Page 1

“Habits of highly effective teachers and students and the 21st century skills� An article by Tatyana Kasima In cooperation with Elisabeth Alla and Max Koshchuk

International Pool of Trainers

INDEX Introduction 3

1. The authors 4 2. The article 6 2.1. Habits of highly effective teachers and students and the 21st 6 century skills (EN) 2.2. Väga efektiivsete õpetajate ning õpilaste harjumused ja 21. 11 sajandi oskused (EE)


INTRODUCTION The article written by Ms Tatyana Kasima explores the world of teachers, its complexity and beauty at 360º in an European framework and since a direct experience lived by teachers and students at a national Programme: the IB. The current article is written as a cooperation project between three people, two students and one teacher. The article aims to look at the habits of highly effective teachers and students and the 21st century skills from the teachers’ and students’ perspectives.


The Authors Tetyana Kasima I have been working in education for 10 years as a teacher and project coordinator. I am always excited to reflect on my experiences as a teacher but also as a learner. The idea for this article came to me a while ago. Educators around the world discuss this question and many articles are written on the subject. However, I think that in order to truly process one’s experiences, it is necessary to write about them. I think this article as well as many other articles can open a discussion on different aspects of education, among them what makes an effective learner and what skills we need to acquire today in order to be successful tomorrow. I am currently covering the role of Member enrolled in the International Pool of Trainers at EuroDemos Youth Mobility NGO with high level results and in representation of Estonia.

Elisabeth Alla I think of myself as a quite courageous girl who chose to study in the IB Diploma Programme. So far I haven not regretted this decision not even once, actually it is quite the opposite, I enjoy the learning process in the IB. For example, I think of this article as a part of my learning process and again it is something completely different from the usual, but it is a no surprise for me anymore, most of the tasks you face in IB are like this. I wanted to give this article a bit of flavour by adding my own learning experience.

Max Koshchuk This year I entered DP1, but I also been a part of pre-IB program. This means that although I just starting my journey in the DP program I have a lot to share from my pre-IB experience. What really surprised me in IB program is amount of challenges it's made me to face. This challenges helped me to grow as a person as an academic learner .For that reasons I decided to contribute to this article as it's another challenge for me , it's 4

made me over think everything I learned so far in IB program and share it within the society .


2. The Article 2.1. Habits of highly effective teachers and students and the 21st century skills (EN) A love for lifelong learning This includes teacher’s and student’s ability to connect different subjects. On the teacher's part to be more interdisciplinary, on the student's part to look for the connections tounderstand one subject through another, to look for similarities and discrepancies. It makes your study process fascinating and more holistic. You are not just studying a subject, you are learning how the world works. As a student, I already know by now that I won’t stop learning after I graduate and start working. If there’s one thing I’m never going to give up, it’s the ability to learn and widen my horizons. In the 21th century where you can’t be sure if what you know today is relevant tomorrow, I want to keep up with this world I’m living at. We don’t have to know anything and can’t know anything, but we should open to new opportunities to learn. Active involvement in the world around you in order to apply your knowledge in the real world. In connection with this point, I am lucky to be CAS coordinator at my school, Audentes, which approaches this question through Creativity, activity, service projects. As a CAS coordinator, this is the first question that I need to deal with every time I have to introduce CAS to students, parents and teachers. There is no one way how to introduce CAS, this makes it both challenging and fascinating. Just as there is no one way how to introduce it, there is no one how to do it. So to paraphrase the question asked before, I think it is better to ask: “How do we approach CAS in Audentes?” CAS stands for creativity, activity and service. In the beginning of the school year, each student makes a list of activities that can fall into either 6

