THE COURAGE TO TEACH by PARK J. PALMER When I began reading, the pages of Parker J. Palmer’s book were simply white with black text. Now having finished each chapter, majority of the pages are also covered in pink highlighter. From the first chapter on I was fully engaged in the text. I was nodding my head, writing notes, and folding the corners of the pages down to indicate importance. Palmer had a true way with words as his experience in education, both as student and teacher, was so relatable. The organization of the book was very strategic in that the beginning chapters revolved around educators getting to know themselves and/or getting back in touch with what inspired them to teach in the first place. It really hooked you in as it tugged at your heart strings, allowing you to think of your students and the mentors that helped to shape you into the educator you are today. His focus started with the heart, identity, and integrity of a teacher and that theme was prominent throughout the remainder of the book. There was a common theme of the need for depth and soul searching. Even when the shift of the later chapters turned toward the pros and cons of the educational system and models of communities, a very human aspect was embedded. Palmer would make his points through sharing stories of his own prior students and teachers, or of stories that had been shared with him over the years. He would bring all of those experiences together to make simple statements that often started with “good teaching is…..” or “good teachers are….” almost as if he was telling you to add them to your teacher “tool belt” or teacher playbook. The Courage to Teachis a truly inspiring work that reignited my intrinsic passions for my content area and teaching. It reminded me of the positive influence I get to make in students’ lives, while also addressing/validating the external factors that make my day-to-day tasks rather challenging. As an educator, this book made me feel seen and heard. It made me feel that I am not alone in this ever-evolving craft that we call “teaching”. Though our role is no longer student, even as teachers we are all still lifelong learners. We are not perfect, we are human.
Chapter 1: One of the first of many take-aways from the text is that good teachers cannot simply be reduced to methods and techniques (Palmer, 2017, p. 10) Good teaching comes from teachers who are very self-aware and use that strong sense of selfhood to help students learn. They are authentic, passionate, humble, and most importantly they are vulnerable and human. Good teaching comes from good people (Palmer, 2017, p. 13). When it is easy for students to tell that the teacher is truly “there”, truly present in the learning atmosphere, they are more receptive to what you have to say. They can tell when you are being “real” with them and sense when you are not. Act in a way that reassures them you are there for the sake of their learning, and not just for a paycheck. The heart and soul that good teachers put into their work are what will outshine the methods/techniques (no matter how impressive they are) and will last with students for years to come. At one point in the first chapter it was argued by some educators that having to be “therapists” when personal experiences are shared in a classroom, poses some sort of threat to academics and professionalism. To me, it is natural that as teachers we wear those many hats of mother, nurse, therapist, etc. To me, those moments are not a chore or a threat. Those moments that come up, those chances that we have to give advice, that is what builds relationships and bonds us. Those moments where we get to share personal experiences and let students into our real lives (in a respectful, professional manner of course) are the moments where our integrity and identity stays intact. My true-self and therefore my true-teacher-self is rooted in my upbringing and all of my personal/academic experiences. Without them, the personality and the passion I have in my classroom would not exist. The things that have added depth to my life (my family, my travels, etc.) are what give my content and my career the depth and authenticity it deserves. Another take way then was that we must have the courage to honor and teach as our undivided selves (Palmer, 2017, p. 16). There does not have to be some bold, strict disconnect. My personality and genuine nature mixed with my sense of humor, and my passion for and knowledge of my content, is what makes students drawn to my class and look forward to it. So often as the youngest of the faculty, I hear jaded comments about students only “liking” me because I’m young. As if this career is a superficial popularity contest. It is demeaning to think so. Though my age may currently make myself relatable to my high schoolers, I truly believe that my kind, genuine, nature is what makes them feel that they can trust me. I’ve worked hard to be “that teacher” and I take much pride in this position. For it to be so quickly dismissed as something as simple as age; a mere number, is hurtful to my integrity and identity. Western culture was another topic in the first half of the text that resonated with me. American society is one that has become rather privileged and materialistic due to the abundance of great things that our country does have. For as diverse as our society is, diversity if often thought of with negative connotations. Until one travels and gains perspectives from other cultures and through learning of other languages, it is often difficult for one to find depth in life and is rather easy to become stagnant, complacent, and ignorant. There is a lack of appreciation and reflection among many. In a foreign language classroom such as my own, a great opportunity is offered for students to realize that they have a choice. They can choose to broaden their horizons and build empathy in a way that helps them break out of the small town, close minded “bubble” that so many in our culture unknowingly become trapped in. They have