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Patrick S. De Walt, M.B.A., Ph.D.

~ Communal Conversations for the Promotion of Active Critical Engagement

Patrick S. De Walt, M.B.A., Ph.D.

Tag Archives: Reflective Practice

Trajectory

19 Sunday Jun 2016

Posted by Patrick S. De Walt, MBA, PhD in Poetry

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Art, Education, expression, Freewrite, Performance, poetry, Reflective Practice, Streams of consciousness, Teacher Education

Positioned to discover, explore, and/or question
Life’s charted course
Each decision is beseeched with
Possibilities yet we are not
Guaranteed of its outcome
Whether good or bad
We hope to champion a cause
That is worthy of our effort
Our commitment
Our sacrifice
Yet, we are left to question
It and ourselves
At each critical phase, stop, or hurdle
Many of us embody the good fight
The willingness to put the wellbeing of others first
At the expense of our own wishes for ourselves
We plant the seeds through our
Professional and personal obligations and commitments
In doing so, we help set the trajectory
For all of whom we are honored to teach.

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You

19 Wednesday Nov 2014

Posted by Patrick S. De Walt, MBA, PhD in Poetry

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Art, Culture, expression, free form, free write, Identity, Motivation, Performance, poetry, Reflective Practice, self exploration, social critique

The beauty of discovery is one that places us in varied states
Some of us deny ourselves the opportunity that is presented to us
Others embrace it for all that the experience offers
Why do we find ourselves limiting our opportunities between two contrasting views
that ultimately limit all of our possibilities?
We “either or” ourselves into complacency
Instead of “both anding” ourselves into our greatness
The likelihood of us ever achieving this feat is not found in
meritocratic principles that perpetuate us failing to achieve our best selves
Instead, we stunt our growth based on the perceptions of others who often are unaware of our hidden gems
Why have we become accustomed to settling for less than what we deserve?
Or even more so, why do we stunt our own promise by following the trumpeting of someone else’s tune?
We are fragile in this way?
Or better yet
malleable to the whims of those whose thoughts we’ve come to privilege
over our very own?
Don’t take the words on this page as absolute
for if you did
then you are perpetuating the process in which this was written to question
You have to reconnect with your intellect
Your inner curiosity
Your inner self
You have to be the driver of the knowledge that you have taken in within a critical framework
No longer accepting the quo that is so often the status
found within
The conversations that we have
The communities in which we live
The dreams that we allow to be so easily squandered
You can no longer just be the best you that you currently know
You have be best you
that you have YET to fully comprehend…

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Honoring Home

22 Sunday Jun 2014

Posted by Patrick S. De Walt, MBA, PhD in Poetry, PSDW Reflective Journal

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Art, expression, Family, Higher Education, Identity, Motivation, Passion, pedagogy, Performance, poetry, Purpose, Reflective Practice, Streams of consciousness, Teacher influence

