The Importance of Our Strengths

For anyone who knows me or has been following my blog, it's probably not a secret that it has been a tough beginning of the year for me. A district reorganization, a new job, new teams, and a lot of change means that I've been spending a lot of energy the past few months adjusting to the changes. And it's been hard.

As I continue to struggle with settling into my new job, I've tried to figure out why - and I had a realization today. I'm spending far more time working out of my weaknesses than out of my strengths.

What does this look like, practically? I'm supporting subject areas I'm just learning, while the teachers I am supporting have been teaching this class for years. I'm spending most of my day in meetings, rather than being out with teachers and students. And, in the areas where I feel like I have strengths, the work has shifted to other people/job functions, so I am not supposed to be doing these things (so we can all settle into our new roles).

It's frustrating. I also know that we are still in the beginning stages of this change, and sometimes things just take time.

Meanwhile, this has sparked many thoughts for me about how we treat our students. Are there kids in your class who feel like they spend their whole day working out of their weaknesses, and desperately want you to recognize their strengths (whether they are in traditional academics or elsewhere)? Do they feel like they are cut off from using their sources of strength to aid in their learning? What does this do to their confidence and their view of themselves as learners?

I hope that we can all take a strengths-based approach to see the beautiful strengths all of our students bring. They may be learning English, and they have a rich cultural and linguistic heritage from somewhere else. Their family may be staying with another family right now due to financial constraints, and they might have learned how to get along with a wide variety of people. They may have a disability, and they might have learned to think creatively about how to accomplish things. Which side are we going to focus on?

I hope that we, as educators, can leverages students' strengths to build their confidence and capacity as learners, allowing them to move onto bigger and bigger challenges and ultimately to soar!

(And I hope that, one of these days, I will find ways to bring my strengths more and more into my daily work!)

Words Can Hurt; Words Can Heal

A couple of years ago, somebody made a comment comparing my cello playing to my violin playing. I didn't think anything of it at the time - I am a violinist, and play cello as secondary instrument. I am nowhere near as skilled or as comfortable playing cello, and it didn't surprise me when this person alluded to that!

Fast forward a couple of years, and I realized that I was feeling significant anxiety around playing cello in certain environments (especially on worship team at church).

This weekend, as I was preparing to do just that, I said something at practice about not being very confident on cello. And was met with this response: "Well, we're all confident in your cello skills!" I was amazed at how much that single comment made me relax. 

As I reflect, I wonder, did I let an offhand comment, said innocently, grow into a cloud of doubt about my own musical skills? I want to be clear - I don't blame the person who originally said it to me - it was a completely fair assessment! But something about it affected me far more than intended.

***

How do words our students? I was fascinated when I was reading a book by Brene Brown, and she shared, "When I started the research on shame, you know, 13 years ago, I found that 85% of the men and women who I interviewed remembered an event in school that was so shaming, it changed how they thought of themselves for the rest of their lives. But wait – this is good – fifty percent of that 85% percent, half of those people: those shame wounds were around creativity. So fifty percent of those people have art scars. Have creativity scars.”
(TBH, I don't remember which book I first read that stat in, so I Googled it...the quote here is from a podcast.)

As teachers, our words can have a huge impact. They can hurt, but they can also heal. So how can we give constructive criticism in a way that builds, rather than squashes, creativity? The following is a list that comes to my mind - feel free to add your own thoughts in the comments!

