Return of the mask
What lies beneath?
Masks as a metaphor
Little did I know how prescient was my pre-2020 assertion that children and young people in international schools have to wear ‘masks’ in order to protect themselves. I was speaking, of course, in metaphor. Whether in response to unsustainable expectations from peers, parents or teachers or having to learn in a language other than their own or to the cultural dislocation inherent within many a ‘third culture’ experience – children often wear multiple masks to protect themselves from manifold threats to their wellbeing, hiding what they really feel. This is why, I have long argued, we need the extra insights afforded by the triangle of student-level data now readily available across the international schools sector – data which provides us with a window not only into student attainment, but into student aptitude and attitudes too.
However, now that students are wearing actual masks in school, if, indeed, they have yet been able to return to school at all, the challenges with which we are faced as teachers suddenly seem more serious and stark than ever before. Indeed, with millions of students worldwide having been out of school for months, we risk being even more remote from their experience as a learner, and, as a result, even less able to identify and support their disparate learning and wellbeing needs. Therefore, never has that ‘data triangle’ been more necessary in helping us to see the world through their own eyes.
Return to school
As schools worldwide begin to welcome their students back to the classroom, governments seem to be most concerned about a lockdown-induced curriculum drought, and the extent to which students will have ‘fallen behind’ in their studies. However, perhaps Covid-19 is precisely the challenge that was necessary in order for the ‘god of curriculum’ to lose its ascendancy, and for other, more important priorities, to push to the front. School league tables in the UK will, in 2020, not take account of attainment data; students worldwide, in schools and universities, simply did not sit terminal examinations: I have spent years arguing that attainment is not everything, and, now, in a way, attainment is not anything. So how do we respond?
What cannot be ignored
I have no doubt that schools will successfully re-evaluate, restructure and realign their curricula, and that any perceived gaps in students’ learning will be effectively filled. At some point, league tables and terminal examinations will return, and schools will want to be fully prepared for this eventuality. However, what about the other two vertices on the data triangle? Amid the rush to remedy attainment deficits, we ignore, at our, and our students’, peril, their aptitude and attitudes, for these, after all, constitute who they are as a learner within our school – a learner who will have been affected by the lockdown in ways we cannot hope fully to understand. Never has it been more important that we wrestle with that challenge, and protect, as the sine qua non of our provision, their right daily to #thrive and to belong.
Aptitude and attitude
Therefore, as you manage the return to the classroom of students in your school, I urge you to put aptitude and attitude centre stage. Take a fresh look at the cognitive abilities of your students, and with what needs and strengths they are emerging from the shadows of the lockdown. Examine their current attitudes towards themselves, and towards their school, in order to see this new world through their eyes. In this way, we can personalise their learning journey at a time when personalisation is more important than ever before.
The Mona Lisa Effect
I have always framed #themonalisaeffect® as a means to look beneath the emotional mask of each and every student. As your students return to school beneath the all too real masks of their own, take this opportunity to meet them where they actually are. If we understand their aptitude and their attitudes, and, in so doing, keep their #wellbeingfirst, then their attainment really will look after itself.
A global voice in the use of student-level data to boost student wellbeing and personalise learning, Matthew Savage works with schools worldwide to help them look ‘beneath the mask’. He specialises in the use of CAT4 and PASS to complete each student’s data triangle.
For further information, or to discuss a training solution for your school, please visit monalisaeffect.me or contact Matthew at firstname.lastname@example.org