I can only become an effective learner when I learn to take risks. This is often the most vulnerable part about teaching and learning—being truthful and honest—to be otherwise is shallow and ineffective. I have always treated my students as my adopted kids for the year and treated them as a surrogate parent—trying to understand what they are really like and capable of. As a “new” teacher I was afraid to be myself, to share my real ideas and uncertain opinions. Ironically, it is only after I took risks, taught at the students’ level and embraced a sensory approach to learning did I witness real learning. This was when my students demonstrated to me that effective teaching does not come out of a reader, a theme kit of published materials or even teacher’s manuals. Uncertainty is walking down the path less travelled, and it is only when I was willing to do so, did I feel the most success! Having said this, I struggle to follow this path because it certainly does not seem to be the well trodden. These readings have been validating because it reminds me that effective learning only occurs when it happens together, when I recognize that I AM still willing to see the anomalies that the kids see.
I can only view the world as I know it. My students all have different perspectives of the world because they all have differing cultural backgrounds, socio-economic classes and experiences. When I see an object, I automatically recall my previous experiences with it. I am forever modeling my experiences to things with my students. I want them to have a better understanding and of literacy. I know that their grasp of the English language and their awareness of the Canadian culture will have a direct impact on their ability to have success on the year end EQAO testing. In Britton’s article about “Language and Learning” she stipulates that throughout our life, we continually build on our previous experiences, on how we perceive the world. But we do not live in isolation. The experiences of others also impact on our lives. Speech is the verbalization of symbols.
When I first began to read these readings, I became more and more frustrated at how I perceived myself as not “measuring-up” to these teachers. I would have thought that after 20 years as a classroom teacher I might have learned a thing or two about managing my time, but I frequently find the bulk of my time spent scrounging for resources, photocopying or communicating with people whom I am suppose to connect primarily with my special needs students. I feel like my paper work consists of “putting out fires” by completing the paperwork that needs to be done immediately.
Like the teacher who taught from a cross-curricular approach, I too like to teach using this pedagogy however, in doing so although I believe it to be more engaging for the students I cannot help but feel that it is penalizing for a teacher to teach using this method as I find it challenging to keep on top of the paperwork (assessments). Having said all of this, I do believe that it is important to document daily—as my memory is not perfect. Student conferencing is critical. Understanding and seeing students engage in learning as a whole child—in a variety of situations (group presentations, recess, field trips, sports teams etc.) fills out the written responses and reflections—particularly from boys. I want to learn how to more effectively organize my teaching so as to be true to what I believe true teaching and learning is.
