Teaching Challenges

There are always challenges when you teach. Some of the greatest challenges I'm thinking about right now include the following:

Students Who Need More
When we look out at our students, we always notice more needs than we are able to fill. This, I believe, is a natural feeling for teachers and one that tears at us. There is not one child in my charge that cannot learn, but there are some who would profit from greater one-to-one help, afters school programs, more consistency in routines, and less students in the classroom.

As I listen to the school committee meetings and budget reports, I also think about these needs. I wonder if it's better to have smaller class sizes than new programs that only support a few students. Yet innovation is important. I wonder if we are stretching our special education staff too think by giving them caseloads that are too great--is this the best solution long term. And as I say again and again, I worry that we're supporting too many positions that don't have direct time-on-task with students. Also, do we have a long range plan for our agin buildings and furniture--is it time to begin imagining and then working towards more modern learning environments for elementary students--environments that match the research for a modern-day education.

I am fortunate to work in a system that has many resources so our needs in comparison to other schools are far less. In talking to a group of teachers who serve on the Massachusetts Department of Elementary and Secondary Education recently, it was so clear to me that citizens have to stand up and speak up for the children of the state. Too many children are facing dire consequences at home and at school due to grave social and economic issues as well as not enough good support to deal with those issues. These children will be future adults, and what we do now for them will translate into a stronger and better state late on. We have to help systems who face great poverty and tremendous social issues to get what they need to serve their students well.

Respect
We do have to build greater respect for educators, students, and families at school. We can't continue to treat teachers in ways that belittle and demean them, but instead educators should be treated with respect as well as high expectations. Good communication, inclusive decision making, respect for educators' professional experience and expertise, and supports that are meaningful and beneficial are ways to make that respect visible. Of course, greater distributive leadership which results in teacher voice, choice, and leadership is the way to build that respect. As I've noted before models of distributive leadership seem to occur in high schools and middle schools much more often than elementary schools. It seems to me that many elementary schools still have structures that don't promote respect and teacher leadership as much. This is a challenge ready for change.

Doing My Part
You can't speak up if you are not willing to work at your own development and improvement too. There's so much that I can continue to do to improve my practice to serve students well. Right now that translates into meaningful math lessons, positive science lessons, building and supporting a strong classroom and grade-level community, supporting my colleagues in ways that I can, and contributing to new programming.

Earlier this week I questioned whether I wanted to do the work with regard to the program creation and innovation possible as the support seemed lacking, but even without good support, I believe that this is one area I can contribute to and will make the time to do that in the days to come. Our team has many good ideas about how to deepen the learning program for students, and without the extra efforts those ideas won't come to fruition.

As always, too, educators can't spread themselves out too thin either. When we try to do too much, we often end up doing less. I want to be cognizant of this as I complete a number of important tasks in the weeks ahead, tasks including completion of progress reports, student portfolio work, parent-teacher-student conferences, continued efforts related to the classroom science/STEAM lab, and our will to build a more culturally proficient program.

Onward.

Response to No Response

There are some areas of advocacy where I continue to receive little to no response, and there are other areas where the response is substantial and positive.

As my blog has indicated, as much as possible, I'm righting the teaching ship towards the areas of positive support and response, and away from the areas of silence or little response. Yet I still have to work and learn with those who respond to new ideas, questions, and advocacy with mainly silence and little support.

What's a teacher to do?

For now, I simply plan to listen. I may not agree with the lack of response, little support, or directives given, but at this point I simply have to take a step back in those arenas as it feels as if I am hitting my head against a wall. In time, it's likely that I'll understand these areas of professional life more, and that the areas will change or make more sense.

In the meantime, I'm delighted with the team I work with, students I teach, family support, good environment for learning, and ready support from many within and outside of school. This is very positive, and as stated before, I'll move towards this positive support as much as possible.

Another Turn in the Road: Teaching Well

Yesterday the students cleaned their desks and organized the room. I noticed how much more mature they were than in the fall as they quickly helped one another and me put items where they belong. The clean-up happened with such ease that there was time for some outside play before the end of the day. Everyone was happy!

I also noticed that while some are still working to persevere more, in general, all the students are demonstrating greater ownership of their learning and perseverance. This is good too.

With the second half of the year outlined, and many big projects and initiatives to come, my role at this time in the year turns to making every effort I can to help every child reach the goals and expectations set.

Those goals and expectations include the following:

• Meeting the math standards in engaging, empowering ways. We've still got a lot to teach, but we have a good routine in place so both the teaching team and students will keep plugging away at this goal.
• Teaching the new science standards in memorable, engaging ways. This is lots of work, but also lots of fun for the students which makes the work worthwhile. One child gleefully said during the science study, "I'm glad I came to school today, " and another remarked, "This is fun!" That's the best motivation for me.
• As a community of educators, family members, and students we've pushed a lot this year to include worthy field studies, special events, and coordinated learning efforts. We're in a good routine and from now until the MCAS tests, we'll stick to that routine with a heavy focus on meeting the standards. 
• After MCAS, there are a large number of special projects and special events including the fifth grade play, the biography project, field day, and the global cardboard challenge. 

With regard to the bigger picture of school life and professional learning, I'll mainly focus on science and math teaching as well as my role as union secretary, focus on obtaining needed PDPs for recertification, and our collegial goal of continued development of a culturally proficient program. 

I'll also continue my advocacy to build greater distributive leadership, better communication, teacher voice, choice, and leadership, and inclusive growth opportunities within the system where I teach. I'll work with others in this regard, learn as much as I can about these efforts, and utilize a lot of listening and observation to deepen my understanding of what educators can continue to do to promote top notch teaching/learning environments. 

Celebrate the Talents Around You

I work and live with many whose talents inspire me. These are people who have talents I will never have, and I appreciate the fact that these people share their good talents with others. Rather than begrudge the talents of others or treat those talents with selfishness or disregard, it's best to celebrate and share in their talents. None of us are the same.

I was reminded of this several times today as I watched and listened to people with talents that are extraordinary--talents in leadership, speaking, socializing, attention to detail, and more. Too often people's talents are disregarded because they create fear in others--fear that they may not live up to another's talent. The truth is that we should develop our own strengths and enjoy the strengths of others. That's a path of success for all.

Tomorrow's Agenda: January 18, 2018

Today's exploration of the properties of matter was engaging for all--the morning flew by, and then the afternoon virtual meeting with DESE TAC was similarly engaging and fast. Now it's early evening and time to focus on tomorrow's teaching and learning:

Early Morning Help
Students in our fifth grade are welcome to come to school a half hour early to catch up on homework, get some extra help, or work on projects. There's always a great hum to the room, and I find I get a lot of work done at that time too due to the energy in the room.

Math Test and Tech
Students will work on computation assessments and a math tech menu to help inform upcoming progress report completion. While students work on their tests and tech, I'll answer questions and work on next week's Mixture and Solution Science lab.

Reading and Understanding Informational Text
I'll work with my small reading group to focus in on informational text related to science and social studies.

Play and Snow Science
Students will have the chance to check in on their Ice Orbs and play in the snow.

Special Ed Study
I'll start the required special ed course and apply the learning to math.

Friday finds us on a field trip and next week will be another busy week of science, math study, and reading. Since I work in a collaborative grade-level model of teaching and learning, my colleagues do great work in writing, reading, social studies leadership and teaching. I continually feel grateful for this wonderful model of teaching. Onward.