Articulating Myself

I know myself well, and I believe my blog is evidence that I can also talk about myself comfortably. This is a skill I’ve come to greatly value and highly attribute to my decision to start a blog three and a half years ago.

Over the past semester thus far I’ve been struggling to determine my major. Struggling, because I have a good grasp of what I’m looking for and just can’t quite find the best fit at my school. To be honest I’ve considered more than once if I should be switching schools.

Don’t get me wrong, Georgia Tech is a great school, but I’ve always known it’s not the best fit for me personally. I’ll be the first to admit GT was never at the top of my list college wise, but it was still the right choice in the end. How can the right choice not be the best fit?- it’s complicated. There are a lot of factors that play into that decision. The point is, I’m not going to be transferring schools.

This begs the question of, what next?

Personally, I’ve had to be very proactive. I’ve been talking to as many people as possible and doing research on my own to try to figure out how to make do.

That may seem pessimistic and perhaps sad to use the term “make do,” but I don’t see it that way because I’ve realized that’s just the nature of higher education. Not everyone ends up at the perfect school for them and I don’t think we should pretend this is the case. What I’ve also realized is that the real key to happy success, (not just success in terms of making it out with some major, but actually being happy while you’re working towards graduation) is to know yourself well enough to make what you want exists even in an environment where it might not noticeably exist yet.

Now, this realization did make me sad.

From personal experience, I know that not every kid graduates high school with a good sense of their self. Yet it’s what I think should be a number one priority of primary education.

We spend so much time trying to learn about the world around us and where it came from and where it’s going, but I don’t believe we spend enough time being introspective. There are educators that have realized this, and there are some techniques that try to get implemented into the classroom to focus students on being introspective. However, I feel like the go-to attempt at solving this problem is telling students, “Write a reflection on your recent assignment.”

There are a couple of reasons I don’t think this is a sufficient way to try and help learners better know themselves.

First of all, not every student expresses themselves best in a written fashion; if this is the case, writing won’t help all students equally.

Furthermore, knowing yourself takes looking at the big picture, not just reflecting on how you worked on one specific assignment.

It’s really about asking the right questions that force learners to think deeper about themselves, then let them figure out how they want to express it in a way that other people can understand. (Being able to articulte to others about who you are is the real key to finding happy success.)

In high school, I wish I would’ve spent more specific facilitated time being questioned about what I really enjoy doing with my life in terms of personal things, activities, and work. What type of environment do I like to be in? How do I work best? What role do I often play on a team, and why? What career areas might interest me in the future based on what I’m doing now? What are different major options I might not know of but might interest me?

Some kids get lucky. They take a CS course in high school and fall in love and know that’s what they want to do in the future. But what if they teach themselves CS and don’t realize what they thought was a hobby could turn into a career? What if they could’ve been pushed to get to that point even earlier and starting doing work designing apps as a high schooler and never realized that was a possibility at their age? What if you have a student who doesn’t happen to fall in love just after taking a class and is very undecided about their future? -You don’t all of a sudden gain clarity without talking to people, and I see no reason why these conversations can’t happen during primary education. It’s never too early to think about what you enjoy and value in your life and how those elements can help give you ideas about future options.

You don’t need to leave high school knowing your career plan. That’s unrealistic and way too much to ask of 18-year-olds. However, I think it is a reasonable goal to say that by the end of high school, learners should know themselves well enough to know what specific options are out there that they want to explore. Beyond just getting to college, k-12 education should graduate students that have an idea of what they want to do when they get there- that takes advising that I believe is lacking for most students and it doesn’t magically appear in college.

How might we graduate high schoolers who have a strong sense of self?

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Mind-Mapping Education

This week in Grand Challenges we finally started working on the topics we formed our teams around. It’s probably not surprising that I’m on a team that wants to focus on education. The goal of this week was to start exploring the problem space, and since I’ve spent a lot of time thinking about the field of education and the Education Transformation Movement.

Because I find this more interesting to think about than homework, I ended up spending some quality productive procrastination time developing a quick mind-map around k-12 education. This mind-map highlights some big questions I’ve thought about, hunches I have based on experience and observations, and the start of some potential ideas that could stem from these thoughts. It’s not all encompassing, but it’s a start.

