Jun 19 2008
The Courage to Teach Book Study, 2008
Parker Palmer’s Courage to Teach is a book that packs quite a few large ideas into each inch of print. Below you will find several quotes from Courage to Teach. Select one that resonates with you (either positively or negatively) and respond to it. Let’s see if we can’t raise the level of dialog on the internet.
“Teaching, like any truly human activity, emerges from one’s inwardness, for better or worse. As I teach, I project the condition of my soul onto my students, my subjects, and our way of being together.” (p. 2)
“Teachers make an easy target, for they are such a common species and so powerless to strike back. We blame teachers for being unable to cure social ills that no one knows how to treat; we insist that they instantly adopt whatever “solution” has most recently been concocted by our national panacea machine; and in the process, we demoralize, even paralyze, the very teachers who could help us find our way.”
“To reduce vulnerability, we disconnect from students, from subjects, and even from ourselves.”
“Students are marginalized people in our society. The silence that we face in the classroom is the silence that has always been adopted by people on the margin-people who have reason to fear those in power and have learned that there is safety in not speaking.”
84 Responses to “The Courage to Teach Book Study, 2008”
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I have long held to the notion that the way people feel about themselves is displayed in the way they treat other people. When Palmer writes “As I teach, I project the condition of my soul onto my students…” I am reminded of this belief.
In our Text Rendering Exercise this morning, the most mentioned word in Chapter I was “connectedness.” Even though we spent very little time “unpacking” that word and developing a shared definition, participants selected it as one of the most important words in the chapter.
If my hypothesis from the first paragraph of this post is not correct, then there is also no such desirable state as “connectedness.” My logic goes like this. If how a teacher treats his/her students is not a reflection of the way they feel about themselves, then it is possible to behave one way yet “feel” another way. If that is true, then there really no such thing as “connectedness” because the “self” that teacher can exist without being linked to the “self” outside of school.
I pose this proposition with the hopes that it gets assailed, attacked, and scrutinized. Where you spot flawed logic, please let me know.
Responding to Jeff: Psychology has a paradoxical concept of how we create a self image. “I DID xyz, so I must BE an xyz kind of person,” and “I AM an abc kind of person, so I must DO abc.” It is always possible to behave in a manner that is incongruous with our sense of self, but we then tend to modify our sense of self in accordance with this new behavior. Our self would catch up with our incongruous behavior, making it congruous.
The quote:
“Teaching, like any truly human activity, emerges from one’s inwardness, for better or worse. As I teach, I project the condition of my soul onto my students, my subjects, and our way of being together.” (p. 2)
reflects the other side of the coin. I am me, so I teach as me. We then have defense mechanisms to protect ourSELVES from attack, as per your third citation: if one can remove one’s PERSONality from one’s teaching, then one’s academic failures won’t be as likely to affect the self-image. Palmer uses anecdotal evidence to assert that such a teacher is ineffective - a “bad teacher” - because she can’t connect with the human beings in her classroom. However, psychology suggests that the self-image would adapt itself to encompass the new, remote teaching behavior. The self-image is now that “I am someone who holds students at arms-length.” Hence, I suggest that his model of a bad teacher - one whose self is disconnected from one’s teaching - can’t exist, because by behaving in a disconnected way, the self-image encompasses being disconnected. From that point onward, the teacher who behaves in a disconnected way is actually connecting the self with the behavior. Perhaps this is why the “bad teacher” becomes set in her ways.
I believe this to be true in my own life. I was retained in first grade due to illness. I LOOK ON THIS AS ONE OF THE BEST THING THAT EVER HAPPENED TO ME. I was attending a strict private school. My mom pulled me out and put me in public school against the wishes of my grandparents. I was given a new start and many educational advantages for learning. I find myself pulled more toward the struggling students that many of my colleges do not wish contact with. I give teachers that I have had the credit for helping me to be who and what I am today. My family I see as my teachers also because they were straight A students and I was average but they made any accomplishments I made important because they knew I tried.
TEACHERS MAKE AN EASY TARGET
parents have blamed me for lost assignments or students not doing their required work
UNABLE TO CURE SOCIAL ILLS
parents upset because disruptive students preventing their child from learning
ADOPT WHATEVER SOLUTION
my school system has a habit of adopting the latest fix all and than not seeing it through
I agree that who we are influences (and should) how we teach. I believe that if I’m not true to myself as a teacher (my identity and integrity) I am cheating my students. I’ve heard comments from my students that I’m very passionate when I teach, not necessarily just about the content but about the class itself. I believe that what is on the inside does comes to the outside when teaching and sharing. As discussed in the group, connectedness is crucial to education and learning. If you aren’t connected to what is being taught, why would you want to learn it? I try from the beginning to find some way in which to connect to each of my students. I find a way to try and connect the context their lives and mine.
Along similar lines…
I’m always offended when I hear the phrase “Those that can, do….those that can’t, teach.” Teaching is a profession in which you need to be more than simply knowledgeable about the content in which you are teaching. Teaching comes from within. It comes from caring, understanding, and a genuine want to help others. Just because someone is brilliant about a topic does not automatically mean that they will be able to teach it to others.
This idea brings to mind the idea that was first told me when I began teaching eons ago. Don’t smile until Christmas. That was so alien to my nature but I tried to follow that advice. Being so close in age to those that I taught, I thought maybe it was not a bad idea but I often fought a bad mood since I often smile at people. I learned over the years that smiling and greeting is not the problem that encourages poor discipline in students. Students enter the school at the beginning of each year with many of the same anxieties as we have. Why not put them a little at ease. Soften the blow. THere is enough post mortem going around that scares them that relaxing students a little will help. My reputation preceds me as a tough by probably a fair teacher. I do listen to student problems, their gripes, even their negatives about my class. If I think they have a point, I’ll change something. If not, I won’t. AFter that, it’s not up for debate. But that look on my face as I greet, as I listen, as I chastise as I herd them into class or whatever, will definitely tell them where I am at the moment, every bit as much as the look on their face tells me where they are. Also, If I treat them with respect, I will get that back. I expect it and usually get it.
When I don’t get it, I”m mortififed and the other students are mortified that someone should even think of treating me or someone in my class that way.
THe golden rule still applies. It works. If we expect our students to produce a work based on a model of work be it math, science, or an essay, why not be a human model of respect ourselves?
The idea of being vulnerable in the classroom is sometimes like wearing a bullseye. I sometimes feel like whatever I say could be misconstrued. As a teacher of seniors I want to help my students think critically so I want to bring up subjects that require critical analysis. These topics are not always safe topics and I have to use decorum in speaking of them. Structuring the introduction of the subject is important so that the tone of the classroom takes on a professional tone and not one of double entendres or a lot of giggling without serious thinking. Also, students are becoming bolder in their questions, even when I least expect it. Bam, the question is there, all eyes are on me waiting to see what I say, what I do. etc. I usually try to answer as honestly as I can for a professional educator. I am not their parent and will not get into anatomic discussions with students but will discuss the merits or detriments of freedoms, responsibilities, committment, love, betrayal, etc. (after all any one of these could be a theme topic in a novel.)
Language used in the upper level novels or short stories is very adult and sometimes vulgar because it reflects the accuracy of the situation. Yet, I must be true to my profession and to my students to teach it as a reflection of the culture from which the literature was written. Yet, I do not condone such language in my classroom. It is not in my classroom culture.
We are vulnerable because we feel attacked if our students do not perform well on the standardized tests, we are vulnerable because sometimes the parents need someone… anyone to lash out towards about their child.
Law suits are so prevalent today that it does not seem to take much for a teacher to be threatened to be sued, regardless of whether or not, the teacher was actually to blame.
So no wonder, we put on our detachment cap, we don our armor and we don’t get involved.
At least, not until we find a administrator we begin to trust who backs us, or a group of students who seem to just click with us so much that we feel we can let down our guard.
