More Insights From The Front Lines... Changing Practices
What are teachers saying about implementing quality and continuous improvement in their classrooms? In the last blog entry, I invited teachers to share their thoughts, insights and paradigm shifts that occured from learning more about implementing a continuous improvement classroom.
Below is a response from Marisa Dasilva, teacher on her reflections of continuous improvement. I wanted to highlight a statement from Marisa- "I feel as if I must change they way I've been doing things. Not that the past methods are terribly wrong, but there's no turning back when you've received something even more productive and successful. How can I not use these new methods and tools? I would feel as if I'd be doing a disservice to my students, if I didn't use these methods to help my kids become "quality students".
Marisa continues...
One thing I have discovered about Quality Improvement, or Continuous Improvement (CI), is that it can be easily integrated into schools. What I mean by "easy" is that the concept is presented in such a way that teachers can begin to integrate the tools and techniques as soon as they wish to. Coming from the corporate world, I know how confusing the concept of "Quality" can become if it is not presented properly. Continuous Improvement (CI) provides a very "laser-like" approach to problem-solving and aligning curriculum and school issues toward finding causes and solutions.
It's impressive how just in the last four days of training, my "lens" and how I was looking at my teaching methods has not only changed, but seems to feel like an "old pair of glasses" I no longer need. It's time for new "prescription". I have always had a vision within my mind and heart of helping my students become empowered, sharp, and owners of their own success. With just the training so far, I feel confident that what I have hoped for in the past will now be a reality for my students. It has always been important to me to help others, especially young people, gather as many tools and skills for life as possible to be successful. This training has now provided me with specific and easy to follow methods that I can add to my student's list of life skills.
My paradigm did not shift all that much. I've been missing and waiting for the type of concepts the CI program contains. It will make it possible for me to integrate problem-solving, presentation, teamwork, and data study/processing within my teaching this year and every year after. I feel as if I must change they way I've been doing things. Not that the past methods are terribly wrong, but there's no turning back when you've received something even more productive and successful. How can I not use these new methods and tools? I would feel as if I'd be doing a disservice to my students, if I didn't use these methods to help my kids become "quality students".
I am nervous, anxious, and excited to begin using the four stages of quality. I am looking forward to seeing the changes and improvements in my students, as well as in my teaching. My goal is to help my students believe that their success was due to their effort and ownership of their education.
Marisa Dasilva
mdasilva@mvwsd.k12.ca.us
Share your comments and insights from the front lines now!
Comments
At last the conscientious Marisa Dasilva has woken up. In the same way each one of us have to.
I agree with Marisa that there is absolutely no point in getting ashamed what we have been doing if that was carried with best of intentions efforts and beliefs, but the first Rule of game of Quality is 'Continue to do better, by improving continually (CI).
So the new agenda is: Devotion.
Selfless Devotion to the service of students.
The Indian Ancient Guru's (Teachers) in their Gurukul's did exactly the same. Are we coming back full circle?
We have a few models currently available in India (with Indian government not looking into their well being, and their resources/ donation income has been deprived of Income Tax advantages, they were used to in prior years), and I am sure some selflessness still exists somewhere in small pockets.
The Indian teachers of yesteryears did not serve (on salaries) , They got themselves withdrawn from worldly pleasures for their involvement into higher domains of thinking, learning and preaching. They survived on Bhiksha (Donated Food).
Their schools were fully residential. I infact do not consider myself to be fit to describe, but where I do align with Marisa is that teaching business deserves a sacred sacrifice to the purpose of mentoring the newer gen, transforming to a holistic society.
But to qualify for that the teachers of today should tame themselves to such requirements. Worthy if some of us are considered as Role Models!
Priyavrat Thareja
Posted by: Priyavrat Thareja | October 10, 2006 01:24 AM