Thriving at School
Children thrive at school when they are supported to attend, take in and process information, and interact positively with their peers and educators. – Emma Goodall 2020
Recently on Instagram, I saw Dr. Hayley Lewis’ visual about the theory of thriving at work. It illustrates the work of Gretchen Spreitzer et al (2005). What struck me was the similarity between the needs of workers and students to thrive. The needs and outcomes are similar, and for me, highlight critical elements of the culture of learning and formative assessment practice when it comes to building self-regulated learners.
While many elements comprise a culture of learning, a handful rise to the surface in conversations with educators. These elements include trust, mindset, empowerment, support, curiosity, intentionality, and practice. These elements empower students to transform into learners. They allow learners to thrive.
People thrive when they are supported, engaged, learning, and interacting positively with others. Age doesn't matter, nor whether they are at school or work. The Spreitzer et al (2005) model of thriving at work includes features, behaviors and resources.
- Behaviors that generate agency – task focus, exploration and heedful relating
- Contextual features to support growth – choice, trust and respect, and access to a broad range of information
- Resources that are produced – knowledge, a sense of meaningfulness and problems as opportunities for learning and growing
The behaviors, context and resources lead people to feel a sense of vitality and learning, to see and feel progress in their self-development (Spreitzer et al, 2005). This is the definition of thriving at work.
Thriving at school involves similar agentic behaviors, supported by the context of the classroom (remote or onsite) and generating resources that spur student self-development and self-regulation. Context enables agentic behaviors. In the classroom, the expectations, strategies and routines are part of the context that helps learners develop agency (to own their learning). This context is shaped and supported by the classroom learning team--teacher, learners and peers (virtually or onsite). Teaching the classroom learning team how and why to interact and to become instructional resources for one another builds relationships, knowledge and connectedness. It allows students to see (and become part of) the bigger picture of the learning community.
How do learners pursue conditions that foster their growth and development and increase their ability to be self-regulated? Part of the conditions come from teachers who use formative instructional practices, which include creating opportunities that foster decision-making. Allowing learners to choose not only who they learn with but also what, how, when, where they learn, and how they demonstrate the learning. Learners are more likely to be proactive and persistent (demonstrate a growth mindset) when these choices are provided. When teachers offer choices, and teach learners how to make the best choices, the trust, empowerment, and support provided serve to foster curiosity.
When students experience feelings of autonomy, competence and connectedness (sense of belonging), they may be more likely to explore their learning and take risks with content, strategies or relationships. Teaching learners to share information and become resources for their peers increases their understanding of content and each other. It helps them better relate to each other and builds trust and respect. This can make them more likely to feel worthy and valued.
As a result of helping learners thrive at school, the classroom learning team becomes producers of renewable resources. Shared knowledge and experiences, positive interactions of help or knowledge sharing, and class experiences and products get produced on an ongoing basis. The relationship resources often stretch beyond the classroom into other school activities.
When learners are thriving at school, they do so despite stress. The focus on tasks, the ability to explore and having a support system allow students to own what they are focused on. They make choices about their efforts. They choose who to interact with for their growth and development. These resources and interactions energize the learner and help them keep learning and growing – thriving – where they spend a great deal of their time.
Let’s circle back to the Spreitzer et al model and highlight the classroom connections.
- Behaviors that generate agency – task focus, exploration and heedful relating
- Fostering curiosity through choice in what is learned or how it is learned and what strategies are employed
- Developing a culture where risk-taking is encouraged and mistakes are a way to learn
- Providing focused opportunities to practice what’s being learned
- Setting learners up to successfully share with and support peers
- Contextual features to support growth – choice, trust and respect, and access to a broad range of information
- Building trust and support through the classroom learning team
- Teaching learners to set goals, monitor their progress and adjust along the way
- Offering choices and teaching decision-making
- Communicating the big picture – standards, goals and how the learning fits
- Encouraging feelings of confidence and appreciation for peers
- Resources that are produced – knowledge, a sense of meaningfulness and problems as opportunities for learning and growing
- Experiencing positive emotions when successful with tasks and relating to/with peers
- Gaining knowledge when trying to understand new information
- Experiencing aha moments
- Stretching to use existing knowledge to create new connections
When learners feel more successful in all these areas, more agentic behaviors occur. Which behaviors, context pieces or resources can you offer this week to help your students thrive?
Resources
A Socially Embedded Model of Thriving at Work | Organization Science (informs.org)
0 Comments Add a Comment?