Visual narrative of the co-creation of living standards
of judgment for evaluating the emotional literacy in the living space.
Draft 24th October 2006. Jack Whitehead
The visual narrative is grounded a 6min20sec video-clip from a workshop on standards of judgement for emotional literacy with Marie Huxtable and Christine Jones on 19th October 2006 at Fry's conference centre in Keynsham. The video-clip can be accessed from
http://www.youtube.com/watch?v=yUj9kiWEoUQ
The transcript of the video is provided in the Appendix and the visual narrative draws data from this transcript. Ethical permissions have been given to share the video on the web for research. I was invited to video the session and to support the research into developing an understanding of standards of judgment for evaluating the quality of emotional literacy.
One of the passions that fuels my vocation for education and educational research is the desire to contribute to the creation of educational theories that can sustain humanity. When I think of educational theories I am meaning the explanations that individuals produce to explain their educational influence in their own learning, in the learning of others and in the learning of social formations.
I work with a clear distinction between these educational theories and education theories that are theories expressed as interconnecting sets of propositions in the literatures of philosophy, psychology, sociology, history, economics, politics, theology, management and leadership and other studies of education.
My interest in living standards of judgment for evaluating the emotional literacy of living space is intimately connected to my interest in educational theories. To evaluate the validity of our claims to know our educational influences in learning to sustain humanity I think we will need to be clear about the appropriate standards of judgment for co-creating and sustaining emotionally literate, living spaces.
As I was viewing the video-tape of the workshop I had a revelation of similar intensity to one I experienced in 1971 when viewing a video-tape of my classroom. I experienced myself as a living contradiction in the sense that I could see that values I held I was negating in my practice. This experience of living contradiction and exploring the implications of working with and seeking to resolve contradictions has informed much of my educational research. The revelation on viewing the video-tape of the workshop was in seeing that the individuals were inclusions in the flow of the living space rather than occupiers of the space in the form of discrete individuals who had the free will to do what they wanted independently of their dynamic inclusion in the flow of the living space. Another insight formed as I watched Chris Jones for the first 1min 27 seconds of the video-clip relating receptively and responsively with the participants and writing the following statements on the flip-chart to distinguish what is meant by an emotionally literate classroom:
Children feel safe to speak
Children can solve their problems with each other
Children feel they are being listened to by adults and children
Children and teachers being honest, open and transparent.
As I watched Chris I found myself contrasting the embodied communications being expressed by Chris and the meanings of the words in the above list on the flip-chart. The life-affirming energy expressed by Chris, her attentive listening, and the flow-form of her receptive-responsiveness in checking that she had understood the others' meaning communicated her contribution to the co-creation of an emotionally literate space. The words in the list focused on safety, solving problems, being listened to and feeling in an honest, open and transparent space. The embodied meanings expressed by Chris in her contribution to the co-creation of an emotionally literate space were felt by me as energised, safe, honest, open, transparent and dialogical values. The embodied expression of the values communicated the vital and emotional literate meanings of the living standards of judgment in a more meaningful way than could be done through the words on the flip-chart. Hence I am persuaded of the importance of visual narratives in communicating the meanings of emotionally literate standards of judgement.
From the first 1 minute 27 seconds of the clip you can see Chris expressing her own emotional literate way of being while abstracting the statements of standards from the dialogue:
CJ – you have already started talking about what
you feel an emotionally literate classroom is. You have described examples, so
let's try to draw out the evidence that you know that you have created an
emotionally literate classroom, so let's get some of these things down then.
Would anyone like to start. How do you know you have created an emotionally
literate classroom?
T - the children feel safe to speak
T – the children know their contribution will be
valued
Marie– You've got an image of a moment when you
know that happened
T – Oh yes.
T – they can solve their problems without violence
with each other
T - Children feel that they are going to be heard, people
are listening – it is safe to speak – what they say is valuable
T - Listened to by adults and children, listened to by
everyone.
