{"id":107,"date":"2025-10-27T20:17:14","date_gmt":"2025-10-28T00:17:14","guid":{"rendered":"https:\/\/cohort21.com\/lindsayshotbolt\/?p=107"},"modified":"2025-10-27T20:18:07","modified_gmt":"2025-10-28T00:18:07","slug":"from-matrix-to-movement-my-commitment-to-student-centered-teaching","status":"publish","type":"post","link":"https:\/\/cohort21.com\/lindsayshotbolt\/2025\/10\/27\/from-matrix-to-movement-my-commitment-to-student-centered-teaching\/","title":{"rendered":"My Commitment to Student-Centered Teaching"},"content":{"rendered":"

Rewind: What the Eisenhower Matrix Revealed<\/b><\/p>\n

When I sorted my work into urgent versus important, I discovered something powerful: I have a natural strength in self-reflection and a clear holistic vision for student development. I see my role as supporting students physically, mentally, emotionally, socially, and spiritually – not just teaching Physical Education, but fostering human development.<\/p>\n

The matrix helped me recognize that many system-driven tasks aren’t truly urgent. Take this week’s example: I spent hours editing a S.M.A.R.T. Goal Setting assessment that was already working well, ruminating over details that didn’t need my energy. The real learning happens in organic conversations with students, not in perfect lesson plans.<\/p>\n

Most importantly, I realized I need to better identify what truly belongs in “Important, Not Urgent” – the student-centered work that aligns with my educational vision while managing system expectations more efficiently.<\/p>\n

Refocus: My Big Choice for This Year<\/b><\/b><\/p>\n

Although I’m a Health and Physical Education teacher, my calling goes deeper. I want to focus my creative energy on developing students’ mental and emotional intelligence – helping them understand who they are, what being a good person means to them, and how to show up for themselves and others.<\/p>\n

This matters to me because I see the connection: when students take care of their mental health AND physical health holistically, they show up every day as their best versions and can achieve anything they set their minds to. I’m not just teaching movement; I’m coaching human development.<\/p>\n

My vision centers around our TAG (Teaching Advisor Groups) program, where I facilitate programming around check-ins, goal setting, mentorship, and community building. These sessions are short but extremely impactful, and I dream of expanding this approach. Success would mean integrating more community building and goal setting into my PE classes, turning every unit into an opportunity for deeper student connection.<\/p>\n

Reignite: From Idea to Action<\/b><\/p>\n

This month, I’m committing to one specific action: starting each new unit in my Grade 9 classes with a 10-minute circle where students share what “showing up for themselves” means that week. This simple practice will weave the deeper work of identity, values, and self-care right into my physical education curriculum.<\/p>\n

For accountability, I’ll lean on my teaching partner in Health and PE, as well as my TAG teaching partner. They understand this vision and can help me stay committed when system pressures try to pull me back into perfectionism around curriculum tasks.<\/p>\n

This connects to my bigger system because it transforms how I serve my students, my teaching team, and our school community. Instead of just delivering content, I’m creating space for students to develop the mental and emotional intelligence they need to thrive.<\/p>\n

My Declaration of Intent<\/b><\/p>\n

By the final face-to-face, I want to feel the shift – from an educator who worries about perfect lessons to an educator who prioritizes perfect moments of human connection. I want my students to remember not just what we learned about fitness, but how they learned to show up for themselves and others.<\/p>\n

This matters because our students need more than physical education; they need human development. They need adults who see their whole selves and create space for them to grow mentally, emotionally, socially, and spiritually. That’s the teacher I’m committed to becoming, one 10-minute circle at a time.<\/p>\n

The Eisenhower Matrix taught me that time isn’t the enemy – attention is. This year, my attention goes to what matters most: helping students become the best versions of themselves.<\/p>\n

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Rewind: What the Eisenhower Matrix Revealed When I sorted my work into urgent versus important, I discovered something powerful: I have a natural strength in self-reflection and a clear holistic vision for student development. I see my role as supporting students physically, mentally, emotionally, socially, and spiritually – not just teaching Physical Education, but fostering human development. The matrix helped me recognize that many system-driven tasks aren’t truly urgent. Take this week’s example: I spent hours editing a S.M.A.R.T. Goal…<\/p>\n

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