Here is the cover for our upcoming book, Real Talk for New Teachers: Tools for Building a Sustainable Career! We hope it conveys the busy lives of teachers working together to help students, plan powerful learning, and collaborating to support each other and families. What do you think?
“Real Talk for New Teachers is a MUST for anyone entering the teaching field or in their first years of teaching! This book makes teaching feel “doable” in a holistic manner that starts with the self (living healthily) and moves toward collaborating with others and becoming a leader in the profession.”
—Dr. Stacy Simonyi, Assistant Professor of Education at Saint Michael’s College
Stay tuned for more information about upcoming events, giveaways, and information about this and please be in touch with any questions or if you want a review copy for your consideration in use with your district, mentoring program, or school.
This one is a long time coming. I learned a great deal from Rachel Mark’s research on self direction, which inspired this article analyzing the connections between self-direction and service learning. Especially after the pandemic, and in the social media/attention economy, self direction in students is a challenge. After looking at the literature, it is clear that educators can build students’ self direction by engaging in intentional service learning that gives students independence, scaffolding, motivation, and communication skills to thrive. This article also shares a new framework that highlights the connections between these two concepts and approaches. I hope it is helpful to educators.
Do students have enough joy in schools? Or do they simply rush from task to task because someone told them what to do and how to do it?
With increasing levels of student anxiety, depression, troubling world events and screen addiction, I think it is time for be more purposeful by integrating more JOY into the school curriculum. And I am not alone. Take the incredible book Unearthing Joy: A Guide to Culturally and Historically Responsive Teaching and Learning by Gholdy Muhammad, where the author advocates for integrating joy, art and play into teaching units and our regular practice. One way to do this is with the Joy Project.
The following post and project I created during the pandemic, when teachers were looking for projects fueled by purpose and joy in an uncertain world. Those factors certainly have not changed. I used this template and resources with my 5th graders, who presented meaningful, engaging, and purposeful projects to our school and community. In a fractured world, students need more joy and creativity to build up their sense of selves, their resilience, and connections to their communities.
A student-driven, thematic project can provide this.
Take a moment with that idea, because it’s a big one.
How can educators and families support students in doing personal interest projects done with flexibility, creativity and curiosity? What kind of guidelines could students use to provide structure and direction for passion-based learning?
The Basic Recipe: 7 Steps to Joy
We want to help educators and students do personal interest projects that feature the following seven steps.
1. Discover your interests
Students, what brings you joy during this time? What do you want to explore? Will your Joy Project be wide open and free choice? Or will you focus mostly on one subject area, or a Global Goal, or a student-determined theme? And educators, what kind of joy do you see relating to where your students were, as a group, or where you’re all going on this new journey?
2. Discover your community.
Who are the people around you? And who do you see pulling together as a community right now, what do you notice happening? Who is in your community during this challenging time, and what are some of their strengths and some of their needs?
3. Find the overlap.
This one’s key: where are the places where your interests as a learner overlap with the needs of your community? Think of this in terms of finding a key that unlocks learning in your community, or that of your students. Your community’s needs are a lock; when the needs are met, they unlock better health and happiness in the community. Your learning interests are a key: you can use them to unlock that better health and happiness.
4. Enlist help.
We are all stronger together: as you undertake this learning project, who are some of the people or organizations in your community who can provide you with support. Are they some of the same people with the needs you’re trying to meet? Or, are they people who simply have strengths that you may not have explored, who could lean in a little?
5. Choose a reflection.
As you learn, you’re going to want to keep track of what you’re learning along the way. You could use a learning journal, or a scrapbook. You could create a podcast, or start a YouTube channel. Or could you could free-write, or explore mixed media? Or create a class padlet for all the students in the group to document their learning? Choose a method in advance, then…
