Browsed by
Tag: ruggenacher

What Teach For America Can Learn From Teach For India

What Teach For America Can Learn From Teach For India

When we walked into the Teach For India office, Elizabeth and I almost felt like we were home. We were introduced as Teach For America alums and former staff members, and the TFI staff greeted us like old friends who were eager to catch up. We didn’t know these people, but we felt connected by a common passion and set of values.

Over the next several days, we couldn’t avoid comparing what we were seeing with the organization where we’ve spent much of the past 10 years. We knew that TFI had borrowed a lot from TFA, but we were eager to explore the ways TFI had charted its own course. We wanted to know what TFA might be able to learn from its sister organization on the other side of the globe.

Several things stood out to us, but the one that made the biggest impression was TFI’s institutional commitment to student voice. We first noticed it when Sanaya was explaining how the Maya program (which we wrote about here) came about. TFI staff kept pushing their teachers to go beyond basic academics with their students. They urged them to focus on values as well and to help students develop leadership skills. The teachers agreed that these things were important, but they didn’t know how to translate this advice into action. Teach For India realized that they didn’t have a clear idea of what their advice meant either. So they decided to have a staff member create a program for students to figure out what this could look like. It worked. Maya has been successful and every TFI teacher I asked about it has spoken about how inspiring it is. Now TFI is trying to add a staff position dedicated to student voice in each of their regions. That’s a TFI staff member whose only role is to work with students to provide a model for teachers on what values based leadership programs can look like.

The next time we noticed how serious TFI is about student voice was when they invited us to participate at their Education Innovation Weekend. The three day conference led teams of staff members and teachers through a Design Thinking sequence to develop ideas to improve education in Pune, India. Each team also included one secondary school student, and their perspective was taken very seriously. Often the student voice ended up being the most influential at the table.

The adults in my group were having a heated debate about why most children didn’t enroll in secondary school. Eventually we calmed down and asked the student with us why many of her friends didn’t go to school. She told us matter-of-factly that it was because their parents would rather they find a job and earn some money. Later on, a girl from another group added a layer of nuance by explaining that parents didn’t respect the quality of the education offered at the government schools. The confidence in their assessments grounded us. These two comments became the foundation for the proposal we eventually submitted.

Individuals at Teach For America are passionate about student voice as well. This is something people can get quite emotional about. But at TFA, there is hardly ever the institutional commitment to student voice that we saw at TFI. There are no staff positions dedicated to student voice. Staff members rarely, if ever, work directly with students.

Students are common at Teach For America events. If the event is at their school, they might help with setup or with registering people as they arrive. If it’s a larger conference, there will certainly be some kind of performance by students. This type of involvement can be a valuable experience for students, but it is also scripted. I have never seen students given the opportunity to be active, unscripted participants at a TFA event. I can only imagine that, if they were, their voices would prove just as valuable to the dialogue as they did here in India.

TFA knows student voice is important and they try to prioritize it by providing professional development to teachers about why it’s important. TFI realized that this alone isn’t enough. Perhaps it’s time TFA does too.

  • Will

For the record, I in no way mean this as a ‘criticism’ of TFA. I’m offering these observations with an understanding that TFA is an organization that’s deeply committed to continuous improvement and always eager to hear new ideas.

Students Are Not Rational Beings, They’re Emotional Ones

Students Are Not Rational Beings, They’re Emotional Ones

A young girl speaks up first: “Before Maya I wasn’t confident in how I talk with people and I wasn’t sure what my life would be like in the future. But Maya has given me the chance to say ‘Yes, there are lots of things to do in life.’” The kids around her nod and smile. All of the children in the circle are between 11 and 15 years old, and they all come from very low-income communities in Pune, India. In 2014 they were part of an original musical called ‘Maya’ that they performed for over 10,000 people across India.

