The equation I was missing

Reflection is an important component of quality teaching. As preservice teachers, we are trained to think deeply about our emerging and improving practice, all with the expectation that the emphasis on that act will not only become habit, but also will serve as a continuous springboard for growth and change; the intention is not simply to think about it, but also to act on it.

Really, reflection should be ReflAction — reflection + action.

That seems simple enough: think about it and then make a change based on your observations and data. As a preservice and first year teacher, I felt pretty confident in my ability to do that. My mentors told me it was clear I was thinking about my choices and then adjusting based on what I thought was needed. Often, they felt my adjustments helped student learning. Woo! ReflAction expert: check?

Not so much. There was one major problem: I was alone in that RelfAction. I was doing the deep thinking. I was doing the changing — and I was doing it based on “student data,” which told me what kids knew or didn’t know based on what I just taught, but left out why each of them didn’t learn it. I would argue the second entity is just as important, if not more, than the first.

Missing from my ReflAction were the same things missing from my practice: student voice, true student choice, and empowerment. When I started giving the kids a major voice in their learning and asking them for their honest feedback with explanations (and then taking their advice as often as I could), my practice improved in ways I could have never previously imagined because it stopped being my practice — what I needed. Instead, it got to be our practice. What we needed. Together.

Sometimes educators get nervous about giving voice and choice to kids, both in learning and ReflAction. We sometimes fear that means we’re not needed or that we’ll lose any semblance of order. Sometimes we’re scared to hear the reasons kids are struggling in our classes. Those are real fears, and I understand them, but I also think that again, in those concerns, we’re only focused on the teacher. And what I know now that I didn’t know two years ago is that the magic doesn’t happen until we’re a team. The reward I feel as a teacher and the reward a student feels in authentic learning doesn’t happen much without the empowerment. On top of that, kids don’t learn to be self-driven and reflective in their learning if we haven’t made that part of the process for them. Isn’t that the goal?

Reflection(with kids) + Action(with kids) = Magic

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Empowered learners: What a student’s project taught me about education

I co-teach a new, interdisciplinary English III/US history course with my colleague Chris. When we designed this class, we knew our kids needed more than what they were getting to prepare them for a world where critical thinking, problem-solving, computational skills, collaboration, creativity, character, and citizenship are valued far greater than fact knowledge and regurgitation. We knew that research proved that teaching our subject-area content and skills cohesively would be more effective than teaching independently. We knew it would be challenging to create a course that personalizes project-based learning, but we also knew it would be rewarding, and let me tell you: It’s been way more of both challenge and reward than we could have ever imagined. We also knew that we had absolutely no idea where to begin.

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Image from Empower by John Spencer and A.J. Juliani (pg. 7).

But it’s amazing what happens when we give kids a voice in their learning. The longer I work with design thinking and PBL, the more I realize that true, meaningful learning doesn’t really happen without giving kids the main voice in it, and their voices — all 60 of them in one room — have been the driving force behind almost every decision we’ve made this year. And for as much as our kids have grown and thrived this year, I have loved becoming a learner again alongside them. They’re teaching me incredible new skills and content through their projects, but their voices and questions and ideas are teaching me even more about myself, both as a person and an educator.

Our very first personalized PBL unit of the year was American History through Education. The kids thought about problems they saw in education and then created essential and supporting questions that they thought might help them arrive at solutions for the individual issue about which they each felt most passionate. They had one-on-one conferences with Chris or I to help them talk through those thoughts and questions. Once they researched and felt they understood that problem deeply and had thought critically about potential solutions, they created a project proposal that investigated the history of the problem, the type of writing/speaking they felt would best help them share their message (informative, persuasive, or narrative), the medium they thought would best help them deliver this message, and an authentic audience with which they should share this message upon completion. After that conference, they were free to start creating their individual projects.

The following video is one of the projects created through that very first unit. Watch what Emily, a junior in our course, developed to encourage educators to allow student voice and develop personalized learning experiences in schools.

For me, this video is both something I celebrate and something that hurts. I celebrate it because I am proud of the way Emily used the design thinking process to develop the concept and product from start to finish. I am proud of how she integrated research and interviews to develop such a strong message in this project. I am proud that she took a challenge posed and conquered it to share an important message with members of ICE and FutureReady as her chosen authentic audience. But it hurts because the faces and voices on that video are my kids. In my classes. And they aren’t the exception to the rule in our schools. If our kids don’t see value in what we’re doing, and if we can’t offer them the pace and challenges suitable for them, we’re going to have a tough time engaging them in learning and empowering them to take the driver’s seat.

