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This may seem harsh, but I don't know that it is. I agree with bell hooks in that it is not our jobs as educators to tell students how to think, what to think and what is wrong and right, but rather to try to facilitate learning and share knowledge that itself has to do with their own self-discovery. If we do not try very hard to remember that these young people have an enormous capacity for deep, critical thought that could influence the future, then we are inherently doing them a deep disservice. It is not about me, it is about their minds.

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In my early college years I failed a lot of classes. I was going to an expensive private school and in my second year of my undergrad I decided to save some money and take my science classes at a community college instead of my university. I took a Environmental Bio with Dr. Hobbs, a young man with a passion for science. He was the first educator I met that students could visibly observe that he cared about what he was teaching. He was a real teacher. The class was stressed out about the final test and he gave us some advice, "don't memorize the information, understand it.By doing that, you will have learned something that can't be taken away from you." Up until that point, I thought "learning" was memorizing information to pass class. From that moment on I entered every class with the intention to understand what we were doing. That advice changed my life.

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I hate this quote. I feel like it perfectly sums up how Americans view education and the teaching profession. I've taught in 4 different countries and The States is the only place I've taught where the teaching profession is disrespected like this. As a result of this "old adage", we now have a naive citizenship that doesn't believe in science, history, and completely lacks critical thinking skills. Teaching is a skill that most people can't do. Teaching stands alone as it's own skill and profession. Every profession has amateurs and professionals, slackers and hard workers. A good teacher IS doing. They are teacher. That's what they do. I would change this quote to something like this: Those who can do, will do. Those who can teach, will teach.

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I'm kind of a paranoid person, if you can't tell. ;-) I distrust a lot of established institutions and my main goal as a teacher is to create critical thinkers. I want students to ask questions. I want students to challenge me when I say something they disagree with. One amazing thing about teacher ELA is that we get the opportunity to teach students how to become analytical thinkers and close readers. But for teachers to bring that out of their students, inquiry needs to be apart of a teacher's life. We need to always be asking questions, not just in school, but throughout our daily lives. We need to stay curious and hungry for knowledge. When teachers keep the mind set that they are simple adult students, our kids will resonate with that and they will be curious students in your classroom and hopefully outside of the classroom. Good teachers are forever learners.

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What is unique and wonderful about being a teacher is learning as you teach and sharing that knowledge with students. I'm constantly learning new things about the content I teach in nearly every lesson! I love that. Some of the things I learn have deeply altered my perspective on the human experience. Because I get to learn so many new things, this makes me an excited teacher. It organically helps me build rapport with my classes because they can see I care about the content and it makes them care. Any time we can get students excited about learning is a huge victory and a wonderful experience.

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As a teacher I feel like I am constantly learning with my students. But one of the biggest insights I can bring to my classroom is the experience of struggling through high school and classroom engagement. This has continually allowed me to see what is missing in my lesson plans that might boost student engagement. I find myself regularly reflecting on my experiences as a middle school and high school student and I learn what was missing from my educational experiences and I try not to make the same errors of inclusion and support and relevancy that my teachers failed to do. I don't always get it right, but I think my students generally enjoy what we do in the class and feel welcomed.

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I think this statement is saying that teachers who are constantly doing research and implementing different approaches, activities and strategies to spark their students interests and create a productive learning environment, create students who are pursuing knowledge and take the initiative in their own learning. They become active learners.

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This makes me reflect on how I have used my voice to advocate for my students and if there is one thing I always do is share concerns and questions my students have with my colleagues, specifically those in the same department as me so they are aware of what is on our students minds. I also share activities and resources that students have liked and have been successful in hopes that other students also enjoy them. I hope that by sharing information with my colleagues they will take them into mind when they are teaching their students and that together we help one another better serve our students.

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As a teacher I do have the honor of learning things about and from my students in my classroom. My students are fairly open with me and pretty open about their opinions. I have learned so much about their interests, hobbies, difficulties and their thoughts about politics, current and past events, as well as background and ways in which their lives are impacted by what is going on in the world. My students often share their views about other teachers and things that work and don´t work for them and why, they give me suggestions and offer ideas that can help me make class better. They are as much my teachers as I am theirs.

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This makes me think about the fact that as early as Kindergarten I had aspirations of being a teacher. Growing up, I was always a very caring little girl who found happiness in helping others. I have always found myself catering to others more than myself and trying my best to help others succeed. To this day I find myself putting others needs before my own. I always bring myself to the classroom as an adult who genuinely cares for my students and is there for their needs as students and human beings. The decisions I make in regards to my students and the way in which I choose to approach different situations are with their best interest in mind. I bring me to the classroom and I have noticed my students appreciate me bringing me and my ability to apologize when I make mistakes. Being a teacher is something I take lots of pride in and an identity i bring with me everywhere I go.

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I believe that all good educators are always involved in inquiry and constantly doing research to improve as an educator. I know I am always doing little experiments and making adaptations based on the results I see whether its students engagement, participation, collaboration, memorization etc..  Artists are always working to perfect their craft and as educators we seek to do the same through inquiry.

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“The function of education is to teach one to think intensively and to think critically. Intelligence plus character – that is the goal of true education.” MLK

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“The function of education is to teach one to think intensively and to think critically. Intelligence plus character – that is the goal of true education.” MLK

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As a teacher I believe our goal is to not just provide our students with academic knowledge, but also social and emotional intelligence as well as respect. You can be the smartest individual in the world, but you will not be successful if you do not know how to respectfully interact with others and regulate your emotions. Growing up I meet people who were extremely talented and others who were really smart, but made decisions based on emotions and despite their talent and intelligence they ended up in dark places in life. As a teacher I am thinking of not only ways I can teach, but also reach my students and prepare them for life out of school.

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I have seen this quote before and it genuinely irks my soul! I feel that it completely discredits the work of educators and the importance of teachers. First of all, not everyone can teach, it is an art that not everyone can do. I wonder if this person would take this quote back after teaching for a day. People do not realize that in order to teach something you must become an expert and be capable of teaching the building blocks to accomplish certain tasks. Doing things is easy, but teaching others how to do things is not. People learn differently and the way you teach something to someone may not work for someone else. As a teacher, we find a way to teach everyone we teach. Teachers do so much more than just teach, they care, they provide students with support and expose them to new opportunities and knowledge. I know I would have taken a completely different route in life if it was not for the teacher that cared enough to open my eyes to all the possibilities I had in life.

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Research into best practices in education should always be done with the goal of improving the quality of educational practice of all who read and consume the research. This speaks to the idea of academic researchers as a community of professionals working toward the common goal of improving the outcomes of as many children in our society as possible. As an inquirer and a teacher, I hope to make a difference in the lives of all those who encounter my research and of those with whom I connect on a personal and professional level. This is especially relevant in the context of Professional Learning Communities within schools and educational departments. In these PLCs, teachers share research and best practices so that all students in these teachers' care can be helped to the maximum extent possible.