• Balance is important - this feels like something we hear all of the time in teacher prep courses and PD sessions, but pay attention to what kind of feedback you are giving to each individual over time, and make sure it includes both positive feedback and feedback for growth.
• Specific suggestions - "This needs to be better," feels hopeless, but "This needs to be better, and I think you can work on it by _______," instills a sense of confidence and expectation that they can get there.
• Recognize the growth - if you give feedback to somebody and see them follow through on it, follow up with a compliment about how they improved! This strengthens not only the relationship of working hard = getting better, but your personal connection as well, because you noticed something specific about the way they have improved!
• Ask questions - Particularly in creative subjects, what might look or sound like a blob or a mess to me might have significant meaning to the creator. Ask them questions about their intentions and the meaning of their work, and then give feedback to help them more clearly get their message across (if appropriate).
• Be vulnerable with your own creativity, too - Being creative is risky. It is vulnerable. You are putting yourself out there in a way that is more individual and personal than something where there is a right & wrong answer. When we model our own triumphs and successes with creativity, we give our kids the freedom to do the same.

***

This weekend, I was able to play with freedom. Instead of spending the whole time worrying about getting this note in tune, staying solidly on the bass line, or balancing with the rest of the group, I was able to just play and have fun! Words can hurt, but words can also heal. Which words will you speak to your students with this week?

Trust

Trust.

This word has been on my mind a lot lately, as I have been thinking about leadership in education. A #hacklearning chat last week. Interviewing candidates for a principal position. Going through a reorganization in our department at work. Figuring out a schedule for the art, music, and PE teachers in the district for next year. All require...

Trust.

Our #hacklearning chat was about the trust between teachers and administrators, but I think the same concept can be applied to students and teachers, or anywhere there is a power differential. It is important for administrators to be trustworthy, because they often are the ultimate decision-makers. It is important for teachers to trust them, because they often have a perspective and have more information than teachers. Yet trust is not blindly given, it is earned. One of the ways to earn trust is for administrators to trust their teachers by empowering them and giving them freedom when possible. It goes both ways.

Trust.

Interviews are an interesting exercise in trust. You have to trust that candidates are putting their true selves out there, not just spinning a great story for the committee. You have to trust the process of screenings and earlier rounds, and believe that once you get to interviews, the best candidates have truly been brought forward. And, in a process like the one I participated in, the committee doesn't make the final decision...so you have to trust that your input will be heard, considered, and brought together with all of the other voices to make the best decision possible. That becomes easier if you trust the people ultimately doing the hiring.

Trust.

I'm going to be honest, here - this reorg has been the source of many questions and fears (along with excitement & potential for things to improve). There are so many little details that I wonder about! And I really like to know what is going on...all of the time. Yet the thing that I fall back on is trust. I trust that our leaders who have envisioned this change really believe it will help, and I trust that they will figure out the details. I trust that our leadership has the 3 Cs - they are capable, competent, and caring. This trust means that I can let go of my need to know, my desire to advocate at every turn, and my own ideas of how things should be. There is still a time and place to share all of that - and I do - but then I can leave it be and let them take my ideas along with all of the other ones and choose the best path to move forward. One of the big reasons I feel comfortable doing this is because I have seen, many times, these leaders choose to do what is right rather than what is easy. That gives me confidence that it is not only the loudest voices that will be heard! It's freeing to let go, but it's only possible because of the trust that has been earned.

Trust.

And now I come to a place where I have to ask for trust from others. As I develop the schedule for next year, I am acutely aware that the decisions I make will have a significant impact on the lives of my teachers and their students. I worry about making the right call, and I am asking for a lot of input. Now, don't get me wrong, I think it is essential to involve as many voices as possible in the process, but I was struck when one of my teachers and friends said to me, "We trust you to make good decisions, even if they aren't always what we would have wanted." Being on the flip side made me realize that it is so much easier for me to give trust than to feel like I have earned it from others. It's affirming to know feel like my teachers trust me, and I want to live up to that! In a time where I am having to make some hard decisions, it has encouraged me to reflect on my relationships with leaders I have trusted - and, as mentioned above, something that means a lot to me is when leaders prioritize what is RIGHT over what is EASY. This tidbit has given me confidence to move forward on some things that may or may not be popular with everyone, but I believe they are the right thing for our kids and our district. As a person in a leadership position, it is my job to make these choices, even when it is uncomfortable. But hopefully, the thousands of other little decisions that have been made along the way have laid a foundation of trust for those who are affected.

