The elements of inspiration

Inspiration.

This past weekend my son came to me and asked what the word inspiration meant. He continued to ask questions in a rapid-fire sequence, almost as if in urgent need for explanation.
He said:
"What is it? Where does it come from? How do you get it? How do you give it?" Mind you, these are all questions from a 5 year old. After a moment to collect my thoughts I told him; "Well..., inspiration can come from anywhere". This answer seemed to only confuse him even more. So, I went into more detail. so I said; "A smile can be inspiring, watching someone play a sport can be inspiring, seeing someone who is happy can be inspiring..." And the list went on. He said; "But Daddy, what does it do? What does inspiration do?"

The answers to these questions did not come easily to me and after our chat I got to thinking about what inspiration really meant. I often think of inspiration as a feeling. One that cannot be measured, quantified or manifest in a literal way. It is subjective, unique to the individual, but overall excitement and enthusiasm is bread from inspiration. Some are inspired internally. They have a certain "drive" to challenge themselves, to explore and investigate. Some are inspired externally. They get goosebumps from watching their favorite sport, listening to music, watching others actions, reading a book, and so on. Some are fortunate enough to conjure a combination of both.

I hope for my son that he is one of those fortunate enough to build his dreams into reality, to seek inspiration and find it, to never lose the excitement of learning, whether from within or from his surroundings.

I wish for students to be inspired by themselves, to be empowered by the process of discovery. I wish for them the type of outcome that is greater than the "bottom line" of accountability measures or mastery of standards. This is what I hope to inspire in them. This is how they inspire me.

Co-Teaching: Relationships, Identity, Values...

Relationships, Identity, Values--

Picture this....Desks in teams (communities) of 4. Eight teams dispersed across the room. Groups of 4, and the rare 3 form teams (communities) of learning. Each member of the team is responsible for each other. They work with one another, support one another, experience success with one another, learn together. This is the foundation for the class that my co-teaching partner, Mr. Van Tress and I begin the 2010-11 school year.

As of the first week we have impacted this class in a way that I believe is very positive. Students of all abilities are interacting directly with their teachers, with each other, and with the content. Students who are typically shy, reserved or disinterested are asking questions in front of the class. I have seen volunteers make mistakes and discuss alternative ways to solve problems. I have seen acceptance and empowerment, group and individual decision making, the acceptance of personal challenges, and what feels like comfort and safety. I have witnessed and observed growth in one weeks time. Growth in ways one can only experience when connection, identity and values are shared openly and with trust and care.

We have a foundation! Now we must build, grow, reflect and discover as a class, as a co-teaching partnership, as a community. This is the power of inclusion!!

I am excited to continue onward on this adventure, I hope to see you along the way.

Educational Change

Here are some random thoughts related to the process and creation of a student centered, teacher directed system of education.

How do we foster resiliency, open access to education, build capacities within our schools and students, & foster accountability, best practices, and community?
Education and learning at its core is meant to be transformative rather than additive.

Lifelong learning and professional and personal growth are connected with the changes facing our schools today. The changes we face require transformation. The initiatives, legislation, etc. may be cumbersome in regard to practical application, however the strategies we choose to employ in meeting the needs of our students are not additive but substantive.

In this spirit, the strategies we develop should be consciously determined so as not to "pile-on" but to expand our capacity to build resilient and self-determined members of our community.

So, aside from the adoption of major programmatic changes how do we embrace this spirit without overwhelming the system?