Big Fish

“What motivates the impulse to teach?”

I like this question a lot. My mind has been buzzing since I read it in the assignment, but I thought it best to finished the assigned reading before answering it.

I remember being asked to write a personal education philosophy before I started teaching. I remember thinking that I had no idea what i was writing about since I hadn't been in the classroom yet. I was carefully selecting what I thought I ought to say. Now, seven years in, I think I have my own words and experiences to help answer the question above.

My teaching narrative begins with my docent experience in my late twenties. After graduating with my B.F.A. in art, I was sorely aware that even though I could make art, I did not know how to talk about it. I was drawn to volunteer at the Springfield Art Museum. The museum educator at the time, Dan Carver, was a wonderful teacher and facilitator. He gave us knowledge that we needed, but as docents we were encouraged to do our own research, plan our own patterns of movement through the galleries, and give visitors a sense that they had ownership of the works in the museum. I played games with visitors, had them do drawings, and brought in manipulative to augment the tours. Sometimes the museum guards would flip out, but Dan told them to back because what I was doing was for the tour. (Another advocate!) I liked how I could get the kids talking and involved. I was nervous, but also quirky, so it evened out in the end.  This led me to go back to school for my teaching certification.

Some things hold true today as back then. I love to learn, problem solve, take an audience "into" a piece of art or art experience. I think having a visual vocabulary and vocabulary about visual culture are critical.

This thought also comes to my mind a lot: I see myself in my students. The enthusiastic art nerd? Check. The first grader still struggling to use scissors? Check. The student who is motivated to do a "good job"? Check. The student who wants to play with the materials and make a mess? Checkmate!

Another story, I am contemplating leaving my current teaching job, and the music teacher is my "therapist." She says to remember that were are not in-disposable.  That the students will still get an education. That statement strikes me as so WRONG. I think I bring something to the mix that the students won't necessarily get elsewhere. My narcissistic voice says I give things like hugs and high fives in the hallways that other teachers do not. I make funny faces in windows, when appropriate. I never tell a student they are not good at art; instead I explain why their fine motor skills haven't developmentally caught up with the ideas they see in their heads. When I am tough, I tell them it is tough love.

 I also get the love of the students in return. They in turn are patient with me when I lose a necessary supplies. They help me organize if asked. They are honest in their questioning of me, which I consider the highest honor, that they trust enough to ask.

 So in a nuthshell, I guess my final narrative at this point is

1. Relationships

2. Part of being a lifelong learner is being a teacher

3. Nancy Drew complex - always wanting to solve problems