Throughout the school year I want students to practice a variety of locomotor movements. From the very beginning in Pre-K we learn to differentiate between a skip and a gallop, between jogging and running, between a jump (two feet) and a hop (one foot). Whether we’re doing a freeze dance, stop and go, or follow the leader, we practice these movements and learn the vocabulary. They show up in just about every lesson. Repetition works.
Outside of my classroom I have other interests. I like to think about education more widely, about inequality and how it shows up in our schools, our policies, our curricula, our educator mindsets. To those ends, I read a lot. A recent blog post by a friend who works in university administration in Canada got me thinking. She wrote specifically about an ethics gap in the way universities procure and deploy educational technologies. While there is a tremendous openness to inviting technological solutions into colleges and universities as forms of innovation, she argues that not nearly enough attention is paid to the real and potential tradeoffs that may work to the disadvantage or even harm of students, staff or the institution. She writes:
It is therefore paradoxical that we have often given more ethical consideration to how we procure teabags than we have technology in institutions. In much the same way as we have considered issues like Fairtrade, living wage and modern slavery when selecting other goods and services within institutions, we need to look at aligning the procurement of educational technologies with ethical practices and principles. One aspect of that alignment must be a consideration of the ways in which companies conduct themselves, and the extent to which that is compatible with our beliefs and values.
What struck me about this remarkably concise post was the illustration of the ways in which ed tech companies have rushed into a gap in educational structures at every level. While the bounty of services and capabilities available to students and teachers remains impressive, they are not without costs. Concerns about privacy, surveillance, the overwhelming profit motives among others are regularly voiced by scholars and users.
Going back to my classroom example, part of my job involves establishing clear pictures and physical associations between words and action. Running looks and feels a certain way; walking is something very different from running. What would happen if I offered my students new words? What if I asked them to rush? Or race? Or parade? Or stumble? I suspect that many of them would create a corresponding movement. They are familiar with rushing and being rushed. To race they would know that comparison with another student is called for. My students are creative, lively beings. I have no doubt that they could easily show me what it would mean to parade or stumble around the gym.
I wonder if our vocabulary around ed tech tools and associated actions are narrowing rather than expanding. In our haste to respond to (constant) urgency, we leave out critical steps like carefully understanding terms and conditions agreements before insisting that students and families sign on to personally invasive tech tools. We hire one service to address one problem which then creates a host of other problems with its implementation (think exam proctoring software).
Beyond asking what the tool does, we need to ask ‘what does it demand in return?’ We need to be clear about who is profiting and precisely how that profit will be generated; through whose data? As institutions, we need to be concerned with how are students will be protected when we require their use of a particular tool. And we better make space for student questions and objections regarding their use of a mandated tech service. Why are we rushing to adopt this tool? How is this service being paraded in front of parents before teachers have had time to feel confident in its use? How can policy makers be dragging their feet on funding the necessary hardware while touting plans for universal remote learning?
Over the last five or six years, I have found out so much about my teaching by reading about topics that are not in my wheelhouse. After reading Anne-Marie’s post, I’m thinking about expanding my own thinking about locomotor movements, about broadening the vocabulary and lending more creative license to our routine activities. Which, in the grand scheme, is what I want education to be about: broadening, expanding, widening, welcoming.
(Below is the text of my keynote talk from August 18th, 2020 including a sample of responses from participants.)
Thank you, NYSAIS (New York State Association of Independent Schools), for inviting me to spend some time with you today. I am honored and nervous.
Thanks, too, Jane Anne for the very kind introduction!
I want to share some thoughts about our field, PE, and how we can incorporate anti-racism into our daily practices with students.
First of all, I want us to consider a few things:
This is my first keynote address.
I’m an actual teacher. A PE teacher, in fact, who just finished her first day of classes.
I want us to interact, so I invite you to use the chat to respond to a couple of prompts later and we’ll also leave some time for Q & A at the end.
You heard a bit about me in Jane Anne’s introduction. Here’s a slide to go with that. 😉
Thinking about what a good keynote should do for folks, here’s what I hope you’ll be able to take away from our time together.
I want us to appreciate what’s special about what we do.
I hope to encourage us to be braver and more critical observers of our own practice.
Help prepare your hearts and minds for the learning ahead.
That’s a lot and think for a moment about our classes: We have students of mixed abilities, interest levels and preparedness, put them all into a class called “PE” and in many cases manage to help those students find ways of engaging, contributing, and applying themselves that can be fun, challenging, awkward, or awesome or all of those, and have most of them leave feeling as good or better than they arrived.
So of course I’ve planned a talk with multiple positive aims!
