A box to stand on. The goal of the graduate program of education at Touro University is “to promote social justice by serving the community and larger society through the preparation and continuous support of professional educators to meet the needs of a constantly changing, challenging, and diverse student population.” When I first joined the Innovative Learning program, my understanding of the overall program did not take such a large, deep scope. I came with the desire to challenge my own thinking around the uses of technology and new teaching & learning strategies. I had realized that I had become too comfortable with my repertoire of pedagogical tools, classroom management routines, and teaching strategies. I was using a quickly stagnating “bag of tricks” and needed to stretch my comfort zone. I purposefully, and a bit fearfully, chose an area of study that I knew would push on my current biases. As well, over the years I had noticed an increasing need to address the needs of a changing population. In this regard, my goals and the T.U. program goals were already aligned. My observation has been that students are coming to us with heightened anxiety, a range of special learning needs, and from a diversity of cultures that increases through time. I have always felt that justice demands that each child receives what is due to him. Not the same treatment - but what is particularly needed to address specific needs. It is the distinction between equal education and equitable education. That goal is a philosophical underpinning. The very practical part of me knows that I need to walk away with concrete activities that I can use in my classroom so all of the deep thinking around innovative learning is not just an academic pursuit that will be shoved aside in the fast paced day of a classroom. Authenticity. As I’m wading through the process of reflecting on the content of the courses and creating my own capstone, I am constantly aware of my tendency to hold on to what I already know. I fully realize I come from a conservative family background, a traditional teaching past, and have a temperament that doesn’t like to take risks or be involved in conflict. Pushing the comfort zone is not simple. I can also find myself hyperfocusing on one idea and following it down a path I later question. Often I just don’t know where to start and sit there spinning my wheels in mud without driving anywhere! I also realize that I am an interrupter (middle child of 7 - it’s a bad, learned habit of survival in that pack of siblings) and can talk too much during class. What I desire from my cohort buddies is that they offer their honest thoughts and that they feel free to “bust me” when I’m too closed minded, narrowly focused, frozen with uncertainty, or need to listen more and talk less. Knowing the group already, I trust their intelligence, kindness, and ability to do all of the above with a sense of humor. An encouraging word. One thing I hope to do for my cohort is to offer encouragement throughout the process. We’re all full time teachers/coaches and we lead full, busy lives. It often helps to hear the good things about our projects, blogs, and teaching dilemmas. I can offer some insights based on 20+ years in the trenches. My experience doesn’t make me a better teacher than anyone else, but it’s given me a whole host of failures and successes to draw upon to help others.
3 Comments
James Landis
9/4/2017 06:41:54 pm
Nancy,
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9/4/2017 06:50:41 pm
The illustration you used is one of my favorites. I really appreciate how deeply you think about everything. It pushes me to take a step back and carefully consider my work, plan and thoughts for the course. I, too, have a tendancy to stick with what I feel the most comfortable. It is much simplier to cling to that which I already know. I have to say that one of the best things about joining this program is the way that our Cohort pushes me.
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dan
9/5/2017 08:24:06 pm
Nancy,
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