In with the new, out with the old, and on our way to becoming.
Just as August signals a new school year, January ushers in a host of possibilities for starting anew. Some of us will once again vow to exercise more, balance work and home life, or take up a fun hobby. As 2017 drew to a close, I had the chance to engage with a group of educators at our fall Conference on Educational Leadership. Together, they reflected on what their students had accomplished to date and made plans for what they hoped to achieve by spring.
Thinking about the similarities between August and January brought back memories of one of my particularly energetic 6th grade classes (think behavior management in full operational mode). When we returned from our winter break, one of my students brought in fortune cookies that he and his dad had baked. In each cookie was a paper "fortune," intended to be a wish for what the new year could offer. We had great fun opening and reading aloud the fortunes created by one of our own.
In a moment of inspiration, I decided to use those little predictions as a lesson on how and why people set goals, not just for the immediate future but for the long-term as well. We had an interesting class conversation about hopes and dreams—often punctuated with silly, meant-to-shock comments about potential future jobs, such as being a gorilla-cage cleaner. However, what started as a lighthearted discussion moved slowly into a serious exchange about promises made and promises broken. Cautiously, my students shared a time when they were hurt or they hurt someone else because of promises broken. The class quieted as each student took a turn and each story gave way to a bit more courage for the next speaker. One by one their accounts became a little bit longer and their listeners grew more encouraging.
As the conversation unfolded, I realized that my class had changed over the break. It was as though January signaled not just a new calendar year, but also a new start—and a new focus—for these often-rambunctious students. They were becoming.
I have visited many classrooms whose teachers thrived on spur-of-the-moment decisions, often leading their classes in a different direction than their predetermined lesson plan. These unpredictable moments yield significant insights into what kids are thinking and worrying about and what interests them.
I once observed a 1st grade teacher who developed a unit on irrigation systems based on a student's interest in pipes—yes, pipes. The teacher informed me that she did this out of respect for a child who, up to that point, had not expressed an interest in any subject matter but who took great joy in receiving a certain kind of pipe for his birthday. Reading, math, and science were incorporated into the study of pipes, irrigation systems, and the movement of water beneath roads, driveways, and homes. And yes, she was able to align her lessons with the 1st grade standards, and in doing so, she helped him become.
When I think about her ability to follow one child's interest, I think of how she represents what educators do every day—fulfill promises. Whether in August or January, educators make meaningful vows—to be better at their craft, to engage each child, to connect with families, and to help students become. Some days are more challenging than others, but we always find that bright light—the fortune cookies, the water pipes—of promises fulfilled.
As 2018 unfolds, we at ASCD wish you a bright new year with promises made and promises kept. With a vow to keep growing in our craft, here's to the kids who teach us so much and to the educators who learn from them every day. ASCD is proud to partner with you on this journey.
