The Cause for Collaboration

As mentioned by in Concepcion, Holtzman & Ranieri (2009), "Becoming a part of a community of scholars of teaching and learning who make a culture of courageous innovation is crucial to long-term impact on student learning" (p. 5). What a powerful takeaway here. I have worked by many educators who lived alone on an island and rarely interacted or shared with others. I believe that there was a time where you could get away with this, but I also feel that times have changed so much so, that we can no longer operate in the same manner and achieve the same results. The rumblings of Piaget are captured within this text, in that "Engaging in open, idea-driven speaking and listening allows members of a group not only to borrow ideas they hear, but to internalize the way others think through ideas, consider assumptions, imagine possibilities, options, evaluate details, and select directions" (Concepcion, Holtzman & Ranieri, 2009, p. 5-6).  Understanding how to collaborate is very important, however, more than knowing and the process of collaboration, "success (within collaboration) is more likely to be determined by and dependent on the motivations, commitment, and the sheer time and effort invested by those responsible for carrying out the vision" (O'Neil, 2013, p.68). It makes total sense that the longevity of the follow through is really where the emphasis needs to be placed. Why has collaboration become such an essential tool? This is not only for educators, but students, as well as other professionals across disciplines. The thought that resonated most was that ultimately, the jobs that we do are designed to be able to reach the masses, and impact individuals that are of diverse groups. Keeping that thought in mind, it is through collaboration that we are able to get the most bang for your buck, gather a multiplicity of perspectives and angles and ultimately be more impactful in what and how we do. Collaboration is for the benefit of all (Fitzpatrick, 2011), as identified even in the veterinary business, and how much more as an educator, when decisions are made that are crucial to outcomes. Collaboration must happen between doctors and veterinarians even, in order to provide proper care to animals (Fitzpatrick, 2011). More to the point that societal changes happen every day and the decisions surrounding whether something this ethical or moral or even feasible, is an important part of practice.  It is necessary to point out that "Collaborative relationships are not all alike, and different arrangements are needed to serve different purposes and require varying degrees of investment of people, time, and resources" (O'Neil, 2013, p. 67). Equally important is that the key(s) to success "begin with understanding how the world is changing and embracing certain guiding principles to shape the nature and scope of the partnership to ensure that desired--and shared-- goals and outcomes are achieved and, when appropriate, sustained over time" (O'Neil, 2013, p. 67). When the goals of an organization, school or business are shared or are common, then collaboration appears the likely resolve.

Jason Perez discusses the typical sharing of the parking lot by educators and nothing more that tends to happen at schools, but relies four ideas to help to build collaborative efforts coined by Parry Graham & William Ferriter: forming, storming, norming and performing. When an educator has worked for so long leaning only on themselves, collaboration can be a challenging idea to grasp. However, this does not take anything away from its benefits. I've heard the statement a few times that "we are better together." As noted by Dr. Perez, teacher attrition is  a problem due to the increase in expectations and responsibilities, and feeling like you are out there alone. But consider the antithesis. Consider the possibility that there is another teacher out there waiting to collaborate with you. Perhaps there is some risk involved, because it requires that you step out of your comfort zone. However, the benefits, especially long-term, outweigh the costs .The more I think about that, the more I understand that it is not an example of losing credibility, but rather knowing that when you are able to strengthen the ties, the impact, by nature of "together" becomes a greater one.

References

Concepción, D., Holtzman, M., & Ranieri, P. (2009). Sustaining student and faculty success: A model for student learning and faculty development. International Journal for the Scholarship of Teaching & Learning, 3(1), 1-10.

Fitzpatrick, N. (2011). Encouraging collaboration for the benefit of all. The Veterinary Record, 169(11), 287. doi: http://dx.doi.org/10.1136/vr.d5015

O'Neil, E., H. (2013). Collaboration--for whose benefit? Journal of Nursing Education, 52(2), 67-68. doi:http://dx.doi.org/10.3928/01484834-20130123-10

Committed to Continue

What I started ten years ago (The Educator Journey) was important then, but has graduated to an even greater relevance in today's society. We have pathways to tread. We have doors to walk through. We have lives that must be changed. The only way to ensure that we leave no door unopened, no pathway undiscovered, and no life unchanged is to be committed to the task at hand. What is the big idea? Do we want to develop individuals that are very good about navigating through a test, being able to mark answers down to satisfy a test maker? Do we want to build students that come to school out of routine or being made to come? Are we content with the limitations placed on students who may not be able to perform well on standardized assessment measures? Lastly, are we satisfied with the status quo? Are we content with filling the mold rather than creating it?

