C80 (Intro & Challenge): Define your problem with the Four Agreements

Albert Einstein once said, “If I had an hour to solve a problem I’d spend 55 minutes thinking about the problem and five minutes thinking about solutions.”

One of the hardest things to do is to define the problem we want to solve.  This requires us to dig deep into the underlying root causes, not the symptoms, which can open us to vulnerability.  Most organizations don’t like to admit there is a problem, even if it is staring them in the face.  No one likes to have to admit they are wrong or part of a system that is malfunctioning.  It’s our nature as human beings to strive for perfection, whatever that may be. 

Yet, imagine what our world would look like if we just admitted our fallibility.  Truth would be the hallmark of all organizations and people would never fear the provocation of war, poverty, or perfectionism.  Our best would be best enough. 

At the root of every problem is a cause.  Do you know what is the cause of your problem?  Many do not.  They often think the symptom is the root, but you need to dig deeper to discover it.  Once you do, the organization must acknowledge that it exists.  From there, they can decide which instructional strategies to employ, organize the necessary resources, and develop the staff so they feel confident.  All of this takes time, but it’s imperative if we want to move forward. 

To help us define our root problem, we will use the Four Agreements. Consider which agreement lies at the root of an issue at your campus and create a possible solution to present to school leadership. This is bold, but oftentimes the leadership team doesn’t have all the answers.  They value specific, targeted feedback with possible next steps towards a resolution.  Even still, there are no guarantees that your ideas will be accepted, but you did your best to advocate for sustainable change.  This is taking ownership of your own learning process and taking meaningful action. 

Challenge

Let's take a moment to be reflective of how the Four Agreements is being demonstrated at your campus and classroom. 

1. Be impeccable with your word

When I am thinking of this agreement, I think about what is being said and unsaid.   Here are some possible things to consider with being impeccable with your word at a PYP campus:

• How is the language of the learner profile attributes a part of your daily practice? 
  
• How do you use them within lessons, outside at recess, on duties, and when you engage with colleagues?  

Why this matters
When we use the language of the learner profile regularly, it becomes a way of life rather than terms to be memorized.  We begin to take them into our daily practice as a code of behavior and our interactions with others are altered.  We think, speak, write, and reflect with these terms in mind.  When presented with undesirable behavior, such as gossiping about leadership, other teachers, or students, we will not engage, because we understand what it means to be principled in thought and deed. 

2. Don't take it personally

This is one of the hardest things to do, especially when we feel we must defend our honor as teachers.  But, it’s one that will greatly change our outlook on ourselves and our profession.

• How might performance appraisals be based on a co-created success criteria? 
  
• How do they rely upon actionable skills from the approaches to learning?

Why this matters
As teachers, we often take our performance appraisals to heart more than other professionals. To us, it means the difference between if I am a “good” teacher or a “bad” one.  We often make goals based on current interests or areas of study, but are they grounded on actionable items?  I’ve made plenty of goals that were a bit flimsy, so it was very difficult to monitor and document progress.  The approaches to learning may be areas that develop learner independence, but they can also be used to guide teaching.  I have often felt at times that I didn’t explicitly teach many ATLs, because I didn’t have time or know how to unravel them completely.  This is the opportunity for the teacher and the learners to grow together. 

3. Don't make assumptions

This is the hardest agreement to follow dutifully.  We are taught as children to continuously read between the lines in a reading text.  This has led to a life of inferring what may or may not be present in a situation.  Yet, we get into the most trouble with this one, because we make poor judgment by taking things personally as well.  Double Whammy!

• How do you use factual, conceptual, and debatable questions throughout the day to add depth and clarification? 
  
• How are your learners wielding these questions on their own? 

Why this matters
As human beings, we are naturally curious about the world and we are continuously asking questions to make sense of it.  The reason we are using leveled questioning is so we can unravel hidden truths within the curriculum.  By teaching with a variety of questions, we are accessing creative and critical thinking on a regular basis.  Just like the learner profile, we want it to become part of our language and disposition as an educator.  I have my Weiderhold’s question matrix posted across from the point of instruction as a continual reminder of the types of questions I should be asking, instead of the lower levels ones found in basal readers.  A school that knows how to ask deeper questions will find it easier to explore issues that are at the root of systemic problems. 

4. Always do your best

Human beings are fallible creatures, so we are always going to make a mistake.  It’s guaranteed.  In times of error, we simply let it go and try again.  We don’t judge ourselves for past mistakes and try to make better choices in the future.  It’s that simple. 

Why this matters
A functioning system continues to evolve when its members take risks and try out new ideas.  This requires a tremendous amount of courage and trust within the team.  But, it helps the organization to look at old problems with new eyes in hopes that it evolves.  This is how people take authentic action based on their learning.  It’s not for a project or a unit of inquiry.  It’s for life.  A community where authentic action is happening has a place within the school that celebrates risk-taking.  Learners of all ages share the meaningful and sustainable actions they have taken to support themselves, the community and world beyond.  This sets a tone that action within ourselves is as equally important as taking action that is showcased for the world to see. Also, if the action doesn’t work out, no worries, you can always try your best next time.  It’s the process, not the final product that matters in life. 

As you can see, the choices are rather complex. You may only want to pick one.  On the surface, they might seem low-level, but they unravel the deeper issues of school culture, agency, inquiry, conceptual understanding, and action on a campus.  Now comes the hard part of deciding which one to choose.