A Teacher's Ruminations

Source: http://laketrail.ca/?p=1261 I took the plunge this week and asked my students to complete a survey about our year together. The questions didn't ask for direct feedback about my teaching like some other surveys I've seen. Instead, I asked about specific units and events that happened in our classroom during the year. I wanted feedback, but I wanted safe feedback. Nevertheless, the last question was open-ended; I simply asked if there was anything else they wanted to tell me.  I had already decided not to ask for feedback this year but changed my mind after reading two posts, one by Pernille Ripp and the other by Bill Ferriter, two educators whose opinions and voices I respect. They wrote about the importance of asking students for feedback to help you become a better teacher. Although I know this is true, I wasn't feeling all that safe doing a survey. Why did I think students were going to be negative? I'm not sure, but I know it had to do with how ...

A recent post by Pernille Ripp sounded eerily familiar and resonated with my own experiences as a teacher. It reminded me of my own trials and tribulations "fitting in" and "feeling appreciated" for what I bring to the table. I have always been an independent thinker, which has inadvertently created jealousies or bad feelings with other teachers and even administrators. I am not a "follower" and I have often gotten into hot water without realizing what was happening until it was too late. Yes, negative professional relationships abound no matter what field we are talking about. However, the situation that Pernille describes sounds all too familiar to many teachers and is ironic given school rhetoric around teacher collaboration and community.     Pernille's experience is, of course, unique to her situation, time and place. However, I know I am not alone when I say that many of us have experienced rejection and weathered poor relationship...