I have been waiting to write my critique of this book, prepared to express my disappointment in my choice of selections. The book focuses mostly on young learners. And while there is much overlap from pedagogy to andragogy, many times throughout the book, the relevance to adult learning was just not there. The writing is brief, quoting a principle from the Tao Te Ching and then providing examples from the lives and experiences of one of three different teachers, selected by the author as representative of living the Tao. Many times I found myself confused about the author's choice of examples, feeling that they often didn't correlate with the principle expressed.
But as I finished the final pages of the book, I began to soften my stance on it's cogency. The Tao of Teaching is not something to be rushed through. It's pages hold many gems -- but they are best realized with time, and contemplation. It's a book that can be picked up again and again, leafed through, stopping on a random page and gleaning meaning when you least expect it. The truths inside require drawing on personal experiences to bestow the understanding that is sought.
Many virtues are espoused in this book -- simplicity, flexibility, harmony, compassion, and moderation in all things, to name but a few. The ideals are timeless and have relevance to all of us, whether teacher or learner. For anyone wanting to connect these ideals to the life of teaching, The Tao of Teaching offers a good start.
I was glad for the opportunity to write this blog while reading the book. It forced me to contemplate and ponder, sometimes against my will, but always with deeper understanding in the end. I failed to post as often as I had intended, but a hectic summer schedule prevented me from giving this the time it deserved. I hope I presented at least a few of the salient points in the book and gave my readers something to ponder.
Thanks for reading my blog.
Connie
Friday, August 5, 2011
Monday, August 1, 2011
Personal Reflections on the Tao
A mother's passing. A father's dementia. A friend's cancer diagnosis. Hospital visits. An understaffed work environment. Three grad school papers to write within a week. Stress.
Coming next: Wrap up and final thoughts on the book, The Tao of Teaching.
Stop. Breathe. Yin and yang. "Yin understanding and wisdom must be balanced with yang energy to realize their own qualities" (p. 7). "Immortality is won by acquiring the wisdom of acceptance, taking what comes along. In going along with things, an individual avoids becoming separated from them" (p. 7). Go with it. Go with the flow. To not go with it is to be stagnant, at a standstill.
My mother's loss marks 60 years of love and kindness bestowed on a daughter--thank you, Mom. My father's descent into dependence means an opportunity for me to give back to a man who has done so much for his children. The cancer is treatable and has brought me closer to an already close friend. The children I teach bring me joy and make me laugh! The papers are complete and I survive--and thrive!
Life goes on. "All things, events, and beings are varying and unequal combinations of yin and yang in unceasing motion without beginning or end" (p. 7).
Coming next: Wrap up and final thoughts on the book, The Tao of Teaching.Sunday, July 24, 2011
More Random Thoughts on the Tao
The Tao says, "Take your time; be attentive and receptive" (p. 83). Listening is a skill to be cultivated by teachers. When you listen, you cannot be speaking. Oftentimes when we listen to a student, silently and deliberately, the student will resolve the problem on his/her own. Over time, this type of teacher behavior instills independence in our students and less reliance on the teacher's approval or input.
The Tao says, "Be humble; teach the wholeness of things" (p. 89). Too often we try to simplify a lesson by breaking it down into smaller segments, which then confuses the student even more. "The best way to begin to understand a concept or idea is in its totality" (p. 89). If we can draw on our students' prior experiences and give them a sense of the whole before delving into the details, we set the stage for learning to occur.
The Tao says, "There is no glory in victory" (p. 99). We're back to the winners and losers conundrum. No one wins when a teacher battles with a student. Look for ways to make the solution a win-win situation. Better yet, don't battle to begin with.
The Tao says, "The Way cannot be mastered" (p. 101). No one, and nothing, is perfect. Allow your students to make mistakes. But teach them that making a mistake is not the same as being wrong. There's a great story in this chapter about a high school teacher who encourages his students to ask questions. In order to get them comfortable with this concept, one day he brought a cup to class and told his students that he wanted each of them to ask a question about the cup. "Where did you buy it? What is in it? How do you like it? How much did it cost?" (p. 102) When everyone has asked a question, he says, "Were any of you wrong?"
We put too much energy into finding answers instead of finding more questions.
The Tao says, "Be humble; teach the wholeness of things" (p. 89). Too often we try to simplify a lesson by breaking it down into smaller segments, which then confuses the student even more. "The best way to begin to understand a concept or idea is in its totality" (p. 89). If we can draw on our students' prior experiences and give them a sense of the whole before delving into the details, we set the stage for learning to occur.
The Tao says, "There is no glory in victory" (p. 99). We're back to the winners and losers conundrum. No one wins when a teacher battles with a student. Look for ways to make the solution a win-win situation. Better yet, don't battle to begin with.
