Going Green in Teaching- Course Concluding Thoughts

In the beginning of our blog assignment, I first felt that the bi-module reflections were going to be difficult. However, after getting the hang of creating "analogical bridges" between the work of art of teachers and the work of art of experts in photography, film & television, architecture & interior design, music, and fashion became much easier. As I re-read my blog entries, I had to ask myself if roles were reversed, would the analogical/imaginative bridges be as simple to create from architecture, for example, to the field of teaching? I think not. While much is like teaching, nothing is really like teaching… Funny! In general, I don’t feel that people truly understand the life and the times of teaching. People in other careers instantly assume that we teachers have it easy with only working nine months a year, no weekends, all holidays off, and the great benefits. They just don’t get it. Teaching seems so easy to bash, but I think it is only because people don’t know. They assume teaching is what happened when they were in school, and this is what I meant earlier with “the time” of teaching”, especially in how they’ve changed. Cultural and socio-economic diversity alone has dramatically changed teaching since I was a student, and truly, it wasn’t that long ago! Which is why I believe people in other careers don’t necessarily “get it”. Most assume that things are the way they were 15-20 years ago when in fact, that is not the case.
At any rate, comparing teaching to other fields has made me aware of things that maybe I have come to overlook in the past few years. Not intentionally of course, but neglect may be an easy part of routine. The Art module made clear to me that consistency is key. The film module made me question if perception is reality; Is seeing feeling or is feeling seeing? Do we see with our heart or our eyes first? Then, what matters more. In the end, I think that it depends on the kind of person we are as individuals and what is done with what we see and/or feel. The architecture module made me question the issue of form versus function. When applied to teaching, it asks why do we do what we do if there’s no reason for it? What is the purpose? Is it part of the big picture? Or is it done that way, just because that’s how it has always been done?! The module really made me question the approach we often take to teaching. The music module reminded me of the importance of the hook in teaching. Teachers have to hook students not only at the beginning of a lesson, but also throughout the lesson in order to engage all learners. Music and fashion both contradicted the Art module and provided that a good fit be paired with change to be the most beneficial. Art said consistency mattered, and music and fashion said that change mattered. I had to sit and ponder these factors for a little while. I concluded that consistency is important in standard classroom operating procedures and that change is necessary in lesson formatting, styling, and approach with students. Teachers have to be willing to give up old teaching methods for new ones in order to be “fashionable” with students. We have to be appealing in order to be purchased and “worn” proudly.
For example, new graduation requirements are that all students must be fluent in a foreign language by the year 2015. I’m fairly certain that this is true across, at least Michigan, and possibly the entire U.S. Let us not even question how this reaffirms my idea earlier that other professions, such as governmental bureaucrats, do not relate or understand, or even have a clue as to what is happening in schools and the teaching profession! However, I must ask, would it not be more important in our students lives to ensure that our students all know English and be fluent in it prior to throwing another language at them?!? As a non-academic core teacher, I am now in a position to compete with the language courses as well as the other allied arts teachers. My class and I are “for sale” so to speak; I must be reaching, teaching and keeping students interested in coming back for more in order to secure my position as a teacher. If students do not elect my class, my position could be eliminated. I have to be aware of my practice, my pedagogy, and my relationship with my students! A store that has no shoppers, rather buyers, has no business or store at all! This is why even after the close of this class, creating "analogical bridges" between the work of art of teachers and the work of art of experts in photography, film & television, architecture & interior design, music, and fashion are important to consider throughout my career. All of these agencies must “sell” in some way, shape, or form to different buyers and do so with intelligent design methods. I must keep all of these methods in consideration and be prepared to renew, reduce or recycle my teaching to keep up with my students and be an effective educator. NDCE has influenced me to appropriately keep my teaching GREEN! Renew what works, reduce what doesn’t and recycle older methods into something newer or better.

Trying on some new... and some old.

As a woman, the fitting room can be a very intimidating place! It is a time to try on something new. If quality and fit are a match, we often consider the purchase. The cost is also a noteworthy determinant of purchase, but often considered first, before even entering the fitting room. We also likely chose a store to shop in where we were prepared for and found in past experiences that the cost of items were within our comfort zone and budget.
Often times, I will try on a new style or color garment and find that I'm not ready for the cut, cost or new fashion. The same is also true sometimes of "older" apparel that I own. Originally, the garment or accessory worked and was a good fit, but for whatever reason, is no longer a match for me.
Many of the same connections are true in teaching. Sometimes, I'll try something new and find that it didn't work. The truth-telling three-way mirrors of self-reflection granted me the wisdom to know that either the lesson was not a good fit, made me uncomfortable, or was too great a cost. I sometimes never "try on" the method or lesson again, but most often I will modify or alter it, like clothing, so that the fit or style is more appropriate for me as the teacher or for my students- as the learners.
On the other end of the spectrum, I will occasionaly revive a lesson or practice that worked (fit) from the past and find that it no longer fits either because I've changed, my students have changed, or the actual lesson has become tattered, stained, or is just too aged to use any more.
Just like I could not wear the the clothes from when I was younger, such as, in high school, I could not use the teaching methods that my teachers used then. We must update our lessons, practices, policies and procedures almost as often as we must with our wardrobes. Sometimes, we can get away with an update and sometimes, we must "donate" the old practice to match the needs and "fashions" of the time.