PE tends to be an all-comers affair, right? and because we as teachers can anticipate that our students will each have their own way of appreciating and/or coming to terms with our offerings, we know that we have to adapt; that one size never fits all. We differentiate and modify our activities. We offer a wide range of movement experiences to give students ideas about the many different ways they can enjoy physical activity. We read up and stay current on new developments in the field and open ourselves to change as we grow and progress. These are the steps we take to be able to serve the remarkable diversity we find in each of our classes, every time we see them. We also know that no two lessons that we give are ever exactly the same.
Given that, I want us to think about what it means for us as PE teachers to become anti-racist and wholly inclusive in our teaching practices. Now that anti-racism is topping the bestseller lists and making its way into institutional policy and mission statement revisions, most of us are familiar with the terminology and have come to expect to hear about it from a variety of organizations, but what does anti-racism really mean? And what does it mean to teach from an anti-racist stance?
Christina Torres teaches 8th grade English at an independent school in Hawaii. She’s also a prolific writer on education whose thinking I hold in high esteem. She recently published an article on the Teaching Tolerance website that I’ve been quoting a lot lately.
“Anti-racist work means acknowledging that racist beliefs and structures are pervasive in all aspects of our lives—from education to housing to climate change—and then actively doing work to tear down those beliefs and structures. Those beliefs and structures don’t just exist in primarily white and/or privileged institutions—they thrive there.” – Christina Torres, “All Students Need Anti-racism Education,” Teaching Tolerance, July 30, 2020.
Consider, throughout your day and beyond, that last part about racist beliefs and structures not just existing in our privileged white institutions but actually thriving there.
A good part of our work from here on out relies on us
1) Opening our eyes to see those beliefs and structures.
2) Adopting beliefs and structures which demand and support full inclusion.
Much of the rest of your learning plan for today with Erica Corbin, Lauren Stewart, Worokya Duncan, John Gentile and James Samuels involves unpacking the specifics of what anti-racism is and is not, how racist beliefs and structures show up in our PE practices and also the ways we can mitigate them. They’re the main event. I’m calling them “The Highlights!”
I’m the warm-up act.
Opening our eyes and ears for equity and inclusion takes practice. And that’s where we’ll begin: with a thought experiment. To practice.
Three years ago I was asked to contribute a video response to a provocation for a workshop my friends were doing at a conference on open education.
The prompt was this: What would you do to create a non-inclusive learning environment?
It is truly a provocation!
I made my response specific to physical education and the result ended up being surprisingly clarifying.
Before I go on, I’d like to ask you to imagine what you would do to create a non-inclusive learning environment in PE.
To do that you need to create a picture of what non-inclusive might entail.
What kinds of behaviors would you encourage and for whom?
Which criteria for success would you set?
Please add some of your ideas in the chat box.
[Reading aloud some of the responses.]
Audition. Group kids by ability level. Assume everyone understands the game. Only focus on the students who need the most skill work. Certain sports for girls, other sports for boys. No positive feedback. Only play “American” sports. All games competitive. PE for athletes only. Group by body size. Make every game about winning. Focus on Win/lose only. Play the game without explaining the rules. Charge for PE participation.
Y’all are great at this!
Now I’ll share my response:
In my own response, I identified three main things I would do:
Design all the learning around my needs and preferences
Keep my evaluation criteria a secret
Be absolutely OK with failing students
“What learns us this?” – this is from an old Austrian friend of mine who remembers using this question learning in English back in the 1970’s. It always makes me laugh to hear it but it also reminds me that learning often happens without explicit teaching. How does the experience change us?
What can we learn from such an exercise?
First of all, what I like most is that it forces us to think in practical terms. What am I doing in my classes? What does it communicate to students about our priorities?
Second, it can help us see our practices in a new light. We can really ask: where is the truth in the ideas I’ve just put down? How much time do I really spend on the things that I love versus the things that I like less? Thankfully, at my school my colleagues and I have a pacing guide to keep us on track.
And third, It helps us clarify what the most desirable steps in the opposite direction, that is, towards fully inclusive learning environments, could be. For instance, it has become a much higher priority for me to discuss the assessment criteria with students and agree with them on some of the parameters. Transparency.
Here’s the second opportunity for practice:
One of the struggles we face as high achievers is the not always conscious striving for perfection. We want to get things right. We want all of our students to get it right. In my opinion, education and educators tend to wear out superlatives, especially “best”: best practices, best scores, best schools. Because in pursuit of those highest achievements, we may lose sight of growth, progress and movement. We get so tied up with the end goal, the shiny results, that we take less time and effort to appreciate and recognize the deep value of the process.
When we talk here about clarifying our practices towards inclusion and even better, the assumptions underlying those practices, my request is that you and I, let go of our need for perfection and instead be deliberate in our process (which I expect and hope will be a long one. :-)).
