Bird Droppings June 16, 2020
Amazing how intertwined the strands of life really are
I was asked at a teachers dinner one time when did I start teaching and I responded at age twelve. The group I was with was thinking I was being my typical sarcastic self. Then I explained I started teaching swimming with my father to beginners at twelve. So my father got me into teaching. I have been thinking about him quite a bit lately. Dad passed away in 2007 but for some reason lately it amazes how much he influenced my philosophy and understanding of teaching.
So from my father’s start at teaching swimming lessons now nearly sixty years later it has taken many twists and turns in the journey for my own philosophical view of life and teaching to evolve. That journey has wound around many switchbacks, trails and pathways and now focuses on the interconnectedness of all that is.
“Arriving at one goal is the starting point to another.” John Dewey
I am sitting in my writing nook at home this morning on a unusually quiet cold day. As I think back on the excitement and power emanating in a room full of teachers at my last Foxfire course almost five years ago, I realize how much I miss that interaction. I started thinking about what I was going to write today as a continuation of my reflective effort from a previous day. My thoughts took me back to a question on my Doctorate Comprehensive exams offered to me by one of my professors and then how I responded. Out of John Dewey came two streams of thought although intertwined, that of experiential constructivist thinking and of art and aesthetic based learning. I answered or should say started to answer using Aldus Huxley who had published a book in 1932, Content and Pretexts.
“Experience is not what happens to a man; it is what a man does with what happens to him.” Aldus Huxley, Content and Pretexts
Back in the early 1900’s Carl Jung coined a word, the term synchronicity to describe meaningful intertwining’s in life that appear to be by chance yet have so much significance. My life has been a constant trail of coincidences and synchronous events. I attended a co-teaching seminar some time ago at our School Board office and was immediately drawn into dialogue with one of the instructors. She had mentioned several points that intrigued me and I went up to talk with her at the first break. I found it amusing to be talking to someone born after I started working with special needs kids who is now teaching the class I am taking. I walked away revitalized over an idea that her thoughts emulated and was on Facebook when I sat down at my computer.
“Students, who are loved at home, come to school to learn, students who aren’t come to school to be loved.” Nicholas A. Ferroni
I found this simple statement by Nicholas Ferroni, who is an educator, mostly teaching lower-income students focusing on history and deep personal commitment, concern and care. I found it to be a profound thought and shared on my own Facebook page. In class when I had used this there was more follow up about what I consider to be at the heart and soul of teaching and that is building relationships and community.
This time of year, I am traditionally back and forth to North Georgia or so it has been for the past twelve summers to a program taught by faculty from Piedmont College and housed on the Foxfire Property in Mountain City Georgia. The course was taught to teachers from literally around the world who show up to learn about this simple approach to teaching. Over the years of my own research I have met and discussed learning and education with hundreds if not thousands of students, teachers and trainers. One thought that has stuck with me is from Max Thompson of Learning Focus School fame. “It’s not about the teaching it’s about the learning”
“We would do away with examinations. They measure the inconsequential type of learning. We would do away with grades and credits for the same reason. We would do away with degrees as a measure of competence partly for the same reason. Another reason is that a degree marks the end or a conclusion of something, and the learner is only interested in continuing the process of learning.” Carl Rogers
With all the hoopla about testing and evaluation of teachers it is truly difficult for teachers to see the real fruits of their labors their students twenty years from now. In my own research I have discussed and talked with many former students of the Foxfire approach to teaching who were taught in this manner some nearly forty six years ago. A few years back on an afternoon while at Foxfire a good friend joined us who had been a student of the Foxfire program in 1970 and staff member of Foxfire from 1971-76. Laurie Brunson Alteri. Laurie talked about many things in the two hours she kept the teachers and teachers to be entranced with her love of and enthusiasm for the program. But she warned it is not a template to follow it is far more and that is where so many teachers fall short. We all tend to be lazy and want to open the box of education and poof everything falls in place and that is not how it works. Laurie used an example that has stuck with me. “In biology when you dissect a frog and look at all the parts after you are done all you have is a dead frog”.
As I thought sadly far too many dissect and then miss the whole point of a way of teaching or way of life. As Laurie spoke she referenced the idea of an organism, a living organism and my small bit of Greek language from my seminary experiences in a bygone era I remembered the word Koininia, which literally is community. Laurie suggested a classroom should be like an organism alive and growing changing as it adapts. This is how she described her experiences in Foxfire.
Another student in the class during the following discussions pointed out how teacher personalities often create those great classrooms. But personalities of teachers cannot or is difficult to be replicated. Ron Clark’s school came out in the discussions and his success. However as I thought I began seeing parallels between various programs and approaches to teaching. Over the past few days I have been exploring my own idea of pedagogy how do I see my teaching and instructional methods. I have borrowed extensively from Carl Rogers, Alfie Kohn, Robert Fried, Maxine Greene, Parker Palmer, Peter Drucker, Phillip Crosby, my father, Carl Jung, Ivan Illich, and numerous other authors, thinkers, teachers and philosophers.