Trust.

I could on and on, but one thing is clear: trust is foundational to all of our relationships, including those in schools.

How do you go about building trust with those around you? What makes (or breaks) trust in a relationship?

Am I Welcome?

It's back-to-school time for many of us! In my district, students will start on Wednesday. As students, families, and even teachers come into the building after the summer break, there is a question that many are subconsciously asking.

Am I welcome here?

Can I be myself here? Will I be accepted, with all of my strengths, weaknesses, and quirks? Will people care about me? Will I make friends? Will I be left out? Is this a safe place for me?

Am I welcome here?

As I walk into a school, what cues do I use to help me answer that question?

• What does the space physically look like? Does it look kid-friendly? Are there lots of signs, rules, & regulations?
• How am I greeted? Am I even greeted? Is it with a smile? Do I feel like a guest, or like somebody who is interrupting others just to ask how to sign in?
• Do I know where to go? Are there signs? Does anyone offer to help me find my way?
• As I observe others in the building, are they happy to be there, or does it look like a struggle? Are there procedures in place? Do kids know the expectations of different areas?
• What is on the walls of the hallway? Are they boring and institutional, or are they used to display and foster learning?
• Does this place have its own culture, history, and identity? Is it a generic "school", or do they have pride in who they are?

Am I welcome here?

As a traveling ed tech specialist, I get to go to many buildings. They all have a different feel - part of the fun is seeing how each building has its unique identity! Some schools are older, some are newer, some are more strict, and some are more flexible. All of these are okay! And every school, no matter where they fall on those spectrums, can be welcoming. But the flip-side is also true - and I have seen both.

I had the privilege of visiting a school for the first time since I subbed there (once!) about eight years ago, and it immediately struck me as such a welcoming space. Even though students aren't there yet and most teachers were in training, I came in and was greeted by the office staff. I was a little early for my meeting, and I was welcome to sit down and wait (and get some work done!) in any of several places. I ran into a teacher, who gave me a tour of the building, told me about some of the work they are doing, and introduced me to other staff members. I saw smiles and waves, and was able to talk to several people around the building. I did not feel like an intruder - I felt like an outsider who was being welcomed in. And it felt good!

I know life can get busy. Spaces get neglected, we get absorbed in our work, and we don't always have time to give a tour. But education is a people business, and people are the most important thing. Even in the midst of a crazy day, we can always smile & greet people warmly, and let them know that,

"Yes, you are welcome here."

Changes

Changes are all around us.
Some are big, some are small.
Some are easy, some are hard.
Some, we have control over, others, we don't.
How do we respond?

What we model is what kids learn.
What do they see in me?

Am I sad? That's okay.
Some changes come with loss.

Am I excited? That is great!
The future looks so bright!

Am I scared? That's okay.
Being stretched brings growth.

Opportunities are all around us.
Some are big, some are small.
Some are easy, some are hard.
Some, we have control over, others, we don't.
How will we respond?

As I ponder the changes that come with this new school year, I am filled with so many thoughts and feelings. It has made me think...our students, too, are experiencing many changes as they head into a new year. What are they thinking? What are they feeling? How can we model looking for the opportunities that come with changes while still acknowledging the sadness/fear/[insert emotion here]?

As important as our content is, it can never overshadow the life lessons - explicit and implicit - that we teach our kids. What are your students learning from you?

Time + Freedom

Time. Freedom. Those two things seem almost like a dream in our world of education, don't they? But what are we missing out if we don't create space for those two things?

I was reminded of this recently in my work. After spending hours listening to stakeholders & working on a project, we were finally able to sit down and make some great progress! Why? Well, along with getting lots of input, we were able to get out of the office, be free from distractions, and take the time to really explore the "problem" and all of the people it affected. I felt like we were so productive, precisely because the pressure was off, and we were free to dream and explore.