Then we can let loose, allow the balloon bouncing review that happened by chance, or the
new game that someone brought in or we can sing a song with our students for fun.
THat would be fun.
I am responding to the paragraph that addressed the idea that teachers take a lot of blame for the poor standing of the educational system today. When I graduated from college, I was rather naive & thought I’d just be teaching biology for the text 30 years or so. However, teachers have to deal with many other aspects on a daily basis besides their subject matter (i.e. - Children with only one parent, lake of parenting at home, teaching appropriate, behavior(s) & manners, OGT passage rates, administrator “stuff”, & 10,000 other “things” I left out.) I may not be the best teacher in the world, for we as teachers are always striving/working to be & get better, but I think I’m doing a pretty damn good job considering the urban district in which I teach in.
My second response is to the paragraph about teaching emerges from within…something or the sorts. That is true, for teaching isn’t a job, if one thinks it is a job, they probably should find another one. You can’t really teach someone to teach. It is not like a person can read a book called, “How To Teach” & walk away with all the answers like they just read directions to put one of those book cases you buy at Target or Wall Mart together. Students can see your excitement of your subject manner, for all of my students soon learn I love biology/science, although they still wonder why even on the last day of school. Many will still grudgingly say, “I hate science” & I tell them they are entitled to their opinions, it is a free country, although I try to change their way(s) of thinking about science…sometimes I’m successful, but usually not.
At one time or another we were all told that we should never point a finger at someone because when you do so, you have four fingers pointing back at you. I find it sad and disheartening that teachers are the targets of constant judgments made by parents, community members, the press and sometimes even the school system itself. In a high school setting, we have students for approximately 45-50 minutes of instructional time. During that time we have to be not only teachers but also parents, policemen, counselors and cheerleaders. It’s a difficult job and one that I love but the many who view us as incapable of “curing social ills” need to look in a mirror. It is impossible for us to do it all but I do believe that we can all do it together. It goes back to the ‘it takes a village’ idea of raising children but unfortunately many of our villages are falling apart at the most basic of levels. I want to believe that everyone is trying the best we can but maybe we can try a little harder on all parts. Parents are struggling to put food on the table in today’s economy, teachers are attempting to fill endless roles while being role models at all times as well as juggling curricular goals mandated by the state.
We do make easy targets because no one, unless you are a teacher yourself or unless you know a teacher, knows how much work goes into our job. Our profession is looked upon as being important but many believe that we have it easy; afterall, we do have the summer and all of our weekends off, not to mention working banker hours. I know we have all heard those comments from one person or another. Instead of pointing at as and criticizing the jobs that we do, it would be nice to receive more support from society as a whole. I became a teacher to make a difference and to help students realize and reach their potential. What better way to at least attempt to help ‘cure’ these social ills? If we were left to do what we do best, without the endless criticism, would it be too optimistic to think that society might actually applaude our efforts?
“Good teachers possess a capacity for connectedness. They are able to weave a complex web of connections among themselves, their subjects, and their students so that students can learn to weave a world for themselves.” If a teacher does not treat his/her students the way that he/she feels about him/herself, then he/she should not be in the classroom. When you are standing in front of that classroom, you should be opening up yourself to the minds and hearts in front of you.
As classroom teachers, I think we try to create a sense of ‘connectedness’ within the classroom. We want our students to find ways to feel comfortable and connected with their peers, although this seems to be too much to hope for sometimes. We are already connected to our subject matter otherwise I don’t believe that we would have chosen the careers that we had; and finally through our identity we connect with ourselves. The whole idea of being connected reminds me of a lesson plan that I have done in the past regarding stereotypes. We all are stereotyped in one manner or another because we can all be categorized into numerous groups.
I began the introduction to my Spanish class by asking my students to brainstorm a list of words that came to mind when they think of someone who is Mexican. I have done this activity many times and the words seem to be fairly similiar: “tacos, lazy, drug dealers, the sleeping guy with the hat over his head, illegals, sombreros, burritos, etc.” Once I listed (bravely I might add) their words on the chalkboard, I put up some color overheads depicting various photographs that I have taken over the years. I asked if the people in the pictures could be matched to any of these words. The answers were “no” and the students were surprised to find out that the photos were actually members of the family with whom I stayed in Mexico while I studied there in college. The activity not only started a classroom discussion about the stereotypes that the students face daily but also they asked questions about the culture, people and customs of Mexico.
The reason that I love this activity is because it allows the students to become more connected by at least being introduced to the idea that stereotypes are judgements. I explain to the students that although they exist, and will continue to do so, we ‘choose’ to reinforce them and to give them power by believing in them. I have done this with two separate classes and I believe that it has set, through follow-up activities and discussions, a classroom atmosphere of respect and tolerance for one another. We can’t expect our classrooms to be perfect or for our students to not have a fear of speaking up when answering a question but we can provide activities that may create a less anxious atmosphere.
Hello Everyone:
Thank you very much for hanging in there with the blog. I am so impressed by the comments and I hope that we can keep our conversation going. You have all shown deep insight into the Courage to Teach Text and have connected it practice. WHo could ask for more?
I am going to add to the blog posted by ChrystyR on June 22.
I agree and acknowledge the fact that teachers are often targets of ongoing judgments made by people within a community such as colleagues, parents, community members, the press and sometimes even the school system itself. Although I do not mean this in a critical sense, I honestly can not think of a profession in which a professional individual is not judged. Everybody is human and I consider it human to rate the local doctor’s office of our loved ones, the local pharmacist, the timeliness of the local RTA rivers, local police, local firefighters, lawyers, and so on. I find that it is definitely our human nature that takes over and seeks to find “the best” professional for ourselves and our loves ones in.
Before my daughter was born, I experienced this process as I was searching to find her a local pediatrician. Obviously, I was not looking for any personal information, but just someone who I could meet, talk to and hopefully, trust.
I’m responding to Palmer’s quote that “Teachers make an easy target…”
Teachers are often unfairly blamed, but, after teaching for ten years, I know that many teachers also participate in this negative cycle of blame. Maybe we do it because we are as, Palmer says, “powerless to strike back” so we resort to this passive-aggressive behavior. Just as society blames teachers for their failure to “cure social ills that no one knows how to treat” teachers are guilty of blaming parents for not doing their jobs or the government for not providing sufficient funding.
Blaming is easy. Finding solutions is much more difficult, but it is what we need to do if we really want to have a positive impact or become “dent-makers” (as it was phrased in our chart paper activity today). Finding real, lasting solutions involves collaboration and leaving our comfort zones. This involves sharing who we really are with our peers which can be difficult and scary.
In response to PJ:
I totally agree with you that teachers make an easy target. I have encountered many similar situations not only being blamed for students not doing their work, but for their child not being able to learn with all the behavioral problems and distractions that exist in the classroom by certain students. In response to your “adopt whatever solution” my school system does the same thing. We moved into brand new k-6 buildings three years ago and now our system has decided to move us again into two buildings at k-4 and one building as 5-6. To the dismay of the teachers and community our voice did not seem to count. I realize change is good, but only being in a building 3 years with test scores up and no problems why would you change something thats not broken. The school system currently thinks the have the fix all solution to our problem, but only time will tell.
I agree with Palmer on the statement, “Teaching, like any truly human activity, emerges from one’s inwardness, for better or worse. As I teach, I project the condition of my soul onto my students, my subjects, and our way of being together.” (p. 2) I feel this way because as a teacher, I myself, am a visual learner. I noticed that I reflect this onto my students in almost every lesson. I always try to incorporate another source of learning by making it fun to engage my students interest. Whether it be, dressing the part of a character, using puppets, singing a song, or making a project to go with the lesson. I use these tactics because I found that in my own personal life I learn better when the material is presented in an active environment that involves the group as a whole. My teaching style mirrors how I prefer to be taught onto the way that I instruct my students.
