“Just as ripples spread out when a single pebble is dropped into water, the actions of individuals can have far-reaching effects.” — Dalai Lama
As a child, every year I remember travelling to my aunt’s house in Québec. She lived by a river, and with our family we used to love to go find the flattest pebbles and get them to skip on the surface of the water. I really wasn’t any good at it, but I kept going back every time and kept trying. When I succeeded, I was happy and when I failed, it frustrated me, but motivated me to keep trying. I loved seeing the ripples that were created by the pebbles skipping on the water.
This week, the image of that ripple really spoke to me as an educator. As a learner, I would often love to be challenged by various problems; the more I got frustrated, the more I wanted to solve them. As a teacher, I would love to transform my teaching practices and try new things. Although they wouldn’t always work as I expected, I would definitely create many ripples at my school. When you challenge the status quo, you don’t always have open arms waiting for you at the other end. This is a truth both for teachers and administrators as it is for students and parents.
One of my greatest experiences with this ripple effect at school was when I wanted to change the format of a test in my high school English class. Instead of the traditional written test, I decided to have students respond to questions verbally while they recorded their responses. In the hopes of giving my students various assessment possibilities, and to help prepare them for different situations where you will need to communicate verbally, I thought that it would be a great experience; especially since we would be using technology to record their responses. Boy was I ever wrong! I had students complain about the test because they couldn’t edit their responses as they would in a written test. I had parents complain because it caused anxiety for their kids (they did continue to complain at home). I even had other teachers come and question my choices in teaching practices and urged me to go back to traditional assessments because kids were complaining in their classes.
From such an innocent choice, came so much turmoil. I have learned and grown a lot since then. I was able stick to my convictions and justify my choices. I never try anything new without ever thinking about it first. Although it was difficult, like skipping those pebbles, I just kept trying. I hope my students grew because of it; I know that I have grown because of it and because of them.
But this image is also important to me for one other reason. In education, as we try and to change and transform the current education structure, we can be seen like people who cause ripples, people who disrupt the calm waters. I look to many people for strength and inspiration. I am not necessarily comfortable with risk-taking and standing out, but when I see other educators who lead, who take their talents and use them and who inspire kids as leaders, I tell myself: I need to be more like them. So to my friend, who supports me, encourages me, questions me and is there when things seem to crumble – thank you. Thank you for being there, thank you for listening, thank you for your words of support; mostly, thank you for being my constant inspiration, my symbol of hope and my drive to keep doing what I do. Thank you for being that pebble.
Like a pebble disrupts the calm and comfortable waters, I urge all educators to be those pebbles of inspiration. Don’t accept the way things are because they’ve been always done that way. Don’t accept calm waters because they seem easier. Continue to try new things, continue to question the status quo, and mostly, continue to be the pebble and the ripples of change, because #kidsdeserveit and they will thank you for caring.