Gifts from Childhood Education: conversations about feature articles. (Vice President's Vista).

VICE PRESIDENTS'S VISTA 

As we take time to renew friendships and wish each other well in our personal and professional lives, what special gifts could we share as part of our efforts to raise the standard of preparation for those actively involved with the care and development of children? How can we actively encourage each other's continuous professional growth? One way to promote such scholarship is through "conversations" about feature articles from Childhood Education. By discussing scholarly topics from this award-winning journal, we can share our thoughts as members of a community of lifelong learners.

In my community, these conversations develop as follows:

* Classroom teachers, specialists, administrators, teacher candidates, parents, and college professors decide to participate in their ACEI Branch activities on a regular basis. Branch activities relate to scholarship, leadership, and service.

* Conversations focus mainly on scholarship. Conversation leaders are nominated by consensus of the Branch executive committee and membership.

* Conversation leaders establish six meeting times and places for each academic year. For example, conversation leader Jean Smith invites folks to her school on the second Thursday of September from 4:00-5:00 p.m. (after classes). People arrive prepared to meet for about an hour to discuss feature articles in the most recent issue of Childhood Education.

* Before the meeting, each member reads the journal, then makes a bookmark related to one article from the most recent journal. Some members use fancy paper or decorate their bookmarks, but this is optional. An important part of a bookmark is the title of the article, author(s), and one reference to a page of the article where the member has a question, reaction, or connection to share. I like to keep my bookmarks, so I include the volume and number of the journal for future reference. I also write my question in advance to help myself focus on the conversation of others.

* Members arrive at the meeting with their journals and their bookmarks. After everyone has signed the leader's bookmark on the back (end of the year certificates), and had a turn to show his or her bookmark and read his or her written comments, the conversation leader begins with brief prompts, or wonder statements, about the "hot topic" of the group. The lively conversation begins.

* Discussions can take many forms, but "grand conversations" work well because everyone participates and shares; no one tries to be an inquisitor; no one person talks forever. Ideally, each conversation circle has 6-8 members.

* Conversation groups are flexible. Participants sometimes circulate among leaders in order to make new friends, form strong professional bonds, and network. Folks have the option, and fun, of attending more than one conversation group.

Are there management procedures that keep these conversation groups logistically active? Of course. After all, we're educators! There is a centrally located bulletin board where meeting notices and signup sheets are posted. The executive committee also communicates with members via E-mail.

Through these conversations, we gain professional knowledge, skills, and positive dispositions. Most important, we gain the gifts of lifelong friendships with fellow learners who genuinely care about the well-being of all children. Now, what else shall we enjoy? We will appreciate any questions or insights you may have.

--Jeanie Burnett, Vice President Representing Intermediate/Middle Childhood