The K–W (Expanded) Framework: A New Way to Think About AI Literacy

What if curiosity was your guide and AI was your thought partner?

For the past two years, talk of AI has dominated educational conversations. Many valid concerns about the rapid growth of AI tools and their ubiquitous presence in our lives have been raised. No matter where you personally fall on the AI continuum, no one can deny that artificial intelligence has changed the conversation in education. 

Too often in my local network, concerns about cheating and a loss of critical thinking have shadowed the possibilities that AI has to stretch what is possible and support deeper, long-term learning. While these concerns should be addressed, I find that when our conversations about AI immediately focus on negatives, we are asking the wrong questions first. Instead of asking, “How can we do this for my students or for me?” we should be asking, “How can AI help students expand their thinking?” 

This past year, I had the privilege of speaking at ISTE with a dear friend from my district about leveraging AI to narrow learning gaps in our classrooms. Using the literacy classic KWL (What do I KNOW?, What do I WANT to know?, and What have I LEARNED?), we wanted to reflect on how AI tools can be used to promote critical thinking and creativity while also supporting the needs of all learners. By expanding the framework to use AI as a thought partner before completing the learning process, we hoped to encourage curiosity and spark thoughtful, collaborative conversations in our classrooms. Our wonderings led to reframing AI as an additive tool that helped students ask better questions and create meaningful artifacts to demonstrate understanding. 

Step 1: It starts with what we know. 

Every learner has knowledge to share. Sometimes articulating what they know does not come naturally, but we must leverage our students’ prior knowledge and empower them to practice retrieving that information. This step is often done without the use of devices and can take the form of a quick write, brain dump, or pair-share in the classroom. Students should be at the center. By activating their prior knowledge, students and teachers alike can have a strong picture of what still needs to be learned. Taking that information and celebrating the learning gaps creates opportunities for inquiry and further exploration of ideas. 

A brain dump is my favorite tool that makes learning visible. I often use this strategy before students write a speech or paper. Using pen and paper, students write down everything they know for a set period of time (usually two to three minutes). With time as a motivating factor, students fervently stretch their thinking and pour out their knowledge onto the page. At the end of the exercise, students can look at what they know and use it to tackle the next step in the learning process. 

Step 2: We don’t know what we don’t know. 

While we might not always know where the learning gaps are, we can use knowledge gaps to foster curiosity and inquiry. Curiosity and creativity are not innate traits; they are skills that can be learned and cultivated in our learners. The biggest obstacle I see to student learning right now is that they don’t know what to ask when they do not understand a concept, but once their understanding has been sparked, they are able to engage in deeper learning. AI can serve as a spark, providing multiple perspectives, illuminating misconceptions, and generating real-world connections. 

Step 3: Leverage the learning gaps to expand student knowledge. 

When it comes to learning new vocabulary and concepts, confusion can lead to a lack of confidence in students. The productive struggle level can become too high for students to want to engage with learning. Where learning stalls, teachers have an opportunity to use AI to help reframe and provide different examples to students so that they can better access the learning.


I've used MagicSchool's Multiple Explainer tool to take a complex concept like mitosis and generate multiple explanations or analogies that might resonate more with a 14-year-old than a traditional textbook definition. Google Gemini has also been a valuable thought partner for reframing concepts from different perspectives. For example, asking Gemini to explain mitosis from Charles Darwin's perspective and then from the perspective of a teenager helps students see how restating an idea for a specific audience can shape understanding. In both cases, the AI tools aren’t replacing students' thinking; they are making learning more accessible.

Step 4-5: AI can be used to explore, expand, and encourage reflection. 

One of my favorite ways to use AI is to model how to effectively use it by completing a full class activity. At the end of a lesson, I might ask students to share what we learned or discovered that day. Asking students to recall key ideas can lead us to what we still need to learn or accomplish in future lessons. By recording their takeaways, I can show them how to use AI to question and wonder what we might be missing or what else we can explore together tomorrow. Showing how AI can be a thought partner reminds us that our learning is never done. We can use it to expand thinking - not end it with a quick answer. 

