Does this sound familiar? How are you going to avoid becoming a cartoon character? Make a promise, choose an intention, or in the words of Yoda “do or do not, there is not try”
Have you identified the irony in this post? 🙂
A note on teaching and learning
Just because someone knows how to do a task, does not mean they will be able to teach that task to another. A teacher can more effectively teach if they set aside their own ego and step inside the skin of the learner. In other words, teachers should ‘get down on the floor’ and start from the point their student is at, rather than standing ‘on high’ and expecting a student to understand a basket of unintelligible jargon.
A teacher who is able to deconstruct a particular skill into a sequence of component parts and scaffold or model each step while allowing the learner time to practice for themselves, is more likely to share the secret to developing that skill.
A teacher who actively listens and takes responsibility for the communication process is a teacher who offers hope rather than frustration.
Check out the youtube clip below from the musical Mary Poppins. It is interesting in its portrayal of the differing expectations of child and parent. Although it considers the role of a Nanny, we can use it as a starting point for a discussion on what students want from their teachers.
If you were writing an advertisement for a new teacher, what qualities would you be looking for?
While you are thinking about this, reflect on your own ability to share the secrets of a particular skill with another. Do you ‘show’ or ‘teach’ – do you know the difference between the two 🙂
Be Mindful of Expression
What does this statement actually mean?
I’ve heard mindfulness described as ‘being in the moment’. It involves recognising the present, rather than guessing what will happen or, obsessing about what has happened. The term mindful implies being aware. It reminds us to focus on the task at hand, to recognise our emotional response to a situation and distinguish our thoughts.
So, how does this apply to expression?
On one level it suggests being conscious of what we say and understanding that just because we said something, doesn’t mean it’ll be interpreted the same way. I’m sure we have all experienced times where we spoke in good faith but were misunderstood. These mismatches in communication occur when we have one story in our mind and the person we are communicating with has a different story. In other words, different experiences and different emotional states give rise to different perspectives.
‘Be mindful of expression’ is a comment I often write on student’s essays. Am I asking them to be conscious of what they say? Yes! I am asking them to be conscious of the way their sentences may be interpreted by the reader. Yet I am also asking them to focus on the task at hand so they may write coherently and cohesively.
At a purely mechanical level I make this suggestion so students can develop and improve their writing skills. They need to focus on the words they choose, the way they arrange words in a sentence and the way they link sentences together. They need to be conscious of spelling and punctuation. Similarly, after they have written, they need to edit and draft their work. This is arguably the most productive part of the writing process since it facilitates improvements in writing style.
How?
Because the process of editing requires a person to reread what they have written. At this point a student is checking for both accuracy and clarity. In other words, they are asking themselves, does this make sense? As a result of this self-correction the student is training themselves to recognise how to write effectively.
At a more profound level I make this suggestion to encourage students to reflect on their ideas and how they share those ideas with others. When we are present in the moment, our energies are focused on what is at hand, we are paying attention and are aware of our thoughts and emotions. We are here rather than guessing what if.
Enjoy the Experience of the HSC
It has been 25 years since I sat my HSC, and even though I remember thinking I would always remember the experience, a tentative exploration through the files of my mind reveals only remnants. Not surprisingly the most vivid memories are sensual; the piercing chorus of the cicada, the sweet scent of frangipani and the hot, sticky, humidity of a Sydney summer. Emotions also waft subtly through my inquisitive awareness; the utter dread of realizing I had missed a whole question on my English paper (the consequence of a careless mistake) is counteracted by the gleeful joy, shared with two of my classmates as we exchanged furtive smiles across the examination room when the content on the biology paper was reassuringly familiar.
As I reflect, I realize, as I have always known, that tactile experiences and relationships with people have a far greater impact on our future than selected facts gleaned from texts or the ether.