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As a researcher who is also a practitioner, I am in a unique position to implement and test strategies and best practices and get real-time, real-world results. I think one of the biggest insights that I can get as a practitioner is the perspective that the pre-teens and young teens in my classes have on the effect of the pandemic in their personal and educational lives. This is an unprecedented event in our lifetime, and I believe no one is better positioned to generate learning about the effect this catastrophe is having on student learning than the teachers that are doing their best to create a sense of normality in a very abnormal world.

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Upon reflection, I would say that I have always been attracted to explaining, teaching, and mentoring. It is an innate inclination of mine to share knowledge; it is rewarding and, many times, even fun. Over the course of my short time as a professional educator, I have leaned into this natural inclination and found that it is natural to identify myself as teacher as an integral part of my identity. If I weren't teaching for a living, I know that I would find a career that allows me to at least engage in the act of teaching. As an inquirer, I am interested in learning best practices and constantly honing my skills so that I may better serve my students.

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In any profession, one should seek to constantly improve. I believe it is a virtue common to all people who believe in and care deeply about the importance of their work. In teaching, this virtue is especially important. One of the beautiful things about being a teacher is that every day is filled with opportunities to learn and grow both personally and professionally. Intentional, humble, reflection should be incorporated as a major part of a teacher's educational practice because, ultimately, the goal should be to serve the students. One cannot serve the students if one does not constantly try to improve and grow.

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"The real voyage of discovery consists not in seeking new landscapes, but in having new eyes." - Marcel Proust

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"The real voyage of discovery consists not in seeking new landscapes, but in having new eyes." - Marcel Proust

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This quote carries a lot of meaning for me because I think it speaks to the effect of learning a new language can have on learners. Learning a new language is not just about knowing how to say something in a different language, it is a window into the perspectives and identities of people that you would otherwise never be able to access or comprehend. As a teacher, it is important to me to convey the importance of language learning in expanding one's worldview and the increased understanding and tolerance it can build. Additionally, learning a new language teaches one to think in new ways, thereby making the learner a more well-rounded member of society. I feel privileged to be in the position to introduce young people to the beauty of language learning for these reasons.

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"Discover the recipes you are using and abandon them."         -Brian Eno

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"Discover the recipes you are using and abandon them."         -Brian Eno

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This quote reminds me of a few things that I would like to keep in mind. The first is that we don't always have the answers, and that we shouldn't think that the "recipes" we have are the ones that will work. Earlier in the program I read that one of the greatest obstacles in teaching is our memories, referring to our biggest role models in teaching, our old teachers. It is very likely that their old teaching habits are stuck with us, but we'd do well to try to forget their ways and stick to newer teaching methods and things that we discover on our own, possibly through our own research. When it comes to teacher inquiry, it reminds me that our student groups are changing year after year. Strategies that may have worked last year may not work this year, so we may just need to abandon our "recipes" in order to discover new ones that will be better suited for our students. There is a lot to be discovered, but when we stick to what we think we know, sometimes we miss out on opportunities to learn something new and possibly better.

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"Do, or do not. There is no try." - Yoda

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"Do, or do not. There is no try." - Yoda

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I believe that this quote misses the point of what we as teachers do. In order to teach something , one must be able to do it. So, this quote makes no sense.

Teaching in itself is a skill and an art that should be valued at least as highly as any other profession. Teachers have the power to change lives in a way that few other professionals do. I am proud to be a teacher!

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"The word ‘education’ comes from the root e from ex, out, and duco, I lead. It means a leading out. To me education is a leading out of what is already there in the pupil’s soul." –Muriel Spark

I really appreciate this explanation of the root of the word, because, first, I love etymology and second, I think it shows the deeper original conception of the word education. Sure, there is definitely input that a teacher will provide for the students, but more importantly we're there to guide students in their own discoveries and self-exploration. This is more important than actual input, because it helps create a life-long learner. Also, this quote actually ties heavily to my Inquiry project this year, about what intrinsic and extrinsic motivators my students bring with them into the classroom, and how I, as their teacher, can help foster those motivations and provide lessons/activities that keep them intrigued and inspired to learn a new language!

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“No matter what happens, or how bad it seems today, life does go on, and it will be better tomorrow.” - Maya Angelou

I love this quote by Maya Angelou because there are so many moments in life and teaching where everything feels so incredibly stressful, that we need to just take a step back and think calmly for a moment. It is easy to dwell on mistakes and ponder what we might have done differently, and to feel like no matter how much we do it just isn’t enough. This quote for me exemplifies the necessity of knowing that things will be better once we are able to push past our obstacles. Even if we do not succeed in certain areas of our life we are still going to have tomorrow, and we are still going to have the day after that, and after that. Things are going to get better, and we have to hold onto that.

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“I'm not here to make you adopt the ideas I will give you as your own, but to teach you a method for judging the things I will say.” - Luigi Giussani

This is a fantastic perspective from an underrated critical thinker. This perspective is rooted in an education of the heart, not purely of the mind. I see this both a lesson in learning to both doubt and trust: to stay weary of what is explicitly given to you but trust in your own ability to seek truth. The teacher figure here is both a challenge and a learning companion, someone who is posing opportunities for students to realize themselves by overcoming internal and external obstacles. I relate this to the inquiry process quite directly, namely that the teacher is framing instruction to create organic inquiry.

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"Shouting 'self-care' at people who actually need community care is how we fail people." (Nakita Valerio). I initially read this quotation in an article that was assigned my Molly Siuty's course on Inclusive Classrooms. The reason this quotation has stuck with me -- particularly as I contemplate the task of teaching -- is that much of the discourse around "self care" is all about how people have to do the work to heal themselves, which on its face isn't entirely false, but to the degree that many are not equipped with the tools nor the resources to do so, I think the model of self-care as an acquisition of "rugged individualism" is critically flawed. I believe that community care is an innate task of teaching as we seek to find the strengths of the classroom community as well as the weaknesses so that we can build access, supports, scaffolding, and resources. My weird personal reaction to the phrase "self care" is a big, loaded conversation (for another padlet, heh) but I truly believe that we must hold both concepts in equal merit. I think that we must identify systems that are failing communities and putting whole groups of people at a disadvantage. I am not saying that this is at odds with the basic and fundamental credos of "self-care" to manage one's personal necessities, but I really believe that to many, the phrase lands with a shot of pain because of how inaccessible its tenets often are.

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This quote always helps me when i feel down about what I do in the classroom. It's in response to the question "what do you make?" meaning monetarily. I think that teaching is important, and keeping the perspective that I make a difference in the lives of my students is really important. I try also to remember to show love in all that I do, to meet my students with compassion and empathy. One of the core values of the AmeriCorps program I did was "ubuntu" which is effectively the idea that I am because you are, my humanity is tied to yours. In that, we are all connected through community and that nothing is more important than that. Looking at myself as a teacher-inquirer, I see how I fit into a larger group of people who all are working to improve the lives of students and to better their practice through engaging with one another. They are connected through community, and that makes a difference.

