Each student is a fundamental part of each class, a line in the poem of the classroom, a drop in the deep well of our collective learning; no class, school, or society is complete without them. Too often do we preemptively distinguish and categorize the individual separately from their peers; our first point of contact is divisive and categorical instead of additive and holistic. Only by approaching classroom culture and collaborative student work from its roots up can we ensure learning and relationships will grow and flourish in a fundamentally equitable, sustainable and accessible way.

My Burning Questions began with, "how do we approach a struggling English Language Learner (ELL)" and, "how do we build confidence of ELL students?" Considering some my greatest barriers to these questions in my own experience is non-meaningful and stressful group work, my question then became:

How can we create a fundamentally equitable, sustainable and accessible environment and attitude for group and student collaborative work?

"Writing Down the Bones"

Natalie Goldberg

Natalie Goldberg's illuminating collection of essays speaks to a fundamental love for writing and one that fits the title very well. We write, as with most things in life, best when we truly care about what we are writing about and the act of crafting voice itself. She describes writing as an art that must be practiced like distance running; you jog a little farther each day until you can soar.

In much the same way, our classrooms are like stories, like poems, like writing. Each student is an essential line within it and by understanding the stories and internal voice of one another, we can create powerful bonds critical to achieving accessibility and success for everyone.

Spencer Woods

English Teacher at Highlands Ranch High School

Spencer is a fiercely passionate supporter of his students and my inspiration to join the educational field. He maintains a meaningful balance of compassion and professionalism, but is frustrated by the lack of balance he often sees among students and in education as a whole.

Key Takeaways:

• Too much focus on grades rather than learning among students

  • Grade-tracking apps

  • Over-use of social media

• Students respond well to structure with inherent leniency

• Consistent expectations

• Taking the time to ensure each student is on the same page

  • No one left behind- difficult but critical

Faced with such a broad undertaking, I decided to focus small and thought of an activity in which students can experiment with and strengthen their voice in writing as well as learn the voice of their peers and sharpen skills of attention, collaboration and adaptation with collaborative voice.

Participatory Action Research