This process shows students how to wonder, question, and reflect throughout the learning process. Learning becomes lasting when students engage in reflection. AI is not doing the learning; students are. Technology can be used to help explore this process. 

 Step 6: Recognize what has been learned. 

Again, AI is an additive tool that helps differentiate, personalize, support, and create more opportunities for feedback and learning. Using AI tools thoughtfully can create more space for the parts of teaching that matter most: relationships, curiosity, creativity, and meaningful conversations. What I’ve discovered and am excited to explore is just how helpful AI can be in supporting both teachers and students in asking better questions and wondering more. When we shift our mindset from AI being a productivity tool to one that promotes inquiry, students have more time to wonder, and teachers can better design learning experiences that amplify student voice and thinking. Teachers become better designers of learning.

Technology should never replace thinking; it should amplify it. How are you helping students identify their learning gaps? How might we utilize AI to expand our thinking? I'd love to hear how you're using this tool to empower learning in your classroom. 

Access the presentation here: 

Innovation Starts with Us, Not the Tech

Last week, I participated in the ENGAGE Conference hosted by WeVideo. I truly love this company and its mission to amplify student voice. The resources they provide and how they’ve adapted over the years continue to inspire and spark creativity in so many educators and students.

I’m still planning on going back and watching sessions I’ve missed. Seriously, this FREE conference that can be played on demand was incredible. I’m so grateful to organizations that put on great professional learning experiences for teachers!

In addition to attending, I was also lucky enough to present at the conference, which… sort of, almost didn’t happen. I was 12 minutes late to my own session, and if you know me well, you know that if I’m not 15 minutes early to something, I am a nervous wreck. I was on the conference Zoom right when it started. I could see that I had the option to unmute and turn on and off my camera. Cool, I was all set as a participant in the conference. Then it was my turn to present. My district is a Chromebooks-only district, and because of a malware attack pre-COVID, we cannot download software onto our devices. While I could present as an attendee, the security features blocked me out when I was in presenter mode. As I was trying to navigate the school security protections (put in place for good reason) and the Zoom conference platform, I stopped myself and embraced the mistake. (Link to my session)

Mistakes happen. All the time, in fact.

After a few bumps and the great support of Ryan from WeVideo, I was back in action. People, to my surprise, actually stayed logged into my session. They waited kindly and then actively participated once the session got started. I laughed it off as a lesson in vulnerability and a tech glitch that we all can relate to on occasion.

This conference and this minor hiccup challenged me to think about innovation. Right now, school districts everywhere are gearing up for back-to-school and want to celebrate and promote how innovative we are. My concern with slapping a sticker of innovation on our teaching practices is that we are missing the mark on what innovation truly is, and we are rushing to choose a tool to innovate for us instead of considering how we ourselves need to shift our thinking.

Tools will always change. Innovation is not about using more technology, especially when working with young people. I know, you’re probably thinking, “But Steph, you love technology. Aren’t you using it all the time?” The answer is yes, I use technology in my classroom daily, but our innovative practices are not about what we are doing but rather the implementation and the critical thinking that occurs because of our actions.

Innovation is the process of creating something new, or more importantly, improving something that already exists in valuable ways. Innovation is not efficiency or using an AI tool to save teachers time on grading or lesson planning. Innovation at its core means rethinking how we teach and learn to better serve all of our students and their diverse needs. Embracing innovation is a mindset shift and involves meaningful conversations about inclusion and the science of learning.

In one of the keynotes, Dr. Rachelle Dene Poth made a comment that when she started to realize how much the tools will continue to change, she started to shift her focus from the tool to the reasoning behind the tool. Yes, we have heard this idea before, but the way she presented her own experience shifted my thinking and made me realize how easy it is to become swept up in the novelty of AI tools right now and how overwhelming the number of tools feels to educators everywhere.

