CHAPTER FIVE
Final Reflection
I think my action research question was too big to tackle. Way too big. However, it was the right question to pursue at the right time and it continues to push me onward. My research question (What happens when I collaboratively design projects with students?) resulted in a much larger action research project than I had ever imagined. I had no idea what I was getting into. My inquiry dealt with what happens when you co-design. Once I started figuring out what happened, I had the opportunity to dig deeper into aspects of learning like self-direction, collaboration, inquiry learning and structures for maintaining democracy in a classroom. For the most part, I stayed on the course (pursuing my big question), because there was that part of me that just wanted to know What on Earth is going to happen next? Now, as the action research ends, Im actually more interested in the way that we as teachers can facilitate self-directed and democratic learning. I realize that the idea of co-design is not an end. It is just a tool to democratize learning. And so the question has led me to more specific questions. How do you strike a healthy balance between teacher and student control in a democratic classroom? How can we make democratic learning scalable? Is it scalable? How can we make it manageable for teachers? How do we explore democratic learning within the tight constraints of a traditional system that leaves little room for experimentation and student voice? How do you build a democratic school from scratch?
As a teacher, I am expected to be an authority. Students expect it. Parents expect it. Even other teachers expect it. This year, I had a chance to deconstruct that authority, and it has made me much more comfortable as a teacher. There has always been a part of me that was afraid that being a teacher meant being a dictator, and it never sat well with me. Now I know that being a teacher can be more about sharing power gracefully than using power absolutely. And that has given me a very hopeful and positive outlook on my place within this profession. Its also given me a better window into student abilities. The bar has been raised all around. Too often, education is used as a tool for social control. Unsurprisingly, some students resist. Then teachers implement behavior management strategies. A power struggle ensues, and no one wins. Learning takes a back seat. Through this action research project, I have come to believe that our job as teachers is to nurture students to become self-directed and inquisitive learners. If the students struggle with that, we need to find approaches to help them develop these qualities. Co-design is one approach, but
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other effective approaches must exist. Many have already been described by Dewey, Neill, Beane, Brodhagen and Berger. And so my search continues. I know that it needs to begin with student questions and their intrinsic curiosity about the world and themselves. When a teacher imposes their own questions and interests on their students, they teach them to feign interest and engagement. A.S. Neill would say that this is at the root of societys discontent. I think hes right. Throughout this action research, I have experienced a range of bliss and tension with colleagues. Thankfully, my work with Ms. Wong (my teaching partner), has been amazing. I feel like co-design has tapped into her core educational and philosophical beliefs. Honestly, if I had gone it alone, I would not have made half as many of the discoveries that I made throughout our project. Ms. Wong was crucial. And so Ill say this: collaboration between teachers is essential to democratizing learning. No one should work alone in education. And when you collaborate, ideas spread. At my school (which already fosters a collaborative culture amongst teachers) I see direct positive effects of my attempts at codesign. Many colleagues are now curious about this approach. One teacher even used Beanes curriculum integration to start a project (when her approach wasnt working). She continues to ask me for tips on what books to read by democratic educators. Several other teachers have taken similar approaches by starting projects with the ideas of students. Of course, there are skeptics, too, who express doubt about students potential to be self-directed. Im convinced that its their doubt, not their students, that is getting in the way.
Action Research Has Changed Me!
The action research approach has become synonymous with being an excellent teacher in my book. Unfortunately, its not what most people have been trained to do. Is it any wonder that education is in the bind that its found itself? The idea of asking a question, researching that question, formulating a plan to answer the question, implementing the plan, making observations, gathering data and then taking next steps should be the practice of every teacher. I will always be an action researcher, sometimes formally and sometimes informally (due to the obvious time constraints). Approaching things like a researcher has really become simply good practice for me. If I had to narrow it down, the most powerful aspects of my research were interviews and surveys. Tapping into the thoughts and feelings of my students was not only vital to conducting my research. It ultimately became my most effective tool as a democratic educator. I continue to use interviews and surveys as a method of co-designing with students. Surveys help a teacher analyze trends in ideas and opinions. Interviewing students showed me the power of a quick and focused check-in with kids. Interviews helped me develop a closer read of the student experience. I continue to check in with students and ask questions more frequently, as a result of this practice. Imagine if education policy was shaped by the first-hand experiences and observations of teachers. If a critical mass
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of educators conducted action research, we could flip education on its head in this country.
Some Challenges, Mistakes and Assumptions
I went into this process with few assumptions. In hindsight, I wish I had picked a focus group. That was my intention all along, but as time became more limited I just couldnt figure out a way to make it happen. There were just so many decisions to make and so many facets to each decision. I became so enthralled with the process that I slacked in terms of data collection. My lunch bunch was an attempt at a focus group. However, if I wanted my research to be more consistent and scientific, a focus group would have been essential. Keeping a teacher journal that contained reactions to data, student quotes, and observations was invaluable to writing my findings. If not for these journals, the writing of my findings would have been insurmountable. The journals allowed me to gather data, compare it with observations and draw conclusions. At the time, it seemed like a race against the clock to write these journals and get them posted to our class online forum. However, it was worth it. The journals made up the bulk of my findings!
Next Steps for a Co-Designer
At my core as a human, I know that experience and ownership are the most precious aspects of learning. I see it with my three-year-old son as he navigates his expanding world. I cant fill his head with ideas. I can only guide him as he discovers things. This process shouldnt end, but in our current system it does. At some point we ask the toddler to sit down, get quiet, follow directions and ignore their curiosity. Then, years down the line, we wonder why students seem to lack motivation and an interest in learning. My next steps are to take what I learned from this research and do it again with students in a way that is cleaner and contains less detours and potholes. I know that there are more efficient structures for making decisions (and this is important for students). I definitely walk away from this research with a better understanding of how to make democratic decisions with students within projects. In order to do co-designed projects and really avoid a quagmire, you have to design with students and then give yourself time to do some final tweaks to the design, collect resources and iron out the logistics. We added a great deal of stress to our lives by trying to design and implement the project without this extra time built in. Next time around, I would like to gather further data and figure out how to improve the process. I could strengthen the process by carrying it out in the company of other colleagues (to widen our data set so that we know subjectivity isnt interfering with the whole process). Undoubtedly, this collaborative approach would bring us closer and push us further.
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A New Beginning
Beyond the democratic classroom lies the dream of a democratic school. What would learning look like if the entire institution were built around the ideals of democratic learning? Next year I am moving from San Diego, California to Portland, Maine to take part in the exciting adventure of starting a new school. On top of my role as a 9th grade social studies teacher, I will co-coordinate professional development with my colleagues. I am excited to share my fresh experiences from this action research as I play a major role in building a school culture of democracy, inquiry and collaboration between teachers and students. My new school is not explicitly a democratic school. Its aim is to provide students with a STEM-focused (Science, Technology, Engineering and Math) and project-based education (a good starting point for democracy). I understand that many of my colleagues may have limited exposure to co-design, curriculum integration or project-based learning. Some might even oppose these approaches. However, Im certain that many of them will be able to share new approaches to teaching and learning with me. I believe that if we can open the doors to equitable collegial discussion and build a staff culture of respect and collaboration, we just might find ourselves standing on the threshold of democratic learning. Every journeys end is a new beginning.
The team of students and teachers that I will never forget
Teachers and students eating lunch together and planning the project
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