Learning To Learn Again
Some weeks ago I contributed a post to the Asian University for Women’s Center for Teaching and Scholarships blog. It is a space for teachers and professors to reflect upon their experiences as educators. I thought I’d share this post on my personal blog also, as it seems like an appropriate time. The current school year has recently come to an end and I’m feeling proud of the students I taught this year, as they have now successfully graduated from the one year Access Academy course and will move on to the full undergraduate program in August.
One of the most rewarding aspects of this job is the influence you can have on the education of your students. It sounds obvious of course, but well-planned lessons, engaging subjects, and interactive instruction is the catalyst for an effective learning environment. There may be times when you reflect on a specific class you have taught, or a topic you have covered with your students, and wonder if they gained as much from it as you had hoped. However, overall your support, guidance, and enthusiasm have the ability to direct your students on the path to independent and inquisitive discovery both inside and outside of the classroom.
Personally though, I have become aware during the past five years of incredibly varied teaching roles that it’s not solely my students who (hopefully) have this opportunity. From preparing lessons, teaching classes, facilitating discussion, and, crucially, from listening to my own students, I too have learned so much, and in many ways it has significantly reignited my individual desire for learning.
Upon completion of my Masters Degree, and prior to embarking on my life as a teacher, I spent 18 months working in an office. The job was fine enough and helped to clear some mounting post-university debts whilst introducing me to the day to day responsibilities of paid employment. However, it led to a noticeable stagnation of my motivation to seek out new knowledge. This may very well have been a consequence of my own personal misguided path, but the nine to five routine left me demotivated in other aspects of my life, and whilst I didn’t recognise it at the time, I needed something to change.
In hindsight I did learn tangible lessons from my first ‘proper’ job. It clarified in my head that having progressed somewhat zombie-like straight from school to university, I now needed to explore beyond that particular bubble. At this point I didn’t really know quite where that would take me, but as I reflect on the places I’ve lived, worked, and visited since that fork in the road, I feel pretty satisfied with the choices I made.
It began with an important and life-changing decision to rectify the dissatisfaction of 18 months behind a computer screen, and it was at this juncture I travelled to Rwanda as a volunteer teacher in a rural secondary school. It was a challenging year, but also highly rewarding. One of the main reasons for this was my assignment to teach Entrepreneurship.
My initial reaction was to panic and focus entirely on the fact that I considered myself to be the least entrepreneurial person I knew, most probably due to my cautious and frugal nature; two qualities that no career entrepreneur would ever claim to possess. However, once I set about building a syllabus, seeking out resources, discussing ideas with my peers, and thinking logically about how I could best guide my expectant students, it became something of a new and exciting challenge.
Entrepreneurship requires a great deal of “out of the box” thinking – something many of my students were not accustomed to. Therefore, in order to teach the students before me, I had to learn, and I had to learn fast. I recall sleepless nights, confused faces, and undoubtedly one or two lesson plans that in hindsight may not have been the most effective. Yet, by the end of the year this experience had taken me back to the period prior to my office job. I was driven to learn once again.
At AUW this experience has been no different. Teaching ‘Interpreting Texts’ in the Access Academy has provided me with broad scope to develop a course that covers a range of topics and utilizes a variety of sources and authors. This past year we studied issues relating to identity and gender. We debated the merits of anthropological research and scrutinized the influence of modern media on our lives. We investigated how fear and stigma perpetuates the global HIV crisis, and we spent time reading about the intricacies of a divided Sudan. We read textbooks, journals, academic texts, editorials, blogs, and even found time to analyze the lyrics of Simon & Garfunkel, The Beatles, and The Kinks.
Each week I feel I learn just as much as my students, and of course lesson preparation and in class instruction account for the bulk of this. What should not be underestimated though, and is a factor that has become abundantly clear during my time at AUW thus far is the knowledge I gain from my students.
We’re from contrasting regions of the world and they have faced significantly different journeys to my own, so whenever we discuss a topic in class or they write a response, I am exposed to new thinking and new perspectives I may have otherwise failed to consider. The wonderful consequence of this is that unlike my previous non-teaching job, which at times left me feeling uninspired and lacking direction, I now have no option but to learn and grow as both a teacher and a person, and to strive to consider the world around me. It is thanks to this job and my inspiring students that I am able to experience these opportunities.