Remember what it’s like to be a learner

It is the end of semester and I am thinking about comments from students made to me in the past couple of weeks, comments frequently made at the end of a semester.

“I didn’t know how all of this was going to come together, but now it all fits and every piece was necessary.”
“I understand why __________ was important now.”
“I was a very grumpy student when you said we were doing ________, but now I am so grateful and it taught me more than I could have ever imagined.”

The comments reveal an important aspect of learning – that there is often a period of darkness or fogginess or incoherence followed by a seeing or illumination that comes only at the end, after an opportunity to look back.

The comments remind me that it is difficult for learners to understand what exactly will help them learn. They can certainly provide a great deal of information about what has worked for them in the past when learning, or what their preferences are for learning (and their input along these lines should be invited and valued), but when faced with a completely new conceptual framework and practice, their knowledge of the learning path is limited. They need a trusted teacher, a teacher with a method to her ‘madness’, a teacher who has gone before them and can now lead and guide others along the way. That’s why they’re here.

It is difficult to be a learner, difficult to not see the path ahead, to know there is a mountain to be climbed, but to not be sure of the path or how long it will take or even if they will have the strength to climb. It is a humility. It requires patience and perseverance.

I think I sometimes forget how difficult it is for my students. I get so caught up in how exciting I think the journey is and what they are going to see over the next hill or around the next corner that I forget to be present with them where they are, in their blindness and at my mercy. Learners need to know I’m there, to know their peers are there, and that we’re all in this together. Learners also need a lot of feedback or at least a lot of encouragement and support to keep going when they are stumbling and the ground is moving beneath them…a hand to hold.

As I think ahead to a new semester and new classes, I am reminding myself…

Remember what it is like to be a learner.

Remember to ‘foreshadow’, to say this is why we are doing _____, this is how it’s going to fit, this is important because ______. Foreshadowing raises ‘assignments’ out of the mindlessness of hoop-jumping, and into a meaningful learning journey.

Remember to take opportunities to ‘connect back’ so that coherence is found and meaning is illuminated. Every student needs a ‘road to Emmaus’ companion, who helps them see what couldn’t be seen in the midst of the learning.

Remember to build trust through ongoing formative feedback that honours and provides time for the steep learning curve and risk taking all learners must take. This trust will make dialogue possible so that timing can be adjusted, re-teaching can happen, and incorrect assumptions are avoided or corrected.

Remember to let them try and fail and then have the opportunity to try again – to revise, redo and retake…and then to innovate!

Remember to care, to intentionally connect with them, to listen well, to pay attention and then respond. You have all the power to develop and maintain relational trust with your students.

Remember to let your students teach you how to teach them. What works for one, doesn’t always work for the other. They need to know you see their uniqueness.

Remember what it is like to be a learner.

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