The Good Samaritan: My Trip to Ghana Africa

Article about my trip to Ghana, Africa 

on Winter Break of 2015 published in the Summer, 2016 - IRC Communicator (39)4 

During my Winter Break in 2015, I went on a trip to Africa. Many would refer to it as a mission trip, but I am not sure that is the correct word. I was not there to convert anyone to Christianity. Hopefully, it was not a once in a lifetime experience, because I was there to meet and help new friends – to build relationships. Many have asked me to describe my trip, or asked, what was the most memorable moment of my trip? I don’t mean to preach, nor am I qualified to preach, but the bible story of the Good Samaritan that I was invited to share at the Pentecostal service during my trip is the story that best explains my African experience. Most people, whether they are Christian, religious, or not, know of this story and its enduring message. If you do not, here is the story of the Good Samaritan:

 

Luke 10:25-37

[25] On one occasion an expert in the law stood up to test Jesus. "Teacher," he asked, "what must I do to inherit eternal life?"

[26] "What is written in the Law?" he replied. "How do you read it?"

[27] He answered: " 'Love the Lord your God with all your heart and with all your soul and with all your strength and with all your mind'; and, 'Love your neighbor as yourself.'"

[28] "You have answered correctly," Jesus replied. "Do this and you will live."

[29] But he wanted to justify himself, so he asked Jesus, "And who is my neighbor?"

[30] In reply Jesus said: "A man was going down from Jerusalem to Jericho, when he fell into the hands of robbers. They stripped him of his clothes, beat him and went away, leaving him half dead. [31] A priest happened to be going down the same road, and when he saw the man, he passed by on the other side. [32] So too, a Levite, when he came to the place and saw him, passed by on the other side. [33] But a Samaritan, as he traveled, came where the man was; and when he saw him, he took pity on him. [34] He went to him and bandaged his wounds, pouring on oil and wine. Then he put the man on his own donkey, took him to an inn and took care of him. [35] The next day he took out two silver coins and gave them to the innkeeper. 'Look after him,' he said, 'and when I return, I will reimburse you for any extra expense you may have.'

[36] "Which of these three do you think was a neighbor to the man who fell into the hands of robbers?"

[37] The expert in the law replied, "The one who had mercy on him."

Jesus told him, "Go and do likewise."

 

In the bible story, Jesus - the teacher, shares with the people that they should love the Lord (however your higher power is named) and love thy neighbor as thyself. Love your neighbor as yourself, or if you are not religious, at least show your neighbor respect. Because whether you believe in a higher power or not, I think we all share the belief of wanting to live in a more respectful peaceful world. A world that values us for who we are and for the unique perspectives we can share with others. Peace can be easy to accomplish when your neighbor looks like you, shares your values, or shares your culture. Peace and respect can be hard to find when your neighbor looks different, has different values, or comes from a different culture. Different can be scary. Different is uncomfortable. Lately in the United States, discomfort and fear have led to violence. When people are afraid of their neighbor, they can be disrespectful, sometimes mean, and even hateful. 

 

Despite being surrounded by, or perhaps because of being surrounded by, discomfort, disrespect, fear and even hatred, I heard a voice inside me, calling be to make this journey to Africa in search of an understanding that would bring me some measure of respect and peace. And, when I made the choice go to Africa, I thought I was the Samaritan making a journey to help care for the people of Ghana like the man laying injured on the side of the road in the story of the Good Samaritan. I was arrogant and disrespectful. What I have learned from my experiences in Ghana is that I was wrong - I was the man lying injured on the side of the road, injured from the differences that caused the disrespect and hatred that surrounded me. It was the people of Ghana who welcomed me so unconditionally, despite the color of my skin and the different values I brought with me. They were the Samaritans who cared for me, as I lay injured, and they who have brought respect and peace back into my life. The people of Ghana show so much love and kindness to their neighbors – they showed love and kindness to me. The families and communities in Ghana care for each other and celebrate life! Their celebration of life, and their kindnesses, have filled my soul that had been emptied and healed my heart that had been broken. 

