Dignity for All

Perspective is a great teacher. I learn a lot about ideas, issues, and solutions when I place myself in someone else’s perspective. When facing a conflict, I obtain a better understanding when I assume the place of the other person. Perspective allows me to empathize, listen, and finally to clearly seek a solution. As an extreme example, I was recently faced with a person who was irate and a bit irrational. As my blood pressure increased, I thought about the other person’s circumstances which led to the confrontation. Most of the factors which had an influence on this specific person had nothing to do with me, but I was seeing a convergence of emotions and problems; culminating in a tirade which I was being asked to address.

I find perspective sometimes teaches the lesson which I don’t think I need to learn, too. This humbling experience usually comes to me as a revelation and I am always better because of it.

It’s in my DNA to default to a teacher’s perspective; normally this is exactly what I need to do, but not always. Occasionally, I need to assume and empathize with a Superintendent’s perspective. Other times I find myself placed in the position of a child. What about the perspective of the custodian. A family in generational poverty has a unique perspective, which is very different from a family’s perspective that is experiencing situational poverty. Placing oneself in the perspective of a college professor can be an equally powerful teacher. We can look around at our colleagues, too. What is their perspective?

I find the practice of broadening my perspective to be valuable in most situations. How else could I understand points of view different from my own?

Can there be a lesson in this for you? I believe the answer is clear. Yes. Can there be a lesson in this for your students? While harder to convey and teach to children, the concept of empathy is a lesson we should not avoid. We need to seek-out opportunities to place ourselves in another’s shoes. We also need to find opportunities for our students to do the same.

Enjoy your weekend.

Old Words with a Different Perspective

A simple, straightforward thought for you today. A quote which I have read many times but just recently came to me in an email. It caught my eye this time because I read it with a different perspective.

Learning is not attained by chance. It must be sought for with ardor and attended
to with diligence.
~ Abigail Adams

I have always interpreted this quote thinking about the student. When I read it this time I was thinking about my role in the education and learning of the student(s). I then thought about your role. Mrs. Adams’ quote caught me off-guard and I have a deeper appreciation for her words.

Enjoy your weekend.

The Challenge

How do you learn best? As teachers, we all should know our own learning styles and modalities. If you’re not sure, then the answer may be to look at how you develop your own lessons. We’re all more comfortable using strategies which “make sense” to us. I have seen this in different venues, too, like sports. Team strengths usually reflect the strengths that the coach demonstrated as a player. This may not be a coincidence. History tells us that we prefer to work within our comfort areas.

I am an active learner with a preference for working within groups. Can you picture how I conducted my classes? My lessons involved strategies which benefited the tactile and kinesthetic learner. The auditory learner would also benefit from the group activities, but, unfortunately, I probably did not serve the visual learner well. I didn’t have many graphic organizers, media displays, charts, or posted objectives. Periodically, I would plan an activity preferred by the visual learner. This would occur once, maybe twice in a unit. This was not enough.

We need to develop lessons in which our students can best comprehend; all our students. In the coming weeks, I challenge you to extend yourselves to incorporate strategies which address all learning styles, in each lesson. You will observe an increased level of student engagement. This will translate to student performance. If you doubt me, then try it and prove me wrong.