⏰ The Cost of Interrupted Work

How to make time for great teaching

The Grattan Institute’s report Making time for great teaching: How better government policy can help identified that 92% of Australian teachers say they always or frequently do not get enough time to prepare for effective teaching.

Furthermore, 86% of the 5,442 teachers surveyed reported they always or frequently do not get enough time for high-quality lesson planning.

What’s your experience?

It caused me to reflect on my time with teachers and school leaders across systems and regions. This is a long-standing issue I have experienced first-hand when consulting with schools or facilitating design sessions.

The Sanctity of Planning Time

As teachers, our non-contact time for planning or learning design is precious. It is a vital part of our week, and when we are working with a great team, time to look forward to.

In one of the schools I worked at, we had this little room next to our classrooms, always cold. It was a stock room with a drippy sink, dodgy shelves of readers and resources and a door to the playground.

My Year 5 team would cram in there as best we could to look ahead to the next week of curriculum and learning.

This was a precious opportunity to collaborate and design, problem solve and ponder. And a brew and biscuit, of course.

‘Mr Barrett, do you have a minute…?’

The killer was interruptions.

It takes, on average, 23 minutes to refocus after an interruption.

It is fascinating to consider the way interruptions impact how we work afterwards:When people are constantly interrupted, they develop a mode of working faster (and writing less) to compensate for the time they know they will lose by being interrupted. Yet working faster with interruptions has its cost: people in the interrupted conditions experienced a higher workload, more stress, higher frustration, more time pressure, and effort. So interrupted work may be done faster, but at a price. ​

The Cost of Interrupted Work: More Speed and Stress

My recommendation for school leaders is to exalt the sanctity of planning and learning design time.

We should know when it is happening for different teams and do everything to buffer distractions. The school community needs to normalise high-quality preparation time if they want high-quality teaching.

Effective teaching stems directly from high-quality collaboration and dialogue. To prioritise and protect the time you already create for teachers is a start.

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Photo by Alan Carrillo on Unsplash

Time to be responsive and flexible

One of the critical outcomes teachers and leaders gain from more time is adapting. There is slack in the system and the capacity to be responsive and flexible; there is inevitably a chance to reassess and re-iterate.

This can happen in small chunks (daily or weekly) and more extensive timelines (such as a term or semester).

If you remove the wiggle room, behaviours, expectations and opportunities change. There is more likely to be stasis, and chances for innovation diminishes.If you ever find yourself stressed, overwhelmed, sinking into stasis despite wanting to change, or frustrated when you can’t respond to new opportunities, you need more slack in your life.​

Efficiency is the Enemy

Increase the number of time teachers have for learning design + increase the amount of slack designed into sequences of learning = Responsive, Flexible, Better Learning Opportunities.

Your Talking Points

  1. What tactics help you remain distraction or interruption-free?
  2. How do you feel when you have room and time to breathe?
  3. Keep a record of the type and frequency of interruptions and use the evidence to start a conversation about behaviour changes and priorities.

🕳🐇 Down the Rabbit Hole

Complement this issue with How to Cultivate Mental Playfulness #217, Habits and rituals during chaotic times #200, Conferences waste teachers’ time #113, Time for Creativity in Schools – Blog, The Battle Between Productivity and Presence – Blog

What is on your radar?

Far from the wintry climes of Europe in Australia, our Summer is just getting warmed up. The highest temperature in Australia since 1960 was recorded in Onslow, Western Australia, on Thursday this week. The mercury climbed to hit 50.7 degrees at 2:26 pm!

The hot, stormy weather is always a strange experience for an Englishman in Melbourne during the Christmas break. I know many of you in the North will already be scraping ice off the windscreens as the school term kicks off again.

When the rains have arrived here in Victoria, the contrast to the blue skies is evident, and we often see a tremendous rolling bank of greyscale formation heading our way.

The Bureau of Meteorology’s Rain Radar shows us the encroaching blobs of wet thunder and lightning. The more red and dark, the more intense. Sometimes the rain falls, and sometimes it passes.