Wow! I’m writing my first blog! Of course, my 11 year-old daughter blogged throughout her 5th grade year, because she was blessed with one of those truely “connected” teachers! Her teacher displays all the characteristics that I hope my students feel I possess as well. Mrs. Jones, my daughter’s teacher, definitely shares “a strong sense of personal identity infused in her work.” As a biology teacher, I couldn’t help but think how Palmer’s discussion of identity & integrity correlate to the “nature-nuture” phenomenom in science.
After completing the REAP activity this afternoon, I kept finding myself reflecting on the number of examples of disconnectedness in teaching that I have witnessed through the years as a result of the grading system, departmental fragmentation, competition between peers & bureacracy - faculty versus administration. Even with those sad reflections, my overwhelming passion for teaching prevails!!
“Teaching like any truly human activity, emerges from one’s inwardness, for better or worse.”
Teaching truly is all about the human condition, not just about the subject matter at hand. I know that I learn best when I feel safe and comfortable - yes, perhaps with the subject matter - but primarily with the learning conditions. If I am comfortable with my instructor, my surroundings and my peers, I am much more likely to come away from a class with a much richer experience than if I am trying to focus on accumulating information only. This is true even in courses that I entered with fear and trepidation about which I had absolutely no prior background. Why would it be any different for the students we teach?
Teachers set the tone for safety, comfort, and acceptance in their classrooms. The kind of person that you are is truly evidenced in how you teach and how you treat others. Your subject matter may certainly be your passion, but relating to people should really be your first passion if you want to teach.
In another class I took earlier this summer, one of the questions asked of the class was to remember the teacher you liked most and say why - a large portion of the class responded that it was the person who made them laugh, or the person who took an interest, or the person who cared about them as a person. Not that many memories were based upon the amount of valuable subject matter learned in the class. This is what it is really all about, and it isn’t something that a person can fake.
I have seen a saying that I truly value and believe in, and I wish I could remember the exact wording because it is much more eloquent than my rendition here, but basically it goes something like, “Students may forget the infrormation that I taught, but they will never forget how I made them feel.” If we don’t “connect” with our students, we aren’t providing them with the complete learning experience that they deserve.
“To reduce vulnerability, we disconnect from students, from subjects, and even ourselves.”
I agree with this statement because sometimes we have fears that get in the way of good teaching. As was discussed in the book, these fears can be of the students (misbehavior, not listening to us, etc.) of our colleagues (judging us, being better than us) or even of ourselves (not being good enough). I believe that fear can hold us back, as a defense mechanism, from being the teacher that we could be if we would connect to the students and the subject. As quoted by Palmer, “As we try to connect ourselves and our subjects with our students we make ourselves and our subjects vulnerable to indifference, judgment, ridicule.” By building a wall between our teaching “performance” and our inner self, we distance ourselves from our teaching, we become disconnected, and our teaching is no longer from our heart. We no longer have that strong sense of personal identity in our work that Palmer says all good teachers share. To be the teachers that we want to be we have to be willing to be vulnerable and open ourselves up to our students; we must become connected to them and to our subject. Sometimes that is a little scary.
“To reduce vulnerability, we disconnect from students, from subjects, and even from ourselves.”
I do believe this can be true. An example that comes to mind happened this past school year. At a faculty meeting, our principal was discussing with us the ways that students can interpret or rather misinterpret things that teachers might say in the classroom. She gave some very specific examples (I wish I could remember them exactly) of things that were said by teachers at our high school and how the student misinterpreted the statements. Most likely the teacher was trying to connect with the students and be themselves in the classroom. Instead, it seemed to have backfired. Hence the connection to the quote above, we are better off disconnecting with students so we don’t leave ourselves vulnerable. I think that is terrible. I remember leaving that meeting feeling fearful of what I might say to my students and how they might “interpret” a joking or sarcastic statement. Or how many times have I said things like those statements that didn’t backfire on me then, but who knows if the next time it will? My joking around is part of me that allows me to connect with my students. It is a shame that we have to be so worried about things such as this that we do disconnect so as not to leave ourselves vulnerable.
How ironic that a national pole ranks teaching 2nd only to medicine as the most respected profession. Yet, we cannot get the respect that is due us. Are we treated as equals with other professionals? Masters of our craft? The actual respect comes as it can be controlled or manipulated. Teaching is ‘pure’….it takes its ‘raw material’ at its very essence and molds/carves/constructs/creates a masterpiece! Are we expected to have wait years before our ‘work’ is recognized, as it is with other artists? These wonders of nature have the right to learn, and we have the right to teach without outside forces questioning our every move. We are professionals and we do have the knowledge and skills to shape a future. When will be have “creative control”?
“Teaching, like any truly human activity, emerges from one’s inwardness, for better or worse. As I teach, I project the condition of my soul onto my students, my subjects, and our way of being together.” p.2
“Teaching, like any truly human activity, emerges from one’s inwardness, for better or worse.” For better or worse. Those that can’t do, teach. Right? Teaching is like any human activity that comes from within, and for better or worse we are born with the ability thus giving us a diverse population of extremely good and not so good teachers. While I do believe that teaching does emerge from within, and I believe that we can learn from even our lowest learners, I think the better or worse can be determined by not only the ability to teach, but the desire.
“As I teach, I project the condition of my soul onto my students, my subjects, and our way of being together.”
It was mentioned today in class how our personal classrooms our our homes away from home. We also spoke of Palmer’s definition of connectedness and by creating the web of knowledge of our subjects, our self, etc. with our students. Even if we kept our personal lives personal, who we are would still be projected onto our students. It would come out in the way we presented a lesson and did a victory dance when they understood it, in the Ohio State bulletin board we put up for football season but decided to leave up all year orthe music playing in the background of our classroom. If we allow our students to see we are actually real people and supplement our teaching by telling them stories of our personal life experience rather than having them read about someone they don’t care about in a textbook we are starting to form the web Palmer described. So in our homes away from home, leave the door open once and awhile and see which students stop by just because the door was unlocked.
I really wasn’t sure what this class was all about. I’d heard great things about it and knew it was a book study, which I love!! However, it is so much more than that. When I read the book summary, I was thrilled…..Parker Palmer hits the nail on the head…..good character is what brings about a good teacher. All of these years it has been so clear…..there are good teachers and there are those that….don’t get it. Palmer is a genious for writing a book about this. It gives all sorts of teachers a chance to take a look within and find the answers. I can’t wait to share some of the insights from this book with my colleages. I’ve always considered myself as a work in progress. I am very self-reflective and I always want to make myself a better person. I read books all the time that will help me grow as a person, and I this is among them. Just recently I have really learned the power of positive thinking. It certainly isn’t the first I had heard of it, but it is the first time in my life when I have no choice but to think positively. Anyway, it is such a life-changing thought process. As a teacher, it is SO easy to get caught up in the negative talk. It really brings you down, even being around it. This has to affect our teaching. I look forward to our next class and more insights from this incredible author.
I do believe teachers are easy targets. All I ever hear about is how easy I have it as a teacher because of the “short work days” and vacations! I feel like I spend most of my time defending my career and convincing people of the importance of it! I often ask these people why they didn’t go into teaching if it is that easy. Ironically they never have an answer for this question. I find it really hard sometimes to put all of my heart and soul into something and have so many judgemental people staring back at me (students, parents, administrators) I don’t know too many other jobs that people are so vocal about their expectations and are quick to tell you when they don’t think you are doing what they want you to!!!!!
Teaching is a calling, a vocation, a gift–not just a job!! Great teaching comes from deep within the soul, making it an art, an integration of our identity and integrity, thus exposing our inwardness. As Palmer states, true teachers exhibit a sense of “deep gladness;” we know and love who we are.
