This paper contains excerpts summarizing my arts-informed Master’s thesis, autoethnographic reflections in the form of lyric, collage, and personal narrative exploring an inner, emotional journey to regaining strength and rediscovering passion after a period of teacher burn-out.
The Jar as Metaphor: The Heart of My Learning
The role of the Canadian educator has expanded to supporting the whole student. From fear of violence in schools to increased awareness of mental health issues to data-driven school improvement plans, educators in Canada face many stresses. It has become common for educators to experience “burn-out,” to become cynical, or to feel overwhelmed by the pressure to be more than an expert in a given field. Today in education we are often supporting students in navigating the human experience.
To build resiliency, educators need to come out of isolation and build communities of trust. We need to be able to acknowledge and express our inner landscapes: the thoughts and feelings beneath the surface of responding to every day routines, events, and duties. For me, metaphor became a way of accessing and expressing what I learned in my early years of teaching.
For this inquiry, jars symbolized the collected stories and emotions of my inner life as a young teacher. By preserving memory and capturing experience in metaphorical jars, I discovered that a teacher can hold a moment up to the light for a closer look through the jar’s transparent walls.
Jars can be used for preserving or collecting or storing or capturing. We purchase things in jars. We give things away in jars. From holding delicacies to treasures to waste to hardware, glass jars have lingered in homes and garages and schools and workplaces since the mid-1800s.
We have been having a blast this year learning like an astronaut. In the fall, I launched a program designed to engage the whole school in exploring 21st Century learning skills. We called it “Learning like an Astronaut.” For one school year we are trying to answer this question: “If we were going to learn like an astronaut, what would we need to do?”
We are officially hooked on space! Our first challenge in our Learning Like an Astronaut project was to design a fitness test. We had full participation–every class delivered amazing entries with all students participating.
The Grade 5/6 class requested a music lesson but the teacher wanted to challenge me a bit more and push me out of my comfort zone. So last week I taught my first science lesson! The assigned topic: biodiversity.
In the summer, as I drove back and forth to the cottage, I listened to Chris Hadfield’s An Astronaut’s Guide to Life on Earth and it inspired me. Hadfield’s passion for learning is just the sort of learning energy I wished my students could find. From planning to become an astronaut to preparing for a mission to recovering after a mission, Hadfield’s book is filled with lessons we all need.
1) Begin with a question
Why does the moss cover parts of the tree trunk? Inquiry is as simple as a single question. When we see the world through questions we welcome learning into our lives. It is easy to say that children are naturally curious, but why are some children more curious than others? Why do some six year olds ask about moss on the tree and others didn’t even notice the tree?
I have always loved questions.
My earliest memory of using questions in my teaching was about fifteen years ago. Grade 11 high school English. We studied Lord of the Flies by William Golding. Using a piece of blank 8 1/2 x 11 sheet of paper, I wrote in black sharpie the names of themes around the edges of the page, leaving the centre blank. Friendship, good, evil, life, death, nature, survival, rules, and so on.