Learning+Reflection

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Answering this question is an example of how I learn. First, I read the instructions, thinking, “Oh, my! How am I ever going to do this?” Then, I do research by looking at some examples and begin brainstorming a list of possible responses. After reflection, I look back at the question and begin to organize my thoughts. Learning is a complicated process and is dependent on what is being learned. Am I learning a simple skill or am I going to create or design something?

In the old days, when I went to elementary school, students sat at their desks for the entire day, except for reading group, and did whatever the teacher said. This was behaviorism and ability grouping at their best. By the way, I was a bluebird. Although I can’t imagine expecting a child to do this today, I really liked school and didn’t mind this boring routine. Perhaps it’s because there were only five or six TV stations, no after school activities, and not many distractions. Life was slow and expectations, minimal. Being in the top group, ability grouping worked for me from elementary school through high school.

In junior high and high school, I enjoyed learning in science labs and in classes that had projects. Solving problems and active participation were a more interesting way to discover and create new ideas. At this time, there were other learning opportunities aside from the traditional behaviorism techniques.

True learning for me began when I left home and went off to college to earn a BS degree in early childhood education. At that time, the professors engaged in more hands on learning, something that I always strive to use in my classroom teaching. One reason why I studied to be a kindergarten teacher was because at that time, it was more acceptable to use more cognitive learning practices with younger children. Being a kindergarten teacher seemed more fun and rewarding.

How do I really learn? Again, it depends on what I am trying to accomplish. Before I can learn anything, I need intrinsic motivation; I need to have a reason to learn. In college, I decided that I was going to get the most out of each class. Before each semester, I would think about each class and reflect on why I wanted to learn about the subject. I’d trick myself into wanting to learn about subjects that weren’t even interesting to me. I had to find reasons to want to learn. Being a gullible person, this trick worked, allowing me to graduate from college with a strong GPA. I’m much older now and harder to trick.

To learn a skill like calligraphy as an adult, I'd start out in a class learning techniques directly from an instructor. Then, I'd practice, buy books to explore other styles and to admire professional works. Incorporating my skills into planning new projects allows me to develop and practice my skills in a more creative environment. Then, of course, I teach these skills to others, helping me understand them even more.

For the most part, I believe that my learning goal is to try to construct meaning but I often need to practice my skills before I can get to that level. I may not reach that level but I do try to go along for the ride. Sometimes the ride of learning is as good as, or even better than, the goal. Learning needs to be goal oriented and meaningful. For those reasons, I’ve always taught in special areas, like kindergarten, gifted education, and now technology. I find that it is essential as a teacher to be as much of a learner as the students so I am constantly learning along with the students.

How do I learn? I learn by listening, researching, practicing, reflecting, organizing, planning, creating, evaluating, and teaching. Since memorizing has never been one of my strengths, I do a lot of problem solving. I try my best to be an original, creative thinker but am not afraid to start with another idea and take it in the direction that works for me.