Learning Their Stories

       

A sea of unfamiliar faces, each with their own "story".

          Typically, today I would be standing in front of a sea of slightly groggy faces. Some familiar, but likely a good portion of unfamiliar ones as well. After 17 years as an educator, this moment still fills me with some anxiety. Not because I'm not thrilled to start a new school year, but because I know that each and every one of those unfamiliar faces has a "story" behind it, and that the longer it takes me to learn that story, the less effective I will be as an educator. At the high school level, that could mean roughly 100 "stories" to learn, as quickly and as effectively as I can. No small task.

          Each of us, adult or child, comes with a story or context that informs our behaviour and our actions. Unfortunately, given the hectic pace of daily life, we are often too busy, or sometimes unavoidably immersed in our own stories to have the time, that most valuable of commodities, to look beyond the surface. Recently a friend of mine had a bit of a run in with another driver. With her children in the car, my friend was angry that this "reckless, irresponsible" driver (my words- she used slightly different ones) would endanger her children. Completely understandable. Like so often happens in this digital age, my friend happened to vent her frustration in a semi-public forum, and through this it was discovered that the "reckless" driver had in fact just lost a treasured family pet that morning, and was having a very difficult day. This was her story, her context. I'm not suggesting that my friend could have taken the time in that moment to discover this, and regardless, her children's safety was her utmost concern. What I am suggesting is that we approach every individual that we come across in our day, adult or child, with the understanding that they each have a story, and that on any given day this context may inform their seemingly inexplicable behaviour or actions. 

          With my students, it takes time, and a great deal of concerted effort to learn their stories. And each member of our school community might be privileged to learn different aspects of this story- counselors, administrators, clerical and janitorial staff, support staff... and the list goes on. Together, we comprise a community of caring, supportive adults that are all working to do the best that we can for our students. (See "The Heart of a School" http://www.teachergarr.blogspot.ca/2014/04/the-heart-of-school.html) This is exactly why open and effective communication in a school community is so essential. Yes, our students trust that some of the information that they share with us will be kept confidential, and we are governed by a professional code of conduct, but in other instances, it is vital that we are able to rely on our colleagues to help us learn each of our students' stories. Our job is not simply to fill empty vessels with facts and figures, but to recognize that they are entering our schools already "filled" with unique, and sometimes, unfortunately, very difficult stories. 

          My most treasured time of the school year is that moment when I feel like I can finally look out at that sea of faces, and they are no longer unfamiliar. They are faces that have been shaped by countless unique and diverse experiences. They are faces that will be further shaped by their experiences in their classrooms, and in their school community. 

What a responsibility. What a privilege. 

Here's To a "Sweet" Year

          My new year doesn't begin on January 1st. I'm not really one to make New Year's resolutions and as an early riser, staying up until midnight is pretty much a Herculean task. For me, my new year has always started in September. Amidst the deluge of "back to school" commercials, as the days begin to shorten, and the evenings become crisper, it is during this time that I typically set my intentions and goals for the coming "year". And it's not only as an educator that I associate September with new beginnings. Rosh Hashanah, commonly referred to as Jewish New Years, also occurs in September. Growing up with an Irish Catholic mother, and a Jewish father, I've been fortunate to experience a wide range of holidays and traditions. I don't think I'll offend either branch of the family when I say that at their core, they both incorporate the same essential elements: food, family, and of course, a healthy dose of guilt!

          For me, Rosh Hashanah is primarily a time of reflection. It is an opportunity to examine past *mistakes, to make amends, and to learn and grow from these mistakes in order to do better in the coming year. To ensure a "sweet" new year, we eat apples dipped in honey (fortunately, amongst his many other professions, my dad is also a beekeeper), and challah, a braided sweet bread that on Rosh Hashanah is rolled into a circular shape to symbolize the cycle of the year. In my family, after we eat, we take turns going around the table, sharing something from the previous year that we are thankful for. To be honest, some years this is more difficult than others. But ultimately, whether it is a new job, renewed health, or a new bicycle, we each take a moment to express our gratitude. 

A variety of honey to choose from. Courtesy of Allen Garr apiaries!

          Fortunately, my blog serves as a helpful reminder of the past year. As I have commented in previous posts, it was one of challenges and opportunities. For me, the two typically go hand in hand. This year, my professional and personal goals are intermixed:

- To listen more and speak less.

