The 9 "actions" originally laid out by Grant and Gillette identify a series of opportunities for a potential or current teacher to become involved, aware, and active in every way in their students' and educational institution's well being. From more personal growth activities to broader engagement in social issues, these activities seek to push teachers in several different ways, and include a broad range of the skills and concerns teachers need to take into consideration.
From a very young age, I've been aware of education as an idea to be examined and pursued, thanks to a family and social context that was made up largely of educators or people involved in some way with educational institutions. Both of my parents are teachers, and many of my aunts, uncles, and grandparents have taught at some point in their lives. At church and with family friends I also saw many examples of teachers who were engaged deeply in their craft. This relatively unique level of immersion in educational thought has meant that I have been thinking about educational issues and concepts for years, whether in my life, in the schools of the teachers I know, or in the country as a whole. This has prepared me well to "become critically active in issues related to education and/or social justice."
As a student, I've discovered a good amount about how I function under pressure and how I deal with stress, which has often meant asking myself what will best help me relax and motivate myself in difficult situations. I have begun to "develop ways to recharge my battery" but still have quite a bit to learn about my needs as a professional in a real workplace. At this point I've learned that although I can work well with people and enjoy social interactions, my personality leans toward introverted, meaning I need a good amount of time to myself in order to stay on top of things. Basic solitary activities like reading, watching TV or listening to music are often what I need to keep myself engaged in my work, and this lesson is one I'm sure would apply to life as a teacher.
Although I've grown somewhat in these broader areas, many more specific concerns of teaching remain largely unexplored for me. My experiences with education up to this point have been relatively narrow, and opening myself up to completely new parts of the field is one of the things these 9 actions push hardest. When it comes to "getting experience with all types of learners and their families," I know that my history at a small college and a tiny middle at high school have not represented anything close to the complete range of diverse learners and social realities that exist. Even if a teacher ends up at a homogeneous, familiar institution, understanding this range of learners and cultures should be a crucial part of their teaching. With modern understandings of multi-cultural learning and the effects of family life on every learner, it's become clear that every teacher needs to know what kinds of learners are out there, whether they apply it in opening up a less-diverse classroom to a broader look at the world, or open up their own teaching style to fit any student's needs.
I've grown up around teachers and already have potential connections within my community, but in terms of pursuing these relationships in a meaningful way, I've ignored many possible "allies in the professional world and beyond." Cultivating these connections is an important part of a teacher's growth, since these allies can help them grow as teachers through mentorship or even expand their professional possibilities. Relating to other professionals is both a good career decision and a good personal decision for these reasons, as they can provide a backbone of support for a 21st century teacher.
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