Learning how to listen
I have been on a journey. My journey has been rooted in trying to understand how to empower communities of the underrepresented. Although I could have set out to do this in multiple ways, I chose education.Dewey eloquently states that education can enable students to practice democracy, built on the voice and choice of its citizens, if that is what those involved in this process have as their goal and practice. During the course of my journey I steered away from my initial goal. I learned how to control student learning rather than listen to the voices of my students. I also recognized the fact that if I were to be relevant to my students and their families, I had to change the way I taught. Each year my colleagues and I have asked each other the essential question “How do we nurture children’s natural tendency to be inquisitive and make learning come alive into their real world experiences?”
Answering this question through the practical day to day demands of a test-driven environment had slowed down my own journey in trying to implement a place where all of my students’ critical thinking thrived. I was faced with the reality that I needed to go elsewhere to seek how to create a learning environment that came alive and where my students were simply happy to learn. I made this a reality for my students and myself, no longer compromising our right to have an equitable and qualitative education. While in the Teacher Leadership program at High Tech High’s Graduate School of Education, I learned how to let go of control so my students’ voices could be heard through my action research. As I was learning how to listen to my students’ voices while researching what happens when student voice and student reflection guide my teaching and our learning? I couldn’t separate how student voice was impacted by teachers. I knew that I needed to enter a path that would challenge me to grow as a teacher leader by supporting and facilitating collegial conversations focused on improving teaching and learning. I had to find the voice within myself so that I could value the voice in others.
Action research beautifully led me out of previous questions and into brand new ones. As I think of where my journey is leading me next, I am wondering how we can build sustaining democratic schools among staff that has functioned out of traditional structures. What structures empower teachers to be heard so that they may hear student voices and foster student-centered, democratic learning? How can we maintain it? I am in the UCSD/CSUSM Educational Leadership Joint Doctorate program because I want to continue to learn and grow in creating a thriving democratic learning environment for all of my students. I cannot ignore the fact that systematic structures need to be adjusted to align with the principles of democratic learning so that students may be empowered. I cannot do this alone. I need to learn how to do this alongside others who carry this similar desire or who have gone before me and found its effectiveness for themselves. Through this program, I want to be able to engage in conversation and implementation of change for traditional schools to take steps of risk towards equitable learning environments. I want to question, research and collaborate with others through this program so that I may continue to learn how to redefine how educators and schools view and respond to students as not only children but as people whose current needs, rights, and experiences are taken seriously (Kohn, 1993). The journey continues...
Answering this question through the practical day to day demands of a test-driven environment had slowed down my own journey in trying to implement a place where all of my students’ critical thinking thrived. I was faced with the reality that I needed to go elsewhere to seek how to create a learning environment that came alive and where my students were simply happy to learn. I made this a reality for my students and myself, no longer compromising our right to have an equitable and qualitative education. While in the Teacher Leadership program at High Tech High’s Graduate School of Education, I learned how to let go of control so my students’ voices could be heard through my action research. As I was learning how to listen to my students’ voices while researching what happens when student voice and student reflection guide my teaching and our learning? I couldn’t separate how student voice was impacted by teachers. I knew that I needed to enter a path that would challenge me to grow as a teacher leader by supporting and facilitating collegial conversations focused on improving teaching and learning. I had to find the voice within myself so that I could value the voice in others.
Action research beautifully led me out of previous questions and into brand new ones. As I think of where my journey is leading me next, I am wondering how we can build sustaining democratic schools among staff that has functioned out of traditional structures. What structures empower teachers to be heard so that they may hear student voices and foster student-centered, democratic learning? How can we maintain it? I am in the UCSD/CSUSM Educational Leadership Joint Doctorate program because I want to continue to learn and grow in creating a thriving democratic learning environment for all of my students. I cannot ignore the fact that systematic structures need to be adjusted to align with the principles of democratic learning so that students may be empowered. I cannot do this alone. I need to learn how to do this alongside others who carry this similar desire or who have gone before me and found its effectiveness for themselves. Through this program, I want to be able to engage in conversation and implementation of change for traditional schools to take steps of risk towards equitable learning environments. I want to question, research and collaborate with others through this program so that I may continue to learn how to redefine how educators and schools view and respond to students as not only children but as people whose current needs, rights, and experiences are taken seriously (Kohn, 1993). The journey continues...
WHere my journey began...
My questions about student voice began at the High Tech High Graduate School of Education Teacher Leadership program. Those questions paved the path that led me here. Click here to see how my journey began while doing action research on what happens when student voice and student reflection guide my teaching and our learning?
Janet Hageman Chrispeels Doctoral Fellowship in Educational Leadership
2014 Awardee
Selected as one of two recipients of the Janet Hageman Chrispeels Doctoral Fellowship in Educational Leadership, the fellowship fund was recently established by the UCSD founding faculty member of the JDP, Janet Chrispeels, who retired in 2010. Dr. Chrispeels established the fellowship in order to help attract highly qualified JDP students who are engaged in leadership actions to promote social justice and equity. Click here to read more.
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