Their thoughts weren’t rehearsed or coerced. Emily simply asked them the question, and their responses flowed so easily and naturally. How often are we doing what Emily did, which is asking our students exactly what they need? When we do, how often are we providing for those requests?

And more concerning to me: Why are they waiting to be asked? Why don’t they feel comfortable telling us without being prompted? Are we teaching kids how to advocate for themselves? To see learning as not only their responsibility, but more importantly, also a passion worth fighting for? Why aren’t they telling us — their teachers — what they need from us? Why haven’t we created spaces where that is the norm?

These are questions with which I’ve been grappling all year, and I can see that our course is giving kids those opportunities to discover and explore passions. But it is one course, and it’s not the only course I teach. I have so much more to learn. I have so much more that I want to improve. I’m so glad the experts — my students — are helping me along the way, using their voices to change the narrative of their educations.

Today I gave my students permission to walk out of my class #IMMOOC

This week I attended and presented at #ICE18. It was an incredible conference as usual, filled with lots of passionate educators sharing their ideas and building networks of support. One of the best things about being an adult at a conference (or at an EdCamp) is that if what you walk into isn’t what you thought it would be, you have the freedom to get up and find something that suits your interests, passions, or needs better. No one batted an eye when participants showed up late or left early. In fact, those actions are not only welcomed but are actually encouraged if it means growth is happening. I was thankful that as a student in those sessions, I had the ability to decide for myself.

Then last night as I listened to George Couros, Katie Martin, and AJ Juliani talk about innovation and compliance in schools during season 4, episode 1 of the #IMMOOC, I had an epiphany. How many of my students would walk out of my room if they weren’t worried about the repercussions of doing so? What would it tell me as a teacher, and how could it help me change my practice if that were an option for them?

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So today, I shared that reflection with one of my classes, and I gave them the permission to leave my room if they needed me to change. Here are the parameters:

  • They have to physically walk out of the room. For one, sometimes kids look disengaged when they aren’t, and other times they look interested when that couldn’t be further from the truth; the visual of their leaving the room leaves nothing to be assumed. On top of that, no one has to raise his/her hand and say, “This is boring, Mrs. K.” Yes, I want to teach my kids to ask politely and appropriately for what they need, but I also think it might be a better approach to allow them to challenge my practice silently at first so that when they return, I can be the one to start that dialogue and help them frame a response.
  • They have to come right back. This is where the conversation between George and AJ comes in. Last night, George mentioned to AJ that there is certainly a place in education and the world for compliance. He said something to the effect of, “You can’t submit your taxes to the IRS on Google Slides if you feel like it.” Likewise, kids can’t just leave school. I want to help facilitate their learning, and at the end of the day, all kids want to learn. Both entities want the same thing, and walking away wouldn’t be the best way to accomplish that.
  • They have to tell me what I’m doing wrong and contribute ideas to make the activity better because that conversation is the key to a solution. We’ll redesign in the moment together so that the kids have a say in their learning, and hopefully, that empowerment will be a motivating factor for them as well as a great opportunity for me to improve for them.

 

 

For me, this is an innovation. I’ve asked for feedback before, but this is new because I’ve gotten that previous feedback when I ask for it. Instead, this change allows the kids to give me feedback at any time, which is far better because I’ll actually get that feedback when they need the change; however, there are also parameters with which they have to comply because life is filled with situations where compliance is necessary. They’re not allowed to come and go from school as they please (yet), so I’m trying to innovate inside the box (and still push it out a little bit).

The economy of a school

I currently teach an interdisciplinary US History/English III course with my teaching partner Chris. Developing this course and co-teaching have been the two most incredible challenges I’ve faced in my time as an educator, but they have also been of the most rewarding experiences because the thinking and creating we get to witness from students on a regular basis is nothing short of inspiring.

Let me go ahead and admit that not every day is awe-inspiring. (We’ve even had a few days that could almost be called awFUL.) But after over a term together, we’ve found our way — all of us — and we’re seeing together just how much can be accomplished when we take a risk and try a different approach.

One of those beautiful moments came on the second to last day of this past unit. As a wrap up before the kids presented their Company Consulting Projects in our Economics unit, we asked them to:

Read:I, Pencil” by Leonard Read
Watch: “I, Pencil, the Movie”
Respond: How many people does it take to make a pencil?  What does that have to do with the economy/markets?

