To help encourage conversations and dialogue about reflection, this past year of learning, with ‘an eye’ towards next year, our topic/question(s) for this week is: How/why was this a good year for you as a learner? How will this help you next year? Time for Reflection and Action (Week of 6/8/20) (This is an anonymous Google Form)
Blake's Guiding Lights
Our Students
Blake's Core Values: Respect, Responsibility, Resourcefulness, Reflection
Our Essential Question: How can we cultivate and curate the progression of student learning and growth?
Our Mission: Blake Middle School believes in a living mission statement, based on the concept that our community seeks and respects knowledge, integrity, character, wisdom, and the willingness to adapt to a continually evolving world.
The most important attitude that can be formed is that of desire to go on learning. - John Dewey
You cannot teach today the same way you did yesterday to prepare students for tomorrow. - John Dewey
June is a natural and necessary time for reflection in the educational community - a time to look back, be present, and look ahead - and, with the current realities of our world (the world close to home, nationally, and internationally) I find myself coming back to the principles of how planned and realized ‘action’ must be part of this process. I have shared this sentiment with staff and our community a number of times this week and would feel remiss if I did not continue to keep them at the forefront of thought, reflection, and action...
...as one who identifies as a white, heterosexual male I have been given many privileges and I have a responsibility to engage and act on my beliefs - although I have felt and known this, I know more than ever that I have an ethical and moral obligation to not only talk, but act on my anti-racist beliefs and convictions. I must continue to 'hold up a mirror', acknowledge my implicit biases, examine them, and truly listen. It is important for me/us to start, continue, and push these conversations.
As we enter our last full week of school, I am leaning once again on the words of Socrates and Peter Drucker - building the new while using purposeful reflection as our guide. The reflection below is my annual attempt at providing a sense of ‘open closure’ as we end the year - the words, posts, and sentiments are a mix of annual shares along with new ones providing food for thought before we ‘depart’ for summer...
- What have you learned thus far about teaching and learning that you hope we can 'hold on to' when we return (either remotely or face-to-face)?
- Define 'closure' - what does closure mean to you? What elements should be in place to provide 'closure'? What does that mean for our students? What would this look like?
- What do you/we hope our students will 'take with them' when they leave us June 16?
- ‘Hurt people hurt people’
- ‘Believe in a better future for our children’
- ‘It’s ok to be sad and mad’
- ‘Need to have honest and realistic conversations’
- ‘Hard conversations are the most important ones’
- ‘Our actions are more important than our words’
- ‘All people can understand the concepts of fairness and unfairness’
- ‘You are all awesome - don’t let anyone make you feel down’
- ‘Our actions speak loudly for our children’
- Question prompt - ‘I’m concerned - how do you feel about it?’
- ‘We are counting on and need our youth - we need to help them’
- ‘All skin colors are beautiful’
- ‘Nothing is preordained - we can change the world’
- ‘We need to keep expanding who we care about’
- ‘Don’t be afraid to ask questions’
- ‘We can do better...we must do better...we will do better’
Traditions and Relevance
Tom Whitby's (@tomwhitby) words and thoughts on schools have served as key focal points for our learning community (Methods: Tradition vs. Relevance). Traditions and relevance are both important and critical for the institutions and cultures of school and learning. The key is making sure that the traditions are still relevant and that we allow and make room for ‘shades of gray’ (a balance of the two)...
Traditions
These posts are ones I have shared in the past as we mark the end of a year together - let’s hold on to them...
The Psychological Case for Adult Play Time
by Jared Keller in Pacific Standard
Keller shares information gained from psychologist Kathryn Hirsh-Pasek, director of Temple University’s Infant and Child Laboratory and author of Why They Need to Play More and Memorize Less, about the nature (and importance) of play time for adults. We should make sure we acknowledge this need and listen to it. It is an area of growth for me and I hope you can all help remind me of this need - not only during the summer, but throughout the school year as well.
Recent research has shown that people of all ages benefit from unstructured play time as a respite from the grind of daily life. According to research, play can relieve stress, boost creativity, improve brain function, and improve our relationships with other people by fostering trust with others.
There are three main characteristics that we tend to use when we talk about play: It’s voluntary in the sense that you’re not obligated to do it; it’s flexible and can be changed or manipulated, like Play-Doh for your life; and it’s enjoyable and fun.
Re-ignite the child inside! The stigma around play is there, but it's our job to fight back and understand that we all really love to play. I believe we’re on the verge of a revolution in how we balance work and play. Imagine a billion people pushing for play time, not in a frivolous way or a way that negates progress, but in a way that supplements and allows us to make even more progress. It's time to put play back into our lives.