Over the course of roughly eleven years
a journey has been embarked upon
In search of a means to make a difference within the communities that our children grow
While all of our children matter to educators who have a love and appreciation for the responsibilities that our profession demands
There are many examples of the contrary…
Yet, this is not the purpose of this conversation,
For that,
I have to look before that fateful day in 2003 when I tearfully left my safety net as a first grade teacher.
I have to look before my years teaching while simultaneously attending graduate schools in pursuit of master’s degrees in business administration and elementary education/curriculum instruction.
I have to look even further back during my wonderful years as a Panther at my alma mater, Prairie View A&M University, in which I still struggled with some of my childhood limitations and expressions of immaturity
But more importantly, I have to dig deeper into the recesses of my memories of lessons and struggles that preceded even these valuable moments in the shaping of the person who I am…
Honoring home is what I’d like to call my current entry
Honoring the wonderful efforts of a mother who always sacrificed for not only me but all of those whom she loved
A woman who instilled a “country-type” set of values for a son who connects more with the big city
Honoring a father whose focus was leading a business that has endured many seasons and weathered a multitude of torrential storms, with some being self-inflicted.
Honoring home is reflecting on my collection of brothers who in their own ways served as models for me even though they did this from considerable distances
Honoring home is remembering the sisterly influences that I have had the privilege of receiving from a collection of remarkable women who still inspire and advise me today in my most important life decisions
Honoring home is reflecting
Honoring home is an ongoing part of my every day
It is presenting myself with dignity, respect, professionalism, honesty, integrity, sensitivity, thoughtfulness, and pride as instilled into me by my family, extended family, friends, mentors, teachers, and yes, even my students.
Honoring home is living up to charge that I have been given as a future and current elder
Honoring home is being a person who elicits pride from those who I have been inspired by
Honoring home is demonstrating a desire to grow which ultimately is one of the true measures validating that the seeds that were planted within me have actually taken root and flourished
Honoring home is being a role model to my nieces and nephews who I love dearly
Honoring home is being the man that honors my ancestors who sacrificed for others who then ultimately sacrificed for me
Honoring home means that I live up to the standards and expectations that this path requires no matter the costs
Honoring home means embracing the inner beauty and drive that is the essence of who I am.
Honoring home is offering through dedication a legacy that fortifies the true essence of all of what I’ve stated above—love…
Honoring home is loving myself for no other reason than there was a community of love invested within me so that I could know how to love myself
Honoring home is a process that I seek to do one step at a time
So as I seek to honor home, I seek to offer the best that I can in the situations that I may find myself
whether the situations are in classrooms, meetings, and/or other social settings.
Honoring home is honoring the mission that home has essentially aided in me pursuing
Each time that I teach, I am honoring home near and far
Each time that I teach I am:
Honoring my ancestors
Honoring my family
Honoring my teachers
Honoring my mentors
Honoring my friends
Honoring my community
Honoring my students’ futures
Honoring the lives of the people who my students will touch
Honoring the love that I have for learning
Honoring what calls on me to pray and give thanks
Honoring home is why I am often so excited when I teach or talk about teaching
Honoring home provides me with the motivation and passion for how I do what I do
Honoring home is what you make it
Honoring home is what makes you…

So my question for you is, “How are you honoring your home?”

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The Legacy of Forgiveness and Conviction (Nelson Rolihlahla Mandela July 18, 1918-December 5, 2013)

07 Saturday Dec 2013

Posted by Patrick S. De Walt, MBA, PhD in Poetry

≈ 2 Comments

Tags

activism, Art, Blackness, Conviction, Culture, expression, Forgiveness, Historical Figures, Identity, in memoriam, Inequity, Legacy, Nelson Rolihlahla Mandela, Performance, poetry, Race, Reflective Practice, social critique, social justice, South Africa, Streams of consciousness, World

With the passing of yet another of our important historical figures
I am left to give both pause and thanks
Pause to remember a person who I never had the pleasure of meeting
yet feel as though their vision for social justice, equality, and freedom were envisioned for the journey that I’m currently engaged
Well before I was born,
the legacy against oppression was begun
The mantle has been passed amongst the worthiest candidates of all genders and abilities
Yet again, I am given pause to reflect on yet another figure whose life
as we currently conceive it on Earth has ended
Another figure who engaged in the good fight
Sacrificed and endured for all that he believed in beyond his own needs
Instead for those of his beloved people
Never to be placed on some iconic pedestal that allows for those who deem it necessary
to attempt to unseat him
He was in fact very human and had his flaws as all humans do
Yet I must give thanks
for what he has offered me
is another model
of why my journey is to be as challenging
as it has been
and will be
Yet I must endure
I must recognize that I may also exist in my own form of exile, for not as long, 27 years
Separated from my loved ones and community beyond the limitations of select and sanctioned visitations
The human memory
and the wishes of those who chose to enact revisionist history
should be called into question
as those who are viewed as deviant and/or misguided
are often those who we later realize
we were just unable to comprehend the beauty
of their gift, vision, and/or passion
at the time of our encounter
We must not let ourselves and others
off the hook
for our misguided and/or misplaced deeds and thoughts
We must also hold ourselves
as well as other
accountable
not in the current sense
but one of humanism
The legacy of forgiveness and conviction
calls us to task each and every day
we must consciously seek out our truths, passions, and obligatory destinies
Revelations don’t guarantee change
Our conscious and proactive actions regarding them do
Today, work to become better than you were yesterday
in order to build on that reality tomorrow
with a legacy of forgiveness and conviction as its essence…

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Tangible Rewards of Teaching

30 Monday Sep 2013

Posted by Patrick S. De Walt, MBA, PhD in Educational Trenches, Live In The Discomfort

