Getting My Ducks in a Row
by Lisa Summers, ESD 113 Regional Teacher of the Year
Editor’s Note: We’re sharing the From Seed to Apple stories written by 2020 Washington Regional Teachers of the Year. Read more about From Seed to Apple, now in it’s 10th year, on our website.
Knowing a student’s strengths is the key to unlocking their potential
I had just gotten home from finishing a full day of teaching. It was my 38th birthday. I fully intended to enjoy the beautiful spring sunshine on my face and catch a few minutes of relaxation before my husband returned home from his day of work. As I sunbathed, I thought, “Finally, just a little bit of peace and quiet.” Until I heard blaring music coming from the silver Saturn Vue driving up my driveway.
Four of my students jumped out of the car. Walking up to my house were soon to be graduating seniors Emily and Jessica, and nearly done with their freshmen year, Whitney and Alli. All four girls became fast friends meeting one another on the varsity girls’ soccer team that fall. In fact, they were inseparable. I met them at the front door.
“We brought you the most special birthday present ever.” My suspicions and spidey-senses knew something was up. One of them rushed back to the car to grab a rather large cardboard box and placed it in front of me. The four girls, each giggling with excitement, all pitched in and shouted, “Happy Birthday!” Emily, bursting at the seams, shared, “We wanted to get you something so you would never forget us!”
The girls continued to watch with excitement as I stared at this odd box. I opened the box to find four ducklings; four very real, very much alive, ducklings. My jaw dropped. The girls, proud of their gift to me, went on and on about how I had been like their mama duck and how they were like ducklings.
“Meet Alli, Whitney, Jessica, and Emily.” They had named the ducklings after themselves. I thought to myself, “Of course they have.” I was in shock and wondering what the heck would I do with ducks. Eventually my husband came home from work only to learn that we were the owners of four ducklings. He listened to the girls tell their story and share the ducklings’ names. Then he asked, “What were you thinking? Ducklings?”
I will never forget those four amazing young girls, ducklings, now grown women. I didn’t need a box of ducklings as a gift to remember each of them. Mama Duck never forgets her ducklings even when it’s their time to leave the nest. I should tell you that I did return their gift. The ducks ended up living at a nearby farm.
I am proud that I got it right for these four little ducklings. This Mama Duck may look calm on the surface but boy do I paddle hard underneath. I work diligently to make sure I use the most effective strategies and tools to get my students to trust and respect me. What I learned from these ducklings is that if I pay attention, observe, and listen I can teach each student from their strengths.
Let’s just be honest, Alli is the sweetest of these ducklings. She is a quiet observer. She needs to check the water temperature before she starts swimming. Alli was afraid to fail. She worried that she would do something wrong or make a mistake. She was reluctant to try. I learned quickly that Alli is an analytical learner. She needs to process information, make observations, and compare ideas. Alli learns best when she can present information in a sequential manner and have time to process and apply what she’s learned. Alli needs the time to put forth quality work. Last minute surprises or rush jobs, limited direction, confusing communication, and inadequate time were major obstacles to Alli’s success. Because she was organized, thoughtful, precise, and detailed, I needed to provide her specific and immediate feedback. When you clearly communicate with Alli and give her time, she exceeds all expectations and goals.
Whitney is no farmed duckling. She is 100% wild. This duckling is all about the adventure and fun. She is impulsive, unpredictable, creative, innovative, and outgoing. She is easily distracted, often off-task, and has the potential to drift out into troubled waters. Offering Whitney choices respected her need for control and individualism. If I didn’t give her choices, I could risk her rebelling, being bored, and losing interest. Choices worked. My goal was to empower rather than control her. Just like a duck is a natural swimmer, Whitney is a natural influencer. She is no follower. She shines when intentionally allowed to be in the spotlight as an influencer of classmates, teammates, and groups. She would lead and organize games and fitness activities. Other students appreciated her help. After all, she made learning fun and memorable.
