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María Fernanda León - Enseña por Colombia

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María Fernanda León - Enseña por Colombia

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The complete structure is appropriate. On one hand, I got inspired because of the way teachers empower students, who monitor their own process, live the democracy in their classrooms, set their own goals, and are able to understand what they must improve, at the same time that strengthen cognitive abilities. On the other hand, the vision of teachers helped me to understand the way in which that progress has been made, and how they articulate the academic topics with citizenship training and life project. Additionally, despite every context is different, I could see I can apply many of the strategies in my future work to build an appropriate vision and generate a bigger impact.

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Open this document to answer the prompts to the left.

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Eduardo Pereida - Enseña por México Teaching with purpose.

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Eduardo Pereida - Enseña por México Teaching with purpose.

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I saw all teachers teach not only their asignature, They taught other knowledges in the same class or with examples that linked the student with their context, I think this motived at students to learn  more.

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Eduardo Pereida - Enseña por México. Only try and learn!

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Eduardo Pereida - Enseña por México. Only try and learn!

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I think is great all can learn from all. I learned you don´t need to be the best teacher to apply PADA because each teacher have their own style and method.

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The videos and stories about the work of this teachers, the material, the framework PADA, the posssibility to share with other persons around the world, talking, reading about the expectations we have with respect to education and the importance about the skills with our students.

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That each person takes seriously the commitment to the network and the course to share with others about our thoughts.

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I think it´s great to use the framework PADA, because this tool give us a better perspective about tha vision that it´s necessary have with our students.

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I would KEEP the teacher actions insight around setting and evolving vision and big goals under 'Building Partnership & Purpose.' We saw each teacher set a strong vision for success and adjust that vision based on getting to know their students and communities (and their aspirations) better. For example: 1) we saw Nalika set a strong vision around decision-making in her classroom; and 2) we saw Mike evolve his vision and goals when he learned about his students and their families aspirations to thrive close to home.

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I keep thinking about Rose's (Teach For Ghana) point about teachers who pursue and take on complexity, who take on hard problems and solve them in  ways that support their students' dramatic growth. I'm not sure that is represented in the current teacher actions insights. I would ADD something like this under aligning actions to purpose: "Teachers who take on problems and work ambitiously to solve them (often in partnership with others)."

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For me, Developing & Evolving Vision & Big Goals stands out in all the classes I have observed in the last 2.5 weeks. The teachers in these classrooms have invested themselves in the success of their students, which is spelt out in their classroom visions. I think this is what every teacher should always do.

Also, building a Classroom Culture of Student Learning & Leadership is key to achieving optimum performance. Its important that students are made to be leaders of their own learning. They learn better when they are fully engaged in the whole learning process

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This last document about teacher’s actions is amazing. I'm really grateful for all the work done with this. I think it is very easy to understand and gives a clear vision of what we are doing or should be doing in our classroom to help our students became the best of their own. Thank you all!

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I would change something about “developing and evolving vision”. I would add part of this category to the “Building a classroom culture of student’s leadership”, because I believe it is important to all the students to be a part of the construction of their vision. If we are expecting students to became owners of their future and decisions, we need to make them part of all the transformation process between what they are and what they will be in the future.

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I would keep growing relationships, because I believe that's the starting point on the transformational pat for everybody, starting on our students and continuing with us and the whole community. Once we get to really know our students and their contexts, then we can build our why, the reasons why we all are sharing a class, a vision and all the expectations. To me, this is the most important part, in order to be able to achieve all the others sections, we need to have a very strong bond with our students.

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I think the insights are great and certainly reflect what I've
seen/watched through this learning loop/wider experience. I would certainly keep the Growing Daily strand - I think it is great that we are starting to talk about 'renewing self and others' - asking for help and giving yourself time were things that were certainly never discussed when I was a Fellow. I think it's extremely important and could even be discussed a bit more. I like how the first strand is about big picture, the second about practice and the third more focused on self/reflection. To me that is a very clear way of breaking it down.