Just thought I’d add it to the conversation. Education Hunches MindmapIMG_9392 2

Mental Health in Education

If you ask a random Yellow Jacket to describe the last two weeks on campus, the majority would most likely respond with, “extended hell week.”

On the one hand, there was the academic side of hell week: first midterms in multiple classes on top of lab reports and extra curricular’s starting to pick up. It was tough, but everyone here chose to be somewhere where we can be academically challenged.

But then you have the emotional side of hell week… Many people know that GT has been on the news a lot recently. And not in a positive way. There was Irma, then a shooting, then a riot, then a fellow scholar died from an illness, and I recently heard that there may have been a few robbery’s as well (though don’t quote me on that one). Not to make light of any of these things, but I list them for the sake to say that our campus has not been getting the greatest press in the past few weeks, and I thought now that I’ve made it through hell week, I should take some time to reflect.

Thus I come back to my blog because it seems this is where my best reflections come out. (Even though they typically are written in about an hour with me just word vomiting onto a page, so who knows where this will go because I surely don’t right now. )

Anyway, as I was saying, it all started with Irma. The first wave of the storm. It feels so long ago, but then again so does the start of the school year, and yet we’re really it’s hardly been more than a month. I went home for the hurricane and got lucky that our power didn’t even go out, and GT wasn’t in too bad of a situation either so we got back in school by the Wednesday after with seemingly no problems jumping back into things.

Then there was the shot hear around the campus. I’ve been told it was the first time in GT police history that a gun was fired by a police officer on campus. I didn’t know Scout, but like everyone at Tech, I’ve been wishing for the best for Scout’s family and friends. And the peaceful vigil turned protest just seemed to come out of no where to me, because as I told friends who reached out to me around that time, it’s the kind of thing you hear about happening on college campuses but never really expect it to happen when you’re there. I was lucky enough to be in my dorm room at the time, and thankfully everyone I knew also stayed safe.

As for the death of Tessa Powers, I don’t know how public this was even made. All we were told was that she was sick and it was a sudden and unexpected death. I have friends who saw her two days prior at a coffee house I was invited to but couldn’t make it to. I can’t say I knew her well, though she was a member of one of my programs, and thus I knew several people who were close with her and her loss was felt deeply by the community.

To be honest, I maybe wasn’t worried enough about these potentially emotionally scaring events. I felt removed in some weird way, maybe because I was distracted by midterms and am also just not the most emotional person for better or worse. What I will say bothered me though, was that the protest was started by non GT students. Outsiders came onto our campus, caused a bunch of problems, and then GT is now has to deal with the bad press.

I don’t really follow the news as well as I should, but here on campus there was a lot of talk about that and it was making a significant number of students upset to see our school community being judged so much for a lot of things that just kind of happened to be on our campus. In times of struggle it’s at least nice to see a community come together, and I’d just like to acknowledge that tech did a great job of always alerting us when things happened on campus (I got at least 5 notifications telling me to seek safe shelter and then reporting when everything was under control). Furthermore, there have been lots of emails and announcements about events for people to pay their respects to Scout and Tessa and their families, and there has been lots of talk about mental health on campus with many resources for those in need of counseling.

Mental health actually has been a huge topic of discussion since I’ve gotten to Tech

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Student story: We need mental health education in schools

because my Grand Challenges problem is all about the evident stress problem on campus. And if feels like yesterday, though it was two years ago, that I was looking at this same problem at the Stanford d.School with the Innovation Diploma for interim. It seems that college campuses and mental health problems are becoming more and more of a conversation these days. I wonder why.

I haven’t done enough actual research to make a big statement at the moment, but my hypothesis is that it has a lot more to do with academic pressure from grades then schools would like to admit. The past two weeks have been very emotional for a lot of people and a lot of professors made the call to change schedules some because of that. Tests were pushed back in freshman chemistry. A few classes were canceled. Some classes became more of a discussion around the events of the past few weeks and were used as check ins to make sure everyone was doing relatively okay. Etc. That was great; I know it helped a lot of people.

