Notes on Teachers and Learners

After swimming class last night, a discussion arose around the engagement and demeanor of the boys' two different teachers. As we discussed the qualities that these teachers of children possess, Trinidad said, "If I was a teaching something, I'd want to have the same amount of joy as the kids and if I didn't, I'd stop teaching."

Last week, the boys took flying lessons from a friend. At one point, seven children formed a line to Sam's dresser where they climbed up and launched themselves airborne to land on the children's king-sized bed (flying). I entered the room, wiping my hands on my apron. "Are you children jumping off the dresser onto the bed?" I demanded.

"Yes," said two children, smiling shyly.

"Oh. Good!" I said and turned back to preparing dinner.

Later in the evening, the boys refused to participate in any more lessons because their "teacher" wouldn't let them talk or make sound effects as she spoke for several minutes at a time. She wanted full focus only on her and her instruction. She felt bewildered about their mutiny, and did not know how to let go of her role or shift while staying connected. She had collected pages of notes in number-letter code as to their progress, but more importantly to her, the notes clocked their obedience and where they stood in her esteem.

We had a talk about it together. What needs were the boys trying to meet by talking or entertaining themselves with sounds? (Sam had been repeating to himself several of the witches' lines from MacBeth, and Aviv found the soliloquy disturbing. "That's because you're in Waldorf school," said Trinidad. "Everything in Waldorf school is a certain way and this is not that way.") What need was the "teacher" trying to meet by telling them to be quiet? The boys were clear that they would enjoy the flying lessons if they were sure the instructor was really considering their needs as people, too. The "teacher" felt frustrated, as her primary role model was her own classroom teacher, Miss K. And Miss K always just told people to be quiet if she couldn't focus and hear herself talk.

A visual of Miss K's was described where a leafless tree was drawn on the board and leaves were added to it when children did what they were told. "And we don't like it if Miss K is not pleased," she said. Our young friend assumed that the boys would be as concerned about her pleasure when she was in the role of teacher and had not much thought about their needs beyond the excitement of flight.

"I want to talk less and fly more," said Sam.

"I am beginning to like the idea of public school less and less," said Trinidad.

With more clarity about how to meet her students' needs for engagement and consideration, this young "teacher" proceeded with the joy of sharing her skill, though, she noted, this was nothing like School anymore.