Transfer these concepts to the classroom...

Getting out of the office - Sometimes, all it takes to spark creativity is a change of scenery. How can you change the environment for your students? Could you go outside, move furniture around your classroom, or redecorate?

Be free from distractions - Distractions and interruptions are all around us. How can we teach our kids to focus in the midst of them? Additionally, are there distractions that we could remove? I am so guilty of giving my kids a block of time to work, then interrupting it with an announcement or question. Sometimes, the best thing we can do is let our kids get into their own "flow".

Take the time to explore - How often do we give students the time and freedom to think deeply? In my experience, not enough. I think this is why I love the idea of passion projects, genius hour, or 20time (whatever you want to call it). It gives kids the time & freedom to pursue their own ideas without a prescribed solution or "right" answer from teachers. Are our days filled to the brim with content, or are we giving students the time to think on their own?

Of course, we do have plenty of constraints in the classroom. But how can we keep students from feeling the pressure of those constraints? How can we build in the time to allow them to move, focus, learn, explore, innovate, and solve the problems they see in the world?

How can we afford not to?

How do you give students time & freedom in your class? Please leave a comment with your ideas!

The Other Side of the Table

This week, I was "that parent".

Okay, not truly a parent, but I was there with the family of one of the kiddos I help with (his family doesn't speak much English, so I often help in a parental role with the school stuff).

I was the one in the principal's office, called in because of his behavior. We needed to have a conference RIGHT AWAY, because he was on the verge of losing the chance to go on the end-of-year, overnight field trip due to his defiance in class. On one side of me was his teacher, his assistant principal, and the school counselor. On the other side sat his cousin, his aunt, and him.

I've been in these meetings before, but mostly in my role as a teacher. Or a principal. It is different being on the opposite side.

I have to say that the school did a great job of facilitating the discussion. They were supportive, but clear about what is and is not acceptable. They did a nice job of bringing data & specific instances to the table to guide our conversation. They helped form a plan going forward that included positive supports and ways to ask for help before things escalated.

I still walked away with a heavy heart.

It is sad to see a kid struggling. It is hard to see how his behavior is affecting others, and ultimately, himself. It's heartbreaking to see him open up about where the pain is coming from, a big reason why he is acting out, and be able to do so little about it. I felt helpless. And I felt bad that "my" kid was one of the ones that probably kept the teacher up at night.

This made me reflect on previous meetings I have had with parents, when I was the teacher at the table. Did parents leave feeling judged? Like it was their fault? Upset with their student? Upset with the school? Feeling like partners in education? Feeling like they were told what to do? Feeling supported? Feeling grateful for the help?

All of these things flashed through my mind, at least momentarily.

While these meetings are never fun, what helped me stay positive in this moment was a prior relationship with the school staff. I knew them, and I trusted them. I trusted that they wanted what was best for this student, and the whole class. I trusted that they wanted to help in any way that they could.

It is so important for us, as educators, to be building positive relationships with families. If the only time they ever get a phone call or see the inside of the school is for something negative, it is hard to feel like true partners in education. I know it's not easy. I know that not everyone responds right away. But we can't stop reaching out. We can't stop being creative in how we connect with families. Often, those who are the hardest to connect with need it the most.

How are you building positive relationships with families at your school?

A Simple Question

Honesty time. This is not a blog post about education or teaching strategies...it's a post about relationships and LIFE! But isn't good teaching about good relationships?

 Emotionally, I feel like I was hit by a train last week. You know those weeks (we all have them!) where nothing seems to be going right, everything feels hard, and little molehills feel like giant mountains? Yep, that was me last week. It's not fun. But that's not what this blog is about.

 In the midst of my struggles, one of the things that made the biggest difference was a friend pulling me aside and checking up on me. Honestly, I didn't want to talk about it, and that was okay. What spoke even more strongly to me was the fact that she asked. She noticed. She cared. It had nothing to do with what was stressing me out, but it still made a difference.

