Unteachable kids Part 4: Planning the reading

piles-of-books-in-a-private-college-library_www-luxurywallpapers-net_-960x540In response to my last post, Lady Magpie wrote

I’d be curious about how the readings would work – how much choice there would be, how I’d be introduced to different reading options, how the readings would be “paced”, and what incentives would be in place to keep me reading (i.e. how the readings would be used in the course. I hate when readings are either completely ignored OR completely rehashed in the lectures, making me feel like reading them was a waste of time in either case).

I’ve been playing with this for the past hour or so. I want there to be some compulsory readings, to give us some common language and specific ideas to discuss, but also lots of choice so that the students are able to explore the Central Provocation and their thoughts about their chosen subject X in ways that make sense to them. I know how flat I feel as a student when someone tells me to explore an interesting idea but then tell me I must follow a pre-determined path. It doesn’t feel like an exploration at all;  just a dutiful trudging down a known and over-used path.

Deciding on the compulsory readings  is something of a challenge though. The students will be asked to buy a number of textbooks for their whole M.Teach course, and given that they will have forked out lots of dollars for these textbooks, I feel obliged to use them. This is a problem for a unit constructed along the lines I’ve outlined, because the tone in the both of the textbooks is of the research-informed expert telling us how things are. I know I’m in the minority here, but I’m not a big fan of this tone. The tone is meant to instil confidence in the reader (‘Wow, here is some evidenced-based scholarship that is giving me grounded advice on what works in teaching?’). It doesn’t have that effect on me. These textbooks (and one of them in particular) present the (often sound) ideas as unquestionable truths, shutting down inquiry rather than opening it up. For example, at the beginning of a chapter on the learning styles, the authors say that ‘there is not any recognised evidence suggesting that knowing or diagnosing learning styles will help you to teach your students any better’. They dismiss the idea rather than invite us to think about it critically.

Nevertheless, I’m obliged to use the textbooks in some way. So here’s what I’m thinking (and it’s a modification of what I wrote in Part 3).

I’ve abandoned, by the way, my original idea that I’d have specific readings for specific topics/learning outcomes. The mandated topics (classroom management, social/physical/intellectual development, literacy & numeracy, effective feedback etc) are all so interconnected that none of the readings looks at just one; each reading covers a number of them.

Compulsory readings

(each to be followed by an online quiz (rather than test) which requires students to demonstrate that they understand what they’ve read, that they’ve critically thought about it in relation to the Central Provocation and their project with chosen student X)

Week 2: Hattie & Yates Visible learning and the science of how we learn, chapters 1,3,&13 (about 30 pages altogether) – 4 marks

Week 3: Krause Ch 12 ‘Managing behaviour and  classrooms’ in Educational psychology for learning and teaching. – 4 marks

Week 4 Chapter 2 Killen Effective Teaching Strategies – 4 marks

Week 5: Chapter 6 Tovani Do I really have to teach reading? – 4 marks

Week 6: Comber and Kamler ‘Getting out of deficit: pedagogies of reconnection’

Student choice readings

(At least 5 need to be chosen and explicitly drawn on for the later assessments – which I want to rename –  in 11 and 15)

My e-reserve folder on classroom management, with 30 or more articles on various aspects of what Krause calls the the interventionist, the inter-activist and the non-interventionist models of classroom management.

Other parts of the Tovani book, which I’ll encourage students to buy, borrow or download)

Killen Effective Teaching Strategies Chapters 6-14

Relevant resources that the students find themselves


So ends my preliminary planning. I have a meeting next week where I’ll find out how much of this I’ll be allowed to do. In the meantime, can I say again what a pleasure, and how useful, it has been to be getting so much feedback on Facebook.

