Читать книгу Start With the Heart - Michelle L. Trujillo - Страница 10

She was obviously tired. She came to school that morning appearing dirty and disheveled. But, she came to school. Through tears of frustration, she explained she had slept on a park bench the night before. She had tried to go home, but her mom was doing a drug deal and locked her out of the house. So, she walked to the park and eventually fell asleep on a bench, alone and cold. When the sun came up, she walked to school. Her mom didn’t know where she was, and in her opinion, her mom didn’t care . . . but, she came to school. Why? Why did she choose to show up, when others might have chosen to go to a friend’s house or wander aimlessly? Because it wasn’t just about school, it was that at school, she was connected. This beautifully rebellious, wildly stubborn, and woefully broken-hearted teenager came to school because she knew that we expected her, that we wanted her, and that we cared. This connection she felt did not happen naturally. It was a connection born in intention and effort. Connection that makes a difference in the lives of human beings must be conscientious. To be conscientious is to be mindful, intentional, or attentive. To truly be connected, we need to start with the heart in a true effort to see others for who they are on the inside, and appreciate and value them as such. This is imperative in the school setting, because when we as educators sincerely connect with each other and with our students, we set a tone for belonging, living, and learning that is impactful and potentially life-changing.

As I look back on my career as a teacher and an administrator, I realize I was blessed to live and love my vocation. To me, it was never a job, or work I dreaded. Instead, it inspired me, filled me with joy. I believe there was a reason for this. The students at the alternative education high school where I served as a principal said it best. When asked why they were able to find success at our school when most had not achieved academically nor personally prior to enrolling with us, one word resounded again and again: family! They said that when they became students at our school, they felt accepted into a family that would love them, hold them to high expectations, and provide them with a second chance. That doesn’t mean it was easy or that immediate positive change occurred. Yet, our school family provided the students, and staff for that matter, with a connection to something greater than themselves. We were connected by a common purpose as we aspired to pursue integrity, responsibility, and education. I use the word we purposely. The administration, counselors, teachers, paraprofessionals, custodians, support staff, students, parents, the school board, and community members all knew that we were stronger together than any of us were individually. We had more talents, expertise, and gifts when combined. We knew our chance for success increased exponentially when we chose to encourage, support, and challenge one another. We knew the road ahead would be rugged at times, and steep, because most of our students came to us from a place of adversity or trauma, yet we were steadfastly aware we would be okay, because we would travel the road together, sharing the challenges and the joy, the trials and the triumphs.

As you read this, you may be thinking, “What kind of school is this?” I can tell you . . . it is any school in which, regardless of its size, the human beings who inhabit it choose to make a conscientious connection by starting with the heart. It is any school in which the human beings who are the adults in the school environment choose to see the stories behind the human beings who are the students. In fact, it is any school in which the human beings who are the adults choose to see the story behind one another, and model for their students to do the same, so that people are met where they are, with every person seeking to understand before jumping to judgment. It is a school in which social and emotional learning is a philosophy in which all are invested, so that academic achievement has an opportunity to occur because the all-encompassing we are engaged and empowered to trust, to grow, and to learn.

If you are interested in this kind of school, please join me on a journey to explore the power of connection and the fundamentals of social and emotional learning and its impact on academic development. I have an idea of what you may be thinking. In fact, I’d guess that it sounds something like this: “I appreciate your invitation, but as much as I would like to go on this journey with you, I just have too much on my plate. I cannot add one more thing!” I’ve been there. I know the feeling. The expectations for educators and the pressures they face, regardless of their role, seem to get more demanding each day. New state and federal mandates, protocols for measurable outcomes for students and educators alike, and requirements for state assessments that correlate results with teacher or school performance create a sense of anxiety and heaviness that can permeate our halls, our classrooms, and our hearts. In addition, we are seeing more and more children with mental health issues, as well as those (children and adults) who are living with past or present trauma, and these things, too, fill our plate with the need for an emotional energy that can be beyond our capacity. But this is the very reason that you cannot afford to neglect this journey. In fact, the reminders, reflections, and discoveries that you will find within these pages will give you back time, and help you to be more effective and productive.

In Chapters 1 and 2, we will explore how the power of love and connection can impact an education system in a life-changing way. According to the Aspen Institute (2018),

Schools must be safe, welcoming, and supportive spaces for student to learn and for them to feel a sense of belonging and the freedom to develop their own identity and sense of self. . . . Indeed, the greatness of public education lies in its promise to take all individuals and provide them with the opportunity to build the life they want. (pp. 1, 3)

As educators, we have the responsibility for creating an environment that will lead to a fulfilment of this promise for our students. I hope that these chapters will encourage you to value this responsibility. In Chapters 3–7, I present social and emotional learning as a process in which all of the human beings within the school system interact with compassion, sincere curiosity, high expectations, and respect in a way that builds relationships, fosters academic achievement, and provides for success in school and life. You will discover that social and emotional learning is not something to be added to your plate. It is your plate! In these chapters, I introduce various components of social, emotional, and academic development with applicable anecdotes and practical suggestions. Finally, Chapter 8 will both challenge you and validate the responsibility that lies in your hands as a person who has chosen to interact with young people on a daily basis. By the time you close this book, I hope you will be inspired with purpose and positivity, both personally and professionally, and will want to put into practice what you’ve learned.

Please consider this book as a conversation between us. I challenge you to invest in the conversation by leaving the periphery as the reader and interacting as a participant. Throughout the journey, you’ll recognize the valuable qualities that already reside in your mind and heart; the messages found within the pages of this book are not unfamiliar to you. Rather, each word of encouragement, challenge, and guidance is meant to awaken and inspire your soul. There will be opportunities for you to write in this book: to reflect on your life, your experiences, and your instructional practices; to brainstorm with others; and to put specific ideas into practice. As I share anecdotes, experiences, philosophies, and strategies, I do not claim to have all of the answers. What I do claim is to be a person with a heart full of love and a desire to inspire all people within the school community to create connections with each other while exploring and embedding social, emotional, and academic learning principles into daily actions and behaviors. When we do this, we have an opportunity to make today a better day for ourselves and for our students. When we do this, we invest in each other so that the learning and living that takes place in our schools is inspired, engaging, and contagious. And, finally, when we do this, when we start with the heart, we honor humanity and value relationships, so that no human being feels as if he or she must sleep on a park bench, alone in the cold.