#BowTieBoys Reflections on NCTE 2018: Student Voice and Choice

by Mary Howard

Our #G2Great chat family was abuzz with excitement on 12/13/18 when our good friends #BowTieBoys led by teacher Jason Augustowski returned as our guest hosts (excitement that was elevated by a first time visit from our new friends, #HairBowGirls). #BowTieBoys have taken the chat seat of honor on five previous occasions including 4/26/183/8/185/25/173/6/17 and our very first #BowTieBoys event on 6/9/16 with guest Sam Fremin.

Their most recent visit followed their presentations and attendance at NCTE 2018 in Houston last month based on their reflections of the NCTE theme of Student Voice and Choice. These remarkable young men talk, rap and write about education, sharing with educators their belief that teachers are the key to making our schools a more positive and productive place as they offer specific suggestions that would bridge the existing teacher-student gap. 

Pause for just a moment and imagine what these young men ranging from grade eight to senior in high school have accomplished. I wonder how many of us could even envision sharing our ideas about teaching at a national conference, YouTube Channel, or blog post. Having experienced their powerful voices in each of these arenas, I am well aware that their collective commitment to education drives them. They are so uniquely accomplished at raising their voice and listening to them is a reminder that students are our future. 

Since this was their fifth #G2Great visit and the topic was student voice and choice, I thought it made sense to depart from the usual #BowTieBoys blog post and let their voices lead the way.  I posed questions and they graciously breathed new life into each one. We are so proud to share their words of wisdom on our chat and in this post:

What inspired you to form #bowtieboys?  What impact did you hope that this group could have on the education world and in what ways has that vision become a reality? (question posed to teacher, Jason Augustowski)

I was originally inspired to create this group when NCTE came to Washington D.C. in 2014 (our backyard).  I had already presented in Chicago, Las Vegas, and Boston and was inspired by how many teachers came to these conventions to collaborate – all in the name of doing right by kids. And that’s when I thought – but there isn’t a kid in the joint.  How do we know for sure that we are accurately meeting their needs if they aren’t a part of our planning, our assessing, our grading, our environment building, etc.?  I had built a really strong rapport with my students and their families not only through teaching, but through directing school and community musicals and coaching travel paintball.  Bringing students along to the conference was the next step in my own professional journey and one in which I truly and whole-heartedly believe. We have to ally with students as 50-50 partners.  We need to create with them to offer the most authentic choice and experience in their learning. When establishing environments, we must not only work with our colleagues, but with our kids. We need to make rapport central to the classroom (the famous quote: no kid cares what you know until they know that you care). Let’s replace worksheets with inquiry and assigned readings to libraries of inclusive and diverse texts. Let’s stop focusing on the “rules,” “playing school,” and “the way it is/has always been” and become rebels, disruptors – true educators (that are first and foremost informed ourselves). But not informed by state mandated curriculum. Not informed by politicians who have never set foot in a classroom. Informed by the constituents with whom we work each day: the students (and dare I say it, their parents). And I learned all of this from my students (when I sat down long enough to listen). We presented in D.C. with Sara Kajder about shifting the classroom paradigm (both in terms of flexible seating and autonomous instruction). And I was proud. And I thought this magic could never happen again, for NCTE 2015 was scheduled to take place in Minneapolis… and there was no way parents were going to accompany their kids across the country, right?  Wrong!

Being a male teacher, I assumed that male students gravitated to me which is why our group was comprised of boys. So, when our then small group presented in Minneapolis (this time with Lester Laminack) we decided to dress in matching outfits and boast bowties. Lester immediately dubbed us “the #bowtieboys” and the name stuck. Traveling around that conference and the following year in Atlanta, the students were able to learn, make connections and networks with our teacher heroes, enjoy the vendors, and experience a professional situation not common for their age. But after Atlanta in 2016, we were in store for another major shift. Our group grew from three to ten and would then grow again in 2018 to fourteen.

At the start of 2017, our then group of ten, took to the interwebs with a commendable force and passion. They established Twitters, blogs, a YouTube channel, began conducting professional research (they have collectively read my entire professional library), and working on a textbook in which they could encapsulate their flowing ideas. They were dedicated to make a change in education by showing teachers what students can do when given the environment and support. They wanted to partner with teachers and promote that partnering all across our nation. And to some extent (at least we like to believe) they have.  They have had the opportunity to present multiple times in St. Louis and Houston, guest host five #G2Great chats, and one #NCTE chat. They have led professional development for career switchers and teachers in our home county and they are ready to do more.