a chance to explore the world and find their true selves as well. This gift of insight into the world is often neglected by parents (and even some teachers) as there are so many external factors in education that get in the way. With such a focus on grades and short-term outcomes (Palmer, 2017) like standardized testing, worldly knowledge is pushed to the back as core subjects continue to reign in first place. This creates a lack of work ethic/interest on part of the student’s as they know that their parents just need to make a phone call and complain and their grades will be fixed. Parents want students to get into the best colleges and have the best GPA’s but do not think about what is next. Will their child get up for their 8am lectures on time, will they be able to hold themselves accountable and have good time management skills? Once that child gets into the best college, do they know how to interact with others with kindness, humility, and empathy? What if their class at Harvard is full of immigrant students who grew up very differently? Will they know how to speak to them from a place of genuine curiosity and respect? We tend to fear things we are not familiar with, and this fear is sometimes unknowingly passed on to our children/students, though overall, we are looking out for them.
Chapter 2: The educational system has been rooted in fear felt by both students and teachers alike. The system has long been rooted in things that are more objective than subjective. We have been trained to build walls instead of bridges, thinking that things that are true and pure come from separation and segregation of sorts. Teachers in this 21stcentury, need to be the change they wish to see in the educational system and the world. This notion of “be the change” is another pattern of thought that I noticed while reading the text. Western culture has been failing our students but as mentioned, foreign language classes help to fight against ignorance. I am extremely passionate about creating open-minded, global learners, who think for themselves. I am breaking barriers and building bridges from the “bricks” throne at myself, my content, and my career. These “bricks” are a mixture of my own insecurities/shortcomings, concerns from parents (warranted and unwarranted), and the threatening feeling we so often feel from administration and school boards. There is fear within us all, over what we can’t control. Our focus would be better if it shifted more toward what we can control; the way in which we lead in both life and in our profession. Students come to our classrooms with a lot of “baggage” due to family dynamics that are no longer “traditional” and unfortunately not always healthy. With so much technology at our students’ fingertips, they also lack some basic critical thinking skills and it is up to us to help them refine those. We must engage them but in a way that leads to them to do the questioning of the content, rather than succumbing to a room full of “crickets” when the teacher poses all the questions. A new perspective that I gained through this chapter though, is that the lack of interest or disdain that we so often see may really just be a student’s fear (Palmer, 2017). This fear is also sometimes masked by arrogance or ignorance. It is not that students do not want to participate, it is just that they are having trouble finding their voice. It is highly likely that not many people have asked for their thoughts and opinions in a constructive way before. My leadership and actions as the teacher need to be from a place of caring that helps to remedy those fears by building confidence. I need to provide opportunities for students to feel a sense of power and control. Student voice and student choice are two essential factors in a successful classroom that our school district discuses frequently. So often veteran teachers feel the need to hide behind their podiums or desk, almost as if to barricade themselves from students and use their credentials as a shield. Parker referred to this act as stagnation. By giving some of my “power” to the students though, I level the playing field. I then promote both active learning and listening, as well as collaboration. A good teacher is one who can listen to those student voices even before they are spoken so that someday they can speak with truth and confidence (Palmer, 2017, p. 47). These empathetic listeners who put themselves in the shoes of their students and are attentive to their true needs are ones that Parker would associate with more generativity than stagnation. We inspire our students and help them find their truth by creating a home-like atmosphere within the school and team like feeling in our classrooms. Good teaching is an act of hospitality toward the young, and hospitality is always an act that benefits the host even more than the guest (Palmer, 2017, p. 51). To be a teacher truly is a rewarding career. It gives my life and experiences (the good and the bad) a higher purpose. Just as our students have fears and doubts, we as educators are foolish not acknowledge those of our own. So many teachers fear change and want to stay within their comfort zones, yet what works for one class does not always work for another. As the time and technology changes, we need to be flexible. Nothing profound is bound to come from remaining in a comfort zone. Being humble enough to know that even great teachers have room to grow and improve is key. Rather than fearing the unknown, the new, the different, the awkward, and the imperfect…..embrace them! It is natural to have fears, but teachers need to realize that even with fears and doubts, they still have much to offer and are worthy, valid, and knowledgeable. I need to decide each day when I walk into my classroom to acknowledge my fear but choose not to teach from a place based it (Palmer, 2017). Rather, I should teach from a place of curiosity, hope, and empathy. These are the places from which my authentic self can truly grow and aide my students in finding their way.
Chapter 3: As chapter two ends and chapter three begins, the main concept on my mind was that being connected is key. Though authority and structures of status are a reality, teamwork and staying connected needs to become more of a priority. As Palmer had examined, many of us are quick to “cut off.” It is a customary part of our society and often in the work place. We are quick to close our classroom doors on our colleagues. We are afraid of having people “too” close out of bigger fear that our imperfections may be exposed and rejected, or that cynicism and jealously may get to us. We are often so quick to judge when really as educators, students, and humans in general, we benefit when we are able to connect. In a foreign language classroom, it is evident that this nature of connectedness is vital to all societies, even just by looking at the standards from which we align our curriculum. As stated by ACTFL, we follow the 5 C’s: Connections, Communications, Culture, Comparisons, and Community. Chapter three takes the idea of staying connected and collaborating further by examining common paradoxes. Thinking back to how western culture often varies from the other parts of the world, there is an obvious embodiment of disconnection. We are taught to not see or consider things from different perspectives and angles, and to be closed off to opinions different than our own. We take things for what they are on the surface/at first glance, and do not care to dig deeper or question. A comparison I’ve been able to make first hand from my travels to Latin America and from the traditions held by my Italian family, is that in the United States the vast majority of people are all about getting from point A to point B as quickly as possible. There is more regard for quantity than quality. That last statement is rather worrisome to me if it is also then assumed to be applied in the education of our children. Standardized testing is arguably a prime example. We are also so used to categorizing things superficially into “this or that”, “black and white”, and “one or the other” because we do not know how to handle the gray areas (Palmer, 2017). I think the point I liked most when Palmer discussed this, was that sometimes it is in those gray areas where profound truths lie. It is not always about a one way only or a cookie cutter pattern; sometimes there are many ways to do something right. Therefore, in terms of educators, the more we can communicate and collaborate together, the easier those gray areas are to navigate. It is important though to note, that for humans a healthy balance of alone time and socialization still needs to occur. The alone time allows us to take what we have gained from others and reflect and re-prioritize. We must come to realize that it is ok to “do our own thing” to make our classes unique in function, but that in order to continue growing, collaboration is vital. What is unfortunate is that on a daily basis, other than mingling with the colleagues who are in the same hallway/department as myself, I do not often get to see or talk to the other teachers in our building. Our time together is really limited to a once a month faculty meeting and the occasional professional development day, both of which are typically filled with busy work or administrative presentations. Leaders in our administration must being to use this time more wisely and see that we have much to offer one another, no matter our content area, experience level, pay scale, role, etc. Just as much as teachers open up their classrooms to collaboration through modernizing the seating arrangements and incorporation of pop culture and student interests, administrators need to find activities that allow healthy conversation regarding the craft of teaching and it is every changing platform.
