Tag: teaching

When you can be anything …

What do you want to be? 

A question that we ask our children way before they know who they are. Some of us know what we want to be doing early on. Some others not so much. People like me take a lifetime because we are always becoming. 

Now I think it’s one of the most useless questions an adult can ask a child—What do you want to be when you grow up? As if growing up is finite. As if at some point you become something and that’s the end. — Michelle Obama, [Becoming]

For those of you who do not yet know – I am switching careers now. Following a dream that has been in me for almost my whole adult life. I am choosing, and learning to become a teacher.

I am not sure why this took me so long. But it did. I studied to be a software engineer, had a reasonably good career for a quarter century. So why now? The answer was more simple than before, because I answered them with more questions: Why not now? If not now, then when?

Learning to Teach 

I am attending university to get my teaching credentials. School, assignments, examinations, projects, friends, classmates, teachers, professors, and I feel I have arrived home again. I have always wanted to learn. Loved to learn.

My courses over the summer were exciting and interesting, if somewhat different from what I have been doing over the past few decades. The past few decades were systems and scaling. Hopefully the next few years is children and growth.

A good part of learning to teach is grounded in psychology. Developmental psychology. At what age do children learn to think in abstract terms? Does it match the age when algebra is being introduced?

On phone calls with the parents, both teachers, they ask with interest about the psychological theories I am learning about. They are both retired teachers after decades of teaching, and still cannot quite help themselves from learning to teach.

Vygotsky, Bandura, Piaget, Gardner, Erik Erikson – they are all rattling in the brain after a fascinating few months of learning.

Teaching to Learn

This month, I get to be a student teacher in an Elementary school classroom. It is a long process to become a certified teacher in California. Something I did not realize.

My children had excellent teachers and mostly remember them with fondness. I have interacted with many of them over the years, some of whom have become friends to me too. But I still hadn’t realized the long journey it takes to become a teacher. All the exams, certifications, permits, trainings (mandatory, required, essential!), and all the preparations they do throughout the year to be ready for the children in the classroom. I have always heard of good teacher shortages, and I now know why. It is a long process, and a demanding journey for a profession that is famed for less pay especially in the Bay Area. But all of this has only made me respect teachers more. 

On one side, it means only those who truly want to teach come to the profession, but on the other hand, I feel we are missing out on talent that future generations could benefit from. I do not know what the solution is.

As part of our teaching credential, they asked us to name one reason we each chose to become a teacher. The answers were varied : community, giving, learning, children, growth. But whatever it is, I beamed around at my fellow teachers-to-be. They are all a little polymathic in their abilities and interests. Artistic, analytical, curious, cogent, enthusiastic and genuinely considerate and intelligent. The children who will be benefiting from them are lucky indeed.

Please wish me luck in this endeavor. Becoming is a journey.

The Inner Self & The Outer Self

Our Inner & Outer Selves

I am sitting in a classroom, my heart bursting at the warm atmosphere. The teacher has given an activity in which they sketch their personality – their inner and outer selves. I do not remember doing something like this in school. But oh! What a wonderful activity?! I don’t think I actively thought about inner personality & outer personality the ways in which these children are taught to in as early as elementary school, and it is such a refreshing change. 

The past few months have been a completely different perspective on life than what has been playing out in the larger world and the dichotomy of being alive and welcome in a classroom seems so different from what is happening elsewhere. I cannot believe that hateful forces are at work outside our elementary classrooms. 

In all our teaching classes, we are taught ways in which we can embrace each child’s culture, make them feel like their perspective is welcome, and prepare them for the future.

The activities in our schools and with children seem so unifying and geared towards belonging. It is what the teachers are trained to do  – and they do it with competence, warmth and flair. The hum of work and chatter is a strangely comforting rhythm when monetary rewards are taken away from one. 

Teachers ask children their names – how they’d like to be called, and how they would like to respect each other, and maybe these are things that the children in adults have forgotten. But the children are marvelous teachers and I am grateful that I get to learn from them. The cheaters at four-square are not appreciated and a sense of fairness pervades the playgrounds. 

A Year to Learn About Ourselves

So what happens to all that as we grow? They vote ‘Be patient’ as a virtue to be upheld in the classroom almost universally. Yet, as adults, we seem to forget. 

The more I live life, the more I come back to the simple tenets in life. Every ten years, adults should be allowed the freedom and beautiful belonging that comes from an elementary school classroom. A year in which we are allowed to embrace art, music, dance, theatre, physical education, math, science, language and literature, history and geography with fresh perspectives, and equal fervor. 

