Did you set a New Year’s Resolution this year?
Now, what does that resolution mean to you?
Rather than focusing on big resolutions or making major changes, we take time to re-focus on the meaningful goals and expectations we have already set for ourselves. Sure, we may make some adjustments, but to us, it is an ongoing process that shouldn’t necessarily “restart” at the new year.
Here at Indi-ED, we have built in consistent reflection and chances for improvement. And this isn’t just for our students- our teachers and families do it too!
We use surveys, conduct self-assessments, have real conversations, write reflections, set academic and personal goals, check in daily, and check in over the course of our long term projects.
This past week, our kids were able to check back in on the expectations and norms they created together as a class at the beginning of our school year.
Our students have set high expectations for themselves and others, and they were able to take a bit of time to explain the significance of these expectations.
For example, our high schoolers were able to articulate WHY the expectations are important and what work they do to make sure they meet these expectations.
As adults, we know that this is hard work and we also know that no one is perfect. But, by taking a minute to check-in with yourself, it can make all the difference. You may realize that “Wow, one of the expectations I had was that I should have confidence in myself and my abilities… And I realize now how important that is.”
An overall trend I noticed in the kids’ explanations for why their expectations are important is because it helps them to make progress, consistently improve, or just become a better version of themselves (who wouldn’t want to do these things?). They reflected on how they are pushing themselves academically and personally. Many of them also realized that this work is in fact helping them become more self-aware and independent.
Now, pause for a second. If you are an adult reading this, are these things you thought of or were even practicing as a teenager?
I know I wasn’t.
Through doing this work, we hope to continue encouraging self-awareness and confidence in our kids.
To help them see that the effort you put in is what you get out of your work, and your life.
My kids even articulated with me this week, and most of them realized that “I am teaching them how to teach themselves.” I am helping to guide them in being able to guide themselves. Basically, part of our work is to help provide the tools, but the measure of “success” of that work is mostly determined by where they take it.
As an educator, some of the best parts are also the hardest. Such as realizing that some of the greatest “rewards” of our work could be things that don’t happen right away. It’s knowing that yes, we are helping and teaching our students while they are with us. But we also hope that we are teaching them skills and lessons they will continue to use as they go through life, long after they have graduated and left our classrooms. That’s the ultimate goal, isn’t it?