Solitary Dialogue
Monday, March 14, 2005
Richard Schmuck's idea of a Solitary Dialouge has something there when he emphasized the importance of self-reflection in teaching. It's suppose to be some sort of mental activity of a conversation between two sides of the inner self in order to aid reflection. I had a go at it between my Secondary school student self and my present/future teacher self and to my surprise, it's a pretty effective tool.
Student Self: English was a scary subject for me in school. I am from a family whose first language is not English and for as long as I could remember, I was a below average student of English, struggling just to pass the subject. Teachers after teachers I’d met made me feel like I am a mere paper in their In trays. Sitting ever so quietly among other papers (some more interesting than others) waiting for its turn to be dealt with and finally put into the Out tray.
Teacher Self: Each student is unique, has different learning styles and needs. As a teacher, it is crucial to acknowledge and understand varieties of students in the classroom. Having a one size fit all mindset may not be healthy for the students as not everyone has the same capabilities or can flourish under one kind of teaching style.
While we cannot expect all teachers to create the perfect learning environment for all students, knowing more about each student can help teachers design a teaching plan that could meet everyone’s needs at different stages. In a way, I believe that teachers should at least make each of their students feel noticed.
Student Self: But then again, it should be for the right reasons! I was definitely very much noticed in my Secondary Two English class. A young teacher, probably fresh out off teaching school, and bursting with enthusiasm was well liked in my class and till this day, I really wondered why. With a voice like it was dipped one too many times in syrup, she never failed to impress upon us the importance of good grammar and impeccable essay writing skills. Nearly once every week, my essay assignment paper would have a “SEE ME” printed in bold red ink at the top right hand corner. And nearly once every week, with eyes glaring at me behind her glasses, she pointed out the mistakes that I’d made throughout the paper and finally with a wave of her hand, signalled that I could leave, probably satisfied that the session didn’t take too much time off her break.
Teacher Self: I think it is a good standard practice for all teachers to go through with the students the various mistakes they had made as it is an opportunity for evaluation. However, there should be ways to make it a mutually beneficial process, rather than something horrid to students like detention. Also, the teacher’s attitude is crucial. The teacher should want to do it, rather than do it just because it is a requirement in their handbook.
Student Self: As if that was not bad enough, one day, in her haste to show the class the difference between a good essay and a bad essay, she chose one of each and read it out loud in class. She started with the good essay which she happily read with such great smile on her face, praising every paragraph along the way. Finally, she picked up the bad essay and started reading. I told myself that as long as it wasn’t my essay I’ll be a happiest person in the world. Unfortunately, it was not meant to be. Her sugary voice, tainted with sarcasm, ploughed through my essay as I sank lower and lower into my seat. Although no names were mentioned, I was utterly humiliated and my spirit broken.
Why did she have to be so mean?
Teacher Self: It is very natural for teachers to give more attention/praise (consciously or sub-consciously) to the “smart” ones as the latter make teaching easy and pleasant. It is a comfort zone that many teachers try very hard to step out off. Nevertheless, any teacher should still consider students’ feelings. Many times, teachers demand respect from their students but did not do likewise. An education system set in a society that practises meritocracy, might have led to putting the bright on pedestals and the below average wherever else that is vacant. A classroom inevitably may reflect that mindset. While one cannot change the culture of society, it is still possible to change the mindsets of students in the classroom.
Student Self: I agree, another year passed and entered another English teacher. My first essay for the year had another “SEE ME” printed in bold red ink. Expecting another session of telling me what I already know, the teacher did the last thing I expected: showing concern. She suggested ways I could improve and never once did she reprimand me. She genuinely believed that I could do better as long as I am willing to try harder. And try harder I did, because I wanted to prove her right. After each try, she would write a summary of her feelings on my essay – what areas she really liked and what areas I could improve on. Finally, I had my first “A” and even though it's not of Cambridge/Oxford standard, I no longer live in fear of English.
Teacher Self: An ideal teacher should be able to motivate students to excel in learning and gain knowledge. While both teachers may have nearly similar plans or ‘intended’ curriculum for their English classes, the ‘enacted phase’ of the curriculum is probably the most crucial stage as this process will directly influence their mindsets and performance.
Student Self: I do not think what the teacher had done was a conscious pre-planned attempt to change my life. I am still that same paper among the pile of other papers in the In/Out tray. However, she handled each paper with delight and care - the kind of person who would notice the creases and gently smooth them all out before placing them away. All she did was to believe in me and give me encouragement. That was the turning point and even though she doesn’t know it, she made a difference.
Teacher Self: That is precisely why I wanted to be a teacher. To make a positive difference, one way or another, in a student’s life. Teachers are both masters and slaves to the curriculum. Slaves perhaps because they are stuck with certain values and standard procedures, but masters because they still hold that power to change as teachers have that vital responsibility of delivering the curriculum to the student. No stakeholders will be there to tell the teachers ‘what’ and more importantly, ‘how’ to teach, the classroom is their own castle. |
