Book Study: Whatever It Takes - Chapter 2

[Chandler Smith]

A common assumption at most school is that time and support are constant, and learning is the variable. Do you feel that this is true at MSA? Why/Why not?

If you were to advocate for a fundamental shift from learning as the variable to making time and support the variable and learning the constant, what obstacles do you foresee in implementing the change?

What solutions could you suggest to overcome them?

After reading chapter two, I plan to change my professional practice in the following ways:

[ccope]

In some areas we have the traditional idea of learning as a variable however the way we handle leap/act/students with an IEP and utilize computer programs for struggling student we think of learning as a constant.

Unfortunately we only have a set amount of days to be able to teach for the year after you take out LEAP, holidays, and exam days so much of it becomes a rush to try and mash a years worth of course work into a small chunk of time. Our teachers already have a good understanding of what they need to teach their students for the next level. For those who are having difficulties with a subject matter utilizing small groups can help students through peer motivation. Or maybe having our upper class-men help the lower class-men with sections that they are struggling with like mentors.

This chapter helped me think about how people get in the habit of "passing the bucket" or shoving the problem off on someone else and it never gets handled. It has helped me think of new ways to handle issues within my classroom before things escalate to extremes.

[eweathers]

"This chapter helped me think about how people get in the habit of "passing the bucket" or shoving the problem off on someone else and it never gets handled." I agree with Cope that we do this -- partly as a defense mechanism -- I don't have time with xyz that needs to be done -- I hate it when I feel myself "whine" that line, but I do it. The difference is (at our school) even if we do that -- "pass the bucket" we scoop out some of the water before we do.
Yes, I am bragging. Look how many teachers stay after school and tutor in the mornings and at lunch. The school I left, had teachers who did it as well, but the number was less than half-- for a school which "processed" waaay more kids.
So, onto the question asked:

The only constant we can control is our desire/ability to be there -- not only for the students, but for each other.
There is much that disrupts the "constants" we do have in place -- I don't need to repeat Cope. However, our willingness to do all possible to see to that these kids get it is what we need to cling to.
Someone told me once something about going "above and beyond" the call of duty. What is our call? To make sure, to the best of our ability, that they get it.

The obstacle is stamina. This job will wear you out -- without the support of the rest of the faculty. None of us can do this alone. No one. We have to learn to support each other. Plans, programs, grants, initiatives -- as wonderful as they are -- do not help kids -- teachers (with the energy) help kids. We have to give each other energy.

[cbreaux]

I do agree that our school has teachers that really try to do all they can for the school. I love Weather's comment of how "we scoop out some of the water" before we pass the bucket to our coworkers. Even on our most worn down, busy, and even crazy days, we find at least a little time or energy to try to make a difference to our students. I also agree that teaching is not a solo venture. We have to be a cohesive team to truly give all that we can to our students. Without support, we run out of energy and patience and are not as great of teachers as we are capable of being.

When thinking about constants at our school, I definitely do not consider time to be a constant. There are many days and weeks that seem to disappear to assemblies, club days, field trips, or online testing. The only constants I seem to have at school is my love of teaching and my desire to help students achieve more than they thought possible. Support from others is fairly consistent at MSA as well.

After reading this chapter, I will try to be that support system for my coworkers.

[kryush]

Our school is much like both the “Chicago Cub Fan School” AND the “Henry Higgins School”. Our teachers believe that all students can learn and our mission statement even declares that we will provide a “warm and nurturing environment”. Teachers provide a variety of learning environment that trigger student interest and provides a means for students tio find something that they can relate to. We help the students to achieve and experience academic growth and success wile focusing on the self esteem and well being of our students. We are also confident that our students will achieve high levels of achievement!

Some obstacles that I foresee in implementing additional time and support into the learning environment include dismissal time and interruptions, the MANY different schedules and activities that interrupt learning every week etc. To avoid loss of learning during these times it is important for teachers to remain organized, up to date and identify strategies early for student who are falling behind. It seems that our district I so focused on testing scores that there is little room for creativity. Every time we turn around there is another test required for the students to take, EPASS, ed-performance, leap, ileap gee etc etc. We are expected to follow the icc step by step but often that means leaving learners behind. It is essential to provide a learning environment that leads to success in later life and strive for our mission with a concrete plan and IMPLEMENT that plan.