Secret (teacher) business

Is there  “secret business” in every classroom, in every school, or is “secret business” a relatively minimalistic occurrence in schools today?

How do some teachers manage to reveal the intention of learning, allowing children to make choices and ensure that children have agency in their learning? 

Who has considered how children feel when they are not consulted about daily routines, acceptable behaviour and the way in which they are expected to learn ? 

Is agency, as opposed to “secret business” a concept that is applied to staff too? 

How do people feel when they are not included in important meetings, in making decisions about the children with whom they spend their days? How do they react when they feel that they are not included in certain processes … When they are allowed little bits of buy-in, but the “real deal” … The important decisions are kept in cages, far from their reach. 

How do they feel when they are invited to be part of planning, thinking , growing in and with their work place? 

How do we ensure that agency is the order of the day and that people feel that they own their learning, their decisions and their environment ? Does it matter ? Really? 

About Jina Belnick

I am a full time learner - tumbling head first into education and joining my learners on the amazing adventures that we encounter daily at our PYP school in Melbourne, Australia.I am currently working in learning support, feeling the waters and seeing how teachers and learners are best supported, I am a listener and a leader, an inquirer and a follower. I'm loving the ride!
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