TLN Teacher Voices

The Gift That Freedom Gave

Georgia, a member of the Teacher Leaders Network, writes:

You may think the word "Freedom" in the headline refers to the opportunity and right to make our own choices, but this true story is about a child named Freedom whose right to make her own choices about her life is limited.

Today was our last day before the holidays. I guess I hugged nearly all of our 480 students and wished them a fun and enjoyable vacation. I know for some that this break will be emotionally devastating because their home or neighborhood environments are not physically or emotionally nourishing for them. I pray that they will find something in the support they get at our school that will sustain them until they can be sheltered within the sanctuary of our classrooms again.

I hugged and said "Happy Holidays" to some who will not return to our happy learning environment. One student whose name is Freedom told me today that she would not be returning because the area where the family parks their trailer is noisy, crowded and costly—the lot rent is higher than they can afford. My heart became sad as I listened to her tell about her family's challenges.

She was even more verbal than usual as she talked about how our school was the best school she'd ever been in. For a fifth grader she waxed eloquent about the joys of working in the computer lab and learning how to use all sorts of multimedia tools. She bubbled as she talked about the projects she had done that made learning so much fun. She then gave me a hug that brought tears to my eyes. She didn't want to go and we certainly want her to stay. In just a few months she has moved from a very shy, reluctant participant to a classroom leader, inspired learner, and tech savvy student.

Our influence reaches far. For Freedom I hope it has reached far enough to sustain her in her new school and in her journeys in the coming years.

During my ride home today she and students like her were nearly all I could think about. I recalled the moments, the lessons, the activities, and some of the students whose presence in my life provided me with the most memorable/inspiration-filled moments as a teacher. We never fully know how we have influenced our students. It's a time thing, but I do know these students have shaped my life as an educator and a human being in such meaningful and amazing ways. I am the professional I am because of them.

When we think about our successes with our students and about the things we would do differently, we mold and reshape our professional selves. This is their gift to us. During the hustle and bustle of this holiday season please allow yourself a few moments to think about the connections you make with your students every day—even the ones you think are not connecting with you at all. Please allow me a moment to wish for each of you a joyous, peaceful and memorable holiday break.

I wish for every teacher the gift of "Freedom" and a 2007 filled with opportunities to share that gift with every student in your charge and every colleague in your professional family!

Teacher Leaders as "Tempered Radicals"

In the TLN discussion group, Melissa wrote:

Debra Meyerson coined the term "tempered radicals," which she defined as "people who want to succeed in their organizations yet want to live by their values or identities, even if they are somehow at odds with the dominant culture of their organizations. Tempered radicals want to fit in and they want to retain what makes them different."

Meyerson continued: "These men and women of all races, religions, ethnic origins, ages, and sexual orientations from every corner of the globe describe how they must walk a fine line in their efforts to fit in without selling their souls. [Tempered radicals] are quiet catalysts who push back against prevailing norms, create learning, and lay the groundwork for slow but ongoing organizational and social change."

Melissa then asked the teacher leaders involved in our discussions: "Are you a tempered radical? Do you believe that tempered radicals have a better chance at bringing about educational change than overt challengers or squeaky wheels?"

Sheryl replied:

I was on a plane recently and sat next to a wise African American gentleman who was the president of a large electric company. In addition to being successful professionally, he had a passion for helping needy kids by serving on committees aimed at improving education.

He said something to me I'll never forget, that really addresses this question. He said that the secret to really making a difference in the lives of children is knowing the timing of when to be a radical and visionary on behalf of kids. If you step out with ideas that are too wild or too loud too soon, you will be brushed aside and not seen as credible. If you do it too late, you will be seen as a "come lately" trying to get attention.

The secret is waiting for the right moment, that sixth sense of timing, of knowing when to be the overt challenger. If it is done at the right place in your career, it will not only propel you to success, it will make you a powerful force on behalf of those kids who need it most. I was blown away by his insights.

Tempered radicals need to watch for just the right moment to kick it up a notch. If you sense your audience is receptive (whether it's small or large), then go into overt challenger/teacher leader mode and help others understand why the "outside the box" change initiative you are advocating will not only work but needs to be done for the sake of our students.