Winter - The Dormant Seed
(Beginning Stage)
My journey began like a dormant seed, carrying within me both potential and past experiences that shaped my approach to learning. As documented in my Learning Manifesto, I was that student who sat with a half-raised hand, afraid to stand out. Years of traditional education had taught me that learning was about survival rather than growth - achieving the highest grades possible to blend in, staying up late studying, constantly trying to catch up while preparing for the next day.
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(Copilot & Fayerweather, 2024)
My undiagnosed learning disability remained hidden throughout my youth, yet I persevered, driven by my parents' belief that education was the key to unlocking any door. This experience would later inform my understanding of the importance of inclusive, adaptive learning environments. During my 17 years teaching middle school science, I witnessed firsthand how traditional education often focused on appearances rather than true understanding.
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Like my family's generational connection to plants - passed down from my great-grandmother through my grandmother to my mother - I carried within me a deep-rooted passion for growth and nurturing potential. This heritage would become a metaphor for my approach to education and learning.
(Copilot & Fayerweather, 2024)