I was reading Daniel Goleman's "A Force For Good" and decided that in
the words of David Brooks, we all should be "personalists." It's best
described as emotional self-regulation. We should scrub daily our hearts and
minds and souls clean with the soap of compassion by practicing, in the Dalai
Lama's words, "emotional hygiene." It's best described as emotional
self-regulation. That is, we should have unconditional respect and concern for
others, and turn that energy outward. We should treat each and every student
as a whole individual human being, not just as a unit to whom we lecture, test,
and give a grade. No conditions; no exceptions; no preconceptions; no
judgments. Just a lot of empathy, what Goleman calls "cognitive empathy,"
understanding what others think, and "emotional empathy," understanding what
others feel," and then putting the two in practice with "empathic concern,"
The last snuffs out selfishness and ignites engaged kindness, caring, faith,
hope, and love.
In that vein, I hold this truth to be self-evident, that every student
is unique, sacred, noble, chosen, extraordinary, and filled with untold and
unique potential for success and significance. It is my absolute truth; it is
my single certainty; it is my true north. And, there is great power in that
truth. It is the foundation of my avowed vision and the core of my articulated
philosophy and the essence of my relationships. In the spirit of John Dewey,
Carl Rogers, Abraham Mazlow, Ed Deci, Carol Dweck, Teresa Amabile, Barbara
Fredrickson, Richard Boyatis, Sonya Lyubomirsky, Daniel Goleman, Howard
Gardner, and a host of others, I am not a mere transmitter; I am a catalytic
transformer. I am in the "people business."
The "don't belong" and the "they're letting anyone in" students, then,
are not the problem in academia. It's the blinding and deafening "weed them
out" attitude of too many professors who see too many students as "don't
belongs" and "they're letting anyone ins" who are the problem. That tunnel
mentality, that dark side of the force, fraught with anger, frustration,
anxiety, is the real problem. Remember, all you have to do is add a "d" to
anger and you're in "danger." Personally, without seeing and listening through
the prism of my vision and philosophy, I would have missed a lot and wouldn't
have taken the cap off of opportunities and possibilities, both mine and each
of theirs. Then, you become a believing, faithful, hopeful, and loving
nurturer, helping each student get out grinding down grit help her/himself get
the girt, the resolve and faith to grow in Carol Dweck's can-do "growth
mindset."
Practicing "lovingkindness" doesn't happen by itself. It is not easy.
It is hard to do; it does take a lot of effort. It takes small step by small
step. It take soft and encouraging word by soft and encouraging word. It
takes person by person. In the words of Leo Buscaglia, "Too often we
underestimate the power of a touch, a smile, a kind word, a listening ear, an
honest compliment, or the smallest act of caring, all of which have the
potential to turn a life around." But, as with any physical muscle, the more
you constantly work at it, the more you exercise it, the more you build it up;
and, the stronger it gets. So, it takes constant awareness, attentiveness, and
altertness, especially about ourselves, to get ourselves into better emotional
shape and in a better place. But, it's worth it. The "kindness curriculum"
developed at the University of Wisconsin and research on compassion coming out
of CCARE at Stanford show that. So, this is not "touchy-feely" fluff. It's
physically, intellectually, and emotionally healthier; it's more calming; it's
far more satisfying and fulfilling. It helps us do a better job of choosing
who we see, to what we listen, how we feel, and how we act. And, it's more
meaningful. I can attest that to have a fearless heart, to have the strength
and courage to be compassionate, to have the dedication to practice
unconditional faith, hope, and love can transform lives: theirs and ours.
That was the name of the game for me when I taught. When I was in the
classroom for me, that "people" vision, that "personalist" philosophy, that
hygienic core, summed up in my "Teacher's Oath," my "Ten Commandments of
Teaching," and my "Just Like Me" statement not only got the ball rolling each
day with a "yes, it created the compelling force that kept it rolling. It was
a purpose and meaning that created a powerful intention for me and fed that
intention with untold energy. It endowed me with a productive enthusiasm, the
energy of which I put into imagining what can be, clarifying where I wished to
go, and making the effort to get there. It strengthened me, innoculated me
with a quieting empathy, gave me courage, invigorated me, steadied me, gave me
faith and hope, and, above all, put me at peace with myself. You see, my
vision defined precisely what teaching meant to me. It acted like motrin,
allowing me to avoid the aches and pains of complaining, feeling resigned,
aggravated, angry, and frustrated.
Make it a good day
-Louis-
Louis Schmier
http://www.therandomthoughts.edublogs.org
203 E. Brookwood Pl http://www.therandomthoughts.com
Valdosta, Ga 31602
(C) 229-630-0821 /\ /\ /\ /\
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//\/\/ /\ \__/__/_/\_\/
\_/__\ \
/\"If you want to climb
mountains,\ /\
_ / \ don't practice on mole
hills" - / \_
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