Dear Students,

Every once in awhile, I get into these moods where I begin to wonder. I wonder about how I met my

wonderful husband, how I am lucky enough to have such a supportive family even after so much diversity, and

how I have been able to stay healthy through a global pandemic. However, one thing I never wonder about is

how I ended up in front of class everyday as your teacher. Truthfully, I think that was destined. I think it was my

destiny to be apart of your journey of self-discovery and to work everyday to give you the best opportunities

possible. Ultimately, you will spend roughly 480 weeks or 12,000 hours of our childhood in school (Eisner,

2001, Pg 87), so shouldn’t I use this opportunity to INSPIRE?

I- Ignite Passion

I remember sitting in a classroom when I was your age and wondering what the point truly was. So

often, school felt like this chore that had to be accomplished before I could eventually move on with my life.

For that reason, I want to see you be inspired each day. Unfortunately, many students end up not having

careers that are internally motivating and much of that has to do with the lack of opportunities to explore in

the classroom (Eisner, 2001, Pg 90). I think it is my job to see what student’s talents and interests are and make

their educational experience compatible with their nature (Noddings, 2003, Pg 79). You deserve to be your

authentic self in my classroom and I intend to give you as many opportunities as I can to do just that.

The standards movement in education created a system that has continued to put an emphasis on

college education, but that is not the path for every student (Noddings, 2003, Pg 85). The reality is that as we

continue to increase standards of education, millions of kids feel alienated from the school environment and

no longer see a reason to go to school (Robinson, 2010). I intend to take up this mantle and do what I can to

support your goals and dreams, so you finally feel a reason to come to school each day. Students should be

able to take control of their own learning and we will work together to give you that opportunity (Santini,

2015).

N- Never Give Up

I promise to always follow my heart and my instincts in life and in the classroom. For example, there is

often a lot of pressure and restriction embedded in our school curriculum that make it difficult or

uncomfortable to discuss controversial topics. However, I will try my best to embrace a diverse range of topics
that showcase all of our students (Santini, 2015). Ultimately, all students deserve to be seen in the curriculum

being taught (Thornton, 2003). Deep connections can’t be made when curriculum seems so foreign.

It is often so easy to escape or hide away from discussing tough topics. However, no change will

happen if those topics are never discussed (Kissling and Bell, 2019, Pg 9). Greta Thunberg (2018) mentioned,

“we can not save the world by playing by the rules” (Thunberg, 2018). When we consider leaders in

innovation throughout history, the one thing they all had in common was the strength to try something new.

Though this strength is often hard to find, I will try my best each day to try and achieve that strength. It is true

that as tolerance based lessons become more frequent, many groups have tried to argue that these changes

are based in political agendas and not in a desire for human rights (Eckholm, 2010). Though I may be faced

with those types of barriers, I will try my best to use them as a teaching and learning opportunities for all

parties involved.

S- Sound the Alarm

There are many times in our life where we become uncomfortable with the situation at hand. It is so

easy to back off from those uncomfortable situations as they can truly make us feel uneasy, but the reality is

that uncomfortable conversations can also be the start of mass change. It is important for educators to sound

the alarm when something does not feel right and I will try my best to work every day to try and achieve that

goal. An area that has become an alarm for me is the reality that the goals and aims of education have not

evolved since the beginning of formalized education (Noddings, 2003, Pg 76). As a result, much of curriculum

ignores the child’s individual experiences and personality (Dewey, 1902, Pg 8). School has begun to feel like a

factory where the goals are to create the same output consistently (Robinson, 2010). However, students are

not products, they are human beings who deserve to be nurtured.

Kumar (2018) so beautifully states that, “If we prescribe education, it loses its whole meaning.”(Kumar

and Downey, 2018, Pg 63). School is not an experimental drug where we are trying to create the perfect

combination. The perfect combination will not be the same for all students. Students may come to us with

many backgrounds and perspectives. For this reason, I feel strongly that educators need to sound the alarm

on prescribed education as I want to make sure that you have the best experience possible.
 Another important conversation that I find imperative to sound the alarm about is the unfortunate

reality that students receive different educational experiences based on their social class (Anyon, 1980, Pg 67).

For example, students in working class schools tend to work in an environment that is based on distinct

routine and control with little options for creative expression (Anyon, 1980, pg 88). As mentioned above, this

has led to a system that resembles a factory like system that is intended to create homogeneous students

from certain neighborhoods. This system is no doubt embedded in discrimination and predudice. This

“hidden curriculum” is imbedded into content we are asked, or not asked, to teach. It is our job to challenge

ourselves to see that it’s there (Eisner, 2001, Pg 93). As I consider these conversations in my own classroom, I

understand that they will not happen if I don’t come prepared with challenging materials and lessons (do Mar

Pereira, 2012, Pg 129). I promise to do my best to sound the alarm whenever possible to ensure the best

experience possible for you.

P- Perfection Will Never (and Shouldn’t) Come

Since I was a kid, I have struggled with the notion that I have to be perfect all the time. I used to

agonize over every period in an essay, worry about every pound I gained, or every person that may not like

me. As I’ve grown, it has become increasingly clear to me that perfection will never come and truthfully it

should never come. That imperfection is what makes us human and is what gives us the opportunity to

continue to grow and thrive every day and around every corner. When it comes to education, many discuss

the U.S. educational system as it is the ideal system for all, but the reality is that there is much that could be

changed.

