#TheNewHomeroom - Continued!

This is the latest in a series of blogs by partners of the Fluency work.
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By Jessica Kaminsky

Many of you have probably already seen the blog post I co-wrote with Autumn Troullos in June, where we took inspiration from Arundhati Roy’s "The Pandemic is a Portal" to rethink the current COVID-19 pandemic as a portal to a new way of teaching and learning.  
Following the original blog post, we put out a call for fellow dreamers to come imagine #TheNewHomeroom with Autumn and me. A group of fifteen dreamers spent several weeks gathering to discuss and create their own #TheNewHomeroom. This new list below is the collaborative vision of this team. Some from this group have already begun to share this process - letting go what has never served us, saying out loud our beliefs, committing to them through actions - with other colleagues in education. 
In reflecting back on this journey with #TheNewHomeroom so far, I have two lessons I’ve already learned: 

1. In re-reading the first iteration of my list, my own privilege and blindspots are revealed to me. I did not have an intentional racial justice, or intersectional, lens. In my own studies this summer of abolitionist teaching, I would now add to my list of beliefs that “there are no such thing as throwaway children” (thank you, Carla Shalaby), “schools can be leaders in building transformative justice” (thank you, Allied Media Conference), and “the cultures and lives of our students are not just to be tolerated, but celebrated” (thank you, Dr. Bettina Love). 
2. This process brings me hope and community. Talking through my dreams for education, and hearing the visions of others, brought me so much energy! As we head into a school year with filled with uncertainty, I feel confident that we have the potential to come out of this better than how we went in. 

Below is the new list of beliefs and actions, created by the team of dreamers. Thank you Tamara Pearson, Rachel Miller, Natalie Bigelow, Laurie Ruberg, Rachelle Poth, Lori Dougherty, Michelle Dietrich, Lindsey Lamm, Jen Wooding, Jordan Bishop, Gail Adams, Bennet McKinley, MaryLu Hutchins, and Bea Dias.

WE BELIEVE ​	TURNING BELIEFS INTO ACTIONS IN #TheNewHomeroom ​
Relationships are key ​	Taking time to connect with all students; MAKING time for these connections; showing kids that we are not perfect; being role models ​
Joy/Fun need to be a part of the classroom ​	Making learning fun by incorporating things that the kids are interested in; taking their likes into consideration ​
Reflection is a large part of learning ​	Student self-evaluations/group evaluations; making time for students to write about their learning ​
Learning never stops ​	Acknowledging to students when we learn something new; expressing that we continue to learn (new technology and ways to creatively teach during quarantine) ​
Learning/Teaching is far more than the Content we teach ​	Encouraging students in all aspects of their lives; not just focusing on math or science or whatever content we teach, but rather making sure that our kiddos are learning to be good people, caring people, people who are aware of the bigger picture ​
​Students learn by doing	Showing students ways to use skills in everyday life (ex: math skills transfer to things that they will need to be able to do) ​
We will meet children where they are.  ​Children learn by doing. Inquiry is linked to curiosity and student voice.	Where are our students? Teachers are first responders to the task inherent in educational spaces. Each child is in his/her own space on the continuum of learning and growth, physically, emotionally, socially, and academically. ​We need support in triage, diagnostics, baseline measurement. Exploring growing plants from seeds leads to inquiry and observation (defines essential hands on work and real reasons to do Science and record thinking.
Children make adjustments as a component in problem solving (trial and error strategies). ​We believe that we (teachers, parents, children) can learn something that changes our thinking.	The internet can be an actual resource for information we need to access (in this case, to find a way to save our plants) to build student voice. ​Teachers need a space (time, time, & more  time) to show what they have learned that has changed their instructional practices.  Students need a space to show how their learning has changed and/or expanded their preconceptions.  How can a homeroom provide space for these two types of expressions?
We can recognize children as experts and encourage them to use their voice as a component of learning.	They can and do tell us what they know, understand, and are able to do. In our roles as educators, we are challenged to recognize areas of expertise/interest and to provide space for growing in knowledge, as well as space for sharing. ​
​Teachers can embrace #thenewhomeroom either singly, or as a group; there is strength in numbers.	When a staff is intrigued by deep thinking about new ideas, and engage in conversations about these ideas, they will flourish. Time must be provided, and prioritized, for this to take place.
​We are pushing ourselves out of that old box.	How can we display pieces from the old box that are available for repurposing and re-use?  ​What parts of the old box will we re-use or give away? What parts must be deconstructed or destroyed?
Our values have to be built on creating curious learners.	Teachers need to wonder. Teachers have to model the experience of wonder.  ​Motivation matters Most effective learning happens in concert with a good teacher. How does student voice play into motivation?
​We can involve parents in effective supports for learning.	We can continue to meet parents virtually so they don’t have to take time off from work. Communication needs to be two-way so that we can provide the support that is needed. Just like student learning, not all parents need the same thing. ​Parents can support virtual (or in person) break out groups in MTSS.
​Communication is key between schools and families.	Reaching out to families often, providing resources to families.
We are teaching human beings.	​We must remain vigilant in seeing our students as whole people.
Students need to understand the power of their own story and the story of others. ​	We must encourage exploration of self and of others through reading, writing, and communication. ​
It is okay to ride the wave of discomfort. ​	​It is important to be adaptive, flexible, and understanding.
There are many ways to assess student knowledge, aside from tests. ​	Understanding student knowledge and improvement may require creativity in assessment and should allow for student choice. ​
There are many aspects of student growth that should be developed and measured in addition to the norm (i.e. reading. writing, and math skills). ​	Schools have a responsibility to help  grow and assist students in flourishing in several other realms (mental health, creativity, life skills, etc). ​
​There is no formula for learning	Throw out the curriculum and testing mechanisms. Don’t teach to the test Embrace curiosity Give students a real choice in what and how they learn Self constructed learning is key Listen to children - we often see classrooms full of students, but we forget they are children and human beings ​Trust that we are all enough
​Education should be more than skills training	Gholdy Muhammad’s research into 19th century Black literary societies highlighted four expansive goals for learning in abolitionist schools: Cultivation of skills Identity Development Intellectualism Criticality Invest in teachers learning the aforementioned elements of their identity and context too Value and learn from past educators - particularly Black the scholars who established these and other abolitionist learning guideposts
​We have the collective power to abolish systems of oppression in learning environments - We are not smaller than the system	Learn from abolitionist educators Be mindful of equity detours Incorporate antiracist education resources in PD and teaching practices Decenter whiteness in learning material - from picture books to literary canon
​The Collective Wisdom of our communities (including students) plays a key role in education	Acknowledge that students are not empty vessels - they have knowledge and wisdom to share Lived experiences produce unique wisdom We build from what we know Create more opportunities for families and the local community to share their wisdom - recipes, stories, history, current events, etc. Expand the “school building” to include community learning spaces
Equity in education is a barrier that we need to do our best to try to remove. ​	It is not an even playing field for kids and families. Needs to be a priority, and needs evaluated at the local level. ​
Parents, teachers, and students are on the same team. ​	We need to be certain clear expectations are not only created by all players, but also communicated clearly to all groups. ​
Norms are an essential component to success in a district. ​	​Norms should be defined by leadership, collaboratively edited by stakeholders, and then clearly communicated to all members.