Creating an environment conducive to learning is essential for instructors. Sharing with one another what has worked and what has not worked only enhances our toolboxes as instructors. Remember, according to The Tao of Teaching, the Way cannot be mastered!
** What kinds of things have you personally done or put into place that sets the learning environment?
** Are there things you have seen or heard of that you would like to try?
** Have you tried something and had it go miserably the wrong way? If so, what did you do and what happened because of it?
Sunday, June 28, 2009
Analysis
Overall impression
I was excited to read The Tao of Teaching this semester. I had heard it referenced in trainings I had attended throughout this past year. It was a rather easy read with short chapters. Each chapter seems to build upon each other with similar themes ranging from respect, control, selflessness, organization, and positive interactions. Each has it’s own story, and each may be interpreted differently by various people. However, the bottom line is that by following the ancient Tao, teachers can create respectful learning communities in their classrooms.
It was especially helpful to have examples from actual teachers and their classrooms. This allowed me the chance to make sense of what the Taoism actually meant. For other teachers reading this book, it may give them ideas of what they would like to do or change in their classroom. Reading the real life stories helps teachers make connections to their own craft.
Struggles
While having the teacher examples created a clear picture of each Taoism, I struggled with one teacher’s philosophy and how she ran her class. From the time her classroom was described, I immediately found myself not wanting to read any of the chapters that had her as the example. I believe this was due to the differences in philosophical beliefs. However, as I continued on, I began to be more and more intrigued by her classroom. I found myself wanting to have a better understanding of her way of teaching. I’ve come to the conclusion that if I could simply visit her room for a day or two, I would be thrilled.
Connections to adult education
When I began reading this book, I sunk a little bit because it was all related to K-12 education. Even though I have stood my ground saying that many things do cross over, I found myself stretching to see the connections with this book. However, I had to put on my hat as adult educator and really try to not only make connections to my past classroom experiences, but also with the staff I am currently working with. That stretch did not seem as difficult once I separated my experiences apart. A hand full of chapters stand out as great examples to use with adults. While there are too many to list, I will highlight a few.
One particular Taoism that stands out is “Succeed with encouragement, not prohibitions.” Essentially it is stating that things, such as rules, should be positively stated. Instead of saying do not do something, state what the student should be doing. I have found this to be true with adults as well. It seems that there is a calm in the room when things are presented in a positive manner. By discussing positively what is being presented, the teachers are more apt to take in and be open the material.
Another is simply “The Way cannot be mastered.” This one touches on the idea of learning from your own mistakes and allowing mistakes to take place. Many adults want to strive for perfection. However, without making some mistakes and hitting some bumps along the way, one can find it difficult to have a clear understanding of all perspectives. We can always learn something from one another. There is always more that can be learned, and I have to question whether or not you can truly, fully master something.
An underlying theme throughout many of the chapters is making personal connections with your students. This is true for adults as well. Not only does is it important to know your students academically, but it is also important to know their background and personal interests. This will allow you the opportunity to connect with your students and make content interesting. Another aspect of making personal connections is really learning how to be a listener. Everyone wants to be heard, whether it is a child or an adult. If a teacher listens to their students, truly listens, then the door will be opened and a respect will be formed between them.
The Tao of Teaching focuses on how teachers can create a learning environment for student that promotes lifelong learning and respect for one another. Even though the examples are based on K-12 classrooms, the concepts can be carried over to adult education. The wisdom that is presented in this book demonstrates what a true master teacher possesses. These ideals come naturally to the master teacher and are conducive to learning. For those who are not yet master teachers, they are ideals to strive for. While they may not all be able to be in place, even by master teachers, they are the foundation for a successful learning experience.
I was excited to read The Tao of Teaching this semester. I had heard it referenced in trainings I had attended throughout this past year. It was a rather easy read with short chapters. Each chapter seems to build upon each other with similar themes ranging from respect, control, selflessness, organization, and positive interactions. Each has it’s own story, and each may be interpreted differently by various people. However, the bottom line is that by following the ancient Tao, teachers can create respectful learning communities in their classrooms.
It was especially helpful to have examples from actual teachers and their classrooms. This allowed me the chance to make sense of what the Taoism actually meant. For other teachers reading this book, it may give them ideas of what they would like to do or change in their classroom. Reading the real life stories helps teachers make connections to their own craft.