Though I know some people still aren’t doing better. There are people on campus still overwhelmed with the events of hell week and can’t seem to find themselves taking time for themselves. Are we just going to be in this constant loop of people getting worked up, then something bad happening and then we address things, and then the cycle repeats? I’m curious as to what will actually change.

I know some people are advocating for more mental health services, though personally I have to wonder if people who really need help will take the time to utilize them. But I’m sure that will help lots of people who can’t seem to get off the wait list because their problems aren’t “urgent enough.” – yes, I had a girl tell me that.

Personally, my education oriented mind believes this is yet another example of why education needs to change specifically in regards to how we assess students. Assessment is a good and needed thing, that doesn’t mean number grades are the only way to assess knowledge and capabilities. I don’t have the answer for the “best system,” to be honest I don’t even know at the moment what I would suggest, but I know that students get too stressed over grades and these past two weeks have made me even more annoyed about it.

IT’S TIME TO CHANGE THE WAY WE ASSESS!

How might we get authentic feedback and assessment? The kind that truly allows us to have a safe space to fail and then learn and grow from our mistakes, without this looming fear of a few bad grades recking our future? What does a number really tell us? If people keep saying grades don’t matter after you get your first job and gain some credibility for yourself, then why do we keep grades at all?

I could go on, but I may just start sounding repetitive because I can feel myself verging into rant mode because this truly makes me deeply upset. I’m more than a number; and I want work that I feel is meaningful enough to work on for a reason better than just because “I want a good grade.” Isn’t that the real reason we still have grades? – because once they’re gone it will require us to give students different kinds of work which leads to a lot of new systems we need to prototype and explore?

It seems that the fact that people keep asking me, “how was your first hell week?” is reason enough to believe that this mentally and emotionally stressful environment wasn’t just because of the unfortunate and unpredictable situations of the last few weeks. If this is an inevitable unhealthy environment, that also means we should be able to prototype and test ways to avoid it, and I personally think that with some creative thinking there are a lot more options worth pursing than just increasing the number of counseling resources. (Counseling is still a great cause to fund, but there is always more than one way to solve a problem, and it seems like this is the only way being talked much about so far.) My vote is to rethink assessment since from interviews I’ve conducted and observations I’ve made, it seems to be a clear cause of a significant portion of stress and is something very controllable by schools, but it’s not the only way to tackle this challenge.

So what’s going to be our experiment to improve mental health in education?- and I’m not just talking about at Tech, because this problem is by no means isolated to GT, or Georgia, or even just higher ed.

Clubs for Credit

I did 17 theater productions in high school, so it’s no surprise that once getting to college I immediately found out how I could get involved in theater. It turns out that there are lots of different ways to get involved with DramaTech because the blackbox is pretty much completely student run, everything from acting, directing (sometimes), lights, sound, set, costumes, makeup, marketing, even choosing which shows to do for upcoming seasons is decided by groups of students.

I’ve been debating joining the group that reads the plays in order to pick upcoming seasons, and I remember thinking, “Wow that sounds like a lot of work, I don’t know if I can make that time commitment on top of other things.”

Then yesterday, I was walking across campus heading from math to English and I was just thinking about how we are required to take classes for English credit if we didn’t come in with AP credit. I started thinking about how my English class at a tech school is very untraditional; it’s all about sound and listening and hearing. Then I was thinking, “Well the play reading group may not be a class, but they probably do as much work as any English class.” Now I’m not in the club, so I don’t know exactly how it functions; however, I imagine that they read at least a dozen plays and have multiple meetings where they have discussions about the shows and their themes and messages, etc. And I’m sure they have to take a lot of notes so that when they go to meetings they remember the show, and for the future at the end of the year they can remember older plays they read.

So they read pieces of work, annotate and take notes while reading, then use these notes to have analytical discussions, and finally have a final task of putting together the next years season as a culmination of their hard work. This sounds like an English course to me… Can you imagine if it counted as one?

Honestly though there are all sorts of clubs in both college and high school that I feel like could count as credit hours and it’s too bad that they don’t.

