The more time I spend in a classroom, the more I realize that the best instruction has a sure presence of give-and-take, of flexibility, of grace. It’s like the ocean’s tide or a well-played soccer match. It’s a nudge of encouragement, a step back of release, and a nod of recognition. It’s warm, it’s comfortable, and it’s inviting.
The more time I spend in a classroom, the more I realize that the best instruction is a conversation – a friendly, constructive, mutually respectful conversation. It’s teacher-initiated and student-dominated. It’s authentic, and it’s jam-packed with affirmation.
The more time I spend in a classroom, the more I realize that the best instruction, the most nimble instruction, can be most intimidating to teachers. It’s fluffy, it’s ambiguous, it’s uncontrolled. It’s a leap of faith; it’s all-in commitment. It’s a resilient belief in the learner, investment in the process, and relentless zeal for the product of it all.
The more time I spend in a classroom, the more I realize that soon enough it will be up to me to commit to this release – this flexibility, this advancing and declining fluidity – within my own teaching structures, classroom expectations, and instructional relationships.
The more time I spend in a classroom, the more I realize that I cannot wait to slip into the ebb and flow of my own instruction.
Pictured above: A Selfie by Kara Jones.
A few of my students at St. George's Independent School's Memphis Campus requested a selfie for a literature project. In the spirit of ebb and flow, I gave in and made it a double shot.