It got me thinking about a question I have for you – what’s on your radar for 2022?

To lead is to have a vision.

To have vision is to see the unseen, hear the unheard, and know what others do not know. It’s about being proactive rather than reactive, finding opportunities where there seems to be nothing but obstacles.

It is seeing what you believe exists but cannot yet be seen by others. It is looking beyond your own eyes. And it is about seeing the unseen so that you can lead others to success.

I see you first

Radar stands for Radio Detection and Ranging, which means it works by first detecting objects via radio waves.

This technology was not the product of a single inventor but many inventors who contributed throughout its development. Christian Hülsmeyer claimed the first patent for Radar in 1904, but this kind of detection concept goes back to Heinrich Hertz’s experiments in the 1880s.

Radar was first used to detect ships, allowing faster and more accurate detection of potential threats on the battlefield. This application gave birth to radar guns, which are still used by some police forces today.

Wartime Advantage

World War One was responsible for advancing the development of Radar, including its use as a military defence in detecting enemy aircraft.

World War Two saw further development in Radar technology for use on ships and planes, and land with radar towers used to detect incoming air attacks during “The Battle of Britain”.

Today, Radar is used by governments to monitor borders and airports while also being used in weather forecasting; mapping oceans and landmasses; air traffic control; meteorology; astronomy; remote sensing of trees and land-use change; object tracking in space like satellites or asteroids movements.

What is now proved was once, only imagin’d.

William Blake, Proverbs of Hell.

What is on your radar?

The concept breaks down a little when we think about this question and how we imagine or extend our long-range senses. Radar detects what already exists and gives us an indication of movement and direction.

What it cannot do is reveal intention. Leadership is about this intention. This wisdom requires personal insight into oneself, not just observation of others. Leadership, therefore, involves foresight

Foresight is the state of knowing events before they occur; vision; imagination; anticipation. For example, a wise leader will foresee the problems that their team might face and prepare them as much as possible to overcome those obstacles.

This does not mean leaders should look into their crystal ball and predict every detail like an oracle -because things constantly change- but rather to envisage multiple possibilities and choose the most realistic one with an optimistic view.

The only way we can see what we do not yet see or hear what we cannot yet hear is by imagining it and preparing.

Your Talking Points

Here are a few key takeaways about foresight and long-range sensing.

  1. We see what we imagine. Imagination is the eye of the soul, and with it, we can imagine all kinds of possibilities.
  2. Radar cannot provide intention. What is on your radar requires interpretation.
  3. Leaders need the foresight to envision multiple options and prepare accordingly. They also need insight into themselves for this wisdom about their radar.

🕳🐇 Down the Rabbit Hole

Complement this issue with Timecones #145, Beyond VUCA #226, Fuzzy Goals #215, Comfortable Uncertainty #130, Negative Capability #146.

How Will Your School Community Share Your Story?

The pandemic experience is an opportunity to create a story to tell future generations.

King Lear and Cordelia (Shakespeare, King Lear, Act 4, Scene 7) Francesco Bartolozzi , CC0, via Wikimedia Commons

A look at storytelling and leadership, here is a summary.

Key Points

  • Story bias helps us organise, filter and remember information.
  • Storytelling is critical to successful leadership — this is especially true during disruptive change.
  • Teleological explanation helps us to understand what we are trying to become.
  • The pandemic experience gives us an opportunity to create a story to tell future generations.
  • Read more articles on leadership.

Narrative Bias

We rely on the story bias. It helps us process our experiences into manageable chunks. This cognitive bias is our tendency to assimilate experiences and information into a coherent narrative or story pattern.

We filter the masses of data we encounter. This pattern recognition lets us jettison the information that does not fit into our story view.

There is a downside. Although experiences are more memorable, we might force information into a preset mould and disregard new insights we need to pay attention to.

Nassim Nicholas Taleb illustrates how stories are more memorable when they offer layers of meaning. Compare the following statements:

“The king died and the queen died.”

“The king died, and then the queen died of grief.”

