Ebony: "It's People, Not Programs...#2"
Bog Entry March 11, 2018
What happens when the people, not the programs, begin to drive the instruction of the classrooms? Students thrive, students engage, students and teachers grow…students LOVE learning! Over the past several weeks, I’ve had the privilege of listening in on numerous professional conversations about how our book study, Reading with Meaning, is challenging their teaching practice in the classroom. Teachers are being reflective in their practice and purpose as an activator and facilitator of information.
Debbie Miller, among many other top gurus in education, is clear about her intent of the teacher in the classroom. The teacher is there, not to control the room, but to be purposeful about every minute and inch within the classroom to maximize learning for students. Teachers must know the finish line, and the starting of each student. Teachers must be so knowledgeable about the content and about each individual student, that they are able to unite that information to move each student forward in their learning.
Conferring, the act of true ‘listening’ and teaching, involves teachers taking students where they are, and growing them to their highest potential. Conferring is not a scripted program, nor a prescribed script read, or questioned, to each student. Conferring, like its larger part of the Workshop Model, is a structure, but differentiated for each student dependent upon where they are in the process of learning content. The teacher must ‘listen’, something we ask of our students each day, so they can complement, instruct, and leave them with a goal or tidbit of teaching to work on until ‘next time’. It affirms and challenges the learner, and if done correctly, will do the same for the teacher!
This bit of revisiting, or new learning, has challenged our teachers to be more intentional about this section of the Workshop Model. To be more intentional about differentiation with each student and to be more intentional about how we are tracking this success with each student through anecdotal notes. When we see the power of this piece of moving students forward, there is no limit to what we can accomplish!
When teachers are touched, and are ignited by a fire, anything…and everything is possible! This is the best kind of fire, the best kind of ammunition…not fueled by compliance or any outside source…but the challenge of being a better, and more influential educator…a better version of themselves! The sky is the limit!
Debbie Miller, among many other top gurus in education, is clear about her intent of the teacher in the classroom. The teacher is there, not to control the room, but to be purposeful about every minute and inch within the classroom to maximize learning for students. Teachers must know the finish line, and the starting of each student. Teachers must be so knowledgeable about the content and about each individual student, that they are able to unite that information to move each student forward in their learning.
Conferring, the act of true ‘listening’ and teaching, involves teachers taking students where they are, and growing them to their highest potential. Conferring is not a scripted program, nor a prescribed script read, or questioned, to each student. Conferring, like its larger part of the Workshop Model, is a structure, but differentiated for each student dependent upon where they are in the process of learning content. The teacher must ‘listen’, something we ask of our students each day, so they can complement, instruct, and leave them with a goal or tidbit of teaching to work on until ‘next time’. It affirms and challenges the learner, and if done correctly, will do the same for the teacher!
This bit of revisiting, or new learning, has challenged our teachers to be more intentional about this section of the Workshop Model. To be more intentional about differentiation with each student and to be more intentional about how we are tracking this success with each student through anecdotal notes. When we see the power of this piece of moving students forward, there is no limit to what we can accomplish!
When teachers are touched, and are ignited by a fire, anything…and everything is possible! This is the best kind of fire, the best kind of ammunition…not fueled by compliance or any outside source…but the challenge of being a better, and more influential educator…a better version of themselves! The sky is the limit!
Ebony: "It's People, Not Programs....."
Blog Entry for October 18, 2017
Part 1…
I think Debbie Miller had it right…’When we know the theory behind our work, when our practices match our beliefs, and when we clearly articulate what we do and why we do it, people listen.’
Our school has been in quite the quandary as we try to guide teachers back to their ‘why’…all while district mandated programs loom over our heads. The vision for teaching and learning has always been that we teach kids, and not programs. Putting in place structures, routines and rituals that promote a love for learning and increased student achievement, have been our foundation of professional learning and practice. However, since the beginning of the school year, we seem to have lost our way.
We decided to do a school-wide book study on Reading With Meaning, second edition. Talk about shaking up some mindsets and causing deep reflection! Each team of teachers were asked to read aloud pages ten and eleven in Debbie Miller’s book. These ten, simple paragraphs caused many ‘Hmmms’, ‘Amens’, ‘Wows’, among other comments. She challenges teachers to make certain their teaching path is clear to both them and students, but more importantly to know, and make explicit, their beliefs about teaching and learning. During our PLCs, we discussed the obligatory ‘philosophy of education’ statement that every teacher was required to write in undergrad…you know, that one no one really remembers writing. Because, at the time, it was just a paper being turned in to a professor for a grade. I challenged teams to come up with a set of belief statements about teaching and learning, and aligning them with practices in their classrooms. (Debbie gives several examples in her chapter!)
