In order for me to lead effectively in my classroom, I needed to make sure I was teaching the right things. Otherwise, what were students learning? And, why were they learning it?
Students need to be personally invested in their learning in order
for them to be most successful. What’s taught needs to be relevant to them. The
curriculum can be rigorous to the 10th power, but if it isn’t taught
in a way that is engaging and fun, students will not produce work that is
reflective, vulnerable, risky, and potentially full of mistakes.
Mistakes help us to grow when we acknowledge them and are willing
to identify what we did versus what we should do the next time. As I sat down to
preplan my year as a fifth grade teacher, I needed to reflect on where I was as
a learner: what was I doing well? What could I improve on? What was hard for me?
And, what were my goals for the year?
What I’ve mentioned are all things I ask of my students: take
risks, invest in yourself, advocate, and be open to new ideas because, good
learning is messy before it looks good. As I tell my students, if you have truly
waded through the mess to construct new meaning and have learned the material,
you can teach it to someone else. This is the highest level of learning, and
this is how we create leaders. As a leader in my classroom, I need to embody and
model these soft skills I ask of my students. Otherwise, I am a hollow leader.
And, I felt hollow as I preplanned my year.
When I meet with each one of my students at six week intervals to
discuss how they are doing in meeting their hope and goal for the school year, I
ask them to answer the questions I posted above so we can have an authentic,
meaningful conversation. We get to know each other and ourselves better, thereby
deepening our trust in one another. When a student is struggling, we work
through it, so both of us have a deepening understanding of why they feel the
way they do. Once identified, we can figure out a potential solution to the
problem. The challenge is in the identifying. I needed to do the same thing I
asked of my students: reflect, ask questions, and identify the genesis for my
hollowness As I thought through each question, the same refrain kept repeating:
‘I do the same things every year, but why do I do them?’ I needed to become
relevant again, things needed to make sense, and I needed to have fun in order
to meet the needs of my learners, and myself.
During the school year, peers will stop in my room for something
and comment on student behavior, or on our practice. We hear a lot of “you’re
very nice to each other,” “there’s a good vibe in here,” and “you all seem to be
really having fun.” All these things are true in the moment. But, have I grown
during this time, too? Or, am I just regurgitating the same lesson plans each
year? Yes, we do Morning Meeting, Energizers, and Closing Circle. We incorporate
cooperative learning and team-building skills into all learning experiences.
But, I realized that I was leaning too much on prior lesson plans and prior
knowledge. As a teacher, I know that prior knowledge should springboard to
deeper understanding, not serve as a final resting spot for learning. When that
happens, I am not growing. If I am not maxing out my potential each day, I am
definitely not doing that for my students. I needed to model the expectations I
had for my students. Otherwise, I was doing them, and myself, a disservice. And,
education should never be that.
I went back to the theorists and books on my shelf. I pulled out
Jensen’s Brain Based Learning, Denton and Kriete’s First Six Weeks
of School, and Kriete’s Morning Meeting Book. I reread pieces of
each, took notes, reworked ideas in my head, wrote lesson plans from scratch,
and fought with my computer. Half-written pieces on pieces of paper, manila file
folders, and books surrounded me. As my wife reminded me of the mess I was
making it all made sense: I needed to set the purpose for my learning, teaching,
and leading through a hope and goal I shared with
others. And, I could do that at Back to School Night. How more accountable could
I be then? Every parent of every child I was teaching this year would be there.
They would hold me accountable for my hope and goal. I needed to think through
my message to them. What did I want to say? What was most important? What did
they need to know? How could I weave that into a hope and goal that they could
see directly impacted my teaching and would positively influence their child on
a day to day basis.
I decided my hope and goal would focus on three key ideals:
learn, teach, and lead. I needed to learn each student’s needs, connect it back
to what the research shared as best practice, weave these best practices into my
teaching, and create a group of young future leaders. I would be modeling the
highest level of understanding through my leadership. With my hope and goal
cemented, and my lesson plans formulated, I began to learn, teach, and lead
again. With passion. When I lost my PowerPoint slideshow the day of Back to
School Night, I dug up an old one for window dressing. I spoke without the notes
I prepared. I focused on the key aspects of our classroom organization: social –
emotional growth, learning risk – taking in our learning, questioning to
stimulate deeper understanding, and enjoyment of the learning process. With that
would come the academic stamina and perseverance parents could point to as
The rest is yet to be written. Back to School Night went well. I
shared the connection between the social curriculum and its impact on the
academic curriculum. My passion and vulnerability was visible in my hope and
goal for our fifth grade students. And, I learned something. Now, I’ll go teach