In my opinion, I am often rich as Crœsus, not in money, but (though it doesn’t happen every day) rich, because I have found in my work something to which I can devote myself heart and soul, and which gives inspiration and significance to life.
This post is week 8 of 8 in the 8 Weeks of Summer Blog Challenge for educators.
The #8WeeksofSummer blogging challenge will stay with me. One takeaway is that I do better at blogging with a challenge. I’ve been blogging for close to ten years now, sometimes more regularly than others.
Here is a little history of my recent blogging:
In 2019, I made 16 posts. I began the year blogging, thanks to the #Blogging28 challenge last January through Edublogs, posting 5 times in January. In February through May, I made 3 more posts–no challenges. Then starting in June through today, I’ve made 8 posts in the #8WeeksofSummer challenge.
In 2018, I made 3 posts.
In 2017, I made 57 posts.
What was the difference between 2017 and 2018? Blogging challenges.
Writing heals and keeps me sane, so I need to take time to write. If blogging challenges are a way to encourage me to do that, I will take them.
Thank you so much to Penny Christensen for running this professional reflection challenge for this summer. Thanks also to Penny and other friends who came and commented on my blog–Sheri, Joy, and Scott.
Now. what will my next challenge be?
How am I planning to implement change next school year? My BHAG of improving English language acquisition and literacy at my school will be implemented throughout the school year, beginning even today:
- I am taking two unexpected online courses called “Fierce Teaching” and “Six Traits of Writing.”
- I am working on my year plan as I study my TESOL course.
- I have bought 175 early readers to fill up my suitcases to bring back to our classroom collections.
I have no doubt that I and my colleagues will continue to implement the goals we have for the next school year right through next June. One step at a time. One student at a time.
This week Penny asks, “What goal is so powerful that you are compelled to move toward, yet respectful of its immensity?”
I do have big goals, which include:
- To finish strong at my school, where I just have one more year to teach, helping all my students grow in English acquisition.
- To build our English department and curriculum, so it will continue as staff changes occur.
- To improve student growth of English acquisition in the elementary department. Over the years, we have seen marked improvement of those making adequate yearly progress–from about 25% to 50%. That needs to grow more!
- To hire more paraprofessionals, so we can have two adults in every literacy period.
- To hire a reading specialist.
- To assess all students in concepts of print, phonological awareness, and phonics at the beginning of each school year.
Is my goal hairy and audacious?
From what I read about BHAG and the example of Boeing bringing commercial air travel into the jet age, my goals so far aren’t easily articulated as one BHAG. It is not a vision statement that will fit on a t-shirt, for instance.
Jim Collins explains another BHAG about getting to the moon in the 1960’s: “…the goal itself—the mountain to climb—was so easy to grasp, so compelling in its own right, that it could be said one hundred different ways, yet easily understood by everyone.”
My list may be the smaller steps to reach a bigger goal. As yet, it is not easily understood by everyone. Perhaps they are the many steps to get to a BHAG that I have yet to articulate.
I need to think about this, and perhaps read Built to Last.
What do you think?
Can you see a BHAG for our school emerging from these literacy goals?
What are optimal conditions in which to learn, for you, and for students? What a great question. I have spent the last decade really grappling with this question, but not taking time to really try to come up with the answers.
When I became what I called a “connected educator,” I learned so much. I became the chief learner in my classroom.
I passionately tried to teach my students to love learning and go for broke. Some of my thoughts from 2012:
Then I moved to a new country, where the culture is so different. The educational values are not what I was used to. Education here is what I describe as more traditional. Students and parents are more competitive and good grades and being on the honor roll are the pinnacle. I have weathered my share of storms as I try to navigate this new educational landscape.
Now, this week, for the #8WeeksofSummer challenge, I was asked the question about what are the optimal learning conditions for me and my students. Today, I have a more nuanced answer than the 2012 writing above.
I have never before stopped to articulate what I think about the colliding of my experiences in eastern and western schools. I’ll take a stab at it today, but really these are just some random thoughts: I’ll keep grappling!
- East or west, I am still the chief learner in my classroom.
- I use technology in the classroom, but not as extensively to connect and collaborate as I did when I was teaching in Iowa. We use Google Drive to write poetry, pen pal letters, novels, and more. We write blog posts. We create cool things like animations on brush.ninja.
- I don’t sit at a student desk any longer. Actually, I didn’t sit at the student desk or teacher desk when children are present. Now, a student is usually sitting in my teacher desk during class.
- I am up front at times, but always strive to get the students speaking, listening, reading, and writing in English.
- Teaching English language learners has been a long and upward learning curve for me.
- There are so many wonderful opportunities to bring English to students who are learning to use the language. English truly is one of the windows to the world.
- I am working hard to teach a love for learning. I am constantly on the lookout for ways to do this beyond the seemingly all-important grades–I ask students constantly to self-reflect and subsequently self-grade, students help develop the rubrics used, we have Pearls of Wisdom, geniushour, we use Instagram hashtags that bring language use outside the classroom (#arsvocab and #arsreading).
I don’t think I have answered the question, but here are a few optimal conditions for learning worldwide:
- Have a loving and respectful relationship with students. (Last year and the coming year, I have had the joy of knowing my students since they were in kindergarten, as I was their teacher then too. What a better way to love your students than to have loved them since they were little!)
- Keep the foundation firm. Teach the curriculum that will help them grow as English users, whatever it takes.