3 Things You Can Do This Summer to Be a Better Teacher in the Fall
by Elizabeth Stein in Education Week Teacher
Following the intent of the previous post, Stein highlights ways that we all can improve our practices this summer: Practice Mindfulness; Read, Reflect, Plan; Connect, Collaborate, Listen, and Share!
It doesn’t matter what grade or subjects you teach, how long you’ve been teaching, or where—there are three universal things that all educators can to do be a better teacher in the fall...The journey of becoming a better version of our teacher self is all about finding balance, joy, and opportunities to learn and collaborate. It’s an ongoing process that creates a spirited commitment that will no doubt guide our students to deepen their own relationship to learning.
Come Back Better
by Rebecca Mieliwocki in Education Week Teacher
This post reflects on the 'musings' of first-year teachers, expressing their thoughts on the first year of teaching as they look ahead to 'come back better' year 2. The ideas hold true for all of us - new teachers, veteran teachers, parents, and students. It reminds me that we are so incredibly fortunate to have the chance to renew and start again each school year. Let's be sure to take advantage of that.
Leave it to some first year teachers to perfectly sum up our work--work that is full of mistakes, miracles, and all the wonderful little ironies that fill our lives as teachers.
The beautiful dichotomy of our work means that while we are always striving for professional perfection, the complexities of the work and the children we spend our time with make it far too difficult to ever master completely the craft of teaching.
Wherever the next several summer weeks take you, make sure you take time to stop and rest. Let the lessons of the year sink in. Savor the successes and learn from your stumbles. Be kind to yourself; after all, you're a learner too. Immerse yourself in all the things you love to do that make you the kind of interesting person your students love to learn from. And when you come up for air, pick one thing about your teaching you'll improve for the year ahead. Then, come back better.
Relevance
These posts below, along with responses from last week’s topic/question of the week, speak to current trends/thoughts that are worthy of consideration. As we all (parents/guardians, families, educators, and individuals) are looking to find the ‘right answers’ (are there really any ‘right answers’?), it is helpful to actively read, reflect, and foster a culture of discourse with one another…
What It Means to be Anti-Racist
by Anna North in Vox
This post is an important one for me, and I believe, all educators. It highlights the writing and work of Ibram X. Kendi (@DrIbram), author of How To Be an Anti-Racist, and provides excellent resources. It was definitely a ‘mirror moment’ read and I encourage everyone to engage in this important dialogue and work.
As Ibram X. Kendi, director of the Antiracist Research and Policy Center at American University, notes in his book How to Be an Antiracist, “When racist ideas resound, denials that those ideas are racist typically follow.” But as Kendi also notes, it’s not enough to simply be “not racist.” “The opposite of ‘racist’ isn’t ‘not racist,’” he writes. “It is ‘antiracist.’”
“One endorses either the idea of a racial hierarchy as a racist, or racial equality as an antiracist,” Kendi writes in How to Be an Antiracist, published in 2019. “One either believes problems are rooted in groups of people, as a racist, or locates the roots of problems in power and policies, as an antiracist. One either allows racial inequities to persevere, as a racist, or confronts racial inequities, as an antiracist.” “There is no in-between safe space of ‘not racist,’” Kendi continues. “The claim of ‘not racist’ neutrality is a mask for racism.”
The work of anti-racism can’t stop next month, next year, or when the news cycle moves on. Right now, a lot of white people are paying attention to racism and police violence “because they have no choice,” Simmons said. They’re stuck at home because of the pandemic, and the protests are all over the media. But anti-racism can’t be something people think about only while it’s convenient, Simmons said. “It has to be a commitment that you make.”
How Our Language Feeds Inequity
by Robin Avelar La Salle and Ruth S. Johnson in Educational Leadership
Although written in 2019, this is an important read and could not be more relevant - language is incredibly important and we must continue to examine how we, as educators and schools, feed inequity through our structures and labels. As noted in the post, the authors provide ‘a framework for understanding the subtle yet powerful relationship between language, beliefs, and inequitable school systems.’ Important concepts and structures are highlighted - ones we will be actively examining as a Blake community: ‘Wallpaper Effect’, Inevitability Assumption, Normalization of Failure, and Language Mindfulness.