What that means for each of us will vary. We have unique social identity intersections which will influence our starting points and hold particular meanings in our respective contexts. And this is where we have to be radically honest with ourselves:
we can no longer pretend that who we are does not matter in the school house.
I am a middle aged Black American woman teaching in a predominantly white American international school. I am cis-gender, straight, of Christian upbringing and the product of a decidedly elite education. All of those things matter in how I show up professionally and personally with students, colleagues and parents. My challenge, our challenge, is to use our experience and expertise to create learning environments that honor the complexity embodied in each of us and in each student we encounter.
Take a moment to identify yourself. Use the chat box if you like. Just say it in your head or toss a few words down in your notes.
Father. / Black. Cis woman. Mom. Wife. / White privileged male / Woman, White, Lesbian / black american cis gender male christian from low socioeconomic class / Latino adopted male / White, cis, male, straight, christian, able body – / white woman from the midle east living and rasing my kinds in the usa today / human / white male, older in age (young at heart), blue collar, middle class / Asian, Female, Christian, Aunt, Sister …
What do you notice when you do that?
[Reading aloud some of the responses]
I see that I’m not the only one. Ideas I hadn’t thought of. Diversity of who is here. Identity is more than I think. Hard to decide which comes first: race or gender. We’re all more than one thing. my own definition has become broader in listening to others. you feel pride. What matters? What doesn’t?Complexity. Exciting with so many things that identify you 🙂 I noticed many of us stated our race when defining self.
Thank you for sharing those.
My students can see that I’m Black. How each of them assigns meaning to my being Black will naturally vary. I also know that I might easily be the only Black teacher these students even encounter in their entire school careers. Their experience with me really counts in a particular way and I want us to develop awareness for those kinds of nuances.
Another example: I wonder about how we honor the complexity of gender identity and acknowledge a spectrum rather than a binary. I’ve trained myself to say “friends” and “folks” instead of “boys and girls” or when forming groups ask students to include “all the genders” (which also gives us an opening to talk about what that means).
And I still feel new at this, still very much ‘under construction’ in this area. I’ve had to let go of perfectionism and embrace the process.
When we look at our programs, I see a few areas where identity and inclusion are very much at the center of students’ thinking in PE, whether we acknowledge it or not. During this talk, we’ve practiced thinking about inclusion and identifying ourselves. We can begin to think about how we invite students to identify themselves, the methods we use to form groups, our protocols and norms for class discussions. These are aspects of our field that are familiar and well worn. Let’s take the opportunity to review these habits and see where we can make them more inclusive, more sensitive to and welcoming of difference.
Remember, process over perfection: Make the attempts, make more attempts, notice growth.
Finishing up here… As you begin your new school years under challenging circumstances, I want to remind you and also myself that students are partners and resources in our classrooms. Yes, they learn from us AND they also use all of their powers to teach us. While they are learning about who they are and wish to be, they are pushing and pulling us to be real with them, to tell the truth.
And guess what! You already have all the resources you need to welcome your students as partners and resources in your learning endeavors!
It’s called listening.
I want to share a little anecdote about dodgeball in a 5th grade class which highlights this idea of students as resources. In a nutshell, some of my more dominant boys wanted to make it harder for tagged players to get back into the game. Some girls objected and pointed out the disadvantage it would create for certain players. Another student, a boy, suggested an alternative way to get back in the game by doing some exercises on the sideline. His idea was shot down in a heartbeat. We had a discussion.
While there was much more to the conversation – more voices, more opinions than the ones shared here – the point for me was developing their awareness. We’re talking about a game and we’re also talking about who we are in the game, and who has power in the game, and how the game makes us feel when we play it and according to whose rules. The conversation was not about dodgeball, yes or no, this conversation was about how we play and what we are creating in the way we choose to play it.
And there’s the key – how we – actually they, students, choose to play. What rules can we agree on and how do we negotiate rules which produce fair and satisfying game experiences not only for a few ‘skill privileged’ but for the entire group? These are the questions I want us to wrestle with from time to time. Because the notion that “it’s just a game” strikes me as a cop out, a way of denying how much more we invest in becoming and staying ‘players’.
In closing and with this example I want to emphasize again the wealth of creativity, passion and purpose we have in our students. They are amazing and so are we!
It’s going to take all of us to create learning environments that are fully inclusive, that make space for complex identities and challenging discussions. We have to be able to see ourselves as champions of equity, not spectators. As PE folks we are action and movement oriented, let’s show that in our anti-racist stance. I’m with you.
We have a little time for questions.
Thank you all so much for having me. All the best for the rest of your learning and for a successful school year!
