Tag Archives: Learning

Hello, I Think I’m Back!

Phew! It has been a long time since I’ve written. It was time to take some time off. It was time to spend time with people I love, breathe in the ocean, move apartments, and return to work.

I know I’m not unique in that my school habits are thrown off when my schedule changes over the summer. Suddenly there’s time! And comparatively limited responsibility! I ran almost every day but it was a struggle to meditate; I spent almost all of my time with family and friends but still need to make a few phone calls because there’s never enough time. I spent the last week sitting on the beach and finishing three books; I’ve been back in Singapore for almost three weeks and I’ve only finished two.

Living takes on different forms in different places and times and I’m completely okay with that. But time is finite and we make choices. I’ve chosen to cook dinner almost every night instead of sitting down with this blog. I’ve gone on bike rides instead of running, spent time out in the world instead of at home reading. I’ve spent less time listening to podcasts and more time being comfortable in the quiet.

All of this will morph. Living is fluid. If I’ve learned one thing it’s how to be wherever I am rather than trying to make where I am into something it’s not.

This is on my mind as we get ready for the new school year. Like many people, I work in a system that I don’t always like. I experience periods of negativity, defeat, and dejection over what is happening around me. But at the end of the day I am very aware that I will spend 100 hours with my students this year and it is my responsibility to make sure their time is well spent. I want them to become better people. I want them to deepen their understanding of the world.

As I write, I’m watching the sky change from grey to pink, a pink tinged with blue clouds, and finally to a deep blue. How do I help my students take the time to notice, to recognise that the world is out there and they are part of it? How do I raise good people?

It’s the beginning of a new school year and like every year, this is what I wonder. And this is what I try to do every single day.

Yup, I think I’m back.

Educating

I tend to refer to myself as an educator rather than a teacher. Although I implicitly know the difference, a few conversations last week prompted me to articulate an explanation for the distinction.

Defining

According to Merriam-Webster, to teach means “any manner of imparting information or skill so that others may learn”. It has an Old English root meaning to show or instruct. By this definition, sometimes I teach. Sometimes I explicitly show my students how to do something. Sometimes I also instruct them in what to do when completing a task, which is also known simply as giving instructions.

But more often, I aim to educate. To educate, according to Merriam-Webster, “implies development of the mind” to which Google clarifies, “intellectual, moral, and social instruction”. The etymology of this word comes from the Latin word educere, to lead forth. From here I conclude that educating means raising good people who can live and be well.

People-building Revisited

I’ve written before about what I think of as people-building. In that post, I focused on the importance of asking young people who they want to be. I wrote about asking students why they have certain goals and I argued that understanding why can lead us to who – the type of person who does those things.

These are important conversations that educators need to have with their students.

In wanting my students to grow into good people, I try to take the time to talk with them about who they are and who they want to be. It’s a joy to ask students about their dreams and aspirations not only in terms of next year or the following year but in terms of ten years down the road (thank you to the friend who suggested this guiding question). I end up learning a lot more about them than I could have otherwise and acknowledging students as people who matter is important.

But there’s a lot of resistance. With the very real pressure of coursework and exams it can be really difficult to talk with my colleagues about the big picture. There’s a lot of resistance to taking time away from learning, as people claim, but there are clear points at which meaningful learning actually happens. What do you remember from high school? I want to ask my colleagues who roll their eyes. What did you learn in your classes?

I learned some content but I also learned how to live. And I remember the teachers who helped me grow as a person.

In high school, I learned that Doc Lo Re loved chemistry because it helped her understand the world. I learned that Miss Rabinowitz read voraciously because she found words beautiful. I learned that Mr. Khort was tough when he knew you could rise to the challenge and that Mr. Menchel kept his promise to be there in a crisis.

I remember who they taught me to be.

It is from my teachers that I learned to seek understanding of the world and my place in it. I learned to ask questions; I learned to look for and find beauty everywhere; I learned a way to hold those I love in palms of my hands; I learned the importance of actions.

I learned from the teachers who saw me as a person and wanted me to live well.

Educating

If educere means leading and educate means developing aspects of the mind, we need to spend more time thinking about what we want our students to walk away understanding. Not knowing but understanding. If a student never sets foot in a humanities (or science or literature or math) class again, what do we want them to understand about the world around them?

And then, equally importantly, how are we going to lead them there?

These are questions that teachers (note the word choice, please) don’t ask. Teachers talk a lot about what they want students to know by the end of a lesson, unit, or project, but rarely about what they want students to understand about the world they live in. Teachers rarely talk about the world at all.

If we want to educate, to lead our students forward, we need to be much more deliberate in our intentions. We need to ask why certain things matter to them and we need to ask who they want to be today, tomorrow, and ten years from now. We need to know what they love and why they’re doing what they’re doing. We need to know what matters to them.

Developing the mind is a lifelong process and it happens with or without thoughtful consideration.

So let’s be purposeful. We are, after all, raising young people. And we need to lead them with care so that they grow as good people who can live and be well, and who help make the world a better, more peaceful place.

Doing Difficult Work

Yesterday I had one of those moments when I was being punished for being good at my job. I was being punished (or so I felt at the time) for caring about young people and their learning. I was being punished (or so it seemed) because I cultivate purposeful, meaningful experiences and I believe it is my responsibility to make sure that students’ time is well spent.

As I continue to learn, not everyone thinks about education the same way that I do. And that can be very, very isolating.

I don’t like being told that I care too much or work too hard or that we’ll wait and see. Sometimes waiting and seeing is fine, but it’s not fine when “wait and see” means being reactive instead of proactive. It’s not fine when our inability as adults to take responsibility for difficult work puts students in positions where they cannot be successful. It’s not fine when waiting and seeing means picking up the pieces once there are enough pieces.

It might be hard to say no to student and parent whims, wants, and desires. It might be hard to implement procedures and policies. But it’s also necessary. So that we don’t have to pick up pieces.

Because students are people, not pieces, and they deserve to be treated as such.

Which is why, when asked to take on a task yesterday that is far beyond my roles at school, I did. Because someone needed to do the right thing and someone needed to make sure that a child who was hurting learned from his actions.

This is what I mean when I talk about people-building. This is what I mean when I say I want to raise good people.

We form relationships. We do work that is challenging. We do right by students.

And I say “we” because people responded when I asked for help. Students deserve to learn. And we have chosen to raise them.