Last month, I wrote a post about how students define success, and the importance of helping them measure success in terms of thinking dispositions and character traits, not just content and standards.
This week, I’ve been thinking about what it means to be successful as a teacher. When do you feel like you achieved success? Maybe it’s when you deliver a mini-lesson without any interruptions. Or when you teach everything on your lesson plan, exactly as you planned it. It could be completing a unit by the date you projected. But… interruptions and unplanned events seem to always come up, throwing off your carefully planned days! A guest speaker, a new project, or just lots of lots of unexpected questions from the class. At the end of the week, you might feel that you were unsuccessful.
But, what if redefine success? Instead of measuring success by how much you were able to teach in a day, what if you measure it by how much students were able to learn? by how many questions they asked? by how many problems they solved? by how much they were inspired to create?
It could be that those never-ending interruptions to your lesson plans become the most meaningful learning experiences for your students, and an opportunity for you all embark on a learning journey together.