In my head, this has never been a crisis, I have seen it as a challenge or opportunity. I have been fortunate like most educators, I have continued to receive my full income. I am in no doubt if my wife or myself lost our incomes, then this would have become a possible crisis.
Do not get me wrong as I have had many moments of self-doubt, stress and anxiety; however, I have managed to work through these. I have come out the other side fresh and reinvigorated in my purpose and role supporting schools.
How have I done this? Let me take you through my reflections focussing on my wellbeing, success and engagement. At the time, I was not aware I was doing things that supported all three aspects.
I remember a colleague once telling a school staff meeting to ensure student success we needed to look at three parts of an equilateral triangle. These parts were student wellbeing, student engagement and student achievement. Missing one would impact on the others as they were all interconnected.
Since the earthquakes in Christchurch, there has been a real push for wellbeing. As a result, I think we have forgotten about the importance of success and engagement for improving wellbeing.
The image above is my attempt to understand what these three things looked like for me.
When I started, I was not sure how to define each, so I went to good ole Google. Here are what I have used to describe Wellbeing, Engagement and Success.
Wellbeing - I focussed on the Five Ways to Wellbeing from the Mental Health Foundation NZ.
Success - I used ERO's Valued Student Outcomes and Wellbeing for Success.
Engagement - I used a combination of resources from TKI Student Engagement Teaching as Inquiry, Universal Design for Learning from Inclusive Education and Ka Hikitia Accelerating Success.
I am going to relate them to my own experiences and why I am feeling so positive and refreshed.
Wellbeing
- Take Notice - One of the simple things that give me joy is having a spa with the family which continued over lockdown.
- Keep Learning - I signed up to two challenges during the lockdown, one around nutrition and the other the 25 days push up challenge. I learnt many new things which I implemented into my daily routine and enjoyed. I did so much professional knowledge building as I am sure many educators did as I worked through what learning from home required to be successful.
- Be Active - I maintained my regular exercise program and even added extra with regular walks with my wife.
- Give - with a colleague; I explored new ways to present content to teachers, learners and whānau online, created resources and shared these with our communities. I connected with friends online, played games with my bubble, supported my wife and children in working and learning from home. However, my wife did most of the learning support for our children while I had online meetings.
- Connect - I connected teachers and leaders I supported either face to face online or through blogging, email and online support and found this very rewarding and enjoyable. I met daily with our national team for a quick update and participated in Friday online drinks. We connected with other family members outside our bubble. We gave our children access to messenger apps that allowed them to communicate with their friends and cousins.
Success
- I participated and contributed confidently in a range of contexts to support teachers, leaders, students, whānau, family, friends and new acquaintances. For example, we created a site to support educators teaching from home and I joined a Whatsapp group to support each other in a nutrition challenge. I was involved in numerous video conferences, messages, emails, and phone calls to connect with others personally and professionally.
- I was a successful lifelong learner completing a nutrition challenge which I gained much new knowledge to support my training and future sporting events. I blogged as I worked through my thinking about the new learnings in lockdown. My children and I learnt lots about how we all work as we came up with strategies to support our learning from home. Once again, I blogged about this to support others who may have had similar issues.
- I have good relationship skills, are self-confident and can bounce back from setbacks. I can lead while being able to self manage and make responsible decisions to ensure my practices are sustainable. One of the things I did that was successful during this time was creating a routine early on and sharing this with all the educators I supported.
- I have self-belief due to the knowledge I am involved with numerous individuals and organisations that know what they are doing. I also know how to navigate the online world when I do not know something to access content, knowledge and skills to support myself. I think this self-belief supports me to be confident in my identity, language and culture as a citizen of New Zealand. This confidence extends to fixing a motor on a washing machine, supporting my son through the meltdown of online learning, or changing the way I look at traditional knowledge of food and education.
Engagement
- Cognitive - I learnt late in my life that I learn best by either doing, watching or talking with others to develop my knowledge and skills. However, I am also able to draw on other modes of accessing information like text and audio if the situation warrants it. I am lucky the leaders I work with understand learning and therefore provide access to materials in numerous ways. I have been trying to utilise the principles of Universal Design for Learning in my work when supporting others. We had supported our children by looking at the content provided for their learning. When it was not available through the class learning, we found the information in different formats online.
- Cultural - this has been an exciting experience seeing how families and organisations, including my own, have created environments online to promote a sense of belonging. The addition of grid view in a Google Meet helped develop a sense of belonging along with the use of secondary smaller online bubbles for more intimate group work. When learning online, there is a real need to show the organisation's culture and values, what makes your audience think "that is my classroom". Acknowledging culture is an area I am developing and often is left till last as I think about how learners will access the content. However, reflecting on this as I write this, what use is equitable access if the learner can not see their culture or values in the content and choose not to engage?
- Behavioural - My children certainly had enjoyed the choice they were given and the freedom of choosing when and how they completed their learning. We did have meltdowns when there were no scaffolds as to how to complete the work or support for the students' workflow. I have been allowed the space to work in a high trust model. I had choice and opportunities for how I interact with material and how I want to show that material in my context. I was able to think about what I could manage in my context and then plan my workload accordingly. I had support and guidance from leadership about how to proceed in our daily meetings. The big enabler was I realised with support from colleagues and reading others experiences what was manageable and sustainable. I think some educators who felt their wellbeing had been impacted by Learning at Home did not modify their behaviours. They proceeded to interact with learners the same way they did face to face.
- Emotional - going into this experience, my colleagues have known me and built relationships with me for seven years. They understand how I work and what support I might need. I think with the work I have done with educators in our online meets has developed stronger relationships. For some, working at home offered an environment with fewer distractions so they could focus on what mattered and changed as needed. It was so awesome seeing my son connect with one of his teachers and the commonalities he found he had with the teacher. Caution needs to be applied, especially in a secondary context as it would be impossible to connect with all your students individually online. I would imagine where educators tried to do this; they may well be exhausted now as we head back to schools.
My personal opinion is that if we solely focus on wellbeing at the expense of the other two, we will end up in a worse position.
As leaders,
- Can we empower individuals and groups to manage their own lives by focussing on the five ways to wellbeing?
- Could we support them to enable themselves to be successful in life?
- Might we encourage them to engage by considering how we interact with them through material and expectations of evidence?
Maybe by focussing on all three aspects, we may help to create a state of being for all that is comfortable, healthy, and happy for the majority of the time.