 

My experience in Ghana has changed me forever. The people of Ghana have given me a new perspective. The question is what will I do with this new perspective to make a difference for others. So, I will take baby steps in my immediate world and hope that the ripple effect spreads what I have begun. As a classroom teacher, we teach our kids to be aware of things that make them uncomfortable. We often associate feelings of discomfort with inappropriate behavior, so it makes sense to help our kids understand what is inappropriate and empower them to speak. But, change and growth can also make us uncomfortable. In a learning environment, these are not qualities we want our kids to perceive as inappropriate or shy away from – change and growth are good. We need to talk with our kids about both forms of discomfort. We need to empower all kids to see the world through new and diverse perspectives. These discussions can help us to be more empathic and respectful to others. These discussions can help us to be less fearful. These discussions can bring a sense of peace that will fill the soul and make our hearts whole. The people of Ghana were the Good Samaritan to me, and I can pay that kindness forward by becoming the Good Samaritan for the people I serve – both kids and adults. I can accomplish this by sharing my passion for literacy – by sharing unique diverse books and having respectful discussions as a result of reading those books. Thank you to all who have shown your support, who have donated and continue to donate generously, and who have shared the gift of unique perspectives – through a book. 

 

           

Professional Book Review: The Knowledge Gap by Natalie Wexler

The Knowledge Gap: The Hidden Cause of America’s Broken Education System—And How to Fix It by Natalie Wexler

 

As a literacy educator in the state of Illinois, I have been reading the new Illinois Comprehensive Literacy Plan (ICLP) that was passed in 2024 and corresponding recommended texts to understand the intent and implications of the plan. I have also participated in training led by one of the authors of the ICLP. There were four books recommended within the ICLP to aid in the development of a deeper understanding. I had already read two of the four recommended books, so I selected this book to read because it was endorsed by my district for the group working on the adoption of a new literacy curriculum. 

 

My first observation of the four recommended books, the others were written by literacy educators and researchers, yet this book was written by an educational journalist (at one time a practicing lawyer) with a clear bias and agenda in mind (reminiscent of Emily Hanford’s, “Sold a Story”). It was evident throughout that the research reported in the book was selected specifically to support her preconceived bias. While I believe there were some valid evidenced-based points articulated; overall, the book felt more like propaganda and a marketing campaign for the Core Knowledge program than a fair, equitable, and well-researched (from multiple perspectives) assessment of problems within our educational system. In my opinion, the book also grossly misrepresented various theories, curricula, and persons. This is irresponsible reporting at best, and establishes a dangerous binary, phonics versus whole language/balanced literacy (NOTE: balance literacy is NOT the same as whole language), that is harmful and inhibiting those in the field of education from moving forward with real solutions that will have a meaningful and lasting impact on student outcomes. 

 

The “right-wrong” binary is not new— “reading wars” have been present in the field of literacy education for years. The casualties of these “reading wars” are the students we serve. And it may sound like hyperbole, but our democracy has also suffered as a result of this “right-wrong” binary because in a vibrant democracy its citizens need to well-educated and informed.

 

I think it is also important to note that when I was a doctoral student researching for my dissertation, I also fell into this trap of researching to support my preconceived notions. Luckily, I had professors and colleagues who pushed me to research from multiple perspectives, which ultimately lead to a much deeper and clearer understanding of theories, instructional practices, and curricula. Like playing a game of telephone, I learned that has theories and practices are passed down from academics/scholars to teachers in the trenches, the theories and practices often morph into something that they were never intended to be—misconstrued, misrepresented, and misused. As a classroom teacher, I also understand how the daily demands of the job leave little time to deeply understand theories and practices, so we often unintentionally perpetuate these flawed interpretations, and the cycle continues. 

 

I also think it is important to add that over time more schools have leaned into instructional coaching as the preferred method of professional development, which I understand improves instructional practices in a more sustainable way. However, teachers are now getting most, if not all, of their professional development directly from their schools/districts. This leads to what I refer to as “incestuous” learning, or educators learning in an echo chamber, which can further perpetuate misunderstandings and often does not fully incorporate or encourage diverse perspectives. Professional organizations (like NCTE, ILA, ASCD, etc.) provide professional development from a multitude of perspectives, which is necessary for continuous improvement where educators collaborate in professional learning communities by actively challenging each other’s thinking to bring forward the best practices.

 

But I digressed a bit—back to the book review. As I mentioned earlier, there were definitely some valid points that were brought forward in the book. The most important being that we have sacrificed building knowledge in favor of teaching standards, skills, and strategies in isolation often with short, disconnected passages that do not build, or vertically align, from grade level to grade level. I cannot say this loudly enough, standards, skills, and strategies are NOT curriculum! This lack of knowledge building is evident in several data points. First, reading comprehension tests are in reality a measure of background knowledge and vocabulary, which is one reason why there are not improving because reading education is too hyper focused on skills and strategies in isolation. Given of the overuse of these short passages to teach skills and strategies, students now lack the stamina to read and comprehend chapter books (or textbooks). Second, the embarrassing lack of knowledge many of our students possess in social studies (history) and science. Having traveled internationally to present at various literacy conferences, I have always been stunned at the level of knowledge students in other countries have related to American history and politics that our own students cannot articulate. This is incredibly problematic for our democracy. Third, educators are not formally required to take writing methods courses as part of their teacher education programs, which translates into less writing instruction and writing across the content areas. Writing and reading (and speaking and listening) are intimately linked and need to be taught together—they support growth in each other. They are also necessary to elevate the learning and retention across the various disciplines. We read and write to make meaning of ourselves and our place in the world. We make meaning when we read and write with the purpose of building knowledge particularly in the content areas.