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The different strands are labelled I, II and III - are we saying there is some kind of hierarchy here? ie do we need vision/relationships before anything else. Just think we could get into difficult territory here if that is the case.
I find it interesting that Shivani talks about her holistic connections with the students as coming 'naturally' but yet at the same time we are trying to codify what this natural connection should look like. Some other teachers may not have those relationships and connections but can still be superb teachers - do we think that is a problem?

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On the second point Aligning Actions to Purpose - I get a bit confused between the 3 points  as I feel they tie in together and it is hard to separate the empowering student instructions from the planning and cultural/leadership point. If possible I would cut down to two points perhaps - one pedagogical/planning, the other culture and leadership.

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I appreciate the opportunity to watch classes of teachers from around the world. One of the insights that I would keep is growing relationships beacause if we do not know our students, we will hardly be able to generate meaningful learning.

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What I would keep from this learning lab after my visit to the various classrooms, is believing in the potential of my students and drawing a vision of Responsibility and self worth to encourage my students to attain their life aspirations.
One major reason why i would want to help my students attain their full potentials is that, many students seem to settle for the least because they have not been given the opportunity to go beyond certain standards.

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What I would change about my classroom is enforcing class values among the students. I believe values drive visions. For my students to be able to identify their potentials and work towards becoming successful people both in class and the community, they must have values that drives them.

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I have got more insight to the use of the ''AMA'' model to setting strong visions for my class and the use of ''PADA'' framework gives a more focused road map to what I set to achieve for my students

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As a tutor of the program in Uruguay I found this learning lab really usefull. I belive that now I have more tools and examples to motivates the fellows to help their students to become leaders. To achive that it would be important to support the fellows to connect with them, to give them the oportunity to investigate, to solve problems, to make projects, to know about the context, to improve their critical thinking, to be able to choose, to give them strategies to help each others, to develpoe crithical thinking...

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What I would change in my role as a tutor is to focous more in the visit to classes to see how teachers are working with thier students, with role or part the students have, if they can decide, how they interact with thier students, how students interact with each others, how they solved problems, what they think and learn from they community...

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I get really interested in knowing more about tge AMA method. I thik PADA frameworks allowed me to see thoose aspects in class. I belive that is important to develope all of them, this is possible to do in an year? or it is better to analyses the context and then decide wich aspect to develope? How can we analyses if we develope with success that aspect? I don´t know if I am clear with this questions...

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I would keep the sequence of the three patterns as they are because they give you a concrete structure and flow of something that for some of us is just intuitive.

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I would include in Reflecting & Learning (pattern III. Growing daily) that the inputs from students and other teachers/stakeholders (as Rose mentioned) could be very valuable to get different approaches and interpretations of the data, that in consequence could reduce the bias and provide the teacher with more ideas for the decision making.

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I understand that the document has some patterns in transformational tacher actions. What other actions/habits/qualities does a teacher need to do/have in order to be transformational? What is the criteria to be considered as a transformational teacher?

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I think this document is very helpful because it give us a clear vision of what we should be doing if we want to work to achieve student leadership.

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I would definitely keep the sequence of the actions, it makes sense:

1.Building a Classroom Culture of Student Leadership

2. Aligning Actions to Purpose

3.Growing Daily

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José Ma. Sandoval Torres Teach for Mexico

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José Ma. Sandoval Torres Teach for Mexico

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I will keep the vision and goals as the center of my class actions, I am going to work strategy in three or five aspects of my contextualized vision in order to give my students the conscientiousness of being working toward an objective and to have a sense of "been learning to life", for example, if I am continually relate my work and the one of my students with our vision, the classroom is going to be more respectful and my students will work hard because the classroom activities and form of participations (feedbacks, critical thinking) will be like a routine and will be evident that it will help to reach our vision. I like the leadership of the teachers, so one thing that also I want to preserve is that first I need to work more efficiently like these teachers in my vision and goals, in order to see results (like the confident in the students of the class of Sofia in Bulgaria).

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Who has come up with transformational teacher actions?  In other words, Were teachers, principals, educators involved with you in developing the current teacher actions insights?

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I would like to change about if the teachers can have more visuals (maximum 5) about their vision or goals in their classroom, or how the students have their vision internalized, maybe this change that I want to see is in order to know how they presented their visions to their students.

