The Quest for Knowledge
I remember distinctly when I decided to pursue more education. I was working as a fifth grade teacher, teaching 3 sections of math each day - and loving it. I was fortunate to have an uncle as a mentor who had taught the youth of Providence and advocated for higher standards of mathematics for all. He fed me a steady diet of interesting math problems and research. I developed a passion for teaching mathematics, and thought deeply about how to reach every learner in my room. What happened was amazing. With this knowledge and passion came an understanding of all that I DIDN'T know. As I looked over the portfolios of my students, planning for them, I realized that I needed to understand ALL that had come before fifth grade for these children. I had to know everything there was about how children learn mathematics. I began reading everything that I could find. I tried out new ideas, keeping notes in the margins of lessons plans about what worked, what didn't work, and how I would modify my plans next time around. I sought out like-minded educators and forged a wonderful partnership with the first grade teachers in my building. The year was 1993. Ultimately, this pursuit of knowledge led me to Boston University, where I was fortunate enough to receive my doctorate under the guidance of Dr. Carole Greenes, to whom I am forever grateful. My journey, however, is not over. It will never be over. There is always another child to consider, another problem to solve, another opportunity to grow.
Why am I sharing this now? I tell this story 20 years later because educators today are expressing tremendous feelings of pressure. There are new standards. New evaluation tools. New programs. New testing being considered. All of this can be overwhelming unless we can frame the way we look at it differently. I suggest that we link all of this "newness" together and consider it all part of the quest for knowledge. I believe that for all that seems new, some things remain the same. We can look at our profession as an opportunity to learn. We can seek out the answers to whatever question keeps us hungry for more - how do I best assess children? What is the best way to differentiate my instruction? How do I solve ratio problems using a visual diagram? Whatever the topic - we can harness that pursuit of knowledge and collaborate in such a way that we grow as we meet all of the new initiatives placed before us. It is much the same in 2013 as it was in 1993 - the more we know, the more we need to learn!
To support your quest, a summary of helpful links from the year: