
When I watch kids walk into the building on their first day of school, I think about what I want them to be like when they walk out on their last day. I also think about what I want them to be like on the day I bump into them in the supermarket 10 or 20 years later. Over the course of three decades watching kids walk into my schools, I have decided that I want them to
- be lifelong learners
- be passionate
- be ready to take risks
- be able to problem-solve and think critically
- be able to look at things differently
- be able to work independently and with others
- be creative
- care and want to give back to their community
- persevere
- have integrity and self-respect
- have moral courage
- be able to use the world around them well
- speak well, write well, read well, and work well with numbers
- truly enjoy their life and their work.
In the early 1970s, I was placing student teachers in schools with “open classrooms.” These schools were influenced by a big movement in the '60s that said having kids doing projects in small groups was a better set-up for learning than the traditional lecture format. One of my student teachers, a young, idealistic woman, turned to me one day and said, “This is great, Leonard, but when am I really going to learn how to teach?” She was standing there in an exciting, rich learning environment, but she couldn't see it because it didn't match her idea of what teaching was, which was standing up in front of the room, looking out at quiet rows of faces, and pouring knowledge into them.
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