It was a pretty open-ended question, but overall, we were hoping they would make the connection that economies are complex and influenced by many factors, from major entities like governments all the way to the individuals who take part in producing and consuming goods and services.

One student’s take on the material and the link of human capital to successful economies was particularly noteworthy to me, as a teacher:

All the people whom have something to do with the creation of a pencil work towards making it. That is what it has to do with economics. Every job which someone performs has an influence on an element of the world. A teacher has an influence on a student. That student may be working at the supermarket and has an influence on the customers of the supermarket. That customer goes home to his/her family and has an influence on them. …[Those kids and parents] go to their work [or school] and they have an influence on their coworkers. On and on and on.

My point is that everyone has an influence on something. Just by talking with someone we are changing the world, and we do not even know it. That is why the waitress, who gives the woodworkers coffee, has an influence on a pencil.

She had other things to say related more closely to the unit, but for our purposes today, there are two major takeaways from these words, I think.

For one, our students see that interactions matter. The other day I read a post shared on Facebook by Jennifer Gonzalez who authors the popular Cult of Pedagogy blog. The article, titled “Why Aren’t We Rude to Grown-ups the Way We Are Rude to Kids?,” is more than worth the few minutes it will take you to read through it. In it, writer Ben Martin points out that we often speak to kids impatiently or even rudely. He reflects honestly, which helps the reader, specifically this teacher, think about all the times I may have been impatient or acted frustrated with students. And while my students often joke that it’s hard to take me seriously when I need to be stern because I’m often pretty smiley, I know there are times I’ve said the wrong thing and negatively impacted a student.

According to my very own student, our actions, reactions, and interactions mean everything, and continue to impact our students long after they’ve left the room. That’s a responsibility we can’t afford to take lightly.

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The second takeaway is about the importance of teachers specifically. No where in this unit did we discuss schools, and yet, my student’s example of an economy began with the influence of a teacher on not just her/his students, but as a result, on the world. Let that sink in for a minute. You matter. A lot.

The economy of a school is determined by the educators in it. How will you contribute to the strength or growth of a stronger “economy” in your school?

 

 

 

Be the Change for Kids #IMMOOC

The other day, my mom called my daughters and they couldn’t stop staring at the black screen. “Where’s Nana?” they asked. “We can’t see her!” Facetime is their normal. Connection no matter the distance is their expectation. I couldn’t have imagined that as a two or five year old, but I am so thankful that when we lived thousands of miles away from our families, my kids were still able to see and know them with so much ease. This new and better way of communication provides an opportunity for deeper relationships that didn’t exist before.

By George’s definition, innovation is making something new and better, and it is my job as a teacher to learn and try new and better ways to make learning more accessible, applicable, and meaningful to my students and their realities. But I think the real takeaway from this week’s YouTube Live with Jo Boaler is that the process of innovation in the classroom is the part that’s most important, and it’s important for two reasons.

  1. Innovation leads to failure, which leads to deeper learning.  Jo explained that when we fail, our brains actually grow more than when we get an answer “right” or succeed, so we’re learning more from a failure than from a success, and that failure can push us to a more complete understanding and more probable success in the future (not to mention the ability to see a problem from multiple perspectives). It helps us change the narrative that failure is to be avoided, but instead is meant to be celebrated as a springboard for success.  Isn’t that what we want for our kids: to be motivated, learn from their choices, and ultimately be successful and fulfilled in their lives? Isn’t that what we want for ourselves?
  2. Modeling the process makes them more comfortable as reflective learners. Designing new and better ways of learning for my students and sharing that learning (i.e. my planning, experiments, failures, adjustments, successes, and reflections) with them not only provides more opportunities for them to learn content and 21st century skills, but more importantly, it provides them a model for engaging in the process of innovation/learning that they can improve upon and take with them to use for the rest of their lives. Innovation doesn’t just make new and better things; it makes better people.

My favorite part of Jo’s talk was when she said that “learning something new changes your identity.” Of course, I want my students to learn to read and write, but what I really want is to teach them how to be empathetic, thoughtful, engaged, open-minded, and accepting humans through the things we read and write together. I want them to see the struggles of others and jump up to help. I hope for them to solve the problems of the world even if some of those problems don’t affect them very much or at all. I want them to feel deeply that they are needed in this world because so many of them don’t see that yet. A multiple choice test isn’t going to accomplish or even slightly contribute to those goals, but giving them opportunities to impact others in their community and beyond with their thoughts and their words will. Innovation will help them to change their identities for the better. And I know this because that’s what it’s done for me and for every other educator I’ve met who has grown passionate about improving their practice for kids.