 

The valid points seem to get overshadowed by the biased reporting. My two biggest issues with the book are the oversimplification of a complex problem, and misrepresenting research, concepts, and people (PLEASE STOP misrepresenting and blaming Lucy Calkins for all of our literacy issues—there is valid reliable research to support much of her work, which has been egregiously distorted). I found it problematic that the case studies appeared to have mostly been conducted in charter schools with early-career teachers. Public schools are bound by different laws and are not able to pick and choose their students, so that perspective should have been included. In addition, there was predominantly one source/curriculum noted to build background knowledge discussed throughout the book—Core Knowledge (in the end Wit and Wisdom made a brief appearance), which is why it felt like a marketing campaign for Core Knowledge instead of credible research. I found that the book at times presented contradictory information related to student engagement when the teaching method was teacher-centered, or predominantly lecture. There are studies that address the issue of student attention, engagement, and retention when a teacher is using lecture as the primary method of delivering instruction that does not support many of the authors assertations. The author also implies that teaching history is teaching “facts” —facts according to who? I would argue teaching history is about storytelling, and the stories are often told by the winner/oppressor. History needs to include stories from multiple perspectives to ensure that all students feel seen, heard, and valued. Lastly, it felt like ultimately teachers, whom I felt were portrayed in a condescending manner, are held solely accountable for student learning outcomes. I would suggest that there needs to be a shared accountability between teachers, administrators, students, families, and the community. 

 

Children do not have one-size-fits-all needs. There is not “one best way” to teach the complex skills of reading and writing (hence the idea of balance literacy). Purpose—building identity, background knowledge, and criticality (Muhammad, 2020)—give meaning to reading and writing thus improving skills and retention. Standardize tests have narrowed our ability to improve the U.S. educational system (we do not learn to pass a test)—there are other forms of data that can, and should, be collected and reviewed to better understand the need of our students. Mandated scripted curricula removes teacher autonomy and disrespects their status as professionals. Ultimately, playing the blame game in this “right-wrong” binary does not solve the problem. We can only have meaningful, rigorous educational reform when the educational community, including all stakeholders, comes together to address the many complexities of the problem. The answer lies with the inclusion of a multitude of options to best meet the needs of the children we serve. 

Traveling to a New Place Changes How We See

 “Change how you see and see how you change.”—Japanese Zen proverb

I just returned from a trip to Tokyo, Japan. I was attending a Teachers College Reading and Writing Project (TCRWP) Institute for Inquiry-Based International Schools: A Deep Study of Multilingualism, Culturally Responsive Teaching, and Inquiry. I am a passionate lifelong learner, in part, because I believe as educators, we must continue to engage in the type of learning we are asking of our students. Consequently, I have intentionally sought out diverse learning experiences that stretch me by stepping out of my comfort zone. While attending this institute, I felt validated by the work I have already done to develop a substantial breadth and depth of knowledge and experiences. I was also simultaneously humbled by all I have yet to learn. The staff developers from TCRWP are truly expert educators who are extremely knowledgeable and ground their craft in research. Every lesson they teach is effective and efficient because they consistently, masterfully, and seamlessly teach in a way that weaves all that they know into a lesson. Although this institute was no exception, I think my most profound learning from this trip occurred on a much more personal level.

 

I traveled to Tokyo by myself. It was the first time I traveled internationally alone. It was both exciting and scary at the same time. Despite my best efforts to plan and even though I had a colleague whom I met at a research conference years earlier meet me at the airport to help, the culture shock was overwhelming. Some might say it was traumatic. I have come to dislike that word—trauma. We often think of trauma as a BIG event (which this probably met that criteria), but I think that word often diminishes the ‘trauma’ that comes with chronic stress and anxiety that we (both educators and students) feel every day. The stress and anxiety that each of us feels is a very personal thing that takes a very real toll on our emotional, physical, and mental well-being. When I think of Marc Brackett’s Mood Meter (which I share with my class every year) in his book,Permission to Feel: Unlocking the Power of Emotions to Help Our Kids, Ourselves, and Our Society Thrive, stress and anxiety are in the red zone—meaning those feelings can often cause our brain to shut down in a way that inhibits our ability to learn. Brain researchers might refer to being in the red zone as an ‘amygdala hijack,’ or a time when all “cognitive functions such as learning, problem solving, or creative thinking stop” (Hammond, 2015).  Brain researchers also remind us that our brain function works better when we have the opportunity to work and learn alongside others.

