Editorial
The landscape of education and…
by Leadership in Education Programme (2024) – Andy Lim Peng Yuan, Kelly Tan, Rashidah Rashid, Rennie Wong Siew Ling, Samuel Yap, Sharon Clarissa Lee and Tan Phuay Boon, Gwen
As a student, I used to dread the new school year, being often worried whether I could perform well academically. Listening to this charming story narrated by a child reminds me (and hopefully other teachers listening in as well) of the anxieties faced by many students in class. At the same, the creators of this story hope that it will inspire us to reflect on our roles as teachers and school leaders to support these students not just on a daily basis but for the longer term. They have even created a guide on how to best to use it to generate professional discussion in school. I hope schools will consider this refreshing approach to PD because such an approach leveraging the power of stories not only make learning more enjoyable but also more effective (Doyle & Carter, 2003). Because the knowledge is embedded within relatable contexts, stories enhance understanding and retention for both children (Dalton, 2011) and adults (Butcher, 2006).
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You can access the visual / audio here.
A User Guide
Context
The story of “The Squirrel, His Acorns, and the Oak Tree” serves as a powerful metaphor for the education journey of students. It highlights the challenges students face when seeking immediate results (acorns) while sometimes losing sight of the larger growth they are working toward (the oak tree). This story can be used by school leaders, department heads, and teachers to facilitate meaningful conversations about perseverance, delayed gratification, and the importance of trust in the learning process. By applying the metaphor, educators can reflect on how to better support students’ long-term development.
This guide expands on how the story can be used with different groups and provides key discussion questions to engage teams in reflecting on the broader goals of education.
For School Leaders and Management Teams
Approach:
The squirrel’s quest symbolizes students navigating their education. The oak tree represents the school’s mission to cultivate individuals who contribute to society. Leaders can use this analogy to discuss how school policies support long-term student success, beyond just academic outcomes.
Discussion Prompts:
1. How do our school structures promote long-term growth instead of focusing only on immediate success?
2. Are we fostering an environment where students feel encouraged despite not seeing immediate results? If not, what else can be done?
3. How do we align our school’s mission with the day-to-day learning experiences of our students?
4. What systems can we improve to help students see the larger picture (the oak tree) beyond their daily achievements (acorns)?
For Department Heads and Teachers
Approach:
Teachers are akin to the oak tree, nurturing students as they gather “acorns” of knowledge. However, students may struggle to appreciate the long-term value of what they learn. This story offers an opportunity for educators to reflect on teaching methods that make the process of learning more meaningful and encourage students to see the broader implications of their efforts.
Discussion Prompts:
1. How can we make the “acorns” of learning more evident to students? What are the core takeaways we want them to grasp?
2. What strategies can we use to help students persist, even when they don’t see immediate rewards?
3. How do we ensure that our lessons build both immediate understanding and long-term knowledge?
4. How can we collaborate across departments to help students see the interconnectedness of their learning journey?
For Teachers and Students
Approach:
Students often feel like the squirrel, putting in effort but not seeing results right away. The story helps illustrate the value of perseverance and trust in the long-term outcomes of learning, represented by the oak tree. This is a valuable tool to discuss personal growth, resilience, and the long-term benefits of education.
Discussion Prompts:
1. Have you ever felt like the squirrel, working hard but not seeing success right away? How did you handle it?
2. What areas of your learning might require patience and trust in the process, even if the results aren’t immediate?
3. Learning from the squirrel, what does success as a student look like to you?
By applying this story, educators at all levels can engage in discussions that foster a deeper understanding of the educational process, emphasizing long-term growth, perseverance, and resilience.
Thank you once again for this opportunity to share with a broader audience so that together, a school can be a place where everyone will do well and be well.
From all of us…
Andy, Gwen, Kelly, Rashidah, Rennie, Samuel & Sharon Clarissa
References
Butcher, S. E. (2006). Narrative as a teaching strategy. The Journal of Correctional Education, 57. Retrieved May 16, 2014, from http://warehouse.olc.edu/~khecrow/webfolder/Research/Butcher.pdf
Dalton, T, A. (2011). Comparison of two approaches to improving cognitive academic language proficiency for school-aged, English language learners: Two-group, pretest/posttest design. All Graduate Plan B and other Reports (Paper 41). Retrieved May 16, 2014, from http://digitalcommons.usu.edu/gradreports/41
Doyle, W., & Carter, K. (2003). Narrative and learning to teach: Implications for teacher-education curriculum. Journal of Curriculum Studies, 35(open in a new window), 129–137.10.1080/0022027022000023053