Executive Director Letter

By Angelica Cortez

How do we reach for clarity in the murky world of learning? This journal issue provides a wide array of methods, suggestions, and ideas for clarity, and asks us to consider how we can apply the one point lesson to different aspects of our work. 

As always, what strikes me reading from our members is that what we think is clear is never as clear as it can be. Our opportunities for further clarification are endless, and our work is never finished. It’s taxing to teach, because it’s taxing to learn. It’s also deeply satisfying, and endlessly gratifying. What is it in your life that you have absolute clarity in? What is it in your teaching? 

I loved hearing about the ways that teachers have clarified the role of a parent in Suzuki lessons in Julia’s article. I also loved the clarity that came to Jordan, in their journey toward embracing that everyone—that means Jordan too—is capable of fostering their potential. We also learned about the ways being told “relax” isn’t always helpful. In each of these, and in all the articles throughout, what you’ll see is that most moments of clarity come from our willingness to engage with what we don’t know, with what we find difficult, and with how much we have to learn and gain in our work. 

Clarity is not a starting place, and it is truly never-ending, as the moment you’ve clarified something with one student, you meet another who needs the information in another way. Our work is improved by the ways in which we’re willing to admit our lack of understanding. Our ability to admit that there’s more that we can do is what serves Dr. Suzuki’s intention to support our students’ and our own life-long learning. 

Thanks to all who were willing to share their stories of learning with us, and I’ll look forward to embracing “I don’t know” with each of you in the months to come!