I am in my fourth month as a Professional Development Coordinator. In these few short days, I have learned a great deal about relationships, and have observed many interesting things about the relationships between teachers and administrative leaders in schools. It may sound funny, but sometimes as I walk across the threshold of a door into a school, I am often able to sense the relationships present in the building.
I was fortunate as a teacher to experience an exceptional leader, who always viewed the status quo as being unacceptable. She gave our staff direction, and always knew where we were going and how to get there with our support and expertise as educators. She gave us hope. She was trusted and valued, and I believe she felt the same of each person on our staff. We all knew that she was a gift, and we treasured her and all that she brought to our team. We worked in harmony under her leadership and courage, and honestly, there was nothing that we couldn't achieve because of the strong loyalty we felt for her, and all that she was to us--and our students.
As I reflect upon those previous days of teaching, I am quickly reminded that my former leader was a woman of strength and integrity. She had an infinite level of ambition. She had a way of making her staff, and every single student in our building feel valued and empowered to be more than they thought they could be. She knew every child's name, in an elementary building with over 300 students in enrollment, and how each of those students learned best. She spent time in classrooms, and knew our strengths as educators. She left notes on our desks or in our mailboxes about our instruction, accentuating our positives and noticing our gifts. There wasn't a day that I didn't want to go to work while under her leadership. She encouraged greatness and we would have never accepted the status quo. We learned through her that the key to student success was developing positive relationships and leaving lasting impressions.
I can say without hesitation that anyone who entered our building could sense the relationships, love, hope, and respect that resided as they walked across the threshold. The magic in that building was hard to define, yet any visitor knew it when they saw it.
Is this kind of magic present in your school? If not, what will you risk to make it a part of your life, and the lives of those students you care so much about?
Wednesday, November 19, 2008
Wednesday, October 15, 2008
Where does an educator's philosophy come from? 10/15/08
Where does the philosophy of an educator originate? Is it a matter of opinion? Facts gathered through research? Experience gained by teaching and being with children? Beliefs in perspectives or practices of a current educational guru? Data collection that has driven changes in thoughts, opinions, and ideas? Administration-lead introduction of new concepts or ways of thinking? Peer pressure? Community perspectives?
Where exactly does an educator's philosophy originate?
In my new role as a professional development coordinator, I have found each one of these facets as various 'philosophies' of educators. As I listen, learn through workshops and conversations, and read and research, I have observed that every educator has a different idea, thought, opinion, or philosophy about teaching. I have pondered how all of these philosophies have evolved, and what paths each educator has taken to conclude what they have to this point in their professional career.
I have discovered that some educators currently believe what they believed as far back as when they first became a teacher. Their belief systems have not changed with the times. They may have encountered profound higher education experiences that were embedded in their early career as an educator, and were difficult to let go of. In their eyes, their practices continue to be highly functioning, and these educators often use these practices with all students, each and every year, even when the practices may not meet the individual needs of students. I have discovered that some educators do not have a philosophy at all. They are unable to pinpoint their direction, interests in education, or share their desire to "Make Their Mark" with kids. I have also found that there are others who are reinventing themselves, their classrooms, their philosophies with each new year, with each new set of students that they encounter.
As I look at these three unique scenarios, I am somewhat saddened. Not all of them are child-driven. Two of them are almost 'me' driven. In the first scenario, best practices taught in higher education grounded instructional foundations through the years, rather than children centering their own instruction. This philosophy, in my opinion, is disaster waiting to happen in the lives of children. I base this opinion on my presence in classrooms, as well as my past as a student. It is hard for me to admit, but I had more teachers than not who fell into this category throughout my childhood years, and my higher education years. I honestly did not flourish as much as I believe I could have under this scenario.
In the second scenario, with the educators who don't have a professional philosophy, I become instantly discouraged for their students. How will a child learn, grow, or reach his or her full potential when the assigned teacher does not have a foundation for learning, teaching, developing themselves as professionals, and nurturing their students as individuals? This scenario seems the most 'me' centered. Maybe these educators don't need a philosophy? Or perhaps they believe that they function at a higher level than others because they don't have a philosophy to be accountable to?
