The Tortoise or the Hare?
As I return to school refreshed and energized to begin the new year, I am enthusiastic to connect to new students and see the faces of those who are familiar. I miss our interaction, the focus in my day, and the purpose of what I attempt to accomplish - achievement. Student achievement sounds so innocuous; it is doable on paper, right?
How do I define achievement? Students possess a willingness to open their world to new perspectives. Students are thoughtful, continuous learners who think critically and compete successfully because their skill set enables them to problem solve. Students communicate effectively and maintain the ability to both lead and work productively on a team. Students strive for balance in their lives, are content in the decisions they make, and learn from mistakes in their past.
I, as one facilitator of learning in public education, am always my own worse critic: Will I inspire? Are my lessons up to par? How can I reach every student? What do I maintain, alter, and edit? I've spent my summer reading and preparing. You name it - pedagogical books, online articles, and content enrichment. How do I roll all what I have learned into one productive, results-oriented package? Am I a student achiever? Would I pass my own test?
School reform baffles me at times. Aren’t we always in reform, hmm, improvement? It is assumed that educators do not see gaps in learning, are apathetic or defensive, and fail to acknowledge the need for improvement. In my reality, the majority of colleagues that I interact with want the best for all students and put in time well beyond what our contract states. They are realistic but not jaded. Much like Aesop’s fable, we are asked to “run and fix” the myriad of problems that exist under the umbrella of education. Yes, we are in a race with the world, but slow and steady just may win. Let’s take time to pause and reflect.
The ideas of growth, challenge and metacognition were reinforced to me throughout last year’s 21c; they continue to guide my actions in 2007-2008. My students, still eager and some a bit breezy from summer rest, provide crucial feedback as I explore incorporating more online materials, visuals, audio bites, manipulatives, etc. I have already received a thumbs-up by a couple of parents and students regarding my webpage. It is great to hear their thoughts. As for 21c this year, I would like to see a transition from in-depth philosophical discussion to more practicum. We are like any class. Some of us are ready to move faster, and others need more time to process. I guess my Goldilocks pace would fall somewhere between Ricochet Rabbit and the digitally phobic turtle duo "slow" to make change.
I look forward to a year that promises to bring new opportunities to grow – boy– don’t they always if you are looking!
How do I define achievement? Students possess a willingness to open their world to new perspectives. Students are thoughtful, continuous learners who think critically and compete successfully because their skill set enables them to problem solve. Students communicate effectively and maintain the ability to both lead and work productively on a team. Students strive for balance in their lives, are content in the decisions they make, and learn from mistakes in their past.
I, as one facilitator of learning in public education, am always my own worse critic: Will I inspire? Are my lessons up to par? How can I reach every student? What do I maintain, alter, and edit? I've spent my summer reading and preparing. You name it - pedagogical books, online articles, and content enrichment. How do I roll all what I have learned into one productive, results-oriented package? Am I a student achiever? Would I pass my own test?
School reform baffles me at times. Aren’t we always in reform, hmm, improvement? It is assumed that educators do not see gaps in learning, are apathetic or defensive, and fail to acknowledge the need for improvement. In my reality, the majority of colleagues that I interact with want the best for all students and put in time well beyond what our contract states. They are realistic but not jaded. Much like Aesop’s fable, we are asked to “run and fix” the myriad of problems that exist under the umbrella of education. Yes, we are in a race with the world, but slow and steady just may win. Let’s take time to pause and reflect.
The ideas of growth, challenge and metacognition were reinforced to me throughout last year’s 21c; they continue to guide my actions in 2007-2008. My students, still eager and some a bit breezy from summer rest, provide crucial feedback as I explore incorporating more online materials, visuals, audio bites, manipulatives, etc. I have already received a thumbs-up by a couple of parents and students regarding my webpage. It is great to hear their thoughts. As for 21c this year, I would like to see a transition from in-depth philosophical discussion to more practicum. We are like any class. Some of us are ready to move faster, and others need more time to process. I guess my Goldilocks pace would fall somewhere between Ricochet Rabbit and the digitally phobic turtle duo "slow" to make change.
I look forward to a year that promises to bring new opportunities to grow – boy– don’t they always if you are looking!
posted by S. Cornils | 6:13 PM
1 Comments:
Wow, inspiring as always! It's definitely doable on paper, it's that darn reality that gets in the way.
Nice definition of achievement - I hope you share some of these ideas in our discussions tomorrow.
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