Fear vs. Passion

Taking part of the Innovator’s Mindset books study via #IMMOOC was one of the most refreshing professional development experiences I’ve had since leaving the classroom.

One of the reasons I chose to participate was because this feels like an important time for me professionally.

For one thing, I just finished the process of renewing my teaching license, which involved a lot of reflection.  For another, this spring marks 4 years since I’ve been away from the classroom, which is as long as I was actually in the classroom!  I used to think sharing this would hurt my credibility as an educator and as a blogger (“what does she know?”).

Now I know that it’s less about writing what I know and more about writing how I’m growing and changing. I thought Katie Martin summed it up beautifully in the last episode of the #IMMOOC:

“I shifted my thinking from I’m an authority to tell people something vs. This is my space to reflect & learn.”

I feel like this also captures the contrast between working and living from a place of fear vs. a place of passion. Sometimes we think it doesn’t matter if the results are the same (bottom-line thinking); the truth is that fear acts as a drain of our energy and opportunities, while passion feeds our energy and opportunities. While many of us readily accept the above statement, it’s tricky to detect the way it’s playing out in our own lives, particularly if we are, in fact, choosing fear.

My graphic below (last challenge of this #IMMOOC) is meant to capture some of the ways I found that contrast  of fear vs. passion throughout reading George Couros’ Innovator’s Mindset and watching the #IMMOOC episodes. My hope is that it might serve as a tool for self-reflection. I would love to hear additional examples of the difference it makes to choose passion over fear!

featured image: DeathToTheStockPhoto

Inquiry Into Action

This is part of a series of inquiry-based provocations for essential elements of the PYP and the Learner Profile. For more, click here.

Sometimes, taking action on something that matters to us is big. Sometimes, it’s small. How do we know which is the best path? How do we get started? How do we keep going when it’s hard? Use this week’s provocation into Action to help get kids thinking more about what it means to them.

Resource #1: What Matters to You//Me?

Resource #2: PSA from Patrick Larkin, via AJ Juliani

Resource #3: Mother of 4 Builds House From Scratch By Watching Youtube Videos

Resource #4: What Do You Do With An Idea by Kobi Yamada

Resource #5: Be Kind by Pat Zietlow Miller

Provocation Questions:

  • What does it mean to take action?
  • Why is taking action an important part of learning?
  • How are we responsible for taking action on our learning?
  • How might our perspective on a particular action change over time?
  • Why is taking action so difficult sometimes, even when it’s something important to us?
  • How might technology transform the way we can take action today?

featured image: DeathToTheStockPhoto

Who Owns Documentation? (Also, the 7 year old wants to blog) #TeacherMom

Last week, I wrote about the pressure we feel to do it all ourselves. Today, I want to follow up on another facet of this pressure that manifests itself differently for both parents (especially moms, it seems) and teachers:

Documentation of milestones/growth.

As moms, it seems we feel we must be these momento-keeping wizards/hoarders, which of course, includes a large dose of guilt when we inevitably fall short. But if somehow, we do manage to create the perfect scrapbook and trophy shrine, we’re put on a pedestal of “good moms.”

As teachers, we know that documentation is important, but it’s all we can do to stay on top of benchmarks for reading, writing, and math, let alone those special art pieces or project artifacts. But don’t parents love those Pinterest-worthy files at the end of the year packed with student work?

The common denominator in both scenarios? Absence of student ownership. If it’s all about capturing our kids’ growth, why not give it back to them? Why not have them document their own mementos and aha moments?

All this came to mind when my daughter came home from school to find me blogging. We’ve talked about what I do many times, and she told me, “I love that you share your writing with teachers around the world…Did you know I have a blog at school? But only my teacher can see it. I’d like a real blog.”

Of course, TeacherMom that I am, I immediately jumped on that opportunity. I got her all set up with her own Weebly, added her posts to my RSS feeds, set the comments to “requires moderation,” and reviewed safety. Then, equally important, we discussed what kinds of writing she might share!

But I’ve been blogging for 4 years now — why haven’t I tried this idea of helping her share her writing sooner? After all, she has loved writing for as long as she could form letters.

It seems that once again, it’s fear that holds us back from allowing our kids to take on this kind of ownership. From fear of loss of control (what if they miss documenting noteworthy items?), to fear of Internet safety issues (usually emphasized more than the positive ways kids can harness tech), we hesitate, and then we take on more than we should.

It’s time to ask ourselves how we can better help our kids share the load of their own learning process. We can teach them the skills and give them the tools to take more ownership. When we do so, we can alleviate many of the stresses we have unnecessarily taken on ourselves to begin with.

featured image: DeathToTheStockPhoto

The Baby, the Bathwater, & Empowered Tech Use

I’d like to first clarify what I do not mean by “empowered tech use:”

  • intensely rationed “screen time” for good behavior
  • hours spent at school on “personalized” programs that take the person out of personalized learning

Both of these uses are less about empowerment and more about control. And they both convey negative messages about tech use; at best, that kids’ tech use is limited to consuming, and at worst, that kids are not to be trusted when it comes to responsible, creative tech use. Neither message suggests kids can or should take ownership over their tech use.

We often worry about what’s at stake when students don’t use tech with responsibility. I wonder what’s at stake when students aren’t taught to use tech with empowerment?

