I believe that how we choose to educate young children is critical to their entire development, especially if we give them an opportunity to explore and learn in their own unique way. I’ve been lucky to provide an environment where many children could grow and learn, and, beyond that, through my union I have been able to advocate for what I believe are the best policies that make early childhood education effective.
When I began teaching, I was working in Milwaukee Public Schools, and like many, thought I could save children who were struggling. I did too much and had a narrow idea about how students should learn and perform. Then I learned to put my energy into creating the best opportunities for them to develop. That’s how I teach now after 21 years in education – creating learning stations and guiding students to learn independently. And students respond.
In my kindergarten class this year, for example, I watched as nine children figured out the rules to an activity together, shared and never argued or bickered. I often watch as students quietly work at a project independently at their own pace, making gains and increasing their confidence.
Through the union, I have not only had a voice when it came to policies that affect my colleagues and me – I have been able to promote change on the district and state level when it comes to the young students I care about.
I am the chair of an early childhood task force with the Iowa State Education Association working on a variety of issues, and I serve as treasurer with my local, the Cedar Rapids Education Association, and with the Iowa State Education Association.
We have worked hard to reverse cuts in art and recess time and reduce the emphasis on test preparation learning, even in kindergarten. Increasingly children at that age are getting very focused instruction rather than just exploring, which is appropriate and beneficial.
Through my involvement with the union and as my district has become more diverse, I have also increasingly been involved in racial justice issues – which relates to my work with young students. We know that the school-to-prison pipeline begins in elementary school.
I have been interested in the Community School Model and have advocated for it. After my superintendent attended an NEA Community School Institute program, our district adopted the model here. I was also a part of a small group of local leaders that helped plan and present at the Racial and Social Justice Conference that the Cedar Rapids Education Association held this fall.
Because of my union, I now have developed some clear thinking about the way young children should experience education. It also has been rewarding for me to see that validated in the classroom and to advocate for it so that it becomes more broadly accepted in our schools.