- To move through each day with patience and gratitude.

- To recognize and support the emerging talents and skills of those around me.

          And so, with September only a week away, I wish everyone a happy new year! May it be one that is filled with much sweetness and joy. 

*For an interesting perspective, check out the NPR Ted Radio program- Making Mistakes

                    

Going It Alone

          So, I have a confession to make. I'm a bit of a loner. I like to hike alone, I like to bike alone, and I like to spend a great deal of time, on my own. And so why is this a bit of a confession? Because I am also a passionate proponent of collaboration and connectivity. As department leader of Learning Partners, a program that facilitates and supports peer-mentoring, inter-departmental collaboration and teacher inquiry, I have experienced first hand the amazingly powerful impact that connecting to, and being supported by ones peers and extending professional learning outside of the classroom can have on growth and innovation. As an educator, I truly believe that our greatest resource is each other.  And so how do I reconcile my personal preference for solitary pursuits with what I also know to be true-- that amazing learning and growth often results from collaborative endeavours.

View from the handle bars!

          I've spent some time reflecting on why it is that I prefer to hike on my own. I'll begin by saying that many of my family and friends are a bit horrified by my weekly solo treks into the woods, especially when I return with a few scrapes and bruises resulting from a rapid descent. Logically, I know that it is safer to hike with others, and so why is it that I continue to take the risk of these solitary excursions? Simply put, it's easier. I can decide when and where I go, I can set my own pace without worrying about hastening or slowing my steps to accommodate anyone else, and I can decide how much time I want to spend at the top of whatever peak I have reached, enjoying the view. I know what you're thinking- control freak. And yes, absolutely, to some extent that's true. It's been an ongoing challenge of mine, both personally and professionally, to learn to relinquish some control to others. Hiking with others, and collaborating with others, can be hard. It requires trust, open and honest communication, and oftentimes, compromise. 

          And so given the "challenge" of hiking with another individual, why would I ever even consider this as an option? Because the reality is, that if I only ever hike exclusively on my own, at some point I will stop progressing. I will have learned all that I can on my own, and my growth will stop. As well, without the healthy competition of hiking with someone who is more physically fit than myself, it's likely that I'm not actually pushing myself as much as I could, resulting in slower growth. 

          Recently, I was descending from one of my favourite spots, peak 2 of the Stawamus Chief in Squamish. It had been raining a bit. For those of you who are familiar with this hike, there is one particularly challenging section where a chain is required to lower yourself down between two large boulders. As a "height challenged" individual, with the resulting slippery rocks and chains, it took some concerted effort, and a few attempts to safely lower myself down this section. In the midst of this, I realized that if I'd had someone with me, we would have been able to help each other through this challenge. If I was hiking with someone who was more experienced, they would have been able to provide some useful tips and strategies.

A challenging section of peak 2 of the Chief.

          Next summer, my goal is to summit Mt. Baker in Washington. A friend of mine, after offering some words of encouragement and knowing my love of solo excursions, immediately cautioned that I can't do this alone! As a novice alpine climber I will need to rely heavily on the expertise and support of experienced and trained guides, as well as the strength and endurance of fellow climbers to ascend the 10, 781 feet up the Colemen Deming glacier to the summit. This will require trust, open and honest communication and yes, compromise. 

          And so as August slowly winds to a close, my solitary summer excursions will help to inform and clarify my goals for the approaching school year. As a bit of a "loner" and someone who sometimes struggles to compromise and relinquish control, it better equips me to recognize some of the challenges that are inherent to collaboration. I still think that sometimes, it's ok, even preferable, to "go it alone". But ultimately, for real growth and innovation to occur, we need to extend our own learning by connecting to those whose knowledge and expertise helps us to reach further, to progress more quickly, and to perhaps move beyond what we are capable of achieving on our own. 

Top of Peak 2. Photo courtesy of accommodating stranger.