We want teachers to see that the practices in their classrooms must match with their beliefs about teaching and learning…if they don’t, we are out of alignment! Think about what happens when the tires on your car are out of alignment…your tires are pointing in the wrong direction, which will affect your steering, safety, durability of your tires and all the parts that control them.
We’ve already heard reflective teacher conversations about their teaching practices and wanting to align their classroom reality, with their classroom vision.
Let’s see how this teacher homework assignment begins to shift teacher thinking! We will be spending time ‘defining our beliefs and aligning our practices’.
(Excerpts taken from ‘What Great Teachers Do Differently’ by Todd Whitaker, and ‘Reading With Meaning’ Second Edition by Debbie Miller.)
I think Debbie Miller had it right…’When we know the theory behind our work, when our practices match our beliefs, and when we clearly articulate what we do and why we do it, people listen.’
Our school has been in quite the quandary as we try to guide teachers back to their ‘why’…all while district mandated programs loom over our heads. The vision for teaching and learning has always been that we teach kids, and not programs. Putting in place structures, routines and rituals that promote a love for learning and increased student achievement, have been our foundation of professional learning and practice. However, since the beginning of the school year, we seem to have lost our way.
We decided to do a school-wide book study on Reading With Meaning, second edition. Talk about shaking up some mindsets and causing deep reflection! Each team of teachers were asked to read aloud pages ten and eleven in Debbie Miller’s book. These ten, simple paragraphs caused many ‘Hmmms’, ‘Amens’, ‘Wows’, among other comments. She challenges teachers to make certain their teaching path is clear to both them and students, but more importantly to know, and make explicit, their beliefs about teaching and learning. During our PLCs, we discussed the obligatory ‘philosophy of education’ statement that every teacher was required to write in undergrad…you know, that one no one really remembers writing. Because, at the time, it was just a paper being turned in to a professor for a grade. I challenged teams to come up with a set of belief statements about teaching and learning, and aligning them with practices in their classrooms. (Debbie gives several examples in her chapter!)
We want teachers to see that the practices in their classrooms must match with their beliefs about teaching and learning…if they don’t, we are out of alignment! Think about what happens when the tires on your car are out of alignment…your tires are pointing in the wrong direction, which will affect your steering, safety, durability of your tires and all the parts that control them.
We’ve already heard reflective teacher conversations about their teaching practices and wanting to align their classroom reality, with their classroom vision.
Let’s see how this teacher homework assignment begins to shift teacher thinking! We will be spending time ‘defining our beliefs and aligning our practices’.
(Excerpts taken from ‘What Great Teachers Do Differently’ by Todd Whitaker, and ‘Reading With Meaning’ Second Edition by Debbie Miller.)
Blog Entry for September 27, 2017
Greg: "When Teachers Care"
I am sure when a doctor attempts to hang out with random friends, everyone around them has a personal “on-duty” question or scenario to ask them. Intentionally or unintentionally, I am certain it’s done to all professions; mechanics, beauticians, cooks, etc. However, not all of these professions are entrusted with the consumers most prized possession; their child. With that being the case, I find we (educators) are hit with questions and scenarios time and time again. Some we can answer quickly and others that may leave us slightly stumped. Unfortunately, with over 20 years of education under my belt, here lately I am hearing things that sincerely leave me in awe, and slightly heart-broken.
The most recent one came when I was at a party and a friend asked me to read a response she received from her child’s primary teacher. She showed me an extremely harsh teacher-initiated conversation with mean words underlined and bold print in a hostile manner. Whether we want to admit it or not, in the day of technology, words have taken a non-verbal personality that shows both frustration and adulation. These words and their intent were obviously coarse. I expected the response to mirror that of the teacher, being filled with negative connotations and bold excerpts. However, I was pleasantly surprised! It read:
“I understand that she is growing and must conform to the different levels of expectation at the school. I am not unfamiliar with the frustrations, though my perspective on unacceptable levels of behavior may be coming from the other end of the spectrum.….
Do you have any recommendations for how I can help improve the situation? I am open to coming in, on your schedule, to discuss in more detail what we can do to address concerns. I want to be able to support you and make sure that she is meeting both of our expectations in your classroom.
