" Most people I meet want to develop more harmonious and satisfying relationships-- in their organizations, communities, and personal lives. But we may not realize that this desire can only be satisfied by partnering with new and strange allies-- curiosity and disturbance."
-- Margaret Wheatley
My Reaction
I think that Wheatley pushes teachers outside of their comfort zone with this quote. The words curiosity and disturbance really connect with me. Even though I already have a MA in education, I decided to enter this masters program to push myself in an area that I am uncomfortable with. I hide from technology and therefore new that if I pushed myself into a learning community where I was held accountable, I would not only get an enormous amount of knowledge from that community, but would then be able to push myself knowing that I needed to contribute as well. In addition to this, I feel that I am able to bring more to my school. I feel that by having one person continuing their education, it continues to have a positive impact on all that they work with.
Vignette Reflections
The first thing that came to mind after reading these vignettes is that too often, communities or individuals take the easy way out. I have heard people say "when it's right it's easy". I couldn't disagree more. Most of the time, what is the right thing to do is the hardest. That is what makes a leader and a hero, someone who is willing to do something that they know is right even when life is going against them. Learning opportunities are given to us everyday. With every obstacle in any situation comes a chance to learn something new. The trouble is that pushing yourself to be a lifelong learner is not something that always comes easily.
Resistance to Change
I feel that I saw this too often in schools that I used to sub for. I hate to say it, but I feel that there were too many teachers that felt that they did not need to change because they had their routine down.
Systems of Oppression
I feel that although I do not see this often, I do know that when one of my close friends started teaching, she felt that she was not welcomed into her teaching community. She often felt uncomfortable coming in since a majority of the teachers were much older than her. It may have been her insecurities as a new teacher, but she did hear from other teachers that they felt that she was too young to be given such wanted positions. What does age have to do with it? Does age matter?
A Sense of Privilege and Entitlement
Thinking about the two above, I feel that this bullet brings them together. Too often I hear about teachers who have the years under their belt feel a sense of entitlement. They feel that they do not need to change. They have been teaching the first grade for 14 years and use the same materials. They have this negative idea about visitors in their classroom. The principal is sadly not welcomed and observations are always leading to something negative in their eyes. I will say that this is NOT the case with all teachers that I have met or heard of, it just seems sad when I think about how often this topic does come up in a conversation with teachers from other schools.
The Principals of Cultural Proficiency
I believe that a school or any business is only as good as the culture that it has created. Every business has a culture and it is that that serves its stakeholders. Flaws in any culture lead to one or more not having their needs met. A strong culture must respect the group and the individuals within it. Being able to appreciate each individual and what their unique story has to offer. In this respect, their needs to be a partnership where all stakeholders are giving and receiving. If all parties understand the idea of teamwork then the business will move forward in all aspects.
The Cultural Proficiency Continuum
I feel that if I was to fall under one of these, it would be on the far right in Cultural Proficiency. Some of the reasons that I feel that I would fall under this category are that I am surrounded by what I see as Culturally Proficient people on a daily basis and I am offered continuous opportunities for professional growth which encourage reflection on the culture that I am helping to create for my students. The most recent opportunities included an anti bullying and harassment seminar and the Time to Thrive Conference for supporting an inclusive environment for LGBTQ youth. I am currently looking into starting a GSA for our middle school, but do not want to rush into it without having the right amount of knowledge and understanding.
End of Chapter One Reflection and 3 Keys
I feel that although this book may bring an uncomfortable feeling for some, I welcome the questions that will be provided throughout this book. I feel that with our school's current focus on Student Voice, these authors will continue to push me in the right direction through their guiding questions. As for my three takeaways
1) "Rare is the school that doesn't have in its mission statement or statement of core values a promise 'to educate all students to high levels'." (11)
2) "Cultural Proficiency provides us with the opportunity to become students of our own assumptions about self, others, and the context in which we work with others." (8)
3)"Being with a learning community does not guarantee improved student achievement." (6)
These are not necessarily learnings, but are more of important ideas that we should all be reminded of.
In addition, something that really stuck with me from the preface is,
"We are not suggesting your current thinking is wrong; we are suggesting that you, the reader, examine your current practice and willing to think about the question:
In what ways might I think and behave with a community of learners to insure that all students perform at levels higher than ever before?"