Video on. I jog in front of the camera and start the exercise. A bear walk, a crab walk, bunny hops, hopscotch. I jog back to the iPad, stop the camera. Over the course of almost 8 weeks I have adjusted to putting myself, my living room and balcony on display in the interest of teaching and learning. I have tossed, caught and kicked socks, stuffed animals, t-shirts and scarves. I have crawled, rolled, skipped, jogged, hopped and galloped across the floor, the yard, my mat; sometimes smiling, other times, serious. And the constant is that I have to watch myself again and again performing a kind of instruction.
Performing instruction. Teaching by video, in my case, means creating a visual invitation to either join me directly or to watch my example as a template for practice. With video I can show things in a way that encourages imitation. My students and I are currently working with an “I do – You do” model. What we’re missing is the “we do” piece in between. They respond with a video or picture of their own, with a note or a voice message to tell me how it went. I watch, listen or read and convey my approval. I write, use emojis, or speak my appreciation. It’s a transaction, not a dialogue. It’s friendly and there’s evidence of relationship, yet we lack the opportunity to genuinely build on what has transpired. As soon as one lesson has been completed/consumed, it’s time to make space for the next.
At no other time in my teaching career have I ever spent so much time watching myself attempt to teach. And what do I see?
I see myself trying to remain familiar and recognizable to my students. I wear the same PE garb as usual. I’m showing the movements we’ve done before.
I see a healthy relationship with imperfection. I mess up, I try again.
Smiles that seem to come out of nowhere which means I just gave myself the internal reminder.
I see a surprising level of flexibility and strength and I also notice my age. Post-video I also feel my age significantly.
I see a repertoire of good guesses about what might work and for whom.
I see someone who actually enjoys a lot of what she’s trying to do.
A manner of presence specific to the particular audience (“Hi Pre-K!”) and not designed for universal consumption.
I’m thinking about what all this “seeing” is good for. How will it change my practice? What’s different already?
I never wanted to be that performer teacher who had all the moves and little understanding of the curse of knowledge. But on video for my kids I may seem like that, which is part of why my misses and flubs need to be in the mix. I also notice how some of my students deliver a kind of instructional video in response to my lesson prompt. Like young how-to youtubers, some will introduce their plan, narrate the steps, and of course, thank me for watching. It’s charming and also a stark reminder of this shared online reality. They recognize platform templates and begin to imitate them. And what I am shown are literally snapshots of effort. I have no control over or confirmation of how long or successfully anyone worked on a given task. So much of this emergency teaching and learning endeavor requires a new level of relational trust. I have to trust my students and they must trust me that we are all doing our best at the moment.
What makes the video “lessons” for my students different from some Youtube PE teacher? It’s the relationship. My students will watch and follow a video by me because we have some history, we know each other. They respond to me personally. What begins as a teacher to class initiative becomes a collection of unique one-to-one exchanges. When we started distance learning, I’m not sure either side, teachers nor students were fully prepared for the oddity of this dynamic. That said, through our individual interactions it’s also true that this is how we remain present for each other; entirely real, the opposite of imaginary.
When I watch my videos it’s also one way to make my efforts entirely real to myself. There I am, that middle aged Black woman moving to and fro, here and there, up and down. Hopefully doing more than entertaining. Ideally, I’m inviting, encouraging, welcoming; offering reminders of what we do and think about in PE even without mats, balls and all of our classmates. Before this I had very little visual documentation of my years in the gym. Tons of pictures and video of kids and classes but almost none of me doing what I do. Seeing myself now, 25 years in and on the daily feels like both a gift and hurdle.
It’s no longer a question of if that’s me, it’s what will I do next to shake the tree of student interest and engagement?
See Mrs. Spelic teach.
See Mrs. Spelic skip. See Mrs. Spelic run.
Watch her jump! Watch her hop!
See Mrs. Spelic turn a cartwheel!
Teach, Mrs. Spelic, teach!
*The jury is still out on the title, “See Sherri teach.” I keep asking myself: does showing constitute teaching?
“See Sherri Invite Her Students To Do Something, Anything Related To PE On A Given Day And Share A Response As Evidence Of Engagement” – just not as catchy, right?
But why does it seem like we are just learning these things
As if this were news?
Even this blog frustrates my need to put things side by side
I cannot really compose the way I want
I compose the way the interface allows
We have an agreement:
I will make do.
Not A Song, A Dispersion
This is a song (although it’s not)
For all the things we can’t see, hear, catch
of/from our students tucked behind screens.
The motivational battles that rage within
The confusion that crops up,
the relief when a hurdle is crossed,
the questions that never get asked.
The nail-biting parents aching for a moment’s peace.