This exercise, presented by the novelist E. M. Forster, shows the distinction between mere succession of information and a plot. But notice the hitch here: although we added information to the second statement, we effectively reduced the dimension of the total. The second sentence is, in a way, much lighter to carry and easier to remember; we now have one single piece of information in place of two. As we can remember it with less effort, we can also sell it to others, that is, market it better as a packaged idea.

The second example is more memorable because the chunks of data become tied together with the story and a layer of meaning.

Lead With Stories

Peter Senge explains that leaders add new layers of meaning when they focus on the ‘purpose story’ — why do we exist, and where are we heading?

[stories] provide what philosophy calls a “teleological explanation” (from the Greek telos, meaning “end” or “purpose”) — an understanding of what we are trying to become.

Purposeful narrative, coupled with system strategy, creates a sense of continuity and identity not achievable in any other way.

Activating purpose is impossible without storytelling ~ John Coleman

Use stories to help people reflect, learn and understand the forces of change within our education systems.

Leaders in learning organizations have the ability to conceptualize their strategic insights so that they become public knowledge, open to challenge and further improvement.

We also have to figure out ways to share stories across time and create artefacts that guide future generations.

Cautionary Tales

In issue #172 of my weekly email, we looked at how tsunami stones represented the catastrophic stories of the past. Dotted throughout the landscape of coastal communities are large stone tablets, some as tall as 10 feet, that date back to the 1890s. Carved into these are the stories of past tsunamis.

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Photo by Cindy Chan on Unsplash

Some feature warnings to seek higher ground in the wake of an earthquake. Others give death tolls or mark mass graves. A few denote place names with clear messages, like Nokoriya (Valley of Survivors) and Namiwake (Wave’s Edge).

These monuments saved lives in more recent events and act as a storied artefact and cautionary tale across generations.

I challenged readers of issue 172 to reflect on the story you might tell of our current times.

What will be your community’s story of the pandemic? Will it be of the virus? Or our struggle with isolation and remoteness? Or will your community story be about compassion, empathy, generosity, resilience, innovation and relationships?

Your Talking Points

  • What stories filter your experience?
  • Years from now, how will our storytelling be instructive, purposeful and add value?
  • How will it be pointed reminders of our collective commitment to a set of values that can resist a global pandemic?

This is a snippet of my Dialogic Learning Weekly. ⚡A weekly email designed to build your cognitive toolkit and enhance your practice. It saves you time and provokes your thinking.

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The Shape of the Lens

Inspired by an optics metaphor used in ethnography, this mental model explores our perception and understanding of behaviour. Use it as part of your team’s developmental dialogue and process.

Seeing through a lens

We all bring a different perspective to the challenges we face. My story and my experience is my bias. Recognising this foundational truth to collaboration is an important step.

Explore with your team the lenses that can be held up to view the situation you are in. Consider the lenses that are present in your group and those perspectives not immediately present.

However we are not just looking through a lens, we are attempting to see. Consider what it takes to shift our perspective and reveal gaps in our understanding. Follow your curiosity and deepen your understanding of alternative perspectives.

Your Talking Points

  • How does my bias impact what I see here?
  • Are we all using the same lens on this situation?
  • What combination of lenses might offer something new?
  • Which lenses are more opaque to us?
  • Which perspective should be represented more clearly?

Hold up a mirror

A further step is to hold up a mirror and consider our own participation in an issue, problem or challenge. Am I part of the problem?

When we look back, at first, we may identify the role we play or acknowledge our influence on an issue. We may reflect on the positive, negative or neutral impact we have on a situation.

When we look closer and see ourselves, we increase self-awareness which is an important trigger for learning and growth. Reflexivity is that circular loop of seeing and changing because we see.

Look through a lens, but hold up a mirror too.

Your Talking Points

  • How does this situation provoke my thinking?
  • What am I noticing my thinking is drifting to?
  • How might I change as a result of this?
  • What harm might I be causing?
  • This has helped me to change because…

What’s in the shadows?

