Know Thyself

While contemplating the effort to become a knowledgeable educator, up to date with the latest research and literature, an expert in my field, I was reminded of the Parker Palmer (see I Don't Need No Stinking Experts entry) idea that we must teach who we are. If I am teaching who I am, then to be an expert I must know myself as well as my subject area. That seems easy enough, until you realize it makes you question yourself on a multitude of levels; like what should I be teaching my students, and what do I believe about being "human". Sir Ken Robinson's speech about creativity and the shift in mind set of the educational system from teaching facts and industrial skills to teaching and encouraging creativity grabbed old of me right away. I was inspi

I Don't Need No Stinking Experts!

When one wants to engage in learning new information, new skills, or new philosophies, it is usually recommended that he or she consult with the expertise in that field before deciding what they know or do not know, or setting goals and achievements of learning. This can mean researching the published works of the experts, going to lectures or conferences, and keeping up to date with changing policies. Being an academic has never been a strength or even a focus of my practice as teacher, and dare I say it, even as a student. I have never valued the "facts" as much as the "experience" and the "stories". I would give myself a 4/10 on the category of Critical Practitioner. I had already read Parker Palmer's book "The Courage to Teach", when we were assigned the first chapter in class, which I suppose means I have done some reading on the subject of teaching practice, and I realte quite strongly to the idea that we teach who we are. I have a high values score for "moral purpose" and have always tried to live my life and practice as honestly as appropriate. This can be reassuring but I also have to be careful not to let it become an excuse for poor practice. I have clear strengths and weaknesses, and may always have those patterns, but I am not a static entity and neither should my class be. If I had to name the biggest influences on my teaching practice it would be myself as a person first, and the stories/observations of other teachers and their classes/philosophies second. I enjoyed Naoko Aoki's idea that the stories hold a unique value that the research and theory cannot always capture. This plays into my personality traits (ENFP) of enjoying social interaction, group learning, variety, and the value I place on Intuition over facts. In the first few months I have learned to tap into the experts knowledge in a new and exciting way for me. Instead of sitting in a library flipping through a scientific text that I cannot connet to my own practice, I have begun to use technology. Websites like TED and their video talks that are 18.5 minutes long bring the brightest minds in the western world and their wonderful ideas and inventions to me in lively, engaging media format that makes me feel and experience their knowledge in story format. Like Sir Ken Robinson's thoughts on creativity. Wow! Between these and other new formats, like blogs, podcasts, and webpages I hope to be able to find myself at an 8 or 9 out of 10 in this capacity... always exploring and testing new ideas and old assumptions with the foundation of academia and the experts support.

Being The Person My Dog Thinks I Am...

Who does my dog think I am? I'm not sure, you'll have to ask her; but she treats me like I am sincere, honest, trustworthy, and the leader of the pack. So how do I know if she is right? The process of constant critical reflection, as described and fleshed out by Brooksfield, in Chapter One of "Becoming A Critically Reflective Teacher", is more than a little scary to me. I summarized me feelings about the article by saying "You must always assume your assumptions are wrong." If this is true, than the play on words becomes an exhausting, untenable battle with yourself. What is really happening, who am I really, and did I achieve anything I set out to? I think I am about a 5 out of 10 on the scale for critical reflection. I am very good at looking back and finding fault in my performances, and even accepting those faults as acceptable and part of the learning process. Where I think I stumble is on the plans for change. I recently argued with a sociology graduate student that critique or critical reflection (of society in his case) without a plan and action for change is simply criticism. Criticism inhibits growth, I am trying to nuture it. However, I tend to make many small changes, very quickly sometimes, and to move onto the next challenge before finding full closure to my thoughts about the first one. As I said to Lepin in class, when am I supposed to find time to do all of this reflecting, with school, prenatal classes, coaching, teaching a full load, and pretending to enjoy life once in a while. I guess I hope to be able to improve the effectiveness of my down time, make meaningful adjustments to my practice and learning, and continue to allow myself to make mistakes (8/10). If I keep assuming my assumptions are wrong, and every so often they are right, it will be a bit like getting a gold star that day... oh, wait, are gold stars doing what I think they are? Oh no...

The Learning, Learning, and Learning Capacity

The capacity of continous life long learning is one of the key basis for the field study ideals. The creation of self directed professionals who consistently work to improve themselves and the field they are working in. In this capacity I would rate myself as moderately successful (6-10). My personality (ENFP) is one that leaves me open to changes and excited about new ideas. As a result, I do not have a set or ingrained idea of what "good" teaching is, or what "my" teaching is. I enjoy wearing many new hats and in my short teaching career have continued my professional development both formally and informally. I have completed a one year literacy program known as SMART reading which focuses on the steps required for effective reading. I have completed my Level 1 Resitution training which focuses on working through behavioral issues with students to empower them and the learning community and have them returned to the community strengthened rather than punished and embarrassed. These programs have helped me challenge my preconceptions about teaching and my own practice. They encourage reflections and readjustments in lesson planning and philosophy. As a result, I have begun the journey of critical reflection and continued learning, but I believe that the metaphor of a journey is fitting because I still have many legs to this amazing race. I hope that this program will continue my professional growth while also jumpstarting me into the world of technology. So The first semester has improved my ongoing development by providing me with a new list of possibilities. I especially like th Wiki provided by Chris Kennedy (www.sfupresentation.wikispaces.com) , which allows me to explore a few of these ideas at my own pace, and with direct links to educational responsibility and usability. I would hope that by the end of my two years in LATTE I would be able to feel like I am successful in the capacity of self directed learning (8/10), and that I would would have new skills and experiences to continue to research possibilities and challenge the status quo.