-- Margaret Wheatley
My Reaction
I think that Wheatley pushes teachers outside of their comfort zone with this quote. The words curiosity and disturbance really connect with me. Even though I already have a MA in education, I decided to enter this masters program to push myself in an area that I am uncomfortable with. I hide from technology and therefore new that if I pushed myself into a learning community where I was held accountable, I would not only get an enormous amount of knowledge from that community, but would then be able to push myself knowing that I needed to contribute as well. In addition to this, I feel that I am able to bring more to my school. I feel that by having one person continuing their education, it continues to have a positive impact on all that they work with.
Vignette Reflections
The first thing that came to mind after reading these vignettes is that too often, communities or individuals take the easy way out. I have heard people say "when it's right it's easy". I couldn't disagree more. Most of the time, what is the right thing to do is the hardest. That is what makes a leader and a hero, someone who is willing to do something that they know is right even when life is going against them. Learning opportunities are given to us everyday. With every obstacle in any situation comes a chance to learn something new. The trouble is that pushing yourself to be a lifelong learner is not something that always comes easily.
Resistance to Change
I feel that I saw this too often in schools that I used to sub for. I hate to say it, but I feel that there were too many teachers that felt that they did not need to change because they had their routine down.
Systems of Oppression
I feel that although I do not see this often, I do know that when one of my close friends started teaching, she felt that she was not welcomed into her teaching community. She often felt uncomfortable coming in since a majority of the teachers were much older than her. It may have been her insecurities as a new teacher, but she did hear from other teachers that they felt that she was too young to be given such wanted positions. What does age have to do with it? Does age matter?
A Sense of Privilege and Entitlement
Thinking about the two above, I feel that this bullet brings them together. Too often I hear about teachers who have the years under their belt feel a sense of entitlement. They feel that they do not need to change. They have been teaching the first grade for 14 years and use the same materials. They have this negative idea about visitors in their classroom. The principal is sadly not welcomed and observations are always leading to something negative in their eyes. I will say that this is NOT the case with all teachers that I have met or heard of, it just seems sad when I think about how often this topic does come up in a conversation with teachers from other schools.
The Principals of Cultural Proficiency
I believe that a school or any business is only as good as the culture that it has created. Every business has a culture and it is that that serves its stakeholders. Flaws in any culture lead to one or more not having their needs met. A strong culture must respect the group and the individuals within it. Being able to appreciate each individual and what their unique story has to offer. In this respect, their needs to be a partnership where all stakeholders are giving and receiving. If all parties understand the idea of teamwork then the business will move forward in all aspects.
The Cultural Proficiency Continuum
I feel that if I was to fall under one of these, it would be on the far right in Cultural Proficiency. Some of the reasons that I feel that I would fall under this category are that I am surrounded by what I see as Culturally Proficient people on a daily basis and I am offered continuous opportunities for professional growth which encourage reflection on the culture that I am helping to create for my students. The most recent opportunities included an anti bullying and harassment seminar and the Time to Thrive Conference for supporting an inclusive environment for LGBTQ youth. I am currently looking into starting a GSA for our middle school, but do not want to rush into it without having the right amount of knowledge and understanding.
End of Chapter One Reflection and 3 Keys
I feel that although this book may bring an uncomfortable feeling for some, I welcome the questions that will be provided throughout this book. I feel that with our school's current focus on Student Voice, these authors will continue to push me in the right direction through their guiding questions. As for my three takeaways
1) "Rare is the school that doesn't have in its mission statement or statement of core values a promise 'to educate all students to high levels'." (11)
2) "Cultural Proficiency provides us with the opportunity to become students of our own assumptions about self, others, and the context in which we work with others." (8)
3)"Being with a learning community does not guarantee improved student achievement." (6)
These are not necessarily learnings, but are more of important ideas that we should all be reminded of.
In addition, something that really stuck with me from the preface is,
"We are not suggesting your current thinking is wrong; we are suggesting that you, the reader, examine your current practice and willing to think about the question:
In what ways might I think and behave with a community of learners to insure that all students perform at levels higher than ever before?"
RSS Feed
