Connected Autonomy

My last post talked about connection, we are hard wired for it. Connection requires courage, vulnerability and conversation. In this post, the second in a short series on ‘Pandemic Experiences Insights’, I explore what we have learned from this experience so far.  Connection shows up again, as does engagement, I pose some questions for you to consider as you move forward and am drawn to the concept of connected autonomy.

If you knew then…

I asked the question, if you knew then what you know now, what would you do differently? Two strong themes emerged from the responses relating directly to technology and working from home.  Skill in using technology is also one of the main areas that teachers are keen to keep and develop as a result of this experience.  Technology is going to remain a vehicle for learning for some time yet, we need to consider how we can use this not just as a vehicle for delivery but also a mechanism for nurturing collaboration, engagement and wellbeing.

Tech tolerance

Both teachers and leaders indicated that they would have ensured a higher baseline competence in the use of technology for pupils, families and staff.  This competence and capability would enhance confidence and reduce feelings of overwhelm.  As blended learning is central to our roadmap moving forward it is imperative that we ensure that we continue to develop and grow this confidence and capability.

One thing that is clear is that there are different platforms and protocols in place across different authorities about how teachers are able to engage with pupils.  Informal conversations with schools as well as survey responses suggest that maintaining pupil engagement is a concern.  This raises a question about what knowledge, skills and habits teachers, pupils and families need in order to maximise the learning opportunities available now and in the coming months.  We must consider this in our recovery planning.

Engagement

In my earlier blog I highlighted the joy that teachers experience when they see pupils engaging in and sharing their learning.  This has been identified as one area that teachers are keen to learn more about and find new ways of facilitating. 

In a survey conducted by the University of Glasgow, of the 704 respondents only 25 teachers said their ‘low attaining pupils’ are engaging well and 206 said that their ‘high attaining pupils’ are engaging. In an EIS survey, 61% of teachers reported low levels of pupil engagement as being the biggest barrier to remote learning. This concern about engagement appears to be consistent across a number of surveys and therefore I would argues it needs to be a focus of enquiry and action.

We must ask ourselves which pupils were able to engage in the learning and why? Which pupils struggled and why?

Get specific

There will be a number of reasons why some children have engaged less than others and therefore we need to seek to understand this in order that we can respond appropriately.  I’ve had a few conversations during this time which have highlighted the importance of developing the attitudes, skills and habits of self-regulated learners.  What skills most enabled pupils to engage in learning?  How do we learn from this and ensure that all pupils develop these skills?   

#WFH

Having worked from home for the last 3 and a bit years I know only too well the challenges this can bring.  First there are the ‘workstation’ challenges and then boundaries. Pre COVID19 most of us 'took work home and for those circumstances, the kitchen table or the laptop on your knee is manageable.  Along comes COVID 19 and suddenly we are all craving a home office, a desk that is only used by you with a chair and technology fit for purpose.  I expect that these are challenges for some of our learners too – access to devices, space to learn and focus as well as good connectivity. 

Boundaries

I mentioned boundaries above and I also recognise this from first hand experience.  Going out to work / school creates a transition between home and work. It marks the start and finish of the work day (even if you do further work at home).  One of the hardest things I found when I started working from home was containing ‘work’ within reasonable hours and ensuring that there is time and space to switch off (and yes, some may say I always struggled with that).  Many of the respondents commented that creating and sticking to boundaries is difficult, the lack of routine is proving a challenge.  Routine is something that is probably more common in schools than many workplaces.  The re-opening of school buildings does not signal a return to the way things were and so it is important that time is taken to consider how we manage boundaries and create new routines that enable us to thrive and on the really tough days, survive. This is at least in part an individual responsibility, we need to look internally, we need to do the inner work to create some change for ourselves.

It’s the simple things

Interestingly one of the main things supporting educator wellbeing during this time is being able to get outside, whether that is running or walking or being able to have a coffee outside.  Being able to get outside is a valuable and appreciated tool in your wellbeing toolkit.  Appreciation for the ‘simple things’ and gratitude have been identified as key resilience factors.

Resilience

Change has been forced upon us; it’s been done to us.  It seems that many educators are surprised by their own resilience.  You have looked the challenge in the eye and met it head on.  Almost overnight online learning channels were set up, new platforms were established and shared, tech fears were overcome and as I highlighted above this has also brought new learning and opportunities.  I sense a tension between the individual creativity that has been enabled or activated during this time and constraints created by the wider policy context.    

Connection

I was interested to know what educators have learned about themselves during this time. I think I expected this to be quite wide and varied but actually responses very much aligned to my earlier blog and the need for connection.  Teachers are missing opportunities for collaborating with colleagues.  When we talk about what matters we come alive and conversation has the power to guide us into new and different actions that offer the potential for great things. Conversation is one of the oldest ways to nurture the conditions for growth and improvement, perhaps the way we are currently connecting and working online is not quite delivering the collaboration we seek and indeed need.  The informal opportunities for conversation and collaboration have been (temporarily) lost.

Connected autonomy

I am drawn to the concept of connected autonomy that Michael Fullan talked about when I hosted a day with him here in Edinburgh just over a year ago.  We need autonomy, good autonomy but not isolation.  ‘Good autonomy’ means that we have freedom and we are trying out new ideas and importantly we are also connected to a group that allows us to learn from the collective and to contribute to the collective.  The key is to get the balance right, the goldilocks principle, not too much autonomy and not too much group. 

And as we move forward…

How do we ensure changes that have come about through this pandemic experience are used to propel us forward in our aspiration for learning, for wellbeing, for our children and young people?

I offer a suggestion that this is about the power of the group.  It’s about firing up connected autonomy across all levels; pupils, teachers, leaders, system leaders. Collaboration will be nurtured when the focus is clear – what will your focus be?