I am a great teacher because...

When I entered college I knew I wanted to be a teacher...nothing else. I began my freshman year with teaching in mind, and four years later I graduated with my educational degree in hand. Yet, there were many times...many many times, when I would be questioned about my decision...things like: “Why be a teacher? June, July and August?” or “If you wanted to be a babysitter for a living why even go to school?” or my personal favorite…”Shouldn’t you pick a profession that pays more?”

I hadn’t even started teaching...yet the image painted by those on the outside presented teaching as an underpaid glorified babysitting position that was really only worth doing because I would have summers off. Such a distorted picture…

Considering just how important our profession is to not only our future, but to the lives of countless individuals...it amazes me just how many people view education in a negative, or lesser-value, light.

Teaching is hard. Multiple subjects with large quantities of content, students with countless individualized needs, many standards written by non-educators, never seemingly enough time, and assessments critiquing our ability to teach/lead. It’s no wonder many educators leave the profession within the first five years of entering it. More importantly...it's no wonder many begin to lose their way, doubt their abilities, and struggle with the idea of even being successful as an educator. Here is a hard truth...while many teachers leave, many more continue on, burnt-out, not trusting in their ability.

February/March is a very difficult time of year for many teachers...In fact, the University of Oregon did a study that showed February also represents the highest rate of discipline referrals in schools. It's the time of year when state testing hasn’t started, the excitement of winter vacation is gone, and summer seems too far away for many students. It’s this time of year when we need to remember...need to remind ourselves of something so very important...why you are a great teacher -

I asked my wonderful team of teachers to finish this sentence: I am a great teacher because…

Here are many of their responses:

“I am a great teacher because I care. I care about my students' personal and academic lives. I care about whether they are groomed, fed, and dressed appropriately for the weather. I care about how they feel about themselves, how they feel about others, and the character traits they represent. I care about their feelings and do my best to help them express them in healthy ways so they can communicate well. I care that they have the skills, materials, and strategies to be able to learn each day. I care about their feelings and making sure that they can identify and sort through them with coping strategies. I care that they walk in the door each morning and are shown love and support until the second they leave my presence at 2:45. Above all, I care because they are important. They are our future and I want to do my best so that they can be their best.”

“I am a great teacher because of my desire to reach all students. I may not reach all of them, but I want them to learn to persevere irrespective of where they may be academically.”

“I am a great teacher because I have a strong rapport/engaging personality with my students and a different teaching style.”

“I am a great teacher because I really love teaching! I love seeing their growth from September to May. I feel like I have good classroom management and run the class where not only are we are all learning, but also having fun. I want my students to be happy while they are with me everyday.”

“I am a great teacher because I eat, sleep, breathe my kids and my job. I take it home with me. I love my kids, and they know it! I love my job and as hard as it is sometimes I am so blessed to be chosen for this career. I enjoy so very much being a part of my school family!”

“I am a great teacher because I really care for my students; push them to work hard, and to show their full potential. I come to school every day thinking it is a new day, and whatever happened the day before, was in the past. I want my students to do the best they can do. When I see that they are really struggling when doing independent work, then I know what I need to work on with them at teacher table. As for my students who are on the higher end, I want to push them to be able to do more than what is expected for the class. I care that their scores/work go up because then I know they will be more prepared for next year. During conferences, I even had a parent tell me I was doing an outstanding job with their student. That makes me feel like I am doing something right and that I am a great teacher.”

“I am a great teacher because I care about the academic and social success of all my students, not just the low, medium, or high.”

“I am a great teacher because…success (I make it happen for every child, build it in) that comes from hard work (they must work hard in my class) builds confidence (they have a bank of strategies so they can “try”).

“I am a great teacher because I am extremely passionate about teaching bilingual education and transitioning Spanish speakers to on level ELL’s and encouraging and challenging them to master the English language in order to increase their academic goals. This will open doors for new growth and better opportunities for them in the future.”

“I am a great teacher because I don’t just care about kids’ academics. Kids are so much more than just test scores. I care that they are making themselves better, and I am constantly rooting for them. I want them to not only be good students, but good people as well.”

“I am a great teacher because I believe in students’ potential to be successful long-term, regardless of their current performance. Based on that belief I push them to grow as much as they can in every area (academic and otherwise) and try to help them understand what success is (it’s such an abstract concept so I define it for them as setting your own goals and achieving them while making a positive contribution to society) and have a positive experience working hard and succeeding in school. I build them up with tons of positive support, and try to bring fun and games into school to balance out the times when it’s just plain hard work.”