Coming in 2019 we are extremely excited to announce our new identity: BOW-TIE (Bringing Our Why because Teachers Include Everyone).  This group of now FORTY students of all genders will manage an all new website featuring the following exciting additions: an About Me page (where teachers can get to know the stories behind each of these incredible students), the Blog (the old posts will be there, but newly reformed and re-imagined. Think Newsletter, Podcasts, and beyond), the YouTube (where students will be writing, shooting, editing, and uploading original content every month), links to social media (not only will students maintain their original Twitter accounts, but we now will post on our GROUP Twitter and Instagram – look for the @handles in the new year), and a Contact Us page to aggregate booking requests. BOW-TIE wants to hit the road and come to a school district near you to learn alongside your teachers, administrators, and students. We couldn’t be more excited for what the future holds and couldn’t be more thankful to all of our friends, colleagues, and supporters who have believed in us from the beginning and helped these students make meaningful contributions to our (and their) world. Below are some of their thoughts: 

The following questions were answered collectively by students Dawson (Doug) Unger(junior);Kellen Pluntke(senior)Ryan Beaver(junior)Rishi Singh(junior)TQ Williamson(junior)Christian Sporre(junior)Spencer Hill(junior)Joe O’Such(junior)Jack Michael(freshman)Jason Nguyen(freshman)Aaron Eichenlaub(grade 8)Nihar Kandarpa(freshman)Sam Fremin(senior); and Connor Grady(junior):

Being a member of #bowtieboys comes with responsibilities beyond your own school demands. What motivated each of you to become a member of this group?

School stopped being fun for most of us in late elementary or early middle school in part due to a loss in curiosity and creativity. Learning and school in general felt like more and more of burden and our natural curiosity was constantly degraded. Part of why many of us joined was because we saw that school degraded our curiosity, not building it, and that needed to be changed. Not only did curiosity degrade over time, but many of us felt that even as we became closer in age to teachers, they would become more and more standoffish. By advocating for change in these regards, many of us also wanted to push outside our limited bubble and interact with the world in a truly impactful manner.

How have you benefited as a member of the #bowtieboys?

Due to the special and groundbreaking path of the #bowtieboys, we have built nearly unparalleled leadership skills. It is also never a bad thing to be part of anything new and innovative, which is the mission of our group. By reaching into new audiences, we have been able to become affluent with networking skills and advocate for ourselves and others. We have reached into a broad scope outside our confined bubble and interacted with teachers and educators across the nation. We have had an incredible audience to communicate with and for the first time for many of us, we our writing for an intrinsic, not extrinsic cause. By truly doing something we are passionate about, which no doubt requires a lot of time and effort, requires significant self-motivation.

More specifically, we’ve:

  • Developed leadership and networking skills and have seen a dramatic rise in our public speaking ability.
  • Started to intellectually evaluate more than just the material and have constructive criticism. Speaking off the hip and being able to talk on the spot.
  • Learned to share our thoughts in constructive ways.
  • Been able to reach outside my own bubble and look at many other parts of the world and open my eyes.
  • Been given a chance to thoughtfully voice opinions and open the door for other students.
  • Gotten more well-spoken and confident.
  • Become better, more articulate writers.
  • Started to write for an actual audience and not a grade, but an intrinsic drive.
  • Received a platform to speak from and advocate for myself and others.
  • Learned self-motivation.

Each of you have presented at NCTE, many of you on several occasions. How has this experience changed you? What contributions do you feel that you have made as a result?

NCTE is a lot of networking, plain and simple. By connecting and interacting with educators across America, we have had to build our networking skills, often in a trial by fire. To effectively network, we have to be not only willing but proactive in talking to others. Often, we develop into our own cliques, which isn’t a bad thing, but NCTE helps us move outside these cliques. Not only does NCTE break down any cliques within the #bowtieboys, but also gives us experience to talk to others outside our groups.

In much of the same trial by fire, we have had to become capable to talk (and rap) in front of hordes of teachers. Many adults have rambled on the importance of public speaking, yet few students participate in public speaking outside of class presentations. NCTE gives us a raw unfiltered experience of public speaking.

Finally NCTE is one of our greatest assets in the regard that it serves as our most valuable platform. We put the idea of student voice and choice on full display, often by intertwining typical classroom experience with other intricacies of our lives, seemingly unrelated to teaching, to construct coherent and constructive feedback for teachers from their clientele: the students. Through the fantastic experience that is NCTE, one remarked that they had smiled in those four days more than they had smiled for years.