Unteachable Kids Part 3: A possible unit structure

disengaged studentSo Step 2 was having a series of imagined scenes playing out in my mind of the students wrestling with the Central Provocation: There are some kids who are plain unteachable. (This imagining/visualising is similar, isn’t it, to the high jumper imagining, even befroe she sets offf on her approach to the bar, the spring in her step at take-off, the arching of her back, the upward thrust of her arms to gain more height, the smooth glide over the bar?)

Yesterday I wrote about how my students would be writing, chatting, moving around the room, speculating, reading, analysing, and so on. I realised, when I re-read this, that I’d left out at least two elements in my imagined scenes.

First of all, I implied but did not explicitly mention the sense of play. I want my students to feel that they’re able to explore as freely (and as pleasurably) as little children in a sandpit, trying things out, trying on personas, taking some risks, having some purposeful fun, sometimes on their own and sometimes with others.

Nor, paradoxically, did I didn’t mention the inevitable anxiety. There’d be moments, maybe even extended periods, when the students would find themselves asking uncomfortable questions. Why was there not a more defined and predictable syllabus that we were following? Was this unit giving them the knowledge, strategies and guidance they needed? Would they be properly prepared when it came their turn in front of a class? Student anxiety is uncomfortable for the teacher as well as the student. There’s a temptation to rush in, to make things prematurely safe and comfortable. But teacher education students need to become conscious of the gaps in their current ways of thinking about the lifeworlds of classrooms. The provocation is going to inevitably lead to an awareness of gaps. The trick will be how to allow room for this anxiety to manifest itself without it becoming overwhelming.

This leads to Step 3 in my designing of the unit: structuring the sessions and the assessments so that exploring the complex world opened up by the Central Provocation becomes manageable as well as unavoidable.

How would something like this work?

The Central Provocation: There are some kids who are just plain unteachable.

Week 1

Session 1 (4 hours): Exploring the Central Provocation: collaborative sharing of stories and first thoughts, and exploration of way(s) we might usefully come to understand the underlying issues better. Action Research Project explained, students decide who their chosen subject will be. HBDI profiles explored and discussed.

Session 2 (4 hours): Is X (the subject of my Action Research Project) a challenge because of a physical, social or intellectual deficit? Lecture, group work, readings, activities.

Week 2

School visits

Quiz 1a (10%). Combination of multi-choice & short answer questions, based on selected textbook chapters, and requiring making explicit speculative connections to chosen subject X.

Week 3

Session 3 (4 hours): Is there a way of organising the classroom that would make a difference to my chosen subject X? This would be a session around Krause’s three models of classroom management.

Session 4 (4 hours): What do those at the chalkface have to say about our Central Provocation? Stories from practising teachers, and in panel and small groups.

Week 4

Professional Learning Week (organised by others, on things like safe use of ICT, classroom management, including school visits)

Week 5

Beginning of placements?

Week 6


Week 7


Week 8


Week 9

Quiz 1b (10%). Combination of multi-choice & short answer questions, based on selected textbook chapters, and requiring the making explicit speculative connections to chosen subject X.

Session 5 (4 hours): Is my chosen subject X unteachable because he/she is illiterate/innumerate? Session around Tovani approaches & activities.

Session 6 (4 hours): Sharing of ideas about, and discussion of, the Take Home Test in Week 11 and the Professional Knowledge Bank in Week 15.

Week 10


Week 11

Take home test (30%): Written response to the following: In what specific ways has your reading (mandated and self-selected) contributed to your understanding of, and modified your thinking about, the Central Provocation?

Week 12


Week 13


Week 14


Week 15

Submit Professional Knowledge Bank (50%). A Mahara page organised around the following:

In this Unit you have explored the Central Provocation by learning about

a. Approaches to organising classroom activities

b. Literacy and numeracy strategies

c. Strategies for safely using ICTs to expand the curriculum

d. Approaches to managing challenging behaviour

e. Effective feedback

f. physical, social and intellectual development

Which of these six do you need to find out most about (either because it’s particularly interesting to you, or because it’s especially relevant to your chosen subject X? Research it. Prepare a Mahara page which reports on your research (readings, conversations, activities, UC sessions, observations). Discuss its relevance to the Central Provocation.