“I am a great teacher because I truly have a passion and desire to teach students. I have always wanted to be the best teacher I can possibly be. I am extremely receptive to new ideas, and I enjoy learning about and reading about new techniques and strategies out there to better educate myself and better serve our students. Most importantly to me though, is that I care deeply about each one of my students, and I know in my heart they all know that.”

“I am a great teacher because I have patience and establish relationship with all my students. Once I have the relationship in place, you can take these students to new heights.”

“I am a teacher because I had incredible teachers who challenged me, encouraged me, inspired me, and made me laugh. I was a lucky kid who loved 99% of all the teachers who ever taught me, and after I finished roaming around the world (and even during part of that time) I thought it was the best way I could give back. I thought if I could take my curiosity, energy, and endless amount of questions that bounce around my head, and then turn those things into classroom strategies, then hopefully I could do what my teachers did for me. I try to be excited about each day and each subject, and I try to encourage my students to do their best and never give up on themselves. They have their entire adult lives to doubt themselves and their choices, so they shouldn’t be told in elementary school that they can’t do something.”

“I am a great teacher because I am dedicated to my students and I use the data to help guide my instruction.”

“I am a great teacher because I believe in my students and I never give up on them. There is this feeling I get every time when a student fails and a student succeeds. The moment they fail I immediately encourage them and tell the students it’ll be ok and we’ll have plenty more chances to get it right. Once the students realize the moment they succeed the feeling is overwhelming. I get so excited and pumped and the students feel it too. To me, this is the best part about teaching.”

“I am a great teacher because I care. I will do anything for my students. I want the best for them and genuinely love each and every one of them with all of their individual faults and strengths.”

“I am a great teacher because I never think I’m done. Even when my kids meet their goals, I feel like there is something to improve on. I try each year to do something to round out my game.”

“I am a great teacher because I build relationships with my students. I push my kids to do their best, even when it is hard for them. At the end of the day, they know that I really care about them!”

“I am a great teacher because I am surrounded by great teachers who lend their expertise whenever I ask, and sometimes even when I don’t. I think the thing that I add is letting my class know that I really care about them. I try very hard to make each of them feel special and valued which, in turn, makes them see themselves as overcomers and achievers.”

Finally, and simply put… “I am a great teacher because I bring out the best in all my kids.”

If you are in education...as a teacher, paraprofessional, administrator, counselor, or in any other avenue - one of these statements applies to you. It’s important to remember why you are great, because our job is rarely easy, although it is always worth it.

I am in awe of each and every educator that comes to work each day with a desire to make a difference in the lives of so many. I am truly proud to be one small piece of a very large puzzle that makes our future brighter each and every day. So to all of those who are great, even when you can't remember why sometimes...thank you for all you do.

Creating Lasting Memories

There is something amazing about memories and school. Think about it...somehow, despite the daily lessons reflecting national standards, state testing, mathematical reasoning, letter sound correlation, inference, comprehension, scientific process, historical understanding, and much much more, lasting memories are made. Yet, no matter how hard I try, I can’t seem to remember one moment in school growing up when I was rocking that difficult math problem, or comprehending the daylights out of that leveled reader…

What I do remember…

When I was in kindergarten I asked my teacher if I could go to the bathroom. She said yes...I left the room, and on my way I was stopped by a teacher who’s name I will never forget, let’s call him Mr. G. - He stopped me, snapped at me for leaving the room, grabbed my arm and pulled me back to class. I was crying…you know, the kind of sobbing when you can’t really breath so it is more of an inhale every other second… Know what else I remember about kindergarten? Nothing really...

When I was in first grade I distinctly remember loving my teacher. Mrs. Shiffner, my mom away from home. I can’t tell you a thing I learned, but I remember her, her face, her voice, and how she loved us so much. Even at six years old I knew she loved me...wait, I remember gerbils, love and gerbils...good year.

Second, third, fourth, fifth...many more memories...being picked on, attempting to talk to girls, not fitting in, playing Pogs with the other kids who didn’t quite fit in, teachers who fought for me, teachers who fought with me...Mrs. Griffith, the first teacher to send me to the principal's office...I deserved it, yet to this day is one of my absolute favorite teachers.

