"I Used to . . . Now I"
Ruth Shagoury
Follow effective action with quiet reflection. From the quiet reflection will come even more effective action.
Peter F. Drucker
I've been thinking about Peter Drucker's advice as I work with other literacy teachers who are also thinking and rethinking our classroom identities and beliefs. The ongoing cycle of action and reflection is at the heart of our journeys as educators. We've been exploring questions like "What drew us to teaching in the first place?"; "What are the threads in our teaching lives and commitments that ground us and keep us teaching?"; "How has our teaching practice evolved and changed?"
Rather than exploring these reflections in isolation, we have found it helpful to write, and then use our writing to spark conversations with each other that lead us to insights and revitalized classroom agendas. We found one simple structure for self-reflection that helped us focus on our professional changes. Using the format of parallel lists, we brainstormed what we used to do and what we now do.
High School English teacher Susan was surprised to note how much her teaching practice had changed:
I used to:
1. Be a grammar and usage Nazi, proofing and correcting every tiny error on a student's final draft.
2. Act as if mine was the only class for my students, giving lengthy reading assignments and papers.
3. Have rigid deadlines with grades lowered one letter for each day late.
4. Give lots of "fix-it" comments and red pen editorial marks, and few notes on what worked well.
5. Be strict about needing to keep a boundary between myself as a young(ish) teacher and adolescent students.
Now I:
1. Grade one or two writing traits per paper and allowing students (and myself) to break some rules and find a voice.
2. Assign shorter papers and assigning short stories as well as novels to read.
3. Am more flexible with deadlines according to the needs of my students.
4. Focus much more on the positive when I give students feedback.
5. Allow myself to be more relaxed, smile a lot-and I still am in charge.
Cassie works with younger children and also saw big changes in her expectations for her students-and herself:
I used to:
1. Expect children to work at their desks.
2. Expect children to all write on the same topic.
3. Expect kids to make friends and "behave."
4. Only rarely share my own writing.
5. Be afraid to challenge my student much or make work "too hard."
6. At faculty meetings, sit back and listen passively.
7. Expect to be a classroom teacher forever.
Now I:
1. Encourage children to work everywhere in the room, wherever they need to.
2. Encourage children to choose to write on their own topics.
3. Model and teach what cooperation and being friends looks like.
4. Share my stories, poems, and all kids of writing all the time.
5. Figure out what each of my kids can do, and set high expectations for their work.
6. Speak up and take action, volunteering to lead committees and advocate for new policies.
7. Am thinking about going into a leadership position in literacy and curriculum.
Cassie's reflection led to talk in our group about how changes in our teaching and evolving practices can help map out future directions for our learning and professional path. Most importantly, we had the opportunity for thoughtful conversations about our classroom practice, stories from the classroom, and changing plans. We found this to be a great way to start our meeting time together. Depending on the amount of time you have, you might also use it as a closing reflection, or write your parallel lists at one session, and open with the conversation about them at the next meeting. It's invigorating to give ourselves the time to reflect on how we've changed, and use the reflections to make plans for more experimentation and learning.
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