strength knowing that sometimes the situation with which I am struggling will somehow take care of itself. If it doesn't, it is my spirit that often becomes calmed in the midst of the challenge. And often I even realize a new plan.
What I believe and don't believe about democracy in our society and our schools is something I only recently have begun to articulate. I struggle with the pure meaning of democracy applied to issues and situations in conflict with my own beliefs. Recently, a nearby city government granted a permit to the Ku Klux Klan to demonstrate on a buoy Saturday afternoon in front of the Justice Center. That this group has the right to distribute their hate propaganda doesn't sit well with my soul. Because their views are so hurtful to so many, their right to exercise free speech does not resonate well with me. Yet, I worry. How do I talk about ouch issues without biasing my students toward my thinking? I wonder about my internal biases. I often reflect on how my own feelings and actions affect the students in my c1ass. Are my preconceived notions getting in the way of my teaching? Are my biases a help or a hindrance to my teaching? How has my experience, education, and life colored my views and, as a result, my teaching? I struggle to understand viewpoints I don't hold. Being a reflective professional has forced me to deal with these issues and to be willing to make necessary changes in my thinking and teaching.
Knowing my beliefs is only the first step. The next crucial step is asking myself continually how my actions reflect my beliefs. I honestly have not figured this out as yet. But I do know that in order to examine my actions objectively, I need help. At first, I had a hard time identifying a kindred spirit. Working in a public school made it somewhat difficult to openly discuss my faith walk. Moreover, I war new to my building and I didn't really know the climate. Nancy, a special education teacher, and I began to collaborate daily about the students that we shared in my c1ass. A true pioneer of inclusion of specialneeds children in the regular education classroom, Nancy was looking for a teacher to team with her. She asked me to become that teacher. In that way, we began a wonderful journey together, exploring and challenging each other personally, professionally, and spiritually. The more we worked together, the more we discovered that our philosophies about education resounded within each other'S s0U1s. Nancy and I planned together, taught together, and assessed together. She and I lovingly held each other accountable to our beliefs and value-,. At one point, I became worried about special treatment