       
       

           

The Gift of Perspective

          In a previous post, "Through A Parent's Eyes" I reflected on how profoundly my son has impacted my educational philosophy. Ultimately, I view my students not through the eyes of an educator, but through the eyes of a parent. http://www.teachergarr.blogspot.ca/2013/11/through-parents-eyes.html This perspective continues to inform not only my teaching practice, but functioned as a valuable foundation during my temporary role as Acting Vice Principal this past year. With this in mind, my intention is always to interact with students in a manner that is transparent, respectful and caring, regardless of the situation or context. Foremost in my mind is always, how would I want my son to be treated in this situation?
          This past Friday, I was once again reminded of the power that a change in perspective can provide. I had the opportunity to share at the SFU Education Summer Institute on Professional Learning Communities.
http://www.sfu.ca/education/gs/current-students/conf-events/summer-institute.html My session, "Creating a Culture of Collaboration" focusses on the issue of teacher isolation as a barrier to collaboration, and suggests various platforms to facilitate both global and local connections, allowing educators to move beyond the confines of their classrooms. http://www.slideshare.net/teachergarr/creating-a-culture-of-collaboration-sfu-summer-institute-2014
          Amongst other topics, I discuss the impact that Twitter and Blogging has had on my own professional learning and growth. I was also able to share some of the innovative initiatives that I have been privileged to participate in, such as iTunes U course development and the Sullivan Heights Learning Partners program. My session was attended by a diverse range of individuals, including teachers from several districts, SFU Education students, school board members, administrators and university faculty.
          For the past several years, I've had the opportunity to happily immerse myself in these professional passions, and have spent innumerable hours exploring and investigating the topics that I discussed with session participants, and as such, I felt relatively competent, and comfortable, sharing my learning and professional experiences with others. And yet, it is exactly in this "comfortable" spot that I would suggest our growth and learning tends to stagnate. However, it is through the reciprocal, interactive process of sharing with others, that we can extend and deepen our own learning and understanding.
          By responding to the thought provoking questions and comments of session participants, I was able to add their unique and diverse perspectives to my own, to view topics that I have become somewhat familiar with, through a fresh perspective. It is akin to a kind of double vision, suddenly being able to view familiar content through multiple new lenses. By the end of the session, as various participants approached me with additional comments and questions, I came once again to this understanding: The transformative impact of collaboration is not just as a result of shared content and skills, it is as a result of the layering of additional perspectives onto our own, the blending and extending of others' views with our own.
          And so as I reflect on this past year, one filled with challenges and opportunities, my most profound and impactful "learning" has not been as a result of a particular session that I've attended, or an article that I've read, it has resulted from remarkable individuals gifting me with own unique and diverse perspectives, or lenses, allowing me to extend and expand my own "vision".

A new perspective, a new lens, a new understanding.

My Students Are Watching Me

         

          Typically, June is a time of reflection and celebration: reflection on a year of growth and learning both for myself and for my students, and celebration of the numerous milestones that traditionally mark the end of the school year.
          This June is a little different. Regardless of where you place yourself on the vast spectrum of BC politics, there is no denying that the escalating labour dispute between the BCTF and BCPSEA has impacted our schools. On a minute by minute basis, I am bombarded with updates and alerts by phone, through email, as well as through mainstream and social media. The issues are complex, multi-layered and emotionally charged. Many times within the past several weeks, I have come home exhausted and discouraged. As well, many times within the past several weeks, I have become acutely aware that my students are watching me. And they aren't just watching me, they are watching all of us. They are looking to the adults in their lives to see how they cope during uncertain and undeniably stressful times. This increased scrutiny has served to ignite in me a heightened sense of responsibility towards my students. Regardless of my personal political views, it is my responsibly to model a professional, positive, and caring attitude towards my students, my colleagues, and the larger community. It is my responsibility to maintain a sense of normalcy and consistency in my classroom. It is my responsibility to reassure my students that the adults in their lives will do their best to sort these complex, multi-layered and emotionally charged issues. And it is my responsibility to assure them that these are not their problems to solve. Because my students are watching me, and they are learning. More than ever, I need to be mindful of what I am teaching them.
          And so, I have resolved that this next week will still be a time of reflection and celebration for myself and for my students. Because we have accomplished some amazing things this year, things worthy of celebration. And I would argue that is especially during times of uncertainty and stress, that it becomes even more important to recognize and celebrate amazing things. This is my responsibility to my students.
       