Why is it important for educators to keep their minds open to what students have to share with us about our own practices? Give an example of how you think your efforts can change the professional world.

Education is to some degree a business, with teachers as the employees and students as the clientele. In any successful business, the employees must cater their products to their clientele. We are the clients of education, and by no means should we completely control the realm of education, but we must be an integral part of the education field. Students are constantly changing, which makes it all the more vital that education changes. Yet this cannot happen without student input, which is why our group is built on giving constructive student critiques that emphasize student voice and choice. Much like how writers don’t notice some of their mistakes, teachers may not notice some of their mistakes. The students can act as a peer editor for the teacher. It makes any of our days when a teacher either asks us what we think could take their teaching from good to great. Even by opening up educators’ mind to student feedback, we feel we have made a pronounced impact on the professional world. 

What is one thing that we can do as educators to listen more openly to our students for the purpose of understanding possible changes that will benefit student learning?

One of the schools in our area has a unique schedule where four days a week, students meet with one of their teachers for about 30 minutes and discuss how things are going in that class. Although it is more than a stretch to implement this, the concept can be used as a quick warm up or exit ticket. Just ask your students to give their constructive thoughts on how you can make learning enjoyable. Although there may be ridiculous comments, many students will take the opportunity seriously. Although this isn’t the best way, it is a subtle one and a way to show that you care about your student’s voice. Overall just embodying a transparent pedagogy and keeping an open mind can drive student voice and change.

We have had members of the #bowtieboys contribute to the #g2great chat five times since Sam Fremin originally participated in the chat in 2016. What have you gained from these twitter chats?

Learning new ideas and being able to voice our own ideas has been a cornerstone of the group since we began. With the chat, we have been able to receive quick input from teachers and students from all around the country. A network is created through NCTE that the #g2great chats recreate. Because of this, participants of the chats have become great friends for some of us that we are able to connect with through twitter or at NCTE each year and continue to learn from. It is truly a pleasure to meet new and amazing people.

CLOSING THOUGHTS…

I pause to look back at the profound reflections of fourteen amazing young men and a teacher who trusted them to use their voices to have a positive impact on this profession. As I ponder their sage advice, I am reminded how inspiring it is to see them in action. I have had the great pleasure to watch them work their magic on a crowd and even to participate in their sessions. It has been an honor to get to know each of them personally and I am filled with deep pride for all that they stand for. But now I long for the changes they seek.   

You see, we talk a good game about keeping students at the center of our professional efforts but I wonder how often we actually bring the term student-centered to life where matters most. How often do we silence our voices long enough to ask our students how we can be better and truly listen to what that means from their eyes? And if we aren’t doing that, how can we make “student-centered” more than a buzz word and turn it into a reality that could lift us higher as professionals and thus transform our learning spaces into memorable experiences that are for and about students?

As I close this post, There is one picture that was captured at #NCTE18 that captivated me personally and speaks volumes. This photo was taken just before #BowTieBoys presented at a roundtable session chaired by Donalyn Miller called Nerdy Book Club: Building Strong, Inclusive Reading Communities (C.58). I think it says it all:

Take a good look at this remarkable image. THIS beautifully reflects the collective spirit that defines this wonderful group of young men and one dedicated teacher. They each believe deeply in what they are doing and have banded together to help us to see our teaching through their ever so wise eyes. I think that we owe it to them and to this profession to pay attention to what they have to teach us.

As I was finishing this post, I took a moment to peruse the chat once again. For the first time, I noticed a tweet from TQ Williamson shared just after the chat ended. I smiled to think that the #BowTieBoys experience will someday beckon an inspired and curious new educator into this profession filled with the hopes and dreams of what COULD be rather than what IS. Let’s not wait to make TQ’s vision a reality!

Links to read more about #BowTieBoys

Mary Howard #NCTE18 Post: Learning with #BowTieBoys & Jason Augustowski

#BowTieBoys YouTube Channel

#BowTieBoys Blog Spot

Twitter Contact Information

Dawson (Doug) Unger(junior)

@dawsonunger (Junior)

Kellen Pluntke(senior)

@KellenPluntke

Ryan Beaver(junior)

@RBeaver05

Rishi Singh(junior)

@RishiSingh08

TQ Williamson(junior)

@tq_williamson

Christian Sporre(junior)

@CSporre

Spencer Hill(junior)

@spencerhill99

Joe O’Such(junior)

@Joe_OSuch

Jack Michael(freshman)

@jackmichael776

Jason Nguyen(freshman)

@JasonNg70025993

Aaron Eichenlaub(grade 8)