Then Jet makes a contribution that again, through the video-clip, I can appreciate the importance of the embodied expression of the meanings of emotionally literate standards of judgement. Through a story of her responses to emotional tensions in her classroom Jet describes her feelings of being frustrated, and communicating genuine these feelings to the class. In the to and fro of responses there is an agreement about the importance of being honest, open and transparent. What Jet seems able to do in retelling the story is to retain her expression of humour, life affirming energy and engagement with others – qualities I associate with a good quality of emotional literacy:
Jet I think it is quite important that you model how to manage and to cope with the more negative feelings you encounter as a teacher so that they know.... An example I gave was that when we go to the ITT suite I find that a particularly stressful time. There are 30 children not enough computers some are very slow, some don't work, some have to share in a 4 now so there's lots of manoeuvering. There's only me. They have problems uploading the programmes or whatever and I say to them, frankly, I know this is very slow and it is not working you can probably see I'm getting frustrated I am having to manage my frustration and stay calm, you can help me by staying in your chairs and putting your hands up instead of calling out or coming up to me to the printer. It's a small space and there are 30 of you, so I think modelling it to them and they can see you are genuinely frustration but that you are not going to scream and shout at them continuously because then they can see actually you are losing your grip.
T - That does work
T- Tell that at the start as well
T - Being honest open and transparent because you are a
human being as well as them – the fact is you are bigger and older in
actual fact you are saying that this is difficult for me as well I'm being
open, honest and transparent with you and I need your help – I think that
is very powerful.
T - It's like when you make a mistake.
It's letting them know you are human.
Marie – Say a bit more.
T - It's being human.
Marie – so it is beyond the role modelling which is
where we are play acting? Have I understood? I can only create a more
emotionally literate space everyone and I'm including myself in this is
actually able to express that humanity.
T - You are a three dimensional person.
Jet You need
to role model it in a realistic way so that they can see. I don't stand there
and pretend I'm frustrated. They can tell I'm genuinely frustrated. They can
see by my face, I'm tense in my body and thinking - Gosh ten minutes until
assembly they haven't started, they haven't found their folders yet. Quick, bit
of a crisis in my head and having to manage that and keep calm and in control
of the situation. They need
to see that and they actually then understand I find with most of them they
will sit with their pens and put their hands up and wait. They can see it is
only just me and so role modelling that you are human is important.
T - It is totally human isn't it? Genuinely
Jet Genuinely don't pretend it. They have seen me get
cross I've raised my voice and they know that someone has crossed the line here.
It is important not to pretend that you are always happy, that you are always
cheerful. Life isn't like that.
T- They don't want to be taught by rocks do they!
Marie – so is that the evidence you are looking?
What examples have I got when I felt authentic in that space and not putting up
a faŤade, being totally human? How
have I managed to create a space and have I evidence that I am actually
behaving in a way that I believe to be honestly emotional literate and also
being part of the evidence that you are looking? So it is seeing yourself as
being part of the learning community and not separate from it. Is that it?
Jet Yes
Marie We talked about the sort of evidence you'd be
looking for that flow of connectively between children when you stood outside
that space. I'm not saying it is appropriate or not appropriate. You looked at
that evidence but there is other evidence to look for when you are accepted by
the children into that space and contribute to making those connections.
T - They like to know you care
Marie So, what does that caring look like?
In looking at Marie' embodied communications I see her hands mirroring her inclusional awareness as she moves, invites and includes others in the conversations. As Marie invites others to see themselves, in connection with their pupils, as part of the evidence of the co-creation of an emotionally literate space, I can feel her inclusional awareness of emotional literacy. I experience the expression of a living emotionally literate standard of judgement in the desire to co-create a living space in which people feel valued and valuable.
My purpose in producing this visual narrative was first of all to clarify my meanings to myself of experiences I felt intuitively to be significant in developing my understandings of emotionally literate standards of judgement. I feel satisfied that my intuitions about the significance of visual narratives in communicating the embodied expressions of emotional literacy are justified in the above account. I think the evidence to justify this claim may be in your experience as you consider the meanings in the statements on the flip chart below, the meanings in the transcript of the video-clip, and then the meanings in the above visual narrative that includes the video-clip.