       

The People Behind the Program

          It's not about the program, it's about the people. Trust, open communication and consummate professionalism. These are all attributes exemplified by my fellow Learning Partners. I am fortunate to work alongside colleagues who have volunteered, in the midst of often incredibly busy and demanding schedules, to offer support to their fellow teachers.

          Learning Partners currently consists of nine teachers, representing eight different departments. In addition to volunteering their time as Learning Partners, they are department leaders, coaches, committee members, and club sponsors. Oh, and they are also all full time teachers who are supporting students, planning, marking, meeting with parents, engaging in ongoing professional development and carefully balancing numerous other roles and responsibilities. And I know many of them will be quietly, and politely, horrified that I am writing this blog. Because they are also incredibly humble. 

          In the midst of writing the final report for a district action research inquiry that explores the impact of increased teacher engagement in peer-mentoring and collaborative opportunities, I have had the chance to reflect on the successes and the challenges of our Learning Partners program as it continues to evolve. And as with any new initiative, we have had our share of both. But at the very core, or more appropriately, the heart of this program, is the people- remarkably resilient, caring and resourceful people who have openly and honestly shared suggestions, concerns and questions over this past year. 

          I am pleased to share that with the ongoing commitment and dedication of each of the Learning Partners, as well as with the continued support of our colleagues and administration, Learning Partners is planning to expand in the 2014-15 school year as we move to integrate teacher inquiry into our current peer-mentoring and collaborative model. As well, we will be looking to add additional members to our team. I am excited to see what this next year will bring as we continue on our journey to support a culture of collaboration and trust at Sullivan Heights.

Taking the Lead

          We encourage our students to take risks every day. Raise their hand, ask the question, choose a more challenging book, take the extra lap, complete the bonus question, stand up in front of the class. But how can we ask our students to take these risks if we are not willing to step outside of our own comfort zones? At the presentation that I attended today, "The Teachability Factor: Harnessing Natural Context for Learning", Dr. Deborah MacNamara (http://www.macnamara.ca), argued that our students "need the adults in their life to be in the lead". If this is the case, then that means that teachers already need to be where they want their students to go.

       Many of my colleagues at Sullivan Heights Secondary have taken the lead where risk taking and innovation is concerned. On April 30th, our Learning Partners program had over 30 teachers from 9 different departments participate in our second "Teacher Drop in Day", an initiative that was developed to allow teachers the rare opportunity to visit their colleagues classrooms as a method to discover and share teaching resources and strategies. For both beginner and experienced teachers, inviting another adult into your classroom can be a nerve wracking experience. And yet, what better way to share the amazing things that are happening in our classes than by allowing fellow teachers to witness them first hand? Similar to our first "Teacher Drop in Day", the initial feedback has been overwhelmingly positive. In addition to more "measurable" data, the smiles and laughter that I witnessed at our "Thank You" lunch the following day was evidence enough of the positive impact that collaborative opportunities can have.

Just a few of the amazing teachers who took part in Learning Partners "Teacher Drop in Day".

         Most rewarding was to hear from some of our more experienced teachers who had taken the risk of participating in "Teacher Drop in Day" for the first time. Several told me that they were thrilled to have the opportunity, and most especially the time, to visit colleagues' classrooms. They spoke with energy and enthusiasm about the various actives and lessons that they were able to see throughout the day. I was also enormously proud of the confidence and trust demonstrated by our beginner teachers who participated.

         

"Host" Poster up & ready for "Visitors"!

Visiting a Drama 11/12 class as student prepare for upcoming production.

Visiting an English 10 class as students present poetry definitions.

       One teacher, who is new to Sullivan Heights this year, summed up their "Teacher Drop in Day" experience in the following email:

   "I just really wanted to thank you for planning such a cool day. Today was literally the first time I have ever seen the dance studio and probably the second or third time I have been upstairs in the school. Just seeing students in a different light, or the things that are going on in other subjects is really cool. When else would I get the chance to see Chemistry jeopardy?"

          These teachers are "taking the lead". They are modelling for their students a willingness to trust, take risks, and step outside the safe confines of their classrooms to extend their own learning. As Learning Partners continues to expand and explore new methods to encourage greater collaborative engagement at Sullivan Heights, it is these teachers who I know will continue to inspire others to open their doors and share their challenges, their successes, and their ongoing learning with their colleagues.