Monday, May 8, 2017

Lesley Graduate and National Teacher of the Year, 2017 on Rejecting the Myth of the "Super Teacher"

A Lesley Graduate! National Teacher of the Year, 2017

From: http://www.wbur.org/staff/sydney-chaffee

Rejecting The Myth Of The "Super Teacher"

By

 

There is no such thing as the perfect student, classroom or teacher, writes Sydney Chaffee. Instead, we must embrace the messiness inherent in teaching and learning. (Paul Hart/Flickr)
There is no such thing as the perfect student, classroom or teacher, writes Sydney Chaffee. Instead, we must embrace the messiness inherent in teaching and learning. (Paul Hart/Flickr)

Teaching is an art.
I became a teacher because I was inspired by my own great teachers. They helped me experience learning as a process of discovery and transformation. They also showed me that the art of teaching derives from teachers’ ability to work through messiness and see beauty in what many others perceive as imperfection. As a ninth grade humanities teacher, it has been an amazing privilege to devote my life to this art.
Recently, I was named National Teacher of the Year, and it is such an honor. I kicked off my year by visiting Washington, D.C., last week, to meet with policymakers and education advocates. Now, I am preparing to spend a year out of my classroom traveling around the country to speak with others about education.
After the reporter left, I began to doubt myself, feeling embarrassed that things had not gone more smoothly during her visit.
With this honor comes the opportunity and responsibility to share a message that I often teach my students: There is no such thing as the perfect student, classroom or teacher. Instead, we must embrace the messiness inherent in teaching and learning.
One particular instance allowed me to reflect on this lesson. A reporter visited my classroom in the fall, and afterwards told me that she was surprised I let her see that class. That day, students had participated in a collaborative game to review for an upcoming end-of-trimester test on the Haitian Revolution. A few students had difficulty interacting with their peers appropriately. Some called out or made disparaging remarks about the other team.
After the reporter left, I began to doubt myself, feeling embarrassed that things had not gone more smoothly during her visit. I wondered: Should I have invited her to a different class, one that might have posed fewer challenges?
As teachers, we sometimes fall victim to the myth of the perfect classroom, the perfect students, the perfect lesson. We feel the need to perpetuate this myth, to pretend that we have it all figured out. We feel vulnerable without it, worried that we will be identified as frauds or impostors.
Reflecting on the reporter’s visit, I can understand why the messiness of that class could feel uncomfortable, especially to someone who does not know my students. So much of our work in the classroom depends on relationships. And, because I know my students well, I was able to recognize elements of beauty where the reporter saw chaos.
One of the aforementioned students, who is usually absent or completely off-task, stayed in class for the entire period and was actively engaged in the review activity. He had trouble controlling his outbursts, but he cared about what was happening in class and wanted to do well. He was learning. While I didn’t dismiss his behavior, I was careful to note his progress. To me and the other teachers in my room, that classroom is a place where learning happens, in spite of — and sometimes because of — the messiness.
If we do not recognize that learning is happening even as children make mistakes and act out, we don’t recognize the growth of the whole child. Providing a holistic education means fostering a child’s development through examining mistakes, not forbidding them. In order to create a culture where the value of failure is celebrated, educators must be able to openly share our own failures.
Imagine the progress we can make on the journey to educational equity if teachers feel safe opening the doors of all of our classrooms -- even the messy ones -- to visitors.
The reporter’s visit helped me learn a valuable lesson about sharing what is happening inside of my classroom with others. Rather than shying away from inviting visitors in, I now take time to give them context about the class so they can get a more complete picture of who we are and what we’re working on.
Imagine the progress we can make on the journey to educational equity if teachers feel safe opening the doors of all of our classrooms — even the messy ones — to visitors. We must reject the “super teacher” myth and be brave enough to advocate for what we know to be true about learning: Real learning takes time. It is not always linear. And sometimes, the best learning happens when things don’t go perfectly.
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Sydney Chaffee Cognoscenti contributor
Sydney Chaffee is a high school humanities teacher at Codman Academy Charter Public School in Boston and the 2017 National Teacher of the Year. She is a member of the Boston chapter of Educators for Excellence.

Monday, May 1, 2017

The Every Educator Succeeds Act (EESA)

From:
April 2017 Volume XIV Issue IV
The Just ASK 2017 Closing of School Checklist
Bruce Oliver
<jfta@justaskpublications.com>


The Every Student Succeeds Act (ESSA) is to be implemented at the beginning of the 2017-2018 school year. As we get ready to wrap up the 2016-2017 school year, I am proposing an “alternative act” called the Every Educator Succeeds Act (EESA). Below are some of my thoughts about how the act should play out.
I suggest that each professional begins implementation of the EESA by placing the following titles at the top of two separate pages:  
  • Accomplishments for the 2016-2017 School Year 
  • Disappointments for the 2016-2017 School Year 
Use the first document to jot down actions and results that occurred during the school year of which you are proud.  These can be small or large, mini-steps or giant steps, work with students, communication with parents, collaboration with peers… any and all positive achievements. Review the document slowly and take pride in the work you have done.

Next, take the second piece of paper, tear it into shreds and throw it in the recycling bin.  It has been a tough year for many of us and we do not have time to dwell on disappointments. Put the stressful situations out of your mind. Take the high road. You work too hard to focus on the negative.

Instead of spending another moment on the negative, use your time to tell a co-worker how much you appreciate their support and camaraderie. Maybe present them with flowers or a small token representing how you feel. We are surrounded by strong support systems, but sometimes as we are cleaning out our desks and preparing our rooms for summer cleaning, we forget to tell others how strongly we feel about them.

Then, send several parents an email, text message, or, better yet, a hand-written note to tell them how much you have learned from working with their children. Yes, our primary responsibility is to make sure that all children learn, but we learn a great deal from our students as well. And, we must not neglect to let our students know how much they have meant to us.

And as the year comes to a close, do not forget to tell your family and loved ones how deeply you care about them. Being an educator is a tough, tough job and sometimes we become consumed by our responsibilities. Let’s be sure to tell those special people in our lives that although it may seem we are completely focused on our jobs, deep in our hearts we are clear that they are the most important people in our lives.

After you have completed all these joyful tasks, take a seat in a comfy chair, put your feet up, close your eyes, smile, and remember that you are someone’s hero.

Now on to a spectacular school closing!

I THINK THAT I SHALL NEVER SEE A POEM LOVELY AS A TREE....

GO CLIMB A TREE!  
A WONDERFUL FREE OPPORTUNITY AT THE ARNOLD ARBORETUM FOR Pre-K-Grade 5 Educators

 

Learn about plant morphology as you build understanding of
tree parts, their functions, and relationships to the environment

-Engaging talks by scientists
-Active learning in the landscape
-Connecting science to practice


August 21 - 24, 2017
9 am - 4 pm
Free

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617 384-9032

 
I think that I shall never see
A poem lovely as a tree.

A tree whose hungry mouth is prest
Against the earth’s sweet flowing breast;

A tree that looks at God all day,
And lifts her leafy arms to pray;

A tree that may in Summer wear
A nest of robins in her hair;

Upon whose bosom snow has lain;
Who intimately lives with rain.

Poems are made by fools like me,
But only God can make a tree.