The Teacher Down the Hall: Everyday Inspiration

I’m balancing a canvas tote full of fresh onions, tomatoes, and cucumbers in one hand and my phone in the other, trying to snap a quick photo of the farm stand sign. The man behind the booth is talking about the dry spring weather. I smile, nodding, but my “teacher brain” is already engaged in considering the question I will pose. “What do you notice about the supply of fruit and vegetables?” The day has barely started, and already, I’m collecting provocations to bring back to my students.

As an educator, I am always looking for ways to engage learners, and I’ve realized everyday life is filled with the “real-world applications” mentioned so frequently in our state standards. Summer is a time when I can slow down and move through the world with a more curious eye. Whether in a rural town or the middle of a city, our communities are full of inspiration. Each errand is an opportunity to make learning more authentic within the four walls of our classroom.

Before I continue my errands, I pull into the gas station and watch the total climb as I fill up my tank. Nearby an electric vehicle passes, and in this ordinary moment, I begin to wonder: “Could I have them explore the economics and environmental impact of fossil fuels vs. renewable energy?” Perhaps there is a classroom debate and science investigation all in one?

As I continue, I pass a mural I’ve seen a dozen times, but today I pause to snap a photo and make note of the artist. The imagery is powerful, and it honors the history within our community. How could we explore the stories our communities tell? What if we mapped our community through student-created murals or wrote poems about the places we love?

As I wrap up, I pop into the grocery store for a few items and find myself in the international foods aisle, searching for garlic chili paste to make some quick Korean pickles. As I head to the checkout, I consider how food connects us to family and tradition. As I unload my items on the conveyor belt, I begin to consider the possibility of a narrative unit on food, identity, and culture.

Later that evening, after dinner, I grab a controller and sit on the couch to play a game—there is lots of strategizing, failing, and restarting. As we clear a dungeon and barely survive a boss fight, I’m reminded of how many of my students live in this digital world, working with or against others. What makes a good teammate? How do we communicate under pressure? What can we learn from failure? Suddenly, gaming becomes a lens for social-emotional learning and systems thinking.

I don’t end every day with a full lesson plan. Sometimes, I just come back with a photo, a question, or a really great story. But what I’ve started to do is intentionally build a collection of provocations and open-ended questions. I have created a physical space in our classroom so that students are able to document and share their own everyday experiences. Throughout the year, the classroom transforms into a shared exploration of the world around us. So this summer, whether you are traveling to an exotic location or picking up milk at the corner store, ask yourself what you can bring back. Help shine a light on the unique stories and potential from your community by posting in the ATPE Online Community.