 

I mistakenly assumed that arranging for my transportation back to the airport would be easy once I arrived at the institute. I thought there would be other attendees that were headed to the airport, so we would be able to travel together. Nope! None of the other attendees were headed to the airport at the same time. No problem, the hotel would probably have transportation. Nope! Not to the airport I had traveled through. TCRWP organizers said the limousine bus was cheap and easy. Nope! Even the attendees living in Japan could not navigate the website. A taxi would be extremely expensive because the airport I flew into was two hours away by car. That left the train. The intricate system of trains is a great option for those living in the country, but for an outsider—can you say HIGH learning curve! I was close to having a panic attack. I have a doctoral level education and I felt myself emotionally, physically, and mentally shut down. How was I going to get to the airport—to get home? The hotel staff was very kind and helpful, but they made the train option sound so simple. For me it did not feel simple, so boy did I feel stupid.

 

The next morning, I shared my problem with the fellow attendees at my table. Everyone at the table immediately opened their computers and began searching for options that I felt comfortable with to help me get to the airport. Long story short, another attendee spent almost two hours walking me to the train station, helping me find an express train (no scary transfers), assisting me in buying the correct ticket, and showing me around the train station. He stayed with me until I felt comfortable navigating the process on my own. I was SO moved by the kindness and humanity of others! 

 

I wanted to hold onto those feelings I was experiencing. The feelings of anxiety, stress, and helplessness that I am sure some of my students experience every day. I wanted to remember that has teachers what we teach has become so second nature to us, that we forget how difficult it can feel to others who are trying to learn. I wanted to understand what other attendees/educators did to help me overcome those feelings and learn, so that I could do the same for the kids in my classroom. I wanted to do this because this trip changed how I see, so that I could change and do better for the kids (and families) I serve.

 

As the learner in this situation, I felt alone. I knew that I had to execute a move independently with little or no time/practice. I initially felt stupid asking others for help when they didn’t validate my feelings, even though they were trying to be helpful, and made it sound easy because it was for them. I felt myself start to shut down when I needed to open up and persist in processing information to figure out the problem. 

 

As an educator, I notice my new friends use the following educator moves: 

·      First, and foremost, they validated my feelings. They shared similar experiences, so I didn’t feel stupid.

·      Because I no longer felt stupid, I felt comfortable asking probing questions and having a discussion. This freed my mind to engage in problem solving.

·      We worked together to find a solution and create a plan/strategy that fit my needs and worked for me (individualized learning at my level of need and understanding).

·      My ‘teacher’ friend was not a ‘sage on the stage,’ instead he walked alongside of me—coaching and supporting me until I felt comfortable to take over the learning independently. 

·      During the entire process there was always an unspoken assumption/expectation that I could achieve this task. The learning was not ‘dumbed down,’ instead it was scaffolded up. This was HUGE!

 

I hope I can hold onto what I have learned, from the institute and from my new educator friends, and apply it in my classroom. I am grateful for this profound experience. I am grateful for positive affirming relationships. I am grateful for the power of perspective and how it helps us change for the better.

 

Brackett, M. (2019). Permission to feel: Unlocking the power of emotions to help our kids, ourselves, and our society thrive. New York, NY: Celadon Books.

 

Hammond, Z. (2015). Culturally responsive teaching and the brain: Promoting authentic engagement and rigor among culturally and linguistically diverse students. Thousand Oaks, CA: Corwin.

A Year of Professional Reading and Learning

Happy New Year! As with most people, the new year is a time for me to pause and reflect as well as set goals for the future. Since I am a bibliophile and lifelong reader, one major area of reflection and goal setting for me is my literacy habits. (The other major area is my weight/health, but we are going to steer clear of that topic for obvious reasons – LOL!) 

