Category Archives: Education

Education

No Straight Lines

Leave a comment

Beginning at the parking lot and continuing along the walking trail leading to my favourite climbing spot are whimsical painted stones giving life advice. One that I particularly like reads, in translation, “The crooked tree enjoys life. The straight tree becomes a board.”

I have to smile every time I see this modified teaching from Daoist philosopher Lao Tzu. Indeed.

Consider an individual who carves their own path versus one who unquestioningly follows a straight line. Think of creatives, often revered for their skills, who report having had difficulty fitting in. There are whole communities of “alternatives” who are so similar to one another as to not be “alternative” at all. As an educator, I find this important to keep the spectrum of difference in mind in working with students. To some extent, I need them to “play the game” of school because of the way society is structured, but there is wiggle room between adherence to instructions and stamping out individuality.

I can see my life path reflected in the saying, too. I spent my childhood, adolescence, and young adulthood occupied with, out of a combination of intrinsic and extrinsic factors, what I was “supposed to” be doing. I had a plan and followed it, pretty predictably, until I didn’t. When I stopped the relentless, goal-oriented drive towards some imagined end, I realized that I didn’t actually want what the end had come to symbolize. I’d foregone the opportunity to “take chances, make mistakes, and get messy” in the words of Ms. Frizzle, everyone’s favourite science teacher, and came a little late to self-discovery.

But I got there, which is what had me in the forest climbing rocks in the first place.

This particular sign is placed so that you catch a glimpse of it on your way into the forest and see it full on when leaving. A little something to think about on the drive back home. I walked that way once with a friend whose oldest son is a good example of the crooked tree. He does not fit into any model called typical and things are hard for him that are not hard for everyone. But he can carry on a conversation like an adult, has genuine interests, and is afraid of nothing. My friend and I stopped together at the tree. Neither of us needed to say any more.

Thüringer Wald, Bad Tabarz, Germany – April 2024
Education

Fourteen

4 Comments

My fourteenth year of teaching began this week and it caught me by surprise. I ran through the numbers:

  • Three years at my first school
  • Three years in three different schools
  • Four years in one school
  • Beginning my fourth year at my current school

Somehow, I don’t feel quite old or experienced enough for all of that. But somewhere along the way, that’s indeed what happened.

I remember being a new teacher, staying late at school every night, settling myself into cafés to work on the weekends, balancing lesson planning with coursework for my Master’s. I remember a former colleague-turned-friend, the woman who hired me, asking me how she could help. I remember another colleague reminding me, when I mentioned nervousness and uncertainty, that the students didn’t know what I was feeling. I remember yet another colleague sitting down with me to go over lessons, make suggestions, and encourage me to try different things. I was mentored and supported and could not have been luckier for it.

By the time I began my third year of teaching, I could see the differences in myself and the first-year teacher who had started in my department. With a couple years of experience and my Master’s complete, I had time outside of school now, no longer staying much later than anyone else. I was excited rather than terrified at the prospect of preparing a new course, something I didn’t even realize until the new teacher pointed it out.

Now, I’ve designed new courses so many times that I don’t know what a school year looks like without it. It keeps things interesting, keeps me on my toes and trying different things. And now that the workload is normal rather than overwhelming, it’s also a lot of fun.

That’s how I know I’ve been doing this for a while. That’s how I can tell that I do know a thing or two, that my experience counts for rather a lot, and that my students and I really do learn from each other.

Here’s to year fourteen, to the newest course to develop, and to the young people I’ll be working with along the way. There’s no teaching without you.

Education should not be intended to make people comfortable; it is meant to make them think. – Hanna Holborn Gray

Education

See Me

4 Comments

My thirteenth year as a teacher comes to an end this week. As all the years before it, it has gone quickly. There has been, as always, joy and sadness, disappointment and surprise, stress and smooth sailing. I keep track of seasons based on what we’re doing in school and refer to years according to the school calendar. In August I’ll buy a new pocket agenda.

There is a lot on this blog about teachers and teaching, about schools, students, and learning. I admit to loving, really loving, the work that I am privileged to do. If you ask me what I teach, I’ll give you the easy answer: I teach history, psychology, social studies, Theory of Knowledge. It’s true, but far more important to me is the human element. I teach young people and I watch them grow up for a little while. And then they go off into the world and I smile.

Last week I received an email from a student who I’ve taught since grade 10 who just completed grade 12. He is one of many students who has come to me over the years to talk about something that was on his mind, and one of a few who have written to me about it afterwards. What he said struck me and reminded me of things that matter. I wanted someone to see me and you saw me. I needed to talk and you listened.

Maya Angelou had it right: “I’ve learned that people will forget what you said, people will forget what you did, but people will never forget how you made them feel.”

It’s not uncommon for me to raise an eyebrow at a student and ask, “You okay?” Or, when it works better, those words go on a sticky note that I pass to the student when moving around the room. I usually get a nod and sometimes a change in behaviour, and then we go on our way. Occasionally a student comes back to me later and I find out what was going on. Sometimes I receive messages, on a few occasions even years after the fact, telling me about a student’s feelings in that moment.

Young people are crying out to be seen and to be heard, and I think it’s not only young people. When we choose to engage, we don’t always know what our level of involvement will be. We don’t know what we’ll hear and therefore what we will be required to do. And we don’t do it for the possibility of thanks at the end.

To see a young person how they want to be seen, to sit across a table and pass a packet of tissues, to really listen to someone who just needs to talk – this is what I do. And I am so, so lucky to be able to give those moments and the accompanying feelings. This is all part of being a teacher.