Pictured above, is an example of what I experienced last school year with a student, one of the best and the brightest (I tend to teach students to say this about themselves to at some point, begin to believe it and demonstrated it). The student said it at one of the most random times, unexpected, but it made my day. Why? Well I believe that we can cultivate the kind of classroom environment and even school climate where students cannot wait to arrive at school, talk to you, learn, engage and interact. Likewise, I believe it is possible to get students so excited about learning that they'd rather stay with you than go home at the end of the school day. What effect would it have on teaching practices if we were able to feed off of our students' motivation due to their expectation of the unexpected as they passed through the thresholds of our classrooms?

I get excited about learning in the classroom and I have experienced how that alone can perpetuate learning for students. They watch. They see. They do. I teach grades four and five and students need to see models. They need to see examples of what to do and not to do. Often I use myself as the model. There are times where I will do the "wrong" thing or provide the "wrong" response on purpose, to give students an opportunity to call me out. I don't know why, but they are so excited to do this!! But what they do not realize is, that I am putting myself in the seat of a student in order for them to learn from something I did or did not do. It may be spontaneous, but it always connects to some principle of learning. So, students learn from me and are empowered at the same time.

Are you committed to continue? Are you committed to see students break the mold or create the mold rather than simply fill the mold? I am convinced that students, when given high expectations, will take on the challenge and put in the effort to meet it. I am crazy enough to believe that if we, as educators, are committed to continue, then our students, by nature of connection, as well as learning from what they see, will also develop some semblance of commitment to learning. Not just learning either, but approaching every learning task as an opportunity to become a better them. Limitations exist. But so does opportunity, opportunity to do all you can, while you can, as a commitment to continue.

Impact or Bust

I have to start this post off by giving credit where credit is due. I was reading Kids Deserve It, by Todd Nesloney and Adam Welcome, particularly chapters 18 and 19, which will form the foundation for this post. I couldn't help but consider the potential for change on the largest possible scale, if everyone everywhere truly understood and embraced the need to let every thought and consequent deed be one that brings effect to someone else.

I made a decision when I started this teaching journey, perhaps the decision that made me decide to teach, it was intentional. It was deliberate. It was on purpose. The purpose was to impact. In my mind, if I could not impact, then there was no point of following this path. Ten years later here I am. "They" may not know my name, I may not have a huge stage, I may not be rolling in the nest egg, I may not be living the high life, but one thing is for certain, I have succeeded in driving the impact train for my students, past and present. I don't say that pridefully, but I do say so intentionally, because I realize the fire it can start when you are set to impact before you even begin. What's more is, the kids know and the parents know it, and honestly, it will be hard for other educators and administrators not to notice it. Even further, you won't have to say anything. It will be that classroom that speaks for itself. The pride students have in their work. The products they complete. The persistence they demonstrate. The purpose they feel. The process they go through where they learn perpetually. My goal on a daily basis is to have #impact on the brain. #Impact or bust.

#Impact to me means that Intentional Motivation to Perpetuate, Act, Cultivate and Transform. Sure, one can impact without having the intention to do so. Imagine how much more that impact can happen when one is deliberate in his or her actions to bring it to pass. A quick story, I had one student who at the time was in his fourth grade year and is now going into grade seven. He started with me and had several challenges, both academically and behaviorally, and certainly in need of guidance, support and love really. Side note, I didn't create the path, but it is amazing how paths intentionally cross. In essence, I believe that there was a purpose for this one. to save some time, this student had taken to me quite quickly and felt like I cared about him and was willing to help him to improve himself, his academics and the overall child. I offered to help the student before and/or after school the student began to completely transform his academics and conduct. Not only that, I was not only addressed as a teacher, I became an extended member of this student's family. When he had issues or problems, he would always come to me to vent, express or in need of some sort of encouragement. I'd say that this was a moment where there was an identified need. The need was met and change occurred. It was intentional. It was #impact. The result was change.

That was one of several stories that I could tell about the nature and outcome of deliberately seeking to #impact. It is an active process, rather than simply being passive about it. I wonder where that student could have potentially veered off to had he not begun to receive support when he did. How many lives could have been altered for the better, if we, the educators, simply decided to be intentional about #impact? Education as a whole would benefit from teachers who decide "Impact or Bust." Todd and Adam spoke very highly regarding the impact of building relationships with students and families, and if I may say so, being intentional about it. I've taken the above mentioned student to his football practices, I have mentored him beyond the years I taught him directly, and have also been to a few of the games and other activities he was involved in. It was powerful, the #impact I was able to have because I decided to.