Efficiency does not equal innovation.

Innovation does not happen overnight. Districts aren’t innovative for buying new tech tools or sending one person to a conference and not using the knowledge that was gained. A click of a button won’t make us innovate or revolutionize our curriculum. Reinventing the wheel or substituting tech tools for practices we have already done before is not innovation either.

Innovation is a mindset that takes intent. A question I like to pose in every professional learning experience I lead is, “If you could be a student in your own classroom, would you want to be there?” While this question is simple, it is important. As our students continue to evolve and the circumstances of the world create pressures and challenges that we might not have faced before, we need to rethink and shift our instructional practices to truly spark innovation in our classrooms.

Great ideas spark when we are connected to others.

Our best ideas come when we are community with others. I've learned more about innovation from my edtech friends, the people I've worked with at conferences and through tech tools like Pear Deck and WeVideo, #engsschat people, and other tech-minded educators than I have from using a tool alone.

When we connect with others, we exchange stories, test out ideas, stretch each other's thinking, and grow with one another. Innovation thrives in collaboration. It's not about a flashy tool; it's about sharing and building something better together.

The truth is, a tool on its own is just that—a tool. But a connected network and minds of amazing educators that is where the magic happens. Being in community reminds me that we are not alone. The "What if we tried this" conversations over coffee are priceless. 

If we don’t want our students copying and pasting from AI, we need to make sure we aren’t doing that in our own practices.

Got a recommendation letter to write? Well, use AI. Teaching a new unit? AI will create all of your worksheets for you. Want ACT-style questions? Just hop online and use this tool. Have a staff email to write? Run it through AI first.

Teacher friends, I have to admit that I am a little worried about this. We are practitioners with hundreds of collective years of experience and teaching. Our knowledge of students and the young people who currently sit in our classrooms can never be replaced by an AI tool. That does not mean that all of the aforementioned reasons for using AI aren’t valid and cannot be reasons to use AI.

My concern lies in our thinking. When we move too quickly, we don’t fully think and consider the authentic learning experiences. We don’t tap into our human touch, and we lose sight of how to help students develop their own critical thinking skills. Also, we have to model best practices. If I don’t want my students copying and pasting their essays from Gemini, I cannot fall into a habit that simply relies on a tool to do my thinking for me.

True innovation will occur in our learning spaces when we remember to model and think aloud as we create.

So, will I be using my personal computer for my next speaking engagement (Magic School in August!)? Absolutely. Will I stop using and embracing all things technology? No, of course not. Will I continue to slow down my thinking and model my own learning process aloud? Yes. AI can be an incredible and innovative thought partner, but what and who really matters is the experts in the room—the educators.

From Competition to Collaboration: Unleashing the Benefits of Cooperative Learning

A few days ago, my children and I walked over to our neighborhood park. They were ready to play woodchips (tag) and began generating a list of rules and protocols for the game. Whoever was it first would start at the park's tallest point, which is difficult for my son to reach. His sisters promised to help him reach the balcony -- even if he would soon be chasing them. Despite the game's competitive nature, they were still ready to support him. Regardless of who was chasing whom, they would ensure they could participate. 

As I watched them begin to play, I was moved by how naturally they collaborated and cheered each other on. The game was more fun when everyone could contribute. How do we replicate this productive and positive rivalry in our own classrooms? How can we encourage students to recognize the value in playfully pushing each other to learn, grow, and in this case, reach the peak of the park? 

Bring positive competition to the classroom. 

"We're all winners when we all learn" is a phrase met with eye-rolling and groans in my classroom, but it's true. I love incorporating friendly, low-stakes competition into my classroom. Sometimes we compete for bragging rights or a chance to choose a desired place in the speaking order. Other times, the winners of these competitive experiences earn stickers or candy. The reward is never significant, but the learning process can be an enjoyable way to practice essential classroom skills. Whether we play a review game such as Kahoot, deliver impromptu speeches, or complete a puzzle, these gamified experiences challenge students to apply content knowledge to an often collaborative activity. The motivation to succeed pushes students to test their skills and measure what they need to improve before a summative assessment. 

