Tag Archives: Primary school

‘Village’ People…

(…or Consciously Creating Community)

ny2 007

I grew up in a city in the 1960s. A network of terraced houses built in the 1800s to accommodate the local docks’ workers. Grandparents, aunts, uncles and cousins lived a few streets or a short bus ride away. Front doors were frequently left unlocked. There was a butcher’s at the end of the street, a bakery on the corner of the next. My great aunt and uncle owned the local grocery (one of the few family members who were self-employed). We had a Post Office, a pharmacy (‘chemist’s’), a fish’n’chip shop, a cafe, a newsagent’s, a sweet shop and one of those small shops that defies categorisation, selling an odd assortment of bric-a-brac, toys, ironmongery, and textiles. If it had been 19th century USA it would probably have been labelled the ‘General Store’. There was even a small ‘dairy’ – no cows, just a distribution point for the local milkman to collect full milk bottles and deposit the ‘empties’.  All this within five minutes walk of my house. It was a ‘village’ within a city. Half a mile away there was another ‘village’ replicating the variety of shops.

As a toddler, shopping with my mother or grandmother could be interminable. Progress from shop to shop could be slow, as neighbours, acquaintances, and family members randomly met and exchanged news and gossip. Shopping for a neighbour or family member was not unusual. If it rained while you were out shopping, a neighbour would take your washing off the line and put it inside your back door.

Many of my grandparents’ generation lacked formal education, having left school at 14 in order to assist or solely support their families. They valued education and its potential rewards, encouraging their children to aspire to careers beyond the skilled or unskilled manual labour of the docks.

Consequently, family members of my parents’ generation gained a few academic or specialised qualifications. Changing their ‘collar’ colour from blue to white. With greater earning capacity and a wider choice of job opportunities, they left the ‘village’ and began to populate suburbia or more distant population centres. Some emigrated to new continents.

The family homes which had seemed like a busy network of bee-hives, with their constant to-ing and fro-ing between them, became quiet except for ‘celebration’ days or holidays. The telephone became the substitute for face-to-face interaction.

I am a child of the ‘diaspora’. My first cousins are scattered around the globe. The nearest member of my family lives 25 miles away.

The ‘village’ had its negatives as well as its positives. Those that didn’t conform could be shunned, bullied and belittled. They were not necessarily undermining the community, they were often expressing their individuality. You could be gossiped about for wearing clothes that were ‘too loud’ or having ‘ideas above your station’. For some, leaving the ‘village’ was  a liberating experience, essential for their personal growth and well-being. Be assured, I am not idealising. The ‘village’ had its fair share of ‘ne’er-do-wells’, rogues and a criminal element. In addition, maintaining a degree of privacy could be viewed as suspiciously secretive or exclusive.

What’s my point? Where am I going with this?

OK. In the ‘village’, the process of building and maintaining community required a minimum of effort. You could avoid it if you really tried but otherwise it just ‘happened’. The historical/geographical context governed the degree of interaction. Families and neighbours facing similar ‘struggles’ could and would empathise with each other. They would offer support, share resources and seek solutions. If you destroyed trust, the repercussions could last a lifetime (or two)!

In the strive for individualism and independence, have we lost that real sense of interdependence and kinship? How much would you really sacrifice for a suburban neighbour or co-worker who may be there one moment and gone the next? As we have become more ‘mobile’, both work and personal relationships may have a greater sense of ‘impermanence’. Also, if someone destroys trust, they may not have to live with the consequences for too long.

Building classroom communities requires deliberate and sustained effort. The values, attitudes, skills and knowledge to build a healthy community have to be internalised by learners who may not have had the experience of growing up in a ‘village’. The ethos and climate of classrooms cannot be solely dependent on the charisma, mood swings or dictats of the teacher/educator. At the other extreme, empowering learners does not mean allowing ‘jungle law’ to develop.

In a world seemingly driven by mobility and material acquisition, there is an even greater need to acquire ‘values’ which value people and embrace diversity; which value skills needed to develop emotional intelligence and collaboration;  and values which build and maintain community.

While I abhor the abuse of social network media, from a personal point of view, the recent advances in this type of technology has enabled my family ‘diaspora’ to begin a process of reconnection and the rekindling of a sense of kinship. A virtual ‘village’.

We are social animals. We are interdependent. And, while we pursue political or educational policies which promote hierarchy and the selfish individualism of a dog-eat-dog society, we merely serve to widen divisions and ignore our collective responsibility for the well-being of all.

Getting the balance right means that we not only provide opportunity for and tolerance of a diversity of individual aspirations and beliefs but also a sense of responsibility for and contribution to the community, which is dynamic and ever-changing. This is real lifelong learning. And, when individuals feel secure and valued, they develop greater motivation and confidence to take risks and explore their potential.

 

For more thoughts on building and maintaining community see  our previous post ‘All hours, all weathers.’

Advertisements

Leave a comment

Filed under Coaching, Community Learning, Designing for Learning, Early Years, Education, Experiential Learning, Explore, Learners, Learning, Networking, Potential, Practitioners, Primary, Problem-Based Learning, Quality Learning, Reflective Learning, Secondary, Single Steps Learning, Teaching, Technology, Values

Two Days of Community, Learning, Laughter and Concentration…

Thank you to all at Henllys CIW Primary School for the last two days. Moments of hilarity, many thoughtful comments, and periods of intense concentration were balanced with a welcoming atmosphere, a willingness to ‘have a go’ and an exploration of learning.

 

We are looking forward to returning for the twilight sessions! Hope your first day back with the children has gone well…

Leave a comment

Filed under Designing for Learning, Education, Primary

A super start to the academic year…

We thoroughly enjoyed our day in Tondu Primary School. There was a lot of laughter, a lot of thinking, a lot of reflection and a lot of thoughtful connections being made by a dedicated staff of professionals.

 

Amongst the many experiences of the day, we took a look at this quote from Will Ryan’s book ‘Inspirational Teachers, Inspirational Learners’:

Community was at the heart of the day. There was a real sense of ‘playfulness’ and ‘seriousness’.

 

Thank you to all who took part.

Leave a comment

Filed under Community Learning, Designing for Learning, Education, Passion, Potential, Primary, Reflective Learning, Values

A reminder to tune in tomorrow…

Tune in to BBC Radio 5Live http://www.bbc.co.uk/5live/

between 12 and 2pm tomorrow (UK time) to hear Karen Workman (Lynne’s sister!) talking about ‘Adult Learning and Literacy’. The interview will be taking place in a Primary School in Neath Port Talbot…and there was talk of getting Leighton Andrews on the show too – Education Minister for Wales! It will be interesting to hear what he has to say about literacy and the new national tests for 5-14 yr olds in Wales (beginning Sept 2012). More on the blog tomorrow…!

Leave a comment

Filed under Community Learning, Education

Aberbargoed Primary School

Just back from spending a rewarding 2 days with the staff of Aberbargoed Primary. Thank you for the welcome… and the commitment you showed to the training and to each other!

It was great to see evidence from every age range – and to hear anecdotes about learning moments from every staff member in the school. (If only the ‘promised funding’ from the Directors of the Effective Learning Programme was a reality!!)

Hope the rest of your ‘school build’ goes well. Look forward to our next visit and exploring ‘Job-Embedded CPD’ with you!

Leave a comment

Filed under Community Learning, Designing for Learning, Education, Embedded CPD, Primary