So, now my rambling has brought me to where I am going with this! I think sometimes I know I get so caught up in being perfect in my writing that I am afraid to make mistakes, so it's easier to just throw it out the window and forget it. It is so much more important to tell students (and to remind ourselves) that mistakes are Wonderful (within reason) and should be encouraged to promote problem solving strategies in writing and in life.
Wednesday, June 22, 2011
Resonating with Qualley
Alright, so I know this isn't a therapy session, but I just have to get some things out...I loved the insights from Qualley in reading from chapter two. There is an example given about a parent telling a child not to touch the stove so the child will not hurt his/herself. Indefinitely the child touches the stove and experiences the pain on his/her own, personally coming to an understanding of the request or "truth" the parent expressed to the child. This randomly reminded me about Don's comment the other day that we don't have to accept being talked down to just because an authoritative administrator has decided that it is his/her way or the high way and making sure that we have to do things as educators "just because he or she said so," without any real educational value. It is important to remember personally that we are the experts and that we have personally come through this by "going through the fire" per se.
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I had that passage marked in my book because it reminded me of my son from a few months ago. Derick is three and loves to "help" me in the kitchen. We've always told him to stay away from the stove because it's hot, which he usually did after being told once. One day he got so excited about mac 'n cheese that he walked over to the stove, pointed at the pan, and in the process a finger bumped the hot burner (electric burner that was just turned on). He was shocked at first and then started crying. Now, when the stove is turned on he will run to the doorway and say "Mommy careful. Kitchen hot." and won't go anywhere near the stove.
ReplyDeleteI write to make sense of what I do. I write post it notes, to do lists, and make notes in every margin I can. I have been wanting to write about what I do in the classroom, my ideas, what works and what doesn't. But I don't write anything because I keep asking myself, "Who really cares what I think." and "Look at all the other teachers who are doing things so much better than I am." So I don't write anything. Your post starts to get at something important I learned from Elbow--why do I need to write for anyone? I know my self and I know that writing helps me understand my world, that is my learning style. So I don't have to write for an audience if the audience is exactly what keeps me from writing. One day all the notes may turn into something. Maybe my insights over a period of time will turn into a message that others may find helpful in the teaching profession. But for now it is ok not to use writing to say something. I can use writing to help me figure out what I want to say. And if that stays in a binder for me to make sense of my teaching then so be it. But no more excuses to not write at all. Thanks for the idea of not getting caught up with perfection; be ok to make mistakes.
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