I’m not an expect in the Japanese language or culture but one thing that I have learned about is the concept of Kaizen (which I think translates exactly as ‘good change’ but has become linked to the idea of continuous self-improvement). Teaching is a tough job at the best of times – good teachers are constantly critiquing their own practice – what did I do well in that lesson? What did I not do so well? How could I improve? And those are just the lessons. Examination results are a whole another story – I’ve spent more than a few sleepless nights wondering what I could have done differently when I’ve been less than pleased with results. The easy way out is ‘it’s the kid’s fault’ but no good teacher is ever satisfied by that answer.
That’s where I think Kaizen comes in. As teacher’s, its natural to want to turn the student at the bottom of the class into the one at the top – we all want to change the world. The reality is that it’s almost impossible to do that – improving student achievement is a hugely complex issue and one that requires more than one teacher. However, what teachers can do is work on their own practice in a series of small, iterative steps. We know what makes good teaching and learning – intentions have to be clear, linked to students’ experiences and previous knowledge, a range of different activities, differentiated to different levels, engaging and empowering etc etc – this post isn’t about what makes good teaching and learning – but how teachers can adapt their practice, a step at a time, to ensure that they are consistently improving.
Let me give you an example of what I mean: a teacher might decide that the first thing that they want to work on is learning intentions (topical at my school for the current moment, at least). Over the course of 5 weeks, the teacher – and ideally it needs to work alongside other teachers/ mentors/ supporters – works to improve the way that they plan their lessons and communicate the learning intentions to the class. This involves reading, professional development, trial and review. By the end of 5 weeks, the teacher has embedded that as part of their practice. They then select the next task – perhaps plenaries or starter activities, and the whole cycle repeats itself.
Interestingly, Kaizen also has applications on a broader scope – not just teachers but whole schools can utilise the principals.