Best Regards,”
As a teacher, I would have been ecstatic to receive a response like this when I am trying to deal with the growth of a student. I would have been encouraging and delighted in my response. Instead, the parent received the following from her child’s teacher (via email):
“Just to be clear, I did not put her on red today. She put herself on red by the choices that she made today.
Yes, I raised my voice to her. Raising your voice to a child or fussing at them will not damage them. Maybe that is exactly what she needs to hear to get herself together. If she does not get it together, she will not be prepared to go to second grade. It is early in the year, but the lack of concern about her work is alarming.
I would suggest that you discuss with her the importance of listening and following directions and the seriousness of school. This school is very intense with student learning and is fast paced. It is not for every child as there are high expectations for work, behavior and work/study. Please understand, that we are on the same side and want her to be successful, but she has to start paying attention and do her work instead of playing around.”
So, this is a first grade student in a public school. My son, is a first grader in a public school. When I read this with my educator hat off, I immediately thought how I would have lost all my cereal if she had spoken to me in this manner about the most important thing in my world. I would have went coo coo for Cocoa Puffs, possibly used all my Trix, and made her wish her Lucky Charms she had never met me. She would have used all of her Fruity Pebbles to just be done with me. However, with my educator hat on tight and snug, it disappoints me that over and over again I am hearing the lack of value we put in “caring”. There is no telling where my life would have drifted to if it was not for the loving and caring nature of MANY teachers in my (public) K-12 schooling.
Nel Nodding is considered one of the premiere educators and researchers in the area of “caring”. She has said over and over that the first job of educators is to “care for our children.” She often spoke of an action called receptive attention. Her approach is to examine how caring is actually experienced (what we might describe as a phenomenological analysis). She asks “what are we like” when we engage in caring encounters? ‘Perhaps the first thing we discover about ourselves’, she continues, ‘is that we are receptive; we are attentive in a special way’ (Noddings 2002: 13). Receptive attention is an essential characteristic of a caring encounter. The carer is open to what the cared-for is saying and might be experiencing and is able to reflect upon it. In today’s world where we often discount the personal, cultural and ethnic experiences of others, society tells us that “they” can either conform or get out of the way. This atrocious thinking is bleeding into every area of society, even the areas that were once the foundational preparatory of interpersonal and intrapersonal ethics and values, such as religious organizations, non-profit groups, and sadly educational institutions of all kinds.
FORTUNATELY- THEY HAVE US!!
We are that group of people that are not only filled with instructional best practices, culturally responsive teaching strategies, and core social-emotional and leadership strategies, we also care more than others think is wise.
Infed.org discusses the research of Nel Nodding. They go deep into the area of “caring” and the idea of receptive attention. However, they also speak on the idea of motivational displacement. In other words,
“the carer’s ‘motive energy’ flows towards the ‘cared-for’. The carer thus responds to the cared-for in ways that are, hopefully, helpful. For this to be called ‘caring’ a further step is required – there must also be some recognition on the part of the cared-for that an act of caring has occurred. Caring involves connection between the carer and the cared-for and a degree of reciprocity; that is to say that both gain from the encounter in different ways and both give” (Infed.org).
I find joy in being able to work in the greatest school on the planet. Often times, we are given students that have failed over and over (and over) at other schools. They don’t trust the process. They don’t trust the system. Which means initially, they definitely don’t trust us. But when we stop everything to show them how much they mean to us, their anger and mistrust becomes displaced. When we love on them instead of yell at them; when we positively communicate with parents instead of patronize them; when we assure them that their success is as important to us as our own success, we all agree that “failure” is not an option. We focus on building leaders with the grit to fight through any/all tough situations, knowing you won’t be fighting alone. We work to build a growth mindset and purposeful planning for the future for each and every child. We look at ethnic and cultural differences to address biases, fears, and anxieties and also to promote gifts and talents shared from generation to generation. Why, because we care.
We often hear that we need more minority teachers. We hear we need more bilingual teachers. We need more gender-specific teachers. I am not negating the influence of all the fore-mentioned groups. Each come with a unique strength to provide to the whole. However, we will never have enough minority teachers. We will never have enough bilingual teachers. We will never have enough gender-specific teachers. However, if we all rally together and choose to remember why we got in this profession, we could definitely without question or refute have enough teachers that care.