We are glad/happy to get up at 5:45 to prepare materials for a new day’s lessons. (well, maybe ont on Monday…)
We are glad/excited to try a new science activity! (So it was cloudy and the solar cells didn’t work.)
We are glad/anxious to grade tests to evaluate students’ learning. (Looks like my lunch period will be helping Johnny and Suzie and…)
We are glad/to spend our own money on stickers, supplies and treats. (Ok, I really don’t need to go out to dinner…)
Students can see our gladness–even if we are having a bad day or a bad week. (Do I dare say a bad year??) We canot hide our self from them. They see us for who we are, the REAL us; we cannot fake connectedness and caring with them. We can fool some of the students all of the time, and all of the students some of the time, but we cannot fool all of the students all of the time.
Students can see if there is a teacher within the teacher. AND if there is not, perhpas that is why some are silent……..
I often feel vulnerable in the classroom but I think this is an opportunity to grow personally and professionally. I am a music major but my main focus was in band. I never sang in a choir in my life! After many cuts in my school district I was bumped to the choir director. I have never been so scared in my life. I walked into my high school choir (many students knowing more than me about choir) I felt so out of place and miserable!!!!! 5 years later I not only love teaching choir but the whole experience has given me more confidence professionally to think outside the box and not be afraid to try new techniques and most importantly, ask for help when you need it. Personally I have so much more confidence in myself because I know I accomplished something that I would have been to afraid to do if I had not been forced to. It makes me want to try new things because you never know what you may be good at or more importantly you may find something you really enjoy!!!!
The quote “Teaching, like any truly human activity, emerges from one’s inwardness, for better or worse. As I teach, I project the condition of my soul onto my students, my subjects, and our way of being together.” really connects with my educational philosophy. I truly think my students know who I am and understand the flow of my classroom and can therefore thrive. I also truly think I know as much about my students as they are willing to show. This creates a classroom environment where the sky is the limit!
“THE STUDENT FROM HELL!
the only thing to fear is fear itself> who is this student? why is he a problem? what events of his life led him to be this way? what can i DO TO HELP? DO i JUST LISTEN? dO i GIVE HIM ADVICE? dOES HE WANT ADVICE? dOES HE JUST WANT A LITTLE SYMPATHY? All I can do is care and put my”money where my mouth is”
God grant me the serenity to accept the things I cannot change… courage to change the things I can… and the wisdon to know the difference!
i agree with Cindy. I feel teaching is a calling. Teachers are some of the most passionate people I know. We put our hearts and souls into our classroom and students. Exposing so much of our true selves to so many makes us very vulnerable. All teachers need to take chances, playing it safe gets very boring and lowers the learning threshold of the students. Everything a teacher does can be a bomb or be a great success. As teachers I feel we are very good at picking ourselves up and dusting ourselves off and trying again. We do it because we care and want the very best for our students who by the way are our future!
It’s interesting because I have just read two different articles recently about how our society is learning to become “victims” in which we always want to blame others for our own actions. As a teacher I can see the paradox in which yes teachers are vulnerable-partly because we are attacked so much for just doing our job but also where we have now learned to paint ourselves as victims. Its NCLB, the OAT-oh how we love initials-and that is why our job is not going right. Maybe it’s time we all started to join our paradoxes as the author of the Courage to Teach tells us to do and stop becoming the victim. We are vulnerable to outside forces but it is our job to control what happens inside of the classroom and ultimately we are the ones who are responsible for our students.
on 6/26, both Nancy and Ashley posted blogs agreeing that disconnectedness reduces vulnerability. I agree! It’s true! It’s safe! Because whenever we do anything in life, or voice any opinion we truly believe in, we are vulnerable - we are “putting ourselves on the line.” And yes, it’s not always safe or even comfortable! Yet, it is only when we do this, that our fervor for a subject or an opinion is truly evidenced.
Is this not why we chose this profession? Because we have a desire to share not only knowledge and material, but also our fervor with students? Aren’t your best teaching days those on which you feel you truly “connected” with someone? Mine are.
Why would one choose to be simply a disseminator of information - books and the internet can probably cover that with so much more depth than we can. To be teachers, we need to “connect” as “human to human” to add that extra dimension to true learning that cannot be found simply in the acquisition of information. And yes . . . we are vulnerable.
I took this class on June 19-20, and had difficulty blogging but today finally got in. The information isn’t as fresh in my mind, but this class and the author’s message stayed with me. This book had some very powerful messages and helped remind me why I became a teacher. I really love the quote that others have posted, “As I teach, I project the condition of my soul onto my students, my subjects, and our way of being together.” I feel that I DO project my soul when I teach. I think my students know this and appreciate this about me, as I appreciate when they show me their true selves in the classroom. I also enjoyed the poem that we learned about in class called Fire. It reminded me that sometimes we overanalyze what we do as teachers because of all of the outside factors, when in fact there is beauty in simplicity.
“To reduce vulnerability, we disconnect from students, from subjects, and even from ourselves.”
This is so true not only in our professional lives but our everyday lives. When we are uncomfortable we often withdraw or even overcompensate by becoming more animated. In the education situation we rely on what other “stronger” teachers may say instead of what we feel in our hearts. We become scared to change what we really know is not working and beat ourselves up, possibly because we are being beaten up by parents or administration, instead of encouraged! Hopefully as I grow as a teacher and use the information presented in this seminar, vulnerability will become almost a aphrodisiac, for lack of a better word, and I will try, try, try and fail, fail, fail but learn from each experience and in turn influence the young people that so badly are looking for new information and learning experiences to fall into their laps.
Looking at the “Sounds of silence” as a paradox in the classroom is a new concept to me. I recall a famous quote of (paraphrased) “not saying a word, they may think you a genius or fool and opening one’s mouth will confirm it.” Perhaps that is what is going on in our students’ minds. There need to be many avenues for students to express their emotions and knowledge of materials without fear of criticism from peers. I don’t have all the answers. I am continually looking for ways to motivate and encourage students to take ownership of their learning. I want my students to love and find value in the things I have to offer and have as much passion about learning as I do. I need to embrace the thought of modeling behavior and let go of the expectations I may have of my students. Through reflective writing, I have been amazed at the perceptions of my students. Some students can and do express themselves deeply and can get to the richer meaning of what my lesson or classroom has to offer. I hope to take the energy and enthusiasm back to my classroom this fall that I felt through the support of my peers and the inspiration of “The Courage to Teach.”
I also agree with Carla that teachers are easy targets. Yes we do get vacations and summers off, but I always invite the critics to spend a day in my classroom. I think we learn to ignore these critics and laugh them off because we know in our hearts how much work, time, patience, and love it takes to be a successful teacher. We put ourselves on the line on a daily basis at work- we are always under the microscope. But I think we learn to have a very thick skin and just remember why we got in this profession in the first place.
Teachers will live up to their potentioal as leaders only when the school environment supports their effort.
The key word here is ONLY. I think good teachers make the most out of nothing, no matter what support they do or do not have. Teachers can’t let the “lack of materials” or a “poor environment” shape their lessons to be poor or mediocre just because someone says there is no support for their efforts. This is where creativity comes in. Teachers are one of the most resourceful group of people I know and I feel confident that where there is a teacher who will, there is a way for the teacher to be successful. There is always at least one parent or community member who would be willing to give his or her support in some way!
“Teaching like any human activity…..”
The saying “those who can’t do, teach” is one that many who are not in the teaching profession are apt to spout off. While I get offended when people say it, I can’t help but remind myself that they have no clue what it takes to be a teacher. That they wouldn’t know how to read, write or do math without the education they received from TEACHERS. I am passionate about my job and try to transfer that passion to my lessons and students. For example: we all encounter kids who say ” I hate reading” and respond with “you still have to read”. I take it as a challenge to find a book that I think a kid might like, read it , give it ot them for a try and if they like it we now have something in common to discuss and if not, I go back and try again. This keeps us connected, we share likes/dislikes and maybe we will both try something new. I have students in my room all the time asking for a suggestion of a book because they know I’m a reader and they know I will truly help them find something they like. In return, those students tell a friend and it becomes a snowball effect. More kids are readng and as a result I connect with more kids because we have a common connection.
