1. Is failure a real and regularly option and experience for kids at your school?
I need to be totally honest I believe the word failure is NOT the correct word here. I understand what is being presented, but if I know I am going to FAIL at anything I most likely am NOT going to give my complete effort. I believe this should be rephrased as: are students challenged beyond their own independence and are they willing to persevere with educated questions while access others and outside resources.
So, based my own description of failure, I would say yes students are challenged and presented with many opportunities to problem solve and work beyond their own independent level.
2. If so, what impact do you believe that is creating? If not, what structures have been put into place to accomplish alternatives?
I would say the most noticeable example of this at my current location that I am observing is happening in the 11th grade math classroom. I say this because this class has been transformed from and assessment driven curriculum, to a multidimensional learning experience. Students are learning and embracing that the processes of learning is way more valuable than the academic content itself. Because students are understanding that failure is a part of learning they are more likely to take risks. This creates an amazing environment where students often socialize while using high level academic vocabulary to help one another explore and expand on new topics.
3. What conditions exist that make it too late to learn and reach competency in your school? Can you give an example?
I would say the only limitation to reaching competency at my current location is a students own limitations (unwillingness to create a time and a plan). I say this because all teachers embrace the never too late to learn philosophy.
4. What would you do, if anything, to introduce/enhance “never too late to learn” structures in your school if you were the school leader?
As a school leader I would first present the concept to the staff, and I would anticipate a bit of backlash. I would ask each staff member to take a few minutes to reflect on their own educational journey, and identify a time when an opportunity to learn was presented, but was not seized by them as a learner. I would ask why they are educators and to identify their priorities for their learners. Through a reflective process I would hope to open everyones mind to the never too late to learn philosophy.
5. What can you do in your present position to create “never too late to learn” structures into your current practice and those of your peers? Are those things in your sphere of influence?
I can continue to provide office hours and guide students to strategically place study sessions within their week to make up work, or identify areas of concern and create a plan.
6. Commit to 5 things you are willing to do this semester that will make your school have increased learning opportunities:
I need to be totally honest I believe the word failure is NOT the correct word here. I understand what is being presented, but if I know I am going to FAIL at anything I most likely am NOT going to give my complete effort. I believe this should be rephrased as: are students challenged beyond their own independence and are they willing to persevere with educated questions while access others and outside resources.
So, based my own description of failure, I would say yes students are challenged and presented with many opportunities to problem solve and work beyond their own independent level.
2. If so, what impact do you believe that is creating? If not, what structures have been put into place to accomplish alternatives?
I would say the most noticeable example of this at my current location that I am observing is happening in the 11th grade math classroom. I say this because this class has been transformed from and assessment driven curriculum, to a multidimensional learning experience. Students are learning and embracing that the processes of learning is way more valuable than the academic content itself. Because students are understanding that failure is a part of learning they are more likely to take risks. This creates an amazing environment where students often socialize while using high level academic vocabulary to help one another explore and expand on new topics.
3. What conditions exist that make it too late to learn and reach competency in your school? Can you give an example?
I would say the only limitation to reaching competency at my current location is a students own limitations (unwillingness to create a time and a plan). I say this because all teachers embrace the never too late to learn philosophy.
4. What would you do, if anything, to introduce/enhance “never too late to learn” structures in your school if you were the school leader?
As a school leader I would first present the concept to the staff, and I would anticipate a bit of backlash. I would ask each staff member to take a few minutes to reflect on their own educational journey, and identify a time when an opportunity to learn was presented, but was not seized by them as a learner. I would ask why they are educators and to identify their priorities for their learners. Through a reflective process I would hope to open everyones mind to the never too late to learn philosophy.
5. What can you do in your present position to create “never too late to learn” structures into your current practice and those of your peers? Are those things in your sphere of influence?
I can continue to provide office hours and guide students to strategically place study sessions within their week to make up work, or identify areas of concern and create a plan.
6. Commit to 5 things you are willing to do this semester that will make your school have increased learning opportunities:
- Provide office hours
- Provide all students access to in class notes
- Encourage students to check in individually with classroom teachers
- Encourage organization and executive functioning skills by using google drive
- Individualize assignments and competencies through modifications and accommodations.