Tag Archives: Gardening

Thriving Eco-System of Ideas

Some stuff has been happening. Oh boy has some stuff been happen’n. Every few days after I come up for air and try to stop myself from drowning in the sea of life at my new school, I notice that something magical is happening with my students. Not all of them, of course, but why do teachers always judge achievement by whether or not everyone succeeds? More importantly why do we spend so much energy on words like achievement and success, when really we might be better served to look for the little things that blossom and bloom around us everyday. Lately, I’ve begun to take comfort from the turning of corners, the shedding of inhibitions, the sharing of stories and selves and ideas and dreams.

I often use plant analogies when I write. I am comfortable with the seed cycle. Reaping and sowing. Tending and pruning. These actions are just as applicable to teaching and learning as to botany. In this post, I want to share my excitement about the things I’ve found sprouting in my garden (student blogs). Every night before I sleep I take a stroll through the garden (read my RSS feed) to see if there are any new buds.

Let’s take a quick look of what I have found recently. Shall we?

A student who has been struggling this year because he is a boarding student wrote a post about missing his parents. This tender and vulnerable post came off the heels of an equally thoughtful poem which is still in draft form and not yet ready for publishing. It was so nice to see this sapling break through the dry soil. So often we assume that an empty garden bed means there is no life, but if we are patient and we tend the soil, we will surprised by what may be quietly germinating beneath the surface.

Another girl who has been quiet and shy in class- an observer-  a lurker you might say– poured her heart out in a beautiful poem, another one not yet ready for sharing, but just two days later she shared this quirky and brilliant video about a failed art project. In the clip she demonstrates her fantastic ability to manipulate a camera while telling her story. Behind the lens she is an expert, but the beauty of this video is her self-conscious and self-deprecating honesty in front of the camera at the end.

A few weeks ago, Michele shared her thoughts on Introverts and about the awkwardness of adolescence. Perhaps her posts were what inspired Solal to write his Edublog Award nominated post Being a Social Outcast which has to date over one hundred comments from people all over the world who relate to his plight.

Over and over these kids are saying that they want to be heard, even when they don’t know why or how. These kids want to tackle complex issues. They want a place to find and share their voice. Maybe they are great poets, or perhaps they want to publicly and socially contemplate happiness. They are understanding that their spaces can be used to promote their projects, or share their moments of peace and excitement during school trips. They want to change the world and understand themselves. They write novels, make cup music and just play around. They are learning about voice and online etiquette in conversations like this one.

Not a bad harvest right? I could go on and on. Every week, more and more students begin to break ground and grow. Obviously blogging has been a big deal for me this year. I have been exploring the art of blogging since August. Writing about it here and talking about it here. And so I think it is a good time, as the mid-year break is upon us, to take a look at why and how we are still talking about.

Too often I feel like I need to defend why I value blogging. There is this nagging need to constantly justify the purpose of these spaces. This post is meant to share the fruits of our work, but I also wanted to try and clearly articulate the value of student blogging.

As is clear from the example above, teenagers grapple with several issues: identity, expression and community. These three concepts drive my pedagogy. People sometimes criticize the value of teenagers exposing themselves so publicly.  Claiming that perhaps I only share the most vulnerable examples. The purpose of blogging is not to bare your soul in some kind of open diary journal. The purpose of blogging is to share your voice with a community. My job as I see it is to help student understand how to navigate, understand and employ identity, expression and community. I use these spaces and the conversations that happen on them as key teaching spaces. I offer formative feedback, I guide, I mentor. I teach. When people ask me why I spend so much time on these spaces, I want to point them to this post and this simple manifesto:

I want my students to feel confident about who they are through critical and artistic exploration of their identity. I want them to learn how to clearly articulate this voice in a variety of media in order to find a network of like-minded people in order to create a community of learners that will help them learn during and beyond school.

Blogging is just the soil to achieve these goals. Take a look at our learner profile. How many of these qualities are obvious in the examples I have shared?

  • Critical Thinker, Problem Solver, Inquiry, Questioning, Connection, Analysis, Synthesis, Evaluation 
  • Concerned, Committed, Stewardship, Caring, Empathy, Compassion, Open-minded, Service, Sustainability
  • Creative and Innovative, Originality, Imagination, Curiosity, Adaptability, Connection, Persistence Risk-taking
  • Principled, Integrity, Honesty, Responsibility, Respect, Fairness
  • Collaborative, Cooperation, Participation, Leadership, Flexibility, Adaptability, Responsibility, Trust 
  • Resilient, Optimistism, Confidence, Courage, Diligence, Perseverance
  • Communicator, Communication, Interpretation, Perspective, Intent 
  • Self Aware, Self-discipline, Self-esteem, Self-confidence, Reflection 
  • Self Manager, Metacognition, Independence, Perseverance, Diligence, Organisation, Responsibility

Nearly everyone quality can be traced back to a the examples I shared above. Blogging is a way that my students are negotiating and understanding the learner profile in an authentic and discrete manner. They are practicing the skills and exemplifying the qualities although they might not be aware of it. The next job is to help them become metacognitively aware enough to see where and when they are demonstrating these skills and qualities. Another garden ripe for exploration.

I hope the examples I shared prove that students are not afraid to explore themselves and their peers publicly. Contrary to what most adults think, these kids if made comfortable, will use their public spaces to find their voice. As I mentioned earlier, of course this is not true of every kid, and I am not here to push every kid to open up. Some seeds need time. And perhaps the soil does not have the right nutrients for every child. But I am seeing that blogging is contagious. As the plants begin to grow, they shield and guide and support the younger saplings. Suddenly we find ourselves in a thriving eco-system of ideas. So I will till the soil, add fertilizer when needed, consider the amount of water every seed will need. I will find sunlight or shade as needed for every fragile sapling. I will wait patiently and stare at what appears to be barren soil. But like every successful gardener I have faith and I have patience. I will wait for every seed to grow.