Oh I love this quote. It really does work, if you stop and take time to watch each child unfold, you see the genius. I have noted that in the NZ Ministry of Education Document, Ka Hikitia, on page 37 says that Maori student are more likely to have lower levels of achievement than non-Maori in literacy, numeracy and science. It says if this is not addressed early, they will fall behind and then be at risk of disengaging in the early years of their education. It goes on to say how National Standards are the key to identify these early warning signs so students receive help before the negative consequences of falling behind compound.
I think they have got this the wrong way around. If children are engaged in learning that they love, they will continue to learn, especially with excellent teaching that supports literacy and numeracy through their interests. I think they are more likely to disengage, when literacy and numeracy are taught out of context and out of a learners developmental readiness. I wonder as well, by what measure they falling behind? Children develop and learn at different times. It is the system that the learning is assessed against that makes it look like they are falling behind. Far better to have them engaged in learning, everything else will follow. Oh and a play based learning environment provides just that - engagement rich in deep learning about how to learn.
I have one student who has been in a play based learning environment most of his schooling. Phillip ( I have changed the name), has just completed learning most of his letters and sounds. He has just turned seven. According to our National Standards, this is an extraordinary long time to learn letters in. It has required an extraordinary effort and much persistence. For the longest time, it looked like our (Phillip, teacher, whanau) efforts where making no difference at all. This year, we have seen progress. And just last week, Phillip began to read. At his instructional level, he recognised words, sounded them out and read fluently.
I have been coaching Phillip for two years. I would tell him not to give up. His whanau helped at home. We started with and continue to use Yolanda Sorryl phonics and early words. We use a group, direct reading lesson every day. We used the Davis Dyslexia Method for around 6 months last year, making letters out of clay and mastering them using their visual method. Phillip didn't give up. He wanted to. I saw the pain looking at letters caused him. The discomfort. The rubbing of his eyes, the wriggling, the distractions and we slowly taught him to focus, to be aware of his triggers and how to calm his brain, to focus on the task.
Last week, we celebrated! We turned to each other and smiled. I told him, how proud I was with his stickability. "Phillip, you can read because you kept going and didn't give up!" And he knew his 'not yet', had moved a step closer to a being achieved. I wrote a certificate to tell whanua of his achievement. The next day, he came to school and he asked to read with me. When I saw his Nan, she said that he now says 'he likes reading' and has been asking to read more at home.
I believe that Phillip loves learning today because he has been in a learning through play environment allowing his strengths to flourish and success to be celebrated daily. Phillip knows he is a successful learner. And learning is defined in the broadest sense. In our learning community, key competencies and learning dispositions, are celebrated and discussed more than academic competencies. These form the foundation on which academic skills sit, not the other way around. Student's interests are embraced and supported first, and academic skills are skilfully woven within these.
Everyday, Phillip is able to play. In this context we see an amazing learner. A child who can socialise, show imaginative, creative and dramatic play. He is a stunning friend, kind and compassionate. He loves to sing, he loves to build. Lately, his creativity exploded onto the iPad, using the puppet pals app, that he taught himself. He draws detailed characters and tells stories. We protected his 'not yet skill', "I can't read yet" while enhancing his strengths.
Phillip, is defined not by his lack of academic skills, but by his abundance of learning dispositions and his knowledge of how to use these. Phillip is beginning transition into the next learning community. I know Phillip has a solid foundation to continue to learn throughout life. As Plato advocates, lets find the genius in each of our learners by finding what they are curious in and work with that first.