Struggles
While having the teacher examples created a clear picture of each Taoism, I struggled with one teacher’s philosophy and how she ran her class. From the time her classroom was described, I immediately found myself not wanting to read any of the chapters that had her as the example. I believe this was due to the differences in philosophical beliefs. However, as I continued on, I began to be more and more intrigued by her classroom. I found myself wanting to have a better understanding of her way of teaching. I’ve come to the conclusion that if I could simply visit her room for a day or two, I would be thrilled.
Connections to adult education
When I began reading this book, I sunk a little bit because it was all related to K-12 education. Even though I have stood my ground saying that many things do cross over, I found myself stretching to see the connections with this book. However, I had to put on my hat as adult educator and really try to not only make connections to my past classroom experiences, but also with the staff I am currently working with. That stretch did not seem as difficult once I separated my experiences apart. A hand full of chapters stand out as great examples to use with adults. While there are too many to list, I will highlight a few.
One particular Taoism that stands out is “Succeed with encouragement, not prohibitions.” Essentially it is stating that things, such as rules, should be positively stated. Instead of saying do not do something, state what the student should be doing. I have found this to be true with adults as well. It seems that there is a calm in the room when things are presented in a positive manner. By discussing positively what is being presented, the teachers are more apt to take in and be open the material.
Another is simply “The Way cannot be mastered.” This one touches on the idea of learning from your own mistakes and allowing mistakes to take place. Many adults want to strive for perfection. However, without making some mistakes and hitting some bumps along the way, one can find it difficult to have a clear understanding of all perspectives. We can always learn something from one another. There is always more that can be learned, and I have to question whether or not you can truly, fully master something.
An underlying theme throughout many of the chapters is making personal connections with your students. This is true for adults as well. Not only does is it important to know your students academically, but it is also important to know their background and personal interests. This will allow you the opportunity to connect with your students and make content interesting. Another aspect of making personal connections is really learning how to be a listener. Everyone wants to be heard, whether it is a child or an adult. If a teacher listens to their students, truly listens, then the door will be opened and a respect will be formed between them.
The Tao of Teaching focuses on how teachers can create a learning environment for student that promotes lifelong learning and respect for one another. Even though the examples are based on K-12 classrooms, the concepts can be carried over to adult education. The wisdom that is presented in this book demonstrates what a true master teacher possesses. These ideals come naturally to the master teacher and are conducive to learning. For those who are not yet master teachers, they are ideals to strive for. While they may not all be able to be in place, even by master teachers, they are the foundation for a successful learning experience.
Summary
The Tao of Teaching by Greta Nagel creates a bridge between the ancient Chinese book of wisdom, the Tao Te Ching, and modern day education. Within the eighty-one chapters of the book, the author takes the reader through a series of ideals, or Taoism, for teachers to live and work by. While brief and to the point, these Taoism create an atmosphere in classrooms that not only adheres to learning, but also creates a community of learners.
Each Taoism is followed by an example of a teacher currently in a classroom. For the sake of understanding multiple perspectives, the author follows three teachers who demonstrate the various Taoism’s. One teacher teaches a multi age classroom with kids ranging from kindergarteners to third graders. Another teacher teaches sixth grade. The final teacher is a high school teacher teaching philosophy, psychology, and government. These examples allow the reader to fully understand each Taoism and see how they are put to practice.
Each Taoism is followed by an example of a teacher currently in a classroom. For the sake of understanding multiple perspectives, the author follows three teachers who demonstrate the various Taoism’s. One teacher teaches a multi age classroom with kids ranging from kindergarteners to third graders. Another teacher teaches sixth grade. The final teacher is a high school teacher teaching philosophy, psychology, and government. These examples allow the reader to fully understand each Taoism and see how they are put to practice.
Monday, June 22, 2009
Opps!
So I had all intentions of reading a little and then reflecting a little....didn't happen. Since the weather finally got nice here last week, I took my book to the pool each day, read, made notes, and had all intentions of coming home and jotting some thoughts here. Instead of this, I came home, had lunch, and carried on with my day. Long story short, I've finished the book and am ready to start my analysis. I did find myself opening up to the different teaching styles and wanting to understand. I also felt that many of the Taoisms were simply good teaching practices...things master teachers just do without thinking about it.
My summary and analysis will be coming soon!
My summary and analysis will be coming soon!