 I think that asking someone if something is going on actually takes courage - I mean, if someone is acting like something is wrong, and you ask them about it, you are willingly entering into a place of struggle or frustration or sadness or [fill in the blank]. How many of us like to be there? Not many. Going there willingly shows that the relationship is more valuable than the discomfort of being there.
Thank you, friend, for being willing to be in that place with me, even though I couldn't articulate what I was feeling.

 It is also an act of vulnerability and putting yourself out there - what if the person says they are fine? What if they are offended? What if they get mad? There is the risk of you looking silly or even regretting that you asked. Is it even worth it to try?
Thank you, friend, for showing through your actions that our friendship is worth more than these risks.

 Sometimes, it's the little things that matter the most.

 As I've reflected on how much I appreciated this moment, my thoughts turn to the kids in our classrooms. Do all of them have someone who notices when they are down? Does somebody take the time to ask about it, to check in, and to really listen to their answer? Sadly, I think the answer sometimes is no. I challenge you to change that.

 I challenge you to ask, "How are you?" and really mean it.
I challenge you to stop and truly listen to their answer.
I challenge you to be willing to enter an uncomfortable space, because it shows that you care.

 Obviously, we cannot take the time to be this intentional with every single person every day. But if you see something that makes you wonder what's going on...I challenge you to ask. Circumstances may not change, but your simple question may turn someone's day, week, month, or year around!

"My" Kids

If you talk to me about my teaching, you will often hear me refer to the students as "my" kids. I'm not trying to be possessive or claim ownership (I know they are all "our" kids) - it's just my way of sharing the place that they have found in my heart! Any kid that comes into my classroom becomes one of "my" kids, no matter how long they are there. But, being a music teacher, I often get to work with students for 3-4 years. When that happens, they really become "my" kids!

When I found out I would be leaving my music-teaching job, my mind turned to how to best prepare them for a transition them to a new teacher. Some of the things I was able to do included:

• Assuring them that the school would hire an awesome teacher for them!
• Having honest conversations with them about how a new person would be different, and that's okay, as well as how the new teacher will have different strengths and weaknesses than me, and they will learn a lot that I couldn't teach them!
• Giving students the option to write letters to me (for closure) or the new teacher (to introduce themselves & share their perspective on orchestra) instead of our regular end-of-year reflection assignment.
• Telling students that they can still contact me if needed - they have my email!
• Advocating for a student to be on the interview committee, to hopefully create instant buy-in to the new teacher from at least one student (and the rest would follow).
• Leaving notes for the new teacher, especially a few ideas for kids who might just need a little extra love :-).

The best part of teaching, for me, is developing relationships with "my" kids. Stepping away was (and still is) hard. Intentionally preparing to "pass them off" was hard. I don't regret it - they have an amazing new teacher and I'm loving where I am at now - but I still miss them.

This week, I had the opportunity to see many of "my" kids as I was out in the schools. It was both refreshing and bittersweet at the same time. The smiles and hugs and "Ms. Yeh!"s made my day. Yet these kids aren't really mine anymore. They have moved on and settled in with their new teacher. I love this - it's the best thing I could hope for them. But, selfishly, it makes me a little sad, too. More than anything, it has reminded me of how special our time with students is.

Teachers, you get to create something so precious in your classrooms. 

The culture, the relationships, the routines, the inside jokes, and the atmosphere - the classroom environment is something to be treasured. I always found that, while my classes were similar, I had a unique bond with each group that could not be replicated anywhere else! I could teach that same class again, but it wouldn't feel quite the same. That's the beauty of teaching a class full of individuals, with their own hopes, dreams, and quirks.

I know that days can drag on, lesson plans and grading can seem endless, answering certain parent emails/phone calls can be arduous, and behavioral issues can be challenging. But, please, don't lose sight of how special these moments are. "Your" kids deserve it!

Friday Five - Revised!

