Why
I believe there is value in students expressing themselves, growing their technical skills and discovering potential interests in digital fields for future work.
How
My actions, attitude and classroom environment will be safe, inclusive and supportive to every student who walks in my door because creativity is vulnerable work.
What
My lessons will be designed to engage, challenge and inspire a sense of play and exploration so students continue learning beyond the classroom.
Breaking down the process.
(BEFORE) Students will do the work if they feel safe and supported. (DURING) They will like the work if it’s fun. (AFTER) They will share the work if they feel proud. (Combination of SEL + strong final product)
My Why, How and What are largely taken from a student-created card that was given to me years ago that I keep by my desk. When I received it, I realized that it quite literally sums up my whole purpose as a teacher. It reads: “Thak you Ms. Rusell. Thak you so much for being a great teacher. You are very kind and nice to everyone. I like how you are always teaching us in a fun way.” While simple, this includes two essential elements: 1. My HOW-- in other words, the SEL approach in my class, or how I treat every student, and 2. My WHAT – lessons that are engaging to students, or as they would quantify: “fun.” If those elements come together, I’m able to reach my WHY.
My Why, How and What are largely taken from a student-created card that was given to me years ago that I keep by my desk. When I received it, I realized that it quite literally sums up my whole purpose as a teacher. It reads: “Thak you Ms. Rusell. Thak you so much for being a great teacher. You are very kind and nice to everyone. I like how you are always teaching us in a fun way.” While simple, this includes two essential elements: 1. My HOW-- in other words, the SEL approach in my class, or how I treat every student, and 2. My WHAT – lessons that are engaging to students, or as they would quantify: “fun.” If those elements come together, I’m able to reach my WHY.
Photo by Adi Goldstein on Unsplash
Vision Statement
When I started teaching in 2000, I would have told you that my vision for teaching was to make a difference in students’ lives. While somewhat naïve and generic, I still think it’s a relevant purpose, but today that big picture of how I see myself and my work in education has been more focused and clear. To me, a vision statement is not a SMART goal, so it’s qualitative in nature. It’s the big picture that is the forest, not the trees. Distilling down my vision comes to one thing: My job is to intentionally nurture students in their best creative work.
The word “nurture” may have a negative connotation as being “touchy-feely” because it is frequently associated with care and protection, as the role of a parent more than a teacher. For example, the first definition of the verb is “to feed and protect” as in “to nurture one’s offspring” (Nurture, 2020). But further definitions of the verb reveal more. Nurture also defined as “to support and encourage, as during the period of training or development; foster: to nurture promising musicians.”
The final definition of the verb is “to bring up; train; educate.” All those elements together (protect, support, encourage, foster, train, educate) convey the actions that I find essential in my work as an educator. So to intentionally nurture students is how I see my role in the classroom. To the end result of what students will produce in my class, “their best creative work” sums up both the type of work we do, and the level of excellence I want students to strive to meet.
The word “nurture” may have a negative connotation as being “touchy-feely” because it is frequently associated with care and protection, as the role of a parent more than a teacher. For example, the first definition of the verb is “to feed and protect” as in “to nurture one’s offspring” (Nurture, 2020). But further definitions of the verb reveal more. Nurture also defined as “to support and encourage, as during the period of training or development; foster: to nurture promising musicians.”
The final definition of the verb is “to bring up; train; educate.” All those elements together (protect, support, encourage, foster, train, educate) convey the actions that I find essential in my work as an educator. So to intentionally nurture students is how I see my role in the classroom. To the end result of what students will produce in my class, “their best creative work” sums up both the type of work we do, and the level of excellence I want students to strive to meet.
Photo by Hannah Busing on Unsplash
Focus & Measure
SMART Goals are defined as specific, measurable, attainable, results-based and time-bound (Conzemius, 2009). They are quantitative in nature, and important if you want to really make a significant change or reach any goal. To that end, I took my Vision Statement above, and drafted a couple of SMART goals to attach that could help me measure my success. 1. Every student will create at least 10 original pieces archived in their own electronic portfolio by the end of the semester. 2. Nine out of every ten of my students will say they enjoyed my class (it was fun) and learned something valuable.
I think the first goal is an output goal and the second is a reflection of the students’ perception of the process, so they work in tandem.
I think the first goal is an output goal and the second is a reflection of the students’ perception of the process, so they work in tandem.
Photo by Martin Shreder on Unsplash
references
Conzemius, A. (2009) The Power of SMART Goals: Using Goals to Improve Student Learning. Solution Tree Press.
Nurture. (2020). https://www.dictionary.com/browse/nurture?s=t
Nurture. (2020). https://www.dictionary.com/browse/nurture?s=t