My reading goal for the past few years has been to read at least one book a week and to try to read widely. I don’t want to read more (quantity), I want to read more deeply (quality). To accomplish this goal, I “read” (on Audible) adult books for enjoyment while driving to and from work every day. Mysteries are by far my favorite genre. At home, I alternate between reading books that go into my fifth-grade classroom library and professional books. Since I work too many hours a day during the week (that is a whole other conversation), the bulk of my reading at home occurs on the weekends when I have a little more flexibility and can relax in a quiet house with a book and a cup of coffee. I have also tried to set goals, unsuccessfully I might add, to finish some of my “to be read” piles around the house—there are a lot. I start to dig in and then get distracted by a new book that as just been released or a book recommendation from a friend. I firmly believe that part of my job as a classroom teacher is to know books that are available for kids and read as many as I can with my kids—it helps me to responsibility match a book with a reader. For the most part, I have been successful at achieving my reading goal over the years. 

Another goal of mine is to write more consistently. This is a goal that I have had a lot of trouble reaching. It is a goal that I have set with two reasons in mind. First, I firmly believe that teachers of reading and writing need to be readers and writers themselves. If I cannot accomplish what I am asking my kids to do in the classroom, then I need to rethink how I am teaching readers and writers. I want my kids to read; when appropriate, annotate or take notes (research suggestions sketch notes are the best); and then synthesize what they learned by sharing their thinking to others (can be in any modality – writing, discussion, podcast, presentation, etc.). Not with every book of course, sometimes we all need to read just for enjoyment with no strings attached. But much of what we read, fiction and nonfiction, should move us, change us, inspire us, and call us to action.

Second, even though I have read so many powerful professional books (this list is just a fraction of my professional reading), I am reflecting on how well I have put the knowledge I have gleaned from those books into practice—and isn’t that the point? How have I processed that knowledge? How can I use what I know to help and inspire others? To that end, I have selected the “Top 12 Professional Books That Have Profoundly Changed My Thinking and Teaching.” I want to reread them, and make sure that I am implementing at least one nugget from each into my practice. I invite you to join me in reading and reflecting upon these books. I challenge you to also try to implement one nugget from each into your practice.

Here is my list (and it was not easy to choose):

Top 12 Professional Books that have Profoundly Changed My Thinking and Teaching

• 1.    Cultivating Genius, An Equity Framework for Culturally and Historically Responsive Literacy by Gholdy Muhammad (Scholastic, 2020)
• 2.    Read the World: Rethinking Literacy for Empathy and Action in a Digital Age by Kristin Ziemke & Katie Muhtaris (Heinemann, 2020)
• 3.    Igniting a Passion for Reading: Successful Strategies for Building Lifetime Readers by Steven Layne (Stenhouse, 2009)
• 4.    Reading in the Wild: The Book Whisperer’s Keys to Cultivating Lifelong Reading Habits by Donalyn Miller with Susan Kelley (Jossey-Bass, 2014)
• 5.   Beyond Leveled Books: Supporting Early and Transitional Readers in Grades K-5 by Karen Szymusiak, Frani Sibberson, & Lisa Koch (Stenhouse, 2008)
• 6.  DIY Literacy: Teaching Tools for Differentiation, Rigor, and Independence by Kate Roberts and Maggie Beattie Roberts (Heinemann, 2016)
• 7.  This Book is Anti-Racist: 20 Lessons on How to Wake Up, Take Action, and Do the Work by Tiffany Jewell (Frances Lincoln Children’s Books, 2020)
• 8.  Engaging Children: Igniting a Drive for Deeper Learning K-8 by Ellin Oliver Keene (Heinemann, 2018)
• 9.  Unlocking the Power of Classroom Talk: Teaching Kids to Talk with Clarity and Purpose by Shana Frazin & Katy Wischow (Heinemann, 2020)
• 10Punish by Rewards: The Trouble with Gold Stars, Incentive Plans, A’s Praise, and Other Bribes by Alfie Kohn (Houghton Mifflin Company, 1993
• 11Permission to Feel: Unlocking the Power of Emotions to Help Our Kids, Ourselves, and Our Society Thrive by Marc Brackett, Ph.D. Celadon Books, 2019)
• 12Start Here, Start Now: A Guide to Antibias and Antiracist Work in Your School Community by Liz Kleinrock (Heinemann, 2021)

I look forward to reading (or rereading) and learning alongside of you this year. Happy Reading!

Why Do Teachers Cry?

I am a crier. I cry easily. I think people often mistake my tears for weakness; however, I don’t think of myself as a weak person. Since the beginning of this school year, I have witnessed SO MANY colleagues cry, but I have not sat at the desk in my classroom and cried. I am not sure why I have not cried except that instead of feeling overwhelmed like many of my colleagues, their tears have fueled my passion to advocate for change in the field of education. We need to reimagine our educational systems. We need to reimagine the role teachers play within those systems. We need to reimagine how we educate the amazing human beings that will become the future of our country—of our world.

