Thursday, February 25, 2021
Sometimes I wonder if being a teacher is a bit of an act. If so, or at least if that's how I am playing my role in academic support, I might not be doing it quite right. I might not be really serving my students but myself instead.
You see, I love to be seen. In fact, when working with students, I find myself too often trying to mold them to think like me, to work through problems like me, to learn like me. In short, to watch me. But, that's a big problem because none of them - not one - is like me. We are all remarkably and marvelous and wonderfully different.
That means that my job is really not to be seen but to see, to observe, to listen, and to respond to my students. In short, I'm not the star; they are. And that makes a world of difference in how I approach academic support as a teacher, a coach, a facilitator, a mentor, and an encourager.
To put an emphasis on it, if I am only wanting to be seen, then I'm falling up short in my obligations to my students as an academic support professional. But if I am seeing them, like much in life, that's the beginning of understanding, learning, and growth, for my students and for myself.
Let's make this honest. Too often I do all of the talking, teaching, and coaching that I end up crowding out much of the learning.
To be frank, that's because I have "relationship" issues. I'm not confident enough in my abilities to actually help them, to listen to them, to respond with them.
But, as many have pointed out, the best solutions for overcoming learning difficulties come from within not without. So, as I move forward in my role as an academic support professional, I find myself trying to move a little out of the way so that my students can take center stage.
After all, it's for them that I serve. It's for them that we serve. (Scott Johns).