In thinking about thinking (and reflection) I am in a quandary much of the time in that the voice of change that I wish I had I do not have. I’ve really thought about it but have not come to a conclusion that makes sense. Well, I have thought about solutions that I think make sense but they outcome does not seem to develop into a solution. I speak to colleagues who share their challenge whether it be from student > teacher, teacher > local administration, local administration > district administration. I want to be part of the CHANGE … part of the SOLUTION. When I think about it and speak about it I get excited but there are boundaries. After reading through the May/June issue of PAGE ONE magazine (it will be available in the near future on the site ~ http://www.pageinc.org/page/page_magazine) I was challenged by some of the authors and shared my tweets with the board of education but, honestly, I feel like I am expressing an opinion that does not have as much potential as being in the right circles, knowing the right people, having the same credentials … for CHANGE.
So, in order, the quote by Henry David Thoreau states that seeds have the potential to grow with and towards wonder but, there are boundaries.
If feel an ever-present struggle to push towards the innovation and understanding with my colleagues. Why is it that this progression is so stagnant? I want to learn WITH vs. FOR! The opportunity to learn does not seem to be present and maybe that is due to scheduling, priority, vision, leadership, and the team that could make it happen.
Maybe there are requirements outside of the local control that prevent teachers from reflecting and thinking. Why am I not making these remarks to the teachers? Why can I not have this conversation? There is not time in the school day and meetings are not flexible. There is too much on teacher’s plates!
The target moves but we are not adjusting our position. We are responding instead of predicting with our intuition. I feel that, like standards-based instruction, the reality of student engagement is best facilitated through relationships. I am not sure that the media center is the best place for this. Okay, I DO feel that it is the best place locally but, imagine if the organization and expectation of schools in general placed relationships first. Sometimes I feel like where I am at is a cop out but other times it is the perfect storm to facilitate and guide.
This is a constant undertone for teachers. Would there be a collective “amen” amongst professionals if they cries from the front lines reached the battle plan of the brass at state and national level? To have a voice I feel that I should not have to be in proximity to share. Is it that change is not heard or heard and not acted upon?
Get to know them. In the media center, there were days this past year when hours were spent with ONE STUDENT. I know that teachers looked out the window into the garden and thought that this guy was not doing his job. He should be back in the library doing what librarians do. There are dual responsibilities here and both are important but the the opportunity to connect could last a life time! Remember that seed?
“It’s messy, it’s too loud, it doesn’t look nice …”, says the antagonist. This story is still being written and even with the book ends the story will not be over. I think back to Ruby Payne’s connection to language and the difference between formal and conversational speech. Students may be inhibited not just by language but by space. How to plan the space could determine their experience. Their experience could be inhibited by the space which impacts their language. What if the space was created to enhance the language. This is engineering design thinking!
Time … we all have the same amount. It is how we use it. How are we using it? Can we fight this as a school? Yes!
This can be challenged at the local level and within our school. I tried to include @fcboe on just about every level but I don’t hear back. When will this change? Is it the process?
E V E R Y S I N G L E D A Y
S T U C K in the middle.
This seems to happen SO MANY TIMES.
I don’t feel that we are placing the emphasis on learning how to learn. We could start so much sooner. If this happens it is compartmentalized and is usually the initiative of individual teachers on rescue mission seeking to fix what has been broken.
STEAM in Fayette County should be more of a priority. If assessment and data are the issues, how can we change this if we don’t implement a plan?
We can do so much better at preparing OURSELVES for what the students are asked (learn, do, see, speak). It starts with us! The teachers and administrators need to lead by example.