@AEichenlaub729

Nihar Kandarpa(freshman)

@NKandarpa

Sam Fremin(senior)

@TheSammer88

Connor Grady(junior)

@ConnorGrady11

Jason Augustowski (teacher, 10thgrade/AP Language)

@MisterAMisterA

We Got This. Equity, Access, and the Quest to Be Who Our Students Need Us to Be

by Mary Howard

December 6, 2018. That was the day that Cornelius Minor graced our #G2Great family and touched all who were part of the experience. Cornelius had previously shared the #G2Great stage with Courtney Kinney in Brilliant Tapestries: Building Classrooms that Reflect the Lives of the Children Who Inhabit Them. This time, it was Cornelius’ powerful new book that inspired passion-fueled dialogue: We Got This. Equity, Access, and the Quest to Be Who Our Students Need Us to Be. Heinemann 2018

I was honored for the opportunity to write our post this week so I dug into this beautiful book with great fervor to prepare. But as I read, I began to worry that I couldn’t possibly capture his brilliant cover to cover thinking. I realized that the only person who could do this post justice was the person who penned those mesmerizing words in the first place. Luckily, Cornelius graciously agreed to an interview and in typical Mary style, I excitedly crafted eleven interview questions and emailed them to him. 

On a quiet early Saturday morning from my hotel room in Phoenix Arizona, I joined Cornelius in Google Hangout. I was instantly enraptured listening to his words and the sounds of his children playing in the background. As soon as I asked my first question and listened intently to heartfelt honesty, I realized that his words could take center stage and that the questions would simply follow his lead. And so here are the words verbatim that reduced me to tears within minutes on a lovely early morning interview I will forever hold dear.

As I read Kwame Alexander’s beautiful foreword for your book, I felt transported back in time to the annual International Literacy Association (ILA) Conference two years ago when you led a quiet room filled with love and hope. I can’t help but wonder if a seed for this book was planted that day. How did that experience impact you in writing this book?

CORNELIUS

I think it was the seed actually germinating. The seed has been planted forever. Like I’ve always been this guy. One could argue that I’ve inherited a lot of this work from my ancestors. So really the seed was planted when the first African was brought in chains to the United States. The seed was planted when we decided that we wouldn’t give women equal pay. The seed was planted when we decided that immigrants weren’t equal to people who were born here whatever that means. The seed was planted when colonists killed the first Native American. So the seeds have been around and I am lucky enough to have inherited lots of good mentors and a lot of people have trusted me with their work. And so that room I think was me already holding the seed that so many people have given me and me being not afraid to let it grow in public.

I don’t know if you felt it, but those of us sitting in that room were soaking in all of that from you. That was a magical experience and I recall thinking in that moment how much we needed a book from you because of what you offered that room. You may not have noticed the faces as we looked around the room but they were filled with hope and love. So where did that idea of hope and love fit into this in your mind?

CORNELIUS

One of the things that I hold onto and that I’m very clear about is that hope is not a strategy. The people who are organizing against us are not hoping. They are erecting programs and policies and fundraising. I think one of the greatest tragedies is that when the good guys get together, they just tell us to hope. And so rather for me the word hope is a characteristic. Hope and love are characteristics that I want to hold on to while I’m working. But I think it’s really important, and I say it almost everywhere I go. People ask me if I’m hopeful. I am pragmatically optimistic but I do hold on to hope and love as characteristics of my work but that it must be work. The notion that we go around society telling people to hope while bad people are allowed to organize and plan just doesn’t feel right to me. And so, I always want hope to be the defining feature. I always want love to be the defining feature. When people work with Cornelius they’re like “Wow, that work, that progress that we made together felt very hopeful.” But hope alone cannot be the entirety of our work. I think that’s how the bad guys keep winning. We’ve been duped into thinking that hope and love are the entirety of our work – and they are not.

Do you feel like we’re moving in that direction in education or in the world?

