book reflection: “Teach Like Yourself” preface & ch 1

As you know from my last post, I’ve been thinking a lot about authenticity these days.

With a bit of serendipity in the ether, a group I’ve been a part of for a while resurged on my Facebook feed with an invitation to a book club (thank you Kathie for the inspiration) about Teach Like Yourself by Gravity Goldberg. Yes, please!

So, for the next couple of weeks, I’ll be responding and reflecting to this book. Here is what’s on my mind after the preface and chapter 1.

Relationships.

“It took some time for me to realize that being my true self as a teacher was exactly what my students needed…We know that students learn more from teachers they trust and with whom they have a strong relationship. And students can’t form strong relationships with teachers if they are not showing up as their true selves.

I always have focused on relationships in my classroom; however, as of late, in reflection on recent discouragements, I am renewed in my dedication to this approach. Knowing our school will be starting the next school year digitally, my mind is already creating lists of ideas and activities to get to know my students. And to introduce them to my true self as well.

One approach I am really excited to resurrect in my classroom is getting to know my students through their writing. To do this, I will offer more invitations for non-academic writing and conferences. I remember my first year of teaching, I had my students journal daily and I responded weekly. The amount of time required was unsustainable, but those were some of the richest moments I’ve had with students. I need to modify that in order to reintroduce it to my practice.

Standards vs strengths.

These two pages hit me h.a.r.d. from chapter 1:

In many ways, while the narrowing of targets due to standards-based teaching is a good thing, it also has led me to a deficit-based approach: what standards are they not meeting and how do I get them there? This reduces students to checklists and prevents me from celebrating and building on their strengths. One of Goldberg’s points in the book is that this deficit-based model arises from our self-help approach: what’s broken and how can I fix it? Not only do I see my students through this lens, but myself. And it results in anxiety and stress and heavy burdens that do not inspire anyone. Especially in a cutthroat, high-stakes environment where the name of the college means everything… I have to create a refuge in my classroom.

Comparison.

I feed on perfection. I like to be the best. Because of this, I often look around to see who is on point and how I can emulate them. This is not a bad thing! However, when I try to replace myself with them… it is. I need to do a better job seeing mentors as role models, not instructional manuals. This will take courage, and yes, sometimes even confrontation. But my students deserve ME as MY best self for them, not an impostor of someone else.

For the first time in a long time, I am bursting with excitement to go back to school. The ideas and plans are keeping me up at night–but in a good way. Creativity is flowing; writing calls to me like a long-lost lover. I feel inspired and reinvigorated. I know this is because I am returning to myself as a teacher.

1 Comment (+add yours?)

  1. Trackback: this I believe (my teacher-why creed) | lifeinthedport

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