When we turn the conversation around, we can empower our kids to take ownership over their tech use, to balance creating vs. consuming, to contribute in positive ways, and to develop skills as literate digital citizens.

featured image: DeathToTheStockPhoto

When We’re Tired Of Coming Up With It All Ourselves #TeacherMom #IMMOOC

In season 4, episode 2 of the current #IMMOOC running, Angela Watson stressed the importance of not trying to come up with some beautiful, perfect lesson every day:

“[There’s] this self-imposed pressure to reinvent the wheel. It goes back to the notion that ‘kids these days have a short attention span, and they’re so different so they need all these different things, so therefore I need to have the most exciting lesson in the world.’ I can’t possibly do the same thing with them twice or else they’ll be bored and they won’t pay attention. One of the best things we can do as teachers is to develop this core group of activities that are open-ended and naturally differentiated that you can plug into your lessons over and over. So instead of constantly trying to find something new, have a tried-and-true repertoire of maybe 5-6 things as a new teacher, and slowly you add to that over time. Things that kids really enjoy and learn from.”

When I listened to this, it was an instant “aha moment” both as a teacher and as a parent. Sometimes I think Pinterest has warped our views of success to make us think that if there aren’t rainbow sparkles emitting from our pursuits as teachers and parents every day, we’re doing it wrong.

Instead, we can think of what works, and then how we can make that more accessible to kids. And, best of all, we can invite kids in on the discussion every step of the way.

As a teacher example, when I reflect on that repertoire of 5-6 activities that usually worked really well, I think of visible learning. Protocols like:

Once we find protocols that seem to work well in generating quality thinking, sharing, and stretching, the next step is to make sure they are well known enough that when you invite students to help plan, they can easily pick out which ones would be appropriate for upcoming concepts/content. This might come in the form of putting up posters with a summary of what each one involves, or it might simply mean posting a list in your “planning corner” where students can be reminded that they are ready to be put to use.

When I think of my parenting 5-6 go-to’s for my small kids, I think of:

  • Our sensory box (bin full of pinto beans)
  • Playdough
  • Kitchen play
  • Read Alongs
  • Outdoor play
  • Puzzles

Just as with the teacher items, the real magic happens when we let kids in on the planning, ensuring kids remember what activities are within reach. Ownership is shared, energy is multiplied, and fervor is rekindled. I’ve seen this happen when I’ve worked to set the environment so my kids can better plan their own daily activities.

You see, there’s just no need for us to come up with it all ourselves. Maybe those burnt-out feelings are just a good reminder that we can look to the kids we serve to find the very energy we’re looking for!

featured image: DeathToTheStockPhoto

Why I Focus On Agency #TeacherMom

The beginning of Netflix’s rendition of The Little Prince begins with a mother unveiling her child’s life plan to ensure admission to the “right school.” She tells her daughter, “Let’s face it. You’re going to be all alone out there. So we can’t afford to make any more mistakes. You’re going to be a wonderful grown-up.”

While it’s certainly an over-the-top portrayal, when we think about all the societal pressures to ensure our kids’ success, it’s more representative than it might initially seem.

I remember a day a few years back when I was feeling like a particular failure as a parent. I decided to make a list of all the things that were stressing me. In so doing, I realized that it wasn’t so much the daily to-do list itself that was weighing me down; it was the fear of what would happen if I failed at any given item on the list (ie, make sure the kids get quality outdoor play each day OR ELSE they might not develop proper health habits and someday contract heart disease; make sure the house stays clean OR ELSE they might grow up to be hoarders featured on some reality-tv show, etc, etc).

Dire consequences were attached to every task. And it came down to me to prevent every one of those consequences.

As I continued my list, I came to the essential realization: I had thought my actions were driven by love; turns out they were actually driven by fear.

At first, it may seem that what’s driving the action is irrelevant, as long as the results are the same. But upon closer inspection, we realize what happens in a fear-driven environment:

  • We focus less on others’ agency and more on control.
  • We don’t share the load, even with people who have an interest in it.
  • We trust less.
  • We worry more.
  • We stress over timetables & milestones.
  • We are exhausted.

As I have instead worked to start from a place of love, I have found that I focus more and more on the agency of those around me. Because only when I stop worrying about whether I’m enough can I more clearly realize see their strength. Their capacity. Their courage.

This quote from William Stixrud resonated with me so much that this is my second time sharing it in as many weeks:

“I start with the assumption that kids have a brain in their head and they want their lives to work. They want to do well. That’s why we want to change the energy, so the energy is coming from the kid seeking help from us rather than us trying to boss the kid, sending the message, “You can’t do this on your own.””

When we’re driven by fear, the burden rests with us to prevent calamity and shape the world.

When we’re driven by love, the burden rests with us all in an open, thoughtfully-discussed, and shared manner.

featured image: DeathToTheStockPhoto

Inquiry Into Attitudes: Independence

This is part of a series of inquiry-based provocations for essential elements of the PYP and the Learner Profile. For more, click here.

Independence is such an important element of a child’s life. But it can also be filled with much confusion as there is so much beyond their control. Why not open it up as an inquiry, allowing them to define, discuss, and better understand it? This provocation is suited for just that purpose.

Resource #1: La Luna, by Pixar

Resource #2: Memo, by Gobelins

Resource #3: Chopsticks by Amy Krouse Rosenthal 

Provocation Questions:

  • What does it mean to be independent?
  • How does independence change over a person’s life? Why?
  • What are the different perspectives on independence? How can this sometimes cause conflict?

featured image: DeathToTheStockPhoto