Is it always easy? Absolutely not. I will never forget a lesson I planned after starting the first round of #IMMOOC when my seventh graders nearly revolted because I let them choose their path to the product. Some of them instantly valued the newfound freedom that Jo explained this week that teachers and kids all want, and in time, all of them grew to appreciate and crave this type of learning. But kids are the easiest to win over because it’s their education and learning. They are the primary stakeholders. Adults are not as easy, and I continue to have colleagues, friends, parents, and even strangers challenge my change in practice. Not everyone will see the value, and that’s okay, but we have to keep in mind that it is the kids who matter. We got into education to make a positive difference in kids’ lives. It’s absolutely crucial to them that we follow through.

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photo from wikimedia commons

#IMMOOC: The gift that keeps on giving

In my relatively short teaching career, I’ve experienced a lot of changes. Before I was certified, I taught a reading lab at a university in Tennessee, then became certified in Texas, and early in my first year teaching there, I found out my husband had received orders to Illinois. When I started teaching here in the Land of Lincoln, I can’t tell you how many times I said both to myself and to others that I was thrilled not to have to undergo any major changes for a while. Little did I know the biggest changes were yet to come.

Fast forward a year. Our district Instructional Technology Director, Joanna (@joannacarroll96), came into my room raving about this new book The Innovator’s Mindset. She said just reading the intro gave her chills. I believed her, but also believed that if I took on one more work-related thing either my head was going to explode or I might have to reconsider my career choice. It sounded like a great book, but I filed it away into the folder in my mind labeled “Hope to get to; probably won’t.”

Joanna is persistent, though, and she’s good at her job. She made sure to mention it periodically, and when the author, George Couros (@cgouros), announced that he and Katie Martin (also amazing – follow her at @katiemartiedu) would be moderating on open, online course about the book, she not-so-subtly encouraged me to do it with her. I’d join and lurk, I decided, but it only took half of the first chapter to realize that I wasn’t going to be a lurker.

The last week of the #IMMOOC, I blogged that the end was really just the beginning. In that post, I reflected on the change I experienced over those few weeks:

Over the last few weeks, I have noticed a huge change in myself, both as a person and as an educator. It is amazing what fueling your passion can do for all aspects of your life. I have had more energy for my family, for my students, and for myself, and it hasn’t been an energy burst — like the kind I need for a week or two when I have a lot going on. That type of energy isn’t sustainable, and when the busy weeks are over, you’re left feeling empty — drained. The energy I feel now fills me up and keeps me constantly pushing for more. If I was asked to explain what innovation does for a person, that is how I would describe it: fulfilling in innumerable ways.

I had been so worried about what the book study might take away form me: time and energy. Instead, it only gave: fuel for my passion, permission and encouragement to be the educator I’d been fighting to be, a growing PLN to learn from and share with, and an energy I’d never known before. And those gifts keep on giving a year later. Before beginning, the thought of one more change in my life exhausted me. After five short weeks, this was what I had to say about change:

Sometimes we are scared to change our ways for fear that that means we’ve been doing it “wrong,” when in reality, we need to see every iteration of what we do as a step towards something better, even if that something better is always changing. That doesn’t mean we’re “throwing out the book” of our past experiences and successes. It just means that the book is a living document and we get to add to it all the time.

I’m not exaggerating when I say The Innovator’s Mindset and #IMMOOC changed my life, and minus the cost of the book, it’s FREE! If you’re even considering signing up, please read Annick Rauch’s post about what the book study entails (and to answer your question: Yes, I “met” her through #IMMOOC!). If you’re ready, you can go straight to the sign up!

And if you do sign up, please comment to this post or tweet me @MrsKrolicki_phs with your Twitter handle and blog so that I can follow you! I can’t wait to get started on round 3 with you!

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Technology isn’t the problem. We might be.

I realize that title sounds harsh, but the experience I’m about to relay highlights the unintended (and kind of terrifying) lessons we might be teaching our students, not just about technology, but also about life.

