Has it been worthwhile?This has been a journey filled with many challenging experiences and even more moments of triumph. Although there were times that I had secretly, but very seriously considered leaving the program, I am thankful that I didn’t. The moments of frustration, the many late nights or all nighters, and the opportunities for collaboration proved to be invaluable times of growth and self-discovery more me. In addition to increasing my knowledge in the areas of technology and online learning the rewards of increased self-confidence and the people I came to know, through the program will remain with me. These are the times that will be my most memorable, making this experience definitely worth my while and every bit of effort. What an amazing eighteen months this has been and I can hardly believe that it is almost over. I almost get a teary –eyed when I think about logging into class for the last time.
Have I grown personally and professionally?
This experience has stretched me to a comfortable place personally and professionally that I had not imagined ever reaching. I initially enrolled in the program to validate myself in a position that same thought I wasn’t qualified to hold. I wanted to prove what I already knew, but quickly realized how much I did not know. What was the most profound nougat that I received over and over again, is that no one person knows everything, and knowledge is not a finite destination, but a continuous road of twists and surprises. When I think about how much I thought I knew at the beginning of the program and what I actually know now, I am amazed at the huge gaps. I have to laugh. Not only do I know more about educational technology, I feel very comfortable using it to teach and making important decisions about its use. I feel comfortable teaching others so that they can do the same.
What I wish I had delved into deeper?Although there were some lessons, assignments and tools I may have enjoyed more than others, I did have some that I found extremely nerve wrecking. One that I wish I had spent more time was the Prezi and some of the tools with interactive presentation tools. I used the tools, but didn’t explore them as much as I would’ve liked to. I really love the idea of creating my own interactive media to help me teach.
What surprised me?
I was surprised to learn about all of the free software that is available in some form or another. I got a real treat from learning about free tools available for instruction. Something else that truly surprised me was that I actually enjoyed blogging. It was nothing that I ever thought about doing before and now I love it.
What satisfactions I would like to share?
In my darkest and most frustrating moments, the times when I felt the most self doubt, I truly thought about throwing in the towel. Now, I am very, very glad that I did not give up on myself and give up on completing this program. As I complete the final phases of my last course and the MEIT program, I feel a true sense of gratitude for the opportunities I have had over the past eighteen months. I have learned things that I know will be of benefit to my students, coworkers, me and others. I look forward to a career of continued teaching and learning…oh and a little rest before the next adventure. Stay tuned.
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Monday, May 2, 2011
Saturday, April 9, 2011
Week Two of my Culminating Experience
Whew (as I wipe my forehead and exhale)! I have to admit that this week has been really interesting for me. I had a miniature melt down when I attempted to rewrite the proposal for my final project. I thought about changing it all together (not a good idea at this point) and creating an entirely new and more exciting plan that would wow my coworkers, classmates, instructor and myself. I am very glad that one of my cohort members talked or emailed some reason into my meltdown moments and helped me see that the current project was fine (thanks Brian). With some feedback and suggestions from others, I do see a light at the end of the tunnel.
After meeting with instructor I felt much better about the purpose and focus for my project. I understand now that the most important and wowing factor of the project is that it is relevant to what I do and is usable for me. With that in mind, the excitement originally felt before I became overwhelmed returned with more ideas of how to creatively meet my project objectives. After reviewing one of my classmate's portfolio. I was reminded of all of the tools we had been exposed to and learned to use through out this program and I began to have more ideas about how I could create training materials.
This week as it has come to an end, when I reflect on it, has been a really good one and one yielding much insight and assurance for me. At this point, I have to say that this program has put me back in touch with my creative side again. That is something that I have missed in other educational arenas. Thank you CU's MEIT department- creativity is so important as an educator it fuels our passion.
After meeting with instructor I felt much better about the purpose and focus for my project. I understand now that the most important and wowing factor of the project is that it is relevant to what I do and is usable for me. With that in mind, the excitement originally felt before I became overwhelmed returned with more ideas of how to creatively meet my project objectives. After reviewing one of my classmate's portfolio. I was reminded of all of the tools we had been exposed to and learned to use through out this program and I began to have more ideas about how I could create training materials.
This week as it has come to an end, when I reflect on it, has been a really good one and one yielding much insight and assurance for me. At this point, I have to say that this program has put me back in touch with my creative side again. That is something that I have missed in other educational arenas. Thank you CU's MEIT department- creativity is so important as an educator it fuels our passion.