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Education, expression, Higher Education, pedagogy, Public Education, Reflective Practice, Streams of consciousness, student centered approaches, Student influences on teachers, Student success, Students as teachers, Teacher Education, Teacher influence, w

As I continue to talk about what I find the PROFESSION of teaching requires–living in the discomfort–I had the pleasure of having a conversation with a former student that has led me to this current entry.
Some back story…

My evolution as a teacher continues to occur in which I honestly have to say has been shaped by many of my former students’ impacts on me and my thinking over the years. They have challenged me in ways that I never thought that they would or even could. One of those areas is being more patient with them and their development and/or perceived needs. I must be the first to admit that while I love teaching and learning, I have noticed that I have more patience with learners in the primary grades. My expectations of my adult students and what they brought with them to the learning space was constantly at odds with most of what they actively would show. Sometimes what I thought that they should or would know, as undergraduates, was not always the case. Sometimes the amount of effort or passion that I assumed them to have was not the case either.

Now as I say that, there were plenty of students who were amazing and demonstrated vast amounts of intelligence, creativity, dedication, motivation, and the like. As a teacher, we sometimes take those students for granted and expect them to grace our classrooms with all of their potential and abilities. But when those gifted students’ gifts don’t appear as I expect them to, I now realize that those situations were my greatest challenges. This disconnect was painful for me to realize and accept: Why can’t they _______? Why won’t they _________? Why haven’t they ______? These are questions that I found myself reflecting on and asking my mentors periodically. I kept thinking that my students could do this or that. I never saw them as having deficits, but instead I saw that as not reaching or maximizing their potentials. What I failed to realize in that line of thinking was that while they had the potential, I often didn’t scaffold to the degree in which they may have needed. This realization meant that I had to relearn the level of variance within them regarding things that I considered to be foundational to undergraduate students (i.e., writing and critical thinking).

Now back to the conversation with my student…

In talking with my former student, I was pleasantly reminded of the student’s ability to actualize success. What I mean by that is even though I sought and often demanded a great deal from my students, their respective paths to success are as infinite as their minds, the context they’re in, and the varied supportive mechanisms afforded to them. As a result, I am now more aware of this part of my teaching identity–the critical idealist. And my former student’s current successes and the fond memories that I have during our time in the course have become even more powerful for me. For this was a student who I felt challenged my teaching in ways that made it better. The student’s persistence, creativity, and thoughtfulness during class assignments and discussions still appear in what my student is currently achieving. While, I speak of my student with some attempt of maintaining anonymity, if that student is currently reading; I would like to say I’m very proud of you. And more importantly, thank you!

As I have found to be true within the field of education, many times our students can be our best teachers when we’re willing to listen…

Until next time.

PSDW~

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The Struggles of Teaching

29 Sunday Sep 2013

Posted by Patrick S. De Walt, MBA, PhD in Educational Trenches, Live In The Discomfort, Uncategorized

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Education, Educational Debate, expression, High Stakes Testing, Inequity, K-12, pedagogy, Public Education, Reflective Practice, social critique, Streams of consciousness, student centered approaches, Teacher Education, Teacher influence, Test Anxiety, Testing

The beauty found within teaching for me is something that has little to compare with. You see the growth, determination, creative, among other things of your students as they pursue their educational goals and dreams. These things are, at least for me, the most important aspects for why I do what I do. Seeing diamonds in the rough take shape and form all that you hope and more is so rewarding. I have had the privilege of seeing 6 years olds blossom into amazing teens, college undergraduates harness their abilities in ways that I wonder if they would have dared attempt during previous opportunities, and graduate students traverse the challenges of reclaiming their sense of direction within their educational journeys. All of this matters to me as an educator. There is nothing like it for me, even when many of my contemporaries deny our students the opportunities to flourish. The field of education requires remarkable women and men to serve as educational stewards for future generations of community members. No matter the background we have to safeguard ourselves from our own tendencies to undermine our expectations for and of the potentials of future generations. When I think of all of the students who I have taught, I find pride in the fact that, whether they realize it or not, I imparted at least a little wisdom and knowledge to them. 

The educational conundrum is one that most public educators have some level of familiarity with. Whether you were an elementary teacher, as I was, or a middle school/high school teacher, seeing your students become more of they were and are has to touch your heart. Why else would you become a teacher? 

