Learning to Teach

I sat as a silent observer for this fall semester. Teaching requires emotional intelligence to integrate young adults embedded by traditional experiences as a result of differences in cultural background into one wholesome family. They have different world views. Thus, different forms of interpretation due to personal and social biases. Let alone, the interpretation of the true value of education.

This semester, I saw how this one big family has transformed and changed universally because of the strategy used in teaching. It was a pull strategy, to push them upwards to greater challenges. It means inculcating the values of self-discipline and self-respect into each and every endeavor they undertake, beginning from being seated in class a few minutes before it starts. It means empowering them to stand up and speak out about their research assignments and to share their knowledge with their peers. It means to care that they learn qualitatively. It entails tremendous fortitude to want to succeed in learning.

I am in awe of the professor. He is merciless and relentless in conveying the essence of learning in every session. He reinforces it consistently. I saw the pay-offs! The students transformed indeed. It is a true story. I am inspired by them. I saw enthusiastic voluntarism, pride and eagerness to share knowledge. Fear of speaking to a class became history. In fact, it develops into confidence. I saw creativity through presentations on out of course materials. The amount of laughter and knowledge we gained from these presentations is out of this world. Seriously, would anyone be motivated to do things without being rewarded? How often do we want or feel like indulging in creative work for ourselves? Creativity requires tremendous efforts which few are willing to make.

This brings me back to my favorite quote: "A mind is a terrible thing to waste."  The students' mind is constantly challenged to a quick realization that "I don't know much!" Just by this realization, we can either fan our inner flame to deepen our knowledge or let it dissipate and compromise our potential to be a better learned human being while traversing our journey on this earth.

Paradox

In a recent presentation to a class of college seniors, I was asked: "Why did you choose teaching as a profession?" On an informal occasion that had occurred earlier, I was caught in a debate: "How can you teach when you do not converse?" How should I make out the latter question? I just wanted to eat shit and die! 

I am at the final stage of my PhD and am resolved to apply exclusively for teaching positions. I want to teach. A few years ago, I decided to pivot my life toward learning and knowledge building. I had quit industry three years ago and started my academic life.

Overnight, I let go of my work-identity which defined who I was by colleagues, friends or strangers. The identity that created and consumed conversations. The identity that is so onerous and unreal. Honestly, how often have we used our identity, earned or borrowed, to drive conversations these days? Little regard to whether the conversation are reckless or mindful, so long as we are onymous.

I am enjoying being an anonymous person in an unfamiliar context which would become familiar soon. I am a mother, a sister, an aunt, a friend, a student, a researcher, and yet I am not all these. Who then, am I?

This question either intrigues or annoys conversationalists. The former would likely explore me to the abyss and the latter would probably crucify me to confession. Coming back to: Why did you choose teaching as a profession? An extract of my teaching philosophy is reproduced below:

"A teacher is a committed learner and understands that when it comes to learning, there is no finishing line. Teachers must be able to embed this understanding in their teaching to stir the intellect. I strive to reawaken and stimulate students to think about the meaning and the true value of education."

I told the class: "I strive to pay back what I have learned from my own education and global experience to make a difference which can change and transform students’ lives." 

My own life has been just that...TRANSFORMED BY A GREAT TEACHER!

The Outsider

My journey has brought me to another abode, a place of lush greenery and the cohort is mostly indigenous people of various cultures fitting into a common socio-cultural identity. Their lifestyle choices are limited to the economic opportunities bestowed upon them. The surviving class is the lesser educated performing menial jobs that yield little disposable income which does not go beyond the basic necessities. A lot of time is spent in transportation because timeliness is not a pride to behold by the service providers. The public should wait endlessly and helplessly at the mercy of the disorganized and dysfunctional transport company that has no social responsibility and respect for the people.

I am the outsider feeling for this surviving class. I experienced the lackadaisical transportation system and the indifferent attitude of the commuters. They have been immunized by the socio-cultural conditions and have accepted the low level of living i.e. wasting time is a norm. Little is done to empower the surviving class. It has limited education and thus no avenue to prosper inspirationally, let alone financially. Its economic life is a constant line of survival. It is the underdog that does not have any chance to redeem a better quality life that should be deservedly theirs.

As an outsider living in  their community, I feel the hollow deprivation and despondent stemming from lack of economic choices. Much has been taken for granted by us in the developed world. Good irrigation and sewage system, clean streets, pristine rivers, life conveniences emanate from a well developed infrastructure and a service oriented society. I feel the inconveniences and immense injustices of why should they be succumbed to such a standard of living. Like the community I have to live with it. It is temporal. This perception fuels my desire to develop myself to the fullest because I have economic choices. Unlike the community, the people are constrained and discontentedly content. Not going with the flow will be contentious. This is poverty to me because human capabilities remain undeveloped and left to wither in the wilderness. The flame of the human spirit is subdued in the landscape.