Our elementary staff meets weekly on Monday afternoons. The time is set aside to discuss upcoming events, new initiatives or professional development. Two weeks ago, my principal and I tag-teamed to share the overview and expectations of technology integration this year. In my eagerness to share the overflow of all that I have learned in the past two years, I talked a little too long and shared a little too much.
While my passion for learning and using technology was received well enough, in my mind I knew,
I had blown it.
My goal this year is simple. Begin building the culture needed to experiment, explore, and equip teachers in selecting and using technology purposefully in the classroom. Knowing culture is borne from relationships and environment my intention has been to listen to teachers, to build trust, and to meet them where they are in their learning. Talking at people and overwhelming people does nothing to build relationships. I was upset with myself because I had been so intentional until this point.
So, what now?
I knew I had messed up. The perfectionist in me beat myself up and moped about it for a couple of days, and then the learner took over. I could learn from this and make it right. Failure is temporary and is based on perception. Failure is optional. I hadn’t failed.
With this realization, I began planning for the next week. Many things came up during the week that threatened to deter my “do-over.” I chose multiple times to not go with what would be easiest or most comfortable, but pushed for what I knew would be most helpful. The plan was for staff to learn new ways to use the technology we already have. The directive was simple, “Share what you know.” Our preK – 5 teachers were divided into groups and assigned a facilitator. These are the comments I received the following day.
“Yesterday afternoon was great. We need to do this on a regular basis.”
“It helped me realize how much I really know and can share.”
“That was very helpful for me.”
“I learned things I could come back the next day and put into practice.”
As teachers, we need to acknowledge that the very thing we find a waste of our time is what we so often do or go back to doing in our classroom. Our classrooms should be guided conversations with all members encouraged to participate. Students should have time to practice, make mistakes, and be allowed to make it right or “do over.”
I can already hear pushback in my own head. Having taught middle school students and raising two of my own, I know failure can be a real thing. We can not make choices for others no matter how much we want to, and we can not make anyone want to do something. So yes failure can be real, but it is optional.
What do you think? Agree, disagree? Leave a comment.