What if we educators behaved like the students we want to see the children in our classes become? This is aspirational thinking – modeling the ideal. How would we act in meetings (our “classes”)? How would we treat professional learning or in-service days (more of our “classes”)? How would we talk about such learning opportunities as meetings and in-services? How would we listen, risk, engage, encourage, and trust? How would we ask questions? How would we prepare and organize? How would we view and feel about quizzes and tests – assessments – of our learning? How would we empathize?
Be the change you wish to see in others.
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As always Bo is spot on; if we are not modeling for our students, we are just shoveling the same things we were shoveled when we were in their seats. Two areas to start, as Bo and I have shared in the past: asking bold and bigger questions, and taking time for authentic reflection. These are two areas of teaching focus I have mentioned on my blog in the last week at http://learningpond.wordpress.com/
One of the great teachers at Westminster, Peyton Dobbs, reported to me a year or so ago after reading my book The Falconer: “I now gauge how effective I am in the classroom by how little I am speaking!” Over the next few weeks I am going to blog on other areas that we need to model for our students: working as teams rather than as individuals, breaking thought boundaries of our classrooms, and test-fail-repeat iterative thinking.