Friday Five: The Original

Last school year, I really made an effort to increase my connection with my students' families, which can be tough when you have 250+ students! I sent out a monthly newsletter and utilized the email lists to send not only announcements, but updates on what we were learning in class as well. One of my favorite things that I did was implement a "Friday Five".

I heard about the idea on social media, and it seemed so simple - every Friday, call or email five families, sharing something positive about their student from the week. Kids do cool stuff all of the time - I figured it wouldn't be hard to remember five good things and quickly pass them on! It got a little tricky to track it and make sure I was choosing different students every week, but once I got my system down, it worked well. Every week, before I left work on Friday, the last thing I did was my Friday Five.

I received so much great feedback about this! Parents were very appreciative of hearing from the school about good things, not only when things were going awry, and students would shyly (but proudly) come up and tell me how happy their parents were with them. I always felt good ending the week on a positive note, and it truly helped me deepen the connection with my students' families. Plus, it cost me nothing!

Friday Five: Take Two

This year, I am in a non-teaching position, my office is not at a school, and I will have much less consistent contact with students. I want to continue some form of the Friday Five, but obviously it will have to look a little different! As I pondered this, I really had to back up to the core purpose of my Friday Five. There was nothing magical about the day (Friday) or the number (Five), but it was a chance to acknowledge others' good work, build relationships, and spread encouragement. Those goals are not limited to students - we can all benefit from them! This has helped me shape my new vision for Friday Five this year.

I want to take time each Friday to acknowledge something that somebody did well or that really helped me out that week. Maybe it will be one person, maybe it will be five - I haven't quite figured that out yet. It might be a teacher, it might be one of my teammates, or it might be a student/parent if I have been in their classroom! The structure of this is much looser, but the heart of it remains the same. Spread encouragement and joy. Recognize what people do well. It's so easy to get sucked into complaining, and this is one huge way to combat it with focusing on the positive moments!

Friday Five:The Challenge

How will you encourage others this year? How can you build a habit of focusing on the positives rather than the negatives? How can you continue to connect and build relationships, no matter where you are?

Because, in the end, it's not about the structure -
it's about the people!

Unexpected Joy

It's been a hard couple of weeks for me.
Talent show.
Conferences.
Report cards.
Illness.
Concerts.
Grad school.
All of this came crashing together to form a very tired, worn out teacher.  Every year, I have time like this (and it's often in February), where I struggle to give my best to students because I feel crushed beneath the endless to-do lists and looming deadlines.  All I want is a chance to rest, for even one day!

I really do love my job.  And I wouldn't trade it for the world.  But it's easy to lose sight of that when I'm in a funk.  I've definitely been living out the adage of "fake it till you make it," and my motto has become "Just keep smiling!"

This past week, construction began on a new wing at my school, which meant new fences and new drop off/pick up routines.  My principal's voice rang through the intercom one morning before school, asking for extra support with morning duty as we establish the new norms.  As tired as I was, I knew that I should go help.  So I grabbed my yellow vest and went outside.

I was stationed where the buses dropped off, near an entrance, so I got to welcome about 300 kids to school that day.  As I saw them hop off the bus and greeted them, a true sense of joy began to blossom.  Their smiles, their shouts of "Hi, Ms. Yeh!" and their excitement to be at school rubbed off on me and lifted my own spirits.  I went on to have the best couple of days I've had in a month, and have felt much more like myself since then.

What's great about schools is that they are full of people.  People who live together, learn together, and influence each other.  The to-do list didn't disappear in this moment, but my focus shifted to the relationships rather than the "stuff".  That's a pearl of wisdom I can hold onto to help me through my next busy, stressful time!

Who knew that 10 minutes of duty could bring such unexpected joy?

In Their Words #2: Smile!

As a part of my reflection and growth as a teacher, I regularly ask students for feedback.  This series documents some of the more profound statements that students have made and my reflections on their thoughts.