Positive competition also encourages students to challenge each other and recognize where they are in mastering a concept or skill related to others. With this knowledge, they can identify what they still need to work on. If we are playing a review game, I share the materials and games for asynchronous play so that students can revisit skills and resources as needed. By establishing that everyone succeeds when we all achieve mastery, students can begin to self-reflect on their own skills and find ways to support others in the learning process.  

Remind students that we achieve more when we work together. 

Collaboration and communication are critical skills employers in any field seek. Soft skills are essential for our academic, professional, and personal success. As instructors, we can facilitate the development of these skills through collaborative games and experiences in which students work together to achieve an end goal - whether it be a presentation, a score on a review game, or a solution to a puzzle. 

When we create a collaborative environment, we also prepare students to navigate real-world challenges. They develop problem-solving skills and recognize the power of leveraging everyone's skillset to innovate and create. When students can value the strengths of their peers, the collaborative spirit extends beyond the classroom into their personal and professional lives. 

• Socratic seminars and group discussions are wonderful ways to encourage students to use active listening skills and develop empathy. 

• Problem-solving scenarios can also provide real-world applications. I love challenging students to create public service announcements. PSAs encourage students to formulate a message for a specific audience and narrow the focus of the situation. Students then consider how to craft an impactful message while working together to create a final product. 

• Creative writing assignments open the door for collaboration. Whether students are writing a short story or generating RAFT assignments, they can work together to build a common narrative that can impact a much wider audience than a single teacher or reader. I love letter writing and using the RAFT writing format to encourage students to assume another person's perspective and use empathy to recognize the experiences of others who differ from them.

 

These assignments are playful in nature. They involve creative thought and engagement with others. While infusing our classroom with these tasks, challenges, and collaborative experiences, we must also encourage them to provide constructive feedback to their peers. This feedback allows them to stretch their thinking and adjust their approach to a given task as needed. While students are collaborating, we need to help them understand that they need to collaborate peacefully and find value in the strengths of others. 

Foster a cheering section. 

On the first day of any course, I use a meme of vegetables holding hands, saying that "We're rooting for you." I remind them that when they enter my classroom, I am rooting for their success and will partner with them to help them master the skills our class will focus on this term. I also remind them that we want to be successful, so we must understand and recognize that we significantly impact each other. Our actions directly lead to the success and growth of the people beside us. 

The best learning occurs when we make mistakes or fall short of our goals. When we collaborate with others, we must shift and redirect our thinking. We won't always win the review game or solve the problem the fastest, but we will develop soft skills that will make us better professionally and personally in ways that we won't recognize immediately. Even when we are competing for first place in a Kahoot, we can take the time to lift each other up. There's room for everyone at the top, especially when we take the time to help each other along the way. 

From Passive to Active: Transforming Icebreakers into Engaging Experiences

The 4th of July has blasted past with its usual fanfare and sparklers. While most of us still have the month of July to enjoy our summer schedules, the turn of the calendar often leads to preparing for the start of the school year. In search of fresh ideas for the upcoming school year, 

I stumbled on a Twitter post pleading with educators to reconsider using icebreakers to kick off the beginning of the school year. Why are icebreakers often so dreaded? How might we build rapport with our students and new teams without inciting the awkwardness and anxiety among everyone in the room, often associated with icebreakers?

Building rapport is about focusing on relationships and creating a positive environment. Yes, there are inherently bad icebreakers, and typically I have encountered them in graduate courses, in which the entire classroom knows each other, and the instructor is new. We have to go around and awkwardly share the same information we have already shared with each other, and it takes way longer than it should. When an icebreaker calls for one speaker at a time in a room full of 20+ people, the experience becomes passive and nerve-racking as a spotlight is put on one person at a time. 

