(This is the tree I see when I look out my classroom window.)

Lately, when I read what others write about education and education reform I feel a sense of confusion.   It doesn’t seem to relate to what I see at school.   Everyone has opinions and ideas for what needs to be changed.  But none of it mirrors my experiences as a teacher. 

So I remind myself to “hold on to what is good.”  What is good about public education?   Maybe it is too simple to make the news…Talking with a student about their interests and helping them discover their own power to learn and grow.  Adults and children working together to create something meaningful and good.  Connecting.  And I try to “hold on to what I believe.”  Like the tree which stands by itself, there is only one thing that I need to focus on,  the student in front of me right now.  What will be best for that student today?  Each young person is unique, interesting, and has something to share.  When we value them individually students gain the confidence to reach out for success.  That is all that really matters.  “What we must do” seems overwhelming sometimes, but we know we cannot give up.  The end result we work for may be a long way from here but each day we can take another step. 

Politicians and journalists discuss education reform. But inside our schools teachers are working hard to make improvements and to meet the personal goals that they have set for themselves as educators.  Simple goals like getting to know each student individually, being alert for bullying in the hallways and cafeteria, helping each student make a personal connection to the curriculum, and finding new ways to motivate reluctant learners.   This is the kind of reform that I hear teachers discussing every day.  As I begin an exciting and promising school year with another amazing group of 8th graders, I will tune out the critics in the media and hold on to what I believe.

In his book, Make the Impossible Possible, Bill Strickland writes that in his schools they try to help the students reconnect with “the deepest possibilities of life.”  He says “you can’t talk yourself or someone else into thinking this way.”  Instead they let students “lose themselves in experiences that are rich and meaningful enough to make their broken lives whole again.  We help them to see clearly the real potential they hold in their hands.” 

Every teacher knows the futility of trying to use words to convince students that school is important or that if they just work hard at school their lives will somehow be better.  We try to give our pep talks and motivational speeches but we know how ineffective they can be!   I can’t convince students to be motivated and no matter how exciting I think a lesson is, some students in the room will still find it meaningless.  When I read Bill Stricklands words they clarified for me just why some lessons I teach are so much more effective than others. 

It all hinges on rich and meaningful experiences.  It starts when we great the students at the door and find ways to make them feel comfortable in our classrooms.  We start a lesson with a fun game and a little laughter to help them connect with their classmates in a friendly way.   We show them how the lesson connects to their own lives and give them the opportunity to explore the topics that have special interest to them.  We give the students the freedom to access content from the type of media they prefer such as books, magazines, videos, or websites, and allow them options to create projects that express their opinions and ideas.  We take the time to plan and organize activities that are enriching and relevant.  And although the results may not be immediate, I am hopeful that over time students get a sense of their value in the world and regain the knowledge that their lives are filled with exciting possibilities.