 

In August, I was accepted as an Associate Member of The Educator Collaborative, which is an educational Think Tank. In October, I participated in my first Think Tank meeting. Christopher Lehman, founder of The Educator Collaborative, led our first Think Tank discussion. He began by acknowledging that many of the teachers he knows are really struggling to be educators right now—feeling anxious, frustrated, overwhelmed—so they often find themselves crying. He proceeded to read the picture book Why Do We Cry? by Fran Pintadera and Ana Sender. As he was reading this beautiful picture book, most of us started crying. Then he directed us to an activity in the back of the book: “…each one [tear] is unique…If these tears could talk, what story do you think they’d tell?” We took some time to write about our tears and spent much of the remaining time sharing our stories and feelings with each other. 

 

What a POWERFUL message Lehman sent each of us and what a gift he gave us that night—Permission to Feel! (BTW – this is also the title of an amazing book Permission to Feel: Unlocking the Power of Emotions to Help Our Kids, Ourselves, and Our Society Thrive by Marc Brackett, Ph.D.) He did NOT tell us to manage our work/life balance or practice self-care, which would have placed the blame for our feelings on each of us instead of on the system that is causing these feelings. He simply gave us permission to feel and provided an environment to feel seen, heard, appreciated, and valued. It certainly didn’t solve our problems, or the problems that plague the field of education, but it felt cathartic. It was a start.

 

Last school year, I participated, with 27,000 other teachers, in a Yale Center for Emotional Intelligence research study led by Marc Brackett. Some of the findings were reported during the TCRWP Calkins Supper Club that I attend every week. Brackett said that the study revealed that the number one thing teachers want to feel right now is appreciated. He talked about how showing appreciation begins by just giving people permission to feel. He went on to say that school leaders don’t have to have all the answers, but they do have to be authentic and can validate feelings by showing they have actively listened. Talking with teachers, not to teachers, about potential solutions is a first step for leaders as they begin to show support by acting. Brackett also explained that the perception of authentic support can have more impact on the emotions we feel than actually solving the problem(s). 

 

His words made me reflect on another book, Culturally Responsive Teaching & The Brain: Promoting Authentic Engagement and Rigor Among Culturally and Linguistically Diverse Students by Zaretta Hammond. In the book, Hammond describes the cultural archetypes of individualism versus collectivism and how they each impact the brain. The field of education provides the best opportunities for learning and growth when it functions collectively as an inclusive community: focusing on interdependence for group success, taking care of each other to facilitate growth, learning through interaction and dialogue, and emphasizing relationship building. But the field of education, like America, is becoming increasingly individualized and polarized. The optics, the value systems talked about (diversity, equity, inclusion, social emotional learning, trauma-informed teaching, collaboration, etc.), represent a belief in the collectivism archetype; however, dig a little deeper and you will find actions that value the competitive hierarchical traits of individualism. 

 

Hammond goes on to explain that the default setting in our brain will “avoid threats to safety at all costs and seek well-being at every opportunity” (p. 37). When our brain, which is scanning our environment and memories for possible threats 24/7, identifies any threat to our safety, it activates the “fight, flight, freeze, or appease” responses. When these responses are activated; learning, problem solving, creative thinking, and our ability to organize and self-regulate STOP. Our ability to effectively work towards collectivism is greatly diminished. 

 

Teachers are crying because they do not feel safe. Their personal and professional well-being are being threatened on many levels. Here are just a few of the many ways teachers feel threatened and traumatized, which is in turn impacting their ability to serve students:  

·       Teachers, particularly classroom teachers, are being asked to comply with expectations that are literally impossible to achieve. There is simply not enough time in the day or week(end). Teachers are essentially working two full-time jobs: one full-time job working with students (actual contact hours) and one full-time job working during planning times, lunches, mornings, evenings, and weekends—meetings, lesson planning, grading, collaborating, and more. Teachers are exhausted.

·       Despite being in a pandemic, schools are trying to return to “normal.” This year educators are expected, and being evaluated on their ability, to accomplish more than in a “normal” school year—to accelerate learning closing the “learning loss” gap that has occurred during the pandemic. To be clear, “learning loss” is a false narrative.