I am responding to jkaess from 6/20:
I definitely agree with her as far as being true to our integrity and identity. It absolutely reflects in our teaching and you should be passionate about what you teach. My methods clearly reflect who I am and what I value. Most students clearly pick up on this and it also tgoes the other way (if you are not passionate they pick up on this).
There can be so much negativity with our jobs from people on the outside and until someone wants to walk in our shoes, then they should keep their mouths shut. I would not judge someone else’s profession unless I had a chance to really live and practice that profession therefore no one should be quick to judge!
In response to the many blogs on teachers being targets. I think that this is totally true, but totally human nature. I equate it to the paparazzi and movie stars. Nobody enjoys being followed around and scrutinized at every moment, when you may not be at your best, but we all feed off of others mistakes and societal mishaps. We chose this profession, just as Angelina Jolie chose to show off her marriage and children with Brad Pitt. Make the best of what you have- be glad that someone is interested enough to care what you are doing everyday and be confident enough in what you are doing to welcome those “photographs” that the community or other teachers are taking of you. When the camera clicks on a not so pretty moment reflect on it and then move on instead of “blaming back” and trying to feel sorry for yourself or the profession that you have chosen. Make yourself proud and those around you will feed off your pride and enthusiasm and stop tearing you down and begin to see the future you are trying to build for those around you. It might take time and a lot of “bad hair days” but your confidence will win out in the end.
Regarding Chapter 2 of “The Courage to Teach,” my greatest fear is the fear of failure. I knew if I went into education as a profession, I would eventually have to get my Master’s degree. My mother had her Master’s, my grandmother had her Master’s, and my aunt had her Master’s. These were three amazing women who were pioneers and accomplished women in their areas of expertise. My mom, in her retirement went on to vocal performance with the Fort Wayne Philharmonic, and traveled to Europe in the 80’s with a touring choral organization. My grandmother spent 36 years in the classroom and nearly the same amount of years in retirement doing volunteer service. I was in the throes of motherhood and teaching full time that I finally began my journey toward my Master’s. If it weren’t for the support and modeling of my family members, I don’t know if I would have pursued the same path. My career truly chose me. I embrace my fear of failure as it always empowers me to do my best and then some. I look back with pride on my accomplishments and achievements as I hope my children and students will someday do too.
I totally agree with Sharon’s comments posted yesterday about a teacher’s connectedness with his/her students being more important than the subject matter. How we can “touch” our students with what we say or do, and how we can make them feel will be more important in the long run than the information we give them. One of my favorite sentences from The Courage to Teach was given early on in the book. Palmer said, “Good teaching cannot be reduced to technique; good teaching comes from identity and integrity of the teacher.” So, using all of the latest and greatest teaching methods and technology isn’t necessarily going to produce a great teacher, but someone who puts their heart and soul into their teaching will be a great teacher. We have to be willing to make ourselves vulnerable (that word again) to criticism and failure in order to be successful. (Is that a paradox??) We have to be true to ourselves when we teach, open ourselves up to our students so they can really know us and feel connected to us and the learning will come easier. If they feel accepted and safe, they will be more open to learning.
I want to respond to what Carla said this morning. She wrote that she was a music major who primarily focused on band, but was given the position of choir director. She said that she was initially unhappy, but after five years she loves teaching choir and has gained a great deal of confidence from the experience.
This comment struck a chord with me because I tend to forget how rewarding it can be when I step beyond my comfort level and try something new. Fear often keeps me from trying new things at school because I’m worried about things not working out like I wanted them to. Palmer talks about experiments being risky, but necessary. This is true, but it is a truth that I sometimes feel more comfortable ignoring.
I’m really looking forward to taking the techniques and ideas that we’ve discussed over the past two days and applying them to my teaching next year. I wish everyone the best of luck in their classrooms.
“Teaching, like any truly human activity, emerges from one’s inwardness, for better or worse. As I teach, I project the condition of my soul onto my students, my subjects, and our way of being together.” (p. 2)
I have always told people that teaching is not my job or even my profession — it is who I am. Now I understand better why I feel that way (and have since I fell in love with school as a first grader). My thanks to Parker Palmer, our instructors, and all the people who shared their thoughts in class and on this blog.
What a pleasure to spend two days with likeminded people, to be lifted up again and reenergized after the long tough year full of changes and stress. i find myself wishing that school would start next week so I can try on some of the techniques we practiced in class. Just kidding!! How nice to “lay it down” for awhile and find the “breathing space between the logs” with a vacation. I am glad to be reminded that we teachers are people first and need to nurture ourselves before we can care for our students.
Response to the blogs of Toni, Sharon, and Nancy
I agree that teaching is about forming relationships with our students. Sometimes we don’t even know that we have formed them—or we don’t know or understand the impact that we have had on a student. (Is this a paradox?) The year ends, and we think that we have not succeeded with a particular student, but it may be years before a seed that we have planted sprouts and takes root.
This reminds me of Rick, a sixth grade young man who was wasting his potential. I tried everything to reach him, but he left my classroom a D student with his long hair and baggy jeans. Five years later a clean-cut, well dressed handsome young man walks into my classroom and tells me that he finally listened to me, and proceeeded to share with me his story.
And then there was Kay, another bright sixth grade girl, who was always silent in class, yet she would want to hang around my classroom after school. I don’t even remember what we talked about–nothing that I can remember that was earth shattering. I met Kay’s mother again when Kay was a senior, and she told me how I had helped Kay get through the most difficult year in her life thus far, the year her parents were getting a divorce. Neither she nor her mother (during conferences) ever shared that with me the year I had her; it was too painful for them.
The lesson here for me was that not all students can “open up” to us when we think they should; we have to continue our teaching and caring and respect their privacy. Some are too vulnerable and not ready to expose themselves to us– and that’s OK. They just have to know that we are there for them. Some students connect to us emotionally or personally, and others connect to us through our content. I don’t think we can always predict or know exactly how we will affect a student.
As Toni said, keep that door unlocked in case you are lucky to have a student come back and share their story. I believe that for the one student who does, there are hundreds more who probably think of you and mentally thank you for thousands of different reasons–some of which actually have to do with the content of what you taught or the skills that you drilled in them!
Yet even without students’ feedback to us, we keep teaching. We continually try to do our best with each child. WHy? Because we need to teach. Because that is who we are.
I came very close to backing out of the book study. There was a lot going on with my mom. But. I knew that I needed to be with all of you. It was my mom who recognized early on that I loved being with kids and told me that I make a great teacher. Since she was a great “teacher” to me, I knew she was right. I only tell you this because my mom passed away this morning. She’s with my dad now and at peace. I really feel a renewed sense of “courage”after reading Parker and listening to all of you share your stories. (And….if wine HAS to get older to be better…why not teachers??) I hope - with the help of Nancy, my partner - to use these techniques to build integrity! Thanks, Susan and Linda…you were so real and I learned a lot just listening and watching you two interact. Sisterhood!!
Marita-I just want to tell you that you were so much fun to listen to in class and you were so inspiring to me. Here you are with a major event happening and you were still cheerful and funny and outgoing. Nancy is really lucky to work with you. I’m glad that you have a sense of peace about your mother, and even only knowing you for two days she has to be so proud of you. You are a great person.
