Today, during our department meeting, we were asked to share our biggest highlights and main takeaways from the Adaptive Schools Seminar.
For me, it was the first time attending, completely new territory. I walked in not knowing what to expect. And interestingly, the room where I heard this question today is the same room where, months ago, the idea to join this seminar first came up in one of our meetings. Full circle.

When my turn came to share, this is what I said:

This seminar goes far beyond teaching. It’s not simply about learning new strategies to use in lessons or meetings. It’s about how we show up every day, in conversations, in small interactions, in the way we listen, and in the way we make others feel understood.
It’s about consciously listening, taking time to think, showing genuine interest, paraphrasing to confirm understanding, and contributing to conversations in ways that help a group move forward.

What I said in the meeting was a shorter version of this, of course. But as I write now, I realize how deeply this learning touched me.

Where the Learning Shows Up

Today, during a final assessment with my students, I caught myself asking:
“Is there anything you need to know before we start?”

They said no.
Then I asked, “Alright, who can tell me the first thing we will do when I say go?”
Hands went up immediately.

And I smiled, because that question came straight from our seminar leader, Ms. Carol Brooks, who asked us similar things throughout the training. It was a reminder that this seminar gives us more than teaching tools.
It gives us life skills.

Day 1: Entering the Territory

At the very beginning, Ms. Carol Brooks shared a sentence that has stayed with me:

“When people enter the territory alone, they can be mediocre. But together, they can succeed.”

Entering new territory requires conversation. Collaboration. Courage.
And on Day 1, we entered it together.

In a room of more than 30 educators, from different countries, backgrounds, roles, and realities, we began with an inclusion strategy ( LIKE ME!) that I will not forget.

The facilitator read statements aloud, and whoever identified with the statement would stand up and look around.
“My work is done in High School.”
Stand.
“This is my first time in an Adaptive Schools Seminar.”
Stand.

Different people, different stories… yet so many similarities.
It was a powerful reminder:
We all belonged in that room.

What – Why – How

Imagine starting every lesson by clearly showing students:

• WHAT we are learning

• WHY it matters

• HOW we will learn it

Not just verbally, but visually.

I already start my lessons by sharing the daily goal, but watching Ms. Brooks visually write the WHAT, WHY, and HOW made me realize how much clarity and confidence it gives learners. Before the session even began, I knew exactly where we were going and how we would get there.

As teachers, we must be clear about our content, our process, and our purpose.

And sometimes, clarity starts with something as simple as writing it on the board.

Adaptive vs. Adapted

Ms. Brooks left us with a powerful concept:

Adapted
– already happened
– tries to fit existing conditions
example: Kodak

Adaptive
– changes form while staying true to identity
– evolves with purpose
example: Apple

Adaptive is not about abandoning who we are.
It’s about changing because we know who we are.

Coming Up Next Week…

In the next article, I will dive into the theme of Identity – Who we are as educators and as people.

If this reflection added value to your day, like, comment, or share, and I’ll see you next week for the next chapter of this powerful journey.