If you’ve got this far, thank you!

I’d love some feedback, particularly on the following:

If you were an M.Teach student and you saw this plan, what thoughts and/or feelings would you have? What would work for you, and what wouldn’t?

Also, let me know if you’re interested in being a part of Session 4.

Unteachable kids: Part 2

active studentsThe provocation ‘There are some students who are just plain unteachable’ seems to work, judging by the response when I posted a Facebook link to my last blog post. It was a lot of fun to be thinking along with a number of my past teacher education students, all of whom are now in schools and whose thoughts are therefore especially useful as I plan this new unit. In fact, as I gardened this morning (I’m still on leave, but like most teachers I mull), I thought it might be interesting to plan this unit ‘out loud’ on this blog.

Yesterday I wrote ‘provocation first, not outcomes or standards’. So, is Step 2 about weaving the mandated outcomes and Standards into the plan?

Nope. Not for me. Not yet, anyway.

I’ve got the outcomes at the back of my mind, of course. The seven learning outcomes for this unit are understanding the following:

  1. approaches to organising classroom activities,
  2. literacy and numeracy strategies,
  3. the safe and effective use of ICT,
  4. managing challenging behaviour,
  5. giving effective feedback,
  6. knowing about physical, social and intellectual development that affects learning and
  7. the implication of research on teaching practice.

So, as I said, these seven are at the back of my mind, but my next step isn’t to take each of these in turn and work out how I might structure the unit around each of them in turn. I find (is it just me?) that when I design a unit by breaking it down into its individual components that a number of things happen.

  • I find myself ‘filling pots rather than lighting fires’, and I definitely don’t want to be doing that, given that the provocation has this potential to light fires. I don’t want to position myself as the person who knows, the teller, rather (as I think works best) as the (albeit more experienced) co-researcher, discovering things about this complex world of teaching along with my students (all of whom come to the course with relevant experience and many thoughts).
  • When I position myself as the teller, the expert, the one who imparts his wisdom and experience, I end up putting theory first and practice second, as if (as the 7th learning outcome implies) you become a good teacher if first you have been told what has been found to work. I want my learners to be more active researchers.
  • When I design sub-units for each of the seven outcomes, I (and the students) end up missing the connections, the inter-relationships. Literacy strategies are largely about giving effective feedback. So is managing challenging behaviour, as well as knowing about social and intellectual development. These things are all mixed up, intertwined. Deleuze and Guattari once said something about always beginning in the middle, never at the beginning, that there is no beginning or rational order or unconnected phenomena in a complex ecosystem. And the classroom is a very complex ecosystem.
  • A good provocation produces a varied and rich mix of evolving responses. Things emerge and unfold. Treating learning outcomes separately takes students down predetermined paths; it limits their freedom to explore deeply and passionately

So my Step 2 is not to treat the outcomes separately, Nor do I yet ‘begin with the end’, as the Understanding by Design folk advocate. Perversely (given the widespread acceptance of the UbD wisdom), I don’t start by asking what I want my students to be able to do, or to understand. Often, I don’t know exactly what I want them to be able to do or understand. That’s why I like being in the classroom. It’s potentially unpredictable, chaotic, alive, generative. So I’m not yet ready to think too concretely about the assessments.

So what is my Step 2? (I’ve never thought like this before, by the way. I’ve never thought that I design a unit in steps.)

In Step 2, I play around with what I want my students to do. I try to imagine how I’d like them to be active. I form a picture in my mind of their faces, their expressions, their movements, their trajectories.

In this case, with these students, I know that I’ll be seeing them just six times, for four hours at a time. I know that they’ll be required to attend to this unit outside of those hours.