The Tao says, "The Way cannot be mastered" (p. 101). No one, and nothing, is perfect. Allow your students to make mistakes. But teach them that making a mistake is not the same as being wrong. There's a great story in this chapter about a high school teacher who encourages his students to ask questions. In order to get them comfortable with this concept, one day he brought a cup to class and told his students that he wanted each of them to ask a question about the cup. "Where did you buy it? What is in it? How do you like it? How much did it cost?" (p. 102) When everyone has asked a question, he says, "Were any of you wrong?"
We put too much energy into finding answers instead of finding more questions.
Tuesday, July 5, 2011
My Conundrum
The Tao says, "Reduce selfishness, have few desires" (p. 61). Okay, I can accept that as a lofty goal, something for which to strive. But in associating this with the classroom, Nagel goes on to say, "Sometimes teachers work extra jobs or devote hours to their homes or social lives, much to the detriment of reflecting upon their classes with a quality and quantity of time. Wise teachers select natural pastimes that will complement interests and projects related to teaching" (p. 61). What?!!? (says my very 'western' mind). I'm not supposed to fix up my home? I'm not supposed to have a social life? And with teacher's salaries what they are, many simply cannot survive on just one job. You're going to tell me I should not work a second job?
This just really goes against our traditional western mind-set of freedom to do what we please. After all, when I put in my time at school, I give 100%. Shouldn't I be allowed to do what I want when I'm not at school? These were my thoughts as I read this passage in The Tao of Teaching. Why was I resisting Nagel's thoughts so much here? I spent a few days pondering. . .
I was reminded of one of my favorite teachers, someone who taught each of my three children when they were in either kindergarten or first grade. Long after my children had moved on to college and other lives, this teacher took a year's sabbatical from her job. She decided to buy a small motor home and travel the outer perimeter of the contiguous United States. During the year, she would write daily "blogs" (now, this was in the day when few people even knew such a thing existed!) and post pictures on her computer so that her students could keep in touch and share in her adventures.
This, I think, exemplifies what Nagel is talking about. This teacher enjoyed her "job" of teaching and found ways to enhance her teaching, even when she was not "on the clock". Is this what it means when eastern philosophers talk of "living your dharma"? Finding work that is so fulfilling, so enjoyable--that you want to do it all the time? A job that is not really 'work' at all.
I think Nagel was also saying, don't spread yourself too thin. Teaching is a commitment and we should take that commitment seriously.
This just really goes against our traditional western mind-set of freedom to do what we please. After all, when I put in my time at school, I give 100%. Shouldn't I be allowed to do what I want when I'm not at school? These were my thoughts as I read this passage in The Tao of Teaching. Why was I resisting Nagel's thoughts so much here? I spent a few days pondering. . .
I was reminded of one of my favorite teachers, someone who taught each of my three children when they were in either kindergarten or first grade. Long after my children had moved on to college and other lives, this teacher took a year's sabbatical from her job. She decided to buy a small motor home and travel the outer perimeter of the contiguous United States. During the year, she would write daily "blogs" (now, this was in the day when few people even knew such a thing existed!) and post pictures on her computer so that her students could keep in touch and share in her adventures.
This, I think, exemplifies what Nagel is talking about. This teacher enjoyed her "job" of teaching and found ways to enhance her teaching, even when she was not "on the clock". Is this what it means when eastern philosophers talk of "living your dharma"? Finding work that is so fulfilling, so enjoyable--that you want to do it all the time? A job that is not really 'work' at all.
I think Nagel was also saying, don't spread yourself too thin. Teaching is a commitment and we should take that commitment seriously.
Thursday, June 30, 2011
Random Thoughts on the Tao
"Respect the past in order to understand the present. The two cannot be separated."
(Nagel, p. 47)
While the examples in this book are all taken from teachers' experiences with children, I am trying to relate Nagel's message to adult education. In this chapter, she speaks of transitioning a child from homelife to the school environment. Referring to the child's past can help to do this. From something as simple as "show and tell" to having children write and present their life stories -- all are ways to help children make connections, bridge the gap. Children (and their teachers) need to know that school is not something we can separate from home life. The two are interrelated and what occurs at home affects and modifies what occurs at school, and vice versa.
How successful are we at doing this with adults? Do we still feel that "education" is something to be deposited into the recepticles that are our students' brains? Dewey's constructivism tells us otherwise. Learning occurs when we can draw on past experiences. When I imagine going home to teach adult ESL classes I see where this would be vital. Most ESL students are new immigrants who I'm sure at times feel like they have lost their past. Everything is so new. Learning a new language can only be accomplished by bridging the past with the present.