We can legislate policy, but we cannot force people to change their belief systems about students. Thus, the "Wallpaper Effect" is at play in many U.S. schools (Johnson & Avelar La Salle, 2010). Mandated structural changes mask underlying biases that perpetuate long-standing gaps. One way to bring those biases to light, however, is to reflect deeply on the language we use to describe students.
The inevitability assumption (Johnson & Avelar La Salle, 2010) is the belief that some students will succeed and others will not, simply because that is how it has always been. Often, expectations are lower for students in marginalized racial and ethnic groups. If asked whether we think that all groups of students can succeed, most educators would say yes. However, if we reflect very privately and deeply, do we really believe that all students can attain the same educational outcomes? We rarely hear, "This group of students is destined to fail." But even subtle comments can evolve into an institutional reality that becomes the basis for decisions that disproportionately affect the lives of students in profound ways.
Language mindfulness is the practice of actively listening to the language we and others use, as clues to underlying belief systems. Engaging in language mindfulness as a school or district staff, without judgment, provides a safe forum for educators to discuss their personal and institutional biases, both conscious and unconscious (Avelar La Salle & Johnson, 2019).
Five Things Not To Do When Schools Re-open
by Pasi Sahlberg (@pasi_sahlberg)
We are at a unique critical juncture in education, and with all of the ‘unknowns’ comes great opportunity. Sahlberg outlines five important considerations - his ‘dont’s’ - for schools as we look to reopen.
Rather than add more to the already exhaustive list of ideas for schools post-pandemic, I want to suggest five things that we should not do when schools re-open. These five things are collected from my numerous conversations and debates during the past few months about the implications of the Covid-19 pandemic for schools, teachers, students and parents. My basic assumption is that schools change slowly, even when pressured by external shocks like the pandemic. I think that the underlying emotion in this devastating turmoil, which by now has affected healthcare, education, economic systems, and the daily lives of billions of people, is fear.
What most parents probably expect from schools now is safety and stability, not revolution or change. I like many others think that now is the time to reimagine schools. But I am afraid that making these dreams come true at scale will be very difficult. But if real change is to have any chance, I offer these five suggestions of what not to do. I have long believed that in education policymaking what we stop doing is as important as what we should do. In this playful spirit I offer the following ‘5 Don’ts’…
1. Don’t think that kids only learn when they are taught
2. Don’t worry about kids’ losses on school tests
3. Don’t expect kids to be ready to continue where they left off
4. Don’t consider recess as a low priority
5. Don’t expect there will be a ‘new normal’ anytime soon
These two posts, although originally posted last year, are still very relevant and are worth reflecting upon - both now and in the future...
Why I Stay in Teaching
by Pete Barnes in Edutopia
This post (shared last year as well - very relevant still) speaks to me on a deep level, as Barnes highlights several reasons why I (and I know, we) stay with teaching -- Searching for Mastery, Valuable Colleagues, A Summer Reset, Permission to Nerd Out, and Work That Matters.
Working with kids every day is rarely boring. Kids are naturally fun. Their curiosity and energy rub off on me and keep me coming back for more. No matter how much education changes, kids will always need good teachers, and we will always need them right back.
Let’s Hear It for the Average Child
by Margaret Renki in The New York Times
Renki’s op-ed is simply wonderful - widely shared last year when it was originally posted. It is one that I hope we can truly remember, live, and embrace. As a parent I hope the intent of the post is one I remember and live for my own children.
Summer beckons, a great, green, gorgeous gift. We’ve already kept you far too long, so let us send you forth with just one last reminder of a truth that somehow you already understand, though school is not the place where you learned it:
Life is not a contest, and the world is not an arena. Just by being here, unique among all others, offering contributions that no one else can give, you have already won the one prize that matters most.
Topic/Question of the Week (Week of 6/1/20): Share what you have learned about yourself as a learner during this period of remote learning.
Sampling of responses...
- I learned that I needed to adapt to the remote learning zooms and other stuff I needed to get done.
- To always watch the videos of teacher explaining what and how to do
- I like to get everything done at once.
- I've learned to be more flexible and to not make assumptions about how I prefer learning.
- I get distracted very easily.
- I have learned that myself, as a learner, learning independently can let me explore and take the time to figure something out.
- I don’t like using my iPad as much as paper and pencil.
- I find it easier to manage time doing remote learning than to be in the school, however it is difficult to know if I have completed all the assignments for that day and must check to make sure many times.
- I learned that I can process better and think more if I sleep in.
- I learned that I like to get things done at one time, so I don’t have to work on it later :)
- That if my put my mind to it then I can get it done quick
- That’s some time you may want to quit but if you just believe and get back up again you can accomplish anything.
