Saturday, December 01, 2018
Support Programming You Believe In
There are many opportunities to support all kinds of programming in multiple ways. One can never support all the programs, but it's important to support the programming you believe in, programming that makes a difference in ways that matter.
Show Me the Money: Program Support
One can follow a money trail in their families, organizations, and communities to understand the values of those groups. Where we spend the money demonstrates who and what we support. It's essential that we all assess how we spend our dollars to make sure the money spent lines up with the values we want to support and promote.
Beware of Too Great Expectations for Self
This is the first year in a long time that I'm able to attend the holiday office party. For years I've been guilty about missing this event, but family took priority and I could not attend.
As I think about this, it reminds me that we have to beware of too great expectations for self, and as a work team we have to beware of too great expectations for each other. Our lives change over time and what we can do at one stage may not be the same as what we can do at another stage. We can't feel guilty about what we can't do if we make the time to set our priorities with good thought and care.
Having a family-first attitude throughout my professional career has been critically important. I don't regret that, but I do regret the many times I felt guilty about not signing up for the countless extra events and initiatives that cross my path--no one can do it all, and we all have to choose carefully what we invest our time, energy, and dollars into. We also have to realize that many who have expectations for us haven't walked in our shoes and don't understand our circumstances or commitments well. Only we can decide for ourselves, and only we know what's important to our good living and choosing.
So my message at this holiday season is to beware of too great expectations for self--be reasonable and respectful about what you prioritize and what you can do. Focus on what's most important, and for me at this time the priorities are much the same as in the past which are family, professional responsibilities, and for the first time in a long time, a bit more time for friends and colleagues outside of the regular routine. Onward.
As I think about this, it reminds me that we have to beware of too great expectations for self, and as a work team we have to beware of too great expectations for each other. Our lives change over time and what we can do at one stage may not be the same as what we can do at another stage. We can't feel guilty about what we can't do if we make the time to set our priorities with good thought and care.
Having a family-first attitude throughout my professional career has been critically important. I don't regret that, but I do regret the many times I felt guilty about not signing up for the countless extra events and initiatives that cross my path--no one can do it all, and we all have to choose carefully what we invest our time, energy, and dollars into. We also have to realize that many who have expectations for us haven't walked in our shoes and don't understand our circumstances or commitments well. Only we can decide for ourselves, and only we know what's important to our good living and choosing.
So my message at this holiday season is to beware of too great expectations for self--be reasonable and respectful about what you prioritize and what you can do. Focus on what's most important, and for me at this time the priorities are much the same as in the past which are family, professional responsibilities, and for the first time in a long time, a bit more time for friends and colleagues outside of the regular routine. Onward.
Curriculum Inspiration and Development
Our curriculum program continues to evolve. I believe that this is the right direction for any curriculum program since what we teach should mirror the world we live in and that world is continually evolving. Of course how this evolution occurs is important. Rather than tight top-down directives, I believe that curriculum evolution should be more organic, natural, and inclusive.
Recently we received a curriculum memo. In the past those memos have not always been inviting or inclusive, but this time I felt there was much more of an effort to invite the voices and thoughts of many. I also felt that the information shared in many ways reflected a will to move the curriculum in a more holistic, inclusive direction. This is positive.
As I read through the many notes, I found the notes about equity and empathy thought provoking. I also found some useful facts that will help me to better discuss curriculum assessments and information with families and students. This too was positive.
To move a curriculum forward requires inspiration and inclusivity. The voices from all stakeholders should be welcomed at the curriculum development table, and the evolution should be well supported by research as well as observation, experience, and intuition.
To me Linda Darling Hammond and Channa Cook-Harvey's recent article about teaching the whole child provides an excellent direction for curriculum evolution. I've read the article several times and will like revisit that article again soon.
When we lead each other with positivity, inclusion, voice, and choice, we lay a foundation for optimal curriculum development, the kind of development that truly engages, empowers, and educates children well.
Recently we received a curriculum memo. In the past those memos have not always been inviting or inclusive, but this time I felt there was much more of an effort to invite the voices and thoughts of many. I also felt that the information shared in many ways reflected a will to move the curriculum in a more holistic, inclusive direction. This is positive.
As I read through the many notes, I found the notes about equity and empathy thought provoking. I also found some useful facts that will help me to better discuss curriculum assessments and information with families and students. This too was positive.
To move a curriculum forward requires inspiration and inclusivity. The voices from all stakeholders should be welcomed at the curriculum development table, and the evolution should be well supported by research as well as observation, experience, and intuition.
To me Linda Darling Hammond and Channa Cook-Harvey's recent article about teaching the whole child provides an excellent direction for curriculum evolution. I've read the article several times and will like revisit that article again soon.
When we lead each other with positivity, inclusion, voice, and choice, we lay a foundation for optimal curriculum development, the kind of development that truly engages, empowers, and educates children well.
Deepening the Curriculum Program with SEL
The more I learn about SEL, the more I realize that we'll do well with Social Emotional Learning (SEL) if we embed those efforts throughout the curriculum. Curriculum leaders shared information from Michele Borba's article, "Nine Competencies for Teaching Empathy" in Educational Leadership, October 2018.
I translated the article into a chart with questions that I can use to deepen the curriculum program to embed empathy development throughout the curriculum. I'll likely engage students with these question during class meetings with an explicit focus on building greater empathy. I'll also use the questions and chart with colleagues as we continually deepen our teaching/learning program so that it is a robust program that teaches the whole child.
I find that translating good research into readily available questions and actions is a good way to begin to embed that information into classroom teaching and learning.
I translated the article into a chart with questions that I can use to deepen the curriculum program to embed empathy development throughout the curriculum. I'll likely engage students with these question during class meetings with an explicit focus on building greater empathy. I'll also use the questions and chart with colleagues as we continually deepen our teaching/learning program so that it is a robust program that teaches the whole child.
I find that translating good research into readily available questions and actions is a good way to begin to embed that information into classroom teaching and learning.
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| Link to Chart |
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