9.1: Expressing Convictions
Coming from the service industry into teaching, my role as a manger was often to protect the integrity of the restaurant concept or to cater to guests’ needs. My particular values and beliefs were of little consequence when compared to Guest perception and the corporate system. There are positive experiences I bring from customer service and management, but I also possess an underdeveloped outspokenness.
I think passionate expression of this nature begins with core values and beliefs and an examination of their influence upon and alignment with one another. It is a highly sensitive and personal experience to honestly examine your core values and belief systems. Many of us do not know from where our values come, assuming we can even come close to articulating them, nor do we have any idea how we adopted our belief systems. Yet every day, we subconsciously allow these forces to pilot our lives toward a destination we think we should or want to go. Beginning primarily with Plato’s and continuing throughout civilized history, great minds have challenged us to understand and embrace values, virtues, ideals, and fundamental needs.
What is important to you? Values can sometimes be hard to define and prioritize, but some basic methods have been developed that may allow you to gain some insight into your own core values. Try this method offered at Responsible Living, because it is the easiest to follow. If you research further, you will find that they all (consider Paul Jacobs and Anthony Robbins) have the same end, to reveal what are truly the most important ideals to you. The process is important, because one must realize not only what is most important to him, but carefully analyze why as well. By backtracking what is instinctively important to you, that is continuing to ask yourself the question, “Why?” until you run out of reasons, you are forced to look deeper and deeper.
Beliefs come into play at a lower level, but are the greatest cause for concern, stress and internal conflict. Like values, the source of our beliefs can be a bit of a mystery, but they are also easier to define and change when the consequences are taken into consideration. Beliefs are based on truths or assumed truths, and it is important to reflect upon them in this way. Since assumptions can be false, beliefs based upon such assumptions are vulnerable. There are even studies that suggest the power of the human brain to produce physical manifestations of what we believe or focus on. Under hypnosis, ice that is actually said to be fire can produce a heat blister on the skin. Out of all of the open space that may surround a car that has spun out of control, how does hit something the size of a telephone pole a disproportionate amount of time? Drivers focus their attention on the pole, and in an obvious attempt to avoid it end up wrapping the car around it because they cannot take their eyes off of it. Our beliefs play an important role in the way we interpret and react to our surroundings.
Having reflected upon the “convictions” part of this expectation, I will direct attention to the choices we make. I believe that is the true expression of our values and beliefs, and those choices reflect what needs might be satisfied. This is where I believe the “expressing” part of the expectation is met. For example, both of my mentors allow students “second chances” on their tests. One mentor schedules retake dates after school for anyone who wants to retake the test. The rules and preparation are strict, and I agree that it is probably both instructional and motivational, but I also feel that knowing the opportunity exists deflates any preparation for the first test. Retakes in this class can replace the original test score. My other mentor offers test corrections for extra credit, and retakes (rare and under special circumstances only) will post a score that is the average of both tests. Students need to be in a school environment that holds them accountable for the choices they make, whether to prepare for a test or wear an inappropriate
My philosophy of teaching statement outlines many of my values and beliefs about teaching, but I believe that the more experienced I become with students, curriculum, administration, legislation, etc., those will become better defined and more outspoken. Observations thus far have given me a wide range of insights into such passionate topics as contract negotiations, unionization, charter schools, standards and standardized testing, and professional service.
As this is the final reflection I am writing, I feel like the process of the thirty expectations has been an exercise in expressing convictions about teaching. Stating, defending, questioning, arguing about developmental issues (see expectation 2.1: Individual Development), assessment strategies (see expectation 8.2: Evaluating Student's Learning), diversity (see expectation 3.3: Diverse Learners), individualization (see expectation Personalizing Learning), etc. has given me much insight into the issues surrounding educators, administrators and students. Many of those ideals will change and evolve as I grow as a teacher, but for the sake of this expectation, allow me to state a couple more that have not and are unlikely to change
I believe that if teachers want to be regarded as the professionals that they are, they need to look the part. As a professional male, I unwaveringly wear a coat and tie to school every day. I feel that it commands the maturity and respect that teachers require of students. It helps preserve a formal distance between them, yet allows relationships and rapport to still grow. Students should be held accountable for their attire as well. Inappropriate and distracting clothing should not be tolerated in the academic setting. Just as business professionals adhere to certain standards, so should teachers and students in order to preserve a reciprocating respect for one another and for the learning process. Teachers who dress like coaches, surfers, slobs or students should expect to receive the same level of respect as those lifestyles typically demand from adolescents--with some exceptions of course. This problem even bothers me at my son's Catholic grade school, where students must all wear a prescribed uniform, but the teachers seem to live by the same rules as the public rules. I do not believe that sends a message that is consistent with the purpose of school uniforms for students.
In my limited experience with unions and even more limited with teachers' unions and the causes they support. I find the concept disturbing. I understand the protective nature of the union, but I sometimes feel like they are protecting individuals who do not deserve to be protected. My entrepreneurial and customer service background drive me to "get the job done." I know teaching is what I want to do. If I have to come in early or stay late once in a while, I don't want anyone to tell me I cannot. By the same token, if I an afford myself and my students the luxury of taking a few of those extra minutes back, I would enjoy the opportunity to do so. Unions seem to be designed for people who cannot hold themselves accountable, both employees and employers. While they are good models for negotiation and arbitration, I find it telling that the employment of teachers must be so highly regulated and polluted with politics and bureaucracy. I know I have a lot to learn about this system, but I also know I am not wired to do my job this way.
Exercises in self-analysis and behavior modification such as these are important to both students and teachers, and both should participate in reflective activities that help them better understand what is important to them and why. Teachers, as a reflective practitioners, should understand how values and beliefs impact their teaching and social styles, how to modify those beliefs and behaviors, and how to articulate these things to students and co-workers. As professionals, we choose our battles wisely. And as human beings, we strive to remain true to our self.