I remember my sixth grade teacher Mr. Benzo...why? Because he told us a story I have never forgotten: He said he had a sixth sense...How did he know? He once dreamed that he was driving his car, and as he was passing the cemetery on County Holmes Boulevard (yup, even remember the street name) all four tires blew at once, his car rolled, and he died. So the next day, when awake, he was driving to the store, and as he was about to pass the cemetery he remembered his dream. He quickly pulled over, inspected the tires, and each tire had a nail in it! --- As a sixth grader, MIND BLOWN - as an adult...really man? Really? - All good, love you Mr. B.

Of course, the older I got, the more memories that stayed with me...and while I can remember a few projects in school, what I remember most are the moments teachers gave me a second chance. Moments of teachers taking their time to explain something I just didn’t understand. I remember girls I liked, subjects I didn’t, and my Spanish teacher who let me take quizes I missed during her lunch hour...why do I remember that? She would always leave to heat up her lunch, and her answer key was always on the overhead projector...yup, missed a lot of quiz days, and it’s no wonder I left my second year of Spanish without being able to even say a short phrase in Spanish.

Kindergarten to twelfth grade...so many memories, many are good, and honestly...many are bad. Yet there is power in this, and as educators we need to remember something...we have the ability to create lasting memories.

Take some time, reflect on your past...what do you remember? Do you remember the daily tasks or the relationships? The multiple-choice tests or the difficult moments that brought tears?

Each day educators come to work with the power to create a memory. A memory that will last a lifetime...but here’s the question, what type of memory do you want to create? No matter how hard I try, I have as many negative memories as positive ones. As a teacher, you will be remembered in some way, the question is this...how do you want to be remembered?

For most teachers, creating lasting memories is not something they signed up for. After all, how many teachers entered the profession with a passion for their subject, and a desire to help students become successful? Two great things…but whether they like it or not, memories will be made for their students. Many that have nothing to do with the subject they teach.

Educators have a powerful job as each day matters...they change lives and work in a profession that is relational, emotional, and life-altering. Each day offers a new set of memories to be created...so here is the question...here is the point...ask yourself: What memories do I want to create for my students? Each day you are creating lasting memories for someone. Be sure to make memories worth keeping.

all means ALL

When I went into education to be an elementary school teacher I wanted more than anything to reach every child. Every single one. Yet, it was during my first year of teaching I learned a difficult lesson...not all students come to school ready to learn, and not all students come to school equipped with the prerequisites needed to be successful right away. Bigger lesson...some kids are far more focused on getting through the day, let alone getting an A on the next assignment.

When I was growing up our family didn’t have a lot of money. I didn’t get the new shoes I always wanted (Adidas Sambas by the way), I had clothes made by my mother (flannel was really cheap back then), and in many ways I was a walking target for anyone that wanted to take a verbal or physical shot at me. However, while I didn’t have money or many friends, I did have a mother that was as involved as she could be, she pushed me to be better, and wanted the best education I could get growing up. There were no excuses, I was going to learn, and she would make sure of that…

I went into education thinking that most families without a lot of money worked this way. After all, it doesn’t take money to care about a child’s education. It doesn’t take money to want the best for your child. It doesn’t take money to be involved and ask questions...but what it does take? Time.

Time is a factor I never really considered growing up. While my family didn’t have a lot of money, my mom did stay home, she was there, and she was able to check in and make sure we were doing our homework...and doing it right.

The other area I never considered when going into education was a family's view of a teacher. You see, back when I was in school it was really simple...if you were successful, that meant you were paying attention and doing your best. If not...well, you needed to close your mouth and pay attention. Teachers were seen as an all-knowing expert and students, like me, understood that our job was to focus and learn from the person who had all the answers..

In essence, there were two major things I wasn’t aware of going into education…

1. Time is not always accessible for parents and families -

2. Not all parents are going to trust a teacher just because of his or her job title -

Now, flash back to me going into education. I wanted, and still want, to reach every child. I want every child to be successful. I want every child to feel loved, appreciated, supported, talented, and capable of doing anything he or she wants to do. Truth be told, I didn’t think it would be all that hard. I was going to study the content, prepare an engaging lesson, then show up and present to the class while they all listened and absorbed the information from me, the expert. After all, if a student chose to not pay attention, thier involved parent would set them straight, and...if a student gave me any lip, no worries, his or her parents would see me as an expert that needs to be respected by my title, so they would set their child straight.

It turns out...that just wasn’t the case for many of my students.

