I'm a dad to two children. And if there is one thing that I know for sure (after parenting for several years), it's this: children develop differently. Written another way: children need different things in order to grow in a healthy, well adjusted way. That which works/worked for my older daughter may not work as well for my younger daughter and vice versa. This isn't to say that one way is somehow wrong or deficient; but rather, this is to state the simple (and profound) truth that we're all wired differently. The following is a specific example from our family: One of our daughters thrives in environments where, in order to complete the task, she is given detailed instructions. In the midst of this, she can take those instructions, digest them, and complete the task in fairly short order. However, our other daughter is different in that it doesn't matter how detailed the instructions; she needs a visual example in order to be successful. One learns best via instruction, and one learns best through visual means. They're both our children; they're both unique in how they approach the world, and we celebrate that. This as it relates to teaching: We can't get to the place where we know what our students need unless we understand who they are and from where they came. Therefore, the key to understanding difference (and implementing effective practice) is relationship. We know what each of our daughters needs because we know them. We spend time with them; we care about them; we desire for them to be successful. Additionally, they know that they matter to us. In the same way, it is our role, as teachers, to know our students- to know what they need in order to be successful (academically but also mentally and socially); and to do all we can in order to make this a reality. Is this hard? Yes. It is time consuming? Absolutely. Can it be infuriating? You bet. But, is it worth it? I would say, "unequivocally: yes".
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I've just watching all four parts of a documentary titled 8th Fire. This is a project that seeks to: challenge assumptions, form new opinions (based on facts and evidence), and bring us together: setters and first peoples alike. How does it do this? It seeks to form this relationship by giving a first hand look at the history and plight of the aboriginal population living within this country. 8th Fire looks at the history, which has, in turn, formed the present, and has the potential to inform the future; that is, unless truth and reconciliation continues to heal our land.
Throughout most of my life, I had one way of viewing the first peoples population; and it was a view that wasn't necessarily healthy- based on preconceived notions and biased assumptions. It wasn't until my adult years that I started to have the figurative rug pulled out from under me (so to speak). I met aboriginal people, I became friends with many; I began to hear their stories, and I began to feel the burden with which they lived. The roots of empathy had begun to form. Often, we live with one view- one way things must be done; one way for society to move forward effectively, and one way of viewing those around us. It isn't until we discover alternative angles that we begin to engage our world. Related to this... When we begin to understand other peoples' ways of knowing (where they're coming from and how they view the world), we begin to build bridges; we become advocates. This is crucial in life, just as this is crucial within the teaching profession. If we are to value ALL students (as TRB Standard 1 implores us to do), we must understand their way of viewing the world. We may not necessarily see eye to eye on everything, but when we enter this space, we come to understand what they need in order to thrive; what they need in order to feel safe and secure in their own skin. This seems so simple. And yet, this has been so hard for us to implement as a society in Canada. We are just now beginning this process. We are just now beginning to teach this in our schools. We are just now beginning to learn this in our universities. And as prospective teachers, it is our role to model this for our students (and for their parents). Building relationships by valuing others and acknowledging the vast diversity of our land, people groups and ways knowing- this will lead to fruit; and it begins with us. One of our major roles, as educators (I believe) is to instil within our students the desire for and the skills with which to think critically about the world around them.
All of this first requires our students to be informed, so we teach that knowledge is power (again, because this leads us to the place where we can begin to put the puzzle together) . We teach that, to bury one's head in the sand is the antithesis of that which leads to a healthy, robust world view. (Not to mention, to look the other way has led us to some historically bad policy decisions.) Because we teach this, how can we do anything but demand this of ourselves? This cultural and political relevance is a major asset in any teacher's toolbox. Without it, we can't rightly form (educated) opinions, nor can we teach these things to the children/youth in our midst. So, how do we remain informed? WATCH We gather information by watching. Yes, this includes traditional forms of media (news outlets, etc.), but it also means taking note of those things that are happening around us. Yes, we must be aware of decisions being made in Victoria, Ottawa and around the world, but we must also be looking for those subtle shifts within our own backyards. We must learn to notice the details, and to "follow up". LISTEN Related to watching, the ability to listen helps us to know those things that are happening around us, in addition to giving us that which we need in order to respond. However, it's important for us to listen to the positions of others. Not with bated breathe- waiting to interject with "the truth of the matter"- but rather, with an ear of teachability. "Prove to me that I am at fault, and I will correct my path". READ Finally, we need to be teachers who read, veraciously- on a host of topics. This will help to give us that which we need to convey appropriate information to our students. In sum... The act of being informed is a sacrifice; it takes time and resources. However, the idea of walking into a classroom without such knowledge flies in the face of that which we seek to teach, that being: to take information, dissect said information and to form a worldview based upon authentic reflection and values. |
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