Saturday, April 2, 2011
CEDO 599 - Week 1 What I Have Learned
Wow, it is here already. I can hardly believe that this journey is coming to an end. As I prepare to work on my culminating project, I have butterflies from excitement and apprehension. Fear of finishing everything on time and fear of how well my project will turn out is sitting quietly next to me and tapping me on my shoulder.
Reflecting on the experiences throughout the past two years, I have learned so much about myself and how technology makes my work with my students more engaging. I have learned how resistant to change we can all be at times, even my students and myself. When I reviewed my project proposal, I realized that during my course of study in this program I have definitely developed a vision for the use of technology in my building. The plan it self was a bit large for the time I had planned to complete it, but it is a plan that can be implemented in the longer term.
I learned that it okay, to revamp and start over and when you do that you don't have throw everything away. I also learned that many teachers and staff appreciate having somewhere that they can turn to find and share resources, although they don't want to be responsible for managing the site. What I look forward to the most over the next few weeks is helping my co-workers build something that we can all benefit from.
Reflecting on the experiences throughout the past two years, I have learned so much about myself and how technology makes my work with my students more engaging. I have learned how resistant to change we can all be at times, even my students and myself. When I reviewed my project proposal, I realized that during my course of study in this program I have definitely developed a vision for the use of technology in my building. The plan it self was a bit large for the time I had planned to complete it, but it is a plan that can be implemented in the longer term.
I learned that it okay, to revamp and start over and when you do that you don't have throw everything away. I also learned that many teachers and staff appreciate having somewhere that they can turn to find and share resources, although they don't want to be responsible for managing the site. What I look forward to the most over the next few weeks is helping my co-workers build something that we can all benefit from.
Saturday, March 19, 2011
CEDo 565 -Week 6 What I Have Learned
When I think about my definition of leadership, it has never been a definitive one. However, throughout this program and this particular course, I have a better understanding of what leaders do. Leaders have the ability to lead others in a way that helps them find their own leadership potential. Leaders are not threatened by sharing their vision with others and asking for input, or even allowing those under their leadership to have a vision of their own. As a teacher this is what I do on everyday in my classroom and in the building.
In our building I carry a great number of responsibilities along with colleagues in my assigned building, but I never really thought of myself as a leader or even a teacher leader. What I have learned is that I am a leader and that I have been acting in this capacity for quite some time. I thought that if I didn’t accept the title, it would help shape how I was viewed by my peers. I wanted to continue to be viewed as helpful, approachable, reliable and as a confidant.
As I reflected on the tasks I have had to manage and the interactions between my co-workers and myself, I realized that how they viewed me didn’t change. We worked together without them feeling uncomfortable. We continued to have open and honest conversations about issues. We continued to respect each other and share our input about solutions. Recently, I had the opportunity to have one of those conversations with some colleagues about what must be done to change education as it stands today.
We all agreed that we must bring more people into the discussion about education and be honest about what takes place in the classroom. With all that we are expected to teach our students, and all of the hats that we have to wear, we agreed that we could not continue trying to do it alone. We all agreed that although we were the agents of change, we need parents and district and government leaders to listen to us. We need the people outside of the classroom to be honest with themselves and admit that as long as they want to blame educators for all of the problems and ills of society they handicap us from moving our students forward. Educational system changes can come from within, but I believe that our society must learn to value it more, so that necessary change happens without throwing the baby, bath water and tub out together. Just throw out the dirty bath water and keep what is good.
When our leaders of today stop feeling intimidated by the voices of educators and join us in our mission, they can help create the 21st century learners that will tomorrows leaders.
In our building I carry a great number of responsibilities along with colleagues in my assigned building, but I never really thought of myself as a leader or even a teacher leader. What I have learned is that I am a leader and that I have been acting in this capacity for quite some time. I thought that if I didn’t accept the title, it would help shape how I was viewed by my peers. I wanted to continue to be viewed as helpful, approachable, reliable and as a confidant.
As I reflected on the tasks I have had to manage and the interactions between my co-workers and myself, I realized that how they viewed me didn’t change. We worked together without them feeling uncomfortable. We continued to have open and honest conversations about issues. We continued to respect each other and share our input about solutions. Recently, I had the opportunity to have one of those conversations with some colleagues about what must be done to change education as it stands today.