Yet with all of this hope and promise, we find our schools and schools systems failing our kids in some form or fashion. The lack of support for our public schools, in certain areas of course, allows for others, who usually aren’t educational professionals to make decisions that are often uninformed yet have dramatic effects of the lives of young learners. Standardized tests have become the archenemies of most educators who have experienced third person test anxiety—witnessing your students get scared while taking the test. 

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Onward to the Next Chapter

13 Monday May 2013

Posted by Patrick S. De Walt, MBA, PhD in Blog, Educational Trenches, PSDW Reflective Journal

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Culture, differentiated instruction, Diversity, Education, expression, Florida, Higher Education, pedagogy, Public Education, Reflective Practice, Streams of consciousness, student centered approaches, Teacher Education

Hello everyone,

Today marks the start of a new and exciting semester (10 weeks). As I have taught over the years, I am reminded of all that makes teaching and learning so important to me. I see it in the responses that I get when I post here on the blog as well as through other social media sites https://www.facebook.com/pages/Patrick-S-De-Walt-MBA-PhD. As I became more aware of the ways in which my beliefs and passion for teaching was shared by others, I found that I was more concerned about everything that I was saying. I don’t take this privilege and honor lightly by any means. I thank each and everyone of you who have taken the time to read anything that I have ever posted online….

The Life of an Educator

It is a very interesting thing to learn from other educators about how they see and experience the life of an educator. Some find the joy in all that they do, others see the responsibilities that are inherent with the position, and others are still trying to figure their way through the process. In many ways, I find that I embody all of these components and feelings each and every time I nervously step in front of my students. While my exterior presents a self assured and somewhat confident person, the interior self is always wondering if he is “doing right by his students.” I find that to be one of the hardest things to come to terms with for me as an educator, I want to always help and prepare my students for all that they will face as they continue their pursuits within the field of education.

The answers that I seek are rarely found within the time that I have my students within my class, but I naively still wish to see any indication that my students get it! As I have discussed about my interactions with Jekyll & Hyde learners in my previous posts, my desires for my students’ success intensifies. I find that I am often fighting them when in comes to my undying belief that they have amazing yet untapped potentials that they seem to not even recognize. I find myself thinking back to my own educational experiences and realizing how fortunate I was to have educators who stayed the course with me even when I didn’t seem to care. From these intense feelings, my teaching philosophy and pedagogy were ultimately born. As a result, I work insane amounts of hours thinking about my lessons and, in the past, grading tons of student assignments.

My growth as an educator has resulted from these educational experiences that consisted of trial and error, long nights of anxiety, and many intense conversations with family, friends, colleagues and mentors. My ideology and integrity are at the center of all that I do and that gives me great pride. Pride in the fact that I am now seeing the seeds that I have helped to plant begin to blossom in multiple contexts as I hope that I have done for my own teachers.

Starting Anew Today

As I write this entry, I am less than an hour away from another exciting and unpredictable semester (Summer 2013). I have so much that I want to achieve with my students and hopefully they will ultimately achieve their own goals as well. I’m teaching my normal class on diversity. I’m also entering into a new area that partially resulted from all that I have done here which has motivated me to explore–a course that merges both student engagement and social media. For now, that’s all I have to say about it but in the coming months I hope that you stay around to see those finished products. So I write to all of the learners and educators out there. Continue to explore your own realities and the beauty found within them while still challenging them for their ultimate enhancement.

My excitement and anticipation have again returned to my core preparing me for a new group of learners who have all the potential in the world to achieve greatness. I just hope to be a small part of their journey as they continue to be a huge part of my own….

Until next time.

PSDW~

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The Unheralded Rewards of Teaching

19 Friday Apr 2013

Posted by Patrick S. De Walt, MBA, PhD in Blog, Educational Trenches, PSDW Reflective Journal

≈ 1 Comment

Tags

Education, expression, Higher Education, K-12, pedagogy, Performance, Reflective Practice, Streams of consciousness, Student leadership, Teacher Education, Teacher influence, unheralded rewards of teaching

I have spent so much of my time lately on my blog devoting it to my poetic side. I have enjoyed sharing that part of me with those of you who have honored me by continuing to follow my blog. I really appreciate this, but I must admit that I have denied a bigger part of who I am in the process–me the teacher.

