What is a personal inquiry you are currently pursuing? What does “quality” family time look, sound and feel like for my family? I am beginning to re-cognize what it means to know and this feels affirming, hopeful and exciting! Sometimes it seems like neuroscience is finally proving what teachers and elders have known intuitively forever! I’m curious about combining my experience with concept-based curriculum and instruction with the power of re-storying, timeless and sustainable practices that can help us be in better relationships with the natural world, embodied pedagogies that respect our need to move, and unleashing and nurturing our offerings to the world as unique individuals. Marie Batiste’s articulation of learning spirit resonates with me. These teachings inform my coaching sessions and it’s exciting to see the results. I have so much more to learn and am thankful I have years ahead to keep growing. I also took a course on Indigenous ways of knowing (two of our required readings were Robin Wall Kimmerer’s Braiding Sweetgrass and Dr. My PhD coursework has introduced me to additional forms of inquiry that I had yet to explore as formal research practices such as poetic and embodied inquiry. I know that retention is important in school environments and teaching during the pandemic has put additional pressures on all aspects of the education system.
#Power of ten trevor calkins how to#
Many talk about wanting to make (even) bigger impacts within and beyond their classroom but feel unable to do so or unsure how to proceed. A major theme is feeling that they need to convince others why their best practices are good for kids. Sometimes they feel so frustrated, they question whether to stay in education at all.
I work primarily supporting visionary educators who strive for joyful, agentic learning for themselves and their students yet are facing many constraints (e.g., budget, time, conflicting philosophies, pandemic-related challenges, etc.). As a consultant to experienced and new teachers, I speak directly, and frankly, with teachers regularly. They share their passion for teaching and struggles with job related stress.
#Power of ten trevor calkins professional#
What is a professional inquiry you are currently pursuing? We know teachers matter.In fact, teachers are the single most important aspect of schooling.How do we best support ‘agentic’ teachers when they threaten to leave teaching? For example, students design their own contexts for project work and choose when and how to take mastery-based tests. I was fortunate to co-lead workshops and trainings with Trevor right out of university, in my first five years of teaching, which established my drive to serve colleagues through hands-on professional learning. He taught me to hold high standards and make math learning truly relevant to everyday living. He is an experienced principal with a consulting business ( The Power of Ten) and I felt so lucky to learn from him. The other person who comes to mind is my math methods professor: Trevor Calkins who brought a holistic, “math as a teachable moment” approach to his work. She launched a public speaking program, steeped us in cultural arts (e.g., hand painting Ukrainian Easter eggs with real candles) and allowed us to pursue our own inquiries (I decided to follow my interest in hairstyling and color and really did a number on my Barbie doll’s head)! She also led the school’s choir and took us to festivals and competitions. She was incredibly dedicated, very professional and it was clear to us that she absolutely loved her job. Who was the teacher who made the most positive impact on your life?įirst, my Grade 7 homeroom teacher: Mrs. in Curriculum and Pedagogy with a specialization in cross-faculty inquiry. This is when I really became passionate about cross-faculty inquiry. The program offered multiple practicum opportunities and required coursework outside of Education. I returned home to fast track my B.Ed degree at the University of Victoria. The pedagogical connections I felt can only be described as ‘magic’. This experience catalyzed my interest in teaching. In 1997, I lived in Beijing and taught English to learners of all ages in three types of settings: with youth in a community center, with adults through City University and with individual business professionals in private lessons. Some of my earliest memories are empathic ones sensing others’ needs and doing something about it. I come from a family of teachers, so I was exposed to the importance of education right from the start.
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