"Have faith in your students' responsibility for learning. It will allow them to fulfill your expectations." (Nagel, p. 55)
(Nagel, p. 47)
While the examples in this book are all taken from teachers' experiences with children, I am trying to relate Nagel's message to adult education. In this chapter, she speaks of transitioning a child from homelife to the school environment. Referring to the child's past can help to do this. From something as simple as "show and tell" to having children write and present their life stories -- all are ways to help children make connections, bridge the gap. Children (and their teachers) need to know that school is not something we can separate from home life. The two are interrelated and what occurs at home affects and modifies what occurs at school, and vice versa.
How successful are we at doing this with adults? Do we still feel that "education" is something to be deposited into the recepticles that are our students' brains? Dewey's constructivism tells us otherwise. Learning occurs when we can draw on past experiences. When I imagine going home to teach adult ESL classes I see where this would be vital. Most ESL students are new immigrants who I'm sure at times feel like they have lost their past. Everything is so new. Learning a new language can only be accomplished by bridging the past with the present.
"Have faith in your students' responsibility for learning. It will allow them to fulfill your expectations." (Nagel, p. 55)
So much of good teaching comes from allowing the process to unfold--allowing the student to direct the learning, giving choices, trusting that the student knows what s/he needs or knows how to ask for it. Trust. . .faith. . .
Sunday, June 26, 2011
Some Examples . . .
The importance of developing one's own teaching philosophy is stressed in the very first chapter of Nagel's book. While the book contains eighty-one tips on how to teach, we are reminded right from the start that no one can tell you how to teach. What may be right for one, may spell disaster for another. Maintain a sense of individuality.
"Good teaching can take few words" (p.18). In my Seminar course this summer we have been discussing the value of silence, allowing students time to ponder their response. Nagel looks at silence from another angle. "Speak once," she says, "and expect to be heard" (p. 17). There should be no reason to 'lecture' students about their behavior, nor give instructions more than once. Modeling and demonstration can also promote productive silence.
In Chapter 3, Nagel broaches the subject of competition and states that "wealth breeds competition" (p. 19). She also notes that competition breeds dissension. She gives wonderful examples of how to allow students to measure their own growth and avoid competition. But the average school today is rife with competition, from spelling bees, to academic decathlons, to any number of games and contests. Some would say these are healthy and provide motivation for learning. I'm curious to hear what my readers think.
In my current teaching position, the students have come to equate learning English with playing games. They beg for games! And we all try to accomodate them as best we can. Games make learning fun, but many times these games involve 'winning' and 'losing'. Now, for as many times as you've heard me mention the "group mentality" of Korean students, you can imagine (and rightfully so) that my students are not very competitive. But what message do we convey when a game results in someone being "the best"? For that matter, how does traditional grading promote learning and/or a healthy self-assessment?
I look forward to your response, and thanks for reading my blog!
"Good teaching can take few words" (p.18). In my Seminar course this summer we have been discussing the value of silence, allowing students time to ponder their response. Nagel looks at silence from another angle. "Speak once," she says, "and expect to be heard" (p. 17). There should be no reason to 'lecture' students about their behavior, nor give instructions more than once. Modeling and demonstration can also promote productive silence.
In Chapter 3, Nagel broaches the subject of competition and states that "wealth breeds competition" (p. 19). She also notes that competition breeds dissension. She gives wonderful examples of how to allow students to measure their own growth and avoid competition. But the average school today is rife with competition, from spelling bees, to academic decathlons, to any number of games and contests. Some would say these are healthy and provide motivation for learning. I'm curious to hear what my readers think.
In my current teaching position, the students have come to equate learning English with playing games. They beg for games! And we all try to accomodate them as best we can. Games make learning fun, but many times these games involve 'winning' and 'losing'. Now, for as many times as you've heard me mention the "group mentality" of Korean students, you can imagine (and rightfully so) that my students are not very competitive. But what message do we convey when a game results in someone being "the best"? For that matter, how does traditional grading promote learning and/or a healthy self-assessment?
I look forward to your response, and thanks for reading my blog!
Friday, June 24, 2011
It's a Start. . .
Well, I've just finished reading the first 42 pages of this book--for the second time! And I'm still trying to find my focus and direction for this blog. Nothing is coming to me, so I'm just going to start writing and hope that it flows. . .
A brief background on Taoism -- a philosophy, rather than a religion. The tenets of this philosophy can be found in the Tao Te Ching, often ascribed to Lao Tzu (Laozi), but which is a composite text written and rewritten over centuries with varied input from multiple anonymous writers (Hansen, 2008).