The pace of the guide, the scope of the sequence
these become pearls that fall off their string.
Instead of a necklace
we have a dispersion
with no means
to recover the order
Can we be honest and not mistake the clean interface and charming video responses
for deep learning?*
Even if it’s the best we can do for now and doesn’t seem half bad, our kids are learning
all the time
and it may not be that carefully prepared content we’ve prepared after 4 or more video takes
that sticks and stays.
It will be other things: a postcard in the mail, a cat that came to zoom and wouldn’t leave, the way family felt different from before school closed, that time the teacher called on the phone.
The platform does not make memories. That’s something we do. We humans. We teachers, learners, adults, kids. The platform stores our artifacts. We humans, we users, we learners, we are art. We are fact.
Let’s use the apps we need. Rely on the platforms that serve us.
Let’s make our art. Let’s share our facts. Let’s weave our memories and make them count.
*(Understanding, too, that deep learning is not a given in classrooms either. It’s a long term gamble, the thing we hope against hope for but almost never get to witness when it surfaces 5, 10, 20 or 30 years later…)
I went for a long walk this morning and for the first 5 minutes I wanted to cry but the tears wouldn’t come. And what for? What’s there to cry about? It’s a gorgeous sunny day, I can leave my house and walk up into hills with lovely vistas, vineyards covering the landscape. I’m free to leave for an hour or more if I choose. My middle school child can manage his tasks well enough on his own. My spouse is working from home and is available if necessary. I’m not due on a call before 12 and it only makes sense to begin responding to my students’ responses to their posted assignment in the afternoon when most have had time to complete it.
My list of privileges is long. In this time of outrageous uncertainty, I live in a country where social distancing is well established and the health care system is both universal and functioning. My own teaching situation is advantageous to say the least. PK-12 1:1 devices, iPads, chromebooks or PC laptops. At the elementary level, lessons are currently asynchronous. We’re finishing our third week and considering the circumstances, I suppose we’re doing very well.
Nevertheless, as I continue to create short videos for my students encouraging them to stretch, strengthen, toss, catch, jump and balance, after a while it becomes hard not to wonder at the purpose of it all. Yes, it’s meaningful for students to be able to still connect with their specialist teachers in addition to their classroom teachers. I see it in the smiles and exclamation points that come back to me in response to the assignments I post. Yes, it’s a useful pedagogical exercise to consider the best ways to offer physical education activities that are creative yet simple to practice and differentiated for various grade levels. Yes, I’m learning as I go – about myself, about my students, about families.
That said, I’m still asking myself about what I’m doing; what all of this emergency distance learning is.
I create mini lessons that I upload onto a platform. These can be scheduled so that they appear in the student’s feed at the appropriate time. Sometimes I make a video demonstrating the things I want them to try. Other times I may create a slide that asks them to follow a video or two and then tell me which one they preferred and why. I try to switch it up and keep it varied. Novelty and surprise have a new role to play in sustaining motivation to keep tuning in.
What I create is a performance. A performance with an invitation. “Follow along!” or “Alright, everyone, try this at home!” Literally. I am not delivering content, per se. No, I am cultivating relationships with students, often with parents and caregivers, and it’s centered on presenting movement as enjoyable, valuable and familiar. I’m not trying to teach discrete skills. Instead, I set up possibilities for students to practice. In one video I pull out my imaginary jump rope, in another I show 3 kinds of target games that I played with my own son. You hardly see us in the video, only the socks and stuffed animals we’re tossing in our living room towards a laundry basket or bucket. As a response, I asked students to create their own target game and send a picture or short video. (I could not have predicted how much joy I would feel watching some of their game ideas.)
None of this is rocket science. I see the difficulties of my own child navigating this new terrain. Even with the most engaged teaching and class meetings per hangouts, it’s hard to stay motivated. Yes, we want kids to be able to keep learning but how does it not become a differently moderated series of homework tasks? Everything that students do now is homework because home is where we all are and the fact that tasks are completed in response to teacher assignments makes them a form of work. I’ve called distance learning with a device “interactive to-do lists.” That seems unfair considering the remarkable work I know my colleagues invest in developing lessons that are engaging, topical and invitational. But from the child’s point of view, how does it seem?
I worry about our educator tendency to respond heroically to the storms with which we are confronted. I worry about our tendency to make lemonade out of lemons even if there’s no sugar in sight to sweeten the deal. I worry about the ways we rise to the occasion when we are also carrying our own children, elders, or other major concerns on our shoulders throughout. Our perpetual drive to remain productive poses a real risk to our health and well being over the long haul. These are not normal times. We are not simply having an interruption. The world is fighting a pandemic that ” is deadly, but not too deadly. It makes people sick, but not in predictable, uniquely identifiable ways.”
