The Post-Pandemic Classroom

Across the world, the move from face-to-face to online teaching has put entire school communities under incomparable pressure. The “industrial era” of education which Gonski identified as still existing in many Australian classrooms was overhauled practically overnight. Teachers were forced to embrace technology in ways they hadn’t conceived of previously and in many schools, students were expected to work independently of the rigid timetable that previously governed their lives. 

Amongst the social isolation, the frustrations, the overwhelming number of student emails, there have indeed been many bright spots and positives to take away from this experience. Many of the teachers from New Tech schools across Australia have reported increased levels of attendance, students displaying more confidence as they address the class from their own home, and teachers reporting new bonds formed with their peers as they reach out to support one another. Naturally, following our shared experience, it is the hope that once we are all back at school, staff might take the time to be more friendly to one another as we once again greet each other in person rather than via Zoom in a staff meeting.

In a future that remains somewhat uncertain, we’ve been asking how New Tech Network Australia can support schools across the country to develop school cultures that are sustainable and have a focus of continuous improvement not only for the students but teachers as well. 

With our partners at New Tech Network in the US, we ask you the following question to take back to your school community: 

What would it look, sound and feel like to lead a learning organisation where learning from successes provides a roadmap for developing and sustaining a culture of continuous improvement? 

“When you continually focus on failure, you actually create an environment where people are afraid to share their successful actions, lest they appear to be bragging, making light of an otherwise bad situation, or taking advantage of someone else being called out for their failures. This keeps truly useful learning from becoming a part of your organisation's practice”. 

Source: Harvard Business Review 2011, Why Leaders Don’t Learn From Success (Gino and Pissano)

A look at some of the teaching and learning practices going on in New Tech Network schools across Australia hints at a few of the key elements that schools might consider when assessing a roadmap for the future and the Post Pandemic Classroom. Where the New Tech Model of Project and Problem-Based Learning is established, schools report students that continue to be actively engaged in their projects, proactive in their learning and taking initiative to collaborate and discuss their learning and projects with their peers. By re-imagining what is possible in the classroom, and thinking about the key skills needed for success in life beyond the classroom, New Tech Network Australia teachers have created the conditions for deep learning opportunities within the classroom and online. 

Learning From Success

Across the Network we are now turning our attention to ‘Learning from Success’ as we highlight bright spots from the last few months and use them to shine a light on the challenges we now face. Deep cultural change is possible in any school, often knowing where and how to start is the biggest challenge. However, NTNAU diagnostic tools make it easy for School Leaders to identify, analyse and map the essential conditions that are needed for continuous and lasting cultural changes from the classroom to the staffroom and beyond. 

Reach out today to see how we could help your school community build on the bright spots you’ve encountered during the COVID-19 school closures and create a roadmap for lasting school change and improved outcomes for all of your students.