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A week and a half ago, George Couros, author of The Innovator’s Mindset and The Principal of Change blog came to speak at Peoriapalooza, the Peoria County teacher’s institute. Somewhere in his speech, he mentioned a school where access to online resources was so locked-down that the teachers went to the students constantly to access useful content from which they were restricted. Everyone laughed because: #truth.

Except that when it happened to me this week, I wasn’t laughing at all.

This past Friday, my kids edited an uncapitalized, unpunctuated version of this Dear John” letter as an anticipatory set to help them see purpose in punctuation for meaning. They loved it, grappling especially when they finally figured out how to make it a love letter, and I explained that now, they’d need to make it a break up letter. Their wide eyes and dropped jaws let me know that they didn’t see how ONLY changing punctuation and capitalization could make this happen. “We can’t rearrange or delete words?!” They didn’t think it was possible, but they figured it out, and all agreed that punctuation could be a game-changer. Of course, I was on cloud nine: the hook had worked!

The next part of the lesson was a content primer, so I had shared Terisa Folaron’s “Comma Story” and three other videos about sentence structure for a project my students are beginning. In slow waves as they finished notes on the first three videos, students started coming up to my desk to tell me the fourth one was blocked. Without thinking much about it (because this happens all the time), I e-mailed the link to our system administrator asking for it to be unblocked. But a few minutes later when they had just moved on to the next step, I wondered why they hadn’t used their usual tricks to get the blocked content.

My next two classes came in, and the same situation occurred. I let it unfold much the same, but when they started coming to my desk in the second class, I asked them to solve the problem. “Have you asked for it to be unblocked?” some asked. I had, I explained, but sometimes the system doesn’t update right away. They walked away and moved on to the next step.

When I finally asked if they knew how to get blocked YouTube videos, they all hesitated, but said that yes, they did. So if they knew of a tool to get content the school felt they shouldn’t be able to access, why wouldn’t they use that same tool to get content they knew their teacher had approved and wanted them to have? Cue the crickets.

I spoke to several groups of kids after that, and I’ve concluded that some of them didn’t use the tool to unblock the video was because they were scared to use it when they knew I was watching. They wanted to protect their tool so that they could continue to use it to get what they valued more: their music. And I can completely understand that thinking.

In far more cases, though, it never occurred to them to use it for class-related content, which to me, is the concerning part. Are we demonstrating through our actions that only pre-approved tools have value in our classroom rather than signalling that all tools can have impact while focusing on positive use? Will our kids leave our classrooms truly better for having transformative tools, or are our practices holding students back from life- and world-changing applications?

Have we inadvertently taught our kids that breaking the rules is reserved for what is deemed “wrong” or questionable  rather than for doing good or even just learning? I know we certainly haven’t meant to, but the consequences are still the consequences — intentional or not.

Hug your students

…or give them a high five. Or a fist-bump. Or a pat on the back.

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Every morning starts the same way for me. I drive my daughter and I to school, we drop my things in my room, and then I walk her over to her elementary school to begin her day. Then I walk back, smiling and wishing a good day to all the kids walking on the sidewalk or into their first classes. Somewhere in that routine every morning, I get a hug from at least one former student of mine. Every. Single. Day.

I feel like I need to stop to address the elephant in the room: Yes, I hug my students. If they ask for one, if they reach out, if they are crushed or sad and I have asked if they need one, I hug them. Sometimes it’s a high five (or an air high five) or a fist-bump or a pat on the back, but sometimes it’s a hug. I’m in the low-paying, high-need, extraordinarily rewarding, all-consuming, emotionally-draining, incredible business of education (aka relationships), and if a student asks for a hug, I won’t say no…

…because I don’t know what they just walked out of before they walked into my room.

…because some of them have told me that they hate the weekends because school is more stable than home.

…because it’s a compliment that they want to hug me.

…because they might not be able to remember the last time someone hugged, high-fived or fist-bumped them.

…because someday in the not-so-distant future, each and every one of these kids is going to leave our classroom and our school, and I want them to be kind, compassionate, empathetic humans who make others feel important and loved.

One day last year, one of my junior high students made an incredibly poor decision in the way he treated another student in our classroom when I was out for the day and had a sub. When I returned and heard about his behavior, my principal and I had a discussion with him that, although calmly delivered and threat-free, resulted in his breaking down in tears. Instinctively, I put my arm around his shoulder. In that moment, he was scared and he lied, but I stayed.

