September 30th, 2014
The further I get into the course material (not just for EDUC 450, but for all courses so far), the more it seems self-evident that inquiry-based practice forms the strong foundation from which to build and develop one’s prowess as a teacher. It simultaneously encourages teachers to continuously evolve their practice to account for the myriad differences between students and the constantly changing context within which our children develop. Just the notion of teachers being flexible in delivery of subject matter — being ever mindful of children’s different learning preferences and challenges — seems daunting, when considering that many of my colleagues in the SEL cohort most likely developed their chops within a transmission-based passive learning environment.
Like Sims, our own inquiries must constantly evolve, if but for one simple reason: we need to keep ourselves interested! Many horror stories of passionate teachers biting at the bit after being released from BEd programs running right into a wall of conservative pedagogies (protectively preserved, of course, by presiding educational institutions), seemingly apathetic and resigned colleagues, unsupportive students and teachers, to eventually become a shadow of their former self, a shell that eventually becomes jaded, filled with cynicism. And that is a very scary thought, how what was once a calling, a source of passion, could be eroded into a dreary means of earning a paycheque.
That being said, I strongly believe that educators must protect themselves against this reality, because it will hit us eventually. One day we will walk into a classroom and think, “why am I even here? What is the point of all this?”
We need something in place because we, as classroom leaders, are the only citizens in the world who are NOT ALLOWED A DAY OFF. Teachers must be on the ball at all times, even if they’ve left their balancing pants at home. And this, I believe, may be the beginning of my own inquiry question.