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Devon Houghton says trust must come first
57 Plays4 days ago
Connect with Devon: dhoughton@plainville.k12.ma.us
Music by AudioCoffee: https://www.audiocoffee.net/
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Transcript
Introduction to Learner-Centered Spaces
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is created for educators who want to learn more about how to make the shift toward learner-centered spaces for their students, schools, and districts, or education at large. The Learner-Centered Spaces podcast is a member of the Teach Better Podcast Network.
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Get ready to be inspired as we dive right into the conversation with today's
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traveler and has been all over the world, and
Devon's Teaching Journey and Inspiration
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friends. We are so excited to have Devon on the show today.
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Thank you so much for having me. I feel honored to be here. It's so great getting to speak to you again today, Devin. um I have enjoyed getting to know you so very much. So I'm excited to learn a little bit more about your educational journey. What got you to this point?
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Thank you, Stars. So getting to this point, um I have been teaching for 20 years. All 20 of those years have been in Plainville. I call this a little slice of heaven, and I'm very grateful to be where I am. It's a wonderful district. I knew really since my first day of preschool that I was going to be a teacher. um I say that I was called to it. I don't think that it was ever something that I consciously chose.
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Teaching runs in my blood. I'm the tenth teacher in my family. And I spent so much of my early years growing up going into my mom's classroom. She was a high school special education teacher. She went to special education in the elementary level and taught second grade. And so I spent count countless hours in her classroom, which I suppose is where where it really began.
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And my aunt also taught in my district where I teach now for 36 years and I was fortunate to spend many years visiting her classroom as well. Formally, um I began teaching in a second and third grade combined classroom when I had the opportunity to study and live in York, England, which was a wonderful experience.
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i third I student taught in a third grade classroom in northern Vermont during my college experience. And the day after I graduated from St. Michael's College, I actually started as a long-term Spanish substitute here in Plainville. I remember I got a call from the principal who had received my resume and she said, I see you have Spanish. And I thought, oh, dear.
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I did, but certainly wasn't a master of it. But it was such a blessing. That's how I ended up landing my position in Plainville. So I took that role from the day after I graduated in May until the end of the year, and from there became a second grade teacher. When I was in second grade, I thought, this is it. I'm never leaving. And then got moved to first grade to do a really unique co-teaching model, which was wonderful.
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And I loved first graders, and then I got moved again to fourth grade. I remember sitting with my mom and saying, oh my gosh, I don't even know how to talk to fourth graders. because They seem so old. um About a month in, I knew that was my sweet spot. I've loved all the grades, but fourth grade is pretty magical. So that's kind of how I ended up where I am.
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And I know that, first of all, listening to your story, like these were pieces I didn't get to have because it wasn't things that we had talked about before. But after meeting your fourth graders last week, which was amazing, or was it? It was this week, earlier this week.
Shaping Student-Centered Learning Environments
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um What I would love for you to share is a little bit about what a learner centered space looks like and feels like and sounds like to you with fourth grade kiddos and how you create that environment.
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Great question, Star, and my kids were so happy to meet you this week. That was a really powerful experience for them. So when I reflected on what a learner center space looks like for me, um you know, when you invited me to be on this podcast, I really did some reflection and thought, well, gosh, how do I put that into words?
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And so I think for me, it starts with the release of control in a traditional sense and really being in a space where there's no ego on my part. It really has to be about the kids first and what works for them. I think about when I really flipped my classroom upside down in regards to furniture and what the space looked like. I did that about 10 or 12 years ago, I said, I've had it with desks. This is not how I want to teach. I got rid of all the desks and chairs. I got these beautiful round tables. I have 25 hot pink yoga balls, tons of flexible seating. And people would come into my room and at first were like, oh my gosh, how do you handle all these yoga balls and the kids bouncing? But it really is not about me. And it was what they needed and what worked for them. And so first and foremost, I think it's a classroom where
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the teachers are taking a backseat and there's not ego and it's really designing a space um both physically and from an academic standpoint that is what the kids need. it's It's designed around their needs and in that regard it's something that's always changing as well because our kiddos are different every year and have different needs. I think it's also a space where there's a true sense of family at a deep level There has to be rapport and trust with the kids um for anything else to fall into place. So they really need to know that the teacher is committed to their growth personally and academically. And how do we make that happen? It's about creating that bond, nurturing the relationship. My kiddos know so many details about my personal life. And I think that really helps them to feel safe.