Recently, I have been reminded that the vocation of teaching is a profession that has been neglected on so many levels for all sorts of reasons. I originally wanted to talk with other educators who, I had coined were “in the educational trenches,” which essentially is the title of this part of my blog. But I have been reminded recently that by stating this, I am guilty of forgetting what I had hoped to impart with my students– that the language that we use shapes our reality as well as the realities of those who we engage. This reminder makes me rethink what I currently have described regarding this aspect of my thought.

As a result, I am brought to this moment when I am touched by those who I work tirelessly to reach, motivate, inspire, encourage, protect, and empower in order for them to become the women and men that I so passionately believe that can be. I am a hopeless romantic when it comes to my belief that my students are the most precious responsibilities I have beyond my own family. They make me work harder, think more critically, and endure let down after let down with the hopes that one day that the educational opportunities that I know they deserve will be the educational opportunities that they actually experience.

All of these thoughts have streamed through my mind as I have just completed my last class for the semester, here at the university. I have come in contact with students who inspire me by their sheer energy and passion for their respective beliefs when it comes to education and other aspects of the world. They may never know how much they truly mean to me beyond the hard lessons that I have them endure during my class in hopes that they’re better prepared for when those situations present themselves down the road. They are our future leaders and many are currently honing their skills to step into their important roles.

I feel as if they are my responsibilities and I can never let that feeling go because if I did, I would feel like a failure to my calling. My calling is not found in a script or set location. It is more likely as eclectic as my imagination allows me to be through the lives that I am fortunate to encounter each and every semester that I work within the academy.

And as long as I’m fortunate to have students who are willing and able to meet me somewhere in the middle, I will do all that I can to help them get wherever their dreams will take them…

I am honored to have been thought of in any significant way by any of my current or former students. I am glad that I have been, even to a small degree, a positive influence on the lives of such amazing young people. While the job is tough and the hours are often long and lonely, every once in a while something special happens and, for me, it happened when the words of a former student spoke of my influence on her as she presented me with the award below…

SAM_0321

While most of the rewards of teaching remain unheralded, I am glad for each and every opportunity that I have to give my best and my all. For all I know, at the time, is that the potentials found within the hearts, minds, and lives of our young people require such sacrifice and patience…

PSDW~

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Outside of All Comfort Zones

09 Tuesday Apr 2013

Posted by Life With A Sense Of Humor in Educational Trenches, Guest Features

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Culture, Diversity, Education, Higher Education, pedagogy, Politics & Education, Reflective Practice, social critique, Streams of consciousness, Student Behavior, student centered approaches, Student leadership, Teacher Education, World

The most important aspect of being an educator is often overlooked by educators everywhere: the education one receives from one’s students. Nothing can make the importance of THIS type of education more apparent than embarking upon a teaching assignment outside of your home country. I think a key term to reiterate is “home”. I didn’t understand how much I considered the US ‘home’ until I stepped my foot outside of it to work. Vacation is different. When we are on vacation, we can almost always find surroundings that remind us of home. We are not forced to step beyond our ‘comfort zone’. When you are working, however, in a university that is attended only by locals, you find your way of thinking, teaching, responding, reacting, learning, speaking, grading, and living all being forced outside of a box you didn’t even know existed. You find that you are floundering, yes I said floundering. Yes, a person with a degree (a Ph.D.), years of teaching university level students, and grand amounts of knowledge (at least I thought so, lol) was FLOUNDERING! I learned very quickly that all I had learned in my ‘home’ country, worked best (drumroll please) at home!

In order to set some semblance of organization after I arrived, I swooped in set up a syllabus, developed assignments, set up Blackboard, and started to teach. My course schedule had finals set for December. I arrived in October. I was ready to go. One of my students quietly approached me after what I thought to be a FABULOUS class. She quietly told me that although there was a break in December, the semester did not actually end until the final week in January. Also, one of the assignments I created could not be completed by many students because most unmarried, Muslim, girls did not feel comfortable interviewing males, even if they were professional, male, psychologists.

I had to take a step back. A HUGE step back. I felt like a ‘Stranger in Moscow”. I was lucky to have students who were willing to teach me and walk me through the process of getting acclimated. I found myself having to lean on and learn from my students. Of course, the start of a new semester brought sturdier footing, a new sense of self. and a somewhat increased knowledge of culture as it pertains to the psychological field. However, I did not forget the importance and necessity of constantly consulting my students.

Consulting our students, making them a part of the process rather than a mere consumer, and valuing their input are often touted as important parts of the educational process. How many of you actually do this? Most of the time? Some of the time?

