When I traveled to attend events based on the writings of Parker Palmer, two gifts emerged. First, the settings chosen were beautiful and peaceful, with considerable access to being able to walk. Second, along with the time outside, there was considerable time to reflect in solitude and with those gathered. Part of the reflection, was to listen as one spoke and hear, as if for the first time, what one was/is saying.
I wrote the following poem after time reflecting on my pedagogic practices. I taught in a setting that required me to be present and I was falling short and, as a result, letting students, families, and myself down.
Over time and without realizing it, I had fallen into habits of just doing things the way I had before. I experienced a false sense of security in my teaching. This was something I promised I would not do when I entered teaching.
To teach, I felt I had be on the margins and be awake to each student and their particular needs, listening to what they and their families told me about them. The margins are what surround us. Too often, I wanted to be in the centre of things, where I was comfortable and the centre of things. I don’t learn much there.
sensing false security,
being the centre,
yet, margins surrounding–
paradox of one’s being.
standing out,
revealing blemishes,
making them obvious–
reveling in them.
finding comfort on the margins,
not hiding in the crowd,
reflecting one’s character–
stepping out and away with pride.
composing one’s humanness;
in deep concert with others,
sharing perfect imperfections–
enriching human moments.
This took some doing to edit the final poem, but here it is. I chose the picture, as it is a reminder that nature does not provide perfection. It provides perfection in imperfect patterns that emerge.
In nature, trees like the ones in the picture find a way to survive. Despite their lack of size, these trees are at least 100 years old and have survived, one might say thrived, living on the margins. They have a wonderful view from a precarious vantage point.
ivonprefontaine
Teacher as Transformer 
Precari..? Was that intentional or did WordPress mess up again… I think you meant to say something precarious… I love those trees! And that reminds me of how horses are usually adamant to ride by the edge of the cliff as if to munch on those very special yummy grasses on the border. It used to freak me out so much! 🙈💜
Thank you for the catch. I got ahead of myself and posted before I finished my thought.
Great that you were able to humble yourself enough to realize you weren’t being present. Aloha, Ivon. Nice to have the time to pop into my reader again today to read your words.
Thank you for stopping by.
YOU–IVON–ARE A TRUE TEACHER, WILLING TO MOVE OUT OF COMPLACENCY TO GET IN CLOSER TO SEE WHAT’S REALLY GOING ON WITH YOUR STUDENTS!
Thank you Jonathan
FROM ANOTHER ONE!
Reblogged this on By the Mighty Mumford and commented:
THE TEACHING IDEAL IS HERE IN PRACTICE! YOWZA IVON!
Being an ideal teacher would be a very difficult task. Yes, each child is different but when I was teaching it was common to have 35-42 students in a classroom. Then you have to cover the basics for all before you get concerned about special treatment for those with either problems learning or advanced beyond the grade. Smaller classes would make this easier.
I agree; the larger the class the less you can get to know each of them. I was blessed as I often taught the same students for 3-5 years in succession and knew the families. There were several years I taught 30-35 students in a multi-grade setting, but the familiarity with students and families, and the support, made all the difference.
The research and literature bears your point out e.g. Ted Sizer and Deb Meier come to mind.