Our (Your) Demons

You know how you sometimes get messages from multiple and diverse places that all say the same thing?  And that thing is something you know you need to pay attention to, even though you'd rather not?

I don't know about you, but I like it when people behave as I would expect, do what they are supposed to, and act according to my view of the world.  Naturally, I can't say that aloud, but it's there.  That longing for control, that ego-driven idea that I know what would be best.  After all, it's not too much to ask for people to be kind, work hard, and understand that the world will go to hell if it does not change according to MY expectations.  Perhaps you're like that, too.  Maybe not.

Regardless, we all have students or colleagues (or friends, family members, children, cats) who, for whatever reason, resist our gentle and not-so-gentle nudges to behave in ways that are concordant with our expectations.  But here's the thing:  they may be working according to another set of expectations that has nothing to do with us.

Here are some messages that appeared to me these past couple of weeks:

1. We went to see a band, Ages and Ages, for Nels' birthday.  Their music is smart and harmony driven. See the link for "Our Demons" here: http://youtu.be/Dqzc1L1H2YE

 If you don't care to listen, the chorus goes like this:  We're not so different/you and I/I know you've got your reasons for avoiding your demons/and I know I've got mine.

2. I listened to the Bob Edwards show on NPR while driving to RIC and heard a show about Father Greg Boyle in LA:  http://www.bobedwardsradio.com/blog/2010/5/3/homeboy-industries.html

Father Greg says that it's not his job to judge gang members, but to support them in finding a more productive and healthy life in a place where there are few options.

3.  And I was reading Mary Rose O'Reilley's book, The Love of Impermanent Things, and she had this quote from Philo of Alexandria:  "Be kind, for everyone you meet is fighting a great battle."

Think of a student or colleague (provide a pseudonym) whom you feel you cannot reach.  Tell us about your journey in moving from judgment to compassion for this person.  What in this person can you see in yourself?  What struggles do you share, or what seems impossible to understand?  What does it mean to consider that her/his battles are just as meaningful as yours?

Your Midterm Report

Congratulations!  You are now halfway through your student teaching experience.  It's time to take that inquiry-oriented perspective you have used toward your school and students to yourself.  

What are your strengths?  What are you good at--and how do you know?  Give some evidence.  Did you know this ahead of time, or are you surprised?

What are some areas of growth?  Name 2-3 things you want to work on, and how you plan to meet these particular challenges.

Producers and Consumers of Knowledge

In chapter 4 of The Courage to Teach, Palmer writes about different types of community models, and advocates for what he names as a "community of truth" within schools and education.

On p. 96, he writes that good education teaches students to become both "producers" and "discerning consumers" of knowledge.  He also writes that "good education may leave students deeply dissatisfied" and "angry that their prejudices have been challenged  and their sense of self shaken."

Student teaching is just such a time when your sense of self may be changing, and that you are both producing and consuming knowledge.  Can you tell a story from your student teaching that offers such an example?

OR

On p. 112, Palmer critiques postmodern/feminist/critical analyses of texts and offers the example of Moby Dick.  Paradoxically, critical analysis can both enhance and rob texts of their integrity.   How are you--or will you--walk the line in supporting student enjoyment of narrative while also teaching them textual analysis?

Living with Paradoxes

In chapter 3 of The Courage to Teach, Palmer writes about the paradoxes of teaching, and lists a few from his own experience.  I would add one of my teaching mantras which is "support and push."  That is, there are many occasions on which I need to encourage students, provide scaffolding, and nurture their tentative confidence.  At the same time, I also know that it is important to push their thinking, provide challenges, and, to go back to Vygotsky, ensure that they are in their particular "Zone of Proximal Development."

Over the last two weeks of observing all of you, I saw some nice examples of supporting.  Now, I'd like to hear about how you intend to push (gently, of course!) your students to question their own and others' ideas, to come to new understandings, and to use higher-order thinking skills.  You now have Bloom's Taxonomy to help you construct Student Learning Objectives for your unit, and that framework can help you with this task.  For this blog, I want to see at least three ways you plan to challenge or push your students to meet #19 on the Observation and Progress Report:  "TC models and promotes high expectations, constructive criticism, and the challenging of ideas."

This can be for any of your classes.  Maybe develop a challenge for each one.  It's up to you.