CORNELIUS

You know, Mary, that’s a really tough question for me right now. Just mainly because what this book has done is that I invite all of the hard places. So, you call Cornelius when someone spray paints a swastika on the wall. You call Cornelius when there’s been a hate crime. You call Cornelius when some kid uses the N-word and offends a whole community of people. Lately I see the hardest things. I just got called by a mayor of a town and I was there last week leading a community session. Someone had spray painted racist graffiti all over the school. There had been death threats. There had been a school shooing. I mean there was all kinds of stuff. That’s where I get called into now so I see the hardest of the hard. It’s not just the literacy work. Well, it’s interesting because to me it’s all literacy work. After a hard incident, like after a school shooting or after some big graffiti goes out, it’s really easy to say, “Oh let’s all love each other.” And then we’ll get on the news and we’ll play some nice music and then we wait two weeks and we think that it’s over. But what happens is if we don’t communicate, if we don’t talk about it, these things happen again and again. Like we just hide them behind sayings or euphemisms or whatever. I always tell people that if you sweep mold under the carpet, it just grows. So, if something happens, what we do is love each other and we don’t confront the thing that happened. Then the next time that thing happens it’s going to be three times as big. That’s been my work for the last year and a half. So I do see things changing in that people are willing to talk about them, but I’m ready now to move beyond talk and move into true community engagement.  And that’s much of the work that I’m leading. That’s what I was doing last week so when you engage a community, it’s really ugly because you’ve got to say, “Well here’s our truth. Here’s what happened. Here’s how we feel.” And we’ve got to create a space for people to feel. Again, I was in town last week when there was a death threat that had been made and somebody had spray painted on the bathroom wall of the school that they were going to kill all N-words on Monday so they were specific. Parents did not want to send their kids to school on Monday because this was a very credible and articulated threat. And so we had to think about how we were going to do community outreach to those parents who were most impacted. What does outreach look like to black parents vs. outreach to white parents? What does outreach look like to our Jewish parents? And then we have to do that work. We got to get on the phones. We got to call people and let them know that you’re safe here and we care about you. And then there are people who don’t want us to do that work. There are people who are like “You shouldn’t call and everybody should just come to school because it’s okay and why are those people afraid? It’s just spray paint”. And so there’s all of that. I think what happens is that the real work is not beautiful. I’m really trying to lead people through that muck in a way that is defined by hope or in a way that is characterized by love. And so I think these last few months for me have been spent not shying away from the ugly and not afraid to talk about the ugly and that’s really hard for educators. As educators we tend to want to deal in the sunny side of things, but much of our work ain’t sunny. And so how do I lead people into that work in a way that is characterized by hope and by love? That has been the question I’ve been asking myself and to be honest, Mary, I don’t know. In every town it’s a new thing. I think it is changing, but in the way that things get worse before they get better. So, a wound has to scar before it heals and right now I think we’re in the really ugly scar and it’s going to be here for a while.

Did you realize that your work was going to lead you in this direction? It sounds like this is all of the things that you’ve spent your life becoming. But did you know that you would someday start doing this important work beyond the school arena?

CORNELIUS

Well it’s kind of funny again, Mary, because it’s always been my work. One of the things I did for Heinemann is I sent them news clippings of my teenage years. This has been me for twenty-five years, You know, I’ve been doing this stuff since I was fifteen. I have a larger platform now which is like great. It’s really really exciting. But when I think about the work that I’ve always done in my hometown or when I think about the stuff that has mattered to me, it’s always been my work in a very small way. When I was fifteen, I protested my student government and I took it over and became the new president. It was like a minor coup. Then when I was eighteen I was protesting the governor and by eighteen I had spent the evening in Governor Bush’s office in Florida because I was against his policies for schools. It’s kind of been an interesting year for me. I don’t know if I told you a college roommate of mine was running for governor of Florida so it’s been an interesting year for both of us. These are people I’ve been growing up with my entire life and now that we’re forty or forty-one, the work that we’ve been doing forever is now catching the attention of people outside our communities. I didn’t know that this book would do this thing because what’s fascinating is that when you’re in the literacy world, it’s really hard to find out where you fit in. I’ve spent my last eight years with Lucy doing very disciplinary literacy and then on the side being Cornelius but in a very interesting way of doing this disciplinary work. What the book has done is effectively merge the two. That people are starting to see, and I think that people are ready to see, that disciplinary literacy has to be inclusive. That disciplinary literacy has to address nationality and race and class and gender and ability. And that’s really exciting to me. There was a time, and I even remember there were people who I love in this field, who would tell me that my work had no place in teaching. And these are people that I love. And I think it was because we didn’t have the language for it. In many ways when you’re not from a marginalized group you don’t see these things. And so I have always felt the impact of my immigrant-ness on school. I have always felt the impact of my blackness on school. I have always felt those things. But then you work in these overwhelmingly white spaces and people say race doesn’t matter here or gender doesn’t matter here and you’re like, “No it does because I’m here and I’m feeling it.” And it’s unfortunate because we think about things like our current president and I think what our current president has done has made visible all the things that marginalized people have been talking about for two generations. And it’s made it visible to everybody else. And to me that’s a crisis of literacy because people have been communicating these messages for generations but largely people haven’t been listening. Then we think about the language arts; reading writing speaking and listening. So what does it mean that we have a Shirley Chisolm that says, “This was a problem two a generations ago but nobody believes it until Trump shows up.” What does it mean that we have a Carter G Woodson who wrote the book The Mis-Education of the Negro who named this four generations ago but then nobody believes it until Betsy DeVos shows up. And to me that’s a crisis of literacy that people have been speaking – women, people of color, immigrants – but nobody has been listening. That’s a language arts problem. 