While my own family here seems safe, I worry more about family in the US where medical care and attention can be very uneven and likely, racist. While I think about what good my “teaching” may or may not be doing, there are other, deeper concerns that lurk in my mind. None of this under my control. Whether or not my lessons seem long enough or evoke enough of the right kind of engagement is not what I can or will fret over.
If you’re in a similar boat, and many of us are, let’s agree that we’ll take some deep breaths. Let’s steal some time for exercise in whichever ways we can, ask for help when we need it and even when we don’t think we need it (that second part is hard, I know). Let’s stop pretending that this is an occasion for business as usual. I’m not saying toss out routines or healthy family habits, I am saying please check your pulse and your blood pressure, figuratively and literally. Notice when you’re overwhelmed and spent and know that you have every reason to feel that way. If I go out for my walk and I need to cry, I’m giving myself permission, even if the tears won’t come.
Recently, Amanda Potts asked a few of us on Twitter if we had a teaching philosophy to share. I said, “I’ll look in my files.” Now nearly a week later, I finally remembered to follow through on my promise. I found one. From 2012 and wow, it’s kind of stirring, in its own way. It’s a bit more formulaic than I would like but OK. My beliefs are recognizable and still feel very true. Here it is:
Statement of Philosophy of Education
Connection, curiosity, struggle, and celebration: These are the four elements of my philosophy of education.
All humans are wired for connection with other humans. We are the quintessential social animal. Much of our learning is motivated by our desire to make connections with others through communication. Understanding this principle is central to surviving a room full of chatty 5th graders or squirrelly kindergartners. When children are left to their own devices, they are remarkably adept and entirely prepared to carry out their own versions of psycho-social research. They play tag. They approach and run away from each other. They exchange secrets. They form groups. They select leaders and determine outcasts. They build hierarchies and create rites of passage. They initiate, react, observe, assess and reassess. They are marvels of social activity and organization at every stage of their development. For this reason, the social life of the child at school becomes his or her bottom line. Who are my friends? How will I keep them? What do they like about me? What will make them like me more? These are only a few of the questions which drive children to engage in the types of social “research” described above.
In the classroom, it is important to acknowledge this reality and work with it rather than against it. Remaining sensitive to our students’ needs of connection and belonging goes a long way towards setting the stage for academic learning to take place. Successful teachers are masters at creating the safe, welcoming and encouraging environments which allow children to explore and develop their very individual paths towards friendship and participation in the group.
The second element in my model is curiosity. Because children are innately curious from an early age, I wonder what we as adults and educators can do to foster and enhance the curiosity mechanisms that are on fire at age four and often seem to peter out by age fourteen. What types of educational experiences help children and adults maintain their natural and very individual forms of curiosity? This is the question that most interests me. And I have no definitive answer to this. What I do have is a deep appreciation for programs in which care and attention are devoted to developing students’ confidence and competency in raising their own questions and where students are also given opportunities to seek and present their own paths to solutions.
Struggle is closely tied to curiosity and stands as the third element of my model. When we are curious about something we are often willing to work to close our “knowledge gap” (Heath and Heath, Made to Stick, 2007). We struggle to find the answers we feel we are missing: How can I get accepted to the college of my choice? How long will it take me to lose 5 more pounds? What do I have to do be able to run a half marathon without stopping? The key lies in the fact that the struggle is specific to us as individuals and its outcome must hold meaning for us. When we struggle with a task, our internal curiosity rises: Can I really do this? How far have I come? How much further do I have to go?
Our students need the benefit of struggle. They need opportunities to grapple with bunches of goal related questions and derive their own responses and test these repeatedly before arriving at one solution or several. In its ideal form, the struggle turns into an experience more valuable and rewarding than arriving at the destination. It becomes the tale we love to tell, the story that leads to new ventures, questions and the next struggle.
The fourth element in my model is celebration. I use celebration to indicate any instance in which we acknowledge to ourselves and perhaps to others that progress was made, a goal reached, a milestone passed. There needn’t be fanfare and champagne, but stopping along our paths of struggle and recognizing the signposts of success along the way enables us to prepare for later successes. If we fail to celebrate our accomplishments both small and large then we cut ourselves out of a significant opportunity for growth. Indeed, celebration and recognition whet our appetite for more challenge and embolden us to strive towards the next opportunity to flex our struggle muscles.
Connection, curiosity, struggle and celebration are the four critical ingredients I would look for in a classroom, on a faculty, in an administration, in a school community. Every individual has a need for human connection and belonging. Each of us has a natural, intrinsic curiosity which needs opportunities to stretch and grow. The gift of struggle lies in its capacity to stimulate our resourcefulness, persistence and resilience, while celebration and recognition have the power to stoke the fires of our ambition and spur us on to new adventures.
