Diverse group of people learning together
Teachers often identify as lifelong learners, a description found across social media and professional platforms. For many educators, this signifies a commitment to staying updated on the most effective teaching methodologies, valuable resources, and current curricula. These professionals are dedicated to continuously refining their instructional practices to create optimal learning environments, develop engaging lesson plans, and inspire their students daily. This dedication to lifelong learning stems from a deep-seated aspiration to excel as educators and a proactive approach to seeking out resources that support this goal.
However, the concept of a lifelong learner extends beyond professional development for some. These individuals adopt a life philosophy where each day is viewed as a new opportunity for discovery and growth. They possess an innate curiosity, understanding the potential in every moment to learn something new. Driven by a desire for self-improvement, they actively observe and question the world around them, always eager to expand their knowledge.
There exists a third group of lifelong learners, those who embody both professional and personal growth. These are the individuals who not only strive to enhance their teaching skills but also possess an inherent passion for understanding the world and their place within it. They are simultaneously teachers and students, constantly seeking knowledge in all aspects of life.
This past summer, I participated in the Long Island Writing Project’s Invitational Summer Institute at Nassau Community College. This immersive learning experience, shared with a small group of ten educators, was structured around shared interests and established educational traditions. It provided a unique avenue for professional development, allowing me to delve deeper into my passion for writing, gain insights into the student writing experience, and collaborate with fellow writing enthusiasts and educators. The participants represented a diverse range of teaching levels, from kindergarten to college, various subject areas, and different geographical locations and curricular frameworks. Yet, we were united by a common thread: a deep commitment to lifelong learning in every sense of the word.
Our summer days were filled with exploring impactful texts shared by our facilitators and peers, engaging in thought-provoking and often deeply personal discussions that illuminated everyday narratives, and, most importantly, writing. We engaged in reflective writing, penned reactions, crafted poems and short stories, and wrote notes to our colleagues – the writing was continuous and varied. We wrote what needed to be expressed, even when it pushed us beyond our comfort zones. We faced challenges, grappling to find the right words, preparing and delivering demo lessons to meet high standards, and yet, we embraced every moment of this demanding yet rewarding process.
Amidst sharing successful classroom strategies, valuable educational resources, and observing and presenting demo lessons relevant across grade levels, we shared personal life stories through our writing. We wrote about our families, our feelings of helplessness, our moments of success, our despair, and our sources of inspiration.
Our writing encompassed humorous short stories, creative speed dating pick-up lines, heartfelt letters to family members expressing unspoken emotions, and everything imaginable in between. We seamlessly integrated our dedication to teaching with our passion for life through our writing, fostering continuous growth as lifelong learners. The Summer Institute enabled me to refine my skills as a writing teacher and deepen my commitment to lifelong learning. Without this identity as a lifelong learner, other aspects of my professional and personal identity would be less meaningful and less effectively realized.
As I begin a new school year, I proudly embrace the identity of a lifelong learner in every sense. I am a professional continuously dedicated to growth in my field. I actively seek out opportunities for improvement and surround myself with individuals who inspire me to reach my full potential. I adapt and implement new knowledge to enhance my teaching practices. I learn from my mistakes, value the advice of others, and make necessary adjustments. Furthermore, I cultivate a curious mindset, seeking new experiences, engaging with new people, exploring new places, and willingly taking risks to facilitate personal growth. I aim to lead by example for my students, embodying the mantra prominently displayed in my classroom: “Today is a great day to learn something new!”
Lauren McKnight is a dedicated elementary school teacher currently teaching kindergarten. She is also pursuing her Master’s degree in STEM Education, focusing on elementary levels. Lauren is passionate about continuous learning, especially from her talented colleagues, and enjoys reading, listening to music, and running in her free time. You can connect with her on Twitter @MsMcKnightK.