Let’s change the world, one classroom at a time. Let’s show businessmen, politicians, and the world what happens, WHEN TEACHERS CARE!
-GR
The most recent one came when I was at a party and a friend asked me to read a response she received from her child’s primary teacher. She showed me an extremely harsh teacher-initiated conversation with mean words underlined and bold print in a hostile manner. Whether we want to admit it or not, in the day of technology, words have taken a non-verbal personality that shows both frustration and adulation. These words and their intent were obviously coarse. I expected the response to mirror that of the teacher, being filled with negative connotations and bold excerpts. However, I was pleasantly surprised! It read:
“I understand that she is growing and must conform to the different levels of expectation at the school. I am not unfamiliar with the frustrations, though my perspective on unacceptable levels of behavior may be coming from the other end of the spectrum.….
Do you have any recommendations for how I can help improve the situation? I am open to coming in, on your schedule, to discuss in more detail what we can do to address concerns. I want to be able to support you and make sure that she is meeting both of our expectations in your classroom.
Best Regards,”
As a teacher, I would have been ecstatic to receive a response like this when I am trying to deal with the growth of a student. I would have been encouraging and delighted in my response. Instead, the parent received the following from her child’s teacher (via email):
“Just to be clear, I did not put her on red today. She put herself on red by the choices that she made today.
Yes, I raised my voice to her. Raising your voice to a child or fussing at them will not damage them. Maybe that is exactly what she needs to hear to get herself together. If she does not get it together, she will not be prepared to go to second grade. It is early in the year, but the lack of concern about her work is alarming.
I would suggest that you discuss with her the importance of listening and following directions and the seriousness of school. This school is very intense with student learning and is fast paced. It is not for every child as there are high expectations for work, behavior and work/study. Please understand, that we are on the same side and want her to be successful, but she has to start paying attention and do her work instead of playing around.”
So, this is a first grade student in a public school. My son, is a first grader in a public school. When I read this with my educator hat off, I immediately thought how I would have lost all my cereal if she had spoken to me in this manner about the most important thing in my world. I would have went coo coo for Cocoa Puffs, possibly used all my Trix, and made her wish her Lucky Charms she had never met me. She would have used all of her Fruity Pebbles to just be done with me. However, with my educator hat on tight and snug, it disappoints me that over and over again I am hearing the lack of value we put in “caring”. There is no telling where my life would have drifted to if it was not for the loving and caring nature of MANY teachers in my (public) K-12 schooling.
Nel Nodding is considered one of the premiere educators and researchers in the area of “caring”. She has said over and over that the first job of educators is to “care for our children.” She often spoke of an action called receptive attention. Her approach is to examine how caring is actually experienced (what we might describe as a phenomenological analysis). She asks “what are we like” when we engage in caring encounters? ‘Perhaps the first thing we discover about ourselves’, she continues, ‘is that we are receptive; we are attentive in a special way’ (Noddings 2002: 13). Receptive attention is an essential characteristic of a caring encounter. The carer is open to what the cared-for is saying and might be experiencing and is able to reflect upon it. In today’s world where we often discount the personal, cultural and ethnic experiences of others, society tells us that “they” can either conform or get out of the way. This atrocious thinking is bleeding into every area of society, even the areas that were once the foundational preparatory of interpersonal and intrapersonal ethics and values, such as religious organizations, non-profit groups, and sadly educational institutions of all kinds.
FORTUNATELY- THEY HAVE US!!
We are that group of people that are not only filled with instructional best practices, culturally responsive teaching strategies, and core social-emotional and leadership strategies, we also care more than others think is wise.
Infed.org discusses the research of Nel Nodding. They go deep into the area of “caring” and the idea of receptive attention. However, they also speak on the idea of motivational displacement. In other words,
“the carer’s ‘motive energy’ flows towards the ‘cared-for’. The carer thus responds to the cared-for in ways that are, hopefully, helpful. For this to be called ‘caring’ a further step is required – there must also be some recognition on the part of the cared-for that an act of caring has occurred. Caring involves connection between the carer and the cared-for and a degree of reciprocity; that is to say that both gain from the encounter in different ways and both give” (Infed.org).