We all agreed that we must bring more people into the discussion about education and be honest about what takes place in the classroom. With all that we are expected to teach our students, and all of the hats that we have to wear, we agreed that we could not continue trying to do it alone. We all agreed that although we were the agents of change, we need parents and district and government leaders to listen to us. We need the people outside of the classroom to be honest with themselves and admit that as long as they want to blame educators for all of the problems and ills of society they handicap us from moving our students forward. Educational system changes can come from within, but I believe that our society must learn to value it more, so that necessary change happens without throwing the baby, bath water and tub out together. Just throw out the dirty bath water and keep what is good.
When our leaders of today stop feeling intimidated by the voices of educators and join us in our mission, they can help create the 21st century learners that will tomorrows leaders.
Saturday, March 12, 2011
CEdO 565 - Week 5 What I Learned about Resistence to Change and Instructional Leadership
While many would debate what the characteristics of an effective classroom are, I would say it is relative to the objectives of the individual leading it. I faced this very issue at the end of September and have struggled to define and redefine what this meant for my students and myself throughout the year. When I think sbout our learning experiences this week, the change game and reading chapter six of How to Thrive as a Teacher Leader, there was a collision. I felt resistant to change when I was told that I would have to teach all subjects including MATH (a subject, I have dreaded and prayed I wouldn't have to teach for as long as I have been a teacher). This came at a time when the district introduced a new reading adoption and instructional model. My resistance came from a fear of how uncomfortable it would be teaching myself math concepts and being able to effectively teach these same concepts to my students. My resistance came from the fear of being in a constant state of learning without reaching a state of mastery in all of those subjects I was going to have to teach.
How do I feel now? I feel that I was justified in my concerns, but that I have done pretty well. When I reflect on my math class, I see an effective classroom. When I look at my reading class, I see an effective classroom. This year has helped me understand that although I have felt like I was in survival mode in my classroom, I really am a thriving educator. Before I began reading the text for this course, I was already doing some of the things the author mentioned as features of effective classrooms. I map my curriculum, to help me plan for the long and short term goals for my instruction and student learning. I differentiate instruction, keeping in mind the abilities if students in my class, use assessment data to guide my instruction and I reteach and retest. In addition, I model strong study skills and habits while also helping with homework after school.
What did I learn this week? It took the changes that I resisted the most to show me how I effective I really am as a teacher.
How do I feel now? I feel that I was justified in my concerns, but that I have done pretty well. When I reflect on my math class, I see an effective classroom. When I look at my reading class, I see an effective classroom. This year has helped me understand that although I have felt like I was in survival mode in my classroom, I really am a thriving educator. Before I began reading the text for this course, I was already doing some of the things the author mentioned as features of effective classrooms. I map my curriculum, to help me plan for the long and short term goals for my instruction and student learning. I differentiate instruction, keeping in mind the abilities if students in my class, use assessment data to guide my instruction and I reteach and retest. In addition, I model strong study skills and habits while also helping with homework after school.
What did I learn this week? It took the changes that I resisted the most to show me how I effective I really am as a teacher.
CEdO 565 - Week 4- What I Learned about Motivational Leadership
Being a leader can be a complicated matter, especially if you genuinely care about those you are leading. Being a leader during a time of challenge and difficult times for any organization requires wisdom, compassion, understanding and the ability to think outside of the box. How does an effctive leader accomplish this? I learned that as a teacher leader, I can be instrumental in helping by small gestures or words on encouragement and sometimes lending a listing ear.
As my co workers and I continue to work hard and struggle in our classrooms to overcome the challenges to increase student achievement, we become increasingly frustrated by the events taking place in our state capital. Many of us including myself on a regular basis work ridiculously long hours preparing lessons, contacting parents, grading student work, participating in meetings and professional development. We continue to do this although many of us do not know if we will even have jobs at the end of the school year. We are professionals who care about children, however I am increasingly realizing that many in our community including state leaders do not seem to view us as such.
Like CEO's, office managers, work teams and many in corporate settings work to make sure their organizations can function so do we as educators. We manage our classrooms, volunteer in our building after school to do whatever we need to do improve or maintain the building's environment. What would be a challenge for leadership? The morale of all teachers and teacher leaders is down, most feeling unappreciated and overwhelmed.
After reading chapter 5 of How to Thrive as a Teacher Leader, I learned some ways to help motivate and hopefully prepare a team for change or to build and maintain unity of a staff. One method is to strengthen morale by recognizing individuals for their efforts. Sometimes simply acknowledging that staff have a lot on their plate by canceling meetings during hectic times for teachers or every now and then releiving teachers just so they can take a quick run to the restroom shows your concern for your staff. Showing your staff that or co-workers that you are concerned for their well-being can boost their morale and be an encouragement for them to endure in challenging times.
