In the dead of winter, revisiting the Summer Institute.
July, 2013
I have just walked the promenade on the east side of the
Johnson Center on the George Mason campus.
Where is the crepe myrtle, I wonder?
Ah, there, behind the maples which now shade the entire walkway.
Fourteen years ago these maples were mere afterthought, and
the crepe myrtle stunned the brick walls and bare sidewalk with their variety
and fecundity. Now I can barely find
them. I remember watching them flame
into color and then ebb as I dashed each morning from my parking spot,
surprised to find a bit of the beach and the various shades of myrtle in the
land of concrete.
The maple trees remind me that fourteen years is a long
time, long enough for saplings to crowd out the salmon, pink, and white bushes
and darken the sidewalk with thick shade on a cloudy morning.
In my July—in 1998—the Northern Virginia Writing Project
Summer Institute quickened my teaching into a life of inquiry, a place where
classrooms could be home to my learning as well as my students’. And returning to this campus has always
rekindled my energy and my focus on teaching as a puzzle in human
enterprise. I like the puzzle. It’s interesting.
And yet, it seems that I must continually learn my lessons
over and over again. Here in this space,
where we have the luxury of time, we build a fire of conviction fed by the
sparks created when minds rub up against one another. The fire will burn through the next school
year and, hopefully, I won’t forget what it is that students need, as opposed
to what we hand them. There are plenty
of buckets of water waiting to douse the flame.
What do they need?
They need to be invited to take hold of their own education just as I
was invited to take hold of mine. Things
seem better, richer when teachers are merely setting the sail and not steering
the craft. For a teacher, that means
providing choice, time, tools, the
thing-you-need-to-know-when-you-need-to-know-it, and the chance to continue on
a journey in the company of someone who is willing to celebrate along the way.
But all that is old news. What have I learned this time, in
this new and different, and yet oddly the same Summer Institute?
I’m a slow learner, and I like to keep things simple. So this year I will take just one small thing
into the storm.
This year, I choose trust.
The basis for most learning lies in trust, but we supply it
in miserable quantity.
Trust first that we can be engaged in our own growth. Trust that our students and our peers already
bring experiences we can learn from. Trust that there can be gain from taking what
the others offer. Trust that none of us learn
until we have had the chance to go inside an idea and walk around a bit. Trust that the outcome of that experience is
unpredictable, startling, unique, and entirely human. Trust that the blank page will be
filled. Trust that waiting will bring an
answer.
I would like to think that after fourteen years I am fourteen-years
wiser, but that would be a lie.
Teaching
is complex and intellectual and frustrating and exciting and best done in the
company of those who are in on the fun.
Surround yourself with those who grapple, wrestle, dance, sing, write,
draw, run with ideas and you will never feel “wise”—just childlike in the face
of that endless pursuit of the next best thing.
If you do it right, those people could be your students.
Trust in that.
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