#CyberPD 2018 ~ Week 1.

Wow. Sara Ahmed had me hooked, inspired, motivated and ready to take on the challenge of Being the Change at the Letter to Readers.

"Talk with people." I couldn't agree more. Sara started with sharing her father's story. This alone, highlights the importance of listening to those around us. The people that are closest to us make considerable impact on who we are and who we become. I am fortunate enough to have had a wonderful father who taught me to take the few extra minutes to listen to people's stories. No matter who that person is, they have a story to share and by listening we are emphasizing that they matter and we care.

When we listen, we are giving our students the permission to talk, wonder, and muddle through what's going on in their heads.
When we listen, we are opening up our classrooms for students to share their perspectives in a safe place.
When we listen, we are supporting our students in forming their own identities.

Introduction Reflections

I don't have my own classroom at this time, however, as a coach who works in one building, partners with all teachers, and is in and out of all of the classrooms, I see all of the students and adults as part of ONE really big classroom community. So, as I am preparing to teach social comprehension, I am thinking of ways to do this as an entire building. I find the guiding principles are essential as I am thinking about ways to get everyone on board.

Do the Work Yourself First - and Often. 

I am currently in the process of working out the scope and sequence of our building PD for next year. We are also in a transition of leadership. Our principal moved on to another district at the start of the summer and we are in the process of finding his replacement. The staff is uncomfortable. We don't know who is going to be sitting in the principal chair next year. The unknown can be scary.

I see this as an opportunity to engage our staff in conversations to prepare for teaching social comprehension. I am excited to explore our identities, perspectives, comforts and discomforts through the core elements of these lessons in our PD sessions this coming year. I used to know... Now I know... I would like to include this format throughout our PD sessions in the fall as we get to know a new principal and get to know each other better. I would like to see staff members, talking with each other, learning new things about each other, and growing their relationships. If we can do this work as a staff, it will trickle into the classrooms. In the end, a staff with strong relationships will benefit the students.

Exploring Our Identities

I USED TO THINK...This chapter had me revisiting all of the typical "get to know you" activities that I used to do in the classroom. While they all served a purpose and helped students feel comfortable and allowed them to share with each other, they could have been more substantial. 

NOW I THINK... I could have used these activities as ways to dig deeper into the identities of these children before me. Sure, I posted on the walls the picture collage they created, but they were stapled in the empty space of wall high above the white board. Out of reach. Out of vision. They needed to be eye level, where kiddos - and myself - could revisit them. Ask questions of the creators, engage in conversations - these collages could have been tools for relationships to flourish, identities to be affirmed and voices to come alive. As Sara says --- tools to help me tailor the learning experiences for them. These get to know you activities are important and useful - if they are revisited and allow for the children to accept and understand that their sense of self is constantly evolving. 

Listening with Love

I USED TO THINK... That my lessons on active listening and the anchor charts posted to the walls were enough. I would constantly ask my students to be active listeners and engage in conversations with each other. Goodness - I even encourage my own children to be active listeners. 

NOW I THINK... I need to do more. Listening with Love. We need to practice listening to each other and actually hearing what each other is saying. Sara mentions that we are mentors in this process. We are continuing fine tuning our listening skills as we are building this safe environment for our children to share their perspectives. 

The concept of "Our Zone" charts is genius. The simple act of jotting an idea on a sticky note and only moving it to a permanent spot on the chart when all can actually activate that move or find that it is helpful is a clear visual that we are always growing and fine tuning our skills. The transfer from sticky to permanent spot on the chart is a celebration of owning a skills. This shows progression. 

Next...
As I finished reading the first portion of this book, I find myself wondering where to start. As an instructional coach, how do I support teachers in implementing the ideas and lessons from this book? Some of these lessons are quite personal and will be anchors as these classroom communities grow. I am not a permanent part of these classrooms. However, I want students and teachers to know that I also want to get to know the identities of all the players in our buildings. I also want students and teachers to know that I am here to listen and help our children grow both academically AND as active community members.

I have some thinking to do.