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I've always found this quote really amusing, because clearly whoever espouses it has never spent time in a classroom. It's no easy task to teach in general, and it is even more challenging to do so well. Add to that society's view on teachers, the pressure from standards and tests, the financial instability from low paychecks, and the mental strain of often carrying around second-hand trauma acquired in our classroom and you have a lot to handle. Teachers perform a necessary role in society, and enable us to progress and "do" things that the quote so clearly glorifies. I personally would rather enable hundreds of students to do things through teaching than to do them myself. I am only one person, but one person can make a huge impact in the lives of students.

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Teaching is a multi-faceted profession that is often radically simplified by outside viewers. I think by engaging with inquiry we give ourselves the opportunity to examine different aspects of our practice, and to reflect on those areas that could improve. While many on the outside of the profession can speak reductively, inquiry into pedagogical practices allows us to gain insight from those who understand the many hats we wear, and see differently than we might. Producing our own studies allows us to add our own voices to that crowd. Getting support, feedback, opinions, or just ideas in general from other teachers is often more helpful to me than to look to other people.

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It has always been my belief that teaching is done best when you authentically connect with your students. Being who you are, and allowing your students the same courtesy, creates a classroom culture of authenticity. I think about how to create a positive and supportive classroom culture a lot, because it is important to me that my students support and care for one another in the vulnerable space of a math classroom. I think being real with them, telling them when I am struggling with something or celebrating successes allows space for them to do the same. Not that over-sharing in class is good, but bringing some of yourself to the room helps to shape the culture into one that is open and honest. As an inquirer, I am a person who seeks out ways to explore concepts, and I have found that is done best in community with others.

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I think one of the greatest insights teachers in classrooms can connect to is the insights children have on events currently happening. This is of course only achieved if there is room in your classroom to discuss things, but if you allow events, pop culture, and politics into the room it can allow students to connect to the subject more deeply. That in turn can help teachers understand, before formalized research emerges, what types of things kids feel passionately about. I especially hope to use this in my classrooms to help make math more relevant and important in my students lives.

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“Creer y crear están a una letra de distancia” 

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“Creer y crear están a una letra de distancia” 

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This is a quote in Spanish that literally means the space between believing and making it happen is only in one letter (because of the spelling in spanish). I really identify with this quote because all my life people in my life have believed me capable of doing what I set my mind to. This made me feel capable and strive to prove them right. I think having this conviction from people around you is imperative and as a teacher I impart that belief onto every student, that every student is capable of.  I believe it's part of our job to empower students and showing our belief in their capabilities is a way to motivate, encourage and help them believe in themselves

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"A finger pointing at the moon is not the moon." - Thich Nhat Hanh

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"A finger pointing at the moon is not the moon." - Thich Nhat Hanh

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I don't even know where to begin with explaining why I love this quote. He goes on: "The teaching is like a raft that carries you to the other shore. The raft is needed, but the raft is not the other shore." I cannot think of a better explanation of what it is to teach, or one that grounds the practice of teaching in a more equitable paradigm. I think that so often systematic oppression, or just misguided teaching, begins with a teacher who is convinced that his finger is the moon.

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Firstly, it's a bummer to divide the population into "those who can" and "those who can't" - obviously we can all do all sorts of things. Among those things that we as teachers CAN do: teaching! The more I teach, the more I realize that teaching is more about the experience of teaching or being taught than it is about the content area. What makes a great teacher isn't their level of expertise in the content area. Therefore, this idea that those who cannot do teach simply doesn't hold true!

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I don't think we have much choice in the matter - we have to embrace the reality that we are never going to be "finished" with teaching. There's always more that can be done in a day, and what's been done could always have been done better. I think that this is one of the greatest benefits of inquiry: it allows us to reflect somewhat objectively on what we've achieved, and also allows us to see our own progress. Inquiry is obviously essential to creating more student-centered learning environment, but in a profession where it's so easy to become dissuaded, I think it's also important to recognize and use the tools that we have to keep ourselves motivated.

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"Education is the most powerful weapon we can use to change the world." - Nelson Mandela
This has meaning for me because is can be the ideal salve to so much disillusionment I see in the students I teach. They are constantly looking for meaning and connections to real life and the 'point' of going to school and I often use this quote to highlight the importance of schooling, of learning. If education is powerful enough to change the world, it's powerful enough to change one person in the world. And it's also a reminder to me of the importance of my role and this new calling. If it's that powerful, I'd better be doing all I can to give it that power.

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Ah, the classic. There are some aspects to this that I think we do see play out in different career paths, especially more lofty ones or degrees that are the one's that make people go "what are you going to do with that?" I think teaching can be a plan B for many in case plan A doesn't work out, which is why it seems like this quote rings true. What I think the quote overlooks is a genuine goal to teach, where teaching is actually plan A instead of B. But then, this adage no longer applies to us. The adage deals with plan B teaching as something that's easy and a fallback, and in the cases where this is probably more likely to crop up is in college, but as we all know the path to teaching secondary is something else, definitely not a flippant or fallback decision.

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I've honestly never known what the heck this means... is this to say that teachers are innate failures in their respect content areas? That somehow the pursuit of teaching the content area is somehow an admission of defeat? I've also never understood why teaching is somehow construed as contradictory to pursuing the limits of the content area itself. Seriously: what the heck? Did any one mention this to Socrates? How about Michel Foucault? Or Stephen Hawking? So, to be clear, as I begin to re-frame/re-phrase this, I emphatically must acknowledge my fundamental disagreement with its syllogistic fallacy. I intend to teach AND be a clothing designer AND keep my store AND be a mom AND play music AND be a loving friend to those close to me AND someday write a book AND AND AND... so I think a more fitting statement is "those who teach inspire the art of learning and doing." Period. There are no limits and there is no "can't."

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Teaching is a life long process that is meant to be shared and experienced first-hand. As I progress in this field as a teacher-inquirer I gain valuable traits and strategies that I can use to teach and reach all of my students in the years to come. The best lessons in life come from those hands-on experiences that require a lot of involvement and effort, those are the types of lessons I continuously strive to prepare and offer my students in the here and now and after our time together.

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“Those who can't do, teach. And those who can't teach, teach gym.”― Woody Allen, Annie Hall.

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“Those who can't do, teach. And those who can't teach, teach gym.”― Woody Allen, Annie Hall.

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This is my second career and though I am not offended by these quotes I think there's much being left unsaid. I am one of those learners that didn't value education until much later in life, until I found my way back to it after experiencing some of the cruel realities of the real world. Teaching is a tough job and from an outside perspective it doesn't look hard, I know it, as I believed that once upon a time ago. We all have had our fair share great teachers and not so great teachers and that impact serves as reminders of what to strive for and what to avoid. 10 years ago, if someone would have told me that I would  "grow up"  and become a teacher AND enjoy it, I would have laughed and walked away. But I see the value in education now and all the great life changing opportunities a good education provides and that's why I came back - to share my experiences and hopefully encourage my students not to make the same mistakes I made. Teaching is an honorable profession and I am happy to be a part of this field.

