I believe that both reflection and research are critical to my own, as well as others’, ongoing professional practice. These two important aspects of education provide meaningful information that helps educators to be successful. After diving deeper into the role of professional inquiry in the classroom, I realize just how important research can be to teacher development. Research can be done on specific topics such as students learning styles, classroom management, and instructional content. Like it stated in one of the videos, research is not only meant for the experts. Teachers should use research in order to grow professionally in specific areas. Data collection and analysis can be done collaboratively so that participation promotes active learning. In my years as an educator, I have been involved in many opportunities that have allowed me to work with other colleagues to collect and analyze data. I have seen how the value of classroom research has helped to propel teacher instruction, which ultimately leads to student learning. Along with research, reflection provides insight into ones own strengths and weaknesses within the educational world. Reflection allows us to move forward in the fact that it requires us to identify an area to grow. Nobody is perfect and changes can always be made so that we can improve our craft. Through collaboration and observations, one can actually reflect on their own teaching. I think that research and reflection are connected in the sense that reflection can encourage research while research requires one to reflect.
In my current workplace, reflection and research can be seen in various ways. However, I believe that both would be more important to my professional practice if I were given more time and opportunities to effectively use them on a daily basis. For example, as all those in the educational world know, there are many things to accomplish in short periods of time. While teachers reflect on lessons and student performance regularly, it would be nice to have the time to record reflective thoughts in order to make future decisions. Taking more time to reflect on teaching strategies and student performance could enhance a teacher’s professional practice. While methods of informal reflection are done all the time, I think schools, administrators, and teachers could do a better job of setting more time and resources aside so that effective reflection can take place. I have learned that reflection, based on the outcomes of a lesson, can encourage teachers to make changes that will have lasting positive effects. When it comes to research, I believe that teachers need more support in order for it to enhance their practice. For example, I think many teachers don’t fully understand the concept of research in the classroom. I believe that support and instruction on how to implement research methods would greatly enhance the value of classroom.
Chelsea Fay teaches 3rd grade in North Philadelphia. She's studying the connections between school and classroom leadership.
As a self-proclaimed American football 'honey badger,' I've always felt that it's my duty to ignore Sundays' television screens and screams from impassioned fans. My intentional ignorance is not part of greater anti-sports or anti-competition agendas but a genuine lack of interest in losing hours of my life on the couch watching other adults exercise in ways that would really benefit me to try. The Super Bowl, however, is the day I become a stalwart supporter of the NFL's cause. I live for the holiday season every year as I count down the days until the next Thanksgiving starting January 2, to quell my holiday desolation- but the Super Bowl and all of the traditions upheld on this February American Sunday gives me one last opportunity to relish in all the family feels.
This year's Super Bowl was especially noteworthy as the hometown team competed for the national title against one of the most winningest teams in NFL history. The Philadelphia Eagles' season in itself was like something straight out of an Aesop fable and even earned the team the nickname, "The Underdogs." Over the past six months the media highlighted the greatest challenges working against each player on the team, the team as a whole, and the entire organization. From injuries sustained by starting players to an "inexperienced" coaching staff, it didn't seem likely, from the perspectives of pundits and statisticians, that the Philadelphia Eagles could make it to the game-of-games; but, they did. And, not only did they make it to the Bowl, but their competition was the same team with the same star player that had beat them in their last Super Bowl appearance over a decade ago. Talk about a screenwriter's dream...
So, here we are. The outcome is exactly what one should expect from a fairy tale story; but the difference between the classics and the triumph in this narrative is the shared tenacity. Some of the best motivating speeches in history have been spoken by athletes in the last seven days and stories continue to surface about fans, team employees, and cheerleaders who never gave up on their lifelong dreams to partake in what happened on Sunday, February 4, 2018.
Since Sunday I've been involved in various conversations with fellow Philadelphia educators about the Super Bowl and the positive results, as well as the surprising and unfortunate results for the New England Patriots. The interdisciplinary and universal themes of determination, persistence and steadfast beliefs are central to the narratives about this topic. But, I wonder, are we being too generic and airy-fairy in our approach to teaching the underlying life skills elucidated by this event? As adults, teachers, and learners, what life skills are we synthesizing and illuminating for our students and neighbors, and for ourselves?
At the conclusion of the city's celebratory parade Philadelphia Eagles' Center Jason Kelce delivered what is being called the "most epic" speech attributing the team's win to the passion and drive of his coaches and teammates. Earlier this week millions watched as the Eagles' Quarterback Nick Foles shared his postgame thoughts on the significance of failure as a tenet of life. While these orations highlight necessary principles for winning, they don't dive deeply enough into the nuances of each team members' and staff members' daily grind. The passion, drive, and failure noted by Mr. Kelce and Mr. Foles are, in my opinion, glorious results of the quotidian minutia of what we deem as "work."