Another student speaks up, “What Maya was for me, it was a platform for us kids to figure out, ‘what is our light,’ and what is our potential, and how can we use it in different ways, to help other kids or spread the knowledge that we have… I have grown in Maya. My confidence has increased. Now I can talk to people with more confidence…” Most educators would be glowing with pride if their students spoke like this, but Sanaya, the facilitator, has heard this all before and she doesn’t seem impressed. She cuts into the dialogue, “OK, I’m going to push you a little more. All of your confidence has increased. None of you spoke earlier, all of you speak now. What else?” A murmur of giggles rises in the circle and Sanaya looks up to Elizabeth and I, “At the beginning, they didn’t speak more than a few words of English. They were quite shy. They didn’t have opinions and if they did, they were afraid to voice them.” She looks back to the students, “OK, beyond that?”

Teach for india maya

The students don’t miss a beat. A young boy speaks up, “If we don’t know something, we used to leave it. We used to not ask about it. But after Maya, we learned to ask ‘Why?’ If we’ve been taught something we ask, ‘Why does this happen?’ or ‘What is the reason behind this?’ The reasoning skills that we have, have increased.”

Another girl chimes in, “I’m more aware of the things that I want to do in my life and the things that I did wrong. Maybe I’m a little confused about things, and about what’s happening in my life, or around me. But I’ve started thinking more about what’s going on around me. I’ve started to become more wise. Now I ask, ‘What is the right thing to do?’”

Maya is a program of Teach For India, an organization similar to, but distinctly different from, Teach For America. Maya came about because TFI kept telling their adult fellows that they should focus on values and expose students to experiences in addition to academics. The trouble was that they didn’t have any real examples of what this meant. TFI decided to start a program dedicated to values development and student voice. At about this time, there was a fortuitous introduction to someone connected to Tony Award winning talent from Broadway. The arts seemed like a good place to start and the idea for Maya began to form.

The results are unquestionable. Not only did the students eventually perform an original and elaborate musical (about Maya, a princess who fights to bring light back to her kingdom and, in the process, finds the light inside herself) but their academic test scores ended up over 50% higher than other TFI students across the country. Maya did have a minor academic component where they would break down vocabulary and discuss the musical’s script as a text. But there wasn’t nearly enough time dedicated to this type of discussion to account for a 50% difference in test scores.

Maya teach for india values

The students in Maya talk about the group as a family. They highlight the importance of trust and the fact that their individual voices are valued. It turns out that when young people feel part of a positive peer community like this, it has an immeasurably powerful effect that ripples through every other part of their lives.

Too often we treat children like they are rational systems. We have a goal for them, like academic success, and we push them toward it in a narrow and prescriptive fashion. We want them to be motivated because it makes sense for them to be motivated. But children are not rational beings. They are emotional beings. To find the fire of self-motivation they need emotional experiences. Some students can find this emotion inwardly and nurse their motivation in isolation. But the vast majority of young people need programs like Maya to set the spark that will help them find their ‘light.’

  • Will
Rigorous Relationships: Lessons from One of the Best Schools in Switzerland

Rigorous Relationships: Lessons from One of the Best Schools in Switzerland

Olaf and I were wrapping up our time together when I asked him a final question, “What makes an excellent teacher?”

“There is not ‘the excellent teacher,’” he said. “There is the teacher who can make a connection with the students. The student has the feeling that, ‘he likes me.’ He can be hard, he can be loud, but the student always has to have the feeling that, ‘he likes me.’ This is the relationship piece.” He went on to add that the teacher should know their subject and how to make it exciting. They should know ‘how we talk’ at the school, and they should add insight to school discussions. But it was clear that the relationship between students and teachers was the keystone for everything else.

As soon as Elizabeth and I decided to focus this trip on education, we knew that we had to go to Switzerland. According to the last PISA test (talked about here), Swiss teenagers are both the happiest and highest performing students in Europe. We would have been happy to visit any school, but we were lucky enough to be invited to Ruggenacher, which had recently been nominated as one of the best schools in Switzerland.

