My Motto

I would say that the motto I try to uphold and use in my class would be "I create Global Thinkers". It's a little cheesy; especially when I teach a Global Studies class, but I think it really does align with my beliefs and hopes of what I accomplish in my classroom. We talk a lot about being Geo-literate or understanding the world around you in order to decide how to utilize resources and solve problems better. We also focus on and try to problem solve various issues in each region around the world. I sincerely hope that when students leave my class, they feel empowered to create change and to do so understanding the world around them and being ready to do so respectfully of other cultures. I hope that they understand that the world is all connected and that what happens in one area of the world affects everyone. I also hope they realize that they have the tools and power in the future to affect change and make the world a better place. I love when we get to the part of the year where they get to create solutions to issues or when they really become invested in the problem and passionate about it; especially if it isn't U.S. centered.

Adaptation

For our class, we focused on looking at how schools can adapt through a constructivist lens. As I was reading the article, I was constantly reminded of our school district. Since we got a new superintendent last year, we have really taken the steps outlined in the reading. Our district has struggled with two failed referendums for a new building and stadium facility prior to this new superintendent. When he came in, he instituted plans to get feedback from all the groups in our district; students, teachers, admin, and community members, on what they wanted to see happen in the district moving forward. It has been a collaborative effort on all decisions and they have been grounded in lots of feedback and data. the whole last year was spent in different listening and data collection sessions to hear from all the different groups involved about what they wanted to see done and from that, we have created a program or intervention for the future that is highly focused.

Within my personal building, we still struggle with this constructivist lens. We do still have a lot of agendas or new implementations being introduced almost from out of nowhere or with little explanation for why we need them or the reasoning behind them. We also have a tendency to start the constructivist process but then leap forward without really reflecting on it and improving it. My example for this is our new storm program that 8th grade helped to develop and pilot last year that kinda felt forced upon the other grades before we as a grade level were able to really figure out the kinks and adjust; and without the other grade levels really having a say in wanting to try it out. I think to become more constructivist as a building, we need to have more opportunities to develop initiatives and revisit them with teacher input and more communication with why we are doing things. I think, we as a school also tend to like to claim we do all the things, but we do them all very superficially instead of doing a few things really great.

My action research and the process going through it will include a lot of explanation for why we are doing the reading of the novels as well as student feedback on how what we are doing is helping them. I'm trying something new to help my students build their content knowledge and comprehension skills.

Taking a LEAP across the stage.

When I think about radical leaders or leapers in my life, I immediately think of my coworker, Christin Johnson. For those who don't know her, she is amazing. She does so much at our school and does everything so well. After working with her in the Theater Production this last spring, I can truly say that she is a radical leaper of a leader.
She cultivates love and it's clear with her actions and how she talks to the students involved. She loves doing theater and working with the students. She frequently talks about how she keeps coming back and doing the play because she loves working with the students and loves the experience of the theater production at the middle school.
Her presence generates energy. She's passionate about the program and doing things right and energizes the students on stage. She's also created a program that is family like and supportive of each other. I remember this last year I got to see the end of the production ceremony where she gives awards to students who have participated and honors for those who have done multiple shows. When she was giving the awards away to the 8th graders before their last show, we joked because I started crying(which isn't a surprise as I'm a serious weeper) but that she was weepy too. Even a couple of 8th graders had tears because they were leaving this program.
She challenges students to be better and in her classroom, challenges them to believe they have the power to affect change. She is also big on respect and isn't afraid to demand it and wait for it during practice.