This year, I’ve had the privilege to attend and participate in professional learning focused on literacy practices in the classroom. One of the things that has stood out to me in every session was the intentional way facilitators asked us to self-reflect.
At the beginning of each session, after sharing the learning goals, they would ask the following : Are you a seed, a seedling or a tree?
- Seed … beginning the learning journey, curious and open to ideas
- Seedling … someone who has built some roots, experimented, explored new strategies, and looking to learn more
- Tree … someone who has built strong roots (and will continue to), feels confident in their knowledge and understanding and can share or support others
I appreciate this seed‑to‑tree analogy not only for individual growth but because, in many Indigenous worldviews, plants and seeds are teachers with cultural and relational meaning (embodied in works like Braiding Sweetgrass), which explores how plants teach about reciprocity, relationship, and learning. This approach reminds us that growth is holistic, relational, and generational. The seed, seedling, and tree represent more than stages of personal development; they reflect the continuity of culture and knowledge.
In relation to professional learning, this subtly highlights that as educators we all are at different points. Growth isn’t linear and there isn’t a single “end” goal. Some days we feel like seeds, absorbing ideas, while others we feel like trees, grounded in our understanding and practice.
This reflection process made me think of my students as well. We often focus on identifying the learning goals, and the success criteria. Giving space for our students to consider where they are in the learning journey can help improve their self-esteem as learners and foster a growth mindset.
How do you incorporate time for students to self-reflect?
