Response to Clark and Will's Personal Reflections on Teaching/Learning January 10, 2000

I really enjoyed reading both Clark and Will's Personal Reflections. I enjoyed reading what they learned, where they came from, the inspirations they've had, and questions they still have - both very inspiring, refreshing pieces.

What struck me about both Clark and Will's reflections were the conclusions they came to about learning and teaching. Clark summed it up when he said, "It's the sincere expression of sensitivity and respect for others that will foster improved teaching and learning." He confessed that being opinionated might get in the way of transformative teaching, but I think that opinions can help get the group thinking. I think we all may have noticed that Lorraine, the 6th grade teacher who came to our Transformative Learning class, is opinionated. She is also like this in class. Her students realize this and like her for this, often getting a good chuckle out of her. That's O.K. I saw many of her students experience transformative learning in her class, awakening to a new kind of learning/thinking under her opinionated guidance.

Clark also wrote that critical reflection can be used to "adjust my thinking," realizing that "I can be wrong; that my values and beliefs may not be right." It's hard to re-adjust our assumptions, to realize we're wrong and accept that. It has been hard for me too, but exciting, when it takes place.

Will wrote of the importance of growing up with the values of self-sufficiency and respect. He realizes that the family-community-school today needs to "return to a caring compassionate responsibility based structure." He sees the importance of mutual respect as necessary to understanding and dialog.

When Will talked about wealth, outward appearances, and recreation defining success and happiness in our children and ourselves, I am reminded of a recent conversation with my mother. We talked of raising children today and all the opportunities for them. Do you take advantage of all the opportunities for them, exposing them to all sorts of activities and opportunities? Or do you encourage them to spend some time at home, helping out, doing chores, and missing some of the opportunities?

Some kids are raised going from one sport and activity to another, with no time left to be wasted helping out at home. Their lives are enriched by these opportunities, leaving them to be well-rounded adults. My mother, very sure, very simply responded, "What are we here for if not to help each other?" I believe she's right, these children as adults may be in it just for themselves and self-centered. Is that how we want our society to be? The good news is that in some schools, peers are helping peers, older students are helping younger students, and children are getting as much out of the experience as they are giving.

I also really enjoyed Clark's story about Justin. So often we go along with what the 'experts' say. I give credit to people like Justin's parents who question the system. It takes more work, but very worthwhile. Clark pointed out the importance of values and how they're always with us, the importance of schools recognizing abilities, not lack of skills, and the theory of multiple intelligences which recognizes people's difference intellectual strengths and weaknesses and different ways of learning.

Clark says that it's the "overwhelming lack of reflection upon and attempts to understand the human complexities of their students" that is lacking in education systems. He sees the importance of reflection and understanding to achieve awareness of any diversity issue. I really appreciate and agree with what he and Will both wrote and thank them for sharing their reflections.

-- Anonymous, January 10, 2000