If I'm to lead students in a self-determining learning environment, then I too, as an educator, must have a self-determining mindset.
What does that mean? To be self-determining is to view learning as a lifelong process. And that means that my learning as a teacher/practitioner is ongoing.
If my students are bored, I can't blame it on the curriculum or their laziness. It is my responsibility to act upon what goes on in my classroom. What difference am I making in the lives of my students? I've used a report card for students to evaluate my teaching. While it made me vulnerable, it built trust and it helped me learn that what seemed like good ideas, missed the mark for several students.
If I'm self-determining, do I take responsibility for my own learning or do I expect others to create professional learning for me? Can I work "both within and against the system" as advocated by Cochran-Smith & Lytle? They argue that practitioners take an inquiry stance to continuously examine their practice as they learn how to teach, adopting a lifelong learning mindset.
Why are we doing this school thing anyways? That's the question Will Richardson, Seth Godin, Neil Postman, Ivan Illich and many many others ask. As an educator, I must answer this question and act on it.
Part of seeking the why for what I do, is to read the insight of others. I'm currently reading Life Expects by Gary Hunter. Gary argues that we must believe in and act on the conviction that "we are called by life to certain destinies and that we answer the call by discovering and rendering our unique gifts to the world."
While much is written about how teachers should teach, as a teacher, I must start with who I am. I must see my own value and self-determination if I am to draw it out of my students.
What does that mean? To be self-determining is to view learning as a lifelong process. And that means that my learning as a teacher/practitioner is ongoing.
If my students are bored, I can't blame it on the curriculum or their laziness. It is my responsibility to act upon what goes on in my classroom. What difference am I making in the lives of my students? I've used a report card for students to evaluate my teaching. While it made me vulnerable, it built trust and it helped me learn that what seemed like good ideas, missed the mark for several students.
If I'm self-determining, do I take responsibility for my own learning or do I expect others to create professional learning for me? Can I work "both within and against the system" as advocated by Cochran-Smith & Lytle? They argue that practitioners take an inquiry stance to continuously examine their practice as they learn how to teach, adopting a lifelong learning mindset.
Why are we doing this school thing anyways? That's the question Will Richardson, Seth Godin, Neil Postman, Ivan Illich and many many others ask. As an educator, I must answer this question and act on it.
Part of seeking the why for what I do, is to read the insight of others. I'm currently reading Life Expects by Gary Hunter. Gary argues that we must believe in and act on the conviction that "we are called by life to certain destinies and that we answer the call by discovering and rendering our unique gifts to the world."
While much is written about how teachers should teach, as a teacher, I must start with who I am. I must see my own value and self-determination if I am to draw it out of my students.