Reflection on year-end meetings

After thanking teachers and reassuring them that all feelings about this school year are okay, I ask two questions: what's at the center of the center of you plate in teaching? and what has been unmasked for you this year?

Unmasked

I used so many of my colleagues as supports this year; I have been more open to asking for help; I need people more than I thought.  I realized that we have each other's backs.  That's comforting

Grading is a silly bean-counting game.  I realize how the traditional way of doing grades helps privileged kids and hurts unprivileged kids.  I need to make a big change to how I do grading.

The district has provided students/parents/staff with confusing and mixed messages: we need rigor! but deadlines and individual assignments don't matter.  Keep providing challenging curriculum... but provide grace.

Being the kind of teacher that I want to be is an important part of my identity as a person; the fact that I couldn't play the normal role that I do really affected me.

The community does not support us humans or teachers.  There's a sense of entitlement that 

How much SOME kids need us;  many kids feel safe here and we can provide some safety; I have overemphasized content;

I have the best question for discussion (etc), but when kids create their own questions for discussion, they're more engaged;  the pandemic has forced us to shorten and focus curriculum -- it's been a good exercise 

I'm coming to terms with how much kids are struggling.  What's been unmasked it how much they're struggling.  In past years I was more torn between "rigorous curriculum" and flexibility.

The "character" of kids was revealed... some kids sailed right through the troubles, some kids really struggled, other kids abused teacher flexibility and grace

What's revealed is the ugly truth that we dragged kids through learning -- chasing them down, persuading them to complete stuff, relying on 'student compliance'  -- and, worse, that we were dragging kids through learning in past years, too... the pandemic just revealed it/ exacerbated it.  This "dragging" is not just a pandemic problem, it's a "school problem"

This year has revealed the privilege of many HC parents who, for the first time maybe, didn't get exactly what they want when they wanted it.  This has become more clear to me as I reflect more on issues of equity in the school and in the country and the anger/frustrations of groups who don't/can't get whatever they want.  It's ironic that our local parents don't able to see that what they're feeling is similar to what less I'm coming to terms with how much kids are struggling.  What's been unmasked it how much they're struggling.  In past years I was more torn between "rigorous curriculum" and flexibility.
privileged feel.

It's important to be in the same space as kids.... to read their expressions.

Acceleration of technology; "teacher-proofing" 

Kids can't focus unless they're present; we need to do things to help make kids present (opening writes turning into discussions); things that might be considered "fluff time" or "non essential" are important in building community and feeling of comfort and safety

kids need to do personal writing

We don't always give kids credit for what they're doing; 

I'm proud that I survived; I created not just plan A and B, but C and D.  This forced me to do lots of tech things that I didn't really want to learn.  but I'm glad that I did.

I felt like a cog, not valued as an individual; this year felt like "pounding and pounding";  kids need consistency and predictability and positivity;   kids need to know that you value them as individuals  --  directions (like "turn your camera on" needed to be relentlessly inviting... it worked over time)

I think that kids will feel "dirty" about cheating this year."

What about kids who CHOSE to stay at home b/c they don't normally feel safe and comfortable in schools

Center of Center of Plate 

Being a human being; people matter, relationships matter.  You should treat other human beings with kindness.

I am a "warm demander," which I've always been, but it's become more apparent.  It's a transition for me a little, because I used to be more focused on "skills."

I help kids believe that they can do hard things.  

I want kids to know that they are okay as they are; and if not, I'm there for you.

Helping kids realize that literature matters and can change your life.

Appreciate kids for who they are; kids are not always at the top of their game/ their full selves; they are PEOPLE not underlings

I want to teach kids how to be good humans;  I want to make connections with kids;  I want to be able to model vulnerability and the ability to access resources

I want kids to have authentic connections to reading, incorporate all that we're learning about equity in helping kids see themselves in the curriculum

What's important is not JUST the skills, but how it's connecting to students' real lives.  

I want to make sure that kids know that I care about them as human beings and and as learners; I am their advocate

Building community in my classroom.  Providing space for students to do what they want.

I want kids to have a sense of belonging, to be part of  a place you can be yourself.

Outlet to write about personal exigence... responding to text, research, write to someone who you need to...  

Other

I've been really resentful of administration. This job used to be a vocation, then it became just a paycheck.  I am working my way back to seeing what I need to do to keep the sustaining "vocation" part intact.

The fact that we moved to canvas -- and had to communicate everything to kids through canvas -- has been helpful for me in prioritizing and clarifying curriculum.  (moving from "the stream" to modules was hard, but ultimately very helpful)

I am a fan of Book Love; also of opening writes (especially to get kids to be reflective and connecting); I think what's important is novelty/changing things up... do Book Love for specific units, do opening writes at other times;

My reflections:

Teachers recall, with vividness, specific things that others said or wrote to them, especially during times of need.   "I don't care who teaches the class."  Being called a "communist infiltrator"

Teachers feel like they've been asked to give grace to kids again and again, but do not feel like they've been given grace.

teachers: AB, GC, SJ, MB, KS