These four elements of my educational philosophy are interrelated and interdependent. They begin and end with the experience of the individual, yet they also apply to groups and systems. Looking back, I see that I have spent my teaching career cultivating these elements in myself and my students. Mine is an experientially based philosophy and its formulation here confirms my belief that some of my best teaching happens when I step out of the role of knower and become a student again.
In the past, when I’ve returned to school after my singular experience at the National Association of Independent Schools People of Color Conference (NAIS PoCC) I’ve written a blog or e-mail to share with colleagues, to let them them know where I was, what I experienced and how it might be of interest to them. It feels like good practice on a number of levels: modeling a means of sharing professional learning after an event, giving myself a space for recap and reflection, providing conference organizers and attendees with one person’s publicly documented feedback. I may do that again this year but it may take a bit more time.
It’s Sunday. The day after the close of an intense four-day professional and personal learning experience. I have a long day/night of travel ahead and the calls of re-entry are already audible through my inbox. Frankly, I’m exhausted. The 9 hour time difference is about to serve up another punch to my somatic system upon returning home, my sleep patterns have been off since I arrived and I maximized my conference involvement by hearing all the major speakers and attending a workshop in every slot. I am deeply grateful for every conversation, shared smile, knowing nod, sudden laughter. This is that conference where I show greedy tendencies: I show up here and there and there because this special opportunity will not present itself again for another year. I am feeding my educator soul for the long season in between when I am not surrounded by colleagues of color and local conversations on justice become rare and hushed.
As I leave this place and the thousands of impressions I am holding, I feel a sense of lonely release back into the overwhelming whiteness of being. I have chosen these spaces. I am fully accustomed to being the only or one of a few. Non-threatening, amenable, easy to welcome. I don’t harp on my Blackness and that seems to make everyone feel more at ease. I’ve said it before: for white folks, I’m a very comfortable Black friend and colleague to have.
What I’m thinking about now as I head back into my life in progress, is not so much about dramatic change in myself or others. I notice that my attention is desperately looking for a good, solid place to land. A place to process and sort. A cleansing space for feeling the feels without apology; an interior home base to reassemble the pieces of myself I have given more free reign than usual in these four days. There’s gratitude, joy, concern, curiosity, wistfulness, pride, fear, overwhelm, ambition, purpose and wonder to make sense of. What’s next? Who do I need to lean on? Where can I lay some of these burdens down? Where do I need to pick up some slack? Who am I now and what is different from a week ago?
After visiting with my favorite uncle here in Seattle I’m thinking about family history. How do we account for all the unknowns which, in my case, outnumber and outsize the known? How have my ancestors’ sacrifices manifested in my life and those of my children? What does it mean to know, I mean really know, whence we came? The older I grow, the more cognizant I become of how deep these questions run. And then to understand the impact of growing up in a society that told me time and time again that my past didn’t matter. It is at turns physically painful to recognize how that double-edged sentiment has been applied to deny the legacy of dehumanizing racism while uplifting the doctrine of rugged individualism and exclusive self-responsibility. It is a shock to my system to decide post-50 that I’m ready to battle these demons.
So, attending PoCC means that a lot of my thinking has been stirred up; my emotions are hanging about me, still exposed. I am vulnerable and unprotected. To name that seems important. The conference is identity based, identity grounded, identity moving, identity shaping. That’s the wonderful part and also the risky part. I will take my time before I decide what and when to share with colleagues. I will try to be gentle with myself as I return to the ocean of other folks’ expectations. I will give myself time to process, rest and heal even if it means saying no to some things.
There were so many people at the conference who let me know that I am valued, accomplished, welcomed and loved. I am taking these gifts with me and thank you for sharing your time, care and wisdom with me.