In sharing this account with you, the reader, I am excited about the possibility of evaluating the social validity of my beliefs about the significance of such visual narratives. So, for example, I would appreciate responses that could help to improve the comprehensibility of my account, to strengthen the evidential base I use to justify my assertions, to make explicit the normative assumptions that I might be taking for granted, to work out ways of moving my enquiry forward in a way that would strengthen the sense of authenticity in the account, in the sense that I am working as well as I can to contribute to sustaining humanity through emotionally literate responses and living standards of judgement.
Note – Chris produces the following statements on the chart to distinguish what is meant by an emotionally literate classroom:
Children feel safe to speak.
Children can solve their problems with each other.
Children feel they are being listened to by adults and
children.
Children and teachers being honest, open and transparent.
Appendix
Transcript of 6min20sec video-clip from a workshop on standards of judgement for emotional literacy with Marie Huxtable and Christine Jones on 19th October 2006 at Fry's conference centre in Keynsham
CJ – you have already started talking about what you feel an emotionally literate classroom is. You have described examples, so let's try to draw out the evidence that you know that you have created an emotionally literate classroom, so let's get some of these things down then. Would anyone like to start. How do you know you have created an emotionally literate classroom?
T - the children feel safe to speak
T – the children know their contribution will be valued
Marie– You've got an image of a moment when you know that happened
T – Oh yes.
T – they can solve their problems without violence with each other
T - Children feel that they are going to be heard, people are listening – it is safe to speak – what they say is valuable
T - Listened to by adults and children, listened to by everyone.
Jet I think it is quite important that you model how to manage and to cope with the more negative feelings you encounter as a teacher so that they know.... An example I gave was that when we go to the ITT suite I find that a particularly stressful time. There are 30 children not enough computers some are very slow, some don't work, some have to share in a 4 now so there's lots of manoeuvering. There's only me. They have problems uploading the programmes or whatever and I say to them, frankly, I know this is very slow and it is not working you can probably see I'm getting frustrated I am having to manage my frustration and stay calm, you can help me by staying in your chairs and putting your hands up instead of calling out or coming up to me to the printer. It's a small space and there are 30 of you, so I think modelling it to them and they can see you are genuinely frustration but that you are not going to scream and shout at them continuously because then they can see actually you are losing your grip.
T - That does work
T- Tell that at the start as well
T - Being honest open and transparent because you are a human being as well as them – the fact is you are bigger and older in actual fact you are saying that this is difficult for me as well I'm being open, honest and transparent with you and I need your help – I think that is very powerful.
T - It's like when you make a mistake
It's letting them know you are human
Marie – Say a bit more
T - It's being human
Marie – so it is beyond the role modelling which is where we are play acting? Have I understood? I can only create a more emotionally literate space everyone and I'm including myself in this is actually able to express that humanity.
T - You are a three dimensional person
Jet You need to role model it in a realistic way so that they can see. I don't stand there and pretend I'm frustrated. They can tell I'm genuinely frustrated. They can see by my face, I'm tense in my body and thinking - Gosh ten minutes until assembly they haven't started, they haven't found their folders yet. Quick, bit of a crisis in my head and having to manage that and keep calm and in control of the situation
They need to see that and they actually then understand I find with most of them they will sit with their pens and put their hands up and wait. They can see it is only just me and so role modelling that you are human is important
T - It is totally human isn't it? Genuinely
Jet Genuinely don't pretend it They have seen me get cross I've raised my voice and they know that someone has crossed the line here. It is important not to pretend that you are always happy, that you are always cheerful. Life isn't like that.
T- They don't want to be taught by rocks do they!
Marie – so is it that the evidence you are looking for so what examples have I got when I felt authentic in that space and not putting up a faŤade being totally human how have I managed to create a space and have I evidence that I am actually behaving in a way that I believe to be honestly emotional literate and also being part of the evidence that you are looking for so it is seeing yourself as being part of the learning community and not separate from it. Is that it?