Instead of asking every person in the room to share one fun thing about their summer break, icebreakers can become powerful and memorable shared experiences that encourage participants to collaborate, share, and learn how to work together. Instead of making people recite information aloud that they could write down a notecard in two minutes and calling it an “icebreaker,” get creative. Ask the group to actively work together to complete a task or solve a problem. These active icebreakers challenge participants to use communication skills for a purpose. They have the ability to thaw out any chilly or preconceived notion about icebreakers. 

For the last decade, I have hosted a summer camp for speech team that is more focused on team building and leadership than competing in high school forensics. During these camps, I have worked with my coaching team to create experiences that forge friendships, promote critical thinking, and build bonds. These activities were experiences that led to powerful learning experiences that positively pushed students out of their comfort zones and into a space in which they could learn and grow. So what makes an icebreaker work? 

Active participation is important. 

The first day of the school year is exhausting. Students (and teachers) are inundated with information, rules, and expectations. If they are sitting and not actively engaged, they will become passive, and the information being shared with them will not be retained. Instead, they will leave the classroom or the meeting tired and anxious, still wondering what the upcoming school year will bring. Talking at people is not an effective communication strategy (although sometimes necessary).

Instead, start with a challenge. Break people into smaller teams and give them a task to accomplish. I love to start with the spaghetti challenge. Recently a teacher shared math and engineering challenges that encourage people to build and create with me. Scavenger hunts and escape rooms also work nicely. Some of my favorites include:

1. Toxic waste: Students have various materials and have to remove tennis balls from the center of a circle without stepping into the circle. 

2. Toxic river: Students must figure out how to cross a "hazardous river" with limited supplies and work together to navigate obstacles. 

3. Puzzle challenge: Students are divided into teams. They have some of their puzzle pieces, and other pieces are hidden throughout the room. Their pieces are mixed in with other teams' pieces. They have to find their pieces and negotiate for others with other teams. 

4. Magic carpet: Students all stand on a tarp. They have to flip the tarp without stepping off the tarp. 

Note: These activities can be scaled and adjusted to meet any classroom's space and time constraints. Most of these activities can take less than 15 minutes, but the connectivity they foster is an incredible investment in student buy-in and engagement. 

Dave Burgess’s Teach Like a Pirate has a lot of ideas for hooking students with various strategies. I recently led a PD using his book. Check out these slides for more icebreaker ideas and videos that I use with my own students, or check out his book. 

Find a way to encourage students to build something or use creativity to solve problems. In the time they take to create together, they will start talking, laughing, and creating memories. While they may or may not be successful in solving the problem, they will be engaged with others. After connecting with others, they will be more comfortable talking and engaging with a larger group. 

Questions and conversations should extend beyond the surface. 

After working together in smaller groups, participants are more likely to open up and engage in self-disclosure. I still use either a notecard or Google form to gather information from my audience. I want to know the details, and I want to find ways to connect with them individually. 

These icebreakers are often ineffective because the information seems to go nowhere. The information written out by the participants is not revisited or referenced. You must close the communication loop if you ask students to provide information. That information needs to be used. Also, if you ask students to self-disclose information, you have to share information, too. Answer your own questions, show students the depth of information you hope to gain from them, and encourage students to share more. Students want to be seen and valued. They do not want to bear their souls to the whole class on day one, but they will share quite a bit with you in a more individual non-threatening way, like a Google form or even a Pear Deck, where they feel more anonymous. (Here's a resource to spark some question ideas).

Here's a mini PD presentation on Questions of the Day.

Initial experiences promote exploration and spark curiosity. 