Chapter 4: Community cannot take place in a divided life (Palmer, 2017, p. 92) and neither can education. Teachers who are “whole” on their own are the ones who have a better chance of making and maintaining positive relationships not only with students but with colleagues and parents alike. They are able to start or enter into healthy conversations, and handle even the uncomfortable ones, with dignity and professionalism. Educators who are authentic in their pursuit of guiding students and inspiring them, are the one who will be set apart from the norms and marginalization that the educational system is so often reduced to. We again must be the change and lead by example. What came to mind while reading was the idea of “you get what you give”, meaning that the energy and effort I put into my lessons and my relationships in my career need to be worth receiving in return. Essentially, lead the way in which you wish to be led. Teachers who do so provide an atmosphere within the walls of the classroom where a community of truth is then practiced daily. Palmer presents us with three common models of community in Chapter 4: therapeutic, civic, and marketing. Together, they promote many positive things such as a healthy school that embodies a love for learning and the learners, finding common ground despite differences and looking out for minorities, as well as the need of school leaders to ask for feedback from students, faculty, and parents, and actually use it to support them and stay accountable (Palmer, 2017). Though they each have pros and cons, Palmer turned our focus more to the idea of maintaining a community of truth as it is not linear; it is involved, dynamic, and interactive just like our classes (Palmer, 2017). It is just as diverse and everchanging as our students and is to be conducted with passion and discipline. A community of truth does not mean that we will never have doubts or uncertainty, but it will help to prevent bias, self-deception, and other ignorance. It opens us up to constructive criticism as well. By embracing such a community within the realm of education, we are becoming life-long learners. We embrace diversity, ambiguity, creativity, honesty, and humility (Palmer, 2017). Together they are ultimately very freeing in a career that though is very rewarding, often leaves those of us with big hearts feeling rather drained and discouraged. If we are to claim that one’s knowledge depends wholly on where one stands, we will never have much certainty (Palmer, 2017, p. 112). Gaining new perspectives and sharing with others is what keeps us from being “stuck in a bubble” or stagnant.
Chapter 5: The dynamics of teaching in a community of truth require administrators and teachers to be flexible; to be able to monitor and adjust. Those elements of surprise that keep us on our toes often evoke fear. This fear is due to our current academic culture where new or unexpected ideas that fail to fit our conventional norms, leave us feeling unprepared or unequipped (Palmer, 2017). Being flexible and working together will allow schools to better navigate those situations with confidence and be less fearful. I do think that “old dogs” can learn “new tricks.” I understand the concerns of our veteran teachers who are all of sudden being bombarded with technology, students who grew up with social media and cellphones, and the daunting task of having to switch to the role of a facilitator, as opposed to just “spewing” information through constant direct instruction. As a younger, newer teacher, I have a vantage point where I can appreciate the traditional approaches, but also have already dipped my toes into the waters of the “new.” I am open to lending a helping hand, but I find that my colleagues are not always so receptive. If administrators can support teachers in this transitional time period of education by setting realistic expectations and timelines, I think we can all take the necessary baby steps that our students’ academic needs require in this 21stcentury of learning. Our building principals and new superintendent have been doing a decent job of this lately. Concepts of authority, power, and grades are still in place (and necessary to an extent) but they are showing that they trust our judgement and listen to our concerns. For example, they have given us freedom to explore CANVAS this year as our new management system, in ways that fit our own content area best. In the recent events of the COVID-19 pandemic and our switch to virtual instruction, they have also given us more lenient guidelines and made it clear that our professional judgement will be supported during these “interesting” times in uncharted territory. At the same time, they show concern for our own mental/physical health and that of our families. There is a strong sense of school pride, almost as if we are a family unit. Oddly during this time of year when teacher “burn out” rate is high, and especially now when we are so isolated and separated, I feel that our building and our district is stronger than ever. Palmer may have had a point when he stated that when authentic community emerges, the false differences in power and status disappear (Palmer, 2017, p. 141). As I read Palmer’s take on the subject-centered classroom, vs. the teacher or student centered, I was able to picture my own, which made me proud. Due to the fact that my content area of world language is so deeply rooted in human connection, I feel that for me at least as a Spanish teacher, most of what Palmer was discussing throughout the whole book was almost “common sense”. In regard to the subject-centered classroom, one in which students are honored by being introduced to the world larger than their own experiences and egos (Palmer, 2017, p. 122), a Spanish class seems the most fitting for the task! The subject/content is brought to life every time students or myself speak in the target language, every time we listen to Hispanic music together, every time they find memes in Spanish and ask me to