·       In an attempt to close the “learning loss” gap and improve standardized test scores, teachers are directed to learn new curriculum, programs, and technology. To accomplish this goal, educators are further directed to participate in a barrage of professional development. To repeat, learning cannot occur when the brain is feeling overwhelmed, threatened, or traumatized. 

·       Teachers are responsible for ensuring that ALL students are seen, heard, and valued in the classroom. The passage of racist anti-Critical Race Theory laws coupled with the violence that has escalated over what educators are, and are not, teaching regarding the history of our country has compromised the ability of teachers to create an inclusive classroom. The “truths” about history need to be viewed and understood from ALL perspectives. That said, not all perspectives warrant the same time and weight. (For example, there are not two sides to the holocaust or slavery.) History, like a good story, should make us feel a wide range of emotions (we need to give students permission to feel all of those emotions), which drive us to act in order to create a better future. 

·       Staffing shortages have created the expectation that teachers will not only fulfill their primary jobs but also help fill-in for missing staff members. In addition, districts have increased the number of involuntary transfers from one grade-level or position to another (which means more new things to learn). Both circumstances are often perceived by educators as punitive in nature. It takes several years to develop a deep understanding of grade-level curriculum and differentiate to meet the needs of students, so these situations only serve to further traumatize teachers and inhibit their ability to help students learn and grow.

·       Many early career teachers have not had the opportunity to teach during a “normal” school year. Despite attempts to support early career teachers with mentors and professional development, they are overwhelmed and in survival mode—many will probably leave the profession after this year (while more experienced teachers are making plans to retire).

·       Lack of trust—from parents, to administrators, to school boards, and the public. Despite being degreed professionals in the trenches, teachers are being left out of the decision-making process, micromanaged, and evaluated on every level. It is estimated that teachers make 1,500+ decisions a day. Decisions that are repeatedly being second guessed and/or evaluated means teachers are not granted the professional respect and autonomy they deserve.

·       Students are coming to school with their own trauma, often presenting as behavior issues—some extreme in nature. This problem is exacerbated by any lack of student accountability or proper support for the trauma. (NOTE: restorative justice is NOT an administrator talking to a student for a few minutes and sending them back to class.)

·       COVID, gun violence, polarized angry parents, and so much more.

 

Group emails referring to us as heroes and providing staff treats are nice but do not provide educators with authentic support, instead they further perpetuate the perception that there is a lack of respect and appreciation. As I thought about so many of my colleagues struggling every day, crying every day, I wanted to PAY IT FORWARD—to share a beautiful picture book about the power of our tears and give others Permission to Feel! If you do not own the book, Why Do We Cry? By Fran Pintadera and Ana Sender, I highly recommend getting a copy to read and reread—and engage in a good cry!

 

During our Think Tank meeting when we were writing about our tears, I vividly remembered the last year of my doctoral program—I was TOTALLY exhausted, and I cried A LOT! One of our last classes was on how to design professional development and deliver different types of presentations. A member of my cohort, a dear friend—Dr. Julie Hoffman, wrote her keynote on the power of tears (which was SO timely for all of us in the cohort). She said, “that our tears make us WARRIORS!” It became our mantra during the last difficult months of our doctoral program. Your tears make you a warrior! Strong and courageous. To all the educators out there feeling overwhelmed, anxious, and unsafe, fight for your right to feel the full range of your emotions. Fight for your right to once again cry tears of JOY! Being a teacher, curiously exploring the world and learning alongside of our students, should feel JOYFUL! Know that on some level—you are seen, heard, appreciated, and valued. YOU MATTER!

 

Happy New School Year, 2021-22: My Reflections, Thoughts, and Musings

 Happy New School Year, 2021-22!

 

Every year, it still amazes me how quickly “the change” occurs—from feeling summer rested to school exhausted. Even though I am always super excited to head back into the classroom with kids, there is still no exhaustion—physical, mental, and emotional—like beginning of the school year exhausted! It usually takes me three to four weeks into the school year to reacclimate. Teaching within a pandemic has added a whole new layer to my beginning of the school year exhaustion. As I reflect on the first three weeks of this school year, my mind is overloaded—What has gone well? What would I do differently? There is SO much to consider about what is happening in the field of education and its impact in my classroom. One thing that immediately stands out to me is the sheer volume of interruptions that occur every day in a classroom and the effects of those interruptions on building relationships, routines, and learning.