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Life's most persistent and urgent question is, 'What are you doing for others? By Martin Luther King

What I reflect based on this quote is as the teacher must have a long term and short terms goals. I believe that we not only focus on ourselves but must think more further in our school community. This is the reason why because we must find to analyze and reflect on others around us. An educator must promote leadership for others to find their own goals. Sometimes I noticed that my life experience has been built and reflected in the education setting. Meaning, that every time I teach and look around my community myself is noticeable. A way that I corporate and integrate others in my community and do the best to finds solutions not only for me but for others around me.

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"Those who can do. Those who can't, teach". when I read this quote, a lot of things comes into my mind. I realize how much does teaching takes as emotionally and mentally. Been a Teacher is a role that takes a lot of you, the societies do not fully understand what it takes to. Assures that the students are understanding and learning. My ideal concept is for students to make a change not only academically but finding their Dreams. It worries me, my role as a teacher is not appreciate meaningfully and academics. There is a lot of competition out there and fewer resources for beginner teachers. I hope one day the systems change for a better future. I am still learning this new journey and the steps that I am using is to not give up on my dreams and goals. My Dream is to keep pushing forward and to bring a diverse society into my students.

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The important thing is not to stop questioning. Curiosity has its own reason for existence. ---- Albert Einstein

As an educator which means critical thinker, life-long learner, questioner and explorer, raising a question is often more essential than its solution. To raise new questions, new possibilities, to regard old problems from a new perspective requires creative imagination and curiosity. Like my inquiry topic that hasn’t been discovered or explained that much, it offers me lots of opportunity and curiosity to raise question and think it over and over again. Teaching needs to be innovative and it’s an on-going event. All curiosity and questioning will push teaching towards a new direction.

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I never really understood this adage, even before I started teaching I could tell how much doing was involved in this profession and after becoming one that has just become more relevant, there really is very little we don’t do, especially given the many roles we play.  Something I have struggled with  is the under appreciation that teachers receive in this country, the stereotypes, the little value.  It was difficult for me to grasp as where I come from, teachers receive the utmost respect.  Furthermore, it’s just a way to shame people of their choices, there are always those who feel entitled to put down others. I feel privileged because I chose this profession and I choose to do this because of what I CAN do which is teach what I like.

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“Education is what remains after one has forgotten what one has learned in school.”

– Albert Einstein

I really appreciate this quote; it acknowledges that not all the material taught in school is expected to stick, yet what does is a true connection of knowledge. One of the important goals of educators is to ensure that students will remember what was taught, and apply it to other areas of life. They may not remember every literary term, but they may latch onto a short story or novel that touched them somehow. And, because they were impacted by the literature, they can pass that experience onto the next reader who needs the message too. Even for me, someone who struggles in math, I still remember formulas to calculate interest on loans which came in handy! I think a part of what separated "education" from classroom activities is the real life application of the information. Whether students are aware of it or not, the information that stuck with them from school into their adult life more than likely resonated within them.

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I have heard this adage however it was phrased as a joke: “Those who can’t do, teach. Those who can’t teach, teach PE!” (Which we all know is false but I thought it was funny nonetheless.) In any case, both of them are flawed in that they diminish the role of a teacher into one that seems to be purely based around teaching at someone. There is plenty of doing to be done as a teacher! Teachers certainly take on both roles, and more. I might change the adage to something along the lines of “Those who can do, teach. Those who can’t, also teach.” It doesn’t sound as good as I hoped it would, but the point is that teachers have a wide stroke of things that they might be good at, and also have a list of things they need to improve upon. I believe that we are in this profession because we love “doing” as it were, and we love teaching others the ways that they can utilize what we know. To boil it down to those who can and can’t do would be a disservice.

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I really like what this has to say about teaching and the idea that it is layered and multifaceted. We are in a profession that consistently asks us to reflect on what we have done; whether it be an assessment, the creation of a lesson plan, or an exit ticket, we are challenged to ask questions that challenge us to be better. I know there hasn’t been a day during teaching where I did not ask what I might do differently next time. There is something that is truly special about that, and in my mind it’s exciting knowing that I can try to improve on a daily basis. I certainly celebrate “the great complexity inherent in the act of teaching itself” no matter how drained I might be after a long day. With that, I also want to challenge my students to self-reflect, and get in the habit of asking what they can do to improve their own work. The work never ends!

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This quote really bothers me, as it would most teachers or people who aspire to teach. It puts down the profession of teaching and really most people have little knowledge of what it takes to be an educator or all of the work it entails. I've been pursuing this field for years and have only now truly begun to understand what this career really means. I don't think it's really fair for anyone to use this quote and I feel that it only exists to put down. We can put anything after that first line "Those who can ______, do," and it won't really make a difference. "Those who can dance, do" "Those who can paint, do" "Those who can teach, do." That said, I also feel that the rephrasing that Fichtman uses is unnecessary. We don't need to compare the importance of professions. We simply follow our desires and passions and do the work that we find value in, whatever that line of work may be.
I also have to agree with what Rachel said down below. Teachers and education are really undervalued in this country. It seems that many have had bad experiences in education, which makes people think that teaching and teachers aren't valuable. I feel the opposite. Bad experiences in education just show that we need to value teachers more, so that potentially great educators don't get scared off by the negativity. We need to boost the morale surrounding education and support this incredibly complex career and those who are at the frontlines of our education system.

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Hmm... I think this quote limits the abilities of people. Teaching is doing, I think. In someways I think people teach because they have spent significant time doing- like a retired scientist taking up residency at a University. I like to think we are all capable of achieving our goals with the right mindset and active measures to reach the end goal. To rephrase the quote: Some of us are meant to go and preform rom the task for the world, while others are meant to teach that task the performers. Aristotle has a similar wording of the quote that I like a bit better too: “Those that know, do. Those that understand, teach.” But I don’t adhere to this logic, I think people are way more capable than we give them credit for.

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I think one of the greatest challenges of teaching is that no two classrooms are the same. In some ways, this is a wonderful motivator as it forces you to keep your mind engaged and expect the unexpected. Falling into too comfortable of a routine can result in laziness and lack innovation in teaching. However, as a newer educator, juggling the changing cultures of my classroom may be stressful at first. In the long run, the level of change and improvement will ultimately make me a better educator, and teach me more about humanity.

