I’ve said this before: We can write our way out of dark places. I know because I’ve done it. But how much of the writing that we assign in school nurtures that kind of ability? If we want students to better understand their own reflective and reflexive abilities, it helps if we develop those capacities in ourselves. Which brings me to a story …
Once upon a time I was stuck. I wasn’t stuck in everything. Home life was great. My classes were great. My colleagues were great. But my professional development just sucked, and I was stuck within some unconsciously self-imposed boundaries.
I’m not going to dwell on what was wrong with the professional development I was experiencing at my school. I don’t really want to re-live that other than to set up what came after. I didn’t agree philosophically with the ideas and practices that were being mandated and imposed. I despised the role I was being asked to play in promoting those ideas and practices, and I was horrified at how quickly this ugly blob was expanding.
My dissatisfaction with this one area of my professional life wasn’t really affecting my classroom or personal and professional relationships, but it was affecting my self. As I drove to work or mowed the lawn or wrote in my journal, I found myself reflecting on what I disagreed with, but I found that I couldn’t do too much about it. I knew exactly what was wrong but felt relatively powerless to change it.
Have you seen that video of people stuck on an escalator? They are riding up an escalator in a mall or business center, and it suddenly stops. They go into full meltdown about how awful it is, and how they hope someone will fix it soon. In reality, all they have to do is take a few steps, and they will be off the escalator and on to wherever they were headed. Of course, there is no reason to be stuck on an escalator. Just get off the damn thing. But that was me. I was stuck on the escalator of ugly professional development for a while, too long.
This is where reflexivity comes in. As I processed all this in my journal, first I complained, then wondered, and then epiphany: Get off the escalator!
Even though I couldn’t change the problem, I could reflexively re-define how I engaged with it. So that’s what I did. I just stepped back and stopped investing in that part of my job. I still had to go to meetings and do stuff, but I did the minimum amount, and I tried not to dwell on it.
But professional development is important! As I reflected on this some more, I realized that I had a narrow understanding of what professional development opportunities were available to me.
Then some doors opened. At the NCTE convention in San Antonio, I was talking to Jodi, a teacher from suburban St. Louis. She said she thought I would like Jim Burke’s new social media site English Companion Ning.
I went home and jumped on that, and boy did I carpe that diem! I found even more incredible colleagues, including people who have become dear friends. I found a place to help other teachers, ask questions, write about my ideas and opinions, and actually collaborate with others to build online professional development opportunities for a larger community.
Those energizing connections have led me to all kinds of rewarding relationships and valuable professional experiences, including writing, publishing, and speaking opportunities; renewed energy for the classroom; and authentic collaboration.
So, exactly what realizations did I gain from all of that active reflection? Here are three:
1. I had two sets of colleagues, one on-site and one mostly online. I valued both of them, and it seemed strange to me that they didn’t know each other. To my great satisfaction, many of my online colleagues are now people I see with some regularity, and my on-site colleagues and online colleagues have even worked together on some projects.
2. I realized the difference between my job and my work. My job is where I report each day, practice my craft, try to help as many people as possible, and earn a paycheck. My work is deeper and goes beyond the school where I worked. This realization served me extremely well when I retired from that job in 2014. My job ended, but my work has not ended at all. My work continues in all kinds of interesting, rewarding ways. I’m the most un-retired retired teacher you can imagine.
3. Although my job dissatisfaction never affected my work in the classroom, it did affect my underlying attitudes. When those attitudes became more positive and when the new professional development resulted in actual learning, my teaching and professional life became even more energized.
To put a fine point on all of this, reflection helped me understand the problem. Reflexivity helped me solve it.
At last month’s National Council of Teachers of English convention in Minneapolis, I was honored to be co-chair of a session entitled “From ‘Oops’ to ‘Aha!’: Reflection as a Creative Act.” This is a slightly different version of what I talked about in that presentation. Thanks to everyone who joined us on that Sunday morning and contributed to this powerful session at NCTE15, and thanks to everyone who read about it here.
I always welcome and appreciate your comments, especially if you have ideas on how to expand on this idea at next year’s NCTE convention.