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In the words of Jay Asher “No one knows for certain how much impact they have on the lives of other people. Oftentimes, we have no clue. Yet we push it just the same.”

The Success Initiative

David Brinkley was definitely onto something when he coined this eloquent phrase.

It makes me think about the following questions:

1. What is success?
2. What is the purpose of a foundation?
3. What are these bricks?

Is success a relative idea? Some may equate success to having lots of money in the bank, driving nice cars, living in a luxurious home, taking lucrative vacations or power & prestige. Is this truly what success is though? Does one have success when these items are achieved? What if you have some but not all of these? Does having one make you successful versus having all five? Is is safe to assume that if one does not have any of these great material things, that he or she is not a success? Perhaps it is important to reevaluate what success really means, for ourselves as well as for the students that look up to us.

It is important to strive, reach, push, pull, grind and do all that can be done in this tangled web we weave. As educators, we help our students to prepare or be prepared for life; we help them to help them to have a solid foundation, on which they can continue to build, expand and grow. The house may never be finished. Ask the lifelong learners, they will tell you that learning is perpetual and if learning were a house, you might as well come over anytime for a visit, because it will never be complete enough; there is always more than can be learned. A foundation then is the lowest part of a building on which the other parts rest.

What are these bricks, you say? Well in the literal sense, bricks are rectangular, 3-D objects that are often used to line the walls of houses or other buildings. You might recall the childhood story of The Three Little Pigs and the differences between the houses they built of straw, sticks and bricks. The wolf was no match for the house built with bricks, because they were solid, heavy and provided structure to the third pig's house. What can be learned from this? Well, perhaps something quite profound, such that it may totally transform your perspective on the challenges in life.

Physical bricks solidify the house. Metaphorically speaking, bricks might include: negativity or judgment. It may also be that constant struggle to be you. It might be the fault-finding brick that hits you, when no one truly is perfect. It may be that expectation for you to know everything without ever learning or being taught. So what am I getting at here? It's very possible that the brick has purpose. We've heard the thought many times, "what doesn't kill you makes you stronger." Perhaps the brick is absolutely necessary because while it may have been thrown to attack your credibility, worth or integrity, it is another brick that can be added to the house. 

So then, how does one use these "bricks" as a benefit? Certainly it requires a perspective shift. It is important to note that how you embrace these things in life is all based on perception. Our perception can either build us or defeat us. What would happen if we viewed every challenge, obstacle or hurdle as an opportunity to build, grow and change? Maybe that's a lofty goal. However, consider how you win, when you challenge yourself to see the bricks differently? 

So all things considered, we can't always avoid the bricks. But we can make the bricks work FOR us. Therefore, we can see success differently. We can see success as winning, going through it rather than around it, knowing there might be something in the brick that really pushes us harder towards what success really is. It's not simply what you have, but what you do, regardless of what you have.

Credit for this quote, in sharing that is, goes to Jeffry Prickett who again has challenged me to consider the power in a quote, if you can unpack it. 

We Have the Light

We have the light, because we are a light!

First, let me say a huge thanks to Jeffry Prickett, an awesome friend (who is also on Twitter Jeffry's Twitter) and fellow educator, who shared a powerful quote with me today, coined by the first president of Turkey, and it goes like this:

"A good teacher is like a candle- it consumes itself to light the way for others"

~ Mustafa Kemal Ataturk

So I had to read this quote a few times because it was just that packed with depth, I'd say. There are a few words that stand out to me here: candle, consumes, light, way, and others. Unpacking this quote serves as the foundation for this blog post. It is the very essence of being a teacher, an educator, a mentor, a guide.

A Candle

When you think of a candle, the first thought is probably a device or item that when lit by a spark, provides heat and light to a place (perhaps a room) or a person. Candles come in many different shapes and sizes as well as colors and fragrances. Right away this aspect of a candle is comparative to the different types of people in the world. One of the greatest "unifiers" in my mind the the idea that we are not all the same. As a candle has many different physical properties, they all provide heat and light. Metaphorically speaking, Heat might be comfort or warmth or the personable nature of an individual that makes he or she relatable. Light, which we will talk more about below, creates a way to see what would not be seen without it. Considering these candle properties, it is no wonder a teacher is compared to a candle; students we interact with may lack actual heat and light, but metaphorically could lack comfort, support and guidance.

