Current Boulder Journey School Resident Teacher Molly Harrington shared the following on her classroom’s blog:
As a participant in the Teacher Education Program at Boulder Journey School, my graduate coursework aligns with my time spent in the classroom. These past few weeks in our contextual curriculum course we have been discussing technology in the classroom. I wrote a position statement discussing the benefits of technology in early education, and made a slideshow as well to summarize my ideas. Here are the slides below!
The classroom blogs are a space for dialogue and reciprocal learning. Educators post on the blog and families can engage via comments and reflection. In this way, the blog serves as a space for honoring the right to participation of all members of the school. Boulder Journey School parent Kelly M. shared a comment in response to Molly’s blog:
Love the positioning, Molly! We love how BJS helps to foster a healthy and curious relationship with technology. -Kelly M.
The documentation Molly shared with her Room 2 classroom community made way for Kelly to share her perspective with the community and provoked the potential of a dialogue.
In the video below, Ysidro introduces himself and shares a little bit about his personal context and what he values about Boulder Journey School so far in his journey as a Resident Teacher.
Below, Ysidro touches upon the importance and space for perspective taking within his 2022-2023 Boulder Journey School cohort. He shares why he chose the Boulder Journey School Teacher Education Program and what he loves about Boulder; he also speaks to the supportive environment of the Teacher Education Program & the importance of the anti-bias/anti-racist commitments within the school community.
Lauren Robinson, a Boulder Journey School Teacher Education Program graduate and current Boulder Journey School Mentor Teacher, shared her reflections after revisiting Carlina Rinaldi’s “The Pedagogy of Listening: The Listening Perspective from Reggio Emilia.” Lauren connected her reflections to a visual mini-story she created for the course A Colorado Interpretation of the Reggio Approach, one of the courses she took while completing her Residency MA in Early Childhood Education.
Lauren Robinson: It was really helpful to have my mini-story in mind while reading through Rinaldi’s “The Pedagogy of Listening.” I was able to refresh my knowledge on what listening truly means, and relate it back to the experience that I captured and analyzed for my mini-story. Specifically, a couple of Rinaldi’s ‘meanings of listening’ that were listed really resonated with me. The first one that stood out to me was “Listening is generated by curiosity, desire, doubt, and uncertainty.” I feel like as adults, things like doubt and uncertainty are feared. Butwhen we get in tune with children and ask questions about what they’re thinking and feeling, we are able to embrace things like doubt and uncertainty, because they motivate the researcher in us. This is closely related to the second ‘meaning of listening’ statement that resonated with me, which was “Listening produces questions, not answers.” Seeking answers to questions is natural, but again, as adults we tend to value the answers more than the questions, when they can equally tell us just as much about whatever experience we’re having. This statement also really embodies the idea that process is just as (or more!) important as product, like how having questions is just as important as having answers.
When I read this article at the beginning of the year, it felt much harder to comprehend then it does now. I definitely attribute that to the quality time that I have gotten to spend with the children and in the classroom. I have been learning so much about being present with children, truly listening to them, and honoring whatever it is they are trying to tell us. My definition of a teacher has expanded so immensely in these past few months, and in turn my confidence in my capabilities as a teacher and my role in these children’s lives has increased!
View Lauren’s visual mini-story below. You may notice Lauren uses the language of photography to listen to this moment of connection between children.
What do the photographs tell you about the teacher’s capacity to deeply listen? What do the photographs say about children’s capacity(ies) to listen and connect? What does Lauren’s visual mini-story tell you about the teacher’s choice to document in this moment? Please leave your comments below.
In order to progress in the field of Education, the world needs teachers who do not always do things because they are popular or because they have been done a particular way. Teachers should be willing to experiment, to take risks, and to be audacious, recognizing that not just any education is good enough.
Mayra Tubac is a Graduate student currently enrolled in the Boulder Journey School Teacher Education Program. Mayra is completing her residency in one of the infant rooms at Boulder Journey School. Maureen Condon, Boulder Journey School Mentor, sat down with Mayra to pick her brain about the professional competency of courage.
Q: What have you learned about courage while teaching during the 2021-2022 school year?
Q: What opportunities for learning about courage exist within the context of teaching during a pandemic, when circumstances consistently change?
Q: What have you learned from children about courage?
Q: What have you learned from your fellow Boulder Journey School Teacher Education Program cohort members about courage?
Q: What have your fellow cohort members learned about courage from you?
Below, Mayra joyfully connecting with a child in her class.
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