The Tao of Teaching: Part 5
This article is part of a series of writings on Greta Nagel’s book The Tao of Teaching: The Ageless Wisdom of Taoism and the Art of Teaching. The goal of this series is to promote discourse on topics related to teaching, classroom management, student-centered learning and other progressive educational methods. Utilizing the enlightenment and wisdom offered in this book as an impetus and guide, I will critically reflect on my own teaching practices and connect my own experiences to the anecdotes and examples provided by Nagel. You can read Part 4 of this series here.
Check out The Tao of Teaching here.
Learn more about Greta Nagel here.
Do Not See Things in Black and White
The context and culture make a difference. Seeking to understand circumstances can be illuminating. Behaviors and values that appear clear-cut in one setting may lose their importance in another. — The Tao of Teaching
In our ever changing global society, it is increasingly important for educators to recognize, consider and appreciate cultural differences. When considering culture it is important to respect and consider the past history of all students. Each student brings their own unique background and diverse cultural identity into any classroom that they enter.
Consider the causes and background of certain behaviors before passing judgement. What might be considered disrespectful to you, may not have the same connotations or meanings to a student or co-worker from a different background. In melting pot societies like Canada or the U.S., diversity and multiculturalism are often at the forefront of classroom discussions. However, even in more homogeneous cultures there is still a wide array of factors ranging from gender and sexual orientation to socioeconomic and religious backgrounds that fill the classroom. I work in one of the most racially homogeneous cultures in the world (South Korea) and I can attest to this.
In order to better understand the culture and values of others, it is important to first have a deep understanding of your own. Nagel reminds us:
“Teachers who do not know how varied and strong their own values are cannot realize the impact of their values in judging others.”
It is important to reflect upon the practices and materials of the near and distant past in order to enrich your thinking about what is appropriate to do in the present. Put more simply in the wisdom of the Tao:
Respect the past in order to understand the present. The two cannot be separated. — The Tao of Teaching
A student’s previous experiences in education has shaped how he or she will react to, adapt to or utilize learning methods in the present. By recognizing that each student is unique and enters your classroom with their own set of experiences, habits and views, you can better equip yourself to make meaningful connections, resolve any possible issues, reduce learning barriers and assist students on their path to learning.
Learn to withhold judgement and see actions and events only as part of a larger context. — The Tao of Teaching
This includes empathy for students in certain situations. The Tao promotes the “golden rule” (love others as you love yourself) and requires us to accept uncertainty. Respect yourself first and then offer respect to students by treating them fairly and equally. This may mean making concessions or adjustments to your plans at times when unexpected situations arise.
I am currently working with a student who I was almost too quick to put a label on. Thanks to some persistence and forcing of myself to follow the Tao, I’ve been able to avoid writing this student off as a “lost cause”. She exhibited all the qualities of what many teachers would quickly identify as the “lazy student”. Her attendance is sporadic. She’s consistently very late when she does attend and spends most of the classes she attends half asleep. I’ve been straight with her, advising (probably more curtly than kindly) that her actions are steering her towards a failing grade. Until last week she showed little interest in my feedback.
Last week a light went on. She approached me and explained that she would not be able to attend the next class because she would be taking an exam. This exam is the National University Entrance Exam in South Korea. The exam is offered to high school seniors just once a year and determines their collegiate future. If a student does not get a high enough score, they cannot enter the school or major of their choice. Basically the test places each student into a ranking based on their score. The most prestigious universities and what are considered to be the most scholarly majors are placed at the top. To make matters even more stressful, if students wish to retake the exam, they must wait another year. It is not uncommon for high school graduates, to spend the year following high school studying 12 hours a day at “hagwons” (learning academies, also called “cram” schools) in order to improve their score the next year and enter their desired school or major.
This is the case for this student. Last year, she did not achieve a score high enough to enter the major she wanted to study. So, she’s been spending all of her time studying for this test and could focus on nothing else, including sleep. This week now that the test is behind her, she has shown much more drive and motivation in class, even approaching me to discuss what kind of work she needs to make up.
Helping this student has required some flexibility in terms of my typical rules. By considering her unique situation which is linked to a very important aspect of her educational culture, I can reserve my initial judgement of her and offer some alternative means for her to prove that she is now willing to put forth the effort to earn the grade she wants in our class.
Nagel advocates flexible rules. She tells the story of a high school teacher whom she refers to only as “Joe”. Joe stresses the importance of having different rules for different classes. Each classroom is unique and both requires and deserves flexibility and structure that fits the needs and abilities of the students. Joe often emphasizes an idea from Rousseau:
“Authority comes from the community, not the individual; but individuals of integrity must support the community.”
Overall be cautious, reserved, flexible, sincere and honest. Think before acting and speaking in the classroom. Model tactics that demonstrate courtesy and respect. Be ready to change with the needs of the context. Be REAL with students if you want to truly connect with them. Students can sense when you are being phony and will resent you for it. Own up to decisions and situations. Take responsibility for the things you can control and admit the things that are beyond your jurisdiction. This is respectful and will in turn earn the respect of the learners.
Ultimately be open to change within yourself, just as you expect learners to adapt and change during their path to learning.
Consider your students, and know that change will always be part of your regular routine. — The Tao of Teaching
…next time in The Tao of Teaching: Take Your Time; Be Attentive and Receptive