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I've never really understood this adage. What does it mean? Those who can't build nuclear weapons teach other people to build nuclear weapons? Well surely you have to know how to build nuclear weapons to teach someone else how to build them. Doesn't make any sense to me. I suppose you could say those who can't write a novel, teach kids how to write. Well, that could be true I suppose, but I doubt there are many failed novelists who suddenly decide they want to teach writing novels instead. It would be like saying, those who can't play soccer coach soccer, but the majority of coaches are former players. To me it's just one of those adages, quotes whatever that was most likely made up by someone who couldn't teach and was really bad at it and then became a semi famous writer and thought, oh teaching was too easy, this novel writing business is much harder. I wouldn't give this adage much attention at all and if someone said it to me, I'd reply that those who can't make up their own slogans might be good teachers ;)

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This quote is really harsh. As I have seen the different values and appreciation of a teacher in the US and in China, I am happy to see teachers are highly valued and respected in China while I am struggling to see these differences in the US. I feel like teachers in the US who decide to become an educator is because they purely love it. I would rephrase this quote as “who taught those who can do things? It’s teacher.” Nobody is meant to do anything since they were born. We need a guide, a coach, a facilitator, a mentor, a friend even a parent and a family. So that we can learn how to do things efficiently and accurately.

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My question is, then, what do those who can't teach do? Teaching IS doing and it is absurd to suggest otherwise. If you understand a language or a concept at its core, isn't it the most essential to pass along that knowledge in a coherent and effective way? Teachers facilitate conversations, they share their expertise, they reflect and create based on their knowledge about both the subject and, in fact, the act of teaching itself.

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Inquiry and reflection has been at the core of my teaching even before I was aware that I was doing it. My first year at Chavez was only possible due to daily and then weekly reflections and cycles of inquiry on how to continue to always improve. It was a difficult year, but because of this ongoing reflection, I made discoveries about teaching and learning that I carry with me still. Teaching is deeply complex, and every class, week, month and year will need to be adapted to meet the needs of individuals and the needs of the groups. It is at the core of my professional being to stop and reflect after every class, and looking into every lesson up ahead.

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As a life-long learner, I love this question. I try to not take the world around me at face-value - There are things I do not know yet, and things I can still learn more about. I am not an expert at ANYTHING, and so I view it as my personal philosophy to always learn and never stop diving deeper. This is reflected in my classroom and the ways in which I try to discuss acquisition of knowledge with students. Students, especially in Middle School, want to know the 'why' about what we are learning - and I always try to communicate that the more we ask questions and try to analyze, the more we will learn and know.

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This is a super interesting question I have been thinking a lot about. As a student and a teacher, I feel like I am uniquely poised to reflect on best practices, methods, approaches and also obstacles to learning online.  In the classroom, I am trying to facilitate content and conversations to generate knowledge for students, while as a student, I am trying to generate knowledge in regards to my work as a teacher.  It is a very interesting place to be, because I feel like my reflection on my experience as a student and apply that to my students' experiences.  Generating knowledge is a part of inquiry and reflection, so as I undergo that process here in the classroom, I can reflect and respond to students in their needs as learners, changing adapting to their needs and most suitable methods for generating knowledge.

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Inherent in the act of Teaching  Itself by Lisandra Mesa

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Inherent in the act of Teaching  Itself by Lisandra Mesa

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I Value and Appreciate the cycle of self and school. The reason I said this is because I think teaching is a learning process. Learning is a process for me because every time I learn something new and what I enjoy the most is how much the students open up to me. I feel thankful that I am not only can be a teacher with the students that I am involved in but willing to show them some support and care in their learning. I think teaching is a scale because the more you learn from the student's you can grade yourself in a way to see what works best for them and yourself as well. It feels neutral when I teach, and after each section, I reflect on myself. I will implement the best of my ability as professionals to do the best of me.

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For me, this seems like the natural or even instinctive way of teaching compared to the traditional or top-down style 'simple endeavor' approach of knowledge submissions. I think this seems instinctual to me because, as I've stated in a previous padlet, being a good inquisitive teacher means to simultaneously be an inquisitive student. We are experimenting, adapting, and continuously learning how to teach, assessing what our students need from us, and how we can help people the most.

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I think the great thing about being a teacher is that not 2 classes are the same, not  2 days last the same nor a lesson goes the same way. This is actually crucial because it keeps us on our toes. I know there are days that things don't go the way I expected them to go either in a good or bad way.  This is why for me reflection is such an important part of my teaching, I need to look back and see what worked and what didn't, what can be modified or improved. Our profession is being lifelong learners, as the book mentions we are constant wonderers and this is a good thing, our students deserve the best from us and that comes through self improvement, introspection, reflection and open mindedness to change

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Pragmatically speaking, the best way to embrace this professional stance is to keep a documentation or journal of reflections. In doing this right now, I am seeing how effective it is at tracking data and observations, and faciliating connection-making. The over-arching component of this is that connection-making can only happen with applied intention and musings. We have to learn to document occurences and see them for their blend of uniqueness but also the patterns that may emerge. As a teacher, I am promising myself to never be so certain. I hope to always be learning from my teaching environment, my colleagues, my students. I believe that teachers lose their ability to reach students once they become so rigid or set in their routines that they cannot evolve their practice to meet the moment. Fortunately, this is one thing that I am actually excited about -- not intimidated or turned off by. Dynamic and changing environments are the kind of work environments that I personally thrive in. I look forward to the ways that being a business owner has really set me up for this expectation.

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Wow, that quote is harsh! Yet, unfortunately, I think it really represents how the teaching profession is viewed and valued within our society, which is not much... I mean, not every teacher is a good teacher (and it's hard to make generalizations in any case), but the profession in and of itself, if approached genuinly, passionately, humbly, and earnestly, is an honorable one. So, given those characteristics, if I were to reframe that quote to reflect the value I personally see possible within the teaching profession it would have to include concepts such as growth, guidance, encouragement, compassion, trust, flexibility, creativity, exploration, openness, and oh so many more!

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I think that BECAUSE of the complexities that come up while teaching, this constantly gives us things to think about and ponder, about ourselves and all kinds of other things. I am often left wondering at the end of the day what I could have done better or how to approach something different the next day or in coming weeks. Someitmes interactions with my students really validate who I am as a teacher and human being, and some days it really challenges me and leaves a lot of room for doubt. But, with the validation as well as with the doubt, I can take those opportunities for reflection and learn more about myself, more about humanity, and more about this complex world we live in!

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"Teaching is not simply what one does, it is who one is" is a quote in the book in the small section about Expression, and I whole-heartedly agree with it. There is no way to separate who we are as teachers from the people that we are. If we were to try we'd be faced with a lot of boring, lifeless, robots in place of teachers. The two go hand-in-hand, and the interests and passions and skills that we've gained in our lives all richly contribute to our teacher selves. This also must be said for students-- there is no separation from who they are as students and who they are as individual people as well. And when everyone is given an equal chance to share with the class their authentic selves, the more genuine the classroom dynamic is.

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The book mentoned that through inquiry you put theory into practice and practice into theory. I think this is an interesting way to look at it, and my interpretation of how that's related to expanding is that it's a continuous cycle. It's important to do research and learn more about different teaching theories as we progress as educators but we also need to unceasingly observe our own practice and learn from what our students communicate to us. Only in this way, taking in and absorbing knowledge from both the outside and inside perspectives, can we truly expand our practice to be most effective.