What I learned very quickly was that not all students are internally motivated when it comes to classwork, not all parents are able to offer support, not all parents want to offer support, and in a world where knowledge is at their fingerprints...anything I presented that could be Googled meant their personal device could find the answer faster than I could teach it.

Within a few weeks of my first year of teaching I began to be discouraged….I remember I hit rock bottom when I called one of my parents about a concern I had. Her child spent the first two weeks of school refusing to do anything. I added great opening hooks, I added layers of fun and enjoyment, I added games and puzzles and internet based activities. Yet, he refused. Refused to try, refused to care, refused to participate. His mom was busy, her mailbox was full, but after two weeks of trying I finally got through. I shared my concerns, after sharing some positives, and her response was one I will never forget, and is sadly one I have heard many more times than I like to admit - “Mr. Steele, from 7:45 to 2:45 he is your problem, you deal with it.”

Over time I came across students that didn’t seem to care, didn't want to learn, would give up when things got hard, would rather sleep, would even swear or fight just to escape the expectations of the class...so here was the question I faced...does all mean ALL?

I went into education to reach everyone, I wanted to reach every child...but not every child wanted to learn, and not every parent wanted to be involved or even support me. So what was I going to do? Change my stance to...all means all those willing? All means all those with parents that want to be involved? All means all those with an internal drive for success? All meant what?

Prayer. Reflection. Time. Soul-searching….Did I mean it when I said all means ALL?

In education things don’t always come easy. Every child or young adult that walks into our classrooms has a different story, different background, different struggle. Every child has a different need, different motivation, and different family life. Every child has the free will to make the decisions they choose to make. So how was I, one teacher, going to reach every child? How was I going to ensure that when I said every child was going to be successful I meant ALL? How?

The answer: I haven’t perfected that yet. Here is what I do know - It all starts with three things...belief that every child can, a desire to never give up, and a culture of collaboration for success.

The truth of the matter is there will always be students that will need more than others. Some students will have support at home, others won’t. Some will come to school for the first time able to read, and others won’t know what the letter A is. Here’s the thing...at the end of the day the only thing that matters is a desire to reach all. A desire to do everything we can to make sure every child gets what he or she needs to be successful each day.

Believe they can, never give up, work together, and strive to be a part of a culture that never stops believing...because in education there is one idea that needs to be at the center of all we do...all means ALL.

There’s no magic trick., or program, or software package...it all starts with a desire to do everything we can, together, for every child, no matter what.

When #Oneword Comes Alongside Others

Many educators began the year thinking of one word that would best describe their hopes and dreams for 2016. This #oneword or #oneword2016 movement brought many ideas and dreams together. Yet, while one word is powerful, what would happen if many #oneword representations came together? What would happen if ideas were shared, support and accountability was offered, and honesty as well as transparency was created?

Believe. This is the word I chose to represent 2016 for me.

I am a planner. I love to think ahead, think globally, and see the big picture. Yet, I move quickly and have a tendency to wish changes could occur at a much faster pace than the reality I usually find myself in is capable of. Planning while pacing are two key ingredients to success that must work together. I have found time and time again that life happens when I am busy making plans. In education, when there are minds and futures on the line, we can’t afford to let this become the norm. In essence, I must believe.

I must believe in the collaboratively designed plan for student success. I must believe in the campus leaders, teachers, students, and families. I must believe in the process, believe in the work we are doing, and believe that success will come as a team, not individually.

I must believe.

Imagine however, what would happen if each person I work with each day knew my one word goal, and I knew theirs? What would happen if every teacher, every person on one campus was open and willing to share their personal goal for 2016...would it bring us together? Would it provide a voice for every person? A shared accountability? A vision of an amazing year to come?

This year I challenged my campus to join me in sharing their personal #oneword challenge. The idea was simple really...Write it down, post it, and let’s see what happens.

As I write these words I am sitting alone in our staff lounge, staring at the bulletin board in front of me. I am taking my time as I look at each word, carefully. It’s amazing the words that jump off the board - all encompassing words like Trust, Patience, Respect and Integrity...repetitive words shared by others like Perseverance, Faith, Love, and Hope...Plus many more...words that represent personal goals, God, joy and change.

While each word represents a different challenge, a new meaning, or a personal goal, I can’t help but notice how well everything seems to go together. Just as each person brings a different and wonderful uniqueness to our team, so does each of these words to the board in front of me.

