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.

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.