“Education is a social process. Education is growth. Education is, not a preparation for life; education is life itself.” John Dewey
I have borrowed as I developed my own thinking from Carl Rogers, William Ayers, Max Thompson, John Dewey, and of course the Foxfire Approach. Many of these thinkers were controversial in their own time, considered too progressive and their ideas are still considered perhaps utopian to borrow words from a friend. It is difficult to piece together I have found as so many aspects of how I view teaching that in and of themselves are controversial as well. So much of our world view also reflects through our ideas, perceptions and interactions each day and is directly influencing upon our pedagogical conceptualizations.
“As always there is a high ground in the middle. On this knoll gather those teachers who are determined to preserve their spirit and their love for the field. Most of these individuals like myself have a credo that goes something like this: The profession of teaching is exactly that – a profession, not an avocation or a hobby or a marriage of convenience. Because of its goals and its potential; to achieve those goals, I selected it. It did not come knocking on my door. I was searching for a way to be of real service, and I found and choose this field; I believed then as I do now, that this is a profession of honor and true merit, and though I may not remain in it for all of my working days, it will continue to deserve and receive my best.” Elliot Wigginton, Sometimes a shining moment, 1986
For nearly twelve years every summer I have returned to the mountains of North Georgia to revitalize my teaching heart and soul. An approach to teaching based on the philosophies of John Dewey. Technically it is simply a program of thought focused around ten core practices. Recently the Core practices have changed and I will be writing about that shortly.
1. From the beginning, learner choice, design, and revision infuses the work teachers and learners do together.
2. The work teachers and learners do together clearly manifests the attributes of the academic disciplines involved, so those attributes become habits of mind.
3. The work teachers and students do together enables learners to make connections between the classroom work, the surrounding communities, and the world beyond their communities.
4. The teacher serves as facilitator and collaborator.
5. Active learning characterizes classroom activities.
6. The learning process entails imagination and creativity.
7. Classroom work includes peer teaching, small group work, and teamwork.
8. The work of the classroom serves audiences beyond the teacher, thereby evoking the best efforts by the learners and providing feedback for improving subsequent performances.
9. The work teachers and learners do together includes rigorous, ongoing assessment and evaluation.
10. Reflection, an essential activity, takes place at key points throughout the work.
I think the past attendance in this course in North Georgia revitalizes me in so many ways as I ponder scenarios and interactions with other teachers. Being a course and for credit the students (mostly graduate course teachers or soon to be teachers) come from distinctly differing backgrounds and philosophical views of teaching. Almost immediately you can pick the ones out who are simply along for the ride. They do what is necessary because they feel this will never impact their teaching. Then there are a few who see beyond the forced upon us mandated state and federal standards, regulations and testing parameters and can see that there is a fire in the bathroom borrowing from Kathleen Cushman’s book.
“Wanted: One teacher. Must be able to listen even when mad; Must have a sense of humor; must not make students feel bad about themselves; must be fair and not treat some students better than others; must know how to make schoolwork interesting; must keep some students from picking on others; must take a break sometimes; must not jump to conclusions; must let students know them; must get to know students; must encourage students when they have a hard time; must tell students if they do a good job or try real hard; must not scream; must not call home unless it is real important; must smile; must help students with their problems if they ask; must not talk about students to other people; if it’s a lady must be good looking.” Eighth and ninth grade students, from the introduction to Kathleen Cushman’s, Fire in the bathroom, by Lisa Delpit
On one of my ventures as I walked into the main conference lodge and sort of was introduced since it was in the middle of a presentation I sat down and listened to an excellent group of teachers. The first one I heard and I am sorry I did not hear everyone presentation was already underway.
The first presenter I heard raised questions why does the concept of Foxfire not get going? Why not have every teacher required to attend Foxfire courses? What happens when teachers leave Foxfire that it is not continued? Questions I have raised more than once and come back to teacher personalities. Foxfire is not a template as Laurie Alteri said several years ago. Foxfire is more of simply what good teachers do. I have the Ten Core Practices posted on my wall in my room and daily review and would ask myself am I doing this or attempting that. I connected with this presenters questions. As I sat down thinking I began to more in detail realize how we are connected as teachers. I recalled a quote from a speech in 1854 by Chief Seattle.
“Man does not weave this web of life. He is merely a strand of it. Whatever he does to the web, he does to himself.” Chief Seattle, 1854
The next presenter raised more questions in regards to her own teaching and use of what she had experienced at the program. Laura handed out puzzle pieces to each member of the group and asked them to what about an experience this past week on the back of the puzzle piece. She has only been teaching for a year and was excited about Foxfire and then had the group put the puzzle together. She talked about John Dewey and embracing what we each bring in terms of experiences and the pieces of my own web continued connecting. I shared my business card with her which is covered in puzzle pieces. I have long held education is about putting the puzzle of the child together.
“In what I have said I have taken for granted the soundness of the principle that education in order to accomplish its ends both for the individual learner and for society must be based on experience.” John Dewey, Experience and Education, 1938
The next presenter continued to interact and connect with the group and I thought it was directly at me. The presenter explained how she had been diagnosed with ADD and was put on medications and as a teenager stopped and forced herself to cope as to not be different from other kids. I thought back to my own high school experience and my own interactions with kids on medications as a special education teacher. I thought back to my Thursday conference and an instructor throwing ideas out that many had never experienced. She brought up the idea of a safe place for kids. An idea I have for many years called a sanctuary. There needs to be a place where a kid who may have an issue can sit down and talk with someone. I tend to not a big fan of many guidance counselors who simply say come back at 2:18 and we will change your schedule. She offered more questions and more interconnections. Teaching is about relationships right up my alley.