How have you been educated by your students?

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Teaching Who We Are: Seeing the Beauty in Student Engagement

30 Wednesday Jan 2013

Posted by Patrick S. De Walt, MBA, PhD in PSDW Reflective Journal

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Culture, differentiated instruction, Diversity, Education, Florida, Higher Education, Identity, Inequity, K-12, pedagogy, Politics & Education, Public Education, Race, Racial identity, Reflective Practice, social critique, Streams of consciousness, student centered approaches, Teacher Education, underrepresented groups

One thing that I have come to embrace about myself, personally as well as professionally, is my passion for learning and seeing others excited and empowered within educational contexts. I often forget that the passion that I have is unique to me as other things are unique to others.

“We Teach Who We Are.”
—Parker Palmer–

The more that I write, the more that I reveal…

This statement is how I also think about teaching. The more I teach the more that I reveal about myself and sometimes discover about my students. After teaching for as long as I have now, whether it was as a first grade teaching in Houston or as a graduate student in Colorado, I have been one that gets a reaction out of my students. Sometimes that reaction is hostilely posted on faculty teaching evaluation sites (I still have not really reviewed them), university student evaluations and/or the responses of my students after they are no longer bound to my class and its rules.

The funny thing that I have found out about this process is that I am what I like to call, “An acquired taste.” Yes, this statement, as the previous journal entry laid out, positions itself as a dualistic perspective. But the data so far confirms it. My passion is one that propels me to want my students to excel and I push them to the point of discomfort. I challenge them even when I agree with what they may have said. I am and can be relentless in this regard, as many who have taken my course(s) might say. However, I know in my heart of hearts that I do all that I do for what I hope they will see in themselves one day–a promising teacher. Most teachers that I know have at some point in time referenced this saying, “You can lead a horse to water, but you can’t make it drink.” I struggled with this phenomenon so much as an instructor here in Florida, as I did while I was a graduate student in Colorado. I wanted all of my student to be nourished by the educational process that I so love in its non-conventional forms. I teach who I am and I push them to learn who they are, so that they can teach from those meaningful parts of who they are when engaging their students.

Food For Thought

I had a very interesting conversation with my graduate assistant today and much was revealed to me, both directly and indirectly, regarding how “Teaching Who [I am]” was/is my greatest strength.  Yet, it is also the most challenging aspect of my role as an educator. My passion and perceived intellect can be too much for others even while I know that I have so much more to learn; because, as I have shared with my students today, “The more I learned, the more I realized how much I really didn’t know.” I teach from my mind and heart each and every time I step into a learning environment. I don’t know any other way to be an educator.  And as a result of this way of being and knowing myself, whomever acquires an understanding of me and my pedagogy developed palates that allow she/he to engage in varied perspectives on a host of topics. They attain the ability to engage an eclectic personality and mind who only wishes to better himself and the community in which he is obligated to serve–our future generations of learners.

My graduate student, after a lengthy conversation about the course and our preparation for future course objectives, reiterated a perspective on my way of teaching and it humbled me. In the midst of all the chaos of our conversation, key elements of my and my teaching philosophy were articulated–the allure in learning. This phrase is something that has stuck with me since my graduate days. It written and introduced to me by one of my graduate school professors–Dr. Daniel P. Liston. It, in essence, is one of the staples of what I begin each semester with, challenging my students to connect with their internal capacities for becoming the best teachers that they can be by confronting, engaging and/or understanding themselves in more critical ways.

Engaging the Toxic Word “Race” in a Diversity Course

An example of this occurred today as my morning sections began to discuss chapter 5 PulseClicker2of our text. I asked my students to answer our “Clicker Questions”– Clicker is an interactive assessment tool that always for me ask students questions and get instant feedback– for the day. This question was a short essay that they were to answer about, “Is ‘race’ still in important part of U.S. society, yes or no?” As an introduction to this topic, I decided to not run from this feared word like many others do not only in our classrooms but in almost every other place in our society. This question also required that they expound on why they chose either yes or no. And I enjoyed hearing those who said “yes” explain their answers but I also enjoyed those who said “no” explain theirs. If you’ve read my previous post, there appeared to be a lot of Jekylls and Hydes in attendance during this topic. But I pushed and pushed the conversation and many of them took the risks of sharing their perspectives and why. I truly loved it! Because it was them engaging the tough topic wherever they were in their understandings within my classroom. These moments mean so much to me. To hear a student who has been positioned as a Jekyll turn out to be more of a Hyde.