one or all of these categories. This is where the challenge comes in. Where to begin? What count as CAS? I think primarily CAS allows students to stop and think :”What am I good at? What am I interested in? Is there something I have always wanted to try but never had time for or was not sure how to begin?” and many other questions. It is always fascinating to discuss these ideas with students. I never stop being surprised at how many different ways to look at CAS there are. It is inexhaustible! Among my favorites I would name cleaning a local mansion that has been neglected for years, makes you feel adventurous, uncovering long lost secrets, being a judge at the film festival, joining various sports activities such as rock-climbing, diving and Muay Thai, doing a handstand for the first time, creating a website, trying one’s skills at making a computer game… the list goes on and all of this is CAS. CAS allows everyone to reflect on their talents and skills, think how they can improve them or develop new ones and also how they can contribute with these skills to the world around them. I am happy I can be part of this vibrant community, as the role of the CAS coordinator is to oversee the process by approving experiences and projects and subsequently contribute to the development of future leaders, develop reflective, caring, open-minded people, who are not afraid of taking risks and are responsible for their actions, are culturally sensitive and principled. Time management and planning It will be fair to say, that a vital part of the student’s success in IB is his/her ability to properly manage time. By managing and planning your life you'll be able to make it much more organized and easier. By being a part of an IB system I have to deal with large amount of tasks at the same time, so being able to organize and synchronize all my work with my schedule makes it much easier and allows me to follow my deadlines. So what are the key points that allow me to be an efficient IB student? Well, first thing to remember is to be organized. Here are a few of tips that help a successful student to be organized write everything down , your memory isn't your best friend when it comes to planning, get a planner, get a folder for everything that is needed to make your life more organized. Positive attitude It is said that attitude controls your life, but the good news is that you can control your attitude. Attitude determines the world you live in. It is the foundation of every success and failure you’re going to experience in life. 7

The same applies to school life. It can be even said that positive attitude equals to positive results. When coming to school, it’s hard to look how most of the student’s shoulders are sagging, they are staring at their toes and you can’t catcha smile from anyone. What makes it even sadder is the fact that they will go the class the same way. I love to see these few rays of sunshine, who come to school with a bright smile on their face. I try to be one of these persons, it makes me feel like I can face anything and to be honest, I can. Even when I’m having a disastrous day, not letting these events have an effect on me helps me concentrate in lessons, participate in discussions, be active and that has lead me to many positive results. We all face something negative from time to time, but the key is how you process it. We have two options: whether we let it settle as something negative and let it have an effect on us or we turn this into something positive and look at it as something to work on and improve. It is necessary to understand that we fall on our knees sometimes, but we can always get up, sweep the dust off the knees, take it as a lesson and move on. It seems simple, but this can be achieved only with positive attitude. Cooperation Needless to say that two heads are better than one. However, is it always true? It is not enough just to get together in order to start working on a project, a certain organisation and a plan is essential in order to achieve a desired result. In this respect both students and teachers will benefit more from the teaching/learning experience if they talk to each other more openly. Favoring student-centered classes over teacher-centered ones is a way to give students initiative in their own learning. It makes feel students feel responsible for their own learning as well as feel more motivated to achieve more. Perseverance In IB, most of the students have one goal: get the diploma. You can see students constantly working for this major goal from day to day. Each person’s “IB journey” is so different and can’t be compared with each other. Some have it easier and some don’t. Every day you confront someone’s success and also failures. Sometimes you wonder what this magical force is that keeps the students going. It’s perseverance. The more perseverance the student has, the smoother the “IB ride” is. I find that in IB it is essential to be on track all the time. Fall back on something and then you’ll experience the true struggle of extra work. This is something every IB student knows in his/her sub consciousness, but tends 8

to forget from time to time and it is okay. As long as they have they don’t give up on their biggest goal and continuously work on it, but taking small breaks from time to time, everything is under control. Perseverance is what keeps you close to your goal. I believe that it is easy to start a certain task but not always easy to finish it. It can happen to everyone and it has nothing to do with the skills you have. I think in order to cultivate perseverance, it is essential to help students along the way, break the task into stages with manageable amount of work, set realistic deadlines and help students review their work along the way. This contributes to the overall satisfaction of getting the work done, reduces stress and helps students to enjoy the learning process. Being Reflective This is not coincidently, the last point, as mentioned above we learn through reflecting on our experience and I think it is very important to give yourself and break and reflect on how you are learning, what you are learning, what the best ways to learn are. In the world where information is becoming more and more accessible such skills and evaluating, processing and organizing information become more and more important for both students and teachers. These are some questions that help me reflect on how I learn, I hope they will be useful to you as well. While teaching and talking to students, I often use the following questions in order to reflect on different experiences. I find the following list helpful not only to be used at school but also and it seems to me more importantly outside of school when you are experiencing the world and learning from real-life situations. I also believe that the following list helps you to consider your study choices and ultimately life choices. What I know for sure that it does generate an interesting discussion with my students. ● What would be a meaningful choice for you right now in your learning process? ● What coaching/instruction would be helpful to you at this moment? ● What support do you need right now to be self-directing in your own learning? ● What do you notice about your own thinking? ● What study patterns do you notice? ● What do the patterns tell you? 9