Our school celebrated the opening of the Elementary Art Show for grades 1 – 5 on Friday. Positioned along a main corridor of the school, students and their families were able to feast their eyes on over 300 distinct pieces of artwork, selected by each student to be included in the display. Because I travel this hallway several times a day on my way to and from the gyms, I had multiple opportunities to glance at a few pieces each time through. What really caught my attention, though, were the artists’ statements. Alongside each artwork, my colleague, Sabina Trombetta, posted the artist’s name with a statement. I was struck by these honest testaments to students’ relationships to their effort, their craft, their enjoyment and their understanding. Here’s a sample of what some of them said: (The number refers to the grade level of the student)
Art makes me feel happy. 1
I am an artist because my teacher taught me how to be an artist. I like to do different things. 1
I am an artist because I can turn everything into art. 1
I am an artist because it is my thing. 1
I have learned that not all artworks have to be perfect and how you want. 2
I like art because it’s fun seeing new stuff, looking in a different way, and exploring. 2
I love art so much. It is my favorite subject. Art makes me feel happy and loved. I love art so much I even drew with my left hand when I had a broken arm. 2
I have learned feelings in color. 2
Art is very calm. It makes me smile. 2
Art can be a dream. You can fly or visit outer space. But most of all art is from the heart. 3
Art can be a great inspiration. I have learned art takes time. 3
Art can be good and normal. Everybody does different art. 3
Art is good. But it’s challenging. 3
Art is so fun even if it’s boring. I always find some way to make it fun. 3
I love art. Art is my life. On the first day of school I was like “Is there art?” 3
To me, art is anything you want it to be. 4
This artwork is a musical country. My inspiration came from Motown. I ran wild with my imagination making it. 3
Art is something everyone can do. 4
When I create art it makes me feel relief. 4
When I create art I think that I’m in the picture. 4
I have learned that if you want something to go your way you have to work for it. 3
I have learned that art is everywhere. 4
Without art I wouldn’t have done this beautiful piece. I would have some boring blank spots. 4
Art makes me feel free. My inspiration for this artwork is reality. 5
I think art is important for me because you can be creative. 5
The experience draws the art. 5
I have learned many things, but art is a gift granted on all. Some big, some small, art is everywhere waiting to be found. 5
My inspiration comes from the things around me. 4
I love art because when I’m mad at my brother or I’m sad, art always calms me down. 3
I wish I could share more of their insights and ideas. Reading each one gave me a fresh view of each child. Again, I am humbled by what children will tell us if we would simply listen.
I write a succinct and witty recap of the leadership conference I just attended in which I describe the excellent session my Director, Steve Razidlo and I delivered on the second day.
I tell you in short form about the positive feedback we received both on the process and the content. I refer you to the Right Question Institute for details on the Question Formulation Technique we applied to Diversity and Inclusion, a protocol which is nothing short of brilliant.
I also describe all the wonderful people connections I was able to make over the two-day conference that began in small-talk and became much more real after the gala dinner, dance floor escapades and final hugs goodbye.
Cleverly and cheerfully I wrap up my summary of events with a few more happy shout-outs and acknowledgements of people, places and particulars that made my stay on the Portuguese coast memorable and recommendable.
The reality is:
All of the above is true. Meaning that all the positives I would have tried to describe and convey were significant parts of my experience. We rocked our interactive session for real. Folks learned something new and we take full responsibility.
It is also true that I experienced frustration at various points:
Three male keynote speakers each with an hour of stage time but only 45 minutes for a panel of 7 women at the conference’s conclusion.
In the choice of individual keynote speakers I noted a preference for education-adjacent men with strong entrepreneurial tendencies who mostly failed to cite women in their presentations.
Given that the banner theme was exponential learning, it was interesting but not surprising to me that the sessions I attended were steeped in deeply traditional sit-and-get models of delivery. There was a lot of talk about learning by doing with remarkably few instances of actually learning by doing. But maybe I attended the wrong sessions. That’s possible.
I struggled with an internal need to defend my right to be present as a real live teacher without a leadership title. And yet I persisted.
It’s a challenge to balance praise and criticism of an event when both are necessary.
I had to recognize that I was fairly close in age to the post-middle-aged crowd of school administrators but my dance-floor-self felt kinship with the young women who ran the conference.
One highlight of my total experience was talking with former administrators of mine who shared their learning and growth in a couple of key areas since we worked together. That made me hopeful.
The mix of messages about the future of education rarely sat well with me, even if plenty resonated. My relevance as an educator has less to do with technology than it does with my capacity to reinforce humanity at every turn.
After attending such a conference, I wish:
I had a time and dedicated conversation space to share my thoughts and work through my feelings in the aftermath.
I could find less wordy ways to say the nice things, while also pointing out the problematics. (I just made that up. I think that should be not just a word but the name of an urban contemporary boy band: The Problematics.)
That I could really rest well before I have unloaded my cocktail of mixed emotions and experiences.
That now this is done, I can look forward to real sleep I hope. (Fingers crossed.)
The conference I attended was the Educational Collaborative of International Schools (ECIS) Leadership Conference outside Lisbon, Portugal. On Twitter: #ECISLisbon19
From our session proposal: Diversity and Inclusion: Which Questions Are The Right Ones?
When a school community attempts to engage in meaningful discussion of diversity and inclusion, how do we start? What are the right questions to ask? Using the Question Formulation Technique, participants will gain insights about approaches to D & I work in an empowering, replicable process.
And yes, it was a big deal that I got to do this session with my head of school. Just sayin’.