The Tao of Teaching: Part 8
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 7 of this series here.
Check out The Tao of Teaching here.
Learn more about Greta Nagel here.
Discipline Yourself Before Trying to Discipline Others
The wise teacher uses discretion, represents stability, demonstrates endurance, and maintains flexibility. — The Tao of Teaching
When it comes to discipline it is important to be consistent yet flexible. If you’re going to lead by example, you need to follow your own rules. If you expect certain behaviors from your students, you will gain cooperation by first exhibiting those behaviors yourself. Modeling works best when the examples given are clear and consistent. If you expect silence at a given time, by silent. If you expect students to be on time to class, be on time yourself. Keep appointments and promises. Students will follow your lead.
It is also important to use discretion and be flexible in certain situations. Rules and guidelines often need revisions. Students may point out flaws in your reasoning. When their points are justified, be accountable and make the necessary adjustments. As we discussed in Part 5 of this series, learners are unique and bring with them a diverse set of backgrounds and needs. Making concessions and adjustments may be rational and warranted in certain classrooms and with certain learners.
I encourage the use of smartphones in my classes but ask students to use them for educational use only. As an ESL teacher, English translators are a powerful tool. The internet is obviously of great use for research, fact checking and finding images to supplement discussions and increase understanding. I do, however, ask students to limit their use of social media and messaging apps. In the past, I was quite strict with this rule even to the point of forbidding the use of social media and texting in class and penalizing students for using them after a number of warnings.
At one point I realized that I was checking and often responding to texts (usually from my wife) during times of group work when my help was not needed. As I reflected on this and discussed it with peers, I realized that I was not being fair nor consistent. I was not following my own rule. I was not leading by example. While I still ask students to limit their use of smartphones for social purposes in class, I have adjusted my expectations to make them more reasonable and make a more conscious effort to adhere to my own expectations in the classroom.
Avoid using force; don’t push — The Tao of Teaching
When dealing with discipline it is more effective to let students lead and then use encouragement to promote growth. Nagel reminds us that effective motivation is not always obvious. By allowing the learner to take some ownership of the situation and working with them to reflect upon it, we can increase their motivation to meet expectations. Nagel englightens us:
“Students who are pushed are not responding to their own needs and are being kept from knowing themselves and developing positive inner strength.”
A loose structure and broader expectations can allow for greater achievement, promote a positive environment and increase motivation. Power struggles between players in the classroom rarely end well. Nagel uses the wisdom of the Tao to remind us:
“Contests of will benefit no one. Seek togetherness of spirit. When the pupil is ready the teacher will come.”
Most educators can relate to dealing with “difficult” students in the classroom. It’s easy to write off troublemakers as “jerks” or “lost causes.” However, Nagel reminds us that these learners are often the ones who need someone to reach out to them, to show that they are cared for. When attempting to help these students, a tender hand can be more effective than a stern one. When students demonstrate aggression, the wise teacher knows that yielding can win them over better than force. Nagel says that wise teachers:
“Do not attempt to do the impossible, but turn strength into weakness with caution, reservation, flexibility, sincerity, and honesty. Powerful fish swim in deep waters. Be willing to meet a strong or difficult adversary on his or her own ground. Admit your own mistakes with honesty, and allow the other to ‘set the hook’ through his or her own aggression.”
Aggressive students are very emotional. The most successful teachers to deal with them are calm, unemotional and keep their cool.
A couple years ago, I worked as a director of an English immersion kindergarten and elementary school in South Korea. One of our kindergarten students would easily be classified by any observer as an aggressive “troublemaker”. His teacher, a good friend of mine, was one of the most level-headed and calm educators I have ever worked with or observed. His genuine care for his students and their development was obvious and inspiring. He found creative and non-confrontational means to help this student deal with his emotions. He tried many different ideas and was constantly changing and evolving them. At one point, the student had his own “cool down corner”, a space in the classroom with pillows and toys designated for him to go to when he was feeling uncomfortable or angry. This method might not work in most adult settings but I think it highlights a good point. Nagel advises us that often the weak and tender can overcome the hard and strong.
What is more powerful than water? It pulverizes rock into sand, yet it is supple, yielding — The Tao of Teaching
Although flexibility is needed. It is important to maintain respect, goodness and honesty throughout all interactions in the classroom. Wise teachers are not judgemental. At times a student may introduce an idea or give an answer that is misguided or inappropriate. Rather than bluntly pointing out that it is wrong, ask students to share their thinking behind it. Ask for clarification of opinions or facts. Allow students to recognize their mistake or find the correct path through patient encouragement.
In any class I teach, I encourage mistakes. Mistakes are the path to learning. In South Korea, students are often obsessed with perfection. It’s often a difficult task to get them to open up and take risks. I like to use the analogy of snowboarding with my students. I grew up with snowboarding and have a talented and encouraging group of friends with whom I enjoy this sport. All of them recognize the importance of taking risks and making mistakes in order to improve. At the end of a day on the mountain, a common phrase to be heard was, “If you didn’t fall, you didn’t get any better.”
Even comments intended to be rude or “smart”, can be turned and used for enlightenment or education. Keep calm and unemotional to ensure that a respectful environment is maintained. Turning a “smart” comment into a lesson can be difficult but rewarding. Nagel does point out that it is important to maintain some standards of behavior, especially those set by the students themselves.
“In the Tao teachers do, however, know to express displeasure if students transgress their own rules for fairness and politeness.”
Overall, learn to use the ideas of your students. Let them take control and responsibility for the learning. Your acceptance will promote risk-taking and allow students to become creative and critical thinkers.
…next time in The Tao of Teaching: Obey Your Instincts