Students gave ranges of responses that said, in a sense, while they didn’t want to use race they recognized that it was still impacting their lives. Others offered positions that promote ideas of humanism. I found all of the examples to be of significance and usable in this learning opportunity. So I took a few chances with them, I did an up down activity that I’ve done before with other classes. I had all of my students stand up and asked a series of questions (paraphrased and may not be out of sequence of how I did it in class, FYI): 1) If you are not male, please take your seat, 2) if you are not Protestant, please take your seat (ironically, after the completion of my lesson it later dawned on me that I misspoke), 3)If you do not own property (land), please take a seat, and 4) (what I would have concluded with had I needed it to) If you are not white, please take a seat. But in this case, there was no need to ask #4 because all of my 50+ students were already seated. In having my students participate in this kinesthetic exercise, I wanted them to think about how we, over time, have forgotten the sacrifices and injustices that have resulted from the application of race within this society.

Now we credit “the founding fathers” of this nation without holding their actions accountable to not only communities of color, but also non-land/property owners and women who lived during the era. WE, through our contemporary gaze at history, forget that women and people of color only within a short period of time have (re)gained the right to vote and other important aspects of citizenship in the United States of America. And more importantly, if our students have forgotten or have not been exposed to this valuable information during their own schooling process; what makes us think that the students who they will some day teach will have such opportunities to critically engage these such historical moments that shaped and continue to shape this nation?

Through this activity, my point was to get them to think about race and, more importantly, history within context. Instead of viewing historical moments through contemporary lenses. As many educators may now know, this is becoming a greater challenge with each passing year as history is becoming harder and harder to get students to engage in many instances. So I try to use these moments to provoke students’ thinking any way that I can if it aids them in developing their critical thinking skills as well as their, what I like to call, “their teacher identities.”

I have often told my students that education is a “social experiment” and all involved are a part of this dynamic process. Much of what I do within my classes requires that I take some level or risk. Yet, as what those who have taught me proved only a few years earlier, that the risks we take both as educators and learners have immense power to help redirect and inspire others to keep learning. I am reminded of the many teachers–Mrs. Boone, Ms. Sullivan, Mrs. Terry, Ms. Carson, Mrs. Gobert, Ms. May, Ms. Defibaugh, Mr. Lavergne, Dr. Sigren, Mr. Haynes, Mr. Knowles and the list could continue–who shaped a path for me that I could never have imagined, yet am proud to now travel….

As I conclude this entry, I am drawn to a quote from Palmer (1997),

Teaching, like any truly human activity, emerges from one’s inwardness, for better or worse. As I teach, I project the condition of my soul onto my students, my subject, and our way of being together. The entanglements I experience in the classroom are often no more or less than the convolutions of my inner life. Viewed from this angle, teaching holds a mirror to the soul. If I am willing to look in that mirror, and not run from what I see, I have a chance to gain self-knowledge–and knowing myself is as crucial to good teaching as knowing my students and my subject (p. 15)

So the question becomes for any other educator and/or learner who took the time to read this, “What does your mirror show?

Until the next time…

PSDW~

Parker J. Palmer (1997): The Heart of a Teacher Identity and Integrity in Teaching, Change: The Magazine of Higher Learning, 29:6, 14-21.
http://dx.doi.org/10.1080/00091389709602343

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The Power of Educational Epiphanies

23 Wednesday Jan 2013

Posted by Patrick S. De Walt, MBA, PhD in PSDW Reflective Journal

≈ 1 Comment

Tags

Culture, differentiated instruction, Diversity, Educational Epiphanies, Identity, pedagogy, Public Education, Reflective Practice, student centered approaches, Teacher Education

Background

Webster’s Online Dictionary defines epiphany as, “(1) : a usually sudden manifestation or perception of the essential nature or meaning of something (2) : an intuitive grasp of reality through something (as an event) usually simple and striking (3) : an illuminating discovery, realization, or disclosure”. All of these definitions capture the beauty of teaching in today’s classrooms. These are some of the most meaningful moments for any passionate and caring teacher. As a university faculty member, I am no different.

