I had thought that a doctoral program in Educational Leadership would mean I would be doing lots of reading, writing, and blogging about education. But it didn't exactly turn out that way. The reading and writing part held true. I kept up with all of my education reading and it served me well in my studies. In fact, after long days of reading academic journal articles, reading education news and blogs was a way I unwound and relaxed. And, of course, I wrote: notes, questions, and thoughts about what I was reading and then papers and projects and exams.
But the blogging, well, not so much. And then all of a sudden it is the end of the semester and I haven't posted anything in over three months. Nothing. Not even one post. Not even a draft. And I went days and weeks without tweeting.
My negligence of this blog was in part due to lack of time; between my classes, my graduate assistantship, my family, and a few humbling hard balls that life threw at us, I didn't have much free time to blog to or to keep up with the reparte that goes with blogging and tweeting. Sometimes even if I had the time, I didn't have the mental energy.
The desire also wasn't totally there. This doctoral program was in part to be an exercise in learning and studying education in a way I hadn't before--from an academic standpoint. As such, my perspective has become even more circumspect and cautious. There is just so much complexity to how people learn, how people in K-12 settings behave, why educators and decision-makers make the choices they do, and in how policy works. Although some guiding principals and values remain as influential as ever on me, I am more reluctant than ever to make what could be unsubstantiated claims or take strong stances.
I also realized early on this semester that the classroom is not like my blog. I am not the only one in the room. I don't get to remain in the bubble of my own experiences, thoughts, and writing. This is a time to share but also to listen and absorb. My classmates and my professors have experiences and thoughts, too. And while we benefit from learning from one another, we also learn how we are informed differently and in some cases misinformed or uninformed.
On the other hand, in grad school sometimes I have found myself having to come up with something to say in order to contribute, whereas here when I have something to say, I say it and then I hope I might be contributing. I hope I have started to lay the groundwork to contribute academically--I've got some ideas :) But in the meantime, while I have breather, I may have few things to say here, outside of the doctoral classroom that I've been saving up. Stay tuned. . .