Thank you too to Susan, Linda and Jeff. This book is one that I will refer to often in the years to come. I’ve always felt that teaching was a calling and it was one that I tried my hardest not to answer. My husband questions why I do what i do especially because it can be so overwhelming at times but as the one person reflected we do what we do because of the kids. My own F student inspired me in ways many of you can’t imagine. Perkins the school where I teach went on strike two years ago-something no one wants to face yet we had to do it. It was the scariest time of my life. On the picket line the second day one of our old students drove up in his beat up truck, parked in the parking lot we were forbidden to go into and cranked up the song,”We’re not going to take this, no we’re not going to take this” and suddenly twenty teachers-tired from walking with signs all day started signing, dancing and celebrating. It was a moment that noone can take away from me. After going through the strike I suffered a mental break down and didn’t teach for almost a month-something that was unthinkable to me until that time period. What brought me through was family, friends, coworkers and the knowledge that another group of students needed me. Is teaching still difficult for me-yes and it always will be b/c I want to save the world and I can’t. It’s moments though that get me through and it’s finding validation through books like the Courage to Teach that will help me whenever I need it. Thank you.
I am responding to Cindy’s blog left this afternoon. She stated “I agree that teaching is about forming relationships with our students. Sometimes we don’t even know that we have formed them—or we don’t know or understand the impact that we have had on a student “. Throughout my teaching experiences, I have found this to be true as well. A quote from Palmer states “hospitality in the classroom requires not only that we treat our students with civility and compassion but also that we invite our students and their insights into the conversation. The good host is not merely polite to the guest—the good host assumes that the guest has stories to tell.” The examples of elementary students always wanting to share a story struck me as funny and I reflected back on class, and thought of those teachers sharing stories from their elementary classroom. Ironically, I have found that high school students want to share stories just as much! Throughout my teaching in a special education classroom, I have opened my classroom doors to a variety of students with various needs. I find Palmer’s quote to be incredibly significant within my my own teaching because my ultimate goal is to open my doors to a classroom that is not only diverse, but compassionate and trusting in which stories can be told.
Responding to Ashley’s comment:
I am in complete agreement about the conflict between the importance of connecting to students and the professional risks of doing so. As each year passes, I find I deliberately connect less with my students because I want to reduce my vulnerability. After all, I now have two children to whom I have the greatest responsibility - my own children - and to make myself vulnerable professionally is a risk I can’t take. It’s disappointing, because I see that my students are not as connected as they were when I first started teaching and was naive enough to be more real with them (obviously within reason.) Like Ashley, I joke less for fear of being misinterpreted, and I see that the kids don’t seem to have the joy in my classroom that they used to. I’m at the same school as Ashley, and I remember well the faculty meeting she mentions. I walked out feeling the same way. What’s an administrator to do, though, in this world of litigation, but to advise faculty to be guarded? It’s a quandary.
(I’ve recommended this book to my principal as a potential professional development tool for our faculty, because it raises such interesting questions. I’d love to hear the discussions that would ensue from our team reading this book and sharing reactions. I think we’d really grow.)
It was so great meeting so many teachers from different districts, different grade levels, various levels of experienc etc. and discovering that we all have so much in common. I believe that we all want to connect with our students and make a difference. This is why we all became teachers. It certainly wasn’t for the huge salary! I’m still a teacher after 25 years because I want to instill a love a learning in students. Even though we are targets and hear that “It must be nice having three months off in the summer,” we get up each day hoping that we will make a difference. Education has changed so much over the 25 years that I’ve been in the business. I’ve seen whole language come and go, phonics return, special ed pullout, inclusion, NCLB, etc. I did my student teaching in a school district that still used paddling as punishment. In fact, I read in the PD a year ago that this same district still has not abolished that practice! I think we just need to keep our hearts open and face each day with a smile and remember that we do make a difference.
I agree. The Courage To Teach would be a wonderful book to explore as a staff. Wouldn’t it be interesting to hear what those closest to you in the trenches think about Palmer’s ideas? I have enjoyed the deep thoughts he presents and look forward to digging deeper to uncover more meaning in my teaching life.
Hey, Ashley, Shelly, Holly & all the awesome teachers & administrators (that’s for you, Jane) who had the “courage” to examine themselves through the text and activities presented in this class!
Perhaps, one of the most significant things we could do with the insights we have gained from this workshop is to create a peer-driven staff development program. Yes, that means we would be the facilitators. . . and yes, it might take us way beyond our “comfort zone”. . . but isn’t it a little exciting to think what positive results might occur if more of our colleagues strived to overcome “the disconnectedness of teaching?” (Wouldn’t it be great if we could at least narrow some of the fissures dividing our staff? Ahhhhhh.)
I think it’s worth discussing & I’m ready to take on the role of “Cafe Host” for the World Cafe!! Ha! Ha!
Marita: My heart goes out to you & your family. May your “courage” continue to grow. God Bless You!
In response to Liz, I too enjoyed meeting so many teachers. I happen to be a teacher that is just beginning my carrer. I went back to school after staying home with my children. The reason I went back to school to get my teaching degree was because of the impact my childrens teachers had on their lives. They truly connected with my children and had an ammazing impact on my children. Both my children are in high school and still return to their elementary school and visit their teachers. My children enjoy learning and discovering and this truly because their teachers connected with them and made them WANT to learn and discover new things. Most of all they instilled the confidence to try new things without being afraid to fail.I want to be a taecher that has such an impact on students.
We are a reflection, as people of all the experiences we have had in our personal and professional lives, be they positive or negative. What we do as educators is to draw from those experiences and present ourselves to our students and collegues in ways that reflect our set of beliefs and intregrety, derived from those people and experiences who have impacted us. It is easy to see sometimes, who of us have been so injured by those past experiences that they have become cynical and hardened people and educators. The really unacceptable part, is that these same people are in positions that impact our vulnerable students. The cycle continues, those infected students will then be impacted in ways we will never know, as they continue to develop their own beliefs and integretity which will affect their future personal and professional lives. Will our impact on our students and collegues be positive or negitive? That is an essential question we need to be asking and answering! We are all a product of our past and present. I hope I can continue to hold true to my beliefs and integretity at all costs. There is never a price that is too high to pay!
I feel so blessed in so many ways. These two days spent with such an inspiring, dedicated and truly caring group of educators,( presenters included!) made me know that this profession we call education and teaching is so much more than a job, it is a calling, a gift, that we are meant to share.
It really doesn’t matter what your title is or what your job description has written on it, we are the people that do persist dispite everything that has been slung at us and served up to us to make something out of. We do this because we believe that we can make a difference in this life and in the lives of many others. I am sure each of us has had an experience with a student or a family that has validated this belief. These are the experiences and the memories we should cling to and that gives us the courage to go on! This business, called education, is often a lonely place to be, but when you walk out of the blinding spotlight, a clear sense of who we are as educators and a great pride for our work, become crystal clear and we know without hesitation that we will continue to do what we do for as long as we are meant to share. This is our calling, OUR GIFT to this life. We have been selected to be part of the noblist of professions!
God Bless you and your family in the loss of your dear Mother, Marita. There is no one like our mothers. She will always continue to be, through you and all of her children. I too have shared the loss of a mother. My heart hurts for you and yours.
Patty, I had the exact same thought about having those of us who attended this workshop volunteer to facilitate discussions/activities if we were to read all or part of this book as a faculty team. Let’s talk (preferably in shorter sentences than my first one in this reply!)
” As I teach, I project the condition of my soul onto my students, my subjects, and our way of being together.” (p. 2)
I have long held the belief that happy people make good teachers. By happy, I mean at peace with his/her own strengths and weakness. When we are “o.k.” with who we are, we serve as role models for students who strive to strike a balance with their own strengths and weakness and are constantly struggling to develop a self-identity. Admitting to some characteristic that may perpetuate fortitude and perceived success is easy. But those little idiosycracies (sp?) that hold us back in various areas are tough to acknowledge, let alone embrace as part of us. By human natures we are quick to avoid any situation in which we are fearful. And that comes across to our students that we are self-proclaimed “perfect” people, an unattainable situation for them to achieve. But, admitting to those fears/weakness, and demonstrating that we are still thriving/doing the best we can within our limits, we project a more realistic achievement for students to work towards.