translate, and so on. The “life” that is brought into the content is reflected by the passion of myself, the teacher. As a student, I truly loved learning about different languages and cultures, as it opened up so many wonderful doors in my life. Being able to share a similar experience with my students makes my heart happy. The subject itself is finding a voice; it is prioritized in my classroom due in part to the physical set up the room, and also our consistent engagement with one another. Every time one of my student’s has an “AH-HA” moment, my passions are reignited. Our conversations bring memories of my own experience as a language learner back to me; it is very full circle. I share stories of the families that I lived with while studying in Costa Rica and the Dominican Republican. I share stories of the Mexican family that I nannied for, for over a decade. Each time we start new sets of vocabulary or grammar, I find a story to relate the content to make it more relatable. By breaking the content down into smaller pieces based on realistic scenarios, students are able to retain it better and piece things together themselves. This is the idea of teaching more with less (Palmer, 2017) that is now part of active learning and flipping the classroom. We provide students with a few puzzle pieces and an end goal, and they take ownership for their learning by diving in deeper. This process is not always easy. It is messy and definitely not linear, but the end result is always rich and unique. It goes beyond a gradebook! Students setting the course for their learning process allows the teacher more time to be attentive and actively listen, now that their sole focus is no longer on delivery of information. Teachers and students equally depend on each other. There is a mutual respect and partnership. Though there is an age difference and though students have not yet entered the “real world” as we have, there is no need to talk down to them or belittle the experiences that they do have to offer thus far. I am easily able to put myself in their shoes in that regard right now, as I experience that sort of demeaning speech from some of my superiors. I know that if I do not like how it feels and that it keeps me from wanting to collaborate with colleagues, that a similar pattern will happen with my students and how they interact with myself and their classmates. Palmer summed it up best when he stated that if the human issues in teaching get ignored, the human beings who teach will feel ignored as well. He noted that reducing teaching to technique belittles and shrinks the craft and people (teachers) will not willingly return to a conversation that diminishes them (pg. 149) I found this to be very profound and true.
Chapter 6: Critical learning moments as described by Palmer are those in which a learning opportunity for students will open up or shut down depending on how the teacher handles it (Palmer, 2017). I think this is also easily applicable between administrators and their faculty. We try to be on our “best behavior” as teachers, but that does not aide in lessening our fears of reaching out when we need help. In our classrooms we are trying to promote healthy conversation and learn from our mistakes. Faculty and administration need to speak as openly and as honestly about struggles as we do our successes, especially if we are trying to invite that same type of healthy conversation from our students. Administrators and leaders of today must not only invite good conversation about teaching, they should expect it (Palmer, 2017). By allowing their faculty and staff to freely express their self-doubts, they can then better prepare the resources required to meet their needs. This then has a butterfly effect that trickles down to the student body. It is not to say that during formal observations that any concerns that arise should not be addressed at all, but that they should be addressed by showing ways for the teacher to improve, rather than result in a reprimanding or form of discipline. One of our assistant principals has done a great job of this lately. She has voiced to our department several times that on observation days (which can be nerve-wracking due to a desire to “perform” well) it is ok not to be perfect. She wants to see the realistic lesson so that she can provide realistic feedback. “Bells and whistles” are nice features to be added to lessons but should not drowned out the sound of cries for help.
Chapter 7: Under our new “regime” of administrators (as it is often referred to) there is an obvious movement towards “modern teaching.” They are taking the ideas of educational reform movements across the country to provide a better education for our students, and a healthier work environment for our teachers. It is important that leaders are open to the energizing and motivating reform movements. Rather than seeing even the modest of alterations as a threat, the perspective should be that we as educators want more and better for our “kids”. Yes, at the end of the day, forever and ever, my students are my kids. I need to do my part daily to renew the “norms” of education and truly be the change. I want my students to think back and know that I truly cared for them, not only academically but personally. I want them to remember that they felt validated in my classroom. After all, the human soul does not want to be fixed, it simply wants to be seen and heard (Palmer, 2017, p 156). The world is our classroom when you think about it. There are teaching moments and learning opportunities around very corner. Leading and acting authentically and ethically is not just something that applies to our career, but to our everyday lives. We need to listen empathetically as our undivided selves, with undivided attention, so as to help the next in line (just as our mentors helped us). Teaching truly is an act of heart. Our heart is what makes us human and connects us all. Despite any challenges, my heart is what continually gives me the courage to teach.