It’s a phrase I use a lot when I talk about SLA, “It’s in my DNA.” The ideas that form the backbone of SLA are the ideas that hold most dear about what I believe school can be. Much of the work I have done over the years has been developing a language for what I believed, refining the beliefs and figuring out how to make those beliefs easy to put into practice for teacher and students.
I’ve spent a lot of time tracing what’s formed that DNA. Certainly, being Sid and Janice Lehmann’s kid, being raised with a deep sense of social and educational justice, was a big part of it. I remember when I was in high school, and in my highly tracked high school, I had to choose between taking the Honors or the AP classes. My dad said to me, “Take the honors classes, because that’ll be the material the teacher *wants* to teach, the AP classes will be the material the teacher has to teach.” I remember my mother talking about the incredible projects she would have her students do in her classrooms. She never talked about how well they did on tests. She talked about the artist reports they did when her sixth graders came in dressed as the artists they researched, and projects such as that. It’s moments like that that resonated deeply when I went into my own classroom and thought about what and how I wanted to be teaching.
And I’ve been thinking about this a lot lately, because more and more, I’m coming to the realization that having a core set of beliefs about teaching and learning that is radically different from “traditional school” is rarer than I’d like to admit. Most people weren’t lucky enough to come from parents who thought deeply about pedagogy. I did, and I hope that the work I’ve done in my career has honored the privilege I had in having parents like Sid and Janice.
And it makes me wonder how often we create the space for teachers and administrators to spend the time tracing why they came to the profession believing what they believe about teaching and learning, and tracing their evolution as teachers. Certainly, there isn’t much time given inside the traditional professional development calendar for such work. And I think we should.
At the heart of teaching is the idea that we should be intentional about what happens in our classrooms. To do that requires understanding how we got to that moment with our kids ourselves.
And in that vein – I ask… what is your Educational DNA? Why and how do you believe what you now believe about teaching and learning?