https://www.weareteachers.com/best-inspirational-teacher-quotes/
The Teacher I Needed, The Teacher I Became
Growing up in a tight-knit community where your parents worked for the school district meant you constantly wanted to make them proud. Being a “teacher kid” added a layer of pressure to succeed, not just for your own sake. Surrounded by friends and classmates in the Gifted and Talented program, I strongly desired to keep up. Hard work was ingrained into me, and I rarely wanted to show that I struggled.
However, my diagnosis of dyslexia shed light on the difficulties I’d faced. It became a turning point, gearing my determination to overcome these challenges. I wouldn't let it stop me from excelling with my friends and squash my love of learning.
Then came a teacher who transformed my experience. She treated me as an equal despite my learning disability, adapting her teaching style to my needs. Her approach allowed me to grow, and with that growth, so did my passion for history and reading. She wasn't just a great teacher but an amazing and kind human. This experience fostered my desire to become an educator who could inspire and empower students just as she had inspired me.
Years later, I found myself back in the same classroom, this time as a student teacher under her guidance. It was a full-circle moment, a return that justified my calling. Following that experience, I landed my dream job - Teaching dyslexia intervention and history- the subjects that challenged and inspired me. I had sat in these students' shoes, and I wanted to be that teacher for them. Witnessing their remarkable progress, I felt a powerful sense of purpose. This was my “why,” the reason I became a teacher, the chance to empower students just as my teacher has empowered me.
I poured my heart into my classroom, but my ambition was growing. I wanted to empower students to learn beyond the four walls of my classroom. After 8 years in the classroom, I transitioned into an instructional technology/instructional coach role. My impact could extend beyond my students, as I could now equip an entire district with the tools to inspire and unlock the potential within every teacher, which would benefit every learner.
However, my diagnosis of dyslexia shed light on the difficulties I’d faced. It became a turning point, gearing my determination to overcome these challenges. I wouldn't let it stop me from excelling with my friends and squash my love of learning.
Then came a teacher who transformed my experience. She treated me as an equal despite my learning disability, adapting her teaching style to my needs. Her approach allowed me to grow, and with that growth, so did my passion for history and reading. She wasn't just a great teacher but an amazing and kind human. This experience fostered my desire to become an educator who could inspire and empower students just as she had inspired me.
Years later, I found myself back in the same classroom, this time as a student teacher under her guidance. It was a full-circle moment, a return that justified my calling. Following that experience, I landed my dream job - Teaching dyslexia intervention and history- the subjects that challenged and inspired me. I had sat in these students' shoes, and I wanted to be that teacher for them. Witnessing their remarkable progress, I felt a powerful sense of purpose. This was my “why,” the reason I became a teacher, the chance to empower students just as my teacher has empowered me.
I poured my heart into my classroom, but my ambition was growing. I wanted to empower students to learn beyond the four walls of my classroom. After 8 years in the classroom, I transitioned into an instructional technology/instructional coach role. My impact could extend beyond my students, as I could now equip an entire district with the tools to inspire and unlock the potential within every teacher, which would benefit every learner.
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Education in the Digital Age: Challenges and Opportunities
As technology becomes more ingrained in education, it's incredibly important for leaders to embrace digital tools and be at the forefront of digital learning. By using technology to enhance learning and ensure equal access for all students, leaders can make sure that everyone benefits from the digital world. It's essential to see technology as a useful tool for students, rather than a distraction.
Leaders face the challenge of pushback from the old mindset. Traditionally, some teachers viewed technology as a distraction or a tool simply used for memorization of skills. They may have relied on more of a drill-and-fill exercise, believing that technology's role was simply to replicate a textbook on a screen. This approach fails to tap into the power of technology for fostering collaboration, critical thinking, and real-world problem-solving. Where our leaders struggle is in the support aspect of being digital leaders. Many professional development programs often fall short. They may lack a focus on effective teaching methods, have limited resources, be too brief, or lack direction. When we also take away educators' voice and choice, some programs feel mandatory and uninspiring.
To help bridge this gap, leaders need to create a culture of innovation and continually provide support. I know that starting over and creating an effective system takes effort. Lean on their master technology users in the classroom to help guide training showcasing effective practice that will in turn foster a safe space for educators to experiment and learn from each other. Educators need to understand that there are multiple points of data that can be collected beyond standardized tests. Technology can be a valuable tool to help assess these data points and facilitate success for all. With the right tools in the hands of eager teachers, all students' needs can be met, assessed, and addressed to ensure their growth. By encouraging educators to view technology as a tool for deeper learning, leaders can unleash the true potential of these digital resources in the classroom.
