1 Running head: THE COURAGE TO TEACH

A Reflection Paper: The Courage to Teach Gaylen F. Brannon Colorado State University Adult Teaching and Learning EDAE 624 February 17, 2013

2 Running head: THE COURAGE TO TEACH

Introduction I determined ten years ago, I would only spend my life doing what is meaningful and important to me, what is aligned with my gifts and abilities and what leverages my efforts to impact the greatest number of learners. This commitment has led me to make decisions others have questioned and take risks others have condemned. I have no regrets! As a result of my choices I have had rich professional and personal experiences. February of 2009, I left a tenured position with a school district having more than 20 years of employment with them to start a consulting business. I served primarily as an instructional facilitator. I provided training and support for educators across the country. My business was thriving. Securing work was relatively easy but, I must admit, although my professional experiences were extensive, I was always a little embarrassed that I did not have a masters degree. Prior to my work as a facilitator and consultant, I had no vision for how a masters degree would support my professional objectives. I did not want to get a degree just for the sake of having one. When I started my business, I began contemplating pursuing a masters degree; I knew the right course of study could add value to the services I offer. I am only in my second semester of study but with each course, I am more enriched. What most resonates with me thus far in this program is the importance of understanding and implementing key foundational aspects of adult education. At this point, I see these foundational aspects as: 1) Understand who you are and who the adults are you serve 2) Understand your philosophy, your approach and work with intention

3 Running head: THE COURAGE TO TEACH Understand Who You Are And Who The Adults Are You Serve Reading the books, The Courage to Teach and The Courage to Teach Guide for Reflection & Renewal have been significant experiences for me. Prior to reading these books I did not understand how to integrate in a practical manner, the relationship between the work we do, who we are, and the impact it has on those around us. In the past, as I supported educators in their work, I focused my attention on classroom practices and strategies. In fact, this was my forte. The who was a surface issue; it was encapsulated in the fact that they were in room. What I mean by this is that they had made a decision to be an educator, so there had to be a commitment to take this work seriously, be motivated to continuous improvement and develop the techniques and strategies needed to do good work. My approach, in most cases, involved surface conversations, which I initiated and dominated. I would begin by explaining what I was going to do, how it related to the school/program goals, and what type of support they could expect from me. I would then conduct classroom observations analyzing and identifying what was taking place in their rooms and serve as a critical friend to help them understand how to employ better more appropriate techniques. I have come to realize that I was not as thorough in my work as I first thought. I was missing an essential component; the understanding that we teach from within. Teaching is an intellectual, emotional and spiritual endeavor. I knew this to be true in my life, but I was unclear how to connect this in the lives of those I served. Palmer (1998) states, Seldom if ever do we ask the who question-who is the self that teaches? How does the quality of my selfhood formor deform-the way I relate to my students, my subject, my colleagues, my world? How can educational institution {professional development} sustain and deepen, the selfhood from which good teaching comes, (pg. 4). True enough, these are not the type of questions I asked nor are

4 Running head: THE COURAGE TO TEACH they the type of questions I encouraged the educators with whom I worked, to ask themselves. As a result, I was neglecting the space from which good teaching emerges, and curtailing my overall effectiveness. Palmer (1998) states it well: I am also clear that in the lecture halls, seminar rooms field settings labs and even electronic classrooms-the places where most people receive most of their formal education-teachers possess the power to create conditions that can help students learn a great deal- or keep them from learning much at all. Teaching is the intentional act of creating those conditions and good teaching requires that we understand the inner source of both the intent and the act (pg. 6). Because a foundational aspect of adult education is to understand the who of the adult learners, I must incorporate a new way of being with myself that explores who I am, and intern, incorporate a new way of being with learners, that allows them to explore who they are. I must provide an opportunity for them to understand, if they do not already possess this knowledge, that teaching like any human activity emerges from ones inwardness seeing the inward more clearly allows you to do the work more effectively. Palmer 1998

Understand Your Philosophy, Your Approach and Work With Intention I spent many years in a school district that touted as their mission, the creating of life long learners. At the time, I bought into this. As an educator I wanted to help create life long learners. That was a noble and worthwhile endeavor. However, as a result of taking the course work in this program, I no longer believe that life long learning can be created by an entity other than life. As Paulo Freire (1970) stated, the unfinished character of human beings and the transformational character of reality necessitate that

5 Running head: THE COURAGE TO TEACH education be an ongoing activity, (p. 65). Life long learning sets the context for my work and my mission in the field of adult education is to facilitate learning experiences that support learners in achieving a richer, more fulfilling personal and professional life. This sets the context and my educational philosophy sets the tone for my work. I am mostly a progressive humanist. I see people as having unlimited potential. I perceive learning experiences as opportunities for person growth. Experiential problem solving is an important approach in the learning. I consistently work to emphasize the experiences of the learner in determining problems and solutions to be considered. G p.4445. To do this, I have incorporated the habits, concepts and tools of systems thinking. These critical thinking tools include: analyzing change-over-time, considering how structures create behaviors, and identifying how mental models (attitudes) impact current reality. I use system thinking tools as I plan learning experiences and I make these resources available to learners. In light of my insights from the books, The Courage to Teach and the Courage to Teach Guide for Reflection & Renewal, in the future, I will incorporate the use questioning and reflection strategies coupled with systems thinking and done in a way that delves beneath the surface to help learners connect to who they are in their work. This will now be the cornerstone of how I approach my work of professional and personal development. Adult education should serve the needs of the learner. As the facilitator, I am coconstructor of the experience. I must take the learners needs and employ techniques that engage them in an experience that empowers them to achieve their goals. This is best done by exploring information through, critical thinking, and critical reflection that will leads to transformative action, (Fiere, 1970 p. 81). These understandings are a foundation for how

6 Running head: THE COURAGE TO TEACH I will design and facilitate learning. Having this purpose and philosophy clear in my mind will cause me to work with greater intention. Working with adult learners, as an instructional facilitator is both an art and science. In this masters program of Adult Education and Training, I am learning to understand more deeply the science of adult learning theory. I am increasing my knowledge on approaches, tools and strategies that can increase my effectiveness and support me in creating powerful learning experiences that engage participants in ways that enhance their lives. I am developing in both the art and science of learning facilitation. Reading the books by Parker Palmer have made an impact. I now see that education is a three-strand cord, intellectual, emotional and spiritual. Palmer (1998) states: Reduce teaching to intellect, and it becomes narcissistic; reduce it to the spiritual, and it loses its anchor to the world. Intellect, emotion and spirit depend on one another for wholeness. They are interwoven in the human self and in education at its best, (pg. 4). I was always clear about the intellect. Pedagogy, andragogy, strategies and techniques were well in place. Now, I can connect, and help those with whom I work to connect with who they are in their work and do this in a meaningful and effective manner.

7 Running head: THE COURAGE TO TEACH

References

Freire, P. (1970). Pedagogy of the oppressed. New York: The Continuum Publishing Company.

Palmer, P. (1998). The courage to teach. San Francisco: Jossey-Bass.

Palmer, P. (1999). The courage to teach guide for reflection & renewal, San Francisco: Wiley.

Zinn, L. M. (n.d.). Identifying your philosophical orientation. M. W. Galbraith (Ed.), Adult Learning Methods (2 ed., p. 38). Malabar: Krieger Publishing Company.