As I think about these sessions and about their time on their own, a picture begins to form in my mind.  I imagine them thinking about the provocation, of course, but not just thinking. Actively exploring it, both on their own and with others. I imagine each of them choosing an actual secondary student – it could be a student they have worked with in the past,  or someone they observe when they go into a school to observe, or even the self they remember being when they were in secondary school. This student would be someone who is (or was) difficult in class, a challenge to his/her teachers. My teacher education students write about the student. They speculate. They observe and discuss. They read. They come to tentative conclusions, which they refine after further observations, discussions, analyses and reading. They’re on the move, intellectually and physically.

So Step 2 in my unit design has been to imagine a project that will serve as a way for my teacher education students to know more about difficult students, and to explore the idea that some students are plain unteachable. In the process, I’m imagining, they’ll begin to see the connections to those seven learning outcomes.

Indeed, Step 3 of my unit design will be structuring the sessions and the assessments so that seeking out those connections becomes unavoidable. I’ll write about this tomorrow.

There are some kids who are plain unteachable

a-clockwork-orange-004I’m designing a teacher education unit I’ll be teaching in the new academic year, and it’s not easy to locate (amidst the seven pre-determined learning outcome, the seven mandated Graduate Teacher Standards, and the three compulsory textbooks) its beating heart, the thing that will determine whether or not the unit will have enough spirit and spunk to provoke, in useful ways, the students who will be here in just over a month.  Learning outcomes and Graduate Standards don’t provoke; they’re more like the sides of a cattle pen, making sure we go where those in charge want us to go. Textbooks rarely stimulate, telling us how things are rather than  inviting us to think, explore and create.

The unit is called ‘Teaching strategies and learning theories’. Yuck. The title implies that becoming a teacher is all about being told how research by theoreticians has led us to strategies that work. That’s crap. Thoughtful and resilient practitioners, wrestling with actual problems and drawing intelligently on useful philosophies and theories, have led us to strategies that work sometimes with some kids. There’s always more to find out.

I will require my new students to be thoughtful and resilient practitioners. Few of them will have had any teaching experience, many of them will be feeling unsure, and a few of them will be angry when they discover either that there are no simple answers. To survive in teaching, they’ll need to observe, experiment, analyse, adapt and persist. That’s what I want them to experience in this unit.

So I want to start not with the Learning Outcomes, the Graduate Standards or the textbooks, but with a Provocation, one that requires them to explore the territory described by the outcomes, standards and textbooks. Provocation first, not outcomes or standards or some author setting out the territory before the pre-service teacher has been thrown in the deep end.

But what Provocation?

There are some kids who are just plain unteachable.

That might do it.

Where is my tribe?

My book, Imagined Worlds and Classroom Realities, is written and published.

There is a part of me that wants to leave that project behind and get involved something new. But the unpalatable reality is that I need to be involved in the publicity and marketing for the book. My colleague Anita Collins has designed a webpage for me, at steveshann.com,  and I know I need to get out there and let people know about the book.

My website

My website

But who? And how?

A couple of nights ago, some neighbours came to dinner. One of them told us how a gardening project she was involved in at a local primary school was helping to turn around some disaffected kids. I asked her if she’d ever thought of becoming a qualified teacher; she’d be very good.

‘I’m way too cynical about schools,’ she said. ‘There’s so much pressure to teach the syllabus, to conform, and there are so many demands and rules and procedures that have nothing to do with good learning.’

Afterwards, I realised that she, and the many teachers who struggle to reconcile their ideals and visions with the everyday realities of the classroom, are the people I’m writing for. It’s the struggle I’ve been involved in all my teaching life. If it’s true that we write the book that we wanted to read, I’ve written a book of non-cynical stories, of stories that suggest that no matter how oppressive or pervasive ‘the system’ seems to be, teachers can keep their vision alive, their ideals in tact. The classrooms of these teachers are vibrant places.

