To help encourage conversations and dialogue about the ways that discomfort is an integral part of the process of learning, our topic/question for the week is: How can discomfort help you learn? Seeking Discomfort (Week of 12/6/20) (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
With the wintry weather this weekend (such a change from the mild start to the month of December we have had with outdoor lunches!), it was a very quiet and low-key Saturday/Sunday in our house. The dichotomy between the ‘big picture slowed down impact’ of our lives and reality with COVID-19 and the day-to-day rapid pace of our lives and school has been something that has been on my mind as of late. I guess I could just add it to the list of many things on my mind! The weather on Saturday was welcomed in our house as it provided a ‘forced/encouraged’ quiet day - no yard work (except shoveling of course!) and no real desire to do errands/etc. I hope the same was true for others.
With the ideas of discomfort and preparing students for their lives (rather than for just the next unit, grade level, or school), here are a few sharings and posts that have been bouncing around in my head. They have challenged me, forced me to reflect, and pushed me outside of my day-to-day thinking. And, they have invigorated me and kept me going - I hope the sharing does the same for others and I welcome dialogue, responses, and reactions...
Did any of this make you feel uncomfortable?
At the end of our November faculty meeting, I shared this question - it came from one of the podcasts I had heard in relation to work and learning in regards to equity. It was one of those poignant ‘mirror moments’ as the intent in sharing is for the answer to lead to next steps. In other words, if the answer is ‘yes’, then we should probably lean in and keep going.
Interest Convergence
I had not heard this term before listening to the Nice White Parents podcast this past August. I highly recommend listening to that podcast and I intend on carving some time out to do so again. Towards the end of the series, they reference Interest Convergence as a significant catalyst and influencer for change - ‘The idea that a majority will only support the interests of a minority if their interests align.’ Listening to the entire podcast was certainly uncomfortable for me (I fit that bill, for sure - a nice white parent), but it was and is important - again, it was another ‘mirror moment’. This idea that we only move things along when interests align has significant implications for our work as a school/community for the interests of all of our students.
The Ever-Changing Brain
With full disclosure, there has yet to be a podcast episode from Brene Brown’s Unlocking Us that has not made me pause, reflect, and learn. (Side Note - in simplistic terms, isn’t that what we are hoping for every day for our students?) My pattern is typically listening to that podcast, pausing at different points to jot down notes, texting friends and colleagues with ‘sound byte’ clips, and then trying to find a way to share with others. (Side Note # 2 - whether she knows it or not, Brene is inspiring me as a person and educator - again, wouldn’t it be wonderful if all of our students were inspired to share their learning in the same manner?) I’ve linked her latest episode below - I highly recommend it for all as her guest, David Eagleman, sheds light on the malleability and ever-changing nature of our brain. And, again - the implications for our school community are profound and important. And, yes, ‘the mirror moments’ of listening and challenging our practices did create discomfort - important discomfort, but discomfort nonetheless...
Unlocking Us with Brené Brown: Brené with David Eagleman on The Inside Story of the Ever-Changing Brain on Apple Podcasts (1 hr, 1 min)
In this episode, I talk with David Eagleman, a neuroscientist, New York Times bestselling author, TED speaker, and Guggenheim Fellow, all about the brain and how it works. It’s mysterious, malleable, constantly changing and up for new challenges. We dig deeper into the research in his book Livewired: The Inside Story of the Ever-Changing Brain on the power of being uncomfortable and trying new things and how important new experiences are for continued brain development and health.
What resonates? What’s on your mind? Lasting impressions? Take-aways? Mantras?
Given our experiences, reflections, and what we have learned pre- and post-March, what system(s)/practice(s) should we keep to support all learners?
Given our experiences, reflections, and what we have learned pre- and post-March, what system(s)/practice(s) should we change to support all learners?
These three questions were the ones posed for reflection at the end of our faculty meeting and shared via Google Forms. The responses have been really important to read and I will be sharing them back with staff this week. Sticking with this idea of ‘mirror moments’, each of the responses have done just that - held up a mirror and opened up a window into the collective thoughts of the Blake staff. The honest reflections are not always ‘comforting’ to read - and the same is true when reading the responses from our student and family check-ins. But, leaning in and listening is important - and it is critical. The discomfort sends a sign that we should be listening. And, again - this is easier said than done.
