How Do YOU Define Success?

The past few days I have been attending various professional development sessions that have validated my choice to be a teacher. However, it has also reminded me of the huge burden I take on to educate over-scheduled, burnt out children who, it seems, are not allowed to be just that- children.

Often times I have students in my classes who know they are great students because they are high performing. And yet, it’s those very students who I often have to teach how to THINK. Students have become so good at memorizing facts, passing tests, and completing tasks that when they are asked to think- they have no idea how to. And then I have those students who come to class and I couldn’t get them to care if I juggled balls of fire with a clown nose on. They are tired and don’t want to sit in yet another classroom. And I also have those students that are barely making it in school and this is just another venue where they need to fly beneath the radar to get by because they are having a hard time. Do ANY of these sound appealing to you?

As a teacher, I often grapple with teaching content, teaching skills, teaching meta-learning, completing assessments and trying to get it all done in a  2.5 hour class once a week. Sometimes I feel the stress when a discussion has gone on for too long because already in my mind I am adjusting the lesson.

And I thought I was different.

At the GISA conference I attended yesterday, I was incredibly impressed with Chrysalis Experiential School (http://www.chrysalisexp.org/) where the curriculum is so open that students get to drive their own learning based on their interests. It is actually an amazing concept where students enjoy going to school because their voice is heard and they learn in a manner that is relevant and worthy in their opinion. This model is so empowering for the student but in my eyes can sometimes be difficult due to the lack of control a teacher might have over the planning process and also the amount of work required to set these students up for success. Something so deviant from what I have known education to be- something so promising and impressive- and yet, something that makes me uncomfortable and anxious…The much desired dissonance is on loud and clear here.

I was then introduced to the philosophy of an amazing educator, Ron Clark (http://www.ronclarkacademy.com/), who has changed the way anyone he meets has ever understood education. He teaches through acting, singing, and gets to class on a two story slide with no fear. Today, I attended a movie screening of Race to Nowhere (http://www.racetonowhere.com/) and it was really a depressing reality check of where our students’ futures lie if we keep going the way we are going.

At an early age, we define success for our students in such rigid terms. Good grades, extra-curricular activities, being in the top ranking, getting into a good school, doing things that enhance a resume, making lots of money.

None of these criteria directly correlate to happiness, passion, LEARNING, being an active citizen to society, moral grounding, or the importance of relationships in life. And yet, our kids are running this rat race to do those very things and some are miserable. No child’s self-esteem should be affected by good or bad grades- because these are so temporary and lead to such a roller coaster understanding of one’s Being.

All of this got me to think, how much am I perpetuating this unhappiness in my classroom? I know in many ways my teaching philosophy is completely different than the how education is perceived in secular schools. Because I am not bound by ridiculous mandates regarding test scores, I also know that I am able to implement most of my ideas reflecting my education philosophy into the classroom. Still, I think these few days was a good reminder on how much I fit into this mold because it is such a culture that is exuded within our society.

The one thing that I noticed in all three sessions was the importance of community and support to really make a difference in the education system. Instead of giving a student 5 hours of homework, what if that child had true quality time to spend with positive people who supported the redefinition of success? Who validated the things the child CAN do and stop focusing so much on what he can’t? What if the child had some time to play the old fashioned way? Outside in the sun rather than stealing one out of every ten minutes to facebook because it’s the only outlet? What if the child had some time to be bored? Some of the most amazing ideas come out of moments of silence, boredom, freedom of the mind.

Today I was reminded of the burden I carry and I felt the weight. I have re-committed to making what little difference I can to my 53 students this year. I will continue to challenge the notion of ‘success’ from what is socially acceptable to what is desired by the student. And most of all, I will make it be known that my students are cared for and respected and that I believe in them. Hopefully, one day the Race to Nowhere can become the Leisurely Strut to Somewhere Fabulous. And the requirement is to STOP and smell the roses.