The Tao of Teaching: Part 6
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 5 of this series here.
Check out The Tao of Teaching here.
Learn more about Greta Nagel here.
Take Your Time; Be Attentive and Receptive
The Tao does not always deal with measurable, observable phenomena. — The Tao of Teaching
It is important to note that not all students progress at the same speed or in the same manner. Knowledge is gained in very personal ways. Finding the various ways to connect material and learning to different learners takes time and attention.
Educators should learn to be intuitive and trust their own feelings. Encourage activities that promote respect of personal insights such as brainstorming and open discussions. Personal reflection is also a valuable tool to help learners better identify what works for them. Journals, self and peer assessment can be useful.
The Way is mysterious and elusive, but its essence can reveal high moral cultivation. — The Tao of Teaching
Slowing the pace of a lesson or activity and allowing the learners to reflect on and lead the learning can promoter deeper learning. The role of the teacher as facilitator does not always equate to being a silent observer. Listening to what develops in student led discussions is sometimes necessary to ensure the learning is moving in a positive and useful direction. Other times simply listening serves another purpose.
A wise teacher learns to be a good listener. Listening does not imply agreement, nor does it require a response. — The Tao of Teaching
I try to make a conscious effort to pause for several seconds before responding to a question from a student. Or I first reply with, “What do you think?” Often, simply listening to their question, frustration or worry is enough to spark an idea, spur them to action or encourage them to make a decision. By reducing the amount of “advice” or direction you give, you promote greater independence in learners. Nagel states:
“Few words are necessary when you listen well, and students will learn that as time goes on, they need teacher comments less and less. They will become increasingly less dependent on the teacher’s approval and rely more on their own.”
Students are seated in groups for the majority of our classes. Most of my time is spent circulating (walking) around the room interacting with students. I try to be sitting whenever possible. When a student calls me over to their group to ask a question or discuss something, I try to crouch down so that I’m not leaning over the top of them. Nagel invites teachers to join students on their wavelengths. I understand this to be both mentally and physically. Nagel explains that although this receptivity may seem to show weakness, in the end it is a strength that allows everyone to win in the situation.
Additionally, educators should not be concerned with how they are perceived in the classroom. The goal of the educator is to help the learner along the learning path. Nagel reminds us:
“The wise teacher does not engage in self-promotion, for it is a sign of an insecure person.”
If the focus is to remain on the learning within the classroom, educators must also be careful with assessment. Remember that progress is often slow and spending a great deal of time testing it, takes valuable time from learning activities.
Nagel makes her point clear:
“In an environment that promotes learning, assessment is ongoing and occurs concurrently with learning activities, rather than only at the end of ‘units of study.’ Individual students move at varying rates and they achieve concepts in personal orders.”
To be the most effective facilitator of learning, remember to stay focused on what is most important: the success of your learners along their path to learning. Each of them will progress in their own time and way. Each requires something from you but ultimately the path and the success is their own.
Encourage students and do not claim their successes as your own. — The Tao of Teaching
…next time in The Tao of Teaching: Be Humble; Teach the Wholeness of Things