An icebreaker doesn't have to only occur on day one. These icebreaker activities can build on each other. They can reveal a clue or allude to a puzzle the next day. I love questions of the day (Here's a template). Theming of the questions or using questions to spark even more curiosity about a topic or theme increases student engagement. They will want to return to find the next answer or finish a project they've already started. Digital escape rooms make great teases for future lessons. Finding ways to keep the mystery going and encourage students to wonder about a lesson or idea brings excitement and makes the icebreaker worth doing. 

Group reflection leads to more authentic connections. 

After completing a challenge, debrief. Talk about the experience and encourage students to consider the lessons learned. These tasks have instructional value and classroom connections, but students will only identify them if we discuss what we learned. These conversations are valuable and can lead to group reflection about the learning process, classroom expectations, and being an active citizen. 

Icebreakers don't have to be passive or designed for extroverts only. They can be meaningful and used to foster rapport. If an icebreaker sounds dreadful or awkward to you, skip it. Instead, find an activity or design an experience in which you can be an active participant too. Students will buy in if a teacher is having fun, being silly, and showing the power of self-disclosure. It's okay to have fun in the classroom, and it is certainly okay to be goofy. If you are willing to have students laugh at you, they are far more likely to listen to you. These types of icebreakers are certainly worth our investment. 

References:

Bonnie, Emily. "Ultimate Guide to Team-Building Activities Your Team Will Actually Like." Wrike, 22 Apr. 2022, Ultimate Guide to Team-Building Activities Your Team Will Actually Like. Accessed 8 July 2023.

"Build a Tower, Build a Team." TED, uploaded by TED Conference, Feb. 2010, www.ted.com/talks/tom_wujec_build_a_tower_build_a_team. Accessed 8 July 2023.

Burgess, Dave. Teach like a Pirate: Increase Student Engagement, Boost Your Creativity, and Transform Your Life as an Educator. San Diego, Dave Burgess Consulting, 2012.

Davies, Rebecca. "50+ Questions to Get Kids Talking and Build Community." Differentiated Teaching, 2023, www.differentiatedteaching.com/discussion-questions-to-build-relationships-with-students/. Accessed 8 July 2023.

Garber, Peter R. 50 Communications Activities, Icebreakers, and Exercises. E-book ed., Amherst, HRD Press, 2008.

Stokes, Katie. "15 Engineering Challenges Kids Love." Gift of Curiosity, www.giftofcuriosity.com/engineering-challenges-for-kids-steam/. Accessed 8 July 2023.

Rethinking Success: Shifting the Focus from Achievements to Personal Growth and Development (Part 2)

"Why would you want to be an English teacher?" This was an actual question I was asked when I was in high school. Be anything else BUT an English teacher was the message I received. The concern was that English is a popular subject, and I would need help finding a job. Note: Never let someone convince you not to pursue your dreams and passions.

Why English? I come from a family of math and science teachers, and I am the only humanities teacher. My love for literacy derives from my desire to connect and empathize with others. In the early oughts (2000s), the STEM push consumed the conversation around education. While I love and value STEM, my passion has always been empowering all learners to share their stories, create innovative ideas or projects, and collaborate with others. These soft skills, often considered secondary to other disciplines, are the foundation of academic, professional, and personal success. Regardless of the discipline we teach or pursue, how can we help our students find success?

Students must be encouraged to set goals for personal growth.

Both organizations and individuals write SMART goals in the business world (and in education). However, a Harvard Business Study found that of the top MBA students from their program, only 3% had written down their goals. Of course, the study going that the percentage of individuals who had written down their goals earned 10x more money than the 97% combined.

While money does not buy happiness, having a clear direction and purpose can lead to a more fulfilling life. Teaching our students to write goals down physically is crucial. Where we might miss the boat as educators, however, is that we need to teach students to write smaller, more tangible goals. We want our students to dream big and reach for grandiose ideas. When a goal is set too far in the future, it becomes too much of a reach, and the drive to achieve that goal can fizzle.

