I used to think I needed to cite standards in my lesson plans. (This handy-dandy cheat sheet will help me quickly identify standard 2.1!) Now I know we should evaluate the standards, using them to guide instruction, yet allow students to pursue their passions. (What does this learning mean for you, children?)
I used to think my good ideas should stay in my classroom. (I worked hard developing those lessons!) Now I know more students will benefit from the expertise of teachers who share. (Collective genius. Sharing is caring.)
I used to think I never had enough time. (Lesson plans…grading papers…surviving…) Now I know it’s important to work smarter, not harder. (Make time for the things that matter most.)
I used to think a child who scored poorly on an assessment didn’t study hard enough. (They had a study guide one week in advance! What is the deal with that kid?) Now I know a student who doesn’t perform well on an assessment does not have the problem. (The teacher does.)
I used to think sitting down with a parent was scary. (They’re older than me! They’re parents, for crying out loud! What could I possibly know that they don’t?) Now I know talking with parents about their children is enlightening and meaningful. (Parents are tremendous assets to every school.)
I used to think in-services were an opportunity for me to address my staff about important issues. (If I’m going to wear a suit to work, I may as well stand up in front of you with this PowerPoint presentation!) Now I know that I am not comfortable spending 6 hours of the day leading professional development sessions in which teachers have little ownership. (Let them lead the way).
I used to think teacher supervision was something that happened to teachers. (Everything’s ship-shape in here. Sign on the dotted line). Now I know teacher supervision is something that happens for teachers. (I appreciate your strengths in these areas. Where can we find opportunities for improvement? I will support you.)
I used to think a child who did not follow the rules was non-compliant and clearly did not want to learn. (A rigid system of consequences will help students realize what is expected of them.) Now I know every child who demonstrates the need for behavioral supports deserves an arm around the shoulder and our relentless care. (Let’s problem solve this together.)
I used to think people who put their lives out there on Twitter were crazy people. (Okay, some of them are actually crazy people. Why would you write about what’s happening in your school?! What if your superintendent reads it?!) Now I know my involvement in social media is the most powerful professional development opportunity I’ve had in the past year. (Thank you, PLN.)
I used to think bragging about our accomplishments was pompous. (Ugh, will that teacher ever stop yapping about how great her students’ projects are?) Now I know celebrating our successes spreads good ideas like wildfire. (It ignites teaching and learning!)
I used to think I wanted to be a teacher. Now I know I was right.
And more so, now I know I want to be a learner.