I ended my first day back to teaching yesterday feeling like a boss. Rather, like a dumb boss.
These principles that have been so prevalent in years past, are almost non-existent this year due to how differently school and our classroom function this year. This is a realization I didn’t make until very recently and now vow to change for the remainder of our time together. We can no longer gather and drum (and really get close and talk) the way we would have in the past, but on this last day of Kwanzaa that recognizes Imani (faith), I have faith that I will ensure my students are not denied these foundational principles of being (specifically as Black learners but as members of humanity as well), independently and together as a community.
They said 2020 was the year of vision, clarity and focus. They were right, and for this, on the 2nd last day of the year I’m grateful. I give thanks for 2020 allowing me to clearly see my Nia, my purpose. I know why I’m here, I know what I’ve got to do and I continue to be excited for my journey.
Why do they treat us like we have no feelings. Like relationships, connections and stability don’t matter in education? Why do they keep talking to us about mental health and well-being when they’ve made it clear they don’t care?
I cried today. On and off throughout the day for so many reasons and for no reason at all.
It’s the 3rd Monday since we’ve been back-to-school. I feel tired, worn-out, beat up, overwhelmed, anxious, stressed, confused, inefficient, ineffective, and exhausted. I feel like every ounce of my energy has been zapped and that I have nothing left to give.
Great book. Lots of repetitive, rhyming fun. But, I missed the mark in terms of it being a HIT with my Grade 1/2's transition back-to-school. Maybe I'd been away from face-to-face teaching for too long. Maybe my students forgot how to play (highly unlikely). Likely, I 'temporarily' forgot what 5-7 year olds like.
Many of us who are excited about the ‘back-to-basics’ aspect of the curriculum are relieved and looking forward to something that is hopefully more straightforward than the current system. Certainly, many think it’s the hardcore drilling of math skills that is going to benefit our students’ achievements in math. However, there’s so much data, so many lived experiences with math proving that the drilling and rote learning method doesn’t work for a lot of our students. It’s actually quite detrimental. This finding is why changes were made in math education to begin with.