Later in the day, he came up to me and told me the truth: He had said the terrible things we asked him about, but he was scared to disappoint me any further than he already had. When he finally unloaded the real story, he said: “Thank you for comforting me even though you were disappointed in what I’d done and you knew I was lying. I just didn’t want you to be mad at me.”

That was the moment that I truly understood the power of a hug (or a high five or a smile or whatever you’re comfortable sharing with your kids to show them you care). It hadn’t even crossed my mind at the time, but what it showed my student was that he could count on me to be in his corner no matter what. I would continue to respect and care about him as he made mistakes and learned how to be a good person. I wouldn’t turn my back if he messed up; instead, I’d stand next to him and help him find a way to pick up the pieces.

In education, the importance of authenticity and relationships can’t be overestimated. If the kids know you care, their investment in your class increases. I share my faults with them, I admit when I’m wrong, and I apologize.. If I’ve learned anything from the educators I read and respect, it’s that the three most important aspects of education are relationships, relationships, and relationships.

I learned it from my favorite professor in my graduate program, Dr. Lynn Masterson at Texas Sate University, who modeled for us every day what a positive classroom culture and a culture of writing can do for students. I learned it further from Susan Shires, my cooperating teacher at Steele High School in Cibolo, Texas, who knew her students so completely and took the time to really know and invest in me. I continue to learn it every day from my current principal, Rich, who makes knowing kids and teachers his business, even when his other responsibilities as principal feel overwhelming. I learn it from people like George Couros, Adam Welcome, Todd Nesloney, Joy Kirr, and many more, who write incredible books and blogs that shift my perspective and strengthen my resolve to be the best teacher I can be for the students I serve.

And if you’re a friend, colleague, student, or acquaintance who has ever hugged me, know that you’ve impacted me positively through the care you’ve shown when I needed it. I appreciate you.

 

 

An open letter to my seventh graders after their standardized tests

My wonderful, unique, 7th grade humans:

Today you finished up your winter MAP test. It’s results are supposed to show your areas of strength and weakness, providing you and your teachers with valuable feedback regarding your instruction. Some of you were jubilant about meeting your goal and showing how much you have learned since September. Others of you made growth but felt self-conscious that you didn’t hit the goal you set for yourself, or worried that your score was “still too low.” And some of you didn’t “make growth” this time around. I watched your disappointed faces as you finished your tests, and I watched the confidence you’d built all year slowly dissipate because of this one number.

Now, I don’t know everything, but there are two things I do know for sure: 1) You are not defined by a number determined by the answers you select on a multiple choice test, and 2) You have made more growth these last few months than a test could ever begin to show you.

Let me start by explaining that you came to my classroom this year already wonderful. Your parents and grandparents and aunts and uncles and family frieKids working.jpgnds and previous teachers who all play a role in making you the people that you are have done an outstanding job. You are kind, thoughtful, enthusiastic individuals. You have empathy, and when someone else is hurting, you do whatever it takes to help alleviate their pain. Do you know how incredible that is? So many adults struggle to be compassionate when someone else’s experience or background has been different from their own, but it seems to come so naturally to you. The resilience you show when something doesn’t go quite right the first time is so admirable, and you’ve taught me that — to never give up and to always come back stronger and with a new plan after a day that tests me.

 

And throughout this year, you have only become even more impressive learners and people. You’ve kept the empathy, generosity, and kindness you brought with you, but you’ve also become some of the greatest critical thinkers I’ve ever had the pleasure of teaching. When you write, you write about things that matter, not just to you, but also to your classmates and to me. You see the heart of a story, and you understand that writing isn’t meant to be formed from a prompt — it’s meant to deliver a message others need to hear: of hope, of change, of pain, of resilience, of love. All of you recognize that reading is a vehicle for exploring your passion, not a task of which the purpose is to determine your supposed ability.

You are not 210, 237, 205, 223, or 214. You are so much more than a score, and you are anything but average. You exceed my standards for what students should be every day. You take charge of your learning, inside the classroom and outside, and that motivation is the true determiner of success in life.

Keep striving to do well on these tests. Knowing how to survive or thrive in tasks that feel overwhelming is such an important life skill to master. More importantly, though, continue mastering these most important traits: caring for others, loving yourself, engaging in respectful debate and discourse, and reading and writing to learn. Aristotle said that we are more than the sum of our parts. What you do with the skills you learn will always be more important than having the skills themselves.

Keep doing. Keep creating. Keep changing your world. And know that I am proud of you — each one of you.

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Image from flickr