I even if you could take it a step further and what if there was a high school course that was similar to this play reading club where not only did they receive credit, but what if they were then also given the option to take the AP Lit exam at the end of the year and potentially get AP credit?!? I mean really what’s so different between the club and an AP Lit course? They both do a lot of reading, analyzing, and discussing, but one probably does a lot more multiple choice tests… Meanwhile in the other assessment is pretty straight forward- if you didn’t read the book you can’t productively contribute to the conversation/debate about if it should be included in the next season.

I love the idea of being challenged and learning at a level that is naturally more vigorous, but I truly wish AP courses would disappear or that at the very least the notion behind them would change. There are so many creative and engaging ways to learn and I wish more teachers would start to explore what they can do even within the boundaries of “AP classes,” because I’ll admit, it stinks to have to re-take a class you feel competent in already from high school so APs are great for getting college credit. (I speak from experience being one of those people who bombed the short answer in AP Calc BC and now must re-take calc 2…)

I wonder with the future of education how we might take the concept of APs- more challenging courses for learners who want to push themselves and could potentially get exempt from into college courses- and yet still have classes, or maybe even specialized clubs for credit if they meet certain standards, that are unique and support using the idea of using what you learn for a greater purpose.

I suppose this is the constant struggle and really I may not even be coherent at this point because I started this post one day and then picked up when today even though my mind is not in the same place as when I started, but those are my thoughts.

I wish clubs, in which members truly do a significant amount of work related to a specific subject area, could actually receive credit for required high school or college graduation requirements. (I bet some schools do already, now the rest of us just have to catch up.)

Climbing Mountains

The last few weeks have been crazy and I really should be sleeping but it’s been far too long since I last blogged and I want to continue to make this a priority of mine.

I’m a college student… This is finally starting to really sink in now that I’ve officially completed my first week of classes. And I’ve had a pretty solid few weeks so far since orientation.

I backpacked in Scotland which was a crazy experience unlike anything I’ve ever done before! I can’t say I’ll necessarily go backpacking again for a while, and decided I’m really not a camping person, but it was an experience I’m glad I had. You grow close to people while hiking for a total of 52 miles in 4 days and 17,411 ft in elevation.

It was long and tiring and there were several moments where we all just wished we could stop and be in a hotel in the city with a nice non free dried meal and a hot shower. However, when you’re hiking up a mountain with the weight of a small child on your shoulders in 50 degree whether while it’s pouring down rain, there is only one way to go and that’s forward. We just had to keep climbing and working together as a team to make it through the hard times because there was nothing for us if we turned around and went back.

Instead of complaining, we developed a saying that kept us going, “I didn’t come here for nothing.” We knew at the top of the mountain there would be incredible views, and at the end of the hike there would be a bus taking us back to the city of Glasgow for a day and then there’d be a plane home. We all knew that we’d have to work hard for these rewards and we weren’t about to do all of the work to stop short of our goal.

Sadly there were the occasional false submits where were very depressing because we would think we were at the top of a mountain, and then discover there was just further to go. But that’s life for you, there is always another mountain to climb. It’s when we started setting smaller goals and celebrating when we reached them that we found ourselves keeping a better moral and making more distance.

The mountains really taught me just how important it is to set high goals but also set little goals along the way and I think that’s been a really positive reminder as I’ve started out here at Georgia Tech.

So far at GT I keep hearing, “You get in what you put out.” I know it won’t be easy to be successful (which I’ve already started to discover as we’ve started getting more homework with each new class), but I also know from all the upperclassmen I’ve talked to it’s very possible to achieve success if you really put your mind to it.

I’ve already started to feel at home here even. Between the friends that I came with and the new ones I’ve gained I’ve started to find a good group of people I feel like will support me through anything. Plus I’ve already gotten involved with theater and my first performance in the blackbox went really well with me playing Bottom from A Midsummer Nights Dream (again) in a 10 minute part of the DramaTech open house performance this past weekend. And I’m also really excited to continue my work with the Education Transformation Movement as I’ve found my team for Grand Challenges that wants to focus on education and I’ve started to network with people at GT  involved in the movement.