This is message I have for year 12 students earnestly swotting and organising and reorganising their sock draw. Enjoy the experience of the HSC. It is worth all the effort; there is much to be gained from being in a position where you are accountable for your actions. So;
- See the HSC as a positive opportunity; it is your ‘grand final’.
- Stay focused on the moment (rather than looping on ‘what if’ scenarios).
- Examine the emotions you feel. They may seem like nervousness, but, with a little positivity, you will notice how alike they are to excitement. This adrenalin, when purposefully focused, will help you remain alert and proficient.
- Expend restless energy, walk, run, swim – enjoy being in the fresh air.
- Eat a healthy, balanced diet and drink plenty of water.
- Remember to breathe – meditation is a valuable way to relax and re-energise.
- Finally, perceive study as fun – this is easily achieved by spending some time revising with reliable friends.
The HSC is a beginning; in 25 years, when you reflect back, I wonder what you will remember.
Discover success in a word of rapid change
Last week I was again asked the question “When am I ever going to use this in latter life” At the time, my students were wrestling with evaluative essay structure. Specifically the student who posed this relevancy question was seeking a reason why he should learn how to use a knowledge of language techniques to evaluate a text. He earnestly sought to comprehend how understanding the effect of similes and metaphors would help in ‘real world’ situations. My answer was simple, even accountants need to use their understanding of ‘language’ in order to evaluate. I then drew on the board my rendering of axons and dendrites and the synapses in between. Unfortunately my drawing skills leave a lot to the imagination, and while hilarity at the possible explanations of what they were looking at temporarily diverted the class, we were eventually able to discuss how learning created connections within the brain which may be called upon for future use.
I have previously posted on the importance of learning how to learn. This time I want to highlight how learning skills in one area (specifically the skill of identifying and interpreting evidence) may be applied to different fields. The importance here is not the evidence (or in this case the similes and metaphors) but rather developing the ability to offer reasoned evaluation.
It is of tantamount importance that this is understood. It is the skills, we learn at school which are important. These physical processes are much more significant than the content itself. Content is easily accessed through modern technology, and it changes rapidly. It is therefore vital that students learn flexibility of thought. They need to appreciate and embrace change in order to survive our rapid paced world.
One way to achieve this is to feel secure in the face of change. Experiencing security within a maelstrom of change may seem like a misnomer to some, yet it is more likely to be achieved if a person has confidence in their evaluative skills. Why? Because being confident in your ability to consider evidence and propose your own ideas allows you to remain in control of your thoughts and actions. Importantly it provides choices and reasons for making that choice. It is these tangible reasonings that provide handholds of security. It provides an environment for success. Fear is the enemy of achievement; fear is the demon which thwarts the desire to move forward into unknown territories. Yet feelings of security banish fear.
Einstein defined ‘stupid’ as repeating the same action over and over in the expectation of a different result. How often have you found yourself repeating past actions in the hope that this time, it will be different? Do you date similar people, only to have your heart broken each time? Do you hand in essays following the same structure, expecting a better mark, only to find you have again received a fraction of what you thought the essay was worth? Why? Could it be that a fear of attempting something new binds you to familiar patterns?
Recently a friend lent me her copy of a short metaphorical book by Dr Spencer Johnson entitled Who Moved My Cheese? Contained within its pages was a short narrative about 2 mice and 2 ‘little people’ forced to cope with a change to their access to resources (cheese). The mice, pragmatically and determinedly adapted to their changed circumstances and went in search of new supplies. Similarly, one of the little people, as a result of recognising and confronting his fears, developed a new flexibility which yielded positive results. The other little person, kept returning to the same empty room, each time with the same expectation, and each time discovering, nothing. This book is definitely worth reading. It is short, simple and obvious. Its metaphorical message is clear, success is much easier with a willingness to adapt and embrace change.
Schools are an appropriate place to learn a positive response to change since they are where teenagers spend so much of their time ‘changing’. So, next time you wonder why am I learning this? Think, I am learning to evaluate so I may approach ‘change’ with confidence.
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