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Tuned In and Fired Up

I mentioned this book in Culture of Peace and Angry Young Poet. It was worth a read. I start with a haiku which emerged from the book.

 

Who stretches the teacher?

Journey into their essence

Reveal the learner.

I read Tuned In and Fired Up by Sam Intrator for two reasons: as a teacher and as a graduate student preparing for the dissertation process. Sam contributes to the work of the Centre for Courage and Renewal which based on Parker Palmer’s writings and thinking.

The book is enjoyable, informative, and motivating. Teachers need to take time and pause, reflect upon, and recall the reasons they were called to teaching. There are alchemical moments of discovery we artfully use and define teacher, students, and subject. It is surreal and its magic can never be underestimated as the three blends into a single whole and respects individual integrity.

Part of the magic in this book is Mr. Quinn, the teacher. He took risks and students tuned in and fired up to his genuine presence. Parker Palmer, in The Courage to Teach, suggested “teaching is always done at the most dangerous intersection of personal and private life” (p. 18). Mr. Quinn’s teaching was learning and realized he could wrong. The magical aspect takes a teacher onto the boundary and, then, into uncharted waters. Good teachers take that risk and students sense it.

Towards the end Sam cited William Ayers: “Since teaching is always a search for better teaching, I am still in a fundamental sense becoming a teacher. I am stretching, searching, and reaching toward teaching” (p. 134). This is a virtuous cycle of learning-teaching-learning to infinity.

Sam leaves the reader with an incredible list of those things teachers can reflect upon and use according to their setting. Many are well-known: cultivate rapport with students, compete tenaciously for their attention, and spark their desire to create. Others were ones I felt were lesser known: embrace your role as a performer, tap into their senses, and acknowledge boring. That last one is challenging. At the adolescent level, treat them like they are becoming adults.

Questions: A concern expressed by Sam was a need for genuine collaboration. What practices do you use in your workplace or learning that foster collaboration between adults? If you teach, what ways do you include students?

Recommendation: I loved the book and let me leave you with just two ways. It was easy to read without losing meaning. Sam used simplexity and achieved his aims. Second, he left a thorough recipe without the quantities. I need to figure those out with students and subject.

Intrator, S. M. (2003). Tune in and fired up: How teaching can inspire real learning in the classroom. New Haven, CT: Yale University Press.

Palmer, P. J. (2007). The courage to teach: Exploring the inner landscape of a teacher’s life. San Francisco: Jossey-Bass.

 

About ivonprefontaine

I have been an educator for almost 20 years. Prior to that, I worked in private industry for 15 years, then returned to university to earn my education degree. For the past 11 years, I have been a co-creator of learning in a unique, progressive, alternative educational school of choice. Currently, I am engaged in a doctoral program at Gonzaga University in Spokane. A main theme in my learning there has been the roles of systems thinking, complexity theory, and organizational theory, and how they apply to education generally and the learning environment I share with students, parents, and colleagues.

2 responses »

  1. I’ll look up that book, thanks!

    Reply

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