It has taken me while to think of a moment that I wanted to use for the most recent RP challenge as set out by John Pfordresher.
Think about a negative interaction you have had in your classroom. Not an entire lesson, but a single interaction that occurred between you and someone else (a student, another teacher, a parent, etc).
Perhaps a student was sleeping in class, or being disruptive or inattentive. Perhaps we, the teacher, reacted to a specific stimuli in an unhelpful way. Maybe someone walked in on a lesson and caused a negative disruption to us or our students.
Our task today is to take this negative interaction and describe it. It is important that we describe and describe only.
I have chosen a moment, but I will say up front, I did not follow John’s instructions. Please read David Harbinson, Anne Hendler, and Hana Ticha’s (first and second post) descriptions. They followed John’s instructions wonderfully, and I highly recommend clicking on their links. Their descriptions describe those raw moments of vulnerability that make teaching one of the scariest and most exhilarating professions out there.
What I have decided to do instead is change the word “negative” into “challenging”, and the interaction will be less about a learner and I sharing words or actions, but more of me observing an interaction between two teacher-trainees that gave me pause. It is a moment that is significant to me and my future work with teachers, and so I need this space to learn more about what is going on and what I can do in the future. It is a moment that I face each semester.
Apologies in advance for the length. This description is reminiscent of my graduate study days. The more the better seemed to be the motto back then.
Setting up the description:
This was the second time I heard him/her share this story in 24 hours. The first time was during his/her entrance interview. And to add more depth to why I chose this moment, I heard him/her share this story two more times in the following 12 hours. I had only met him/her 24 hours before the moment I am going to share with you.
It was the first full day of classes and this moment happened during the last class of the day. The teachers had just done a gallery walk where they discussed various famous quotes about learning and teaching. After this 15 minute small group discussion, I asked the teachers to finish the following sentence on a piece of paper: I want to be a teacher who… because… After finishing their sentences, they shared with their partner.
I wanted them to do this for two reasons. One reason is that the course is about learning different strategies and approaches to teaching. I wanted to give them the space to articulate what this might look like for them. By writing this sentence, they can start thinking about why they are in our course, and also start taking the steps to become that teacher. The other reason I wanted to do this was to give them the space to share their hopes and challenges. By sharing these sentences with someone else, they may start feeling part of a community. They came to the course alone, and it is important to their development as teachers that they don’t feel alone during the course. This is a description of my thought process for the activity.
As two teachers were sharing, I heard one (Teacher A) say to the other (Teacher B), “I never wanted to be a teacher. I was forced to be a teacher by my father.” Teacher B listened attentively and asked questions. I couldn’t hear exactly what Teacher B was asking, but I could see that she/he was facing Teacher A and looking at him/her with openness. Teacher B’s arms were not crossed but at his/her side, with one arm leaning on the desk. He/she looked at Teacher B in the eyes the way a friend does when they are listening to you share something that is difficult. When Teacher A spoke, Teacher B nodded and looked at Teacher A.
At one point, I heard Teacher A say, “I am in this course because I almost quit last year. I have a family and I can’t quit.” I’m not sure when he/she said this. And I’m not sure how Teacher B responded. It was hard to hear details with 14 other teachers talking, and I also didn’t want to intrude on their personal exchange.
As I walked around, my mind went to Teacher A. I felt worried about him/her. I wondered how he/she would behave in the course. Would he/she be up for all the tasks ahead? I wondered how he/she would impact the other teachers. Would he/she bring them down? I wondered what he/she needed from me and the other trainers, and what I could give back without spending all my energy. I felt nervous because this was the second time I heard him/her say this and I thought he/she might need a lot of care and I wondered if I was ready for the possible task.
The pair discussions lasted about 15 minutes. During this time, I walked a bit in the middle of the classroom (16 teachers sitting at 16 individual desks set up in a horseshoe shape) or stayed at the front. It was hard to walk around the class because there were extra desks and the class wasn’t accommodating much more. I could hear bits and pieces of what everyone was sharing. Everyone looked engaged as I didn’t see any pair sitting silently. Everyone was sharing something, or at least listening to someone share.
Once the discussion was over, I thanked them for sharing some challenging stories as well as their hopes, and then we moved on to looking at what the course might offer them by looking at a list of course objectives.
As I reread the description, I’m curious to know how the rest of the challenge will go. It doesn’t feel like a juicy description where I can dig in deep. No one was behaving badly or in a way that brings up thoughts of classroom management or lesson design in the classical sense. However, I know I have a lot to learn from this. Perhaps it isn’t the moment itself, but the symbolism of the moment that means more to me. But I shouldn’t go to this place yet. I’ll save that for challenge No. 4.
Previous posts I’ve written on the topic of description:
- Learning to See for the International Teacher Development Institute (iTDi)
- LOSING IT AT SCHOOL – BRIDGING REFLECTIVE INQUIRY AND NONVIOLENT COMMUNICATION written in this blog in October 2011.