“Change almost never fails because it’s too early. It almost always fails because it’s too late.” –Seth Godin
As I reflect on the year and on all of the changes moving and shaking all around, I’m excited to be part of how education is moving forward – and I want to be in the driver’s seat (or at least a passenger with my bags fully packed). Recently I read a post from the What Ed Said Wordpress and was inspired to continue to reflect on how my thinking has changed as an educator.
As your year comes to a close, and as you think about your last few years of teaching, how has your thinking changed? How have you been challenged?
As I reflect on the year and on all of the changes moving and shaking all around, I’m excited to be part of how education is moving forward – and I want to be in the driver’s seat (or at least a passenger with my bags fully packed). Recently I read a post from the What Ed Said Wordpress and was inspired to continue to reflect on how my thinking has changed as an educator.
- I used to think it was about the teaching. Now I think it’s about the learning.
- I used to think change was scary. Now I think change is an opportunity to do something amazing.
- I used to think the classroom needed to be quiet and I needed to be in control. Now I think “messy” lessons in which learners are engaged reflects learning at its most vibrant.
- I used to think those awkward silences needed to be filled with a rephrasing of questions and more prompting for kids. Now I think silence provides every learner with time to think.
- I used to think the what mattered most in education. Now I think the why matters most. When progressive schools encourage today’s learners to become leaders and creators, they have the ability to craft a better world-our why~or reason for doing what we do. This is the way we should approach the what and how of our work.
- I used to think assessment was to find out whether a student had mastered a topic or skill, and students took a test, after which we gave a grade. Now I think assessment should inform learning and teaching, should occur often, and through learning experiences.
- I used to think having a hefty list of objectives/initiatives equated to productivity. Now I think having a laser-like focus on a few essential things allows us to push our thinking forward and transform learning.
- I used to think the driver was 21st century schools. Now I think the power is in 21st century learning. Real change and depth come with a shift in mindset on teaching and learning.
- I used to think student products mattered most – for learners to show what they know. Now I think the learning process is equally (if not more) crucial and encourages authentic reflection in a way that is transformative.
As your year comes to a close, and as you think about your last few years of teaching, how has your thinking changed? How have you been challenged?