, B and McElroy, T. 2010]
Authentic Relationships with the Community
Teachers have been and many still prefer working in an isolated environment. The classroom is their domain. The teacher who prefers working in this situation may lack the confidence they need to engage in authentic conversations with parents and others from the community. The classroom door is literally closed to the world. The 21st Century teacher involves everyone in the community that believe in their children and want the best for them. This open and inviting teacher welcomes dialogue, builds authentic relationships with all key members involved, and sees this as an opportunity to develop classroom support for their students and themselves. Authentic relationships are built upon respect between all the members of the school community. Each member has responsibilities in developing and nurturing these relationships. All key individuals are important because of the experiences and abilities they bring to the educational community. It takes everyone in the educational community (the village) to produce an intentional relationship.
Opening up the classroom and inviting the community to be involved with what is happening in the classroom is new for many of our teachers. Even our newest teachers may not have learned these strategies in their teacher education programs. Change is scary. This administrator can build the relationships with the community first by promoting their school and its goals. The administrator can reach out to teachers, leaders, businesses, parents, and other stakeholders to encourage their involvement in designing a shared vision for the school. Everyone needs to voice their hopes and fears in a risk-free environment. A shared vision gives all stakeholders a sense of ownership and feeling of pride in the outcomes. Asking a business or organization to participate in students’ learning activities may open doors that lead to new doors.
You never know what could present itself if members of the community realize they could help their school. Some ways might include:
- a plot for a community garden
- mentors and tutors for the after-school program
- career day
- author book talks
- technology support
- offering prizes and rewards for events
In turn, students could participate in community service learning projects:
- reading to young children
- maintaining the garden
- teaching technology to seniors
- being a docent for an exhibit
Bringing Parents on Board
Today’s families have also greatly changed compared to 30-40 years ago. There are extreme pressures on families with the economic concerns and other demands of today’s culture. The number of working moms has doubled from 30 percent in the 1970’s to almost 60 percent today. Just to keep the family together means that Americans work 160 hours more per year than they did 20 years ago. With the economic conditions, some parents are out of work and having difficult times paying their bills. On top of that, many students live with one parent, a guardian, or two working parents. Parenting is even more difficult when you consider the gap between parents and their tech savvy children.
The 21st century teacher can initiate new types of relationships with their students’ parents. This teacher contacts each students parents or guardian to learn more about their child, their hopes and dreams for their child, and how they can work together to guide their child to success. They become a team that is a collaborative support system that keeps a close eye on the progress of their child. The school can have an online portal that parents can access to check on homework, grades, and projects. Since face-to-face meetings may not be possible with parents busy schedules, teachers can forge a connection with parents in a virtual environment. Teachers can connect using a variety of tools such as setting up a website or wiki, a newsletter, a contact form, chat, email, IM, Twitter, blogs, and even providing their cell phone number. In this instantly connectability world, parents and teachers do not have to be strangers.
Reference
Johnson, B. and McElroy, T. The Changing Role of the Teacher in the 21st September 2010. Vol. 7. No 9. Teachers.net. Online. Retrieved September 20, 2010. http://teachers.net/gazette/wordpress/dr-brad-johnson-tammy-maxson-mcelroy/changing-role-of-the-teacher/” target=”_blank”>http://teachers.net/gazette/wordpress/dr-brad-johnson-tammy-maxson-mcelroy/changing-role-of-the-teacher/