“You aren’t just given happiness, you have to pick it up here and there all through the day.” 

― Miss Read, Fresh from the Country

Reinforce our faith in humanity through the finer things in life without expectation. Every decade. If I ever get to design a utopian society, this is just what I would do. A year in which all your worries drop at least for those few hours in the classroom.

K-Pop & Cultural References

“Would you like to explain your drawing to me?” I asked the children as they handed their drawing to me. Mild music floated around us, as the children stopped to show me what they had done. One child truly had done a fantastic job. “This, here are my favorite K-Pop albums.” she said, pointing to something that I had to squint at to decipher, while I drudged up the only K-Pop music I remembered. “Oh! The only one I know is Gangnam Style!” I said, looking sheepish. I really do need to get my cultural references in order. The other day, I told them the most recent movie I watched was Pride & Prejudice, and they gave me looks they reserved for their favorite dinosaur. It was true, but why didn’t I think of watching Spiderman the week before school started?

She gave me an indulgent look, and said, “Oh – that is good – but a little old. You can try Crazy by Le SSeraFim. ” She waited patiently as I wrote it down. I just watched it, and I can see why it appealed to her.  It is catchy with brilliant visuals.

https://www.youtube.com/watch?v=n6B5gQXlB-0&list=RDn6B5gQXlB-0&start_radio=1

Another boy’s drawing was filled with baseball. I made a mental note to look up some baseball facts, remembering the famous Leslie Vs Recht Baseball Study on learning cognition.

I had this sudden gratitude that here I was surrounded by 30 different personalities, and I knew not what I would learn from them as I taught my way through the curriculum. The hour of art had done marvels for us all. Teachers and students alike emerged happy and refreshed from the exercise, and I smiled in thanks.

Good! Nothing! Good-For-Nothing Answers!

Nothing Good!

“How was your day?”
“Good!”

“What did you do?”
“Nothing!”

For years, this was the standard response I got from the children after school. Never one to be deterred though, I’d redirect, prod, ask specific questions: What did Shriya say about your new drawing pencils? Did Shrinik do somersaults after lunch today also?

You see? The thing is, I could not imagine their school to be a place where nothing happened, and the best adjective for the day was ‘Good!’. I knew for a fact that they listened to their teacher read out stories, they hopped along the number line, slid up and down through graphs, chased butterflies, had turf wars with sticks and stones, played sharks and minnows in the playground, were enthralled as they enacted civil wars, made the artwork that papered the walls of their colorful classroom, and so much more.

Yet. Nothing and Good. Good for Nothing answers both.

Then, something wonderful happened.

Dancers Move!

I started volunteering in elementary school classrooms, as a volunteer – sometimes reading out books, other times, teaching experimental science.

One day, we were experimenting with air pressure and force with the kindergarten children. One of the experiments was to blow bubbles to see how the bubbles stayed airborne. It was a lovely windy day, and the bubbles were a joy to teacher, volunteers, and students alike. There were delighted gasps as large bubbles drifted off into the air, and much chasing after the smaller bubbles.

When finally, the class was done, and we headed back into the classroom, the teacher said, “Oh! They have too much energy. They’ll never settle down to sit and do anything now. Let me get them to release some energy first!” I wondered what she would do, as recess was behind us, and lunch time was a while away.

I started laughing when I saw her switching on some music. “Dancers Move!”, she said, and the children seemed to know what to do. I watched mesmerized as the little ones danced to the music. What a wonderful way to blow off some extra energy?

“Education is what remains after one has forgotten what one has learned in school.” —Albert Einstein

I thought everyone danced!

I narrated the whole thing to the teenaged son later that day as went on a windy day walk, and he laughed, “Yes! I remember doing that all the time!”

I tell you.

“All those times I asked you how was your day, and you said ‘Good!’, you danced in school?” I said, flustered more by this than the whipping winds.

“Yes…but don’t you see? It was good. Yes. But we did it all the time. It was nothing new.”

“Why do you think I yearned to hear about your days? We didn’t dance in the office!”

“Yes, but we didn’t know that! I thought every one danced!”

I couldn’t help it. I started laughing. It is true isn’t it? He didn’t know what our days were like. If anything, our days were good too. Just not listening-to-stories, playing-with-air-bubbles on windy days, and dancing to let-off-steam good.

So, what do your good days look like? You know? The days you do nothing.

Please share, I’d love to hear.