I can’t help but imagine what this place could feel like each day if each person were to live out…truly embrace...the one word he or she selected. What would happen if people lived lives of integrity each day? Strived to trust others? Showed love even when it isn’t easy? What would happen if peace, love and respect were norms? Inspiration and healing was everywhere? What would happen if we were grateful for the little things and were patient when things got hard? What would happen if we were completely devoted to each other and our students? What would happen if we found strength in the hard times, and a grateful heart after each successful moment? What would happen….

As I get ready to turn away from the words in front of me, I remind myself to remember this moment. Remember this day. Remember the words that carry so much meaning. I look to the left hand side, and there is my word...believe.

I must believe in the heart of each person who took a risk and wrote down a word. I must believe that together, as a staff - dare I say family - anything is possible. All it takes is one word, one day at a time, together.

Here is to 2016. A year I hope is nothing short of...well, the words written down by the most wonderful, dedicated, and amazing people I know.

To Be A Great Teacher....

I always knew I wanted to be a teacher.

I am not sure when I made that decision. The story has changed so many times in my mind…was it because of the good moments growing up? Moments like Mrs. Shiffner who taught me to never give up, or Mr. Benzo who found a way to bring humor to almost any subject…Mrs. Griffith, the one and only teacher who ever sent me to the principal’s office, yet offered grace when I returned. Was it a teacher? A single moment?

The fact of the matter is it was all of those teachers, and many others. It was also because of the difficult moments growing up… I wanted to become a teacher so other students wouldn’t get ignored, passed along, or unprotected when being ridiculed and left on the outside looking in just as I had been. I wanted to become a teacher to build self-efficacy in others, create an educational foundation that could last a lifetime, or offer compassion and grace when a student continued to make bad choices…instead of being a teacher who simply gave up with the signing of an office pass.

I volunteered as a teenager in youth ministry and took early education classes in high school. I went to college with teaching as the one and only plan, and worked hard to get volunteer/observation hours in all grade levels K-6 because I planned to be an elementary teacher. After all, those were the things I thought you were supposed to do to become a teacher, and as I stated before…I always knew I wanted to be one.

I graduated, and with degree in hand I began my journey as a classroom teacher. It took only one week of my first year of teaching to realize something…being a teacher is one thing, being a great teacher? Well, that is on an entirely different level.

I could pass as a teacher pretty easily without even coming close to being great. After all, all one would really need to do is pass out a textbook, tell students to turn to page 13, ask them to read the next three pages and then answer the five culminating questions at the end. Keep the room quite, grade the scores when done. Boom…there you have it – a teacher. My boss could walk by and see kids on task through the small window in my door, and as long as the grades were good most of the parents and students would be happy enough. How do I know? I have had this teacher, I have seen this teacher…I have been this teacher. It was the first week, of my first year, and it was the only time since.

To be a great teacher…now that was the right target, yet I never knew it existed. I don’t remember seeing a textbook on it in college…didn’t read about it in an article, or hear about it in a lecture. I studied the content, I learned how to manage a room, set expectations, and plan a lesson that would end with an appropriate assessment. I took a state test on content, and was given a certificate that said I was ready to change the world one student at a time. Now to be fair, that might have always been the goal of my professors and published authors…but somehow, the idea of a great teacher passed me by.

Five days. Five days of “Turn here, read this, answer that, be quiet and pay attention.”

While I don’t pretend to be the expert on all things education. While I don’t pretend to have all the answers, make all the right decisions, and never make a mistake. While I don’t pretend to see the next educational trend around the corner or have a program for all students. While I can’t offer any of those things, I can offer this…what I believe it takes to be a great teacher. While I never had this down perfectly, this is what I strive for:

Great teachers never give up, and never stop believing in the kids in their classroom. They understand a child’s worth is not measured by the letter grade next to his name, because they believe in focusing on the process of learning, and the power of the one word question… Why? Great teachers understand that learning is an ongoing process, and the team of people they work with are there to ensure every student’s success.

Great teachers are not afraid to be honest and transparent with their students. They are willing to take risks in the name of learning, and understand that a child’s education is invaluable. Therefore, are willing to push beyond bubbling letters and comprehending textbook material. Great teachers understand that an education is the key to a child’s future success, and so they never take learning lightly.