In the third scenario, those educators who strive to continuously improve, tend to have an innate need--a passion--to learn, grow, and change with the needs of their students. These are the educators that I see "Making Their Mark" on a daily basis. They believe all children can learn, and they often re-teach things again and again until a child has learned and internalized a skill or new concept. These are the educators who go home at night, assess their students' work from the day and make sound instructional decisions based on individual student needs. If a child has failed, or hasn't learned a new concept, these educators look within themselves to see where they need to improve the following day to change a failure into a success. These educators look for celebrations--the smallest steps in improvement, and they accentuate these strengths to help students discover their full potential. At the same time, they forfeit their role as a 'teacher', and become a facilitator in their classrooms, enabling kids to make instructional decisions that meet their individual needs as learners. These educators are the forces that drive change in the world of education. They take risks. They ask questions. They demand answers--answers that are child-centered, not ‘me’ driven. They want more-for themselves, but most importantly, they desire more for their students. At all costs, these educators journey on, even when paths become mucky, or they reach a dead end. Their foundational philosophy is the map in the journey of achieving the unthinkable, and igniting that same level of achievement and passion in every child he or she may encounter.
So I guess I have to ask...what is YOUR philosophy, and where did it come from? Which scenario is the path you are currently taking? Where is it that you want to go from here?
Where exactly does an educator's philosophy originate?
In my new role as a professional development coordinator, I have found each one of these facets as various 'philosophies' of educators. As I listen, learn through workshops and conversations, and read and research, I have observed that every educator has a different idea, thought, opinion, or philosophy about teaching. I have pondered how all of these philosophies have evolved, and what paths each educator has taken to conclude what they have to this point in their professional career.
I have discovered that some educators currently believe what they believed as far back as when they first became a teacher. Their belief systems have not changed with the times. They may have encountered profound higher education experiences that were embedded in their early career as an educator, and were difficult to let go of. In their eyes, their practices continue to be highly functioning, and these educators often use these practices with all students, each and every year, even when the practices may not meet the individual needs of students. I have discovered that some educators do not have a philosophy at all. They are unable to pinpoint their direction, interests in education, or share their desire to "Make Their Mark" with kids. I have also found that there are others who are reinventing themselves, their classrooms, their philosophies with each new year, with each new set of students that they encounter.
As I look at these three unique scenarios, I am somewhat saddened. Not all of them are child-driven. Two of them are almost 'me' driven. In the first scenario, best practices taught in higher education grounded instructional foundations through the years, rather than children centering their own instruction. This philosophy, in my opinion, is disaster waiting to happen in the lives of children. I base this opinion on my presence in classrooms, as well as my past as a student. It is hard for me to admit, but I had more teachers than not who fell into this category throughout my childhood years, and my higher education years. I honestly did not flourish as much as I believe I could have under this scenario.
In the second scenario, with the educators who don't have a professional philosophy, I become instantly discouraged for their students. How will a child learn, grow, or reach his or her full potential when the assigned teacher does not have a foundation for learning, teaching, developing themselves as professionals, and nurturing their students as individuals? This scenario seems the most 'me' centered. Maybe these educators don't need a philosophy? Or perhaps they believe that they function at a higher level than others because they don't have a philosophy to be accountable to?
In the third scenario, those educators who strive to continuously improve, tend to have an innate need--a passion--to learn, grow, and change with the needs of their students. These are the educators that I see "Making Their Mark" on a daily basis. They believe all children can learn, and they often re-teach things again and again until a child has learned and internalized a skill or new concept. These are the educators who go home at night, assess their students' work from the day and make sound instructional decisions based on individual student needs. If a child has failed, or hasn't learned a new concept, these educators look within themselves to see where they need to improve the following day to change a failure into a success. These educators look for celebrations--the smallest steps in improvement, and they accentuate these strengths to help students discover their full potential. At the same time, they forfeit their role as a 'teacher', and become a facilitator in their classrooms, enabling kids to make instructional decisions that meet their individual needs as learners. These educators are the forces that drive change in the world of education. They take risks. They ask questions. They demand answers--answers that are child-centered, not ‘me’ driven. They want more-for themselves, but most importantly, they desire more for their students. At all costs, these educators journey on, even when paths become mucky, or they reach a dead end. Their foundational philosophy is the map in the journey of achieving the unthinkable, and igniting that same level of achievement and passion in every child he or she may encounter.