(I haven’t really blogged much about Grand Challenges, but it’s a very similar concept to the Innovation Diploma in the sense that we meet twice a week for an extended period in order to bring together learners with different backgrounds and use design thinking to try and solve wicked problems in the community.)

So yes I know there are a lot of mountains in front of me as I start my new journey into college, but in this moment after week one, I’m feeling pretty good about where I’m at. I didn’t come here for nothing, and I’m ready to keep climbing till I find my new path.

The End of Normal

My “normal” has officially forever changed ever since graduation. While I don’t think life is ever in a state of complete normalcy, because people aren’t normal and everyday is a new day full of new adventures, there is no denying that a lot of things stay constant in our lives for given periods of time. My semi-normal was living at home, going to Mount Vernon Presbyterian School, seeing my friends, doing a ton of theater, working at the gym, performing acro routines, playing the occasional soccer game with my rec team, etc. This semi-normal no longer exists.
After Italy I didn’t go home back to “normal life.” I woke up in New York City and got on a plane to Vermont to visit Zeno Mountain Farms, a collection of friends with diverse needs, where I went to camp for a week and got to be in a movie; that’s not normal. And now (well while I’m writing this even though I won’t have internet to send it until I’m back in NYC), I’m at Capon Springs, our family reunion place in West Virginia that is essentially Dirty Dancing without the dancing (or the dirty as someone also felt we should clarify on our teen hayride last night).
While Capon is kind of normal because we go every summer, it isn’t like the rest of the year because we get to just chill and run around with friends playing badminton and shuffle board and ultimate frisbee and really whatever we want without phone connection and limited internet. Plus I continue to travel after this. Next I’ll be in NYC and then Ohio before returning home for a weekend before orientation and then my first year retreat and trip to Scotland with the other Stamps Presidential Scholars at Georgia Tech. Then we get back and only have a day before I move into my college dorm and my life is forever different, cus college…
It’s just so crazy to think that everything I once considered to be normal life is never fully going to exist again. I will be attending a different school with different some friends, and new activities, and living in a new place all together. And that will continue to be slightly weird until one day I wake up and realize that this new life is my new normal.
Obviously not everything will change, and with being only about 20 minutes from my house, honestly less will probably change than the normal college student; however, it is just weird that it finally hit me that it’s officially the end of normal.
And while all of this traveling has been quite fun, it’s also a little scary to think about how much is going to change all at once, because unlike a lot of other recent graduates I know, I wasn’t as super ready to “escape” as some said. But it doesn’t really matter if I’m ready or not, because now it’s just time to live in the present and adjust to this new normal that’s out there, even if, like this summer, one day that normal becomes constant change. Change in my opinion isn’t always good or always bad, but it is ever present and full of new opportunities.
So good bye normal. It was nice knowing you.

fuse17 Here We Go!!!

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It’s finally Fuse17 week!!!! That means dozens of educators from around the country have gathered at our school to learn about design thinking and how it’s applicable in the real world, including/especially within education. Plus, unlike a normal conference (says the 18 year old…), we get the joy of working alongside of 3 non profits as we go through a lap of the design thinking process.

I’ve been waiting all year for this event and am so glad it’s finally here and that we have such an amazing group of people gathered!!!

Now I’m really tired and should probably sleep seeing as tonight’s only day 1 of the 3 day conference. However, I couldn’t help but reflect a little on my already uncontainable excitement from day one, so I’m going to try to make this short, which is a struggle of mine.

Today was a day of really gearing up for the Moonshot of the conference. Participants started the day in a lab either dt101-Flashlab or dt102-Consultivation; these labs allowed participants to get an extra lap through the design thinking process (at whatever level suited their past experience) under their belt before we head into the big design challenge working with our non-profit partners. Then the evening was really spent diving deep into MoVe Talks where we heard from the various non profit organizations (GA Farmers Markets, Beds 4 Kids, and Love Beyond Walls) as well as some MVPS speakers who focused on how we use DT at MVPS for all ages in various capacities.

What really stood out personally for me today was to see how far we- MVPS, MVIFI, Innovation Diploma, even fuse itself- have come in the past four years. (I guess when you graduate you can’t help but spend the summer reminiscing on how much things have changed over time because it seems to be a recent theme of mine.)