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to know who I am as a person and then from there be able to trust me. I think about one of my favorite quotes. I share this with parents every year at Open House. The quote is, children need to think that you care before they care what you think. So that's at the foundation of everything that I'm doing and when that trust is there and the rapport is built,
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then you can really have this classroom that's centered around the kiddos where they then feel safe to take the lead, to take risks, and to you know be an active member in their learning journey.
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From a physical standpoint, again, like I referenced just a bit ago, I think it's a place that is comfortable. There's lots of flexible seating. I really tried to create an environment that mirrors where these kids are going to go in the real world, being able to sit around a round table and engage in real life conversations. um There's critical thinking and collaboration The students' voices are the ones that you hear when you come into my room. You're hearing my voice much less. The kids are active and where they're taking ownership of their learning. And one of the things that I do with that too is a student-led conference. um So it's just really about the kids being empowered, being decision makers, having choice, having flexibility.
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and they're kind of at the forefront of the learning that's happening. It's very non-traditional when we think about maybe how school was in the 70s and the 80s when it was very teacher driven.
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Devin, you're saying all the things that I believe as an educator. And I wish I worked with more educators um like you and with the same mindset towards trust and student-centered student relationships and
Balancing Traditional and Diverse Assessments
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environments. So thank you for sharing all of that. my My question for you is how do you approach assessment to see what the students are learning in your student-centered space?
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Great question. So when we think about assessment, it's tricky because we still have to, of course, conform to the mandates and things that are in place within our country, within our state, and certainly within our district, right? So it's a very delicate balance.
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But the role that assessment plays in my learner-centered space, yes, I'm still providing those sort of more traditional assessments that are dictated by the district. And i do ah I do understand the value that those hold. But I think for me, it's about providing opportunities for kids to engage in meaningful dialogue with me.
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Allowing them time to analyze and discuss their progress toward individual learning goals. Really recognizing that one size does not fit all. And it's fascinating as I look back on my 20 years, which is not forever.
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um And so much has changed with kids and how they learn and how they present. And I think that idea that one size doesn't fit all is truer now than it's ever been before. So really being creative and thinking outside of the box when it comes to how I'm allowing my students to show their understanding and their learning.
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allowing them opportunities to express their learning in diverse ways and in different methods that really resonate with their strengths. And I think an important component too is providing the opportunity to reflect. I think that learning is um not linear, I think that learning is a progression. And this idea that certain benchmarks need to be met at certain times is just so unrealistic to me. And so giving kids the opportunity to continuously reflect but back on their progress and celebrating that progress is so important.
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for fostering you know the sense of accomplishment and confidence. And then also being flexible with allowing them opportunities to revisit skills because maybe they didn't get it when the district decided that they should get it or when the state decided that they should get it. But that doesn't mean that they're not going to get it later on. So being flexible with my mindset around that.
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um And also being flexible with what success looks like. I think it's different for all of our different learners, and so I try to be flexible in the ways that they're showing their understanding to me. And most of all, just celebrating the successes that they do have, because at the end of the day, we're all unique, and they all have strengths that are worth honoring. Thank you for sharing that thoughtful response. It's it's so important and very inspirational.
Steps Toward Learner-Centered Approaches
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And, you know, I work with many educators who have wonderful ah hopes and dreams for becoming more learner centered, but they feel limited by their environment, by the policies and procedures at school. and What advice would you give to a teacher who is really trying to go toward learner centered, but just feels the limitations of the organization?
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Great point. I think that is definitely such a challenge that so many educators feel, certainly in my state and across the country. I know that there are so many people out there. I have so many friends that are educators. I have educators who are ah friends who are educators elsewhere in other countries, and sometimes the same thing is brought up like, gosh, I really want to do X, Y, and Z, but I can't, or my school won't let me. um And that can be really challenging. I think for me,
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I, my biggest influence was my mom and she used to always say to me, Devin, close your door and do what you know is right. And sometimes it might mean baby steps for people, um trying things out and then proving to maybe a hesitant administrator that this is really working and provide data that supports that.
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Having honest and candid conversations with administrators who maybe are giving some pushback might be a great starting point as well. I think when the powers that be who might not be as receptive to sort of breaking the mold, when you can sit with them and explain that ultimately this is about being child centered and doing right by kids and giving them what they need and empowering them, I think it'd be hard to find an administrator who would argue with that.