- That I can get distracted very easily.
- I need to get things done right away or I might slack off
- I’ve learned that I like being face to face with people rather than on screens.
- I like to change things up and not do the same thing everyday.
- I need to focus more, to get things done.
- What I learned about myself as a remote learner is that I work better in the morning. I like finishing my work before lunch because I usually procrastinate a lot in the afternoon.
- That it is better to do your work slowly and good rather that fast and not good
- I learned that I am even more creative when I am given permission to fail AND I learned I was able to better teach the content despite being given lots of freedom.
- Relationships are critical to learning. We are fortunate to have had "regular" school through March to build strong relationships before moving to remote learning.
- I learned that I have a good work ethic with online learning.
- I am flexible and I have the ability to adapt, but there is no substitute for f2f interaction with the students.
- I’m good at working alone, and I’ve found a love for reading
- I haven’t really learned anything new about myself as a learner.
- I have learned that I am an introvert and I really enjoy doing my schoolwork with friends.
- I learned that I am most productive when I don’t take any breaks until I am finished doing all of my work.
- I get distracted, but focus when I need to and sometimes I procrastinate.
A Balance of the Two
This post is one that I believe is important - articulate principles and practices, but be mindful of which ones should be static and which should be fluid. Guerin’s post is one shared in the past, yet the title itself speaks to a mantra that directly aligns with our mission.
Be Firm in Your Principles. Be Flexible in Your Practices
By David Guerin (@DavidGuerin)
I'm a big advocate of positive and productive change. If one thing is certain, it's change. There will be change, and we must adapt. Our students must adapt. Our schools must adapt. The world is becoming more complex and uncertain, and that makes change even more imperative. But some things never change. Teaching principles, for instance, stand the test of time. Principles are fundamental truths. They are universal and unchanging at their core. These things should be the foundation of who we are and what we do as educators.
But our practices are different. Our practices should be much different than 50 years ago. They should even be different than 5 years ago. They may be different tomorrow, based on our students' needs. We must adapt our practices to the needs of the students we are working with today, right now. We need to adapt to the changes that are happening in the world right now as well. Teaching practices are only effective in certain situations and change over time: grading, curriculum, technology, strategies, and lessons all must change to stay relevant.
Be firm in your principles. They are your core beliefs. Be flexible in your practices. They flow from your principles and are your actions today. Be firm in your mission. It's your purpose as an educator. Be flexible in your methods. Your methods are how you achieve your purpose and may change with the situation.
Continuing this thread of reflection, as shared last week, all Blake staff will be asked to individually and collectively #slowitdown, reflect, and answer the questions below. I will be setting aside some time over the next week to answer these questions as well...
- What was meaningful this year? What made teaching worthwhile? What mattered?
- Describe a positive interaction or experience you had with a student during this academic year.
- Describe or explain an accomplishment you attained or something you are proud of taking place during this academic year.
- Describe a particular student or situation during the school year who or that you feel you could have handled in a way that would have resulted in a more positive learning experience.
- How have you 'lived' our mission statement in your work and growth this year?
- What is an area that you would like to grow professionally?
- What have you learned this year from a student?
- What messages do you want to leave for our students? What do you want them to remember? (A humbling but important and centering question)
With great appreciation for the efforts that have been put forth by the Blake staff this year, I want to express my sincere appreciation for continually giving your best to our students, one another, and the community. My annual hope is that everyone gets some well-deserved time to relax, recharge, and simply take a break during the summer months so that we can all, as expressed in the post above, 'come back better'. I hope to be able to personally convey my thanks to everyone and to share my wishes for a wonderful respite. I have said it many times and I promise that these sentiments are genuine and sincere - Blake Middle School is a special place and I am honored and privileged to be a part of this community. I am excited by what the future holds for our students and staff and am proud of the discourse and work that have taken and will be taking place. Thank you for the collective willingness to continually learn, adapt, grow, reflect, and support one another.
Finally, I hope you can all keep and carry these hopes I have for our students, staff, and families in your head, heart, and actions...
- Please recognize what we do well at Blake (both remotely and face-to-face) and know we are doing those things and can and will continue to do so
- Recognize and affirm what we miss about being back at Blake and look forward to when we return
- Think about the hope(s) we have for our students and take one step each day to help work towards these hopes
Enjoy the summer months!
#lovingsummer
I look forward to the work that lies ahead for all of us.
Please click here for Blake Updates.
Please click here for District Community Notices.
Enjoy these days and take care.
Nat