Many thought Jessica was the duckling who most resembled Mama Duck. And she does look a lot like me. We even convinced other students that she was my daughter. She was the duckling master: independent, strong-willed, decisive, and a natural leader. I’ll admit, I have a lot in common with this duckling. She doesn’t like wasting time. She is all about the what, why, and how. I knew that I needed to help her find the joy and fun in learning. She needed a “to do” list in order to get things done, but I wanted her to also enjoy the journey. I would add an element of fun to her task, assignment, or goal. She learned to enjoy dressing up in costumes or playing a character. It was her idea to have a class dance-off competition where we all witnessed her amazing and now famous moonwalk. I could count on Jessica’s leadership and quick decision-making to mentor, to teach, to counsel, and to coach others while adding some spontaneity and fun. This helped Jessica to loosen up a bit and helped students to enjoy her teaching and direction. I am sure this is why she connected so easily with both Alli and Whitney.
Emily is the giving duckling. She is a loyal friend, family member, pet owner, teammate, co-worker, and student. This duckling would give her last morsel to her flock. She thrives in teams, families, and groups. She doesn’t want to let anyone down. She certainly doesn’t want to leave anyone out or be left out herself. Emily has a huge heart, giving her time, resources, and energy without hesitation. She will do more for others than herself. Giving Emily truthful and honest acknowledgement, encouragement, and appreciation, made her feel valued, respected, and cared for. Establishing a positive rapport and relationship with Emily, helped build a loyal and strong connection between teacher and student. Anything less and she would question her self, stop caring, give up, and quit. I learned that Emily needed opportunities to utilize her strengths to support others. It’s why I would call upon her help to teach and look out for others.
It’s why she was a wonderful teacher’s assistant for me, and captain for the varsity soccer team.
Those four ducklings all successfully left the nest. They each continue to be a part of my life, and I continue to be a part in their lives. Seven years ago, our family chose Emily to help care for our preemie daughter when I returned to teaching. There was no one we trusted more than her. Jessica invited me to be on the panel of her master’s dissertation presentation. She was prepared, smart, and assertive. She passed with flying colors. My fondest memory of Alli was watching her read to my daughter, and my daughter pretending to read to her. Alli reminding us all that we all need to spend quality time together. It was fun and very special having Miss Lowe (Whitney) student teach with me. I welcomed the opportunity to help her develop and grow as a physical educator.
Alli, Whitney, Jessica, and Emily all adventured off to four-year universities, earning teaching degrees. Today, they are all mama ducks. Emily and Alli earned degrees in early childhood education. Emily is currently teaching abroad in Shanghai, China as an International-Baccalaureate Director for Early Childhood Education. Alli teaches kindergarten at George Elementary in George, Washington. Both Whitney and Jessica earning degrees in physical education. Jessica teaches at Tollefson High School in Tollefson, Arizona. Whitney recently relocated to Reno, Nevada in pursuit of the perfect secondary teacher gig. Each of the four is doing amazing things for their students and communities.
Some teachers use a “duck test” to figure out their students. The test implies if it looks like a duck, swims like a duck, and quacks like a duck, then it probably is a duck. But, I have learned that no two ducks are the same. My students are complex, like my four little ducklings. All students look different. All students swim through life differently. Each student’s quack is unique and authentic.
It’s sometimes hard for a teacher to articulate why they teach. In my 24 years of teaching, I am most proud of the unique and lasting relationships that I carefully cultivate with my students. Developing positive, respectful relationships with my students has been key to unlocking their potential and unlocking my own potential. And because I want to connect, empower, and motivate my students to be successful, I learned quickly not to intentionally ruffle any feathers. What has been successful for my students and my teaching is a student-centered approach. I challenge and encourage others to invest in building relationships. Learn about each student; get to know how each student is motivated and what they are capable of.
I am one proud teacher and Mama Duck. The real gift these young women gave me and continue to give me is time together, love, laughter, and kindness. Hung up on a wall in my office is a quote from James Comer, “No significant learning can occur without a significant relationship.” With the right kind of care and inspiration, we all can sustain nurturing relationships to help all students along their way and make sure each one has the ability to fly independently.