This week brought the end of winter break, and the start of a new semester of school.  And can I be honest?  It's hard to return from break!  I love my students, but I also love sleeping in, spending time with friends and family, and having time to pursue other creative pursuits.  This year, I had the opportunity to exercise my #OneWord2017 - LEAD - right away as I helped facilitate two staff meetings about some controversial and tension-filled subjects.  I was still feeling pretty unsettled from these meetings when the bell rang and students began filing in.  At that moment, my mind flashed back to a couple of the comments students had written in their feedback:

"I really like that she is very energetic, and always in a good mood."

"I don't know how I would make it every morning without your contagious smile and energy.  Your enthusiasm makes any day into a good day."

Now, let me be clear.  I am not always in a good mood.  I don't always have tons of energy.  A lot of the time, I'm employing the "fake it till you make it" strategy.

But yesterday morning, like so many other mornings, I had to make a choice.  I had to put all of the other stuff behind me (at least for a time) so I could focus on my students.  And, especially for my 1st period kids, I knew that the way I started this class could really set the tone for the rest of their day.  So I took a deep breath, smiled, and welcomed all of my students back.  I told them how happy I was to see them, and how I missed them over break.  And then, as they came up to get tuned, I tried to ask each and every one of them something about their break.

It was exhausting.

But it was worth it.

You never know how your attitude will impact everyone else in the room.  You never know who might be relying on your smile.  It's such a simple thing.  Don't underestimate the power you have to change a kid's day!

*I hesitated in sharing these students' comments, because I don't want this to be about me.  Rather, it's about the important role teachers play in students' lives and how the smallest things can make a huge impact!  This reminder has given me strength when I'm not feeling ready for the day to begin, and I hope it can do the same for you.  Kids are watching - we can lead by smiling and setting the tone for a great day in our classes!

Reflections and #OneWord 2017

Welcome 2017!  I have never really been one for New Year resolutions, and although the #OneWord idea intrigued me, nothing really stuck out at me and I figured I'd just sit this one out.  After I'd made that decision, though, a word kept sneaking up on me...

But first, some reflection...

I know, I'm holding you in suspense!  This word is really grown out of my previous year, and I think it's important to take the time to look back and reflect on where I have been.  At this time last year, I was so stressed out.  Certain things about the way my district & school were heading did not line up with what I believe educationally, and I felt like I was in a constant fight to protect what I believe is best for kids.  That wore me down, and despite my attempts to stay positive and enthusiastic, I felt like I was heading into the lion's den each day.

The year went on, and things started to get better.  Certain ideas in my district began turning around, and I caught a breath of fresh air.  I got accepted to my principal preparation program, which started this summer.  I also joined Twitter and got involved in several amazing communities of educators!  It was exactly the rejuvenation I needed, and this fall was one of the best semesters of my teaching career!

And now, my #OneWord...

I have always loved teaching, loved connecting, and loved learning from other people, but tend to stay in the background and play a supporting role.  Starting this blog was a big step for me - putting my thoughts out there, without knowing who might read them?  I've grown more confident in my ability to share, although it is still not the easiest thing for me.  This next year, for 2017, my #OneWord is:

LEAD

In so many ways, I have been stepping into more and more leadership roles, and while it's scary, I am determined to try to lead well!

• I want to lead out in loving those around me - kids and adults!
• I want to be a lead encourager and recognize when I see others doing great things.
• I want to lead by asking the tough questions and being brave enough to challenge assumptions when needed.
• I want to lead in the way that I spend my time at school AND my time at home (balance)!
• I want to lead in the way I spend time in prayer, in peace, and in quiet to keep me centered as I go about my days.
• I want to grow more confident in the way I lead when talking to adults, through presentations, PD, and other opportunities.
• I want to lead a life worth following.  Not because I'm perfect or because everyone has to be like me, but because people watch what you say and what you do, and I want my life to be consistent with my message.

