Adult Collaboration

Adult Collaboration

In conversations related to Reggio-inspired practice, much has been said about the importance of collaboration. In many instances there seems to be a presumption that collective efforts are by definition vastly superior to those of individuals.

The author believes that it is important to point out that this is not always the case.

It was not always the case in Reggio Emilia either. Vea Vecchi, in her wonderfully enlightening book Art and Creativity in Reggio Emilia (2010) recalled a time when a very territorial classroom teacher asserted the position that only she should be able to speak directly to parents, and that it was inappropriate for an atelierista to do so on her own. It is imperative for us to understand that not even the schools from which we draw inspiration came into being as perfectly and completely evolved.

It all takes time.

Not long ago, while visiting a well known and highly thought of Reggio-inspired preschool, this researcher asked a group of teachers and their director to share what they felt to be the most essential aspect related to good collaboration.                            The audience was told “You need to be willing to compromise!” Several members of their group echoed that same sentiment. While it’s true that compromise is necessary in every aspect of life, it is not in itself a significant, guiding principle. Such an overly simplified response was disappointing and caused this writer to wonder if any real collaboration was taking place within that environment. He began to suspect that far too often, the least dominant person in their groups found themselves routinely having to compromise what they believed to be best for children.  

Upon further reflection, he concluded that the leadership of school, and perhaps many of the teachers either did not  believe in the most essential principles of Reggio-inspired practice or did not fully understand them. In either case their words and implications of their actions revealed a basic distrust of the process of following inspiration, open hearted exploration, and the path of discovery.

When a teaching team is both harmonious and creative, their resulting work with children can seem to be magical. The efforts of some groups may well be synergistic, while others are not.  Extraordinary results do not happen automatically! Without continual care, and hard work, team teaching is likely to be mediocre or even dysfunctional.  A commitment to nurturing the process, and insuring emotional safety must come not only from above, from administrators, but also from within the team, from each and every member of the faculty.

  

 When a team or an entire educational community thrives, it is because the members of the group work with each other from positions of genuine respect, and always make an effort to see the other person’s perspective. This is particularly critical when they encounter the inevitable differences of opinion. Enthusiasm for one’s position is appropriate, but power struggles are not.  If ideas are frequently dismissed, ignored or worst of all, if people are attacked on a personal level, the creative process within the group will be seriously damaged or even destroyed.

 Because we do not teach in a traditional manner, our work with children requires a great deal of unlearning, and restraint. We often have to stop ourselves from correcting a misconception. If we as researchers are committed to seeing where something leads rather than yielding to the temptation to steer an exploration too much, we will be far less likely to fall into petty power struggles and rivalries.  A similar kind of stepping back from a situation, and waiting can be used in our work with each other. There is a huge difference between feeling compelled to compromise, and forced to abandon something you believe in, and feeling more open because you have come to understand and appreciate another perspective.

One of the best examples of relinquishing control comes to us directly from the ultimate source in Reggio. When Loris Maliguzzi felt serious reservations about the then young atelierista Vea Vecchi’s plan to work on self portraits with the children, he did not forbid her to embark on the exploration. Instead he clearly and carefully explained why he believed that it might create frustrations for some children. He then left it up to her to approach the project in a way which minimized that risk.  The two greatest obstacles to genuine, creative collaboration are traditional, top down management, and teacher rivalry.   

If our colleagues feel that we are good listeners, and genuinely open to suggestions, they are more likely to be the same way with us.  In addition, constructive criticism is more likely to be welcome when it is actually invited. We must learn to open ourselves, and we must treat each other with care and respect. Many who advocate being able to speak very directly (because they feel they know so much) tend to not react so well when their words or actions are questioned.

It all takes time. It is also important to understand that some colleagues feel reluctant to bother others or ask for help. It is OK to ask someone if they would like your help. In the early stages of a working relationship both asking for permission, and giving it can be very important. Those new to the work often feel quite vulnerable and frequently worry about saying or doing the wrong thing. Making mistakes is inevitable. Fortunately, we are all here to learn, and this is not a system which places much value on right answers. When we open ourselves, it is with the hope and expectation that others will approach us with care. Our work is an intimate process.

Anyone who can not be trusted to treat another with care should not be doing this work.

Balance and diplomacy are always essential,   and ideally the openness to input from others, and an ongoing, free-flowing exchange becomes part of the fabric of a good working relationship.

Though this state of being is expected within Reggio circles, it cannot be mandated. It must be grown.  The relationships need to be cultivated and regularly cared for.

Ideally, every member of the group should always feel safe enough to ask questions, and share not only ideas, but also their missteps, and uncertainties about what to do next, or how to deal with  particularly challenging problems.

Good schools are environments which nurture growth. No one should ever feel that they are facing difficulties on their own or that making mistakes is something to be feared. Each person needs to understand that hitting dead ends, making mistakes,  and encountering the unexpected can and will happen. These occur in spite of our best efforts to plan and try out possibilities with our colleagues.

The practice of reflection provides us with the opportunity to treat everything that happens as food for thought, and as an opportunity. This perspective leads us (teachers and children) down a path of continual growth, refinement of many  skills, and the enhancement of our capacity to understand and support others.

When parents read stories or other documentation about classroom and studio work, they often have more to talk about with their children and with the teachers. The conversations spiral. One idea or question leads to another, and another. We all grow, and are filled with a sense of wonder.

The quality of the work we do can be measured by the depth of our relationships.

Play,

Imagination,

and Resourcefulness

Implications For Parents and Teachers

Second Archival Edition

Text, Design, And Illustrative Photography  Copyright 2016 Craig A. Parks unless otherwise noted

Recognizable Photos of students and staff  Copyright 2011-16 Palisades Preschool

Photo on page 53 (Planned Possibilities)

Copyright 2014 Nathalie Fournet