Why dedicate yourself to introducing and promoting a way of thinking about, and going about, teaching and learning?
I was asked this question and have been asking myself the same thing as I struggle to make a significant impact on teaching and learning through the promotion and adoption of my concept of “learning Intelligence”. After a career teaching and seven years of reflection, research and developing a vocabulary and narrative for what works in teaching and learning I need to answer this question in order to continue to justify my efforts and to remain motivated. Motivation often comes from recognising the goal or benefits; here is my attempt at that challenge, of having a reason to continue.
- The “one way” of learning does not work for everyone. Putting aside SEND challenges not all learners thrive in the school environment.
- There are a lot of people who go through education and form the wrong impression about their abilities and about their ability to learn. As a result, there is a significant amount of talent that may never be discovered.
- Learners who are unable to engage in the learning present challenges for teachers and often dealing with these challenges impact the learning of others and the classroom dynamics, or teacher/learner relationships.
- The school has a lifelong impact on us and influences our careers and opportunities. To “fail” at school leaves a deep and lasting scar.
- There is a need for a narrative that brings together what we know or think about learning in a meaningful and coherent way and gives us the flexibility to challenge the “one way”.
- The benefits of the LQ approach are significant and build self-esteem in learners.
- There are a significant number of teachers who could benefit from adopting the LQ approach to teaching and learning.
- LQ promotes seeing learning as a problem-solving activity and develops life-long learners able to face new learning challenges with minimal support.
- I want to make a positive difference to teaching and learning.
Through the Teach Meets at which I have presented and my workshops with teachers it is clear not all teachers see the issue of underachievement as a significant one to address. Perhaps many are happy to believe the mantel learners wear based on past performances and work within it. I would argue that to do so we accept labels as definitive and unchangeable. Underachievement is not solely based within the group those who fail to “perform” it is also within the group who adopt compliance as a strategy to cope with the learning environment in which they find themselves. This group I find often do not possess the skills, attitudes, attributes or behaviours to manage their environment to meet their needs. They respond poorly to target setting without these needs being addressed, needs that are often overlooked as we race to achieve those targets.
Finally, I am reminded of a sobering truth.
It is no good having an answer if nobody is asking the question!
Let me know what you think. Should I continue to promote the concept of LQ and learners needs and if so how?
If you would like to get in touch to find out more about my work or perhaps engage me to challenge you and your staff about teaching and learning then click the link below.
The two aspects of Learning Intelligence, “LQ”