Teachers Are Lifelong Learners- Final Reflection
There are times in life when the question of knowing if one can think differently than one thinks, and perceive differently than one sees, is absolutely necessary if one is to go on looking and reflecting at all.
Michel Foucault
When I began my teaching career, a popular cliché’ heard within the culture of education was to, “strive to teach children to become lifelong learners”. I strive to instill this in my children. As I reflected upon the impact that this course has had on me as a teacher, I realized that I am a lifelong learner. It is imperative that teachers remember that they are not just educators, but also learners. We ask ourselves: what is a learner? A learner can be defined as someone who gains knowledge, comprehension, or mastery through experience or study. Connecting to the definition of a learner, Michel Foucault’s, quote reminded me of the importance of learning, where we must think and see, and ultimately interpret, differently. During this course, I have been challenged to think out of the box and perceive things uniquely, in order to succeed and flourish in my learning. When I started reading the required articles and writing for the class, I was caught off guard by the magnitude of challenging readings and the way in which my traditional educational theories were suddenly confronted; I was out of my comfort zone. I was encouraged to look at students and their unique discourses from a different view point - it was as if I had to change the lens of my camera and my views were transformed. I was apprehensive to read each new article and to read colleagues views, however at the conclusion of the course, I feel the opportunity to think differently has made a significant impact on me as a lifelong learner. I learned through the literature, my colleagues, and my own discourses which helped me further build upon my original ideals.
“I couldn’t help but reflect upon common themes that keep popping up as I read each assignment and posts, taking time to truly know your students, discovering their culture, and allowing them to have a voice in the classroom through reading, writing, and sharing their stories. After reading Hick’s work, I believe it is also important to add the understanding that students have different discourses helps to truly know your students”.
This quote, borrowed from a previous post of mine, consistently came to mind as I completed additional readings throughout the course. The common themes dictated above, must be part of the proverbial “pot” that is mixed together to provoke quality learning in the classroom. The importance of the common themes in the course which will be kept in mind as I continue to strive to be a lifelong can be summed up by three simple words: voice, connection, and perseverance.
Voice was a vital tool that I was required to use as I engaged in learning in this online course. Voice is often thought of as what is expressed through verbal communication, but it is also communicated through textual writing. I considered that perhaps voice could be defined as a medium of literacy. Voice is an essential tool when learning in this course because as students read the texts, they are asked to post their thoughts in a critique form. Great insight was obtained through literacy by reading what other students had posted. Students who are normally timid or shy and may rarely have the opportunity to share with others their thoughts about an article in the classroom were given the chance to do so through writing. I discovered the powerful influence that voice has had on me as a learner. The impression of allowing students to have a voice not only enriched me as a learner in the course, but also as an educator. I also gained a new perspective as a teacher by allowing my own students to have a voice in our classroom as I gained a different perspective from articles. Readings included multiple illustrations in which “voice” was a major part of a students’ literacy experience. Henry and Staples worked to overcome struggles in literacy by giving students a “voice” in their classrooms. It was also apparent in reading of the “Lost Boys”, that voice allowed them to share adventures through storytelling. I believe Perry sums up the value found in voice when she says, “Human beings narrate to remember, instill cultural knowledge, grapple with a problem, rethink the status quo, soothe, empathize, inspire, speculate, justify a position, dispute, tattle, evaluate one’s and others’ identities, shame, tease, laud, entertain, among other ends” (Perry, pg. 321). I would like to include ‘learning’ in Perry’s list of the many ways in which humans share their voice. Through the inspiration of looking on and reflecting, from Michel Foucault, we can gather that one of the many powers of learning is allowing the exchange of voice.
Connections are made every day, many unforeseen and most unpredictable. Before taking this course, I thought of connections as the following: friends may make a connection by having the same favorite sports team, a reader may connect to literature through a past or present experience, and today, technology allows individuals the ability to make ‘virtual’, yet emotional, connections without geographical boundaries. I have taken on a new perspective when I think of connections. In order to learn, I must be willing to constantly make new connections. It is imperative to not only teach children, but also learn from children by connecting to their histories and cultures. Reading about Jack and Laurie, I learned about the importance of finding out about children, their discourses, and connecting to those discourses. I was impressed by the change in both children when the teacher made a connection using literature, whether it was writing about magical castles, or reading about NASCAR. I appreciated Hicks including Rose’s thoughts about teaching: “Teaching I was coming to understand, was a kind of romance. You didn’t just work with words or a chronicle of dates or facts about the suspension of milk. You wooed kids with these things invited a relationship of sorts, the terms of connection being the narrative, the historical event, the balance of casein and water” (Hicks, 144). Reflecting over the course and in my own learning, it was when I was able to make connections to the students in the articles that I was most interested and when I benefited the most. For example, when reading, I often pictured the literacy events in my own classroom or made the connection that I had students that shared the same characteristics as Zonnie, Daniel, Jack and Laurie. It is my goal as a learner to search out new ways to make connections with those who share the same discourses, as well as those who share different discourses. It is my goal as a teacher to strive to learn from my students and do my best to create opportunities in which their discourses may be connected within the classroom.
Perseverance is a word that encourages me as I continue my mission of being a lifelong learner. In reading the “Lost Boys”, and understanding the children in the passages, I was inspired by the perseverance that they displayed. In particular, the “Lost Boys” who did not give up their history were able to use their voice to overcome obstacles that were presented as they became part of a new culture. Zonnie, Daniel, Jack and Laurie persevered in their own individual ways, whether it was using literature to overcome challenges due to their histories or by persisting to be literate despite lack of acceptance by others. In the course of being a lifelong learner, I have found that there are challenges and obstacles that will inevitably occur.
It is vital for us to not give up on learning, and we can do that by communicating with our voice, making daily connections, and continually persevering in our lives. If we are unable to utilize these characteristics effectively, then is there even a reason for us to think and reflect differently as lifelong learners in the field of education.
Katie Johnson