I find joy in being able to work in the greatest school on the planet. Often times, we are given students that have failed over and over (and over) at other schools. They don’t trust the process. They don’t trust the system. Which means initially, they definitely don’t trust us. But when we stop everything to show them how much they mean to us, their anger and mistrust becomes displaced. When we love on them instead of yell at them; when we positively communicate with parents instead of patronize them; when we assure them that their success is as important to us as our own success, we all agree that “failure” is not an option. We focus on building leaders with the grit to fight through any/all tough situations, knowing you won’t be fighting alone. We work to build a growth mindset and purposeful planning for the future for each and every child. We look at ethnic and cultural differences to address biases, fears, and anxieties and also to promote gifts and talents shared from generation to generation. Why, because we care.
We often hear that we need more minority teachers. We hear we need more bilingual teachers. We need more gender-specific teachers. I am not negating the influence of all the fore-mentioned groups. Each come with a unique strength to provide to the whole. However, we will never have enough minority teachers. We will never have enough bilingual teachers. We will never have enough gender-specific teachers. However, if we all rally together and choose to remember why we got in this profession, we could definitely without question or refute have enough teachers that care.
Let’s change the world, one classroom at a time. Let’s show businessmen, politicians, and the world what happens, WHEN TEACHERS CARE!
-GR
Blog Entry for August 31, 2017
Ebony: "Who Am I?"
"Every child deserves a champion; an adult who will never give up on them, who understands the power of connection and insists that they become the best they can possibly be.”—Rita Pierson
Who am I? I’m a champion. I grew up with 2 champions who instilled in me the importance of family and education at an early age. My parents understood that they were my first teachers. They taught me that material things have little value, but the value of education and family, are priceless. The many ‘Eyes On the Prize’ watching sessions in the living room, the countless ‘educational’ family trips, to the math fact sessions at the kitchen table, helped to prepare me to, one day, educate my own classroom of students, to my own two children. They taught me that mediocracy was unacceptable, but that it was hard work and perseverance that pays off in the end. They were my champions!
Who am I? I’m a champion. I am a teacher, a social worker, a therapist, a nurse, a ‘Mom’…and the list goes on. As a teacher, you quickly realize that ‘just teaching’, is only a small part of the job description. You quickly realize, or realize the hard way, that you may be your student’s first teacher. Every year, every class, these were my babies! The little bodies, that fill the chairs, need connection, they need love, they need me! The intense emotion and compelling desire I have to nurture, teach and connect with my students, is my passion.
Who am I? I’m a champion. I never saw myself outside of the four walls of my classroom. I didn’t want to give up the family I built among those walls. When I spoke of ‘my kids’, it often included my 2 + the 24ish students in which I taught. Someone would ask me how ‘my kids’ were doing, and I often had to clarify: were they talking about Bryanna and Braylen, or were they talking about my students? As an administrator, ‘my kids’, have grown to over 500, with a staff of around 80! I’m an advocate, a parent, a disciplinarian, a judge, a coach, a lawyer, a teacher, a life-long learning…I’m a student, a listener, a leader…I’m a champion! “Every child deserves a champion; an adult who will never give up on them, who understands the power of connection, and insists that they become the best they can possibly be!”
Who am I? I’m a champion. I grew up with 2 champions who instilled in me the importance of family and education at an early age. My parents understood that they were my first teachers. They taught me that material things have little value, but the value of education and family, are priceless. The many ‘Eyes On the Prize’ watching sessions in the living room, the countless ‘educational’ family trips, to the math fact sessions at the kitchen table, helped to prepare me to, one day, educate my own classroom of students, to my own two children. They taught me that mediocracy was unacceptable, but that it was hard work and perseverance that pays off in the end. They were my champions!
Who am I? I’m a champion. I am a teacher, a social worker, a therapist, a nurse, a ‘Mom’…and the list goes on. As a teacher, you quickly realize that ‘just teaching’, is only a small part of the job description. You quickly realize, or realize the hard way, that you may be your student’s first teacher. Every year, every class, these were my babies! The little bodies, that fill the chairs, need connection, they need love, they need me! The intense emotion and compelling desire I have to nurture, teach and connect with my students, is my passion.
Who am I? I’m a champion. I never saw myself outside of the four walls of my classroom. I didn’t want to give up the family I built among those walls. When I spoke of ‘my kids’, it often included my 2 + the 24ish students in which I taught. Someone would ask me how ‘my kids’ were doing, and I often had to clarify: were they talking about Bryanna and Braylen, or were they talking about my students? As an administrator, ‘my kids’, have grown to over 500, with a staff of around 80! I’m an advocate, a parent, a disciplinarian, a judge, a coach, a lawyer, a teacher, a life-long learning…I’m a student, a listener, a leader…I’m a champion! “Every child deserves a champion; an adult who will never give up on them, who understands the power of connection, and insists that they become the best they can possibly be!”