Hearing the MoVe Talks today from MVPS people made me realize how many more stories we have to share than four years ago and how we have so many people that could give a MoVe Talk if needed, students included. We have 6 total Innovation Diploma members at fuse17 which is a much greater turn out than the last two years where we had about 3 max, and I’ve already been hearing so many comments about people being impressed by the students they’re working with or hearing from. And projects that ID has worked on over the past few years came up myriad times over the course of the day, which just goes to show that we’ve done some pretty awesome noteworthy stuff in the past three years.

Furthermore, facilitating the Consultivation session allowed me to experience and feel how far we’ve come.

This may sound odd, but there was an almost physical vibe about how comfortable things felt in terms of the DT process/facilitation/coaching going smoothly. We’ve facilitated dozens of design challenges in the past four years- yes I say we, I may only be a recent grad, but I have done my fair share of facilitating- and we are still constantly prototyping new ideas on how to run them, but today just felt so organic and there weren’t a million questions about, “Wait I don’t understand this, how do I use this tool?” It was great! (Wow that was a run on sentence, but I’m just so empowered right now that I can’t help but think and type faster than my poor grammar can try to keep up!)

I’m going to cut this post shorter than my normal reflections because I need to get some rest, because these next few days are about to be full of hard purposeful work- so obviously it’s going to be too much fun to want to spoil by being sleep deprived!

Trailblazers- Student Driven EdMagazine

It’s official, the first edition of Trailblazers, a student driven magazine on the Education Transformation Movement, is here with young writers from around the world contributing!!!! My peers in the Innovation Diploma, Abigail Emerson and Kaylyn Winters, and I have been working at this project all year after some last minute edits over the summer, we now feel it is time to ship the idea and get it out into the world.

So please check out our first edition which includes:

A Letter From the Founders

Meet the Curators: Anya Smith-Roman, Kaylyn Winters, Abigail Emerson

The learner-centered movement: Q&A: Sparkhouse Conference

Creating Something New: Brady Vincent

Change is a Conversation: Neel Pujar

Free Ranged vs. Caged: Kim Mi Yeoh

Intelligence: Cali Ragland

Community Connections

Good Reads

 

Thanks to everyone who helped make this possible!! Can’t wait for issue 2!

I Am a Designer

IMG_7447What feels like a very long time ago, I had to start writing my Common App essay for college. Back when I did start brainstorming what to write about, I turned immediately to my blog; it’s been amazing to have a an entire collection of reflections from some of the most memorable things that have happened over the years. It only seemed right that now, now that I’m finally decided on a college and graduated high school, that I should officially post my Common App essay:

 

Common App Prompt 3. Reflect on a time when you challenged a belief or idea. What prompted you to act? Would you make the same decision again?

I am a designer. Anyone can be a designer. You don’t need a fancy degree or a Mona Lisa to prove it. You just have to be confident enough to say it, “I am a designer.” This was the message I delivered to inspire creative confidence to a “young” audience of design thinkers. Let me set the stage.

The summer after sophomore year, I earned the opportunity to be one of four guest speakers at an annual summer conference called Fuse, facilitated by the Mount Vernon Institute For Innovation. This event gathers 110 educators, business leaders, social innovators, change agents and dreamers from around the world to make an impact while learning more deeply as design thinkers. A slide deck appears on stage and the attendees saw the peculiar twitter handle @Pinyabananas, then a single spot light illuminated me- a 16 year old girl with her hair in a scrunchie. As a speaker, I delivered a 10 minute presentation similar to a TEDTalk where I shared about “Thinking Like a Designer.” My role: to get the room full of educators excited and confident in their abilities to spend three days problem solving for four different non-profit organizations. As the only speaker under the age of 30, the one with the least formal schooling and lacking the series of credentials and accomplishments of the other speakers, I was nervous.

Being an actress, I’ve been up on stage dozens of times in front of audiences larger than 110 people. I’m comfortable with public speaking, but this experience was different. This time I was the only student; specifically chosen because the organization believes that I have a story and ideas that educators should hear. Typically, it’s assumed that anyone still in secondary schooling has much to learn and not much to teach. When asked to speak, I was tasked with representing not only myself, but all students– to prove that we can have insightful thoughts worth sharing in serious conversations about the future.