Consume

 

The term consume has many meanings. A definition we will work with today is to "engage fully" or "to enjoy avidly," as provided by Merriam Webster. And as you can see above, the orange peel remains after being engaged fully. I have to say that there is a huge difference between collecting a pay check as a teacher in a classroom and doing all you can and being all you can, while you can. What greater reward is there than to know that  you have worked tirelessly to shape (and instead of future, I will say) "today." If I am not going to give something 100% of me while I am doing it, then I'd rather not do it. There is much to be said about dedication and passion. So then, the candle burns once lit and as it burns, it consumes itself. So with every new opportunity to disseminate knowledge or facilitate learning, we put our all into it, we fully embrace teaching and learning because the reward is immense. Will it be monetary? You never know. But money is of no value when compared to knowing you have lit someone else's path.

Light

Light is necessary in order to see your way through dark situations. Dark situations may be literal or figuratively speaking. When you walk into a dark room, it is necessary to flip the switch in most cases, in order to clearly map the path in which you will travel, to arrive at the destination, or object within the destination without incident. When there is no light, we may stumble, become injured, collide with others or things and essentially lose focus for where we were headed initially. We need the light because the light illuminates the path and clarifies the way in which we are to reach our destination(s). Students, particularly in the developmental years, need to know where to go and guidance along the way. For potentially a myriad of reasons, the light isn't always there and if it is there for them, it is not always on, which is why as educators, we must be a light, or the light.

Way

When you think about the word "way," you might envision a sidewalk, a street, a highway, or maybe even a path in the water or sky. Have you ever been in the car and realized that you were going the wrong "way?" We, the educators of our students, have to show them the way, the right way, to keep them from going the wrong way. The wrong way could lead to devastation and turmoil. In their worlds, we may be the only positive, so much so they do not want to leave our classrooms or school, because they can see and feel that someone cares about their way. Another perspective would be the "way" in which students act, work, or present themselves. We do not want our students to act in a "way" that is not appropriate, therefore we work hard to build their character such that they will take it with them as they matriculate through their educational paths.

Others

Others. Others. When you consider others, you are practicing selflessness rather than selfishness. I am in no way saying that you should not consider yourself, because there are times when you have to take care of you, because if you don't, it is possible that no one will even notice. However, the selfless teacher knows that students have needs and regards his or her actions for the purpose and benefit of his or her students. They are the major stakeholder in our schools today, because it is the student that serves to benefit from all that we do. When our focus is on the students, or on others, we are driven to see that the students excel and learn. When we focus on others, we succeed when they succeed.

The Whole Student...the Whole Teacher.

I am sure that as educators, we can first agree, that our role entails more than just curriculum. Certainly, we must continue to better ourselves "academically" in order to be relevant to our students. However, I submit to you that our role really extends far beyond the core content that we facilitate within the walls of the classroom. I posed the thought in the #FLedchat Educator Voxer group as a result of conversation with @TG_Neil (Twitter) "What does the idea of the whole teacher mean, in relationship to the whole student?" Interesting conversation was sparked, insomuch that as educators, we are constantly concerned with what we bring to the classroom and how, with little to no regard to ourselves as the whole teacher. Clearly, students have needs, particularly in the developmental years of their education, needs that are physiological, psychological, physical and social. As educators, we are committed to meeting these needs, bridging gaps and providing the support that students need in order to learn effectively and develop into model citizens and contributors to life as we know it. As I mentioned in a personal and recent Twitter post "When your purpose is pulling at you, proceed with passion." I have always believed that the role of an educator was a calling, not simply an occupation. Thus, it is a limitation to the call, when we view what do as just the passing on and cultivation of academic knowledge. If all the stories were to be told, perhaps our students have benefited more from the small acts of care and concern than the huge academic feats. We do all we can to meet the "other" needs that our students have, outside of academic learning, life lessons, life needs.

So the question I have is this: "How can we benefit our students if we never consider ourselves?" The point I am trying to make is that just as we know students have needs that must be met, teachers also have the academic (professional development/book study), physiological, and social needs. I am grateful to the interaction and connection had with educators around the world through Voxer and Twitter, because in that space, there is opportunity to develop personally as an educator as well as opportunities to socialize with other educators. It had come up that some of us put our individual passions and loves to the side for our profession. Notably so, it is these things that make us who we are. Educator to educator, is there a role that we have to ensure that fellow educators in our PLN are true to themselves?

What is the balance between educator passionate pursuit and the facets of our individuality that make us who we are? How do you maintain those hobbies and activities that you enjoy personally as an educator, while leading students to do great things? We are no good to our students when we forget ourselves. It is not a bad thing at all to passionately pursue within our educator role, and I believe further that the ones who are doing so are desperately needed today in order to revolutionize the field. Therefore in no way am I suggesting that we step away from that, but rather identifying how we balance all aspects of the teacher, the whole teacher. I personally like to sing and write, as two personal activities. I would not be who I am if I did not do those things. Not to mention that these are things I bring WITH me into the classroom on a daily basis.