Laura: "Nowhere Else I'd Rather Be"
As I stood at the back door of my 2nd home, entering my 7th year as an educator, I quickly realized how different my year was going to be. The first day of school was already off to a very peculiar start for me. I didn’t have students yelling “Ms. McCullough! Where do I put my backpack? Ms. McCullough! What time is lunch? Ms. McCullough! Do we have gym today?” Instead, I was holding the door open for the back walkers to enter the building. I asked myself if the kids would recognize me, would they miss ‘the old back door girl’, and would I ever again have the student relationships I spent the last six years thriving on. All of these questions flooded my mind until I felt a hand tug on the bottom of my shirt. Flash forward a few minutes and about a million questions later, and it turns out that this little boy is the brother of a former (and VERY familiar) student. The little brother wanted me to know every single detail of his life, and all of my worries were instantly washed away. I knew that this year as an Instructional Coach was not going to be about missing the old, but flourishing in the new.
Touching lives is something I have always dreamed of doing. The phrase ‘eat, sleep, breathe’ has truly never been more accurate. I wake up in the morning excited for what each day is going to bring. I am shaping and forming the lives of future doctors, lawyers, teachers, football players, and everything in between. And now, I am sharing that passion with my colleagues. I can look at them and say without doubt that relationships are the most important thing as a teacher. My passion is in the relationships. The hugs that I receive from current and former students. The emails I receive stating the impact I have had on my students’ lives. The milestones I reach each year with my most challenging students. And the ability to love all things that make teaching so special. My passion is my purpose. That, I am sure of.
It’s a beautiful thing when a passion and a career come together, and there’s nowhere else I’d rather be.
Touching lives is something I have always dreamed of doing. The phrase ‘eat, sleep, breathe’ has truly never been more accurate. I wake up in the morning excited for what each day is going to bring. I am shaping and forming the lives of future doctors, lawyers, teachers, football players, and everything in between. And now, I am sharing that passion with my colleagues. I can look at them and say without doubt that relationships are the most important thing as a teacher. My passion is in the relationships. The hugs that I receive from current and former students. The emails I receive stating the impact I have had on my students’ lives. The milestones I reach each year with my most challenging students. And the ability to love all things that make teaching so special. My passion is my purpose. That, I am sure of.
It’s a beautiful thing when a passion and a career come together, and there’s nowhere else I’d rather be.
Greg: "Coffee, Teach, Whine...All Day Long"
Coffee, Teach, Whine….That’s what we do. All day long. You may say, “Ross, what do you mean?”
Well, coffee is….. a symbol of connection. A connection that enables the person to appreciate the concept of "you" and "me", the discovery of "others". Coffee bridges the gap between two people, or among individuals. Drinking coffee then becomes an event, an opportunity to communicate your thoughts to others. Coffee has created thinkers and brought out the artists and scientists in people by boosting their creativity. Coffee has helped individuals connect with their inner being and discover their true potential. Others have sorted out their personal issues over a cup of coffee, or even made them reflect on their true purpose in life. Coffee represents the connection of what we love, which brings us to that connection of what we truly love…teaching.
Teaching, that’s what I live for. Teaching is literally what I was created to do. I took a class once that asked me to write a “Statement of Teaching”. The process was one that really made me realize why I became a part of such an honorable profession. I live and teach on inspiration. I look hard for things that might inspire me. With that said, I also hope to be an inspiration to students, parents, and other educators. I hope every day of my life I make a young person who has been told they will never make it – Believe they can. I was fortunate to have so many forces work in my behalf. A lot of them were teachers with vastly different backgrounds from mine. Mrs. Miles - who made me want to be an artist, Mrs. Jackson – who told me I was the next Langston Hughes, Coach Cox – who made me believe I could run through a brick wall, Mrs. Page – who gave me the desire to hear and play notes that strengthened the fiber of my culture; they all put something in me I desire to give the children daily. I am a teacher simply because I was “taught” to care more by others who didn’t have to. They made me understand it mattered not what my last name was or where I lived. It only mattered that I was a future success. Now, I have painted murals for schools and universities. I have written poetry for numerous people and organizations. I have played sports internationally. My love for music drives me to learn more and more. All these things are because people who didn’t have to made a choice to care. A close friend gave me a quote that has padded the backbone of my life’s mission statement.