Olaf, the school principal, picked us up from the train in his Nissan Leaf. During the short drive to the school, we made small talk about our trip and the unusually warm weather. Once in his office, he gave us some materials and started to explain the approach of the school, “We think the most important thing is to have a good relation from teacher to student. If there’s a good relation, and if teachers are in their topics very well, then we have a good school. That’s the bottom of our thinking.”

students at a school in switzerland

Switzerland is known for its affluence and this is one of its best schools so, we were somewhat surprised to learn about Ruggenacher’s demographics. The majority of the students are working class and over half are from immigrant families. Olaf spoke as much about the supports offered to students who act out or fall behind, as he did about anything else. On the way back to the train station, he told a story about a representative from PISA who came to visit. He asked the man about how he can tell if a school is good or not. “It’s all in how a school treats the bottom 10%. That is everything,” he said.

Now, I’ve heard lots of schools talk about the importance of relationships, but how this priority actually looks in a school can be a tricky question. I asked Olaf what they do to make sure relationships are a lived priority in the school, not just words in a vision. He was quick with examples.

  • Longevity. Instructionally the school is organized into ‘Lelas.’ These are groups of 3-4 teachers who follow students for their 3 years at the school. So, a class of students will have the same three teachers for their entire time at the school. In this way, teachers are able to build strong relationships with each child. The lelas also have a lot of autonomy to plan instruction and come up with support systems for individual students who need it. As Olaf said, “We have no change. It’s very important that we have stability in all of these groups. That’s the point, and why I think we are quite a good school. Because we have good teachers and they work together for a very long time.”
  • Student Coaching. Every four weeks each student has a meeting to discuss with their ‘coach/advisor’ about how they are doing and what their next steps are. If a student needs it, these meetings can be more frequent, sometimes 2-3 times a week. The teachers get special PD on how to facilitate these coaching sessions effectively in both the short and long-term.

desk at school in switzerland

  • Independent time. There are large rooms at Ruggenacher that are filled with 50 student cubicles each. All 50 students are never here at once, so they could share, but Ruggenacher knows that having their ‘own space’ is important to teenagers. Students can personalize their cubicles with photos and their organization chart. Each student spends 7-8 hours a week here and they’re able to manage their own work time. Of course, they’re responsible to complete work, but they have freedom in how they prioritize their tasks. It’s basically a study hall, but taken much more seriously. I think it’s interesting that Olaf mentioned this as part of the relationship strategy. It’s part of a deeper understanding that we saw in Switzerland that, increased responsibility can strengthen a student’s relationship with school. We asked students what they thought of this time and they lit up. It’s clearly one of their favorite parts of the day.
  • Earned Privileges. Students who show they are ‘good’ by being respectful and curious can earn extra privileges like the ability to take home a digital device or get a pass to stay inside during recess. In the US we often take privileges away for misbehavior. I think I like the idea of earning privileges with good behavior better. Students may earn one distinction but not another, and very few students have them all.
  • Respect. The most important aspect of student-teacher relationships at Ruggenacher is something that Olaf mentioned several times: students and teachers can talk with each other. Their communications aren’t defined by a power dynamic, their defined by a mutual respect. This piece is necessary to make everything else work, “Strong teachers can talk with students eye-to-eye. You don’t have so much ‘Teacher and Student.’ They can discuss as normal people should discuss. So the students, you will see, they are difficult in some situations, but mostly you can talk with them. From the first day they come to us they are partners. You can feel it.”

It’s true, we could feel it. The students at Ruggenacher are no different than students at any other school we’ve visited, but unlike students at schools with similar demographics they feel that school is for them. They feel that school is on their side, and they feel this way because of how they are treated when they’re there. Relationships are a priority and the systems of the school actually reflect that priority. Of course, there are other factors in Ruggenacher’s success and we’ll talk about them in future posts, but positive relationships, Olaf insists, are the foundation of everything.

  • Will