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The thing that comes to mind first about the impacts of teaching is my concept of community. It's always a give and a take, and we all influence and impact each other, whether that be in big or small ways. And those influences and impacts go on to impact others, indirectly, in a ripple effect. But, in relation to the quote, as far a being an educator goes, us teachers specifically infleunce and impact each other by reflecting and giving feedback to one another, sharing intersting articles or new ideas or theories and collaborating on lessons together. And the more aware of broadening our perpsective, the more students we'll ultimately reach and bring into the conversations surrrounding the larger world community.

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I think this quote speaks to the exchange that needs to take place from both the side of the teacher as well as the student, for real learning, engagement and sucess to take place within a classroom. If students aren't interested or enthusiastic researchers themselves it hardly matters if the teacher is.

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I think people do not really learn, or learn deeply, if they're not really into it or invested in some way. My role as a teacher is to help my students connect with their desire to learn and grow, to help them feel intrinsically motivated to take advantage of the opportunities they have at school. I'd love to see students get more invested in their educations and ask the questions that they want answers to and help guide the class in ways that are valuable to them. I am especially curious about intrinsic vs extrinsic motivation when it comes to learning another language. I will be attempting to learn more about what gets students excited about learning another language and what motivates them to keep going and bring it into other aspects of their life, not just school, with my inquiry project :)

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Expressing ourselves is an inherent need and it's something that there is a lot of room for while teaching. In many ways, I feel that the best teachers I've had were the best because of who they were as people. Their personalities made them the teachers they were. Like Dana writes, standardization of teaching forces teachers to become more "cookie-cutter", as we mold our curriculum and planning to fit the standards. I feel that standards can often take way some of the agency that we have as teachers, possibly demotivating teachers and taking away our opportunities to pour ourselves into our practice. With inquiry, we can take the things that interest us and apply them to our practice putting some of our creativity and selves into our teaching and giving us more agency. An example is my (and Mario's) inquiry project. Organic WL is a teaching strategy that feels very fun and that also helps students meet the goals of most language learners, to communicate effectively. It is a bit new and uncommon, so it's hard to say whether it will work best, but trying it out and doing research in our own classrooms will allow us to determine if this strategy that we are drawn to will work out in our actual practice. Similarly, we can try different things that we are interested in expressing or learning about in our classes to help us "reclaim [our] unique and individual teacher identity."

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This section of the chapter really intrigued me because I've often felt that education research is done by "'outside experts,' mostly university researchers who were removed from the daily life of classrooms" (pg. 7). It doesn't seem like they always take into consideration the huge variety of factors we see in the classroom. Things like, behavior issues, IEPs, EB students, district regulations, individual home issues, and more are often left out of the equation when studying students and best practices. A researching teacher is not able to ignore all of these factors and they will always be a part of the research one does. From the inside-out, we'll be able to take the heterogeneity of students into consideration, we'll be able to gain insight on students that we've gotten to know well (sometimes their families, too), and we'll be able to weave our research into the curriculum instead of making it external. Additionally, the idea of making students be a part of the research, they can begin to ask and answer questions about their own learning, ideally creating more engagement and motivation.

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I think that this is an excellent question to think about. It's really hard to say if I have made a difference in the lives of children I haven't taught, but it's something that I'd like to work on. One way that this could have happened is through the PLC collaborations I was a part of this quarter at PPS. All of the 7th grade ELA teachers at Beaumont were presenting basically the same curriculum and creating the materials together. This was a great experience and it has shown me how valuable collaboration can be. Through this, we were all able to share our unique perspectives and create a diverse curriculum that can apply to more students. I think that going forward I will try to find many opportunities to collaborate. It's a good way to reach students that you would not have otherwise. This fact will be equally true with sharing inquiry and teacher research with our colleagues.

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Something that I've experienced recently and that I've seen work very well is co-teaching. Having two teachers in the classroom can be extremely beneficial to the teachers and therefore to the students. I think there could be a lead teacher that makes most of the decisions regarding curriculum and lesson plans, while a second teacher could have a more supportive role. For example, I've recently collaborated with multiple ELA teachers, and two of them co-taught a class that had many emergent bilingual students. One teacher took the responsibility of curriculum and lesson design, while the other supported and paid special attention to the EB students. This teacher did not serve as their ESL teacher, but rather just an extra support. My inquiry project doesn't relate to this topic very well, but I do believe that having an extra teacher in the room would make Organic World Language (my inquiry topic) work more efficiently.

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Since I've been teaching, those nuances and complexities that come along with teaching have really started to become more apparent. We will constantly find barriers in our work, but like the book says if we embrace these and learn them, we can begin to do better work for our students. Every year we go through that process of teaching from the beginning to the end of the year, learning about our new students and adjusting our teaching to fit individual classes through the year. Our students change every year, as well as the environment around us (and I think this year is the perfect example of this), so I think that we would be doing a huge disservice to our careers as well as to our students if we don't constantly have the mindset of self-improvement. I don't know how any teacher could expect to be able to continue their work effectively without growth and change in mind. It's a complex job and it'll take an open mind to learn to do it best.

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I think this quote perfectly sums up an integral part of what makes a great teacher. If we are not getting into teaching for our love of learning and helping others learn, then it might be wise to choose another profession. Teaching is not easy nor is it a lucrative career as Sam mentioned in his post. I think if someone is truly passionate about teaching a subject you can tell. You notice that despite all of the unpaid hours put in on the weeknights and weekends, all of the lesson plans designed and tweaked, phone calls made home, and feedback given, it would not be worth it if not for a true passion for a career in education. Personally I have always been a creative person, which started out with making music. This later shifted to art, and then finally language learning. I know one of the best parts about being a teacher is to be able to express myself creatively, and I think that can be shown in how my lessons are designed and delivered. The ability to express ourselves in a way that many people do not get the chance to do on a daily basis is something that can be incredibly difficult, but also very rewarding and fun.

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In many ways teaching is an expression of who we are and what we believe in. It's a representation of what we love about our subject and in turn what we love about the world. I think if we can truly be ourselves in our classrooms, then not only will our students be more interested in being there, but we will also be able to really discover new things about our teaching practice. So, as an inquirer we seek to poke at those areas of teaching that we are most invested in, and try to push the territory that teachers can go and the realms that students can dream towards.

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Great questions! But hard to answer specifically just yet... If I were to hypothesize

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In an ideal world, we as teachers are able to influence our students in positive ways through the classroom environments that we create. This is to say, that by prioritizing what we think is most important for our students learning, and putting those priorities everyday into the classes we teach, we can individually make a dent, a collective make real change happen.

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This quote definitely resonated with me. Obviously, we don't generally come to teaching for the money or in search of a stress-free work environment. I think most of us came to this work because it is in alignment with our beliefs. Similarly, as inquirers, we have the opportunity to lean into whatever it is that intrigues us most about his field of work. It's actually hard NOT to engage in inquiry when something really strikes you as being unique and wonderful.

