Kelly Dill's Chapter 4 Reflection

Chapter 4- Social Innovators Reflection

Wagner continues to site the importance of play, passion, and purpose with social innovators. He also notes the major difference between STEM innovators and social innovators being their motivation and a liberal arts background. I thought the definition of a social innovator as described by David Bornstein on p. 101 was particularly clear to me, “people with new ideas to address major problems who are relentless in the pursuit of their visions, people who simply will not take ‘no’ for an answer, who will not give up until they have spread their ideas as far as they possibly can.”

All of the examples of social innovators in this book have had the influence and support of another individual. This mentor not only supports the student in their project, but supports them in other areas of their life. These social innovators were able to grasp the bigger picture. The world is greater than just you or where you live. These innovators were acutely aware of the needs of others or their environment. Their awareness developed their sense of responsibility to make a change. These experiences developed their empathy for others.

None of these life stories provided a “fairy tale” model with an easy answer, but discussed the journey and the learning experiences along the way. The experiences provided these students with a level of tenacity that cannot be taught inside a classroom.

Laura noted that exploration was a key element in her development as a social innovator, but the experiences allowed her to become familiar with pressure. She also became aware that she could sit down and accomplish things that needed to be done. She also noted systematic problem solving would have been helpful to have been taught instead of learning by fire.

All three of the social innovators noted that school stifled their creative abilities. If the schools were aware of their accomplishments, they did little to support them. These innovators had a greater ability than what a traditional classroom can provide. They had a way of connecting with others. These connections helped them convey the passions they had for their projects. Laura was described as a pragmatist. She wouldn’t settle for mediocrity.

Zander’s mother, who is also an educator, discussed the impairment that can accompany labeling a child. She also described the painful stress caused by monotonous school. Students can live up to the label we place on them in a classroom. I am the parent of a child, now teen, who is anxious, ADHD, and severely dyslexic. There for, I believe I can view her thoughts through more than one lens. As the parent, I felt it was my responsibility to encourage my child and to push him to keep working and not settle. Honestly, I did not medicate him for ADHD until I taught him in 3^rd grade. When I agreed that his in attention was preventing him from developing as a reader and writer. Socially, he has always been amazing! He has never met a stranger and is aware of others needs just by observing their body language. All parents want the best for their child, and for so long that goal has included classroom performance and grades and test scores.

She also noted the requirements of teachers to all be in the same place. Admittedly, I struggle with that concept. My personality loves a checklist, sometimes adding things just to relive the joy felt when I can add the check. I believe a good teacher can’t always rely on a checklist, nor can we completely follow the lesson plan lying on the desk. When a teachable moment arises, we have to follow.  In that perspective, school can also stifle a teacher’s creativity.

I believe my biggest take away from chapter 4 is the mindset and goals of education. As an elementary teacher I feel the demand of pushing foundational skills. I feel the pressure of balancing reading, math, and writing along with developing a sense of curiosity. Yes, we have standards to follow; I need to know where the balance of time should be? How much time should be devoted to PBL during a school day? How do I make that function with the schedule that I am required to follow and the progression of standards and scaffolding of units.