● How has your thinking changed about an idea or topic? What impacted your thinking? ● Based on changes in your thinking so far, how might your thinking change in the future? ● What might influence that? (What happens if you don’t know?) ● What control do you have over the influences on your thinking? ● Under what conditions can you trust yourself to fail? ● How might failing be useful? ● What is most worth doing? ● Where might you go to find interesting people, intriguing thoughts and boundless creativity? ● About what things do you deeply wonder? ● If you allow your mind to wander, can you follow the journey of where it takes you? References 100 Questions That Help Students Think About Thinking, Terry Heick, April 6,2016. Accessed November 29,2016. The 15 habits of highly Blog,September 2,2016.





Accessed November 29,2016 10

2.2. Väga efektiivsete õpetajate ning õpilaste harjumused ja 21. sajandi oskused (EE) Armastus eluaegse õppimise vastu See sisaldab õpetaja ja õpilase võimet ühendada erinevaid õppeaineid. Õpetaja poole pealt olla rohkem interdistsiplinaarne ning õpilasse ülesanne on otsida seoseid, et mõista ühte ainet läbi teise, otsida sarnasusi ja erinevusi. See muudab õppeprotsessi huvitavamaks ja terviklikuks. Mitte ei õpita ainult õppeainele omast, vaid õpitakse kuidas maailm töötab. Õpilasena tean juba praegu, et ma ei lõpeta õppimist peale lõpetamist ja tööle hakkamist. Kui on üks asi, millest ma ei ole nõus lahti ütlema, siis see on võime õppida ja oma silmaringi laiendada. 21. sajandil, kus me ei saa kindlad olla, kas see mida me teame täna on oluline ka järgneval päeval, soovin ma ikkagi püsida järjel maailmaga, kus ma elan. Me ei pea tedma 11

kõike ja me ei saa teada kõike, siis peaksime olema avatud uutele õppimisvõimalustele. Aktiivne osalemine maailmas meie ümber, et rakendada oma teadmisi päriselus Seoses selle punktiga on mul hea, et olen CAS-i koordinaator oma koolis Audentes, mis läheb sellele küsimusele läbi loovuse, töö ja heategevuse projektidega. CAS-i koordinaatorina on see esimene küsimus, millega pean tegelema iga kord kui tutvustan CAS-i õpilastele, vanematele ja õpetajatele. Ei ole ainult ühte viisi tutvustamaks CAS-i. See muudabki selle keeruliseks ja huvitavaks. Nagu pole ühte viisi selle tutvustamiseks, pole ka ainult ühte viisi selle teostamiseks. Eelneva küsimuse ümbersõnastamiseks arvan, et on parem küsida, “Kuidas me läheneme CAS-ile Audenteses?” CAS seisneb loovuses, töös ja heategevuses. Kooliaasta alguses teeb iga õpilane nimikirja tegevustest, mis kuuluvad nendesse kategooriatesse. See on koht, kus tuleb esile väljakutse. Kust alustada? Mis loeb CAS-ina? Ma arvan, et CAS on see, mis laseb õpilasel mõelda, “Milles ma hea olen? Mis mind huvitab? Kas on midagi, mida ma olen alati tahtnud proovida, aga mille jaoks mul pole aega olnud või ma polnud kindel kust alustada?” ja paljude muude küsimuste üle. See on alati nii põnev arutada neid ideesi õpilastega. Ma ei lõpeta kunagi üllatumist nende erinevate võimaluste üle, millega CAS-ile lähenetakse. See on ammendamatu! Minu lemmikute seas nimetaksin kohaliku mõisa koristamist, mida on korraldatud juba aastaid, mis muudab seiklushimuliseks avastades avastamata saladusi, osalemist filmifestivalil kohtunikuna, alustamist erinevate spordialadega nagu näiteks mägironimine, sukeldumine ja Muay Thai, esimest korda kätepeal seismist, veebilehe loomist, proovile panema oma oskuseid arvutimängu loomisel… see nimekiri läheb aina edasi ja see kõik on CAS. CAS laseb kõigil mõtiskleda oma talentide ja oskuste üle, mõelda kuidas parandada või omandada uusi ja samuti kuidas nad saavad nende oskustega panustada maailma nende ümber. Ma olen õnnelik, et ma saan olla osa sellest elavast kogukonnast. Kuna CAS-i koordinaatori roll on protsessi jälgimine kogemuste ja projektide aksepteerimise läbi jasellele järgnevalt annan oma panuse tuleviku liidrite arenemisele. Arendan oma käitumist analüüsivaid, hoolivaid, avatud mõtlemisega inimesi, kes ei karda võtta riske, vastutavad oma tegude eest, on ühiskonda jälgivad ja mõistvad ning põhimõtetekindlad. Aja planeerimine 12

