The Big Fresh October 25, 2014 Learning Spaces

I had the privilege of collaborating with a literacy coach recently. At the end of several days together we were chatting about what we noticed and next steps. Heidi, the instructional coach, summed up her observations by noting that in my coaching and teaching I “create spaces for learning.” I have not been able to stop thinking about these words since she shared them with me.

When I asked her to explain what she meant she added, “I notice you tend to begin by modeling something, setting up a situation, asking a question or sharing an observation. Then you back off and leave the learner, whether it be a teacher or a student, the space to practice, reflect, and think.”  She continued, “This space is important because it allows the learner to make sense of what they are doing and gives the teacher an opportunity to observe, assess and understand where the learner is in the process. It makes the process more authentic to both the learner and the teacher. The learner is more prominent in the instructional process – it feels more productive and respectful.”

I love this idea of “creating space for learning.” It provokes an image for me that includes time, response, differentiation and openness.  Space can be defined in terms of the physical area and in terms of freedom. Space gives room to make decisions, change direction, affirm or reject. Space is something I realize I need in order to learn and maybe that is why I offer it when I teach.

I don’t think I was making a conscious decision in creating space, but now that I am thinking more about it I do realize this is how I learn. I need to think about things for a long time before I can own them. I take time when I am driving, running or writing to create space for me to ponder new ideas. I am not someone who can read or hear something and then immediately champion the idea. I need to understand it in relation to my beliefs as an educator. I need to question the research, consider the point of view of the author and talk out my ideas with colleagues. Space gives me the time and freedom to do this thinking and to make connections between what I know to be true and new ideas.

Space sends a message to the learner – I am inviting you in and I want you here. I am thankful to Heidi who pushed my thinking by sharing her observations with me.   Now that she has pointed it out I want to hold myself accountable to it. In the words of Maya Angelou, “Do the best you can until you know better. Then when you know better, do better.”

This week we look at peers supporting each other in classrooms. Plus more as always — enjoy!

Clare Landrigan founded Teachers for Teachers with Tammy Mulligan. She spends her days helping educators from New England and beyond do the hard, thoughtful, and rewarding work of improving schools for young readers and writers. You can read their latest thinking at their Perspectives blog.