So I guess I have to ask...what is YOUR philosophy, and where did it come from? Which scenario is the path you are currently taking? Where is it that you want to go from here?
A Quote for the Fearless 10/15/08
This quote is from a blog shared by one of my FableVision ambassadors, and I love the passion in these words:
"You have power as an accomplished teacher that you could not dream of. If you only realize how much people value what you do and what you believe about your own profession, you would not remain fearful of speaking up and speaking out. You have to believe in your own abilities."
-Tammy King
Tammy, if you are blogging, thank you for inspiring greatness---and a different way of thinking.
"You have power as an accomplished teacher that you could not dream of. If you only realize how much people value what you do and what you believe about your own profession, you would not remain fearful of speaking up and speaking out. You have to believe in your own abilities."
-Tammy King
Tammy, if you are blogging, thank you for inspiring greatness---and a different way of thinking.
Sunday, September 28, 2008
Twitter Friend Challenge-September 28th, 2008
This afternoon, I received a 'twitter' from one of my Twitter friends, whom I value as one of my FableVision Ambassador friends. He is such a creative being, and I can only imagine what his classroom must look like. Apparently today, he was in need of what a co-worker means, so he could blog about it. I sat and wrote a few of the things that I consider from co-workers that I enjoy spending my days with.
Here are a few of my entries to him....
-is humorous--makes you laugh when your not so funny bone is hurting (or your heart)
-makes you want to be more than you think you are capable of
I have been blessed with co-workers who possess many, and often all of these characteristics. I have been so very blessed throughout my life--both personally and professionally.
Add to my list and let me know what YOU consider to be characteristics of a great co-worker.
Go on and find the person above who will challenge you to be better tomorrow than you were today.
Here are a few of my entries to him....
A co-worker should be someone who:
-you can trust
-you can rely upon at any given moment for honestly, acceptance, and support
-inspires your outside and inner spirits
-thinks like you occasionally, but differently on most occasions
-loves growing right along with you
-encourages you, even when creative wheels aren't spinning
-believes in who you are, and what you are made of
-loves finding ways to inspire you to become better--as a professional AND as a person
-excites you to make necessary changes after conversations or meetings you've shared
-learns from you and becomes better
-supports your decisions, but gives you new things to consider
-takes risks with you
-celebrates with you when things go well, and has a shoulder to lean on when they don't
-cares about your personal and professional development
-is friendly
-is constantly moving forward in thought, word, and creative spirit, and wants you right along side
-you can trust
-you can rely upon at any given moment for honestly, acceptance, and support
-inspires your outside and inner spirits
-thinks like you occasionally, but differently on most occasions
-loves growing right along with you
-encourages you, even when creative wheels aren't spinning
-believes in who you are, and what you are made of
-loves finding ways to inspire you to become better--as a professional AND as a person
-excites you to make necessary changes after conversations or meetings you've shared
-learns from you and becomes better
-supports your decisions, but gives you new things to consider
-takes risks with you
-celebrates with you when things go well, and has a shoulder to lean on when they don't
-cares about your personal and professional development
-is friendly
-is constantly moving forward in thought, word, and creative spirit, and wants you right along side
-makes you want to be more than you think you are capable of
I have been blessed with co-workers who possess many, and often all of these characteristics. I have been so very blessed throughout my life--both personally and professionally.
Add to my list and let me know what YOU consider to be characteristics of a great co-worker.
Go on and find the person above who will challenge you to be better tomorrow than you were today.
Thursday, September 25, 2008
Vocabulary...what's in it?
Today I attended a Reading First conference with Dr. Elfrieda Heibert. Dr. Hiebert is an adjunct professor at the University of California-Berkeley. She is fabulous!