Monday, June 15, 2009
So I'm thinking that pointing out key chapters that really speak to me as I read is a better route to go. Chapter 22, Teach By Example, was one that I connected with. The whole idea of being a model for your students is key. Even the teacher example rang true to me. The teacher talked about reading with the kids...not doing other much needed work while they are reading. I started doing that when I started my masters program. It was funny because the kids totally left me alone during this time. It was amazing that they no longer needed me. I was hi-lighting as I read and sure enough, I saw the kids start to do the same thing. They were fascinated by what I was reading and watching me as my facial expressions changed. The same was true for when I was writing. I used to model writing on the overhead and I gave them the option to watch or write on their own. Many would write and offer feedback for me. Bottom line, if the students see your passion and struggles with the same things, they see you as credible and invest more...or so it seems to me!
Sunday, June 14, 2009
Short Chapters
This book is filled with 81 short chapters...each about two to three pages a piece. Therefore, as I summarize what I am reading, I plan to highlight what stood out to me (not necessarily every chapter). Each chapter begins with a Taoism and then follows with an example from a classroom. The author followed 3 teachers (in in the primary ages, one intermediate, and the last on a high school teacher) to show examples of the Taoism in place. With all of this in mind, I read Chapters 1-20 in one setting.
I started the book off with the first chapter (as most of us do :) ) "The Way is nameless; the name is not the Way" and thought to myself this is not the book for me. I think a lot of it had to do with the fact that I did not agree philosophically with the teacher example. The idea that the students determine when and what they want to work on blew my mind. I told myself to give the book a chance and hope I didn't feel the same way throughout the whole book.
Chapter 4 brought about a Taoism I totally agreed with: Application breeds learning; dig deeply. One of the essential questions that I believe we all ask ourselves was brought up in this chapter: "Why are we doing this?" When we can incorporate real life experiences and application, it leads to higher interest and higher retentions for our students, whether they be children or adults. This can be tough to do when you have specific standards or learning goals you need to accomplish. It forces the instructor to think outside of the box when planning learning activities.
Chapter 7, Do no think of self, stood out to me. The premise of this Taoism is to think of your students first, not yourself. I find this is very difficult for many teachers to do. It goes back to chapter 4, teachers have standards to teach and often feel that they did it last year, it will be easy to do it the same way next year. I think back to my teaching days and I often used my plan book from the year before to plan out activities. The catch here is on the delivery. I always looked at my students and their needs. I adjusted plans based on that. I used my plan book as a skeleton, with the knowledge that things will need to be modified. Often teachers will do the same activities, with the same worksheets, and same materials as every other year. It is easy that way. It is not necessarily what is best for the students.
A much needed break needs to be taken before finishing...I'm not normally one to write long posts and I get overwhelmed by long posts...so I won't subject you all to that...which is appears I already have. :)
I started the book off with the first chapter (as most of us do :) ) "The Way is nameless; the name is not the Way" and thought to myself this is not the book for me. I think a lot of it had to do with the fact that I did not agree philosophically with the teacher example. The idea that the students determine when and what they want to work on blew my mind. I told myself to give the book a chance and hope I didn't feel the same way throughout the whole book.
Chapter 4 brought about a Taoism I totally agreed with: Application breeds learning; dig deeply. One of the essential questions that I believe we all ask ourselves was brought up in this chapter: "Why are we doing this?" When we can incorporate real life experiences and application, it leads to higher interest and higher retentions for our students, whether they be children or adults. This can be tough to do when you have specific standards or learning goals you need to accomplish. It forces the instructor to think outside of the box when planning learning activities.
Chapter 7, Do no think of self, stood out to me. The premise of this Taoism is to think of your students first, not yourself. I find this is very difficult for many teachers to do. It goes back to chapter 4, teachers have standards to teach and often feel that they did it last year, it will be easy to do it the same way next year. I think back to my teaching days and I often used my plan book from the year before to plan out activities. The catch here is on the delivery. I always looked at my students and their needs. I adjusted plans based on that. I used my plan book as a skeleton, with the knowledge that things will need to be modified. Often teachers will do the same activities, with the same worksheets, and same materials as every other year. It is easy that way. It is not necessarily what is best for the students.
A much needed break needs to be taken before finishing...I'm not normally one to write long posts and I get overwhelmed by long posts...so I won't subject you all to that...which is appears I already have. :)
Thursday, June 11, 2009
Book Selection
This was a really difficult decision on which book to select for this blog. I had narrowed it down to three and went to the book store (multiple stores, actually) to actually put my hands on all three in hopes the decision would come to me. I was only able to find one of the books...so The Tao of Teaching it is! I can remember hearing a reference to this book in one of my meetings so I am excited to read it. I have, however, ordered one of the other books on Amazon to satisfy my indecisiveness which should arrive sometime next week.
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