“How’s school this year, Son?”
“Mum, they just rush you. They rush you all day, and they are just trying to fit more work in”, declared my six year old.
This conversation startled me — more so when I shared it with groups of teachers, and they agreed and expressed a similar feeling of ‘rush’, but lacked a sense of priority to explore and challenge the status quo.
So, how do we step out of the rush? Do you feel ignited or burnt out as a teacher? Is the energy your students bring to the classroom being doused by a sense of rush to cover all of the curriculum areas and the piling of facts, figures, and assessment tasks? How do learners — teachers, students, and their whānau — work collaboratively to consciously choose what logs to place on the fire of innovation and improvement? What must be removed to allow space for change and equity? How do we pay special attention to the spaces that invite reflection and warmth for all learners?