Professional development meetings are usually an aside, right? We often want to hurry and get them over with so we can get back to our classrooms and students.
But what if we deliberately embraced them as part of our learning process? And no, I don’t mean a general, feel-good, kiss-up-to-the-admin kind of embrace.
I mean, what if we identified one genuine learning moment, and then (here’s the important part) shared that learning with our class when we returned?
It was easy for me the first time I did this, simply because that particular professional development training had been a particularly engaging and enlightening session.
My students had always asked where I’d been when I returned from meetings. But this time, rather than my usual quick response of “meetings,” so we could get back into our learning, I opened up:
(them) “Mrs. Wade, where did you go?”
(me) “A meeting for teachers to learn about how to become better teachers. Did you know we do that? And guess what?! Do you know what I just learned about? Reading workshop! Want to try it?”
My enthusiasm was contagious, and they were instantly curious. I couldn’t have planned a more perfect opportunity to introduce the very concept we’d been encouraged to start implementing.
I continued sharing with them about how I’d learned that we could model reading workshop just like we do writer’s workshop; namely, a mini lesson, guided practice, and wrap up. I shared how I’d discovered that they can make connections during reading workshop that will help them strengthen their writing, and vice versa. And I shared how excited I was because discovering and practicing reading strategies in this way seemed much more interesting than reading comprehension worksheets.
When I asked them if they wanted to give it a shot, they were all-in. And when we actually started, we kept the open dialogue going. I would say things like, “What did you think? How did that compare to the way we used to do that? How could we improve this process?
There was an openness, an energy, and a collective commitment to make this work. And I believe this stemmed from trust. Because the truth was, I was a novice at reading workshop. I had just barely learned about how to implement it. So I know that had I instead pretended to be the expert, rolling it out in a grand introduction of authority, we would have lost that precious element.
When we let our students see our authentic learning process, we build trust and respect and cooperation because they know we’re in this arena, too. And when we let them in on the vision (even if all the little pieces are not yet in place), they are more willing to bring it to life together. Our students need our genuine, messy learning process more than they need a polished and perfect appearance of control.
featured image: DeathToTheStockPhoto