September 21. Somewhere in the skies between Detroit and
Jacksonville. Just
left the Lilly conference on college teaching in Traverse City intensely
stirred and
stirred up by various sessions on brain research about learning, classroom
diversity,
special needs programs, classroom boredom, humanizing education, inclusive
education,
pervasive and lasting learning. Four days of education, information,
reflection,
affirmation, elucidation, and above all, of association and connection. So
tired and so
wired. So drained and so filled. My brain is numb and yet sharp. I'm dead
and so alive.
Diamonds embedded in insightful sessions, pearls from the all important intimate
smoozings, all kinds of jewels over dinners. Near-disaster turned into
accomplishment
(don't ask). An impromptu presentation that continues to stir my soul. So
many names and
faces and stories, too many to list. New and renewed. I never met a Lilly
conference
that didn't do that to me. I'm rummaging through the Lilly conference's
program reading
scribbles I had made all over the pages as foods for thought on which I have
yet to feast.
I thought I'd share some of these marginal notes that seem anything but
marginal. They
aren't all of the tidbits; I'll share others later:
1. A teacher is really an adventurer in quest of treasure.
2. Mother Teresa said that she doesn't treat the masses; she treats one
person. So, I've
got some hard, powerful questions we should ask ourselves each day: Do we
truly know each
student? Do we like each student--love each student--unconditionally? Do we
unequivocally respect each student? Do we believe in each student without any
reservation? Are we unhesitatingly committed to each student?
3. We have to love and admire those who can bring their hearts to their work.
4. I like that saying, "A spiders unite their webs can tie up a lion." That's
classroom
community; that's a campus learning community.
5. We grow stronger, maybe even more courageous, certainly more authentic, by
self-reflection.
6. The fullness of whatever it is we're doing lies in the form of our
limitless openness
for the unknown and surprise.
7. We should enter the classroom as if it's holy ground because that is
exactly what it
is.
8. Students are more likely to be influenced by those they like and trust than
those they
do not
9. If you don't see the sacredness and humanity in every student, you don't see
sacredness
and humanity anywhere; if you don't see the sacredness and humanity in
yourself, you won't
see sacredness and humanity anywhere.
10. I suppose to love and be dedicated to one's discipline is expected. But,
when we go on
campus why should love and dedication stop at that border. It's not
trespassing to go
beyond that boundary line to love and be dedicated to each student.
11. As we begin to believe that there is no great accomplishment than serving
others,
rather than ourselves, then the classroom will become a sacred place of
celebration.
12. Doggone, this thing we call education is all about people, isn't it?
So, to have a better shot as being a purposeful and meaningful and
fulfilled-and lastingly effective--teacher we just have to be a knowledgeable,
simple,
decent, caring, serving, kindly, trusting and trustful, authentic, empathic,
loving,
believing, and fearless human being each day. Those are a heck of a bunch of
"justs!"
Easy to say; challenging and meaningful to live. That's why the most important
day of any
conference is the day after the conclusion of the conference.
Make it a good day.
--Louis--
Louis Schmier
http://therandomthoughts.edublogs.org/
Department of History
http://www.newforums.com/Auth_L_Schmier.asp
Valdosta State University www. halcyon.com/arborhts/louis.html
Valdosta, Georgia 31698 /\ /\ /\ /\
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