(Source-chalkbeat.org)
Exploring Values through Pocket Treasures
Future educators at Hunter College experienced a unique approach to teaching, one rooted in self-reflection and values. Associate Professor Cara E. Furman introduced a method inspired by her son’s “pocket treasures,” small objects children keep as personal treasures. Drawing on this idea, Furman guided her students to reflect on the values they wish to carry into their teaching careers, using personal, symbolic items to make their values tangible. This practice highlights the deep connection between teaching, personal values, and the objects that represent them.
A Teaching Tool Inspired by Children’s Pocket Treasures
The idea of pocket treasures originated from Furman’s son, whose fascination with small objects such as acorns and beads puzzled her. As a teacher educator, she decided to transform her irritation into a lesson plan, using small objects as a way to encourage future teachers to reflect on their core values. Furman introduced the activity to her students, asking them to bring a “pocket treasure” that symbolized a value they held dear. Whether it was a pebble representing “noticing what others may not see” or a Lego piece symbolizing “creating connected communities,” these items became a powerful starting point for introspection and discussion.
By asking students to bring personal items, Furman created a space where values could be made visible and shared. Each item represented a unique aspect of teaching, such as fostering trust, building community, or countering inequity. The exercise not only allowed future educators to articulate their values but also connected them to their teaching practice in a concrete and memorable way.
Linking Home and School: A New Approach to Teaching
Furman’s lesson in pocket treasures serves as a metaphor for the larger connection between home and school. In her experience as both a parent and educator, she observed how children often bring objects from home to school and vice versa, symbolically linking these two worlds. By encouraging her students to do the same, she helped them reflect on the role of values in education.
On the first day of class, Furman worried whether the activity might seem too abstract, but her students embraced it enthusiastically. Each student presented their treasure, articulating the value it represented and sharing it with their peers. The classroom was filled with a rich discussion of trust, community, and care, reinforced by each student’s personal commitment to their chosen item. The act of placing these treasures together symbolized the shared values of the group, creating a strong foundation for the semester ahead.
Conclusion: Carrying Values into the Classroom
Cara E. Furman’s unique teaching strategy at Hunter College demonstrates the power of small, meaningful objects in shaping educators’ approach to teaching. By encouraging students to bring pocket treasures into the classroom, she helped them connect personal values with their professional lives. This practice illustrates how teachers can carry their ethical commitments into their daily practice, much like children carry secret treasures between home and school.
The lesson Furman imparts to future educators goes beyond the physical items; it is about recognizing the importance of values in shaping a positive, inclusive classroom environment. As these educators move forward in their careers, the pocket treasures serve as a reminder to continuously reflect on the values they bring into their teaching spaces and the communities they build with their students.