Note: At this point Cornelius moved me to tears

“I’m imagining you standing in front of that classroom just like in that room at NCTE and I think that the real power is not just what you say but the way that you say it and the way that you move people. Thank you for moving me this morning.”

CORNELIUS

But it’s all of us and I think that everybody feels this way. One of the things I’m learning as a father is that you have permission to be sad and that you have permission to be excited or disappointed. We try to police kids’ emotions all the time. When my daughter gets sad I have to remember that she’s a human and that the thing that made her sad exists and she has permission to be sad. I think that as adults we’ve inherited this mindset that I don’t have permission to feel how I feel. I have a good job. I’m a teacher. I’m a leader in my community. I should not feel sad or I should not feel frustrated because I’m an adult. I think one of the things is that I hope to achieve with my work – and it goes back to that defining quality of hope and love – is that as adults I want to extend the same grace to you as an adult that I extend to my children. That when I listen to my children speak they have permission to be sad and when I listen to Mary speak, she has permission to be frustrated or sad or angry or not know the answer. And we don’t extend that grace to each other and I think that’s what I want my work to do. That I have permission to be imperfect and so do you.

I think you modeled that on the chat Cornelius. I went through and captured all of your tweets and what was amazing is that people would say something and you would respond to them with the message that it’s okay to feel that way. I think that people don’t feel like it’s okay to feel things like self-doubt or all the other things that we all struggle with. That was really amazing. 

From the opening words to the closing, I got a sense that this book is YOUR heart on paper and I’m feeling like that’s true listening to you now. What “heart message’ did you hope this book would spread across the universe?

CORNELIUS

It’s complicated and I think that there’s several. One is that it’s bigger than education. Two is that even though it’s so big, we can do it. I know this sounds silly but I was like “Book?” I want them to be able to read the title that we can do it. We Got This. It’s a big message that I wanted for people. Like how can a person browsing the book store or surfing the internet who doesn’t read a single word of the book but just reads the cover leave being a better practitioner? So that’s the message, that we got this, that you are enough and I think that there’s so much in teaching that makes us feel like we’re not enough. And we are. We are. I don’t know how people have gotten to the heart of teachers and made them feel like they can’t do things. And it’s in every setting. Yesterday I was in a school. Many of the kids who were separated at the border from their parents were relocated to New York City. They have incredible trauma, incredible journeys. These people are leaving Central America and Mexico and attempting to find opportunity here and our government sends them away. These teachers are doing such important work in these schools and they are amazing. I’m just the guy who shows up and says nice things but 100% of that work is those teachers showing up every day and doing the work. But even the people who are doing the best work in the world have been made to feel like they’re not enough. So yeah, you asked me about the heart message of the book and it’s really that “You are enough.”

You mentioned the title and I’ve been wondering if there is a reason for the period at the end of We Got This. That really connected with me so is there a meaning to that?

CORNELIUS

Oh yes. That was actually one of the biggest debates in all of the writing of this book. Was it going to be a period? Was it going to be an exclamation point? Was it going to be nothing at all? My designer, Monica, actually became in very many ways a co-writer. The book is so visual that I really wanted the design to kind of make a point and I needed somebody who really understood what I was trying to do. Monica actually invented that period because it’s a definitive “IT IS.” To say We Got This [exclamation] suggests that we don’t always have it. To say We Got This [period] says that even in our imperfection we’ve got it indefinitely. And so I think that period is really important there.

There are so many challenges in education these days and so many things teachers are facing through no fault of their own. Where do we even begin? How do we refuse to allow the challenges to thwart us and still be inspired to lift ourselves up to do what we need to do?

