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If learning is a kind of renovation, does that make teaching hard hats, tool belts, and construction sites?
No… for me, construction is definitely the wrong metaphor for teaching. That’s probably a good thing because renovations always end up being way more work than anyone planned, and anyway, I’ve got a whole roster of students to teach.
My own notion of teaching is about persuading people. And by persuasion, I mean presenting a sincere offer.
And what, you ask, makes a sincere offer?
Humility, for starters, and simplicity… I found this meaningful, so I thought I’d share it because maybe you will too. Of course, the wellspring here is trust: the learner trusts the teacher, just like a teacher needs the learner’s trust if they’re to hold sincere attention. In education yet really in any circumstance, trust is the crux of relationships.
One way to imagine relationships is two-way traffic, which animates the familiar “two-way street.” The dynamics of transit – cars and pedestrians, movement and flow through intersections and traffic lights – it’s hardly a flawless metaphor for communication, but it gets the point across.
And again, what flows beneath is trust. At a pedestrian-controlled stoplight, awaiting the signal, we eventually step off the curb, relying on drivers to halt their vehicles rather than driving through and running us down. Even naming these ‘pedestrian-controlled’ stoplights is an embellishment – a deferral, perhaps, to those really favoured in the equation. But surely a pedestrian who steps off the curb commits an act of faith by abrogating whatever control they had over their safety, first, to the signal’s proper functioning, second, to the driver’s respect for signals, and third, to the driver’s responsible operation of their vehicle. For that brief moment, a pedestrian entrusts their well-being to the driver’s motives and capabilities.
Revise that sentence a bit, and pedestrians might be students with their teacher in a classroom. And if the image is neither here nor there to learning-as-renovation and constructivism, it’s still all about trust because what’s really being put to the test by the student in that sentence are the motives and capabilities of the teacher in that classroom. Somewhere along the way, a teacher fosters in a student the inclination to like or dislike, heed or dismiss, trust or mistrust.
“… fosters the inclination” – I had to sit for a minute to come up with that one because I would have otherwise just said “persuade.” We can use the same word, but it can mean different things: the distinction I made about persuasion being a sincere offer… a teacher persuades, i.e. presents a sincere offer, each day, each class, each lesson. Then over time, as this happens again and again, that teacher persuades, i.e. fosters an inclination, in the student, which essentially becomes the essence of their ongoing relationship. Of course, two-way traffic is heading the other direction, too, as students foster inclinations in their teachers – there’s a post for another day because this one’s about teaching-as-persuasion.
In another classroom on another day, some teacher may have reason to teach less persuasively, not by sincere offer but by direct imperative, or whatever. Let this be since who’s so high-minded as to think they’ve figured things out for people in another classroom, and who’s so adamant as to levy their judgment upon the rest? Where’s your badge, traffic cop?
And hey, I readily accede to ‘time and place’ – we all have our judgment. But as compared to telling and ordering and explaining and demanding, I’ve generally taken to communicating persuasively in my teaching because I’ve found, long-term, it helps to establish and maintain trust.
Alright then, communicating persuasively… what exactly is that? Well, for instance, I try to speak conscientiously, using a more precise vocabulary…
- offer… instead of
deliveringa lesson, I offer a lesson
- respond… as compared to
answers, I offer and ask for responses
- address… rather than
solve a problem, I address an issue
Yeah, these seem kind of fluffy, but then again I usually keep all this to myself. A few more examples…
- study rather than
- meaningful as compared to
- a quest instead of a
- “I wonder” instead of “
If it all seems contrived and pretty pedantic – yes, well, it is definitely contrived. Over many years of life and teaching, I’ve begun to appreciate how the language we use not only reflects our thoughts but renovates them. If it follows from this that growth takes time and patience, then so must teaching take its time and be patient. Because sure, a word used once, today, will hardly make a difference beyond alienating yourself as a punctilious twit. But how about once today, this moment in time, every time? On the road to becoming who we are, how becoming is a prolonged conscientious use of language?
…process… [product] …process…
…time… [careful usage] …patience
becoming… who we are …becoming
Is it ever too late to start? That might better be stated, “It’s never too late to try” because it follows that “it’s never too late to change.”
– sorry, I know, this was about teaching-as-persuasion. Didn’t mean to get existential. Don’t get me wrong, I like learning and applying philosophy to my teaching. But when I’m busy in a classroom, with all those students renovating themselves, I’m in the driver’s seat, and my own tool belt is in the backseat, and I think reaching back for it is probably distracted driving… well, it’s hardly perfect trying to map out mixed metaphors with a word processor.
One last thing… I try to phrase things positively – so, for example, rather than “
Don’t do this,” which is negative, I’d say, “Avoid doing this.” Again, it seems pedantic to a fault, but strictly solely for me, it amounts to discipline, practising and setting a frame-of-mind, and I don’t usually make a show of it.
Or actually, I have made a show of it, but in a context, ‘time and place’, because yes, I agree… it’s just so much tedious pedantry when asked of others. But it’s not like I’m out correcting people everywhere I go… no, that I reserved for students, on the basis of (a) trust and (b) See (a). I even warned them each September that I was setting out to brainwash them, but benevolently, and fairly, too, since here I was letting them know in advance. Plus, by encouraging them to agree or disagree, come what may, we’d both at least have something new to think about. Dare I say a few may actually have come to understand the point by June although, to what extent or meaning, I can only leave with them to decide.
The same goes for this here… I encourage each and every one to take it or leave it as you have and as you will. If teaching is about persuasion, then that’s about trust, and we’re probably right to understand education – that is, teaching plus learning – as a collaboration: as you do your part and not mine, the same goes for me, and then let’s see where that gets us.
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