As my co workers and I continue to work hard and struggle in our classrooms to overcome the challenges to increase student achievement, we become increasingly frustrated by the events taking place in our state capital. Many of us including myself on a regular basis work ridiculously long hours preparing lessons, contacting parents, grading student work, participating in meetings and professional development. We continue to do this although many of us do not know if we will even have jobs at the end of the school year. We are professionals who care about children, however I am increasingly realizing that many in our community including state leaders do not seem to view us as such.
Like CEO's, office managers, work teams and many in corporate settings work to make sure their organizations can function so do we as educators. We manage our classrooms, volunteer in our building after school to do whatever we need to do improve or maintain the building's environment. What would be a challenge for leadership? The morale of all teachers and teacher leaders is down, most feeling unappreciated and overwhelmed.
After reading chapter 5 of How to Thrive as a Teacher Leader, I learned some ways to help motivate and hopefully prepare a team for change or to build and maintain unity of a staff. One method is to strengthen morale by recognizing individuals for their efforts. Sometimes simply acknowledging that staff have a lot on their plate by canceling meetings during hectic times for teachers or every now and then releiving teachers just so they can take a quick run to the restroom shows your concern for your staff. Showing your staff that or co-workers that you are concerned for their well-being can boost their morale and be an encouragement for them to endure in challenging times.
Monday, February 28, 2011
CEDO 565 Week 3 Dealing With Change
This week I watched the video Who Moved My Cheese, read about the differences between the Millennials and Generation X and adaptive leadership (Chapter 4 of How to Thrive as a Teacher Leader). Although I learned quite a lot from all of the lessons’ activities this week, my focus seemed to be transfixed on Who Moved My Cheese. Before I became a teacher, I reinvented my career every two years, essentially changing jobs for one reason or another. I never felt truly happy or fulfilled in any jobs until I became a teacher.
As a teacher, I was able to use all of my talents and creativity to help groups of people who were a lot like I was at their age. I loved it. The routine of knowing what type of schedule I would have every day, with the excitement of a new challenge everyday was thrilling to me. That was thirteen years ago. Others who started this journey in lanes next to me have moved into leadership roles as some sort of administrator in our district. I am now starting to feel like I have been like Hem for the last three years. I have counted on the routine to remain the same and still be fulfilling, but I have to admit things are changing.
As I watched the video and saw the characters scramble daily for “their cheese”, I realized that I am growing tired of my “old cheese” and fighting to go back to the same “Cheese Station C”. This Generation Xer is deeply craving a more flexible work schedule and more balance in my life when it comes to my work and personal life. In the video Haw began to write messages of inspiration and deep thoughts on the walls of the maze as he searched for his “new cheese”. One the messages actually asked the question, “What would you do if you were not afraid?” This week I asked myself this question and am working on finding the authentic answers for myself. Sometimes the best way to deal with change is know it is time to change.
As a teacher, I was able to use all of my talents and creativity to help groups of people who were a lot like I was at their age. I loved it. The routine of knowing what type of schedule I would have every day, with the excitement of a new challenge everyday was thrilling to me. That was thirteen years ago. Others who started this journey in lanes next to me have moved into leadership roles as some sort of administrator in our district. I am now starting to feel like I have been like Hem for the last three years. I have counted on the routine to remain the same and still be fulfilling, but I have to admit things are changing.
As I watched the video and saw the characters scramble daily for “their cheese”, I realized that I am growing tired of my “old cheese” and fighting to go back to the same “Cheese Station C”. This Generation Xer is deeply craving a more flexible work schedule and more balance in my life when it comes to my work and personal life. In the video Haw began to write messages of inspiration and deep thoughts on the walls of the maze as he searched for his “new cheese”. One the messages actually asked the question, “What would you do if you were not afraid?” This week I asked myself this question and am working on finding the authentic answers for myself. Sometimes the best way to deal with change is know it is time to change.
