I’ve been watching the learning process a lot lately, but I just didn’t realize it. As some teachers I work with are learning to use a new curriculum tool, others are learning to restructure their instructional time to reteach to specific deficits, while still others are learning to teach skills well below their expectation of their students or their experience. It is messy. It is frustrating. Voices rise. Tears fall. Blame flies. Eyes roll.
What looked initially like discomfort was learning. Veteran teachers have told me they feel brand new, not with renewed vigor so much as renewed confusion of how to surmount unfamiliar challenges. I have seen the emotion on teachers’ faces and heard the anguish in their pleas for black-and-white solutions, simply so their day, just one day, will feel successful and right. Self-efficacy is an elusive fulfillment teachers need to tell ourselves that hours of hard work was worth it.
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Then a voice among us makes a new suggestion or names a central theme of our struggle. As a group we pull at those threads until our problem unravels and in looking at the pieces over time, we begin to understand the whole in a new way. Before we know it, the new becomes old and we become defenders of what we once deplored. Just like that, learning happens through discomfort and turmoil, through struggle and hard work, not by doing the same things the same ways, but by trying new directions and making mistakes, learning happens. If we think about it, from the outside in, this same uncomfortable process of learning is what we subject and expect, encourage and ensure from our students every day. When I think about it this way I realize that what initially looks like negative energy, is very likely to be learning in process.