“Learning is a search for meaning. Therefore, learning must start with the issues around which students are actively trying to construct meaning.” On Purpose Associates
A young lady came up to present and started crying she shared her life experience of being in an interracial marriage and the impact that this made on her. As she talked she said her life revolves around the love of her family. I knew immediately even before sarcastically asking if she was a cheerleader in high school and found she actually coached cheerleading now in high school. She had everyone pick up a paint chip sample card and write four important words to them on the card. She was going to make a booklet and send around so each member of the group could add thoughts to the project. Relationships continued to be a building block in the day. A key thought people only ask once when questioning about her interracial marriage. I thought at first how difficult for all of those once’s and then it hit me one times one is still only one.
“The gap is so great that the required subject matter, the methods of learning and of behaving are foreign to the existing capacities of the young.” John Dewey, Experience and Education, 1938
The young fellow who went next never thought he would be a teacher but an entire sequence of coincidences led him into the MAT program at Piedmont and into teaching. A component of the Foxfire approach that had significance to him was freedom, the ability to do whatever you want. Granted in education and in school there are norms and rules within which that freedom is imposed but still students have input. Motivation came up and a great illustration of a six pack of air in a bottle. Even Foxfire air could not be sold for any amount of money. We tend to try and motivate ids in school using things which they do not want. My Thursday conference went into this same area of thought. It is difficult to motivate if there is no desire for the consequence. The words
“With respect to art and its meaning I share Dewey’s view that art is a mode of human experience that in principle can be secured whenever an individual interacts with any aspect of the world.” Elliot Eisner, The Arts and the Creation of Mind
My Friday flowed one presenter to the next each adding to my own amazement with how we were so connected. One of the presenters put tape on the floor and used a warm activity from the Freedom Writers. She emphasized that all kids are different and have to be met where they are. She was excited about her week at Foxfire and shared what she was taking home. We need to focus on kids. So many teachers forget they are teaching for the sake of kids and not simply to teach. She confessed it is not about what I want. I shared with her a Harry Chapin song “Flowers are red”. All teachers should listen to it.
“Many go fishing all their lives without knowing it’s not the fish they are after.” W. Whitman
The last presenter of the afternoon that I was able to stay for took the group outside and did a simple game several items that were recyclable were placed on a poster board and each member of the group was to go towards and build a group around an item With that what else could that item be used for. Everyone had a use for the many pieces of junk. After some discussion she asked, how are you feeling and everyone wrote a word on the poster board.
“Man is never alone. Acknowledged or unacknowledged, that which dreams through him is always there to support him from within.” Laurence Van der Post
Laurence Van der Post lived some might say in another time. Growing up at the edge of the wilderness along the Kalahari Desert he was raised by a Bushmen nanny and later named as the first non-royal Godfather, in history to Prince William of England. Von der Post often wrote of the bush and life among the Bushmen as well as numerous articles and books of his travels around the world. While a very solitary and reclusive people in part due to encroachment and government pressures the Bushmen were still devoted to their land, tribe and people and to them community was life itself. I started thinking back to my paper I was writing yesterday and the Foxfire Core Practices. Foxfire Core Practice eight: “The work of the classroom serves audiences beyond the teacher, thereby evoking the best efforts by the learners and providing feedback for improving subsequent performances.”
“Our schools have been scientifically designed to prevent over-education from happening…The average American should be content with their humble role in life, because they’re not tempted to think about any other role.” William Harris, U.S. Commissioner of Education, 1889
Over the years my room at the high school had been the school field trip for the Early Childhood classes of four year olds and their high school student teachers. My collection of various snakes, lizards and turtles not discounting spiders and hissing cockroaches always amazes kids and questions can be almost infinite if allowed. On one occasion a four year little fellow asked me how do snakes go to the bathroom. Almost immediately his student teacher said that’s a silly question hush. I jumped in before another word was said not embarrassing the high school student but offering some advice that no question is silly and especially from a four year old. We proceeded to learn about the snakes cloacae. So often children are stifled by time and by constraints imposed with standards and a teachers understanding of what is to be accomplished in a given time.
“Only that day dawns to which we are awake” Henry David Thoreau
There were so many events through the past few days it is hard to pinpoint any one single event that stands out. There are people I have met and talked with and people who I barely had a word with. I was coming home last night and stopped at a convenience store to get a drink. A young man came up to me and asked me about antifreeze. He was holding a jug of antifreeze and asked if it was the right kind for a 1993 Ford. On the label very clearly it read 1989 and newer. It hit me he could not read. As all of the events of the past few days made sense the presentations and conferences, discussions and conversations all came together. We are all connected please keep all in harm’s way on your mind and in your heart namaste.
My family and friends I do not say this lightly,
(We are all related)