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Anyone who thought teaching would be a simple endeavor has me scratching my head. It is by far the most difficult, time consuming and emotionally draining job I've ever had and I'm still only scratching the surface of the role. I've spent two hours today going over student IEPs and trying to figure out the scaffolds and differentiation needed to give these kids the best opportunity for success. Self improvement at times like these is difficult, but accepting the fact that you are only human and there are only so many hours in the day is a good start. And being honest and real with the students so they know they are not alone on this journey is sometimes the best educating you can do. We are learning so much that it's impossible not to improve in the school; it's just important we don't forget to improve ourselves outside of school.

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Stealing something from Mario about how it's impossible to remove the person from the teacher. I totally agree with this and I too believe it's important to bring your true self into the classroom every day. Similarly to the students, there will be days when you are struggling, but teaching opportunities are often at their strongest on days like this. For students to see someone dealing with their struggles in a responsible, intentional manner is a life skill worth modeling. I think this question might also ask, "how do you express all that is difficult and draining about being an educator?" Often those days will outweigh the good ones.

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Learning to embrace challenges when they arise as opportunities to grow, mature and overcome barriers instead of viewing obstacles as impossible barriers is the ongoing cycle of self and school improvement as educators. I have never been one to call it quits when the going gets tough and I don't see why it would be any different in this new career venture. As our text puts it, "a teacher who positions him or herself professionally not as an implementer of a rigid, unchanging teaching routine year after year, but a constant and continuous questioner, wonderer, and explorer throughout the professional lifetime" (DDIAR, p.8).

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It’s really important to keep in mind that being an educator means critical thinker, life-long learner, questioner and explorer. What I have changed the most is my perspectives. For my previous experiences in China, I never thought about other ways to acquire knowledge except copying and memorizing. The more I look into my learning process as a teacher candidate, the better I realize and understand teachers’ mission. My inquiry project that I am working on definitely helps me expand my skills, knowledge and perspectives. I will share my experiences with students in order to help them thrive and succeed.

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I think a big component here is that an inquiring teacher encourages inquiring students. Care for students is displayed through the teaching process, and this care is quite absent if the care is not present in the role as both a teacher and a person. At our best, we're the type of people that are inherently teachers, doing this work because it's natural in us to some capacity. An inquirer and a teacher are also closely intertwined. A teacher cannot know where students are at without inquiry, just as students themselves cannot know themselves and progress themselves without inquiry. Inquiry is inherent in both the teaching and learning processes, in these two processes as roles we fulfill, and in us innately as people. -Keegan

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Wonderful about being an educator by Lisandra

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Wonderful about being an educator by Lisandra

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When I first started my student's teaching, I had noticed how much fun and challenging this experience will be. I felt that I was part of the students by representing my heritage and my identity. I think that the most important thing is to show the students who you are and how much you are willing to learn from them. I represent myself by advocating and supporting. Every day I learned from student's perspectives. I encourage and guide them to the best of my ability. I enjoy learning and getting to know students. One way to get to know more them not only personally but academically is by doing an activity. I did a warm-up of students using Kahoo was a success. Students were happily participating and enjoying the classroom activities. I began to notice that creativity is the key to get to know more about yourself and your students. I love the diversity community that I am involved in.

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I think that one of our primary tasks as inquirers is to cultivate data sets and formal lines of inquiry for things that are authentically useful and enriching to elaborate/illuminate. This is probably one aspect of the Inquiry Project that I have been struggling with the most (because I have yet to have any classroom experience) but I feel divided between a lot of theoretical lines of inquiry and real world, useful data sets. I hope that my inquiry question is grounded in something highly valuable and useful but I am open to the possibility and probability of it changing once I begin my field placement. I want to also comment on the statement that research suggests that the most exemplary teachers blend "who they are as people" and I definitely feel this, big time. The most effective instructors I have had throughout my life have always given me glimpses into what truly excites them about the content area. I truly hope to find pathways into this, even when the content I am teaching isn't totally "thrilling.' I am hoping my inquiry project at least touches on that aspect of this because I believe that using some different platforms and formats will create enthusiasm and access. Reading a lot of articles on UDL in the last couple of weeks has definitely added layers of excitement to my own approach to the IP (and to teaching in general). I think I am beginning to understand the ways that UDL framework can (and should) become second nature to my teaching approaches.

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The journey to become an educator reveals many things about oneself but good and bad. I bring in my personal touch to the classroom and my rich experiences are really what make me who I am today, so long as it's relevant to my curriculum I am happy to share my experiences with my students. I don't think it's possible to remove the person from the teacher and still connect with students while creating a space that engaging and impactful. I am a photographer and videographer and I totally incorporate those traits into my own teaching. My class just finished Q1 and our summative oral presentation was comprised of creative skits. I demoed what  I was looking for and my 115+ students responded very well - by now they know I enjoy being creative and I appreciate and reward creativity in return. Who I am as a person and as an educator are one.

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This question is a tough one to answer for this school year. What I have learned during teacher school and in the field last year do not fully apply this school year unfortunately. Education as we know it will be impacted by this whole year moving forward. With that being said, it's been tough becoming an educator at this time, now add the layer of also being a student and that's a daunting journey. In a way, it's been helpful being a DL student, as I can completely empathize with time management and motivation challenges during this virtual space we face as students. I think these challenges are helping me become a more aware educator which will ultimately help me generate meaningful curriculum and connections with my students at home in front of a computer, in the classroom and beyond.

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The journey to become an educator reveals many things about oneself but good and bad. I bring in my personal touch to the classroom and my rich experiences are really what make me who I am today, so long as it's relevant to my curriculum I am happy to share my experiences with my students. I don't think it's possible to remove the person from the teacher and still connect with students while creating a space that engaging and impactful. I am a photographer and videographer and I totally incorporate those traits into my own teaching. My class just finished Q1 and our summative oral presentation was comprised of creative skits. I demoed what I was looking for and my 115+ students responded very well - by now they know I enjoy being creative and I appreciate and reward creativity in return. Who I am as a person and as an educator are one.

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I think the first thing that shows if  who we are and being a teacher are related,  is the fact of choosing this profession as a true path and not as a fallback career or something to settle for. This is an extremely rewarding profession and I believe extremely personal as well. I did not realize this until the first month of starting to teach full time. I realized that every day I was experiencing the things that make me, me. I was learning every day, not every day was the same, I got to talk about topics I liked and that are  relevant  and I was pushing myself to face uncomfortable truths that before I couldn’t confront and it was all because of my students. I bring who I am to the classroom everyday.  At the beginning maybe my work identity and self were not related but with time I have realized they overlap each other in all aspects of my life and it is a fantastic thing.

