Tomorrow I will be starting another chapter in my teaching journey. I will be starting a new role as Head Teacher Secondary Studies at Concord High School. It is the first school I will be moving to where I’m not an early career teacher but as an experienced teacher and leader. However, all job changes come with challenges regardless of experience. I will have new relationships to establish with students, colleagues, parents and the community. There are new administration processes to get use to like roll marking, printing, new timetable times to remember, etc. These are some of the more specific teaching challenges for me at my new school.
Moving to a bigger school
My previous school was at just the size where all the science teachers had their own classrooms. Many of my learning routines and teaching strategies has been developed with the assumption of having my own learning space. My new school has a much larger student population so learning spaces are shared and I will be in multiple spaces each day. Things like scaffolds and project timelines on the wall will need to be adapted. I’ve already created new sets of formative assessment cards that are smaller and easier to carry around the school. At my previous schools, I used traffic light cups and A4 sized multiple choice cards that stayed in the classroom.
Teaching a new subject
At my new school I will be teaching Year 11 and 12 chemistry. I’m approved to teach chemistry but did not teach it at my previous schools where I mainly taught physics and senior science. I’m really looking forward to this as I love learning new content.
I am really looking forward to this change but also a bit nervous. What are your tips on starting at a new school?
If you are interested in flexible learning spaces, you would’ve come across the concepts of campfire, waterhole and cave. It is a way for teachers and students to design flexible spaces to reflect the learning needs for an activity. Campfire involves learning from an expert. Typical furniture set up include tiered seating or ampitheatre style. Waterhole involves learning with and from others where each person has something to contribute while also listening to the group. Typical furniture set up for waterholes include seats in a circle or desks connected in groups. Caves are where students can work independently and quietly, away from other distractions. Typical furniture set ups include single desks with single seats, positioned in a quiet space.
One thing that freuqently pops up in discussions on learning spaces is the need to get rid of the teacher desk in classrooms. The teacher desk has become a symbol for old ways of teaching. If there’s a teacher desk, it is assumed you teach in a traditional way, most likely didactic.
While I agree that a teacher desk can take up a lot of valuable space, I think in reality teachers just need somewhere to put their things, like their laptop. A lot of teachers, including myself, end up working in a classroom outside of class times on any desk, regardless whether it is categorised as student or teacher, because it’s the only place where we can concentrate and be productive with independent work like giving feedback on student work, planning lessons and reflecting on how we can improve. Staffrooms are great as waterhole and campfire spaces, but they are rarely effective cave spaces. While many schools re-designing student spaces, many do not get an opportunity to do the same for teacher work spaces. When the walls are knocked down between classrooms to create open spaces and teacher desks are gone, are those destroyed cave spaces created elsewhere?
Companies known for their innovative spaces like Microsoft and Adobe have beautiful open, collaborative spaces. But they also have cave spaces. They have small rooms where individuals can use when they need to concentrate by themselves. Perhaps this is something schools can follow.