Leader.  In many ways, it's out of my comfort zone, and it makes me nervous to put this out there because I know that means accountability!  But I also know that this is what I am being called to, and it will be worth it!  Thank you, everyone who has encouraged me to step up and step out - I'm excited to see what this year brings!

Confidence - Try It!

As the summer winds down and the school year starts up, I am feeling so energized for teaching this year!  I feel like I am in a much different place than when the summer began, and that's a good thing!  But I was having trouble putting my finger on what feels so different.  Finally, I was reading Kids Deserve It!, and this quote hit me hard.

"When you are an educator, you have brilliant ideas.  And when you are not sharing your brilliant ideas, you are doing a disservice to others..."

Wow.  How convicting!  In the past, I have loved coming up with new ideas, but been too scared to share them.  I think, "If this was really a good idea, somebody would have tried it before," or "I like this, but will anybody else?" or "I'd better just play it safe, so I don't end up looking stupid."  You'd think that at some point I would get past my fears and worries...who wants to live in a box of "what other people think of you" all of the time?  But it took a little push.

Growing My PLN
After lurking around for a bit, I finally joined Twitter & Voxer, and wow, the idea sharing and encouragement is amazing!  I have learned so much, and more importantly, been encouraged to branch out and try new things.  In the past, I would have an idea, and maybe talk about it with a colleague, but then lose confidence and stop shy of actually implementing it in my classroom.  Being out there in the EDU world, surrounded (virtually) by people who are encouraging others to step out, push boundaries, take risks, and celebrate learning has been amazing!  It's allowed me to nervously contribute my ideas, and get positive feedback - which makes me realize that maybe I do have something to contribute, and continues the cycle of learning, growing, and improving.  It has truly transformed my professional life (and it's only been two months).

Principal's License
So, among all of my other pursuits, I am working on my principal's license right now.  It's been a really interesting process as I not only learn the knowledge about what it takes to be an administrator, but also change my view of myself.  Teachers, do you remember when you first started doing field experiences, or started student teaching?  It's a complete paradigm shift to think, "Whoa, I'm back in the classroom, but I'm the adult here, not a student!"  You have to reform your identity a bit to match your new role.

I have gone through that this summer in the transformation from a teacher to a principal.  In May, when people would ask me about it, I almost felt apologetic - "Yes, I am studying this, but I don't really know if I want to be a principal, I'm happy in the classroom right now, maybe someday a looooooooong way off."  I wasn't ready to view myself as a "future administrator" yet.  Between the projects I've been working on this summer and just having time to get used to the idea, I feel myself slipping more into a leadership role and being more comfortable there!  I still don't know what's in my future, as I love teaching orchestra and have no plans to leave anytime soon...but I also can see myself as a leader now.  That's more than I could say two months ago.

Confidence
If I were to choose one word to describe my growth this summer, it would be confidence.  Sharing my thoughts online with people who are striving to do great things in education has given me confidence that these crazy ideas actually can be implemented and help kids learn!  Interning with my principal and taking part in some leadership decisions has given me confidence that I can be a leader in my building, whether it is as an administrator or an informal leader in my current position.  And working on so many creative pursuits (designing how I will gamify my classroom, designing digital BreakoutEDUs, and working on some website/media projects for my principal's license) has inspired me to keep learning, keep reaching, and keep pushing to teach in new ways.

Confidence.  It makes us better teachers and better learners.  If you are unsure about a new idea, try it!  Share it!  Find people who will encourage you to follow that train of thought!  Don't shy away because you are too scared to try.  If your experience is anything like mine, people will appreciate that you are trying something different, and the cycle of innovation-feedback-refining-growing will continue.  Sounds a lot like learning, doesn't it?


***To those of you who are a part of my PLN, thank you!  You have influenced my life and helped me grow!  I wish I could mention all of you here, but that would get too crazy - suffice it to say that you are all amazing educators and I appreciate you!***