In response to Jane (Ash, Patty, and the rest of the fab educators of Courage–thanks for a stimulating 2 days)
I agree with both of your comments. Whether we want to admit it or not, inherent in our profession is the obligatory social education of integrity and character. It’s unavoidable because we are working with children–gobs of them–on a daily basis, many with no role models/confidants except us. Big task to undertake, but we shouldn’t be there if we cannot accept the charge. It’s unsurmountable to think that we can “save them all,” but we can make “dents.” I thank you for your little metaphor. It gives great perspective and seems to make our task much less overwhelming. Dents should be our goal. And no matter how small (some we may never know about), we need to use them to give us our courage to continue.
I found this book study to be very beneficial to me as a teacher. The Courage to Teach gave me the opportunity to reflect on my teaching styles and rapport with my students that was very much needed. It was nice to hear other teachers discuss similar situations they were facing in the clasroom. In addition, the book study allowed for open discussions and ideas that were extremely useful to me as a young teacher. I really enjoyed the activities that were presented as well as all of the handouts that I will utilize within my room next year. Thank you! Great Job!
Chapter 2 cocentrated on fear in the classroom, as a teacher and as a student. As an Intervention Specialist, it is my goal to break that fear with students that have disabilities such as SLD. A lesson that requires independent work or classroom discussions usually calls for a lot of patience on my end…my students “fear” talking in front of their peers. It takes tons of prepping to have my students independently answer an open ended question that requires reflection on their own. Sometimes it takes me letting them know at the beginning of class that each individual will have to answer one question by the end of class. I believe dropping this “hint” will allow students to gain a comfort level. Watching students grow by creating a warm environment with no wrong answers is completely rewarding to me as an Intervention Specialist.
“Teaching, like any truly human activity, emerges from one’s inwardness, for better or worse.”
I agree with this quote from Palmer. I feel as a teacher I am passionate about my subject areas and what I am teaching my children comes from inside. I pull in personal experiences and try to gather what interests my students. This could also be a bad thing for negative teachers. No one wants to be in a room when a teacher is very negative towards his/her job. Kids pick up on everything no matter how young or old they are. Negativity will not do any good for any student.
I agree with gualta when she responded to the quote“Teaching, like any truly human activity, emerges from one’s inwardness, for better or worse.” I also feel that after the first month of school I am starting to really know my students and their potential. This gives me the ability to really challenge those underachievers and help those that may need a little extra guidance. I also try to share personal things with my students. I feel students repond better when they know a little bit about you. It helps them open up and share their needs/likes with you. It also makes them more comfortable in your classroom.
Responding to Jeff — “My logic goes like this. If how a teacher treats his/her students is not a reflection of the way they feel about themselves, then it is possible to behave one way yet “feel” another way. If that is true, then there really no such thing as “connectedness” because the “self” that teacher can exist without being linked to the “self” outside of school.”
Jeff’s comment made me really think about the boundaries that teachers try to draw when defining themselves both in and out of school. I think its not a matter of our own “self” being the main component of the “connectedness” but I think rather looking at it from another perspective with the student being the center of “connectedness.” I feel that outside a school I have a different “self” than the one the is portrayed professionally within the confides of school. However, this is where if feel that the “connectedness” comes in to view, at least in my perspective, in the realm of teaching — there is always one students that both my “self” in and out of school worries about. That one students who’s classroom behavior and attitude I will play over and over again in my head trying to find a better way to reach him or her. I try to leave school at school and home at home and in a perfect world that is possible — but when it comes down to best interest of the student, even with my social and professional “self”, I can’t differentiate the two apart.
Food for thought….
One of my favorite quotes in the book was this: “The most practical thing we can achieve in any kind of work is insight into what is happening inside us as we do it.” Personally, I don’t think I would be in this profession if deep down I didn’t love it. And I find that sometimes I need to remind myself of this — especially on those frustrating days where I question why I went into this profession. But for each moment of frustration I feel that there are always moments that remind me of why I went into this field and why I keep coming back!
“Good teachers possess a capacity for connectedness. They are able to weave a complex web of connections among themselves, their subjects, and their students so that students can learn to weave a world for themselves.” Sometimes in our quest to teach all of the required material in our course of study we don’t take the time to secure that connectedness with our students. We have to be aware that they come into our classrooms with a lot of baggage. We have to take time to acknowledge, commesurate and sympathize in order to overcome the barriers to learning.
I’d like to comment on the points made by Christy on June 22nd and Christy on June 26th pertaining to Teachers being easy targets and expected to cure the social ills. We all find it frustrating when parents, community members, press etc. complain about teachers and the educational system. However, Christine made the perfect point. We all scrutinize different professions. Why? Because we hold high expectations of them. Parents and community memebers have and should have high expectations of us and the teaching profession. We are responsible for their most precious possessions..their children. This is why it is so important that we provide continual and positive communications between the schools and the community. We need to involve the press with the successes in our classrooms. We need our community members to read about the “many” positive things that occur in the daily classroom instead of just reading about the “few” negative occurances that take place yearly in the educational setting.
Commenting on AForthofer -
Many jobs you are able to just punch a clock and leave your work on your desk until the next day where you will pick it up again and continue. By dealing directly with the lives of children, it is extremely difficult- particularly with the student from hell or after any rough day - to leave school at school, and home at home. As teachers, our wheels are constantly turning in order to figure out what we can do to light a fire for the difficult student or make things easier to understand for the kids that are trying very hard but just aren’t quite getting it.
“Teachers make an easy target, for they are such a common species and so powerless to strike back. We blame teachers for being unable to cure social ills that no one knows how to treat; we insist that they instantly adopt whatever “solution” has most recently been concocted by our national panacea machine; and in the process, we demoralize, even paralyze, the very teachers who could help us find our way.”
Most of us would say that one of the most difficult aspects of our job is the criticism from parents and other community members. I think it is important to accept that this will always be part of our job. The most important jobs get highly criticised. Look at the President of the United States. Have you every heard more negative things than about the man running our country? Look at doctors and the many lawsuits that they must face. I think teachers have an important job and because of that, we will face intense scrutiny. It is important for us as educators to have the integrity to stand up to it, learn from it and sometimes ignore it
“Teaching is about forming relationships with our students…”
It is impossible to know how we affect someone else’s life, but we do. We do by the way we act, the things we say, the things we do, and even the facial expressions we make. As teachers, we have such a big impact on the children in our classes. We are with them more hours than their parents are. We are with them while they are interacting with others, both adult and peer. So what kind of impact do you want to make? We have to put our whole selves into it and help them to become the best they can be! Not only as students, but as people- citizens of our world. So YES, smile (even before Christmas), be knowledgeable in our subjects, be thoughtful in what we say and do, and also be a REAL listener.
Thank you Jeff, Susan, and Linda. I very much enjoyed the class. Not only the book The Courage to Teach (which I am still reading and trying to digest!), but also the Tool Box of teaching strategies, the GREAT conversation/ discussion, even this blogging (which is new to me and quite interesting!) and most importantly for me…the opportunity to take a look at myself as a teacher. I believe myself to be a good person and a good teacher. I always thought that my ability as a teacher was a reflection of the effort I put into it, but perhaps being a good person has more to do with it than I ever imagined! To quote Parker Palmer (p.13) “…good teaching comes from good people.”