CORNELIUS

There are several parts to that question. I think first of all that the kind of people who become teachers are the kind of people who were good in school. For the most part that means that you’re a rule follower. That means that you’re compliant. That means you listen when the person in charge says listen. And that mindset is not the mindset that usually gets us to a revolution. So it’s really meant for me looking at who I am fundamentally. I want to do the right thing. If there’s a rubric I want to get highly efficient at using it. And so that’s really what I wanted to do and what I lay out in the book: Here’s how to be a nonconformist in public. The question that I’ve been asking myself more recently is “How do I remain radical and also job secure?” And where does the revolutionary live when you’ve got to pay bills and your kids have to be at dance class at 10:30 a.m.? Where are the spaces for the revolution when you’ve got to pick your kids up by 4:00. I think that really it comes down to our action research. I present action research as the answer. We can look at the practices that are not working for us. We can look at the things that people ask us to do and we can say “No” to those things if we are well researched. One of the things that I am not shy about at all and even the reason I went to Teachers College in the first place and why I left my classroom is that I wanted to get smart enough to protect myself. I am really interested, and this is no accidental use of the term, but I am really interested in weaponizing my research to keep whole communities safe. And I think that as teacher, I can engage in a small inquiry project to give as a practitioner my agency back. Or I can engage in a small inquiry project that allows me to do the kind of work study that I need to do even though my kids are ninth graders and everybody is saying that they don’t need word study. 

You ask us to do our homework and then make change happen. You may have just answered this, but are you referring to doing this kind of research in order to arm ourselves with knowledge first?

CORNELIUS

Yes, absolutely. You know, one of the things that I joke about a lot but I really really mean it, is that I enter most fights with my pen. And even on my twitter profile it says “Bring your pens to swordfights.” You know that old saying that the pen is mightier than the sword? I really do believe that applies here. If I’ve got a problem with the policy or if I’ve got a problem with the mandate, I don’t sit in the staff meeting and pout about it and I don’t sit in the staff meeting and shout. I get to work. I’m like, here’s the mandate. Here’s what they want me to do. Is this thing actually going to work in my classroom? Let me go try it. Let me collect my data. Let me think about my results. Let me look at the student work. Let me get student testimonials. And then if the thing doesn’t work I show up with all my data and I’m like “Look this mandate that you gave to us is flawed and here’s how I know. Here’s my student testimonials. Here’s my student work. Here are the things that the parents have said. Here’s the change in affect that I’ve noticed in the school over the two weeks that we’ve been implementing this.” So for me it feels really clear. People always want to say that “Wow Cornelius, you’re so brave. You stood up to that principal. You stood up to that superintendent.” I don’t think that it’s brave. I just know that I trust my data. That when I collect the work. When somebody says, “Hey this thing is proven to work” but then I try it with thirty-five students over a course of two or three weeks and it doesn’t work, then there it is. I think that’s been a big thing.

And have your administrators been open to trusting you? 

CORNELIUS

Yeah. It’s been really fun and I’m cautious at the same time too. The book is still pretty young so I’m still seeing what it does in the world. A principal bought copies for her entire staff after reading it. She said, “I realize that this book ultimately teaches people to challenge leadership and that’s exactly what I want for my team.” And lots of principals are buying it. The idea that people are choosing to buy a tool to put in the hands of their teachers that allows them to challenge leadership.

That’s impressive for a leader to do that.

CORNELIUS

It’s actually not when you think about it because it’s who we want. I think that you would want that same thing. There are thirty-two children and there’s nobody better equipped on the planet than me to be in this classroom right now. It’s the idea that when you walk into a room you own the room. With all your imperfections. With all of your insecurities. Yes, every imperfection in me right now is perfectly tuned to this room. And every doubt in me right now is perfectly tuned to this task. That wherever I am, there is some reason why I’m there and I do have something to offer. I hope that teachers feel that way.

With Cornelius’ last words we allowed the interview to come to a natural close since it felt as if this beautifully summed up the We Got This. spirit. Cornelius’ thoughtfully honest responses were so inspiring that I could have talked to him all day but I left our conversation with far more than I ever thought possible. Through his words, Cornelius gives us all a glimpse in the world that he has always envisions. His book, our #G2Great chat and this interview felt to me like the trifecta of POSSIBLE. As I close this post, I am reminded how much care Cornelius put into the idea of listening in his book by devoting an entire chapter to that critical topic.

Well, Cornelius, we are listening and yes, my friend…

We Got This.

Links:
Cornelius PODCAST
Read Aloud PODCAST
Interview Podcast
Cornelius and Kassandra Minor
Video Blogbook release
Contact Heinemann for PD
Cornelius Past Podcasts

Teach Like Yourself: How Authentic Teaching Transforms Our Students and Ourselves

By Fran McVeigh

On November 29, 2018, Dr. Gravity Goldberg returned to the #G2Great chat table for the third time to discuss her fifth book. Previously Gravity joined the #G2Great community with her collaborative partner Renee Houser, What Do I Teach Readers Tomorrow? (link) and for Mindset and Moves (link).