Jet Yes
Marie We talked about the sort of evidence you'd be looking for that flow of connectively between children when you stood outside that space. I'm not saying it is appropriate or not appropriate. You looked at that evidence but there is other evidence to look for when you are accepted by the children into that space and contribute to making those connections.
T - They like to know you care
Marie So, what does that caring look like?
Note – Chris produces the following statements on the chart to distinguish what is meant by an emotionally literate classroom:
Children feel safe to speak
Children can solve their problems with each other
Children feel they are being listened to by adults and children
Children and teachers being honest, open and transparent.
Evaluations
- When others began to speak I felt more confident
and comfortable to join in. Speaking in pairs first was a good idea before
speaking to the whole group. Having the option to join in rather than
being told you must was good!
- Felt more confident – through session.
Think this was due to sharing of experiences of laughter. However did feel
that maybe videoing had an impact on group
- More relaxed by the end of the session. This made
me able to voice my thoughts. I felt that there were two groups –
divided by the camera, but that his became less as the session went on.
- A calm environment. People willing to speak first
to se the ball rolling means others will follow on. Other peoples
experiences.
- Clear and valid discussion. Group began quiet and
not very confident later on, everyone had become more confident and willing
to participate and give valued ideas to the discussion. People had more
ideas about what they felt was an EL classroom and they used different
body language – laughing, more relaxed etc. video clips and joke
were good.
- A good discussion – chance to be reflective
about our classroom and what could be done in a different way.
Encouragement for the list of standards that a lot of things are already
in place.
- The individuals in the group now speak more
readily, more openly and share their ideas, thoughts and experiences. I
feel more comfortable and able to share with the group than at the
beginning of the session
- A lovely discussion! Started to feel more comfy
and feel the group discussion was slowly becoming more intimate. The
initial activity: jokes/humour was a lovely, warm gentle way in. Thank you
- How do we know we are being more EL? (As a group)
We were more relaxed. We were all more willing to talk. I think this was a
nice session, we were able to share nice ideas of EL in our classes. Good
to hear who has done bits before etc
- It became a more emotionally literate space as we
began to share ideas and our own thoughts as to what an emotionally
literate space is. Recording of evidence is still a problem though.
- I don't not really know what I make of my
response to this. I feel my feeling on EL have not really altered. I want
children to feel emotionally secure and be able to deal with others and
themselves in an appropriate way
- I am not sure where I am! I don't feel my
understanding has changed ironically for better or worse. Time to reflect!
- I suppose I have a better understanding of what
is meant by being emotionally literate. I have a better idea of what I can
do to help my children. As far as this space is concerned I've varied my
opinion. I've felt uncomfortable and frustrated but I have laughed too.
- So much to talk about – so many people with
different levels of understanding of EL. Unsure about the 'emotional
space' in this group. Sense that people feel vague? The jokes were good.
As for evidence – in school happy valued children learn more you
cant separate this. All are important
- It has been useful to hear different definitions
of EL and examples of how this has been created in classrooms. I will
think about how these can be adapted to my own class.
- The workshop is frustrating as time is taken for
yet more introductions and not enough for debate and discussion and
dissemination of practical issues. Therefore I don't feel an emotionally
literate space exists
- EL space moved on and was more open because of
time felt some people didn't have knowledge base about subject so quieter.
Need to explore other ideas 'how do we know that children, I am, more
emotionally literate'. What is the baseline measure?
- I feel more confident in my understanding of EL
and feel I can know when encountering relevant situations
- Felt it was more relaxed – less
'challenging'. Also felt more comfortable with being 'empowered' to
recognise 'EL' and its development within individual children/groups that
I work with
- It is now a more literate space in this workshop
because when we had in 2s and 3s activities in a squyare there was no
group interactions. As soon as we focussed into the group and the 2
gentlemen shared their concerns we became more a focussed sharing group