Divided No More...

I find it wholly appropriate that in the last chapter of the book and in the final throes of a busy and informative semester, I have had an epiphany of sorts reading chapter 7 that not only helps me find purpose in my vocation as an educator, but a more clearly focused lens by which I may look through for the ultimate goal of my doctoral research.

The great part is that my "movement" is driven by the same goals as the Catholic church I work for and go to school at for my graduate work. This movement is very simple. We are to help the poor and the marginalized. In our case it is within the realm of education.

I initially thought my movement, both in reading the first half of the chapter and in my Masters studies, was more aligned with the "inquiry-based-student/subject-centered-collaborative-constructivist" movement trying so desperately to break through to high schools and undergraduate "weeder" college courses. I suppose it still is when looking at the pedagogical methods that best serve the poor and the marginalized but my focus is more clear regardless.

The final page of our chapter sums up my feelings quite nicely:

"As we find our place in the movement, we will discover that there is no essential conflict between loving to teach and working to reform education. An authentic movement is not a play for power. It is teaching and learning writ large. Now the world becomes our classroom, and the potential to teach and learn is found everywhere. We need only be in the world as our true selves, with open hearts and minds" (Palmer, 2007, p. 190).

Palmer VI

This chapter really made me look at the way I interact with my colleagues on a daily basis. When Palmer said "the conventional norm of 'making nice' with each other, folded into the professional norm of competition, creates an ethos in which it feels dangerous to speak or listen" (Palmer, 2007, p. 154), I thought about a number of conversations I've had in various department offices, meetings and rooms throughout the last few years. Many others, and at times myself, neglect one of Palmer's "truths" stated as "the human soul does not want to be fixed, it simply wants to be seen and heard" (p. 156).

It is so easy to jump in and try to "fix" situational woes and complaints of co-workers. Once you've been in the "business" long enough, there are many scenarios you've been through that relate to the ongoing struggles of fellow teachers. There have been times when I've only wanted to vent and I was given unsolicited advice that I really didn't want to hear and conversely many situations where I've offered advice to someone when they didn't ask for it.

This chapter has really made me aware of that process and fueled a desire to remain a virtual "Switzerland" among the daily chatter we hear every single day in the world of education. I have much advice to give, but I plan to be more cautious I dispensing it without a prompt. I will also look to kindly say "thank you" and be polite when offered the seemingly endless barrage of advice given to me when I decide to share an intimate or vulnerable moment. I also need to make sure when I share those moments it is with someone who's advice I cherish and wish to hear if such advice is given to me.

Hopefully as our schools learn to embrace more collegiality and open discourse while dropping the overwhelming vibe of competition, I will be able to be less guarded in my sharing of personal, intimate and vulnerable experiences as an educator.

Teaching in Community II

The first section of the reading that stood out to me was the discussion of student vs. teacher-centered classrooms when Parker specifically mentioned "the way students are now learning by means of digital technology" (Palmer, 2007, p.121). Combined with his recollection of a time when he was contradicted by one of his students (p. 120), my thoughts were focused on the differences between my science and multimedia technology classes.

We have worked hard as a level to integrate as many student-centered, constructivist, inquiry-based activities as possible but the burden still remains that we prepare them for what they will be receiving at college and that is a teacher-centered lecture hall. Thus we try to reach a good mix as Palmer suggested (p. 119), and create a "subject-centered" classroom environment. The multimedia classes, however, are almost completely subject (AND student) oriented with a smattering of lecture-based teacher-centered instruction. I have to say that as much as I enjoy my biology classes, the student-centered environment is thrilling and I learn just about as much from my students as they do from me. We achieve knowledge as a group and they're gaining skills that will help them become life-long learners. It's fantastic!

As a matter of fact, the more I read this chapter, the more it seemed to speak to exactly the type of classroom we have in Multimedia Design 1A & 1B. When Palmer mentions that he needs to learn how to "trust that the community has the resources necessary to deal with the issue at hand" (p. 137) I am immediately reminded of the endless situations where one of the students in class has either filled in the gaps in my knowledge of the particular subject or design technique, or come up with entirely new knowledge to share with all of us. The latter usually involving them designing some sort of "how-to" tutorial for their peers that I post on my website for everyone to download.

It all makes for a fun and innovative way for teacher and students to increase knowledge and mastery. Needless to say, I enjoyed the practical implications of this chapter.