Great teachers understand it’s not about them, nor is it about presenting on stage to open ears ready to hear. They know it’s about the students in the seats, and the minds in front of them needing to be pushed to the greatest extent possible, even if that means it’s a different approach for every child in the room. Great teachers understand it’s not about a 40 hour work week, but however many hours it takes to ensure that every child’s education is created and individualized just for him or her. They understand the charge that comes with students in their classrooms needing to learn something new each day, and I assure you, it is quite a heavy responsibility.

Great teachers know education is about self-efficacy and self-esteem. It’s about risk taking and idea sharing. It’s about students coming to school every day excited because they don’t know what their teachers are going to be sharing with them that day. It’s the excitement that comes when learning is authentic and purposeful. Great teachers allow students to have ownership over their learning, and provide students with the opportunity to ask why, even at the risk of the teacher not knowing the answer. Great teachers believe it’s not about knowing all the answers, but knowing how to ask the right questions.

Great teachers can motivate the uninterested and challenge the student whose learning always comes far too easily. They know how to pick up a student when he loses hope, and is willing to take the tangent when the discussion provides a new untraveled and unplanned road. Great teachers are student focused and team driven. Great teachers, the very best…teach not only with their minds, but with their hearts.

I always knew I wanted to be a teacher. But today? I want to be great…Because our students, every one of them, deserve nothing less than great.

Dear Students...

Dear Students...

You may not realize this, but the reason we come to school each day...your principal, your assistant principal(s), your teachers, your counselors, your paraprofessionals, your custodians...is because of you. We wake up early, stay late, and study hard just for you. We talk about and plan for your success, your goals, and your aspirations. We talk about your future, our belief in you, and the fact that you matter and will make a difference. We work hard to plan activities and a curriculum that is customized to your needs, even though it is extremely challenging for us. We love you, we respect you, and we give all we can each day so you can be successful.

Dear Students…

We see you hiding in the back of the room, don’t think we don’t...We know school doesn’t come easy, and we know you come to school hungry, tired, and desperately needing support. We know some of you leave school and go to work to support your family, we know that many of you are homeless, coming to your fifth school in three years, or are far more focused on surviving....let alone trying to pass the class. But guess what? We won’t let you fall, we won’t give up on you, and we will never stop believing in you.

Need food? We can get that for you. Need help? We are ready to support you. Need someone to hear you? Listen to you? Guide you? Provide school supplies? Counseling? Technology? Access to the whole world? Yup...we can do all of that too.

Don’t see a future? We do, and it is one where you are successful, impactful, and is a future filled with stories of perseverance, challenges conquered, and a life worth living.

Dear Students…

We see you getting all A+ grades without even trying. We know school comes easily for you…We know you are bored, and are even willing to get in trouble just to change the pace of the day. We have challenges ready for you, we have a plan for you...here is the truth, we want you to grow and be challenged just as much as the student who is struggling next to you. Are you ready? Are you willing to fail? Are you willing to focus on the process instead of just the results?

Here is the truth for all of our A+ students...while we are proud of the effort, the grades, and the success...we want more for you. We want you to feel challenged, pushed instructionally, and feel you are learning something new each and every day. So much so, we would bet every teacher you have ever had, if given the choice, would trade your A+ grades for a new learning moment each day...in the end...we are hoping for both.

Dear Students…

We know you are stressed. We know the pressure to be the best is always on your shoulders...perfect grades, honor roll, class rank… We know you want to do it all, but please don’t forget that you are only a student for one season of life. You will blink and graduate elementary school, blink again...high school, and before you know it, college.

Working hard is a great thing, getting great grades is a great thing, trying to be the best is a great thing… Just remember this: It’s not the ONLY thing. You matter. You have purpose. You make a difference, whether at the top of your class or not, you can be successful, and make the world a better place.

Dear Students…

We are not perfect. Believe it or not...we are only human. There are times we won’t understand what you are wanting us to hear. There are times we may seem tired, may seem exasperated, may even seem a little lost… Here is the truth, we - the educators in your life - work hard to look like we have all the answers, have it all together, but in the end...well, we want you to own your learning. We want you to take responsibility and join us on the journey to your educational success. We will always be prepared, always ready to welcome you at the classroom door, always ready to give you our best lesson...but, you need to be ready to learn something new.

Dear Students…

As you grow up, as you go out and change the world, cure diseases, become teachers, athletes, mechanics, engineers, architects, nurses, lawyers, firefighters, police officers, counselors, graphic designers, store managers, food servers, veterinarias, custodians, web designers and so much more...don’t forget us. Don’t forget we believed in you even when you struggled, and we knew that one day you would do great things.