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José Ma. Sandoval Torres Teach for Mexico

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José Ma. Sandoval Torres Teach for Mexico

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I like to add a little bit about the time on which the actions take place, by example, if in the interviews the teachers can talk about how many time they work with their students to reach the mindset? or the cognitive work that they excellent do. Also, How the teachers presented their visions to their students?

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I strongly agree with the three transformational teacher actions. I say this because as a fellow I used these actions myself and was able to bring meaningful transformational change in my class. For example my co-fellow and I invested a lot of time in building strong relationships with the parents of our students. I remember organizing a parent teacher meeting, in which only two parents came. This low turnout however did not deter us as we knew that this partnership was so important, and therefore called each parent and kept the one on one meeting at a time that was convenient to them.

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Improvement that I would like to suggest are the following;

1)    I don't see this process sequential, rather they can be happening simultaneously, or at different points in time. For example building partnership involves not only students, but teachers of the school, the administration, parents and the community. One can chose to engage with each of these partners at different points in time. So for example while this sequence of actions makes a lot of sense when it comes to our students, in my context it does not apply in this order when it came to building relationships with parents and the community, since "aligning actions to purpose" came first.

2)    Furthermore another insight, which really comes from my own personal experience, and might fit into the “building partnership” category but not highlighted enough, is to find or identify for our students a supportive individual. I am saying this, purely in the context that I taught, because even if the kids are well invested into the long-term vision they might not be able to sustain long enough once you are no longer in the classroom. Most of the time we might think that parents are those supportive individuals but as it was in my context it was not the case for some students. Hence you need therefore this one individual present in our student’s life who is as invested in the long term vision or cause as your kid is.

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I personally would like to know whether these insights purely stems out of the insights collected from the network, and if yes how was it done? Was there any particular research methodology followed, and if yes then what was it? Lastly were these insights backed by other (ongoing or current) research?

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I loved to watch other fellows' classrooms and to know what was their purpose and vision for their students. To analize those classrooms and actions empowered me to rethink my own classrooms and actions. Also the debate with others that believe in the same mision for our children was really enriching to develop new ways of analizing evidence within the diversity of students, techniques and outcomes.

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I am grateful for the opportunity to attend this Global Learning Lab. It enabled me to re-think my purpose, my approach to other teachers and to students. I can see myself in a different role now, I believe in what Mike said about the role of teachers to empowe our students to be aware of their own education. I set my goals higher after this Lab, to show my students they can be whoever thay want and to help them develop the skills they need to be that person.

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The document about teacher actions insight serves as a guide for fellows to start their journey. It is clear and well developed.

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I believe that the point " Design classrooms and lessons in light of learner variability " is crucial as students' learning styles, interest, and readiness vary, so teachers should differentiate their instructions. Also, it's important to take into consideration that in some schools, students with special needs are included with regular students, so teachers are responsible to target these students and never give up on them. I suggest that more details/examples should be given under this point. Another suggestion is related to school policies and expectations. It's important for the fellows to check the school policies and the expectations of all stakeholders so that they can include them in the calssroom vision and mission and in classroom promises.

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The PADA framework was really useful as well as the Teach action document. I will share this with other fellows and staff from Uruguay as it is really meaningful for all of us to become the best of ourselves for us and for our studens.

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I really appreciate the hard work that was done to come up with the PADA Framework, the teacher actions insights, and the whole idea of the Global Learning Lab.

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Concerning this program, I won't be changing anything (im smiling here, cause it has really really opened my eyes to different things... The is awesome to see teachers from different places, hear challenging visions and get beautiful new ways of class management.
In my class, I'll be changing so many things, starting from a new set of new team rules.

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Concerning this program, I won't be changing anything (im smiling here, cause it has really really opened my eyes to different things... The is awesome to see teachers from different places, hear challenging visions and get beautiful new ways of class management.
In my class, I'll be changing so many things, starting from a new set of new team rules.

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I would definitely keep the PADA framework and actions sequence because it has both purpose and a structure that allows for achieving ambitious goals. One thing that lacks in our school system in México is having teachers evolve and generate that motivation in students, I believe that the knowledge that is being created and shared through the Teach for All network is helping us change education in our countries and contexts.