I got up on stage vulnerable yet confident, and shared what I believe to be a recipe for success: to have community involvement, work with a #fuse15 MoVe Talkpurpose, a mentor to guide you, a mindshift to turn problems into opportunities, and a bias towards action. I challenged the entire audience to say the opening lines of this essay with me: “I am a designer.” To my surprise, when I repeated this statement, a chorus joined me; 110 educators accepted the challenge proposed by a 16 year-old girl to think like designers.

Age doesn’t have to be a limiter in life. If I am willing to take action for a cause that I care deeply about, then anything is possible. After my talk I had a number of educators come up to me and say, “You are inspiring!,” “I can’t believe you’re only 16,” “Thank you for giving me the confidence to do this.” Later that night my phone was blowing up with the number of twitter notifications I was getting from people commenting, liking, and retweeting things about my talk; our head of school even said, “Sounds like the takeaway of the night was from @Pinyabananas ‘I am a designer.’” It was a crazy night for me; it’s hard to believe it really happened.

This talk has since been used at a number of other workshops, some of which I probably don’t even know about. I remember researching myself online one day and found a link to a presentation by a professor in England who used the video of my talk! I am still astonished to think that my work had such an impact, and have continued to use my digital presence through daily blogging and tweeting as a mouthpiece for students around the country who remain silent school consumers. Anyone can be a designer. You just have to be confident enough to say it, “I am a designer.”

Why I Blog

For a girl whose lowest grades always came from English class, I never thought I would confidently call myself a writer. Then I assigned myself the challenge to start a blog and post for 100 days in a row after getting an “innovation bingo” card that was meant to give students like me ideas for ways to stretch our creative minds over the summer. The activities wouldn’t be graded and we weren’t required to do any of them at all, but I love a good challenge.

At first I was at a loss for what to write about, but I learned quickly that it’s best to write about what I know and observe. My first few posts still make me laugh because they were very short, hardly a few paragraphs, and each of them were about somewhat cliche topics. However, as many teachers often say, “The more you practice the better you get,” and over time my writing actually got better.

Much to my surprise I slowly got more followers as my writing improved; thought leaders from around the world are constantly commenting on my posts. I still just write about my daily observations, but my observations have grown more insightful. Furthermore, blogging has allowed me to learn more about myself and has opened me up to new opportunities.

Knowing myself is the first step to being able to better understand the world. Truthfully, I believe that K-12 education does not focus enough on students learning about and discovering their sense of self. My sense of self has developed immensely due to blogging because sometimes when I write and then read over my writing, I’m able to discern trends and tendencies about how I act and respond to situations better than I can otherwise. I can then hypothesize about my future self in situations based on these observations. I’m still discovering more about myself everyday, and it makes me excited—I wish more students got the chance to experience this. As I move forward in life, I hope to learn more about ways to help other kids learn more about themselves because that’s how we grow.

One thing that I have learned, is that I deeply desire to be a part of the movement to transform education. Students of today’s schools need to be prepared for jobs that are yet to exist, and a school that is still following the traditional norms of an Industrial Age school is simply not going to prepare kids to solve the problems of tomorrow. One way I have contributed to this movement is by learning about the process of design thinking, human centered problem solving, which has allowed me to see problems in my everyday life as opportunities for change and innovation. Over time, my blog has become more and more related to education transformation and ways that I believe we can blur the lines between “school” and the “real world” in order to give students authentic learning experiences that will help them throughout their lives.

 Blogging has given me a place to share my story in a way that allows me to easily look back and find trends and connections between my observations. And, on top of everything, I’m constantly expanding my network and being asked to participate in new opportunities. Writing helps us think, reflecting helps us grow, and sharing helps make the world a better place—blogging is all three in one! I know I’m not the best writer in the world, and I know there’s much to improve on. But, since I’ve been blogging, I’ve developed a new confidence and appreciation for having the ability to share my own individual voice with the world.