All of her books have added to our literacy knowledge but this is the book that will be perfect for new teachers, for mentor teachers, for lead teachers, and even experienced teachers who are experiencing some doubt about their current role and purpose in education or even a “personal crisis” in the form of confidence about their teaching life. This book will lift you up and encourage you to build on your inner strengths as well as seek out a community where you will thrive. The three quotes below were pre-tweeted out to the Twitterverse and the #G2Great community as “Words of Wisdom” in the hour before chat and opened up the topic of #TeachLikeYourself as both a singular and collaborative effort.  

And that focus remained for the entire chat. Sometimes we discussed individual teacher roles and sometimes we discussed the collaborative product of the efforts put forth by a group of teachers determined to provide quality learning experiences for all students.

And we were off with this opening quote from Gravity’s new book that listed three key ingredients that teachers need:  a deep sense of self, confidence and freedom.What does a deep sense of authenticity or self entail?

A deep sense of authenticity or self means that you, the teacher, know yourself. Your real self shows up to teach. The self that interacts with students, parents, community and staff day after day. The teaching self that is “you”. The you that is focused on the students in front of you who are learning every day just as you are also learning side by side with them. Responsibility for learning rests with the individual teacher and the daily work in the classroom.  

As a group, we can be genuinely curious about our students.  We can also build on students’ strengths and share our successes.  And we can also share what has been successful for our teaching challenges in order to “share the love” for what works when we have high expectations. We will remind each other that FAIL means “First Attempt in Learning” and we will get up and try again when our work misses the mark.  Having a thought partner will make this journey toward authenticity easier!

What is “confidence” in our practice?

You have “confidence” in your practice when you use something that has had proven success before. It doesn’t mean that you become a “robot” or immediately “adopt” someone else’s work/beliefs, but it does mean that you will seek out additional ideas if something is not working.  You will exhaust all avenues in order to go “the extra mile” for your students.

When we have confidence in our practice, we can face the barriers and stand strong. The barriers are many so we appreciate having a community to stand with, beside, and around us! Internal barriers include self-doubt, comparisons to others, worry, stress and pressure when students don’t make the progress expected. External barriers include: common pacing guides, common assessments, lack of time, limited classroom libraries, mandates that are contrary to beliefs and values, and many more listed in the wakelet. Teachers who have confidence in their practice rise above those barriers and retain their authenticity as well as flourish in the knowledge that students are successful learners!

When do we have the freedom to show up fully as ourselves?

When we feel supported or work in a supportive environment – team, grade level, building or district that is supportive – we have the freedom to show up fully as ourselves. That does mean that we need to take the initiative and be clear about our needs as well as then name when those needs are met in order to enable others to show up fully as themselves. We intentionally and purposefully manage our own self-care daily as well as make sure that we are not impeding others’ path to their own self-care.  

Sometimes it means that we have to step out of our comfort zone to help others. The professional relationships that we build and nurture may be in our building or they may be in a different part of our state or even in a distant state. Valuing other ways to connect with individuals is a skill that we can nurture for ourselves as well as help students see the value in connecting with individuals in other locations. Professional learning then becomes about sharing what we have learned as well as what we need to learn and then growing collectively to share ways to continue to grow our knowledge and skills.

The solutions lie within the teachers in every classroom in every building in every district in every state/country. Driven to continue learning, to be the best teacher, to be authentic, and to grow every day  – those are characteristics of teachers who are being their “best” teacher every day. If you are having a challenging day, stop and think . . . are you out of balance?  RE-center your deep sense of self, your confidence in your teaching, and your freedom to show up freely as yourself. Can you do this by yourself?  Who will you ask to help?

The section that I return to often with teachers is:

“Start with Why

Know your why.

Get clear on your what.

Decide on how.”  Goldberg, G. (2018). Teach Like Yourself. p.25

When are you authentic? 

How do you know? 

When do you have the freedom to show up freely as yourself?


Are the ideas in the sketchnote some that you heard in the chat?




Check out these resources for more ideas about being your true authentic teacher self!

Wakelet

Corwin – book link (includes preview of Chapter 1)

Facebook Group – Teach Like Yourself

Webinar  Corwin – Link 

Gravity Goldberg and Renee Houser What Do I Teach Readers Tomorrow?

Gravity Goldberg Mindsets and Moves