There are several familiar quips about
teachers having summers off. I am not going to repeat them here –
in part because you've already heard them all – but also because my
purpose is to paint a very different picture of how many of our
teachers spend their summers.
Yes, it's true that many of us enjoy
the change of pace that summer brings, as well as a greater amount of
flexibility compared to most people in other professions. Summer
offers educators time
for much-needed and much-deserved rest and renewal, but it is also a
vital time to reflect, learn, and grow professionally. One way that
this is accomplished is through extended professional development
opportunities that aren't possible during the school year. For
example . . .
Teachers Amy and Michelle will spend a
week attending the Mindfulness in Education Teacher Training at the
Omega Institute in Rhinebeck, NY. Teacher Amy writes, “One of the
greatest gifts that we can give our children is the tools to manage
their stress and anxiety.” She and Michelle plan to bring what
they learn into the guidance curriculum and kindergarten class. Amy
also plans to hold parent education nights so that what the children
learn in class can be reinforced at home, and for parents to benefit
from mindfulness practices as well. Mindfulness sessions for Hickman
residents and students together also a possibility.
Teacher Alice is attending a Teaching
Proficiency through Reading and Storytelling workshop in Richmond,
VA. The program is based on a highly effective method for teaching
foreign language to children that utilizes – as the name suggests –
the reading, telling, and recitation of stories.
Teacher Henrike is continuing work
toward a masters degree in English as a Foreign Language for Young
Children. According to Henrike, “EFL learners are very much like
preschoolers in the way they acquire language. This masters program
has already helped me a great deal to get deeper knowledge in early
childhood language acquirement, as well as getting updated with the
newest research.”
Teacher Ruth is spending the entire
summer volunteering as a teacher of literature and language for
children in Istanbul, Turkey. She writes, “It is my intention to
study Turkish folklore and contemporary Turkish literature for
children, and I look forward to learning from my students and
co-workers. I plan, additionally, to study the vast wealth of
architecture and archeological sites in the country, all of these
elements to be infused into my teaching at WCFS.”
As you can tell, all of these
experiences will have a direct impact on our students' learning
experiences in the coming year and beyond. And, by the way, all of
these experiences are made possible through very generous funding
from the PTO. Thank you!
All of the administrators work
throughout the summer, tackling special projects and planning for the
coming school year. Many teachers are busy working during the summer
months, as well. The WCFS Summer Programs are staffed primarily by
our own teachers, which accounts for their high quality. At least a
couple of our teachers provide tutoring services. A committee of
teachers is working with me on our curriculum mapping program, and
all of our teachers will spend their own time in the coming months to
revise lessons, update curriculum, investigate resources, and plan
new units of study . . . especially related to the All-School Unit:
Bees!
For many people, the summer is a great
time to read. For teachers, that includes professional reading. All
members of the faculty and staff have been asked to read at least one
of the following three books, and will discuss them together in the
fall (the descriptions that follow each title are from Google Books):
“Shattering the myth of muses, higher
powers, even creative “types,” Jonah Lehrer demonstrates that
creativity is not a single gift possessed by the lucky few. It's a
variety of distinct thought processes that we can all learn to use
more effectively.”
Relying
on research from the neurosciences, Dr. Ross W. Greene offers a new
conceptual framework for understanding the difficulties of kids with
behavioral challenges . . . Emphasizing the revolutionarily simple
and positive notion that kids
do well if they can,
he persuasively argues that kids with behavioral challenges are not
attention-seeking, manipulative, limit-testing, coercive, or
unmotivated, but that they lack the skills to behave adaptively (and)
describes how his . . . evidence-based approach -- called
Collaborative Problem Solving -- can help challenging kids at
school.”
“Carol Dweck
explains why it’s not just our abilities and talent that bring us
success–but whether we approach them with a fixed or growth
mindset. She makes clear why praising intelligence and ability
doesn’t foster self-esteem and lead to accomplishment, but may
actually jeopardize success. With the right mindset, we can motivate
our kids and help them to raise their grades, as well as reach our
own goals–personal and professional.”
Do we teachers enjoy
the summer? Of course we do! (In fact, I'm looking forward to a
family camping trip in the coming week.) But we do not idly while
the days away. For educators – and perhaps for you as well –
summer is a time to pursue unique and varied experiences, to consider
new ideas, and grow professionally.
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