Palmer makes reference to the fact that the way we teach need to match our personality. If we try to be someone else it will not work. I take this concept to heart. In graduate school at Baldwin-Wallace College I had a wonderful professor that I greatly admire and respect. I found his classes enjoyable to be in and was greatly entertained by his methods of teaching. He introduced every lesson with a comic that related to that days lesson. It was a fun way to hook the students into the lesson. It also told the students that the class was about to start. I immediately began collecting comics. I have a giant binder that I have organized by subjects and topics. I pull the comics and start lessons with them. I also encourage my students to read the comics looking for related materials to class for brownie points.
This Baldwin-Wallace professor also infused music with his lessons. He was ahead of the ball when it can to multiple intelligences. I have pulled in music from time to time. One such example is when I am teaching space. I use the Jigsaw method to complete this task. After the students have completed their research on their planet and have presented it I play Holst “Planets.” This is a classical composer. I have the students try to guess which planet is begin described in the music. Some groups do better that others. At the beginning of the unit I have the students brainstorm names of
songs that have celestial bodies names in the title or body. This tells me the type of music they and their parents listen too.
Palmer also make reference to the idea of creating a learning environment that is fear free. As an eighth grade science teacher there are many fears in the building. Some are just part of being pre-teens and teens. I am very cognizance of put downs and comments occurring in and outside of my classroom. I immediately stop put downs and work on the students manners. I try to create an environment that allows the students to ask any question that relates to the topic being taught. I tell the students that there is no such thing as a stupid question. I also let them know that I do not possess the power of ESP. If they do not understand something they HAVE to let me know. It is part of my job to help them understand the material being covered. They can ask for clarification during class, after class or by writing me a note of sending me an e-mail (using proper English).
These are some things that I have infused into my teaching style that I borrowed from other teachers. They fit my personality or I could not embrace them. I have tried other things over the years that I thought were good methods but they did not fit well with my personality.
As a student beginning Kindergarten, I could not speak English and my greatest fear was not being able to learn the language. Today’s students at a similar age fear the loss of a parent, due to jail, divorce, drugs or homelessness. My students deal with their fears through play, stories and class discussions.
The poem “Fire” from our class discussions led to a variety of interpretations. These were mine:
Fire: the spark for knowledge
Logs: the knowledge itself
Open Spaces: time to absorb the information
Buckets of Water: dousing the spark to learn
Response to KathyAGNu:
I too had the professor you are talking about at B-W. I have never looked at the comics the same since. I use music all of the time in my classroom. It is such a great way to spark the interest of my students. I have a song for every day of the week and many other themes. I always think of him when I use my props and music. He certainly modeled what a teacher’s identity is all about!
Question to consider as you get ready to enter the classroom again in August. Are you facing the usual fears that go with the start of a new year? How has this workshop affected your approach?
Chapter 2 Student Fears - I think the greatest fear of students in the past, as well as the students of today, is the fear of “not fitting in”. The difference is that today’s students are isolating themselves in their rooms with videogames/computers, having no real person to person interaction.
This is in response to Michelle Burgess and Kim Kauffman June 29th.
Great idea, Michelle to have “Courage to Teach” as an inservice for staff development! I agree with Kim too! It would be so interesting to to hear what our collegues think of this book and the meaning behind their teaching. When we were in the “World Cafe,” my group discussed in great lengths the negative problems and issues caused by others on our staff. The “problem” teachers are always the teachers who never seem to understand the negative issues they cause for their students and other staff members. This book would hopefully force them to see the negativity they cause and maybe give them the encouragement to make positive changes in teaching lives as well as their home lifes.
Wow! This was the best workshop I have ever attended! Thanks to Jeff, Susan, and LInda for being great presenters! During this workshop, we were treated like adults and were able to communicate our ideas in a respectful and comforting environment. I especially enjoyed the opportunity to read the book and have immediate discussions with others. The instant feedback was a plus. It was also nice having the time to reflect on my teaching and beliefs. Palmer reinforced why I chose to teach and why I still continue to teach. I also plan on using some of the tool box strategies with my students. I think they will love the “World Cafe” at the end of our units.
Regarding the issue of FEAR -Simply stated, “Fear instills within each one of us that which is beyond our human cognition.” How can this quote be relevant to the field of education? What do you think it is saying?
Regarding the issue of CONNECTEDNESS - Connectedness must come from within. Who we are on the inside shows through onto the facade. Passion is the catalyst which drives all aspects of our lives! Other than passion, are there other emotions which must be present from within, so as to connect with staff and students alike?
This is in response to Lisap. I agree that this was one of the best workshops I’ve attended in many years. It was very nice to be able to read and have an immediate conversation with a colleague and get their viewpoints. I also enjoyed re-evaluating why I became a teacher. Each year at the end of the year I’m so glad to be done but I immediately start thinking baout the next year. After our class I have many great ideas to incorporate for next year and a more in depth look at who I am as a teacher. Thank you!
Responding to the quotation on pg. 8 of Courage To Teach ‘ To reduce vulnerability, we disconect from students, from subjects, and even from ourselves.’
Teaching is a human activity that comes from our inwardnes for better or for worse. If teachers didn’t feel vulnerable sometimes they wouldn’t be human. We all have good days and bad days. Good teachers dig deeper into themselves to find out what the problem was on a bad day and conversely dig deper to find out what was successful on good days.
Responding to part of the quotation on pg.3 of Courage To Teach- we instantly adopt whatever solution has most recently ben concocted by our national panacea machine;and in the proces, we demoralize, even paralyse, the very teachers who could help us find our way.”
In the teaching of reading to young children I have implemented three diferent reading intervention programs in as many years. These programs are designed to help ‘at risk’ readers catch up. The programs go so far as to tell the teacher what dialogue to use while instructing the students. These programs seem to assume that teachers need to be told how to teach.They take the human equation out of teaching and leave no room for the diversity of teaching styles.
Hello To All:
Wow! What powerful stuff! I think that the depth and insight contained within the posts has surpassed my wildest expectations.
A couple of things have emerged as themes around the posts and I wanted to mention them to see if anyone else noticed the pattern:
First, numerous people chose to respond to the quote about how teaching comes from within. I think that if we had led with that in the workshop, many would have acknowledged the accuracy of the statement because it seems to be intuitively correct. I noticed that people went deeper into the meaning of the statement and developed a deeper awareness of the notion of “the self that teaches.” What other things do you currently acknowledge and accept as true, but have not taken the time to deeply explore?
Second, the quote about students being marginalized in this society did not resonate well. As a matter of fact, I don’t recall seeing any posts that responded to that. If I missed one, I apologize. This begs the question, what do we think of our students? If they do not engage with the content and process of school, what other things might explain that?
Let’s keep the conversation going.
Jeff
Students also project the internal conditions of their souls out into their work and actions in or on the world. I think the difference I notice, especially in reflection on things that troubled me as a youth is that children and teens may feel powerless to do anything to change the conditions in which they are forced to live and operate. I think that these feelings of powerlessness lead them to do things or be in the world in a way they do not actually want to be – however they don’t know any other way – or worse, perhaps they have learned unhealthy ways to be or to cope. They may even develop their own methods – healthy or not – as protective tools to guard from exposure their own interior conditions - Just as we do - yet differently.
I think children live deeply in paradox. Think about kids who seem like they want nothing to do with school, or work or responsibility. I think they want desperately to be responsible, healthy, and successful – and I wonder if perhaps they just don’t know how and maybe they need help, but are afraid to ask or don’t know how to ask for help or perhaps don’t even want to ask for help because they are so deeply ingrained in doing things in a horribly-unhealthy way that it has become their norm. So these kids do things that seem like they don’t care at all. I often think the people who say, “I don’t care” are the ones who care the most desperately.
Think about all of the things that kids cannot control or are powerless to change in their lives: home, school, parents, siblings, neighborhood, external pressures, peers, status, expectations, …
As an adult, I can make changes in my life that kids cannot.
As an adult, even in a situation of powerlessness - I can still reach out for a network of support and care. Do all children have this as an option?