An area that needs to be addressed is how schools are broken up into so many (often unrelated) parts

(Dewey, 1902, Pg 6). These different parts (ie different subjects) all have their own language and ways of

doing things (Dewey, 1902, pg 8). However, in the real world, life is not that divided. Many fields require

various different skills from various different subjects, however, they are never taught in any interconnected

way in schools. We have to be careful of getting too comfortable and not wanting to change. Just because it

is comfortable doesn’t mean it is great work (Dewey, 1902, Pg 28). I also find it interesting that our country is

filled with vastly different regions, though the curriculum throughout is very similar. We teach material because

it is traditionally taught, but rarely consider if that is truly the best route for our students (Eisner, 2001, Pg 103).
Even with the growing number of topics discussed in the classroom, we can not assume the work is done. A

great example of this can be seen in social studies curriculum where inclusivity has increased, however, the

LGBTQ+ community is rarely discussed (Thornton, 2003). The work is never done and every day should be a

new opportunity for growth. I promise to always strive to never accept perfection in my work.

I- Illuminate Individual Successes

Recently, I was talking with my mom and in the middle of that conversation she told me that she was

proud of me. Even as a 29 year old adult, I was instantly moved by this simple phrase and left our

conversation feeling as if I was capable of anything. This moment was so monumental for me as I have often

felt like a failure in comparison to my gifted siblings and struggled through most of my grade school

experience. However, by my mom telling me she was proud of me she was acknowledging that I had been

able to succeed in my own unique way. That is the type of inspiration I want to give to my students. For that

reason, I promise to work each day to ensure that you see how proud of you I am by embracing your unique

self. In order to do that, I want to ensure that open discussion, creativity and freedom continues to be the

essence of my classroom (Kumar and Downey, 2018, pg 54). I believe by doing this, I can give you an

environment that nurtures your whole being (mind, body, heart and spirit) (Kumar and Downey, 2018, pg 59).

When you feel proud of your work and feel illuminated, that new found light can guide you in many

directions.

I also want to ensure that I am illuminated the successes of all students. A great example of an area of

education that requires deep discussion is that of students with disabilities. Students with disabilities are often

separated from other students, however, are often gifted in other areas (Santini, 2015). Instead of separating

students, I want to work with students to find a way to showcase their learning that works for them.

Diversifying student requirements can lead to meaningful discussions that might be more applicable to that

student (Eisner, 2001, Pg 103).

R- Reflect

Have you ever left an situation and instantly regretted the way you handled it? Me too. Though in the

moment you might feel frustrated with yourself or even embarrassed, it is also an opportunity to learn from

that mistake and grow. Reflection can truly be used as a tool for success in so many areas of our life, but I
intend to use reflection as a key aspect of my practice. To assist in doing this, the past few years, I have made

it a goal to write in the moment notes about the success of lessons directly following each day. That gives me

the knowledge I need to better improve those lesson plans for future years. I know that not every day will be

great, but I promise to be constantly reflecting and working towards growth. Similarly, I think you should be

given the opportunity to examine your world and lives, imagine how it could be different, and even be given

opportunities to change the world around you. Sometimes uncomfortable conversations can inevitably lead to

to a more comfortable environment for all (do Mar Pereira, 2012, Pg 129). What a beautiful world we could

live in if we took more opportunities to reflect.

E- Embrace the Difficulties

In the year of COVID-19 school was forced to be revolutionized in a way that no one could have saw

coming. I remember last March, making the realization that I would be forced to mold my curriculum to fit an

online platform the rest of the year. I was overwhelmed, frustrated, and completely terrified. However, now

reflecting on the past year I am proud of the strength that we have all shown. From now on, this past year will

always be my touchstone when I feel that something is too difficult and I hope you do the same. Sometimes

strength can be found in embracing the difficulties.

Embracing the challenges of the last year have brought new difficulties that no one could have saw

coming. Some of these include a much more flexibility schedule, inconsistent due dates, and flexible time to

work (Benedict, 2020). Though some of these challenges seemed like roadblocks I could not overcome, I now

find the flexibility an opportunity for students to challenge their time management skills and flexible due

dates as an opportunity to work with students in a way that eliminates fears of assignments being late. The

rise of technology is another area that have caused difficulties and fear for many students and educators.

However, as technology becomes more frequent and invaluable in our classrooms, we don’t need to fear it.

For example, video games could be used as simulation tools to allow students to truly get a feeling of being

at, in, or involved in a given situation (Gee, 2008, Pg 199). Though so many of these challenges are unique to

the time we are living in, I hope that students and teachers alike continue to allow themselves the freedom to

embrace the difficulties. Sometime the most difficult times can turn into the most beautiful experiences.
 Though our time together may be met with many challenges or roadblocks, I will continue to strive to

INSPIRE!

Sincerely,

Mrs. Starr
 References

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Benedict, C. (2020, June 16). What We’re Learning About Online Learning; mind. The New York Times.

Dewey, John. (1902). The Child and the Curriculum. Chicago: The University of Chicago Press.

do Mar Pereira, M. (2012). Uncomfortable classrooms: Rethinking the role of student discomfort in feminist
teaching. European Journal of Women’s Studies, 19(1), 128–135.

Eckholm, Erik. (2010, November 6). In School Efforts to End Bullying, Some See Agenda. The New York
Times.

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