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GUIDING QUESTION : WHERE DO WE GO FROM HERE?
10/24/2018 Since returning from Peru, I am pleased to say we are continuing to chat weekly. Violeta, Cristihan, and I have talked about ways to create collaborative projects. The differences in our schools present many challenges; surprisingly, different time zones is NOT one of them. There is only an hour difference. However, because Carlos Wiesse runs in three shifts- morning, afternoon, and evening; we are exploring ways to involve the entire faculty. Violeta is clearly driven and focused on this project. Her leadership skills in organizing the other English teachers at her school are more visible now as she solicits their participation and ideas. We share a desire to connect our students and faculty in meaningful ways and some great ideas have surfaced. After Violeta, Cristihan, and I talk via Google Hangouts on Sunday nights, Violeta talks with Vilma, Juliana, and Wilder about our ideas. One idea she has is using the topics assigned by the ministry. Each term the entire school has a focus-kindness and respect, healthy living, to name a few. Since my planning period is the same time as planning for the AM teachers(Vilma, Juliana, Wilder, Violeta) at Carlos Wiesse, we plan to chat via ZOOM one AM next week to brainstorm ideas for the project. Violeta wisely wants to enlist a small group of teachers so they can help introduce these strategies and practices among the rest of the faculty. In true TGC fashion-enlist the teachers who you know share your vision. Our action research or guiding question is how to provide some PD and easy strategies for teachers to change student behavior and school environment. My guiding question changed on one visit to Carlos Wiesse when we spent an hour talking with the English teachers from first and second shift- Vilma and Juliana from first, and Violeta and Cristihan from second shift. They asked about how to make the learning relevant? What techniques did we use to engage students? What did we do about distractions-(i.e. cell phones)? How did we handle parent complaints and problems? How did we deal with disrespectful and rude students? Joelle, my teaching partner from St. Louis, and I reminded each other, kids are the same EVERYWHERE! Vast differences exist, true; but students in the classroom present the same challenges for teachers. Every student entering the classroom needs to know teachers, administrators, and parents want them to be successful! Every student needs to know someone believes they have great potential! One teacher can make this kind of impact on his or her students, but when an entire school adopts a culture of caring commitment the results are phenomenal. I know. I have experienced that type of change in my middle school in South Carolina. In talking with the teachers we asked about how their professional development was provided. Basically, there is none; at least not the plethora of opportunities we have in the U.S. Because Carlos Wiesse operates three sessions, they have three administrators or vice-principals and a head master. As in most schools the philosophy of the person in charge permeates the school culture. Progressive leaders welcome innovation while those who follow explicit direction without deviation avoid the 'risk' of stepping out with new ideas. I wish we could have talked with the administration. I wish we could have had an open dialogue with all of the teachers at the school-both shifts. I wondered if the Ministry of Education would support some sort of regular professional development? Could a community culture be created in a school that runs three shifts? If so, how? What assistance could my school provide for teachers in Peru? Does Carlos Wiesse have a mission statement? Do the students know what it is? Do the teachers know it, as well? Is it merely a statement for the philosophy wall about student learning? This is where my research question settled. How can cross cultural professional development enhance student achievement? I know what uniform professional development has done in my school district. When faculty and staff members witness the change in student engagement, the school culture changes. School becomes a place where students LIKE to be. Students and teachers have a mutual respect because they know they each have a purpose. Teachers believe students can succeed AND excel. Students understand teachers teach because they genuinely care for their students and their individual success. Many, many times in the short 17 days of travel students asked, "Why do you teach?" I teach because every time I am face to face with a student I have an opportunity to instill the conviction that they have potential that transcends their dreams. I believe they can do anything they set their minds to. I believe each student's pursuit of an education, pursuit of a profession that seems out of reach, and the desire to make a difference in their place in the world are goals we can instill in students. When students encounter enough adults that carry this positive message, when they know they have advocates to encourage, and help along the way, they begin to believe it themselves. December 14 marks the end of the school year at Carlos Wiesse. Summer break follows until March 1st when Violeta and her colleagues begin a new school year. In the interim we will continue to Skype on Sunday nights, refine our plan, set up weekly chats with our students, and hopefully put a grant proposal together. What an experience!! I am excited this has expanded to include more teachers. Violeta's commitment is inspiring and contagious. She chooses her teacher support carefully. There are so many possibilities: video PD from teaching staff at BSMS with subtitles or translators(our Spanish teachers and students), Peru student-U.S.student kindness campaign, healthy living data collection, school-wide PBI. Both of our student chat groups are anxious to continue talking and move beyond superficial pleasantries. They aspire to collaborate, as well. Who knows what they might achieve!! |