Yesterday, I caught Sue Dunlop‘s tweeted challenge in response to Donna’s Fry‘s recent blog post.

I knew that I needed to update my “one word” post, as so much of what I’ve done this year has revolved around this word: being uncomfortable. I just did a search on my professional blog for the word “uncomfortable,” and since writing my blog post on December 31st, I have three pages of blog posts all connected to this single word. Looking back at these blog posts, I realized that I’ve been uncomfortable …

• in my classroom practices.
• in my reflections and goal-setting.
• in my interactions with colleagues.
• in many different choices that I made this year.

Maybe my biggest “uncomfortable” challenge is what I have in store for next year: teaching Senior Kindergarten. It’s not about the grade choice. I’ve taught this grade many times before, and absolutely loved it. But the challenges are,

• teaching this grade with a new Program Document than we had before. I say that I’ve taught Kindergarten for eight years before, and I have, but never with this new document. While I sat on an advisory committee for the document, and I’ve read it many times before and know the thinking behind it, I haven’t experienced this thinking in practice with four- and five-year-olds. Six years ago, I left Kindergarten because I didn’t agree with the philosophy behind the Full-Day Kindergarten Program. My thinking has changed since then, but as September comes closer, I’m getting scared. What if everything I believe in theory, doesn’t work in practice? How can I stay true to the document, while also addressing the diverse needs of our learners?
• teaching this grade in a school with many different student needs. Last year, I started teaching at a different school. It’s an incredible school with a very diverse student population. Poverty remains an issue down in the area where I teach. For many students, English is also their second language, and this may be the first year that some of our Kindergarten students are learning English. I keep thinking back to a comment that a previous Early Years Consultant made at the time when I last taught Kindergarten: “We don’t withdraw students for support in Kindergarten because the Kindergarten classroom is the ideal place for English Language Learners. There is so much of the oral language that they need.” I understand and agree with this statement. I’m a big believer that all students can learn, and with the right supports in place, can meet with success. What if I’m wrong? If the students don’t make enough academic gains, will people start questioning the Kindergarten program? Will I? How long do we wait for growth to occur before making changes to approaches?
• sharing a classroom with somebody else. My partner for next year is fantastic, and we’ve already had so many great conversations on classroom set-up, programming, and pedagogy, but for 14 years, I’ve been used to largely planning alone. Now the “I” is becoming “we,” and this is both exciting and scary. How do we continue to develop this strong partnership? If/when disagreements occur, how might we go about solving them? What have others done before?

All of these challenges, while connected to being uncomfortable, are making me think that it might be time to update my “one word.” I know that this was a year-long challenge, but in teaching, the new year starts in September, and I wonder if this is when my word also needs to change. I really think that success for this upcoming year is going to come down to listening. I’d like to think that I’m a good listener. I do watch and listen to people often, but …

• how often do I “listen” with what I think the answer is already in my head?
• how often do I “listen” just for the purpose of responding?
• how often do I “listen” just to give myself time to think about what I want to say next?
• how often do I “listen” and interject prematurely?
• how often do I “listen” and nod along, but not really “hear” anything at all?
• how often do I “listen,” comment, and question, but forget about the wait-time that students and adults may need?

If I can become a better listener, I’ll be able to find out,

• what students know.
• what students want to learn about.
• what students struggle with, and how I might be able to help.
• how students communicate (with me and with each other) regardless of the language that they’re using at the time.
• how students solve problems, and what they do if/when they can’t solve them.
• what my teaching partner thinks and believes.
• issues/concerns that my teaching partner may have, and how she would like to solve them.

From listening comes next steps, growth, and learning … for both children and adults. As the new school year approaches, I’m going to “get uncomfortable” again as I focus on how to become a better listener for myself, my teaching partner, and my students. What impact has your “one word” had on your practices this year? Will you continue with your current word until the end of December, or will September bring a shift for you? Why? I’d love to hear your response to this updated one word challenge!

Aviva