Listening to kids is the most important intervention we can do
These words are from Cornelius Minor and were expressed during the intervention we watched this week as a staff, EL Live: Interview with Cornelius Minor (26:22). The words themselves are not uncomfortable at all - what created some discomfort (speaking from ‘the I’ and being honest with myself) is when I held up the mirror, asking how often I/we take the time to do this. And by ‘this’, I mean intentionally using ‘listening’ as an intervention. This is certainly something that is on my mind - challenging my thoughts/action while also inspiring thoughts/action.
Some Recent Reading and Posts
The series of posts shared below open up conversations, ask questions, and pushed me (hopefully us) to think and reflect. For different reasons they pushed me, made me think, and made me a little uncomfortable. In sharing I hope they may open up some more dialogue/action for all of us…
What did educators do pre-pandemic that’s helping them survive or thrive now?
by Mandy Froehlich (@froehlichm)
Froehlich’s blog is one I always enjoy as she is vulnerable, honest, and asks challenging questions. As she notes within, the intent of her reflection is not grounded in judgment - yet, again this mirror moment was a challenge for me as it pushed me to reflect a bit more on the ways that I can improve ‘moving forward’.
There are definitely some commonalities between the people that are making a successful go of this. To be clear, these people still come across challenges. They still struggle with some aspects of the job and because we are in a pandemic, are still dealing with personal challenges. But they are still liking (or in some cases even loving) their jobs. I found three pieces that educators had in place prior to the pandemic that seem to be helping them teach successfully now.
They already practiced self-care and had healthy boundaries
They had elements of personalized learning already embedded in their teaching
They had interest in (or at least openness to) technology and the cycle of risk-taking...Of course, as important as the interest in technology was their willingness to fail and grow.
If there is one thing we can all agree on when it comes to the pandemic it’s that we have discovered ways that we can improve moving forward. I believe that by taking time to notice themes and patterns we can start to qualify more specific areas in need of growth instead of just “we need to do better.” While some of the struggle can be externally located, there are also opportunities (I’d argue the three above, for example) that we can take ownership of and personally empower ourselves to move forward. This way, maybe more educators can survive and thrive versus feel like they can’t keep their heads above water both post-pandemic and for future adversities.
How to Help Students Focus on What They’re Learning, Not the Grade
by Sarah Schroeder in Edutopia
We have made a concerted effort at Blake to live this mantra - focus on the learning and not the grade. In reading this post, I felt affirmed but also some discomfort - wondering (cue the ‘truth serum and mirror moment’) within and out loud how we can continue along this path when it feels as though there is a tide swelling against this important shift in education.
Remote and blended instruction have forced an unprecedented review of teaching and learning practices. The result: an increased awareness of what works and what doesn’t and a renewed interest in what learning looks like and how we assess it.
As you consider the value of assessments, your workload, the mental health of yourself and your learners, and the need to develop expert learners, remember that less is more. Fewer, more targeted, and more flexible assignments reduce stress for everyone and give time for reflection, revision, and deeper thinking, leading to better results.
Turn & Talk / "Antiracist" Grading Starts with You
Interview between Sarah McKibben and Cornelius Minor in Educational Leadership
This post is a pre-cursor to the interview referenced above - worthy of reflection, discussion, and action. And, the discomfort certainly pushed me to ‘lean in’ and open up for learning.
If the ultimate goal is more equitable grading, where can teachers start?
If I were to give teachers a starter kit, it would be to examine the ideologies that you bring into classrooms—the bad code, to repeat the computer metaphor. Three particularly pernicious ideologies show up in grading. The first is the ideology of should know. There's this false belief that if a 2nd grader walked into my classroom, there are certain things she should know. Rather, it's our job as teachers to discern what students do know and then move them forward.
The second thing I would eliminate is the ideology of transactional gratitude. In most academic spaces, there is a silent pact that teachers make with students: I will agree to teach you well if you demonstrate to me that you are thankful for it. And if you do not demonstrate to me that you are thankful for it, I will withhold quality teaching from you. A teacher will be in the lounge and say something like, "You know, I've done everything to make sure that McKibben kid understands how to add. But all she does is yell. She's not thankful. So I'm not doing it no more." Or, "Can you believe I stayed after school for two hours to help Sarah with her essay and she still didn't turn it in? That kid can forget about it from me." We expect students to show up with gratitude because we do our jobs.
The third is the ideology of deservedness. Even though grading is about proficiency, it often gets conflated with behavior. You can have a student who is proficient at calculus, but if the teacher doesn't like the fact that they are consistently late to class, that kid gets marked down. Again, there's an unspoken pact teachers have with their children: I will agree to teach you well if you demonstrate to me that you deserve it.
