Courage to Teach has been an amazing experience and it saddens me to not be able to have that in my life anymore.  It was such a kind, soft, supportive place to fall when I was in need of something more.  The relationships with my colleagues have improved, my outlook on my own personal teaching has improved and I have implemented many of the boundary markers in my personal life.  Just the other day Jim and I had a disagreement and I found myself turning to wonder and asking him to do the same.  It really helped us to calm down and think from a different perspective.  I’m so glad I joined up with this amazing group and would recommend to anyone that if they have the chance to participate in this experience they should.  (They’d be crazy not to!)  ~Diana~

My CTT experience led me back into my classroom with a sense of permanence. I had that before, and then through some changes in our school environment I was looking at available positions and reworking my resume. I was doing it as a reaction and I had lost sight of why I was here in the first place. Now, I am back, knowing that change happens, and that being a part of the process is far more rewarding than reacting to it.

My CTT experience has led me to give my colleagues and administrators the same allowances I naturally give my students, and know that I wish for them to give me. That is, to look with soft eyes. Not to make excuses but rather to remember that each arrives through their own path and there just might be something to gain by allowing for, listening to, and reflecting on that. And so much more…..but alas, my day calls…  ~ Lori~

I had this thought recently---that there just isn’t enough nurturing in the world!  And for caregivers such as teachers, and women who have the double whammy, the nurturing that CTT provides is “priceless.”  I’m sorry I couldn’t have participated more, but CTT, like other opportunities I’ve had for “nurturing,” is essential for teacher survival.  Too often, we are gathered together to hear what else we have TO DO---piling on the plate.  CTT doesn’t do that---it helps us re-charge, “fill up our tanks,” and remove some of the emotional burdens that are loaded on our plates as well. ~Caryn~

Courage to Teach has made a tremendous impact on my teaching and personal life.  For some reason when Anne and Jean came to Lin-Wood two years ago and presented this program it struck a chord in me.  I knew that it was something that I could benefit from if I embraced it.  I have not been disappointed in the Courage to Teach program!

Through peaceful reflection,  I have found the inner teacher in myself again.  I remember when I was first teaching 16 years ago how I thought I could make a difference with every student.  Over time I had started to “give up.”  Courage to Teach has lit that fire in me again.  I have always loved teaching, but once again I look at each student with fresh eyes and believe I can make a change.  I have never been happier teaching.  I practice “ soft eyes” and  “turn to wonder” all the time.  When I feel myself starting to go to the negative place with a student I immediately tell myself to turn to wonder.  I try to start each class with soft eyes and I find my lessons flow much better.  Courage to Teach has made me a better and happier teacher.

Another area where Courage to Teach has saved my teaching soul is with difficult colleagues. In the past I have let the negativity creep into my soul.  I have let myself be bothered and frustrated.  Not this year! Again, I use “turn to wonder” when dealing with negativity.  I receive compliments from the administration about my ability to deal with negativity … it really isn’t that challenging now that I know what to do.  I am having a great year because I realize that I am in control of my feelings and reactions.  Courage to Teach has taught me this.

I find that Courage to Teach has also trickled over into my personal life.  I feel like a much more centered and balanced person.  I find I can take life in stride.  Having three young children and a full time job can be harrowing at times, but life is what it is.  I relish the Courage to Teach retreats, poetry, and Jean and Anne’s gentle spirit.  For whatever it’s worth … EVERY SCHOOL IN THE NATION should have the opportunity to embrace Courage to Teach!! ~Kristie~

Participating in Courage to Teach has helped to shape the kind of role I wish to have within my school as a teacher, colleague and leader and outside my school as a wife, friend, and family member.  The experience has reminded me of our need to retreat and reflect in order to move forward positively.  It has reminded me of my love of poetry and writing---how we use those tools to connect with one another.  Watching my colleagues participate in this humanities inspired activity was incredible---especially as it helped us to define our goals as a community.  Reflective writing has reminded me that I am a writer who also teaches; I’ve been sending out children’s stories again, and while no one has wanted to publish them yet, I continue to write down my ideas.  The positive impact it has had on our school is equally impressive.  This place has become reinvigorated by our energies, and I am proud of that.  We have faculty fun days; in fact, we’ve played kickball, had a pumpkin carving contest already, and this week a group of us are trying out the local zipline through the tree tops in our area.  We support and nurture one another better, which translates into better communication with our students and our families at home (and vice versa).  This attitude has pervaded the culture of our building.  Instead of department heads, we now have team leaders (five of whom are CTT members out of 8)---the idea is to empower positive teachers to become leaders and we have brought the boundary markers with us, thereby improving our ability to respect professional dialogue and open, honest conversations.  ~Heather~

How did I get to where I am today? Why do I teach? What makes a good teacher? Who inspired me along the way? These are just some of the questions upon which I have been asked to reflect over the last year at the CTT seminars.

Through the use of poetry, prose, art and guided discussion, I have come to answer there questions for myself. Realizing or coming to know again these answers have given me a better sense of self and have allowed me to become a better teacher, family man and friend. 

Of the various topics we have discussed, pondered and/or written about, three stand out for me as having helped me improve my teaching and intra-personal relationships. They are the idea of ‘using soft eyes’, ‘presuming good intentions’ and ‘actively listening’. I have these thoughts written on an index card on my desk to remind me of them each day.

‘Soft eyes’ to me means to look and listen to another person, be it student, colleague, friend or family, with out prejudgment. To look and listen with kindness, knowing that the speaker is sincere and what they are saying is important to them.  To wonder how did the person come to this thought or point of view.

Using soft eyes goes hand-in-hand with ‘presume good intentions’. That what the person is saying is based on good intentions; there doesn’t have to be an ulterior motive.

To use soft eyes and to presume good intentions we must be able to ‘actively listen’ to the speaker. A good definition that I have heard along the way of what actively listening is not is to be waiting for your turn to talk.

Focusing on soft eyes, good intentions and active listening have fundamentally changed the way I interact with others. I try to listen much more carefully to what they are saying. People with whom I may have avoided in the past due to preconceived notions, I will now really listen to. I will make an effort to see things from their point of view.

How does this affect the school community? I’ll give you a teachers’ room example.  I had stopped going into the teachers’ room for lunch because I didn’t want to be brought down by the occasional negative talk that can be had in there.

I have started going back there for lunch and now and if I am having a conversation with a colleague and he or she is being negative or tearing down another’s actions of perceived lack-there-of, I will listen carefully, and try to ask ‘open and honest’ questions to get that person to maybe see that there may be other circumstances or miscommunication involved.

I am not saying that everything is now wonderful and I, myself, in a weak moment don’t relapse to negativity. But I now have the tools to recognize when this is happening and I have all of these colleagues here to kindly direct me back onto the right track. After spending so much time in open, honest and confidential discussions with these colleagues, I know I can go to any one of them for help, advice or just a kind ear.

So, through the CTT program I have come to know how I got to where I am today, to appreciate why I teach and to know what makes a good teacher. I can look back and be grateful for the mentors I have had along the way and hopefully be a mentor to others. I believe that my positive interactions with students and staff at Lin-Wood School can only make our community stronger.

I would like to thank the Humanities Council for their generous funding of this program, Mr. Cosgrif and Lin-Wood for seeing the benefit of investing wholly in this project and Parker Palmer, Jean and Anne, and our chef Joe and the Center for Courage & Renewal for implementing these very rewarding retreats and Polly from Antioch College for her analysis, insight and presence at our retreats. 

If you are considering doing this for your school district, I believe you will be very happy with the results. You will have a staff that is rejuvenated and has the courage to teach.  ~David~