Olen aus kui väidan, et IB-s läbilöömiseks on vajalik korralik aja planeerimine. Aega planneerides oled sa võimeline muutma kõike rohkem organiseerituks ja lihtsamaks. Olles osa IB süsteemist pean ma tegelema samaaegselt erinevate ülesannetega ja ülesannete organiseerimine ja sünkroniseerimine muutab selle lihtsamaks ja aitab mul asjade valmis jõuda õigeks ajaks. Mis on siis need põhilised faktorid, mis aitavad mul olla efektiivne õpilane? Esiteks tuleb olla organiseeritud. Siin on paar nippi, mis aitavad edukal õpilasel olla organiseeritud. Pane kõik kirja, su mälu pole su parim sõber kui asi puudutab planneerimist, muretse endale märkmik ning mapp kõige jaoks, mida sul on vaja. Positiivne suhtumine On öeldud, et suhtumine kontrollib su elu, aga hea uudis on see, et sina kontrollid oma suhtumist. Suhtumine määrab millises maailmas sa elad. See on su iga eduloo ja läbikukkumise alustala. Sama kehtib ka koolielu kohta. Võib isegi öelda, et positiivne suhtumine võrdub positiivsete tulemustega. Tulles kooli on raske vaadata, kuidas enamustel õpilastel on õlad longus, nad vaatavad maha ning sa ei suuda püüda mitte ühtegi naeratust. Mis muudab olukorra veel kurvemaks on see, et nad lähevad samamoodi tundi. Ma armastan nende paari päikesekiire vaatamist, kes tulevad kooli särav naeratus näol. Ma ise proovin olla üks neist inimestest, see tekitab minus tunde, et ma olen kõigeks võimeline ja kui ma nüüd päris aus olen, siis nii ongi. Isegi siis kui mul on kõige katastroofilisem päev, mitte lastes ennast negatiivsestest sündmustest mõjutada väljendub selles, et ma suudan tunnis keskenduda, osaleda aruteludes ning olla aktiivne ja see on mind viinud paljude positiivsete tulemusteni. Me kõik peame silmitsi seisma millegi negatiivsega vahetevahel, aga küsimus on selles, kuidas me seda seedime. Meil on kaks võimalust: me kas laseme sellel kinnistuda ja ennast mõjutada või me muudame selle millekski positiivseks ja suhtume sellese, kui millessegi mille kallal tööd teha ja areneda. Peame mõistma, et me kukume vahel põlvili, aga me võime alati püsti tõusta, põlved tolmust puhtaks pühkida, võtta seda kui õppetundi ning edasi liikuda. See võib tunduda lihtne, aga selleks on vajalik positiivne suhtumine. Koostöö Pole mainimist väärtki, et kaks pead on parem kui üks pead, kuid kas see on alati tõsi? Ei piisa ainult kokku saamisest, selleks, et alustada projekti 13

