|| Something Learnt
I have sat in a many variety of classrooms and have reflected on much. I have witnessed the myriad of teaching styles and content frames. Though all heterogeneous; one distinct from the other, the eclectic mix of these meetings have yielded for me, a very common thread.
Usually, when a student sits inside a classroom, he thinks that he is being taught based on the general curriculum that the school may offer. But so much more is being exchanged inside the classroom.
I have come to realize that the true teacher doesn’t just speak or present the main curriculum. No. This is not the case. One may find a more peculiar, yet somewhat oddly common occurrence. For the real power comes from the inspiration that he continually receives. There is something that irks him, annoys him and moves him to the point of spreading his real teaching message, be it intentionally or unintentionally, be it voluntarily or involuntarily. Do you think he really wants to talk about addition, subtraction and multiplication all day?
If, by chance, you happen to find yourself constantly hearing about a topic that may have absolutely nothing to do with the general curriculum, you have literally stumbled upon his real teaching message. For why speak an hour on things that many may find the most irrelevant to talk about? Because he has found great treasure in his experiential research findings, so much that he finds it worthy to share as much as he finds. It is to say, the type of findings that he deems the most intriguing and compelling.
For as much as he experiences, he teaches. He would not be too literal though, for he hides his treasure in his other teachings hoping that the student picks up and reads the message as he delivers it. For Big Emotion connects with little emotion.
He cheekily invites the student to probe and challenge his giving statement, for it reflexively throws him into his state of rebuttal; well poised and readied to defend all that he has discovered. Pay attention then, to his occasional deflections in vocal tone and rhythm, noticing his height of repetition. Even more subtly, deliberately cue in to the nature of topical questions presented in the exam room, the ones that show up as the most exotic of all types. For it unlocks much; detangling and unfolding to ultimately reveal the head and heart of his true teaching message. For one may find great wealth in the things that most may find completely unrelated.
This is the teacher’s duty: to teach. To pass on the knowledge, the true knowledge that he has found most valuable to his life and that has shaped his life because of it. You see, his real teaching message is never something burrowed. But more so, it reflects the picture of something already owned.
Usually, when a student sits inside a classroom, he thinks that he is being taught based on the general curriculum that the school may offer. But so much more is being exchanged inside the classroom.
I have come to realize that the true teacher doesn’t just speak or present the main curriculum. No. This is not the case. One may find a more peculiar, yet somewhat oddly common occurrence. For the real power comes from the inspiration that he continually receives. There is something that irks him, annoys him and moves him to the point of spreading his real teaching message, be it intentionally or unintentionally, be it voluntarily or involuntarily. Do you think he really wants to talk about addition, subtraction and multiplication all day?
If, by chance, you happen to find yourself constantly hearing about a topic that may have absolutely nothing to do with the general curriculum, you have literally stumbled upon his real teaching message. For why speak an hour on things that many may find the most irrelevant to talk about? Because he has found great treasure in his experiential research findings, so much that he finds it worthy to share as much as he finds. It is to say, the type of findings that he deems the most intriguing and compelling.
For as much as he experiences, he teaches. He would not be too literal though, for he hides his treasure in his other teachings hoping that the student picks up and reads the message as he delivers it. For Big Emotion connects with little emotion.
He cheekily invites the student to probe and challenge his giving statement, for it reflexively throws him into his state of rebuttal; well poised and readied to defend all that he has discovered. Pay attention then, to his occasional deflections in vocal tone and rhythm, noticing his height of repetition. Even more subtly, deliberately cue in to the nature of topical questions presented in the exam room, the ones that show up as the most exotic of all types. For it unlocks much; detangling and unfolding to ultimately reveal the head and heart of his true teaching message. For one may find great wealth in the things that most may find completely unrelated.
This is the teacher’s duty: to teach. To pass on the knowledge, the true knowledge that he has found most valuable to his life and that has shaped his life because of it. You see, his real teaching message is never something burrowed. But more so, it reflects the picture of something already owned.