We began the day with the changes that we must make in the instruction of vocabulary. Dr. Hiebert shared that as human beings, we are different from other species…we leave a trail of what we think—through reading, writing, and oral expression of our language.
Today was about concepts. About ideas. Reading is really about getting kids to think!
Language is the way in which we learn things. We’ve never been at a time like this where the knowledge of human kind is at the click of a button. Scary, but also very wonderful.
Words give us labels. They give us new ideas. Beginnings of ideas sit with words. It’s not about getting kids to read, but to get them to make distinctions in ideas.
Dr. Hiebert suggests that much of the research that she has been a part of, as well as best practice research, suggests that we as educators need to shift from narrative stories being at the center of our sharing, to informational text as being the center. The primary diet in schools to this point has been narrative, and we need to switch that to informational text to get up to speed in the digital age—in terms of content.
In the past 4-5 years, Science has declined substantially, primarily in the elementary setting. Content areas need to be beefed up! She encourages educators to shift more to Science/Social studies lessons and activities for enhanced vocabulary development.
Dr. Hiebert also indicated that we need to provide students with tier 2 words in every day events. This encouragement came with finding synonyms to those every day events in our classroom settings to enrich vocabulary. How COULD we teach enriched vocabulary for every day events in our room?
The following are some of Dr. Heibert's examples:
Ex: Today we’re going to saunter to lunch. (How many other ways could we walk to lunch??? Kids come up with ideas!)
Our way of speaking today is to murmur. We will need to strain to discern what people are saying.
Be certain to enunciate clearly.
Your task is to get your desk into shipshape form.
It’s time to commence cleaning off your desks.
All of these examples are like receiving the gift of words--and each involves direct instruction.
I recalled my former principal making an announcement at the beginning of the week with a vocabulary word for the week. This small thing made kids THINK about words!
We are living in a fast language time. Language is constantly changing! We as 21st Century educators must change instruction to match the times.
We began the day with the changes that we must make in the instruction of vocabulary. Dr. Hiebert shared that as human beings, we are different from other species…we leave a trail of what we think—through reading, writing, and oral expression of our language.
Today was about concepts. About ideas. Reading is really about getting kids to think!
Language is the way in which we learn things. We’ve never been at a time like this where the knowledge of human kind is at the click of a button. Scary, but also very wonderful.
Words give us labels. They give us new ideas. Beginnings of ideas sit with words. It’s not about getting kids to read, but to get them to make distinctions in ideas.
Dr. Hiebert suggests that much of the research that she has been a part of, as well as best practice research, suggests that we as educators need to shift from narrative stories being at the center of our sharing, to informational text as being the center. The primary diet in schools to this point has been narrative, and we need to switch that to informational text to get up to speed in the digital age—in terms of content.
In the past 4-5 years, Science has declined substantially, primarily in the elementary setting. Content areas need to be beefed up! She encourages educators to shift more to Science/Social studies lessons and activities for enhanced vocabulary development.
Dr. Hiebert also indicated that we need to provide students with tier 2 words in every day events. This encouragement came with finding synonyms to those every day events in our classroom settings to enrich vocabulary. How COULD we teach enriched vocabulary for every day events in our room?
The following are some of Dr. Heibert's examples:
Ex: Today we’re going to saunter to lunch. (How many other ways could we walk to lunch??? Kids come up with ideas!)
Our way of speaking today is to murmur. We will need to strain to discern what people are saying.
Be certain to enunciate clearly.
Your task is to get your desk into shipshape form.
It’s time to commence cleaning off your desks.
All of these examples are like receiving the gift of words--and each involves direct instruction.
I recalled my former principal making an announcement at the beginning of the week with a vocabulary word for the week. This small thing made kids THINK about words!
We are living in a fast language time. Language is constantly changing! We as 21st Century educators must change instruction to match the times.
Tuesday, September 2, 2008
Memories of My Classrooms, Sept. 2nd, 2008
Today I took the day off to catch up after a wonderful weekend away with my family, hanging out at a cabin at Mahoney State Park.