kallal töötamist, peab olema organisatoorne pool ja mingi plaan selleks, et saavutada soovitud eesmärk. Sellega seoses, saavad õppimise/õpetamise kogemusest õpilased ja õpetajad rohkem kasu kui nad suhtlevad üksteisega avatult. Eelistades õpilaskeskseid tunde õpetajate omale on viis anda õpilastele initsiatiiv oma õppimise üle. See muudab õpilased vastutavaks oma õppimise eest samuti motiveerib neid saavutama rohkem. Sihikindlus IB-s on enamustel õpilastel üks eesmärk: saada diplom. Sa näed päevast päeva õpilasi selle suure eesmärgi poole püüdlemas. Iga inimese “IB teekond” on nii erinev ning neid ei anna omavahel võrrelda. Mõnel tuleb see kergemalt, mõnel mitte. Igapäevaselt näed sa kellegi suurt edu või kellegi väikseid läbikukkumisi. Mõnikord on imestusväärne, mis on see imevägi, mille abil alla ei anta. See on sihikindlus. Mida rohkem sihikindlust õpilasel on, seda sujuvam on tema “IB sõit”. Ma leian, et IB-s on vajalik olla koguaeg järje peal. Jää üks kordmaha ja alles siis sa tunned lisatöö tõelist raskust. See on miski, mida iga õpilane oma alateadvuses teab, kui aeg ajalt unustab ja see on täiesti normaalne. Seni kuni nad ei loobu oma suurimast eesmärgist on kõik kontrolli all. Sihikindlus on see, mis hoiab sind oma eesmärgile lähedal. Ma usun, et ülesannet alustada on lihtne, aga selle lõpetamine mitte alati. See võib juhtuda kõigiga ja sel pole mitte mingit pistmist oskustega, mis sul on. Ma arvan, et selleks, et aitada õpilastel saavutada sihikindlus on vajalik õpilasi aidata. Muutma ülesande etappideks, et õpilaste jaoks oleks töö teostatava suurusega, määrama realistlikke tähtpäevi ja aitama õpilastel oma tööd vahel üle vaadata. Olema analüüsiv See punkt pole kogemata viimaseks jäetud. Nagu eelnevalt märgitud, me õpima analüüsides oma kogemusi ja ma arvan, et on väga oluline anda endale puhkus ja arutleda selle üle, kuidas sa õpid, mida sa õpid, mis on parimad viisid õppimiseks. Maailmas, kus informatsioonile ligipääs muutub aina lihtsamaks on sellised oskused nagu hindamine, töötlemine ja informatsiooni organiseerimine muutumas ainult olulisemaks nii õpilastele kuika õpetajatele. Need on mõned küsimused, mis aitavad mul analüüsida, kuidas ma õpin. Maloodan, et need on kasulikud ka sulle. Ma kasutan neid küsimusi erinevate kogemuste analüüsimiseks õpilasi õpetades või nendega rääkides. Ma leian, et antud küsimused pole abistavad mitte 14

ainult koolis, aga isegi rohkem ka väljaspool kooli, kus kogetakse maailma ja õpitakse päriselu situatsioonidest. Samuti usun, et järgnev list aitab sul mõelda oma õppimisvalikutele ning ka eluvalikutele. Mida ma tean kindlalt on see, et see tekitab huvitava diskussiooni minu õpilastega. ● Mis oleks praegu tähendusrikas valik sinu õppeprotsessis? ● Milline juhendamine oleks praegu sinule abistav? ● Millist tuge sa praegu vajad, et olla oma õppimises ise suunav? ● Mida sa märkad oma mõtlemise juures? ● Milliseid õppimismustreid sa märkad? ● Mida need mustrid sulle ütlevad? ● Kuidas on sinu mõtlemine selle idee või teemaga muutunud? Mis mõjutas sinu mõtlemist? ● Põhinedes muutustel mõtlemine muutuda







tulevikus? ● Mis võib seda mõjutada? (Mis saab siis, kui sa ei tea seda?) ● Milline kontroll sul on mõtete mõjutajate üle? ● Milliste tingimustega sa oleksid nõus läbi kukkuma? ● Kuidas võib läbikukkumine olla kasulik? ● Mis on kõige enam väärt tegemist? ● Kuhu sa võiksid minna, et leida põnevaid inimesi, intrigeerivaid mõtteid ning lõputut loovust? ● Milliste asjade pärast sa tõsiselt mõtiskled? ● Kui sa laseksid oma mõttel lennata, kas sa suudaksid seda teekonda, kuhu ta sind viib, järgida?


Author: Tatyana Kasima


Habits of highly effective teachers and students and the 21st century skills  

The article written by Ms Tatyana Kasima explores the world of teachers, its complexity and beauty at 360º in an European framework and sinc...