What Educators Can Do in 100 Days

  • 17 Feb 2021 8:01 AM
    Message # 10109029
    Anonymous member (Administrator)

    This wonderful article shares some practical things we all can do in our educational work to "recommit to working for equity in schools". While I am no longer working directly with students on a daily basis, I can implement many of these ideas into my personal life, as well as my work with professional development, curriculum writing, policy implementation, and collaborative partnerships. I'm thinking I might print this list, cut the ideas apart, select one at random every few days, and endeavor to implement that new measure into all that I do that week. Anyone care to join me or share what you're already doing to work for equity in education?

    Last modified: 17 Feb 2021 8:31 AM | Anonymous member (Administrator)
  • 17 Feb 2021 8:45 AM
    Reply # 10109121 on 10109029
    Anonymous member (Administrator)

    Day 1...

    "In 100 days, instead of feeling like I am hammering my head against a stone wall of opposition, instead of getting discouraged, I can think of myself as a beacon. Those who need light will find me. And I will pull in close those who are reaching for me."

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    Last modified: 17 Feb 2021 8:46 AM | Anonymous member (Administrator)
  • 23 Mar 2021 6:10 PM
    Reply # 10228655 on 10109029

    Did you print them out and create a bowl of them??

  • 27 Apr 2021 4:24 PM
    Reply # 10374968 on 10109029
    Anonymous member (Administrator)

    Yep, that's exactly what I did. I pull one new "challenge" from the bowl each week and set it on the bottom of my laptop to remind me of the things I can do each day. Sometimes I'll revisit one that I've already worked on (see the pile under my laptop) because of something that happened one day, something I read, or something I'm working on and realize I need to check to make sure I'm doing what that challenge encouraged me to do.

    In fact, here's one I revisited today:

    In 100 days, I can audit my curriculum, assignments and assessments. I can ask, “Who isn’t included?” “Does this assignment measure learning - or compliance?” “Why this text?” “Why this assignment?” “Why this assessment?”

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  • 29 Apr 2021 3:43 PM
    Reply # 10405080 on 10109029
    Anonymous member (Administrator)

    Thank you for the reminder, Heidi and Christin! I put the actions in Word (attached) to make it easier to print. Maybe that helps others as well. Just cut the strips and chose randomly...

    "In 100 days, I can ensure I am speaking only for myself, not for others, unless they give me permission. I can speak from my experiences, not others'."

    The first part of this makes sense to me, especially the need to ask for permission. I'm not sure if I understand why I should always limit myself to speaking from my experiences. Aren't there times when it's appropriate to share others' stories as a form of advocacy? Yes, with permission, but if a student in adult education is also experiencing trauma because of past experiences of incarceration, because of discrimination based on legal status, because of poverty, isn't it our responsibility to be advocates? When is speaking from another person's experiences problematic?


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