On the long drive back from Melbourne last week, I listened to an interview with Seth Godwin  where he talked about marketing and finding an audience. He suggested that the first step in any successful marketing is finding your tribe, the people who are interested in the same problems as you are, and who want to know your solutions.

My tribe is made up of those teachers, many of them new to the profession, who are scared that the system will snuff out their ideals and their visions, and want to hear a more encouraging story.

My new book

book cover draft 1 JPG copyI have been silent here for a while, finishing my book and getting the manuscript to the publishers.
It’s now there and in production.
The publishers and I have been working on the cover and blurb. Nothing is set in stone as yet, so if anyone has any feedback on what you can see here, I’d love to hear it.

The blurb

Stories matter. Stories speak about complex aspects of our lives that intuitively we know are important but for which the language of rational discourse is often inadequate. Stories draw on archetypal structures and evocative language in ways that create affect: they penetrate,  provoke, and disturb.

This is a book of nine stories about teachers and students. A young woman sits in her first teacher-education lecture and wonders what kind of a tribe she is joining. A preservice teacher clashes with his mentor teacher on a practicum. A teacher and students inhabit an online space with unpredictable consequences. Sally discovers the Universarium. Joseph writes a story that undoes his therapist. Sylvia struggles to free herself from an oppressive discourse about the nature of teaching. Two siblings support and console each other through their complex inductions into classroom lifeworlds.  A secondary student goes missing and police, the media and his teachers wonder why. A teacher-education academic wrestles with elusive ideas in order to prepare a lecture that he hopes will make a more-than-passing impact.

There is no other book like Imagined Worlds and Classroom Realities. It not only tells nine gripping stories; it also both positions these stories as part of a growing scholarship about story-telling, and provides practical ways of using the stories in teacher education and professional development.

Steve Shann is a teacher and writer with over forty years experience in primary, secondary and tertiary classrooms.

Keywords: Classroom lifeworlds, mythopoetics, teacher education, story, affect

Classroom flows and intensities

I’m in the Deleuze and Guattari labyrinth, and though it’s dark and tangled and I often feel lost, the  experience of being disoriented, of having familiar bearings disappear, is quite exciting.

And I’m stumbling across interesting stuff in here.

This morning, for example, I came across the following in A Thousand Plateaus (18):

… the issue is never to reduce the unconscious or to interpret it or to make it signify according to a tree model. The issue is to produce the unconscious, and with it new statements, different desires: the rhizome is precisely this production of the unconscious.(18)

The first thing this made me thing of was my thesis, ‘Mating with the world’, an attempt to think through how to respond to a story told me by a student while I was working as a psychotherapist. I started (this was nearly 20 years ago) by asking myself (to use the language that D&G use) ‘what does this story mean?’ and ended up much more interested in the question ‘what does this story do?’. Our therapeutic relationship, in the end, seemed much less to do with interpretation and much more to do with what D&G call ‘the production of the unconscious’. When the student told me his story, and as it produced affects in/on me, and my responses produced affects on him, what seemed to be going on was more to do with ‘new statements, different desires’ than with interpretation and signifying.

Then I thought about classrooms, and my current work as a teacher and researcher. It’s not easy to wriggle free of the notion that my teaching job is to do with skills and knowledge and my research work is to do with interpretation and communication. But what if my work is more to do with production of the unconscious ‘and with it new statements, different desires’? What might this mean?

I like this shift.

It focusses the attention on the lifeworlds of classrooms, on bodily affects. It gets at the central (but boringly explored) notion of motivation from quite a different direction. Instead of the focus being on classroom management models, teacher strategies and the intrapsychic ambitions and limitations of students, an emphasis on ‘the production of the unconscious’ asks us to think about the way classroom lifeworlds are produced as a result of the circulation of affect.

Not just ‘think about’; do. Not just interpret; produce.

The central question becomes: How can we, as teachers and scholars, increase the production of affect, open up flows and intensities of desire in a world (the classroom) of un-pin-down-able multiplicities?