This morning has been filled with an abundance of quietness in my home. I am missing my children, who are already off on their learning journeys. I am quickly reminded of how much I am also missing the children I once taught, and the millions of memories that reside within my heart, soul, and mind of the sixteen years that I spent as an educator of children.
I loved each of my years as a teacher. My favorite thing that came from each year was watching each child find his or her strengths, and expanding those strengths to overcome obstacles in other learning, or lifetime journeys. As an educator, it was amazing to just let go of 'teaching', and become a facilitator in the classroom setting, allowing each child to discover who they were, and to realize how little they needed me as a teacher. I knew that I had fulfilled my promises, and personal goals when a child needed only my presence in the classroom.
I wanted to be a teacher since I was a second grader in Mrs. Stelk's classroom at Knickrehm Elementary, and looking back I think it was because she knew that being a teacher meant giving me the tools I needed to become who I was destined to be--an educator. Thanks, Mrs. Stelk, for teaching me how to love teaching and for modeling how to discover worth, dreams, and full potential.
To the students who I was lucky enough to have in my classroom, may you continue your learning journey, with all of the strength that you have so freely shown me. I am proud to have watched you discover your worth, your dreams, and your potential. May you continue to grow.
This morning has been filled with an abundance of quietness in my home. I am missing my children, who are already off on their learning journeys. I am quickly reminded of how much I am also missing the children I once taught, and the millions of memories that reside within my heart, soul, and mind of the sixteen years that I spent as an educator of children.
I loved each of my years as a teacher. My favorite thing that came from each year was watching each child find his or her strengths, and expanding those strengths to overcome obstacles in other learning, or lifetime journeys. As an educator, it was amazing to just let go of 'teaching', and become a facilitator in the classroom setting, allowing each child to discover who they were, and to realize how little they needed me as a teacher. I knew that I had fulfilled my promises, and personal goals when a child needed only my presence in the classroom.
I wanted to be a teacher since I was a second grader in Mrs. Stelk's classroom at Knickrehm Elementary, and looking back I think it was because she knew that being a teacher meant giving me the tools I needed to become who I was destined to be--an educator. Thanks, Mrs. Stelk, for teaching me how to love teaching and for modeling how to discover worth, dreams, and full potential.
To the students who I was lucky enough to have in my classroom, may you continue your learning journey, with all of the strength that you have so freely shown me. I am proud to have watched you discover your worth, your dreams, and your potential. May you continue to grow.
Thursday, August 14, 2008
August 14th, 2008-First Day of School
Today was my child's first day of kindergarten. Colvin is our third, and final child to go through this amazing experience. I have to say it is a bittersweet day. One one hand, it is the proudest day as a parent, knowing that what you have taught and shared in the past six years will now be put into the real world perspectives with educational, social, emotional, and physical experiences--some of which he may have already been exposed to, and many of which he has not. But on this day, I realize how very much he will be exposed to in the next few years of his career as a child in learning mode. It is humbling how much he knows as a six year old, and yet I am in awe of what he has at his fingertips with the 21st Century learning surrounding his academic future.
Looking back, I would have NEVER believed that the 21st Century skills (that are now at my childrens' beck and call) would be what they have become in the course of twenty years since my youth. (Yes, I am dating myself!) I wouldn't have guessed that my three beautiful children wouldn't know what a record player was, as I NEVER could have lived without one not so long ago! I wouldn't have guessed twenty years ago that I could take a phone with me wherever I went to keep in touch the those I love at any given second of any given day. I wouldn't have guessed that I could use something other than a typewriter to finish my two degrees, or compose my thoughts. And I definitely wouldn't have believed that I would be able to share parts of my life, my world, my soul with the click of a button! I am truly living in an amazing world of technology!
It used to be that parents knew it all--or at least I thought MY parents did. They have always been the smartest people in MY life--my mom and dad. When I became a parent, I realized even more how intelligent my parents are, and I so wished that I had all of their intellect in raising my own children. My parents were not weathly, but they were rich in so very many other ways. When they had me in their early 40's, they instilled in me a great value in education. I have internalized that value with great sincerity throughout my life, and I hope that I never take it for granted.