Sunday, February 20, 2011
CEDO 565 - Leadership and Planning Week 2 - Strategic and Interpersonal Leadership
This week I learned even more about leadership and the qualities of leadership. After reading chapters 2 and 3 of How to Thrive as a Teacher Leader, by John G. Gabriel, I realized that I am fortunate to have been in a school that has helped groom me for roles. I have served on the school’s interview team for several teacher candidates, been in charge of organizing book fairs and school programs, mentoring field students from universities and am now an active member of my school’s learning team. In his book Gabriel pointed out part of good leadership starts with assembling a good team.
Gabriel presented a scenario where teachers at a school found out about a new hire for their department after they hadn’t been a part of the interviewing process, this ended disastrously. Should school leaders include teachers and other staff in the interview process? I believe that they should. The teachers who will actually have to work with the new hire, assist and mentor the new hire should have some input on whether they feel a candidate would be a good fit in the area that they will work with them in. Administrators who may operate their school in this manner might learn also learn, “Teacher leaders can be integral agents of change when involved in interviewing.”
Another essential characteristic of good leadership is the ability to articulate expectations effectively. When I say effectively, I mean in a manner that expresses thoughts in a respectful and clear way without demoralizing those they are leading. Gabriel says that, “Clear communication is essential to a team’s success.”
This week leadership and leaders accepting input from those that they are leading were at the forefront of my mind as my school district and other public school districts across the state were thrust into a political fight in Madison WI. The opposing sides are fighting about the right to have a say in how the schools are operated. With the fight continuing this week and probably weeks to come, what I am going to learn will probably be immeasurable.
Gabriel presented a scenario where teachers at a school found out about a new hire for their department after they hadn’t been a part of the interviewing process, this ended disastrously. Should school leaders include teachers and other staff in the interview process? I believe that they should. The teachers who will actually have to work with the new hire, assist and mentor the new hire should have some input on whether they feel a candidate would be a good fit in the area that they will work with them in. Administrators who may operate their school in this manner might learn also learn, “Teacher leaders can be integral agents of change when involved in interviewing.”
Another essential characteristic of good leadership is the ability to articulate expectations effectively. When I say effectively, I mean in a manner that expresses thoughts in a respectful and clear way without demoralizing those they are leading. Gabriel says that, “Clear communication is essential to a team’s success.”
This week leadership and leaders accepting input from those that they are leading were at the forefront of my mind as my school district and other public school districts across the state were thrust into a political fight in Madison WI. The opposing sides are fighting about the right to have a say in how the schools are operated. With the fight continuing this week and probably weeks to come, what I am going to learn will probably be immeasurable.
Friday, February 11, 2011
CEDO 565 Leadership and Planning Week 1 - What I have Learned and How I Currently Lead in My School
Leadership matters
"The manner in which we educate our leaders is fundamental to this continent", explained Patrick Awuah as he spoke to an audience about transforming leadership in his native homeland of Ghana. How will we educate our leaders? Will we educate them to understand that leadership is a service with tremendous responsibilities or will we educate them in a way that promotes the ideas of leadership and all that comes with it is an entitlement? As educators we have a determining role in how leaders of today and tomorrow are shaped. What we promote in our classrooms will have direct impact on how the global world will operate.
In the book How to Thrive as a Teacher Leader, Chapter 1, the author John G. Gabriel discusses the qualities of effective leaders and various leadership roles teachers may be suited for within the realm of what they already do. He suggests that teachers, not principals, know the day-to-day problems in the classroom and what it takes to solve them. When I reflect on the duties I currently perform and the challenges I have on a daily basis, I am able to have a direct impact in the development of the next generation of leadership. In pondering this, I had to reflect on my own leadership of my classroom and building.
Currently, I have several roles that I function in at our school such as Presenter, Speaker/Writer, Grade level/Subject Area Leader, Mentor/Peer Coach,Faculty Representative, Community Leader and Technology Leader. These are roles that I currently work in now and I enjoy them. I enjoy the opportunities to use the skills I acquired before I became a teacher as well as staying active in the arenas that strongly interest me. For our school these leaders could be used in multiple ways, one being the consistent promoting of the school’s public and transparent image
Do I always model the type of behavior that is the building? Do I engage my students in critical thinking and problem solving activities allowing then to sharpen their communication skills? The answer is yes. This a part of regular instruction for them. I learned more about the qualities of effective leadership and how to examine my own limitations. As we move forward in this class, I look forward to emerging into the leader I aspire to be.