Leaders face the challenge of pushback from the old mindset. Traditionally, some teachers viewed technology as a distraction or a tool simply used for memorization of skills. They may have relied on more of a drill-and-fill exercise, believing that technology's role was simply to replicate a textbook on a screen. This approach fails to tap into the power of technology for fostering collaboration, critical thinking, and real-world problem-solving. Where our leaders struggle is in the support aspect of being digital leaders. Many professional development programs often fall short. They may lack a focus on effective teaching methods, have limited resources, be too brief, or lack direction. When we also take away educators' voice and choice, some programs feel mandatory and uninspiring.
To help bridge this gap, leaders need to create a culture of innovation and continually provide support. I know that starting over and creating an effective system takes effort. Lean on their master technology users in the classroom to help guide training showcasing effective practice that will in turn foster a safe space for educators to experiment and learn from each other. Educators need to understand that there are multiple points of data that can be collected beyond standardized tests. Technology can be a valuable tool to help assess these data points and facilitate success for all. With the right tools in the hands of eager teachers, all students' needs can be met, assessed, and addressed to ensure their growth. By encouraging educators to view technology as a tool for deeper learning, leaders can unleash the true potential of these digital resources in the classroom.
Champion Technology for Enhanced Learning
I firmly believe that the digital world in education is most effective when it complements, not replaces, traditional teaching methods. My mission is to use a blended learning approach with the teachers I work with to promote the strategic use of technology in the classroom and empower educators through continuous learning.
My passion for setting and achieving this goal stems from the intertwining of supporting new teachers and the dynamic blended learning approach. Seeing the enthusiasm and fresh perspectives of new educators is truly inspiring. Blended learning offers many opportunities to foster their skills in their craft. By combining the strengths of traditional classroom instruction with the flexibility and engagement of online resources, my team can supply them with a diverse teaching toolkit. Seeing them navigate this approach, take it to their classrooms, and witness their students thrive in this engaging learning environment fuels my dedication to this innovative approach.
This goal aims to use technology to support the diverse needs of learners by creating a community for teachers to collaborate, share best practices in digital teaching, and provide feedback for self-evaluation. This will ensure ongoing learning and continuous improvement for educators and their students.
My passion for setting and achieving this goal stems from the intertwining of supporting new teachers and the dynamic blended learning approach. Seeing the enthusiasm and fresh perspectives of new educators is truly inspiring. Blended learning offers many opportunities to foster their skills in their craft. By combining the strengths of traditional classroom instruction with the flexibility and engagement of online resources, my team can supply them with a diverse teaching toolkit. Seeing them navigate this approach, take it to their classrooms, and witness their students thrive in this engaging learning environment fuels my dedication to this innovative approach.
This goal aims to use technology to support the diverse needs of learners by creating a community for teachers to collaborate, share best practices in digital teaching, and provide feedback for self-evaluation. This will ensure ongoing learning and continuous improvement for educators and their students.
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Put the Learner in the Driver's Seat
Regarding learning, a top priority should be giving teachers ownership and control over their learning journey. This concept, often referred to as COVA, encourages educators to choose PD opportunities that meet the needs of their interests. Ownership fosters a deeper level of engagement as teachers become invested in their learning process. Allowing teachers to have a voice also helps facilitators shape the PD experience to ensure it addresses all classroom challenges. COVA allows for a culture of professional growth where teachers feel empowered to become the best educators they can be.
https://www.harapnuik.org/?page_id=6988
References
Cummings, C., Harapnuik, D., & Thibodeaux, T. (2018). Using the COVA approach to promote active learning in digital learning environments. In Advances in educational technologies and instructional design book series (pp. 22–44). https://doi.org/10.4018/978-1-5225-2953-8.ch002
Harapnuik, D. (n.d.). CSLE + COVA. Retrieved from: http://www.harapnuik.org/?page_id=6988
OpusWorks. (2017, April 3). Blended learning defined [Video]. YouTube. https://www.youtube.com/watch?v=r_kAYlAp3xU
TEDx Talks. (2018, October 5). Digital Leadership vs Digital Transformation | Nelson Phillips | TEDxHessle [Video]. YouTube. https://www.youtube.com/watch?v=_lvgdF8OQwI
Harapnuik, D. (n.d.). CSLE + COVA. Retrieved from: http://www.harapnuik.org/?page_id=6988
OpusWorks. (2017, April 3). Blended learning defined [Video]. YouTube. https://www.youtube.com/watch?v=r_kAYlAp3xU
TEDx Talks. (2018, October 5). Digital Leadership vs Digital Transformation | Nelson Phillips | TEDxHessle [Video]. YouTube. https://www.youtube.com/watch?v=_lvgdF8OQwI