- Trust students to own their own learning. (Optimally, when we can get away from the grades, I believe students will rise to the occasion and enjoy learning more. It’s still a hope of mine that we can take the percentages away from the report cards through grade 5, and just report how they are doing on learning the standards.)
I guess these are conditions that work for me and students.
What about you? What are your optimal learning conditions?
This post is week 2 of 8 in the 8 Weeks of Summer Blog Challenge for educators.
Who or what experiences have built you up into the educator you are today?
Joy Kirr’s post is the first I read during Week 2 of the challenge. Her story is familiar to me, as I’ve heard her tell it before. It also runs parallel to my own story, which began at about the same time.
I had been teaching since 1984–sometimes to a group of grade 2, grade 3, grade 7, grade 8, as a reading specialist with small groups of children, or for ten years as a stay-at-home mom with my two daughters. I loved all my students and schools. I always felt I was out-of-the-box and looking for how to be better.
However, in late 2010, something switched for me. Two colleagues came back from the Iowa Technology Education Conference and told me that teachers were using Twitter. OK, I thought. So what. They continued telling me about the connections they made, the Web 2.0 tools they discovered, the people that inspired them. They told me enough that I got interested and began exploring with them.
One of my first tweets happened while I sat at a Digital Literacy conference with Angela Maiers. I was at a table with Erin Olson, Stacy Brown, Brenda Ortmann, and Eileen Kinney listening to Angela’s challenging message. As you can see that uphill was a steep learning curve for me in more ways than one. I had to figure out the difference between # and @ on Twitter.
— Denise Krebs (@mrsdkrebs) January 20, 2011
Angela Maiers was inspiring and challenging. Here is the post referred to in the tweet below. The people I met on Twitter enabled me to learn much more than I was used to learning. I began to read more books, read and write more blog posts, and I learned in a new and exciting way how to own my own learning, how to take responsibility for making a new way.
— Denise Krebs (@mrsdkrebs) January 22, 2011
When I was searching for my first tweets, I also ran across this one I wrote in 2011 to Jee Young Kim. At that time, I was helping someone find resources to teach overseas. I myself had never been out of North America, but here I was saying, “Maybe someday I’ll be able to teach overseas!” What? I was sure I was making that up to be polite or make conversation. I had never had that thought before. But three years later I was doing just that!
— Denise Krebs (@mrsdkrebs) April 26, 2011
I have now been teaching in Bahrain for six years. Thankfully, the things I learned from others and my commitment to innovation and improvement have not stopped.
I’m still connected with educators all over the world through Twitter. Even though education is much more traditional here, we are still growing professionally at each turn. Soon we will have the third annual EdCampBahrain. We have quarterly TeachMeets and hashtags to share our learning in the Middle East (#bahrainedu, #edchatMENA)
Life is sweet, and there is such joy in this journey. I am very thankful for those who taught me what I know and for those who continually teach and challenge me.
This post is week 1 of 8 in the 8 Weeks of Summer Blog Challenge for educators.
I have too much planned for this summer so I didn’t think I also had time to join Penny’s #8WeeksofSummer blogging challenge. However, I am going to give it a try.
My plans for this summer:
- I will finish my TESOL Advanced Certificate Program.
- I will do some work on my year plan and related resources for my grade 5 English learner class.
- I will read 8 children and young adult books, which is nourishment for my soul as a reading teacher.
- I will blog about my learning (and whatever else is in store for the #8WeeksofSummer challenge) at least 8 times.
My professional learning will be happening in two countries and in 3 U.S. states. I have my laptop, my Kindle, and my phone ready for action.
I’m already a week late, so I’ll leave it at this.
We need to talk about white supremacy. Not in the “bad” people, but in our own white selves.
Let’s start today, not just in New Zealand. But in America or wherever we are.
White supremacy has been with us throughout our nation’s history.
Through slavery…leasing convicts…lynchings and other racial terrorism…Jim Crow…racial hierarchy…racial profiling…mass incarceration.
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For the first day of Black History Month, I posted this piece called Birth of A Nation, and it was deleted!!! OUT OF ALL DAYS!!! I don’t understand the logic behind it. I just can’t settle with the idea that freedom of expression has limitations. I believe this could’ve happened to ANYONE, so I’m asking EVERYONE to repost this piece using #thisiswhy because the world doesn’t understand our point of view. They need to know #thisiswhy we speak out, stand up, and march on. Let it be known. #thisiswhy
When I was a baby, Martin Luther King, Jr., pleaded with white moderates: “If you fail to act now, history will have to record that the greatest tragedy of this period of social transition was not the strident clamor of the bad people, but the appalling silence of the good people.”
Why didn’t I talk about America’s wealth being built with the blood and sweat of enslaved black people?
Why didn’t I talk about “good” people standing by and watching?
Why didn’t I talk about anti-blackness and white supremacy?
With my parents?
With my friends?
With my own children?
Though I didn’t articulate I was better than black people, I don’t remember ever articulating I wasn’t.
There is no such thing as being colorblind when it comes to racism.
My silence was complicity. White silence. White apathy. White centering. White privilege.
Complicity in white supremacy.
I am white, and I need to own it.
I am white, and through my acceptance of America’s original sin, I am a white supremacist.
Now, I have work to do.
Thanks, Rachel, Bryan, Layla, Josie, Clint, Jen, Mike, Jillian, Myisha, Dr. King, and all the others who are inspiring the dismantling of racism.*
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*More I’m Learning From