So, again, I implore you to consider how we connect our discipline, and perhaps your own successes and failures, and the lessons consequentially taught by the reigning champions with our students' thoughts and learning, and their hopes and dreams.
Jaimie Piotrowicz is a 5th grade, public school Teacher in North Philadelphia. She is conducting research on the connection between teacher happiness indicators and subsequent student success.
Student 1: What were you reading?
Me: It’s a book about teaching. Pose, Wobble, Flow. Mrs. Kroon gave it to me.
Student 1: You know it’s almost summer, right? You’ve got to chill.
Student 2: Leave her alone. At least she’s found her people.
Student 2 was referring to Mrs. Kroon as “my people.” But after finishing Pose, Wobble, Flow, I also consider authors Antero Garcia and Cindy O’Donnell-Allen my people—or at least my kind of people. Their book provided respite from the inadequate professional development I have been offered this year.
Philly education contains many levels. With such a diversity of peoples, Philadelphia classrooms become a microcosm of the larger U.S. When our classrooms start feeling like the “real world,” we must find a way to help our students process the tensions they feel. One ARG teacher did just that in her Center City charter school classroom.
Two students came into my room in tears. It spread through our class like wildfire. “What’s wrong?” I asked. “Donald Trump” they responded. The world had entered our classroom. The alarm and distress my 2nd graders - mostly black, some immigrants, many Muslim - felt was palpable. It had been building in the months leading up to the election and, on this November 9th, it had come to a head.
Last Saturday, members of Action Research Group (ARG) presented at Penn’s Ethnography in Education Research conference. It was our sixth time presenting, and I remember back to our first in 2012. I was then, as I am now, so proud of our teachers meeting and presenting, and the energy we felt before, during, and after. I was most struck with how our members were changed by the experience.
After presenting, audience members addressed our presenters as researchers and asked about their work and insights about teaching and learning. Discussion lead to deeper understanding of the issues connected to their action research. One ARG member remarked she felt honored to be a part of such growth-minded discussion: she felt like a “real” professional.
It’s March – Spring break is on the horizon. Half of the school year is over. You’ve conquered January and February at full throttle. It wasn’t easy! Students had to relearn some skills and procedures. You had to get back into the swing of things yourself! With numerous new projects from field trips to standardized testing preparation.
Now that you’re in a place of feeling prepared, it’s time to shake things up. Yes - new student groupings!
The answer: much-needed empathy.
As coach of the English department in an urban-Philadelphia high school, I spend a lot of time in classrooms but hardly any time teaching. However, when one of our 12th-grade teachers was suddenly hospitalized, I offered to teach her AP Literature class until she returned. I hadn’t formally taught in nearly four years, and the experience reshaped how I view the classroom, my colleagues, and the relationship between teachers and administrators.
Some background first. I strive to be a defender of teachers. While four years of teaching taught me the challenges of this work, coaching has taught me how important it is to equip teachers with the right resources and supports to do their jobs well. I’ve seen teachers go from floundering to thriving in just a few months of coaching. I’ve also worked with teachers who actively resist. Some are hesitant to trust my feedback or our conversations, and occasionally reject the process altogether. When I was in the classroom, I remember frequently questioning my coach, but ultimately embracing their perspective and eagerly trying out their suggestions in my classroom. I saw coaching as a tool to make me a better teacher. Who wouldn’t want that?
It may be presumptuous to consider summer break when spring break hasn’t even made an entrance. But, on this day in February, I’m asking you to do just that. And I’m asking you to think teacher professional development.
I know! Don’t stop reading!
Every summer, the National Endowment of the Humanities (NEH) offers educators the opportunity to study with university professors at their respective institutions. The course offerings are extensive, relevant, and scintillating. This year, the available seminars and institutes cover topics such as “American Women at War,” “From Harlem to Hip-Hop: African-American History, Literature, and Song,” and “Muslim American Identities, Past and Present,” to name a few. Not your typical professional development...nor your typical summer.
My belief and approach is that education provides students a better understanding of their world. It helps them build an informed worldview so they can navigate their journey. I strive to present my students with a multitude of experiences, aiming to arm them with the tools they need for success in work, relationships, and other aspects of life.
However, there are times I wonder, “Is this worth it? Do they care about this topic? Are they even listening?” Yet, time and again my students surprise me with the connections they make and how they apply their learnings to their life in such remarkable ways.
A recent incident this year illustrates my belief and approach.
Something about watching the snow fall, as I sip coffee and eat a homemade breakfast, makes me wonder if nourishment and rest are the only two things that derive from “taking a break.” Yes, food is wonderful - and sitting down is a luxury - but the privilege of choosing what to do and when to do it is the most valuable element.
Time is of the essence for teachers. Lessons, grade books, conferences, phone calls, and meetings are just some of the structured items in our daily jobs. The school day is a rush of productivity, brainwork, and physical demand. So, when Friday night arrives, some of us cannot imagine doing anything more intellectual or active than watching mindless television.