If teachers start by examining—and eliminating—those three ideologies, then the grading that will come out on the other end of the system will be far better for children.
The Dangers of Standardized Testing and Why We Need to Slay the Beast
by Bruce Dixon (@bruceadixon)
The title of this post drew me in right away as it definitely speaks to many thoughts and beliefs I have about standardized testing - as highlighted below, particularly the subsets speaking to ‘what’s wrong’. That said some discomfort for me comes forward as I fully recognize the reality of standardized testing in our schools and the need for us to not simply pretend they do not exist. In addition, I do not want to lose the inner challenge we all must embrace to find and develop measures that assess learning and support ALL learners. I do not believe that standardized testing is the answer, but I want to keep the uncomfortable journey towards a more equitable and productive system moving forward.
If there’s one thing that stays on the mind of educators long after they’ve clocked out for the day, it’s testing. And not pop quizzes and end-of-unit exams. I’m talking about the beast we call standardized tests...Testing is like a heavy anvil hanging over our heads. And the results of these tests (both individual and collective) act as the rope that is holding the anvil. Will it be strong enough to keep it afloat or will the anvil come crashing down? The fear of a crash is what fuels the intensity of testing and (unfortunately) teaching to the test.
As we work and teach during the midst of the COVID-19 pandemic, a light is being cast on the education system. We’re realizing now, more than ever, how much of a beast testing is, and how harmful it is to our learners. It’s time for us to come together and seize this unique opportunity to slay the beast… once and for all!
Everything wrong with standardized testing
- It’s not proven to be necessary or beneficial
- Learning is not a competitive sport
- Testing penalizes diversity
- Testing kills curiosity
Responses to Last Week’s Question
It may appear odd or ‘out of place’ to have ‘responses to questions’ noted as a source of discomfort for learning. The question appears and reads relatively benign and hopeful. Well, with the ‘truth serum and mirror moment’ processing in my head at this time...I would be lying if discomfort did not come to mind as I wonder and reflect upon how we can establish viable opportunities for these improvements and learning experiences to take place. ‘Speaking from the I’, it is a source of frustration when I have been asked questions like this but my answers are not provided a space for action. This does not mean we shouldn’t ask and listen - but, being open to my discomfort is allowing some space for reflection in the spirit of moving forward. They are important.
Sampling of Responses from Our Last Topic/Question (Week of 11/29/20): What are you hoping to learn or improve upon over the next three weeks?
- I am hoping to adjust my fitness routines to continue to stay active as the weather changes.
- How to stay focused on what really matters.
- I’m hoping to improve upon my procrastination habits. Distractions have been pushing my work back, which causes stress later in the day.
- My math skills and my ability to keep going.
- My organization and time management
- I want to learn more about the judicial branch
- Math and science
- My dribbling in basketball
- Mesopotamia
- I am hoping to learn more about heat transfer.
- I am hoping to learn about our solar cookers while we test them
- Over the next three weeks, I hope to improve on practicing my viola for orchestra more.
- I hope that I will understand what I read more
- I am hoping to improve on some parts of my Spanish grades. Having a conversation with someone else.
- I’d like to improve my work efficiency and time management.
- Getting my work done with more effort
- I hope to improve my drawing skills
- I am going to try to learn to be more positive.
- My organization
- I am hoping to learn more about more science so I can pursue my dream job as a scientist
- I am hoping to improve my social skills.
- I am hoping to improve on my ability to accept help when I need it.
When I got home this past Thursday evening, I pushed myself to hop on the exercise bike (definitely in line with the theme of discomfort - it was not the first thing I wanted to do!). After the first few difficult minutes, I began listening to Tony Wagner (@DrTonyWagner) and Ted Dinstersmith (@dintersmith) as they held ‘office hours’ for educators…
What School Could Be: Office Hours (with Tony Wagner)
(1 hour, 2 minutes)
Both Wagner and Dintersmith are sources of inspiration and I thoroughly enjoyed the hour - and not just because it took my mind off of exercise! It was thought-provoking, centering, and human. While inspiring and motivating, their dialogue and the information shared was appropriately uncomfortable - challenging our structures, practices, and protocols. I do not want to lose that feeling as hard as it is to experience. Wagner has a way that is unique - he pushes us in very simple terms (yet complex concepts). The words below speak to that discomfort that, in my opinion and I hope the opinion of our learning community, is worthwhile, productive, and important.
As always, let me know of any questions/concerns.
Please click here for Blake Updates.
Please click here for District Community Notices.
Take care.
Nat
#willfulhope #willfulaction #longasIcanseethelight