 

It might help for me to provide a little more context as to why the volume of interruptions really stands out to me this year. Last year, due to the pandemic, our district began the school year utilizing a fully remote instructional model. Our instructional day with kids was approximately five hours long with a 45-minute lunch break in the middle of the learning day. By the end of October, we had begun making the transition to a hybrid learning schedule. Some students attended school in-person for three hours in the morning and completed independent work in the afternoon. Then we had a 45-minute lunch break. After completing independent work in the morning, the remainder of the students received virtual instruction in the afternoon—a repeat of the lessons taught to the in-person students in the morning. What I now realize I took for granted last year was that within our pandemic instructional model there were almost no interruptions, so we were able to get “in flow (Csikszentmihalyi, 1997)” and maximize our learning time.

 

This year began with fully in-person learning. Although I recognize that in-person learning is better and necessary, we are still living in a pandemic. The delta variant causing multiple kids to miss large chunks of instruction. I also recognize that the beginning of a school year includes more interruptions because the schedule and routines are still being created and revised. But, I have been taken aback at the sheer volume of interruptions and the impact they have already had on building relationships, establishing routines, and beginning our learning. I have been taken aback by how that speaks to our priorities in education. I already feel “behind.” After experiencing more than a year of disruption to “normal” learning, it seems particularly important this year to minimize the number of interruptions—our relationship building, and learning, depend on minimal interruptions. 

 

After rereading the ASCD article “The Hidden Cost of Classroom Interruptions” by Matthew A. Kraft published on June 1, 2020, I feel more validated in my concerns. Based on his research, Kraft states, “Small interruptions and the disruptions they cause can add up to a considerable amount of lost learning time. … Scaling these estimates [of lost learning time] by 5.5 hours per day and 180 school days per year suggests that students will lose between 10 and 20 days of instructional time over the course of the year. This is enough time to categorize every student in the district as truant or even chronically absent—all while they are in school.” And, this does not even account for the amount of time teachers are then expected to reteach material missed due to the interruptions. I also found it interesting that Kraft found most administrators did not see the volume of interruptions as a significant problem when he states, “administrators estimated 58 percent fewer interruptions per day than actually occurred.”

 

So, I am following Kraft’s advice and conducting my own mini-inquiry into the types of interruptions occurring in my classroom and documenting the effects they are having on our relationship building and learning experiences with the hopes of sharing my findings here and with my principal. I tend to think big picture and then operationalize my thinking. I believe creating some school-wide systems, and also making some classroom adjustments, can address this issue and maximize our much needed educational time—particularly this year!

What I Learned About Parent Teacher Conferences This Year

Typically, I dread Parent Teacher Conferences. Not only are the days long, but I also feel a sense of anxiety related to the unknowns like how will parents react to what I share? “What I share….” Even though in the past I have endeavored to have the kids “participate,” I have come to learn there is a drastic difference between having them participate and empowering kids to lead the conference. Conferences are especially powerful when kids can articulate their learning goals, opportunities for growth, and fully take ownership of their explaining their learning.  

The pandemic forced many teachers into virtual Parent Teacher Conferences that looked a little different this year. The shifts I made to support virtual conferences, and a shift in my attitude or perspective, changed the tone of the conferences. Unknowingly, I made several improvements to the conference format, but there are still many more changes I can make to continue to make them more authentic and meaningful. 

 

My district/school had Parent Teacher Conferences this past week. What a great day!!! A long day, but I great day! I got to spend my day bragging on twenty-one amazing kids to their parents. What an honor and privilege to be their teacher!

 

Every single child has accomplished something that we can brag about to their parents. That shift from starting the conference with a positive, but ultimately still focusing on the deficits, to FULLY celebrating the child as a human being and mentioning an opportunity for growth, really made a difference. A subtle shift with a BIG impact. 

 

It also helped that the kids used the structured PowerPoint template I gave them to create their own slide deck for the conference. Since they created their own slide deck, which included work samples that they took pride in sharing, they were eager to take over the conference (instead of briefly participating while I talked).

 

This year, the pandemic gave me one other major talking point. Parents need to hear a counter-narrative to the message that has been repeated over and over again in the media—It breaks my teacher heart to hear the media talk about “learning loss.” What I have witnessed isn’t loss but growth, maturity, independence, resilience, technical savvy, ability to multitask... and so much more. We need to celebrate kids and all of their amazing accomplishments this past year, many of which don’t appear on a report card or standardized tests. 

 

I still have a long way to go. Moving towards a gradeless classroom that is more focused on learning—the process and not necessarily the products—will continue to move my conferences forward. The kids were definitely more invested in conferences this year, which was AWESOME! It might be helpful to give them more options to creatively share what they have accomplished. I also want to find ways to involve parents not only during Parent Teacher Conferences, but in our learning community throughout the year.