The word tao can be rougly translated into English to mean "the way" or "the road". Roads guide us and facilitate our arrival at a desired destination, which is what the author, Greta Nagel, PhD, intends to do in this book. The concepts discussed reflect many of the ideas cultivated in the AET courses I've experienced thus far: learner-centered practices, holistic views, interdisciplinary instruction, and constructivist education. Nagel (1998) outlines 81 chapters, which is reflective of the 81 chapters found in the Tao Te Ching. In addition to exploring the various virtues (compassion, moderation, humility, patience, etc.) discussed in this book of wisdom, Nagel provides examples of current teaching practices as exemplified by three anonymous (yet very real) individuals who represent teaching at the primary, middle, and high school levels.
The opening lines of Tao Te Ching are roughly translated as "The tao that can be named, is not the tao." In essence, the tao must be lived to be experienced. Nagel attempts to offer us a glimpse at how to live the tao while teaching.
For a brief, introductory explanation of the philosophy of Taoism, I recommend the following video presentation by Dr. Wayne W. Dyer:
http://www.youtube.com/watch?v=Tbh0DW6RhCs&feature=related
Tomorrow: some examples of Nagel's wisdom. . .
References:
Dyer, W.W. (2008). "Living the wisdom of the tao" by Hay House Publishing. Retrieved from http://www.youtube.com/watch?v=Tbh0DW6RhCs&feature=related
Hansen, C. (2008). Taoism. In E.N. Zalta (ed.), The Stanford encyclopedia of philosophy (Winter 2008 ed.). Retrieved from <http://www.blogger.com/%3Chttp://plato.stanford.edu/archives/win2008/entries/taoism/%3E>
Nagel, G. (1998). The tao of teaching. New York: Penguin Group.
A brief background on Taoism -- a philosophy, rather than a religion. The tenets of this philosophy can be found in the Tao Te Ching, often ascribed to Lao Tzu (Laozi), but which is a composite text written and rewritten over centuries with varied input from multiple anonymous writers (Hansen, 2008).The word tao can be rougly translated into English to mean "the way" or "the road". Roads guide us and facilitate our arrival at a desired destination, which is what the author, Greta Nagel, PhD, intends to do in this book. The concepts discussed reflect many of the ideas cultivated in the AET courses I've experienced thus far: learner-centered practices, holistic views, interdisciplinary instruction, and constructivist education. Nagel (1998) outlines 81 chapters, which is reflective of the 81 chapters found in the Tao Te Ching. In addition to exploring the various virtues (compassion, moderation, humility, patience, etc.) discussed in this book of wisdom, Nagel provides examples of current teaching practices as exemplified by three anonymous (yet very real) individuals who represent teaching at the primary, middle, and high school levels.
The opening lines of Tao Te Ching are roughly translated as "The tao that can be named, is not the tao." In essence, the tao must be lived to be experienced. Nagel attempts to offer us a glimpse at how to live the tao while teaching.
For a brief, introductory explanation of the philosophy of Taoism, I recommend the following video presentation by Dr. Wayne W. Dyer:
http://www.youtube.com/watch?v=Tbh0DW6RhCs&feature=related
Tomorrow: some examples of Nagel's wisdom. . .
References:
Dyer, W.W. (2008). "Living the wisdom of the tao" by Hay House Publishing. Retrieved from http://www.youtube.com/watch?v=Tbh0DW6RhCs&feature=related
Hansen, C. (2008). Taoism. In E.N. Zalta (ed.), The Stanford encyclopedia of philosophy (Winter 2008 ed.). Retrieved from <http://www.blogger.com/%3Chttp://plato.stanford.edu/archives/win2008/entries/taoism/%3E>
Nagel, G. (1998). The tao of teaching. New York: Penguin Group.
Sunday, May 29, 2011
Day 1 of The Tao of Teaching
When I saw this title on the list of book options, I immediately knew that this would be the one I'd choose to read. I can recall my first days of grad school when Leann introduced her EDAE 520 course with a passage titled "The Tao of Conversation". I really enjoyed that reading and was hoping this book was by the same author, but alas, not so. Nonetheless, I'm anxious to begin and trust that it will contain many gems of wisdom.
Having completed my first two semesters in the Adult Education and Training program, it is becoming apparent to me that, first and foremost, an adult educator must "know thyself", and be true to that self in the classroom. Other books I have read (Ken Bain's What the Best College Teachers Do and Parker Palmer's The Courage to Teach) have influenced my thinking in this regard. It is liberating to find that I don't have to be detached from my students, that I can utilize the wisdom of my years and share in the learning that goes on in my classroom.
I'm hoping that this book will help me to elaborate on my philosophy of teaching that I began to develop this past semester in EDAE 620. I'm anxious to get started.
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