This set of feelings about education and seeing my students have their own educational epiphanies has led me to write this latest reflection. While the cognitive development of all of us happens at different rates and times, it is such a wonderful sight to see those who you are charged with supporting their learning process have these moments of revelation. No matter the level or degree of that occurrence, I find great joy and pride in being a witness in their classroom. I am an active participant, but never the only holder of knowledge.

The Topic: Moral Reasoning

Talking with my students and/or anyone about moral reasoning in a critical way is always an interesting activity for me. I often find myself immediately analyzing their responses to the material and each other in the midst of our class discussions or my mini-lectures. Today’s classes provided me with more opportunities to engage the ways in which others see or don’t see this topic–I use Perry’s theory of moral reasoning. These four stages: 1)Dualism 2)Multiplicity 3)Relativism and 4) Commitment are staples for my course on diversity. Through these stages, I challenge my students to critically evaluate not only their environments, but their own ways of thinking.

Activity: Student Interaction and Discussion

Using Perry’s model, I provided examples using concrete images such as referencing how this thinking can be applied to how they have preferences for Coca-Cola A Coca-Cola logo on a truck at a distribution center in Alexandriaand its ocokebottlesther brands of soft drinks (I found that using this as an example allowed for more students to connect with the activity). Using this concrete way, I stumbled onto a means to concretize this concept beyond some abstract notion to a concept that they can see in themselves and others with time and practice. Moreover, it served as a place holder for them use until they were able to conceptualize their own examples–ownership (potential point of humor)!! This moment of student ownership is one of the most rewarding times to me as an educator. I view educational epiphanies as students’ first steps to educational ownership or, more importantly, them owning their paths in their educational journey.

The other beautiful thing about this process is that you see students begin to take educational risks. I often don’t provide students with affirmation of their answers to allow for them to grapple with their own thoughts independent of an immediate assessment that they may be accustomed to from the prior educational experiences. For me, this is a risk that I’m willing to take because I seek to offer students opportunities to share their thinking as opposed to silencing them before they even speak. Yet, I honestly admit that this is one of the hardest things for me to get students to buy into, based on how they’ve often been socialized to learn and demonstrate their learning. It’s almost like fighting Iron Mike Tyson in his prime (Yet I haven’t given up though).

With these experiences in mind, I go back to work preparing myself and the lesson for the next opportunity. As I told my students, “When you show me you can do it [critically think]. I get greedy and want you to do it every time.”

Until the next entry.

PSDW~

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PSDW Reflective Journal

20 Sunday Jan 2013

Posted by Patrick S. De Walt, MBA, PhD in PSDW Reflective Journal

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Tags

Culture, Diversity, Education, Higher Education, Identity, K-12, pedagogy, Politics & Education, Public Education, Reflective Practice, Streams of consciousness, student centered approaches, Teacher Education

As an educator, who works with students who also wish to become educators, I have come to learn much from them as it relates to not only how they see the world but how I see their visions of it. Through this process, I have been challenged in ways that I would not have ever imagined. I have been made to ask myself questions such as:

  1. What do I really value in terms of education?
  2. How important is the content that I’m teaching compared to the process in which I want my students to undertake?
  3. How much of me do I really wish to share with them while providing the space for them to be who they are and need to become?
  4. Do I want them teaching the next generation of learners?
  5. Do I want them to make the same mistakes that I made when I was teaching as a public school teacher (1st grade and 3rd/4th grade)?

I find that these questions are always on my mind when I’m preparing lectures, class activities, and/or talking with them or others about them. This collection of questions are my basis for much that I do as an instructor and field experience coordinator. This collection has a vice grip on my consciousness in very interesting ways. These ways, I have decided to share in this new component of my blog.

In a similar fashion to what I ask of my students to do in the course that I teach regarding “Diversity”, I will also participate in by writing my very own reflections for whomever accesses this blog to read and make their own assessments. My reflections will be based on what occurs in my classes without providing details that easily identify anyone. Instead, I wish to take the overall thoughts that I have from those moments with my students and share them. While some may wonder what makes this different from the “Educational Trenches” section of my blog, I decided that I wanted to support that space for other educators as they and their stories were/are meant–to take center stage.

So with no further ado, my reflections on teaching and what my students teach me will start after completing my next classes which are not slated until this Wednesday in light of the Dr. Martin Luther King, Jr. Holiday. Until then…

Take care,

PSDW~

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