Consider what it means to be the "whole teacher" as we strive to meet the needs of the "whole student." After all, to not look at a student as a whole, we be limiting the educational experience the student has. One aspect influences another. And all aspects make up the total.

Student Empowerment to LEARN

  [wpvideo thjeIaGu]

This is what happens when students engage in the content area and synthesize that knowledge with technology. Student experiments with the #tellagami app on Esperanza Rising by Pam Munoz Ryan.

The Power in Empowerment

Students truly should be the focus in classrooms today. What does that look like? Doda (2011) suggests that there are four steps necessary in order to make student empowerment a reality: focusing on classroom community, thinking about learning, asking more and talking less, and finally offering options or choices. I happen to agree that classroom community is a necessary component of a student-centered or student-empowered classroom as well as the establishment of the remaining three principles indicated by Doda. Classroom Community

What is a community? What is classroom community? What is the relevance of both of these ideas? Well a community might be defined as a group of individuals that "commune" or interact in a geographical area, for the betterment of each other, to provide both intellectual and social stimulation for all within the community. Classroom community therefore is a group of peers that interact with each other to develop bonds and learning relationships. Students can gain knowledge from each other as well as the facilitator or educator. Within this type of environment, one can learn social constructs, develop or extend their knowledge, in an environment that is not restricted. Also, students may determine the rules or agreements necessarily in order for all students to engage in meaningful ways, such as listening to each other and not talking while others are doing so. Not only is this empowering, but if students form the rules, they would more likely be willing to abide by rules they were helpful in putting into place.

Think about Learning

Is this not already a common practice? Perhaps not. Perhaps the idea of thinking about learning is not as intentional as it needs to be. I firmly believe that learning is solidified when you take time to think about it. Moreover, I believe that learning even occurs when you take the time to reflect on it. Intentional is the operative term here, because without the intentional act, then one must wonder if there was any established purpose for the activity being taught or learned from the beginning. Through the reflection process, ideas are cemented in the mind, and growth can take place from this point (Du Bourg, 2016). So as one establishes or draws conclusions on the day, for example, what's necessary to do can be determined (Du Bourg, 2016).

Ask More, Talk Less

The more I think about this aspect of student empowerment, the more I question why it isn't a more known principle. What is the benefit of asking more and talking less? I believe that this is strongly connected to the construction of knowledge, analysis and synthesis. It also identifies an individual as a learner, rather than one who knows it all. Developing or cultivating a learner-centered environment should include the freedom to inquire or investigate or question. Questioning is a powerful reading strategy that helps to focus a reader on what they know and do not know. In addition, based on the questions asked, the student can begin to seek the answer, through continued investigation and focused intent. I strongly believe that if students can be motivated to seek after knowledge, they will not only find it (or determine gaps in current understanding) but create a perpetual desire to learn, build and grow.

Offer Choices

I teach a variety of gifted students in the classroom and one of the most important considerations that an educator can make in the classroom is differentiation or offering students choices. Why is this important to do? "When students can choose where they sit, the books they read, the topics they investigate, the ideas they write about, or the project formats they find appealing, they become more invested in their own learning." (Doda, 2011, p. 16). This does not mean that students are not provided with structure, but within a certain domain of knowledge, or a specific topic or subject matter, students can be provided with a choice on how to ascertain or develop their knowledge. Doda (2011) identifies that this demonstrates the faith we should have in our students and moreover, students begin to make good of that faith and end in long-lasting learning experiences.

Concluding Thoughts

If the goal is to develop the intellect and social maturity of the individuals in which we teach, then empowerment is the way. Empowerment is multifaceted, as students gain much more from it than can be gained from lecturing daily, or limiting the classroom experience to only written assignments. Empowerment is free-flowing, meaning that the educator has the responsibility to gauge the abilities of the student, and provide meaningful learning experiences that are tailored to the students in the classroom. This may change from year to year based on the students one receives. Nevertheless, just as the students may change, so should our practices. As we work to empower ourselves as educators, through the development of practice, leaving our comfort zones and building channels by which we can learn, we can empower students to do the same.

It takes a spark to create a fiery passion to seek after knowledge. Be the spark.

Doda, N. M. (2011). THE POWER OF EMPOWERMENT: Having faith in students. The Education Digest, 77(3), 14-17. Retrieved from http://search.proquest.com/docview/900869086?accountid=458

Du Bourg, B. (2016). THE POWER OF DAILY REFLECTION. Accountancy SA, , 54-55. Retrieved from http://search.proquest.com/docview/1749627737?accountid=458