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It’s great to able to show and express my personal identity in addition to my professional development in one inquiry project. They intersect and merge with one another, creating the unique being and teacher that is me. It’s who I am, where I am from and how my identify affect my perspectives contributing to my inquiry projects. In such a standardization-driven environment, folks expect teachers to be the same mold. Even learners are different, then how are educators supposed to be the same? Inquiry allows me to share my unique identify as a teacher and an unique individual as well.

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While I think this idea of the self versus your work identity being intertwined does not only apply to teachers, it most certainty is visible in this profession. I think it is one of the greatest things about being a teacher; you get to be yourself! Because gaining respect and trust from students is so important, you cannot be a phony- its too obvious and students will see right through it. I believe those who choose teaching as a true career, and not a "fall back" career have a special quality that I cannot name. I don't intend to toot my own horn here boast about myself, but everyone in this cohort and others we have worked with possess this level of compassion and care for other people that you don't see too often upfront.  It is a privilege to work in a community based career.

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As I am both a teacher and a student, I am uniquely positioned in both the role of the leader and learner. I can sympathize with my students and understand their needs in the classroom, as many overlap with my own. However, simultaneously, I am a teacher, and recognize the roles that are required to be successful in that position. If I am completely honest; I feel more comfortable in the role of the student than I am the teacher. I haven't taken a break from school in a very long time, and I have the role of a student down; scheduling homework time, effective studying techniques, comfortability asking questions, and collaborating with peers.  What I love about teaching is that many of these skills are applicable to teaching! I don't have to recreate the wheel- I can use what I know as a student, and apply the knowledge how students would like to be taught.

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To be honest, I am having a difficult time answering this prompt because I have yet to have any classroom experience; I am only able to forecast and reflect on the reasons that I am interested in pursuing this field. I think I am poised to generate critical knowledge from within my classroom because I am a naturally critical and constructive person. My career background as a business owner has been heavily predicated on my abilities to team lead and project manage, as well as the employment of culturally sustaining practices in the workplace. To some degree, many of these philosophies do come naturally to me, but taking these courses has enriched and deepened my understanding of their attributable functions in the classroom. I am looking forward to my first opportunities to pair these instincts with real teaching practice and lesson plan development. I believe that I have had a lot of wonderful educators who have modeled the importance of these approaches to pedagogical practice. I am just SO eager to actually try.

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I started my education career and then right away I started a full time teaching job. In a way both experiences go hand in hand for me and it's weird to separate both experiences.In a way,  I think we are in an advantageous position as it makes us have an insight to how our students feel, we can relate to their feelings when collaborating with others, participating, speaking out, staying quiet. We get to put into practice learning theories, classroom structures  and see what works or not. There’s no way we can escape relating to what our students go through and I think we should try extremely hard not to forget it, which is why I have incorporated asking for feedback or students’ input in my classes, students should be aware of their own learning and have and give an opinion that is taken into account.

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Being a student while being a teacher has taught me many valuable lessons, and really has catered towards my own reflection of the various strategies I use, scaffolding, group work, independent learning, and more. I know that it is exceedingly important to create a learning environment within the classroom where students can become researchers and become critical thinkers. Recently I have utilized my own homeroom sessions to really try and have open dialogues about a multitude of important issues such as voting, identity, intersectionality, and more. If I can help instill the desire for seeking knowledge and pushing students to extend there learning I feel that this will be incredibly beneficial.

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I love this question. It seems to have become standard to think about school as a place where learning is brought in from the real world and bestowed upon the students. We as teachers know that this is not a good model for education. That model is based on some partial understanding of the needs of society (what needs to be remembered, what the next generation needs to do differently). Education must first and foremost be based in the needs of the student. There is no better or more direct way of ascertaining the needs of the student than by engaging them in a classroom, so, by that reasoning, the most valuable insights about teaching and learning are generated from the inside-out.

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I think that we often speak the words "school system" without remembering what we're really talking about. It's easy to point at the flaws in the "system" when that word is generally used to refer to a local iteration of the system - i.e. a district, or national system. I like to try to remind myself that as teachers we are taking part in what is really one of the coolest things that humans have done, which is to make a massive, professional institution out of the institutionalization and communication of knowledge. By engaging in that massive system, we help to tend it and cultivate it. When we receive our students, the way that we receive them is to a large extent determined by the way that students have been received by teachers in this system for generations. Similarly, the way that students will be received by teachers after we have retired from the profession will be defined, if only in a very small way, by the way that we taught.

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I think that the author is trying to point to the full arc of the research process that happens in schools. Research is loosely another term for learning. Certainly, the teachers are learning, and, at the same time, creating school and classroom environments in which students can learn.

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Having just seen a student survey showing that about 34% of out students feel engaged in our school's curriculum on the whole, I feel more motivated than every to work on engaging students. I firmly believe that in order to foster life-long learning habits, we need to teach curriculum that excites the students as much as it excites the teachers. Too often, it is exciting to nobody at all, but is deemed "important." Even unimportant material, if engaging to students and teachers, is developing life-long-learning muscles that will later serve to take in "important learning" My inquiry project is focused on this question of engagement, and feels very relevant at this moment.

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I found the information from DDIAR  particularly revealing about "Expand": "While valuable knowledge was produced ... it has become evident that when research on teaching and learning in education is produced only by those outside the classroom, a gaping hole in knowledge about teaching exists." I have been thinking about this as I struggle with my own insecurities about teaching after being totally unprepared for what a classroom and now for what remote classrooms really look and feel like. Our teacher prep has not prepared me for teaching to 10 blank screens, or when in the classroom, for reaching students whose anxiety is so bad they enter the classroom, look around and leave.
But that's only one side of the coin. What I like about this 'inside-out' generation of critical knowledge is the emphasis it places on the people in the classroom. I feel like it falls short though. We are not asking the right people the right questions. Students should be the ones answering this. What have they learned from teachers and admin and teaching styles and content selection and engagement techniques and how can THEY be given a voice to generate this critical knowledge that is needed to transform a failing education system?

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I think that the impact of research in this field can have exponential reach. If your study is read by one or two other teachers, that can influence hundreds if not thousands of students over the years. These might be student's you never meet, but could change how that teacher approaches an aspect of their practice. I remember learning about Total Physical Response, and methods to incorporate it in the science curriculum, from an educator I admired. I still use her methods now, years later, and those influences from her have impacted so many kids. As an inquirer, sharing your study with others, you are extending your reach past just your own classroom.

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The depth of knowledge that I have learned about this practice can be greatly attributed to what I have learned about teaching and learning in the classroom. This is a practice you learn more and more of as you go along - things start to click, the language begins to make sense, the application of theories have a place.  I cannot imagine not being in the classroom and trying to navigate the world of education!  It all comes out in action.
Disciplinary literacy, ACTFL rubrics, CRT, everything comes down to how it plays out in the classroom.  I can anticipate when students need more time, need an explanation differently, want to speed up, ask a question, engage with one-another.  This takes time, and has been arduous, but I feel that my 'inside-out' exposure has me poised to anticipate students needs in the future and to continually apply my daily learning to tomorrow's.