Today, my parents are in awe of their grandchildren, and all that my children have educationally. Much of what my kids have doesn't really matter to my parents. In fact, some of what my kids have make my parents shake their heads and wonder what will come next? Sometimes I think the same. We are so very, very lucky to have all that we do have in the 21st Century.
Just as times have changed in my life, and in my childrens' lives, times have changed--but not enough in the world of education. We have so many wonderful tools at our fingertips as educators, and yet many of us are not on the edge of our seats, wanting to take the risks in knowing just what might be within reach of our very own hands, or our very own minds. For some, it is scary to engage in technology, because our 21st Century children are further ahead in their thinking, skills, and knowledge base when it comes to technology. For others, it is difficult to step out of the ways we've been instructed throughout our higher education. These things seep in occasionally and often pull us back to what we once knew to be 'best practices'. I don't know what all of the answers are, in terms of 21st Century learning, and the bazillions of tools that are out there, but I do know that I sure can learn a great deal from the children of the 21st Century. What I need to accept is that they are brilliant as teachers, and I have so much I can learn from them, if I just let go of the previous practices. It's time to embrace the many wonderful ways of the 21st Century and become better human beings and teachers by allowing our students to teach us all that they know. This may never before happened in the history of mankind, but how simply amazing and powerful is it that our children know more than we do in many facets in the technological world we live in?
Congratulations Class of 2022! May your future endeavors be all that your parents wish for you!
Looking back, I would have NEVER believed that the 21st Century skills (that are now at my childrens' beck and call) would be what they have become in the course of twenty years since my youth. (Yes, I am dating myself!) I wouldn't have guessed that my three beautiful children wouldn't know what a record player was, as I NEVER could have lived without one not so long ago! I wouldn't have guessed twenty years ago that I could take a phone with me wherever I went to keep in touch the those I love at any given second of any given day. I wouldn't have guessed that I could use something other than a typewriter to finish my two degrees, or compose my thoughts. And I definitely wouldn't have believed that I would be able to share parts of my life, my world, my soul with the click of a button! I am truly living in an amazing world of technology!
It used to be that parents knew it all--or at least I thought MY parents did. They have always been the smartest people in MY life--my mom and dad. When I became a parent, I realized even more how intelligent my parents are, and I so wished that I had all of their intellect in raising my own children. My parents were not weathly, but they were rich in so very many other ways. When they had me in their early 40's, they instilled in me a great value in education. I have internalized that value with great sincerity throughout my life, and I hope that I never take it for granted.
Today, my parents are in awe of their grandchildren, and all that my children have educationally. Much of what my kids have doesn't really matter to my parents. In fact, some of what my kids have make my parents shake their heads and wonder what will come next? Sometimes I think the same. We are so very, very lucky to have all that we do have in the 21st Century.
Just as times have changed in my life, and in my childrens' lives, times have changed--but not enough in the world of education. We have so many wonderful tools at our fingertips as educators, and yet many of us are not on the edge of our seats, wanting to take the risks in knowing just what might be within reach of our very own hands, or our very own minds. For some, it is scary to engage in technology, because our 21st Century children are further ahead in their thinking, skills, and knowledge base when it comes to technology. For others, it is difficult to step out of the ways we've been instructed throughout our higher education. These things seep in occasionally and often pull us back to what we once knew to be 'best practices'. I don't know what all of the answers are, in terms of 21st Century learning, and the bazillions of tools that are out there, but I do know that I sure can learn a great deal from the children of the 21st Century. What I need to accept is that they are brilliant as teachers, and I have so much I can learn from them, if I just let go of the previous practices. It's time to embrace the many wonderful ways of the 21st Century and become better human beings and teachers by allowing our students to teach us all that they know. This may never before happened in the history of mankind, but how simply amazing and powerful is it that our children know more than we do in many facets in the technological world we live in?
Congratulations Class of 2022! May your future endeavors be all that your parents wish for you!
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