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I know for me, my journey um really started with like I said, revamping my classroom and kind of changing some of my practices and I did it in baby steps and I also had some really powerful conversations with my administrator. I also don't take for granted for one second that I have a very supportive administration who has tremendous trust in their staff. And so that was a gift. And I recognize that maybe not everybody has that. If you're in a space where you can take baby steps and try things out and invite administration in to see what you're doing, um it's hard to doubt that this these sorts of models don't work when you're living and breathing it and seeing it up close. So invite people in. And then I think from there, it's have faith in the kids.
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I think it can be murky maybe at the beginning. um If you're a more traditional educator, it might feel uncomfortable to kind of pass some of the control on, but have faith in them and let them show you how capable and remarkable they are. And I think always focus on that goal. For me, my ultimate goal is creating little humans who can advocate for themselves, who can take ownership of their learning, and who are going to go into the world and make a mark and take accountability and be goal oriented. And so when you focus on that, it makes all the little steps along the way really worth it. So keeping in mind that goal and kind of the big why that we always hear about.
Believing in Student Potential
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I'm so glad you said so many of those things, Devin. I know that when I started, um many many issues that came up, like folks would ask, you know how how did you get your administration to be on board with you getting rid of grades or changing your assessment policies in class? and A lot of time I actually asked forgiveness because early in my career I made the mistake of asking permission and was shut down before I even had a chance to demonstrate the things that I knew were going to work best for the kiddos that were sitting in front of me.
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And i I believe that having faith in the kids, the last thing you said is really the most important things. I think too often there are a lot of educators, unfortunately, who believe kids can't.
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And I think the most important shift we need to make is that kids can, every kid can. And it's just a matter of figuring out um how to access what they can do. And a lot of times that traditional approach just doesn't inspire them to step outside of what's comfortable, especially if they've had bad experiences up to that point. And in fourth grade, I think you probably have a lot less bad experiences. But by the time I got them in 12th grade, they had had years of people telling them they couldn't or bad experiences. And, you know, like, aside from that just being heartbreaking on its
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by itself, just knowing that each individual child in in every learning space has something valuable to share with a learning community. And watching watching your kids you know and how excited they were about the opportunities you gave them to share what they had learned and to be able to point to evidence to do that. i My colleagues in high school were like, my students can't do that. And I'm like, no, I know that it's happening and young with kids much, much younger than that. So I am so grateful for educators like you, Devin, who are showing kids how much they can do and giving them that voice to be a part of it.
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So if you if you have the opportunity now to share resources or people, who who are your go-to people who have inspired you that we should know about, that we could learn from to continue to get to where you are right now?
Empowering Students and Resources
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So my I think getting where I am, my like I mentioned, my mom. So I can't connect the world with my mom, though I'd love to. um But you know it's just that idea of having confidence in yourself. And I love when you just said, I live by your motto, star. We're so connected in that regard. Ask for forgiveness. um It's a lot easier than asking permission. And so I go back to that point. If you want to try this out, if you're feeling bold and brave and you want to empower your kids,
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Try it out. And then if an administrator questions it, say, well, come on in and let me show you what we're doing and and make it about the kids. Star, you've been a great inspiration with your book about student assessment. We've talked a lot about student led conferences. And so I would encourage anyone listening to connect with Star. She's so inspirational.
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um And beyond that, I'd be happy if anyone wants to connect with me and ask for some suggestions or advice. But I think it's just about following your heart and having the confidence to take some risks and to be bold and courageous. That's when the great things happen and the magic occurs.
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Thank you for sharing all of this inspirational tips and and what you're doing in your classroom. Your students are very lucky to have you. And maybe our listeners might want to learn more about you and
Connecting and Closing Remarks
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what you're doing. Do you have an online presence?
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So it's funny you asked about that. I battle with social media. um I know it's such a wonderful way to connect and yet I'm preaching to my little babies in front of me not to be part of it. um But yes, I can be found um on social media and through email. I'd be happy to share that. um If anyone wants to connect with me, absolutely.
00:19:27
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Fantastic. We will put that link in these show notes if anyone would like to reach out to Devin. We appreciate you being on the show today. Thank you. This was a real pleasure. Thank you so much for having me. I love talking about education, so this was wonderful. Thank you.
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We hope you enjoyed the conversation as much as we did. If you'd like any additional information from the show, check out the show notes. Learn more about Mastery Portfolio and how we support schools at masteryportfolio dot.com. You can follow us on X at Mastery for All and linked to in our Mastery Portfolio page.
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We'd love for you to engage with us. If you'd like to be a guest in the show or know someone who would be an inspiring guest, please fill out the survey found in the show notes. And we'd love your feedback. Please write a review on your favorite podcasting app.