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I woulnd´t "change" anything from the action insights, however, taking into account that most of us do not have a teaching background or previous experience when entering the program (in my particular case) teaching with a pedagogical purpose has been very challenging, and I think that the network CAN improve in this aspect in providing us with better teaching strategies (in most cases, and in Teach for México in particular) they really don´t give us a lot of training in this aspect, and of most of us end up exploring on our own different strategies, but again, without the theoretical knowledge, I sometime feel lost when it comes to creating effective and alligned lesson plans.

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I find the teacher actions to be well thought out, the structure and sequence is alligned and will definitely help us as fellow memebers and alumni in reaching our goals .

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María Fernanda León - Enseña por Colombia

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María Fernanda León - Enseña por Colombia

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I wouldn’t change anything, I would only like to include more processes from rural zones, where many resources cannot arrive, for example, the internet. In my case, I taught in a rural school. Despite the countryside provides the possibility to develop many abilities and students can solve problem easily, the process is more challenging, so I would like to know successful practices related to this topic.

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Having been through the Fellowship experience - on reflection, I feel like the Aligning Actions to Purpose and the Growing Daily halves of the teacher actions come naturally over time - what teachers especially in Pakistani schools need to work on is the first bit - Building Partnership and Purpose because of the sometimes stringent mindsets that patriarchal communities in Pakistan possess. I think this is what I'm taking away from the whole 2.5 weeks - the importance of growing relationships and tweaking vision as you progress.

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In the typical Pakistani public school classroom there are very few opportunities for students to express themselves and be encouraged to develop learning strategies that suit their own needs. The learning culture is geared towards rote learning and this practice is actually rewarded. This is what I would exchange for a classroom culture where students are provided multiple ways of engaging with knowledge and expressing themselves

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I love the structure - it's very clear and gives the main points at a glance and thus quite effective

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María Fernanda León- Enseña por Colombia

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María Fernanda León- Enseña por Colombia

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In all cases, an orderly and respectful class environment was observed; not only because of the teacher’s group management, but because of the commitment of students with themselves. How did teachers achieve this? Was it the same way since the first class? What strategies did they apply for students to understand the vision, or how could they reach that commitment of students with themselves?

With regard to team work, I would like to know if at the beginning students tended to be competitive, and if it was difficult to achieve that degree of empathy and mutual support. I wonder this, because most of Colombian students have been taught to be the first, so, how difficult it can be to teach empathy to students who were not taught that way since the first school years? What process or methodology can be helpful?

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I would keep PADA framework and the experience of watch another teachers in their classrooms because that give me a vision about tecniques and different ways of class management.

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What I would change would be the way in which I can motivate my students more, so that they comply with the agreements not by obligation but really understand that they should contribute to a better coexistence, starting in their classroom and then seek to positively impact their communities

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I really liked the experience of watching classrooms from different backgrounds all connected. I would keep the experience of being part of a classroom based on a specific framework. That guides you and makes you reflect on specific issues and of course gives you the tools to adapt and apply to your own classroom..

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I would add the opportunity to learn more about the best practices we saw. For example, If I would be interested in learning more about some tools in Shivani's classroom maybe a way to contact her, or to access some extra material. In case some of us would like to go deeper in a specific classroom/practice.

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I would definitely keep being aware of the context on my students in order to develop their potential, also I will keep using all the opportunities to work in competencies and mindsets.

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I would like to add more autonomous learning,  Participation of the students and routines

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What is the criteria to consider a student as a transformational leader?

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I would preserve the motivation that each teacher showed in the class, the structure, the high expectations and the type of questions. Each of these things allowed the students to achieve the teacher's

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I woul like to have had the opportunuty to know a little more about how teachers have generated that classroom culture, and how they hace managed to empower their students in a more detailed way, I think a moment of questions and answers to any of the teachers of the class in a direct way would have been fantastic.

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Ibilola Yejide Coker - Teach for Nigeria

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Ibilola Yejide Coker - Teach for Nigeria

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From all the classrooms i observed and watched, i would definately KEEP each teacher having a strong student vision for their students, a collective team vision and create a holistic environment for every student to take charge of their own learning.