My philosophy of teaching will be compared metaphorically to an activity I have taken part in for the past twenty years. I was diagnosed with multiple sclerosis near the beginning of my teaching career and have lived with that diagnosis every day since that time. My philosophy of teaching and, indeed life has been shaped in some way by that singular fact. The activity I discovered shortly after my diagnosis and after beginning teaching was the MS Bike Tour.
“We don't receive wisdom; we must discover it for ourselves after a journey that no one can take for us or spare us.”
Marcel Proust, French novelist (1871 - 1922)
I have always had a passion for cycling since my earliest years as a child. This passion, I learned, was a way for me to the fight against my disease as I also learned to live within my disease. The tour itself is a two day, 150 km event which is the culmination of weeks of training and fundraising toward making a difference in the research into the cure for MS and care for people with MS. The bike tour is exactly that, a tour; it is not a race. Some people may choose to treat it as a race, but its intention is to simply be a tour.
The late summer Saturday morning of the Bike Tour is full of excitement and anticipation as the riders nervously assemble their bikes and adjust their helmets, shoes, gears, tires and brakes. Conversations take place between veteran riders who chatter about the happenings in their personal and professional lives during the past year. As the time arrives for the send-off, cyclists arrange themselves at the start line in eager anticipation of the day’s ride. Similarly, in the school many teachers approach the school start-up in this fashion. We discuss our summer activities, families, upcoming students, classes and our expectations for the coming year. Challenges that are anticipated are discussed and strategies are put in place to meet those expected challenges.
“Maybe the greatest challenge now is to find a way to keep independence while also committing ourselves to the ties that bind people, families, and ultimately societies together.”
Jane O'Reilly
The day’s riding challenges are discussed by pockets of cyclists with particular attention being paid to weather conditions that are expected. On the Saskatchewan prairies wind is the cyclist’s biggest challenge. Methods are discussed on how this will be overcome. Individuals may have prepared themselves by adjusting their gear-ratios or handlebars in anticipation of such problems. Teachers will also prepare themselves to better deal with problems they’ve experienced in the past. Perhaps summer short courses have been pursued to help with reading strategies or the like. Together the riders have begun to reinforce their sense of community within their numbers with discussions about how to deal with the weather conditions.
As the 200 to 250 riders begin their day of cycling they are sent off in packs of 25 to 30 riders. These groups begin with eager and energetic efforts but then soon fall into a rhythm of cycling with or against the wind depending on their placement in the general group and the prevailing weather conditions. Veteran cyclists offer new participants suggestions to help with their upcoming ride. Teachers may also begin the year with excitement but soon fall into the year’s school rhythm. New teachers gravitate toward veteran teachers who have taken them under their wing and share ideas and materials to help throughout the upcoming year.
Many cyclists have been working independently to prepare themselves for the weekend’s activities. Fundraising ideas have been developed in order to raise as much money as possible for this cause. Some cyclists have done everything possible to raise as much money as possible. Other participants have raised the minimum amount to simply be a part of the tour. Some riders are motivated by the rewards that are offered as for fundraising levels. Top fundraisers are recognized for their efforts with prizes but also with formal recognition at the social in the evening. In education we find similar levels of participation. Some teachers only do the bare minimum as far as their involvement in the school community. Other teachers are motivated by the higher salaries that come with pursuing higher education while others accept that higher pay but are motivated by the pure accomplishment of learning. Still others are motivated simply by witnessing the growth in their students.
Back on the road with the cyclists, we notice that they have begun to form themselves into smaller groups or pelotons. A peloton is a group of cyclists that works together by individuals taking the lead for a short time to battle against the wind or rain while giving their group members a break from those conditions. The rest of the group meanwhile falls into place in such a way that they find the “sweet spot” that allows them to ride in relatively lower wind conditions. Riders may begin to feel the exhaustion of the tour but, with perseverance and the assistance of the fellow riders, will be able to make it through the day.
“Generosity is giving more than you can, and pride is taking less than you need.”
Kahlil Gibran (1883 - 1931)
After a few minutes of leading, the front cyclist will fade off to the side of the peloton, exhausted by the intense efforts of pulling the group along. He is then replaced by the next cyclist who then takes their turn at the front. Some cyclists are in particularly good shape physically and take a greater than normal time at the front allowing the other riders to rest even longer. As long as they can keep the peloton moving at a higher rate in this manner their leadership is welcomed by all. When the lead cyclist begins to lag another, sensing the weakening, eagerly moves forward to take their place. Words of thanks are exchanged as that lead rider fades back to a position of relative protection from the elements.
Teachers form their own pelotons. They work in groups or Professional Learning Communities where significant work can be done. Some leaders may take their roles to heights not previously seen in their schools. In time they may begin to lose the energy or intensity they once had. However, their contributions are appreciated and their new role is recognized as being valuable to the teaching profession or school community. Good, positive leadership can facilitate the transition for teachers like this. Leaders may also be promoted leaving a temporary void for another to move into place to carry the progress of the school forward.
“Leadership and learning are indispensable to each other.”
John F. Kennedy (1917 - 1963), speech prepared for delivery in Dallas the day of his assassination, November 22, 1963
In the peloton, riders have been welcomed into the fold as lagging solo riders are overtaken. These individuals take their turn at the front if they are able or not if they can’t. We are all in this together! To stay with this peloton certain skills are necessary as conditions become very close and intricate and hopefully the speeds are higher than an individual rider’s speed would be. Cyclists’ attention is fixed on such details as watching for road hazards and keeping an eye on the cyclists around them.
“There are two ways of exerting one's strength: one is pushing down, the other is pulling up.”
Booker T. Washington
US educator (1856 – 1915)
In the school community leadership can force teachers to perform in certain ways or it can give those teachers opportunities to improve their abilities and therefore improve their competencies. In this way teachers can be pulled along toward a common school goal.
For the peloton, the most obvious positive force acting in its favour is a favourable wind. Having that favourable wind makes the bike tour so much easier. Riders fly along with very little effort; spirits remain high throughout the entire tour and riders finish feeling almost fresh and feel like they can ride much further. A bike tour that experiences a tail wind on both days is rare but fantastic when it happens. Such a positive feeling remains that afterwards riders look forward to a great tour next year.
“If you are pained by external things, it is not they that disturb you, but your own judgment of them. And it is in your power to wipe out that judgment now.”
Marcus Aurelius Antoninus
Roman Emperor, A.D. 161-180 (121 AD - 180 AD)
If one looks at the community as an external force in a school environment we know that it can act in a positive way or it can act in a negative way. We’ve seen instances where the community has had a negative effect interfering in some of the goals set forth by a school and its teachers. However, most often we see that the community can be a very effective, positive force that assists in the programs delivered by the school and makes the school function more effectively. Teachers working in a positive community environment appreciate all that it has to offer and sincerely look forward to being in the school each day. Strong leadership is able to bring together the positive aspects of the Community’s involvement, while minimizing or eliminating the negative aspects Community’s involvement might bring. Again, strong leadership fosters strong leadership in its ranks, and the feeling that we’re all pulling in the same direction toward a common goal, fostering intellectual, social and emotional growth within a safe learning environment.
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