Ethnographic studies of human behaviour often refer to the goal, to uncover the unmet needs or poorly defined issues. For our model here we describe that as exploring what is in the shadows.

These are issues or challenges at the root of behaviour. However they may be masked, obscured or in shadow from everyone. With your team explore the shadows and consider what is poorly represented, unspoken or missing from your dialogue and discussion.

It is a challenge to see what is cloaked and obfuscated. This takes time. Commit to your inquiry and use a range of data sources to reveal more and more. Perhaps data becomes your torch exploring and illuminating the shadow.

Your Talking Points

  • A blind spot for me is…
  • What are we not paying attention to?
  • How do we know this is the right problem to be solving?
  • What is distracting our attention here?
  • If we looked in the opposite direction what might we see?

See through a lens ~ Hold up a mirror ~ Explore the shadows

Photo by Jon Eric Marababol

Restart, Reframe or Recast

Let’s unshackle from the present pressures and look ahead to a further horizon.

See these as provocations you can use with your teams as you begin to navigate your way through the next few months. How will you process the transition? What language will guide your thoughts and actions?


Restart

Is it even possible to go “back to normal”? Where would we be going back to?

Restart the race. Restart your modem, Restart your Fitbit. Turn it off and on again. “Just restart it and it should return to normal”. Is that what we will be doing in this transition?

The challenge with the restart disposition is that it implies everything else has remained constant. We can achieve the same outcomes in our schools and businesses with ideas that worked before. Relying on an assumption they will work again.

Everything has shifted and maybe our approaches and ideas need to adapt.

Taking a hardline on this may also be a blindspot. “This is not a restart, everything has changed” may also be implausible. Let’s stay connected to the amazing ideas we had two months ago and adapt those that had the highest impact. Don’t lose sight of what works.

Your Talking Point
What has remained true and constant? Why are those ideas and approaches more resilient than others?


Reframe

Framing and reframing a problem is a common approach in creative problem-solving processes like design thinking.

What benefits might there be from approaching the transition as an opportunity for reframing what we do?

In therapy cognitive reframing is used to help explore a range of different perspectives and restructure experiences.

a psychological technique that consists of identifying and then changing the way situations, experiences, events, ideas, and/or emotions are viewed. Cognitive reframing is the process by which such situations or thoughts are challenged and then changed.

We might not be able to change the circumstances we are facing and real changes we experience, but reframing helps us to see alternative perspectives.

A simple example of this would be the difference between saying, “we are stuck at home” compared with “we get to spend more time with our loved ones”. That is an example of reframing.

Approaching our transition to a new pattern of work and learning, through reframing would help you:

  • Identify and understand different perspectives
  • Recognise competing truths
  • Challenge assumptions
  • Identify opportunities for growth and development

Your Talking Point
How is your frame of reference, for work and learning, different to your colleagues? Reflect on something that you have recently changed your perspective or opinion on.


Recast

To recast is to take the existing parts and to reshape them into a new form. Is that what we might experience with school? With our work-life?

Recasting the role of school in our society. Recasting the experience of learning for students. Recasting what it means to ‘work’.

Bellfounding is the casting of bells in a foundry for use in churches, clocks, and public buildings. Broken or out of tune bells would often be melted down and recast into something new.

Bell metal was considered so valuable that the first bronze coins for England were made in France out of melted-down old bells.

If our approach to transition is to recast, this is fundamentally different from restarting. We apply an intentional force to what we have. Reshaping it to a new form of our own design. Not simply restarting with what we had.

It also differs from reframing. We are not simply describing our situation in a new light. We are not just thinking of the opportunity as opposed to the hurdle. We are creating something new from the salvageable, unimaginable and valuable experiences we face.

Your Talking Point
What aspects of education and work need to be recast and reforged? What do you think Winston Churchill meant when he said, “Never let a good crisis go to waste”.


Restart, reframe and recast. Perhaps our transition to normality, the repeatable habits and patterns we enjoy, will incorporate a whole range of approaches. As always, let me know what resonates with you.