"The manner in which we educate our leaders is fundamental to this continent", explained Patrick Awuah as he spoke to an audience about transforming leadership in his native homeland of Ghana. How will we educate our leaders? Will we educate them to understand that leadership is a service with tremendous responsibilities or will we educate them in a way that promotes the ideas of leadership and all that comes with it is an entitlement? As educators we have a determining role in how leaders of today and tomorrow are shaped. What we promote in our classrooms will have direct impact on how the global world will operate.
In the book How to Thrive as a Teacher Leader, Chapter 1, the author John G. Gabriel discusses the qualities of effective leaders and various leadership roles teachers may be suited for within the realm of what they already do. He suggests that teachers, not principals, know the day-to-day problems in the classroom and what it takes to solve them. When I reflect on the duties I currently perform and the challenges I have on a daily basis, I am able to have a direct impact in the development of the next generation of leadership. In pondering this, I had to reflect on my own leadership of my classroom and building.
Currently, I have several roles that I function in at our school such as Presenter, Speaker/Writer, Grade level/Subject Area Leader, Mentor/Peer Coach,Faculty Representative, Community Leader and Technology Leader. These are roles that I currently work in now and I enjoy them. I enjoy the opportunities to use the skills I acquired before I became a teacher as well as staying active in the arenas that strongly interest me. For our school these leaders could be used in multiple ways, one being the consistent promoting of the school’s public and transparent image
Do I always model the type of behavior that is the building? Do I engage my students in critical thinking and problem solving activities allowing then to sharpen their communication skills? The answer is yes. This a part of regular instruction for them. I learned more about the qualities of effective leadership and how to examine my own limitations. As we move forward in this class, I look forward to emerging into the leader I aspire to be.
Sunday, January 30, 2011
CEDO 555 Blog #3
As I continue to work on my portfolio, I think about how fast and how long this journey has been. I am deeply thankful for the people I have met and for all that I have learned throughout this process. Attempting to choose appropriate artifacts that accurately document what I have learned has been a challenge, but one that has been like a walk down memory lane. Like new mothers who experience labor pains, then forget about the pain after their new baby arrives, I had forgotten about my pain. I had forgotten about the pains of late nights, pressures of deadlines and due dates for both work and school, and the discoveries of how much I could learn and do. What I had also forgotten was the feeling of anticipation of what was to come.
In CEDO 501 I started out by experiencing new technologies that I had never known about until I received a video message from instructor. Wow, I wanted to learn how to do that and guess what? I did. In CEDO 510 I was told that I had to take apart a computer hard drive and I thought, "ugh, me take apart a computer and put it back together again? Yeah right!?!?!" Well, I did that too and it was a completely liberating experience. None of my friends or family would have believed me, but I had pictures to prove it. Talk about confidence building.
As I ask myself what my portfolio means for me and for my students, the answer is simple. It means that as an educator, when I teach my students I stand before them understanding the fear that some of them may feel when they are about to learn something new and outside of their comfort zone. For my students it means that I can instruct them from a place with deeper perspective of how empowering it can be to force oneself to move beyond one's comfort zone. It means that I am going to continue to push them, encourage and cheer them on toward accomplishing their dreams.
As I move closer to the end of this journey and closer to my dreams, I think about how special it has been because of what I have learned about myself and because of the fun I have had doing it, I do so knowing that I still have plenty to do. I still have more projects, more due dates and more late nights. I always knew how powerful learning could be, but I never knew how powerful it would be for me to be back on this side of it.
In CEDO 501 I started out by experiencing new technologies that I had never known about until I received a video message from instructor. Wow, I wanted to learn how to do that and guess what? I did. In CEDO 510 I was told that I had to take apart a computer hard drive and I thought, "ugh, me take apart a computer and put it back together again? Yeah right!?!?!" Well, I did that too and it was a completely liberating experience. None of my friends or family would have believed me, but I had pictures to prove it. Talk about confidence building.
As I ask myself what my portfolio means for me and for my students, the answer is simple. It means that as an educator, when I teach my students I stand before them understanding the fear that some of them may feel when they are about to learn something new and outside of their comfort zone. For my students it means that I can instruct them from a place with deeper perspective of how empowering it can be to force oneself to move beyond one's comfort zone. It means that I am going to continue to push them, encourage and cheer them on toward accomplishing their dreams.
As I move closer to the end of this journey and closer to my dreams, I think about how special it has been because of what I have learned about myself and because of the fun I have had doing it, I do so knowing that I still have plenty to do. I still have more projects, more due dates and more late nights. I always knew how powerful learning could be, but I never knew how powerful it would be for me to be back on this side of it.
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