“Care more than others think is wise.
Risk more than others think is safe.
Dream more than others think is practical.
Expect more than others think is possible.”- Cadet Maxim
Teaching is not just a role for me. It is my life. Clear and direct, my philosophy is to “Live the Classroom”. I will not be afraid to fail as long as I try. I show my humanity. I will attempt to always be prepared. I will teach in the classroom, and in the hallway, and the neighborhood, and the street corner. I will care more than others think is wise, and expect more than others think is possible.
Then comes the whine….or is this misspelled? (Laugh)
The normal definition says that to whine is a whimper or cry. However, there is another form of this word that is viewed as a process of transformation; a result of breaking wholes into parts and integrating parts into wholes. A time of sharing things that are important to you with those that sincerely understand how you feel and what you are passionate about. More than likely, if you are taking the time to read this, I am sure you are passionate about (and whine from time to time about) the same things we do. We love our kids. We love everything about them. We love the parents that let them stay up too late and watch shows they shouldn’t. We love the communities that at times may be filled with crime or violence. We love all they come with and work diligently to assure they are on a trajectory to achieve more than they ever imagined or dreamed. We love that we are building leaders that will go out and change the world.
So, “Coffee, Teach, Whine” is not only what we do. It is who we are. We hope you share this journey with us.
Well, coffee is….. a symbol of connection. A connection that enables the person to appreciate the concept of "you" and "me", the discovery of "others". Coffee bridges the gap between two people, or among individuals. Drinking coffee then becomes an event, an opportunity to communicate your thoughts to others. Coffee has created thinkers and brought out the artists and scientists in people by boosting their creativity. Coffee has helped individuals connect with their inner being and discover their true potential. Others have sorted out their personal issues over a cup of coffee, or even made them reflect on their true purpose in life. Coffee represents the connection of what we love, which brings us to that connection of what we truly love…teaching.
Teaching, that’s what I live for. Teaching is literally what I was created to do. I took a class once that asked me to write a “Statement of Teaching”. The process was one that really made me realize why I became a part of such an honorable profession. I live and teach on inspiration. I look hard for things that might inspire me. With that said, I also hope to be an inspiration to students, parents, and other educators. I hope every day of my life I make a young person who has been told they will never make it – Believe they can. I was fortunate to have so many forces work in my behalf. A lot of them were teachers with vastly different backgrounds from mine. Mrs. Miles - who made me want to be an artist, Mrs. Jackson – who told me I was the next Langston Hughes, Coach Cox – who made me believe I could run through a brick wall, Mrs. Page – who gave me the desire to hear and play notes that strengthened the fiber of my culture; they all put something in me I desire to give the children daily. I am a teacher simply because I was “taught” to care more by others who didn’t have to. They made me understand it mattered not what my last name was or where I lived. It only mattered that I was a future success. Now, I have painted murals for schools and universities. I have written poetry for numerous people and organizations. I have played sports internationally. My love for music drives me to learn more and more. All these things are because people who didn’t have to made a choice to care. A close friend gave me a quote that has padded the backbone of my life’s mission statement.
“Care more than others think is wise.
Risk more than others think is safe.
Dream more than others think is practical.
Expect more than others think is possible.”- Cadet Maxim
Teaching is not just a role for me. It is my life. Clear and direct, my philosophy is to “Live the Classroom”. I will not be afraid to fail as long as I try. I show my humanity. I will attempt to always be prepared. I will teach in the classroom, and in the hallway, and the neighborhood, and the street corner. I will care more than others think is wise, and expect more than others think is possible.
Then comes the whine….or is this misspelled? (Laugh)
The normal definition says that to whine is a whimper or cry. However, there is another form of this word that is viewed as a process of transformation; a result of breaking wholes into parts and integrating parts into wholes. A time of sharing things that are important to you with those that sincerely understand how you feel and what you are passionate about. More than likely, if you are taking the time to read this, I am sure you are passionate about (and whine from time to time about) the same things we do. We love our kids. We love everything about them. We love the parents that let them stay up too late and watch shows they shouldn’t. We love the communities that at times may be filled with crime or violence. We love all they come with and work diligently to assure they are on a trajectory to achieve more than they ever imagined or dreamed. We love that we are building leaders that will go out and change the world.
So, “Coffee, Teach, Whine” is not only what we do. It is who we are. We hope you share this journey with us.