Thank you for giving us a chance to watch you grow, watch you learn, and watch you become the amazing person you are today. We might have only been a small piece of your journey, but we are so proud to have been a part of the ride.

Sincerely,

Well, you know who we are…

The educators who are so very proud of you!

The Problem with Soapboxes

I love a good soapbox - there is nothing like going off on a tangent for a long time as passion builds and frustration kicks in because you KNOW what you are saying is right, and anyone not following your belief is clearly off the mark.

I have a great soapbox for all types of topics...Library vs. Learning Commons, makerspace, special education, curriculum, planning, student support, family support, team support, and on, and on, and on…

It's funny how quickly a soapbox can kick in as well, and it doesn’t take much...don’t believe me? Go up to any teacher and say this: “I think teachers are overpaid babysitters.” --- Then sit back and wait, trust me, a soapbox lesson will shortly follow.

I was talking with a parent the other day and she pitched me a soft ball right over the plate when I thought she said…”You know, I think the problem in education is kids just can’t learn these days, everything is just handed to them so they don’t know how.”

I couldn’t help myself...I couldn't just leave a statement like that sitting out there, so I respectfully disagreed with a 10 minutes soapbox speech that would be been up for an Academy Award had it been filmed. I made my point, the parent seemed to agree with my thoughts.

We finished our, admittedly, one sided discussion, and as she left she said this: “I love how passionate you are about these kids, maybe parents giving kids everything these days isn't the problem.”

I sat there, silent. Wait a minute, I just gave this lady a phenomenal soapbox speech about why kids can learn. I thought we were debating the idea that kids today can’t learn...not questioning parenting today. I ran back through the conversation in my mind and realized I made a mistake. What I chose to hear was, ”You know, I think the problem in education is kids just can’t learn these days, everything is just handed to them so they don’t know how.” Yet, what she said was,“You know, I think the problem in education is kids just can’t learn to do things on their own, everything is just handed to them by their parents so they just don’t seem to know how.”

Slight difference, she was sharing her thoughts on parenting today, yet got a friendly lecture from me about why our kids can learn.

Soapboxes are driven by passion, by beliefs so strongly rooted that we often find reasons to share these thoughts. Truth be told, until that moment I never saw anything wrong with a good soapbox. But I decided to do an experiment…

I asked 10 teachers what their biggest soapbox topics were - Admittedly, I did ask people who I knew may have different opinions - something very interesting happened as they were as follows :

Teacher 1: Special education students need to be in the general education setting at all times

Teacher 2: Special education students need settings and supports built for their specific needs

Teacher 3: Departmentalizing elementary is key to student success

Teacher 4: Non-Departmentalized schools are most effective

Teacher 5: Students must have choice in order to have ownership

Teacher 6: Problem based learning is the future of education

Teacher 7: Everything in education is cyclical, keep doing the same thing long enough and you are doing the right thing again

Teacher 8: Change in education is vital to student success

Teacher 9: Instructional technology is the fastest growing, and most important, part of education today

Teacher 10: Technology is nice, but nothing is more important than a paper book and a great teacher

It doesn’t take long to notice a glaring issue...Not all soapboxes match.

For most people, when it comes to sharing a soapbox moment the mouth moves and the mind turns off. Look back to the example I shared above, I spent 10 minutes talking about why kids can learn, yet never did I stop, think, or even reflect on the actual conversation/comment. Soapboxes are usually created on core beliefs, beliefs we will fight for, argue for, and stand for. Yet, for me, when a soapbox begins, the learning stops.

The learning stops...that is the problem with soapboxes. In the world of education things change constantly - in order to truly be a successful educator, you need to be learning constantly. In essence, if you want to have a soapbox, it needs to be fluid.

Look at the examples above...I have a counter soapbox speech for at least half.

Maybe, for those of us with soapboxes loaded and ready, we need to step off the soapbox and shift to a seated conversation. After all, if our goal is to be successful educators, and we know we need to learn constantly, we might as well listen and share, as opposed to lecture and stand.

Full circle...think back to my parent moment...what if, after she said: “You know, I think the problem in education is kids just can’t learn to do things on their own, everything is just handed to them by their parents so they just don’t seem to know how.”

I simply responded with - “I think you make an interesting point...let’s talk about that more.”

Imagine what I might have learned...