Learning Onward
Reshaping Teacher Focus for Meaningful Impact on Children's Well-Being & Learning
Deficit Based Terminology and a Reframing
- What was lost, instead of what of what was gained. In other words, how did we gain knowledge about the ways in which children learn, and about what really matters to their learning? What should we preserve and learn from as we work to change policies, structures, and systems in schools?
- Our need to quickly “catch up” children who are now behind, instead of meeting children where they are.
- Recovering the learning of skills and standards that they missed out on, instead of re-examining whether those skills and standards are what they really need in the first place. In addition to the cultural and linguistic expertise that they already bring to the classroom, children have learned a tremendous amount during this pandemic that should be both celebrated and built upon as they return to the classroom.
Let’s reframe the challenge as an opportunity for Learning Onward. “Onward” is a word we often use to communicate that we are committed to keep at it, to move forward, even when it feels hard. Learning, then, continues and moves forward by building upon the learning that children and the education community have done in the face of their challenges during this pandemic. During a time of tremendous stress and limitations, we have learned how to cope, to persevere, to be resourceful and creative, and to make the best of our time beyond school walls.
Learn more about deficit language in schools and strategies on how to recognize them
Looking for more information on recognizing deficit language in your school? Take our brief quiz to learn more about common instances of deficit language and download a resource guide on how to combat them.
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