I love the image above. Shorter goals and small steps toward a grander goal yield better results. We must show our students how to manage, set, and reset their goals so that they feel the energy to accomplish a task. That seemingly micro feeling of success will yield even more success moving forward.

In Atomic Habits, James Clear reminds us that "Habits are the compound interest of self-improvement." If we teach students to become just a little better each day, before they know it, they will feel transformed in their skill sets and will want to continue to grow.

We must foster a culture that maintains a positive mindset.

To succeed, we must also fail. Feeling like a failure can produce frustration and tension. Students look to us to see how we react to our failures. If we become overwhelmed when technology doesn’t work, for example, we demonstrate that it is acceptable to become angry if something doesn't go our way. Of course, we all have moments of anger and frustration, but as educators, we must be aware that our students are always watching (just like our children). They will react to setbacks in the same way that we do. The "do as I say, not as I do" mentality is a generation or two ago. If we want our students to have a positive mindset, we must start by evaluating our own.

How can we foster a positive mindset in our classroom?

1. Celebrate positive behaviors. Identifying what our students are doing and how those actions are positive can help students to recognize what behaviors will lead to successful outcomes.
2. Embrace struggles and problem-solve together. Discussing how to problem-solve provides students with a framework to refocus and reset after a failure. It is important to learn, reflect, and grow.
3. Identify the lessons learned. Talk through what was gained in a situation and use experiences to move forward.
4. Show gratitude for the people and experiences that have helped us become who we are today and who will continue to support us moving forward.
5. Focus on the word yet. When unpacking a situation, the word yet allows us all to understand that if something doesn't go our way, it means we are still learning and growing. Even though our desired outcome hasn't happened yet, it is still possible, and we can still see the positives in any situation.

I love Ralph Waldo Emerson's quote, "Write it on your heart that every day is the best day in the year." I often remind my students and myself that even though not every day is exciting or life-changing, every day provides us with an opportunity to learn, grow, and build relationships with others. When we learn to appreciate and embrace those initial steps joyfully, we become stronger and find meaning in everyday experiences.

Preparation is key.

We must prepare our students for the challenges they will inevitably encounter by helping them take a realistic look at the circumstances while finding the nuggets of hope in the face of adversity. We must prepare our students to hear no, receive a rejection, and handle criticism gracefully. They will face rejection in many ways; we all do. What they choose to do in those moments will determine their success. Failure is a gift, but one needs to learn how to handle the package to reap the rewards of the lessons that this gift can teach.

Part of success is recognizing and understanding how to move forward from loss and rejection. Success is about navigating the obstacles and rethinking, recreating, or redirecting our path. I want to continue to empower my students to find meaning in their lives and experiences, accomplish their goals, and, most importantly, experience the joy of living a life that brings them meaning and purpose.

Someone told me boldly that I'd never find joy as an English teacher. While they may have been well-intentioned, I did not allow them to stop me from pursuing my dream. I understood that I might hear no. I recognized that I might not succeed on the first try, and that belief strengthened me.

NOTE: I was hired very early in the job hunt (before spring break), within 24 hours of my interview. My first principal told me not to interview at a neighboring school in the same district, which I was set to do the next day. Post spring break, I received calls for interviews from over a dozen different school districts. I was definitely going to find a job.

Again, don't ever let anyone discourage you from reaching your goals. While the vision of success in my life has shifted over the years, and that definition might shift for others, we can help our students see the steps they need to take to reach their goals. We can empower our students by helping them to shape their understanding of success and take those first steps.

References:

Acton, Annabel. “How to Set Goals (and Why You Should Write Them Down).” Forbes, 3 Nov. 2017, www.forbes.com/sites/annabelacton/2017/11/03/how-to-set-goals-and-why-you-should-do-it/?sh=104307bd162d.

Clear, James. Atomic Habits: Tiny Changes, Remarkable Results: An Easy and Proven Way to Build Good Habits and Break Bad Ones. Cornerstone Press, 2022.